Frankenstein:
A Vindication of Human Ethics
and Feminist Theory
Farmington Public Schools
Grade 12
English
Virginia Gillis and Debra Jeffers
6/27/06
Farmington Public Schools
1
Table of Contents
Unit Summary
………………….….…………..page 3
Stage One: Standards
Stage One identifies the desired results of the unit including the broad understandings, the unit
outcome statement and essential questions that focus the unit, and the necessary knowledge and
skills.
The Understanding by Design Handbook, 1999
…………………………….... pages 4 – 6
Stage Two: Assessment Package
Stage Two determines the acceptable evidence that students have acquired the understandings, knowledge
and skills identified in Stage One.
……………………………… pages 7 – 8
Stage Three: Curriculum and Instruction
Stage Three helps teachers plan learning experiences and instruction that aligns with Stage One and
enables students to be successful in Stage two. Planning and lesson options are given, however teachers are
encouraged to customize this stage to their own students, maintaining alignment with Stages One and Two.
………………..……………… pages 9 – 15
Appendices
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Unit Summary
British Literature Honors students will read, study, and explore Mary Shelley’s
Frankenstein. Through the development and application of high-level reading and
thinking skills, students will explore the concepts of literary structure, genre, and motif,
and the attributes of Romanticism. In addition to their reading of Frankenstein, students
will examine the implications of biomedical ethics and feminist literary theory as they
apply to the novel. Students will write an original Gothic ghost story as they explore the
text, followed by an analytical essay at the conclusion of the unit.
This unit will take approximately five weeks to complete and will immediately follow the
unit on Seamus Heaney’s translation of the Anglo-Saxon epic Beowulf and precede the
unit on Romantic poetry.
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Stage One: Standards
Essential Understandings and Content Standards
Language Arts Standards
Essential Understanding #2: Genre
Authors communicate in a variety of genres of contexts for a variety of purposes.
Content Standard 2.2:
Students will read, write, speak, listen, and view to recognize and appreciate how
literature shapes human thought.
• Students will explore Shelley’s use of structure, motif, time, and narration;
• Students will examine literary genres applicable to Frankenstein;
• Students will discuss contemporary applications of the story in terms of both
feminist literary theory and biomedical ethics.
Essential Understanding #3: Craft
Authors use the traits of writing to communicate ideas effectively.
Content Standard 3.1:
Students will recognize and use specific text structure, word choices, literary
devices, and writing traits that achieve a desired purpose.
Information Literary and Technology Standards
Essential Understanding: Information skills and strategies are necessary to
effectively locate and use resources for solving problems conducting research and
pursuing personal interests.
Standard #1: Information Accessing
Grade 12: Students will demonstrate ability to synthesize information to answer a
question or support a thesis position.
• Students will research medical databases to document case studies and find
examples of areas of concern in biomedical ethics.
Science Standard #2:
Science is a human endeavor which has lasting impact on civilization.
Content Standard 2.23: Students will understand that scientific discoveries
sometimes present new and unique problems which require society to re-evaluate
its ethical philosophies.
• Students will conduct research regarding biomedical ethical issues.
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Unit Outcome Statement
As a result of this unit on Frankenstein, students will understand the writer’s decisionmaking process in crafting a story; the history and background of Romanticism and the
Gothic genre; and the ethical implications raised by the novel. Through their research,
students will connect the ethics of biomedical research and the implications of feminist
theory to the text.
In addition, students will:
♦ demonstrate effective analytical writing through final essay;
♦ apply their understanding of the elements of writer’s craft to their original Gothic
ghost stories, thus demonstrating their knowledge of literary structure and genre.
Essential Questions
™ What is the ethical relationship between creator and creation?
™ How do writers structure their work to reflect their message?
™ How is the feminist perspective demonstrated in Romanticism?
Knowledge and Skills
Knowledge
♦ elements and attributes of Romanticism
♦ elements of the Gothic novel
♦ epistolary style and narrative structure
♦ definition and identification of motifs, including: birth, mother/child relationship,
Creator/creation, Nature, science, discovery, death
♦ feminist literary theory (“A Vindication of the Rights of Women,” Mary
Wollstonecraft)
♦ application of criticism to a text
♦ review effective use of information technology
Skills/Processes
♦ develop and support a thematic idea through accurate interpretation and reflective
♦
♦
♦
♦
♦
♦
♦
♦
thinking
apply literary motifs Gothic ghost story
recognize and critique author’s use of literary devices and style
utilize the traits of narrative writing
analyze author’s perspective and analyze the function of emotional, ethical appeal
and stylistic elements and their relationship to purpose and audience
define and explain the concept of human nature as it relates to the text
generalize enduring themes to contemporary life and times
recognize and explain how authors are shaped by and have shaped the political and
social issues of a time period
use connections (text-to-self, text-to-text, text-to-world) to enhance understanding
of text
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♦ analyze a writer’s style and how the piece achieves its purpose
♦ investigate and describe how an author’s life experiences influence his/her work
♦ define and explain the concept of human nature (universal traits such as love,
hubris, authorship, greed, imagination, exploration of the natural world, etc.) as it
relates to the text
Thinking Skills
♦
♦
♦
♦
♦
♦
♦
demonstrate empathy (Gothic ghost story ethical challenge)
demonstrate tolerance for other points of view (discussion of genetic engineering)
recognizing intended meaning (Shelley’s use of narration, motif, epistolary style)
understanding consequence (biomedical ethics research)
infer from/evaluate ideas—draw conclusions (feminist theory; constructing story)
making inferences (from study of literary construction)
interpretation and synthesis (Gothic ghost story and research essay)
Stage Two: Assessment Package
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Authentic Performance Task
Writing a Ghost Story in the Gothic Style
Goal
Mary Shelley constructed Frankenstein as a result of a horror writing competition
proposed by Dr. Polidori during a rainy weekend with Lord Byron and Percy Shelley.
Perhaps because she was a fledgling nineteen-year-old woman writer, she took the
competition among friends quite seriously. Yet, she is not “merely weaving a series of
supernatural terrors.” Rather, she attempts “to preserve the truth of the elementary
principles of human nature” (Frankenstein, xxxix).
You will write an original Gothic ghost story that reflects your understanding of the
choices upon which Mary Shelley built Frankenstein. Your original ghost story will be
constructed as we complete our reading of the novel, and will include the literary
elements that make Frankenstein successful.
(Please see attached materials for complete assignment.)
Role
You are a writer. You are competing with your classmates to write an effective ghost
story that emulates Mary Shelley’s sensibilities. While a good ghost story invariably
involves what Steven King fondly calls “grue,” blood and flying entrails are not enough.
Your story, like Shelley’s, should present a moral or ethical challenge to be resolved.
Audience
Your audience will be your classmates and teacher.
Situation:
Your ghost story needs to include the following elements:
• narration
• motif
• elements of Romanticism/Gothic novel
• moral/ethical challenge
• character development
Product Performance and Purpose
You will write your Gothic ghost story in stages to be assigned and completed as the
novel unfolds. When complete, your story will be shared with your classmates to assist
in their understanding of the structure of the novel and the process of construction.
Standards and Criteria for Success
Your story shows a thorough understanding of the effective use of narration, motif,
character development, and the aspects of Romanticism and the Gothic novel. In
addition, your story presents a moral or ethical challenge to be resolved.
This assessment aligns with the following Language Arts standards: Essential
Understanding #2, Genre: Authors communicate in a variety of genres of contexts for a
variety of purposes. Content Standard 2.2: Students will read, write, speak, listen, and
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view to recognize and appreciate how literature shapes human thought. Essential
Understanding #3, Craft: Authors use the traits of writing to communicate ideas
effectively. Content Standard 3.1: Students will recognize and use specific text structure,
word choices, literary devices, and writing traits that achieve a desired purpose.
Tests, Quizzes, and Other Quick and Ongoing Checks for Understanding
• Analytical Essay—The essay will explore the attributes of Romantic literature
presented in Frankenstein through one of these essential questions for the unit:
¾ What is the ethical relationship between creator and creation?
¾ How is the feminist perspective demonstrated in Romanticism?
•
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•
•
•
•
•
•
•
Reading quizzes
Assessments of Volumes I, II, and III (Language Arts 2.2, 3.1)
Detail Victor’s moral challenge: exit cards to check understanding
Self-assessments of elements of Gothic ghost story
Reader response to feminist literary theory articles, essays (Language Arts 2.2)
Reader response to biomedical ethics case studies (Science 2.23)
Peer assessments of stories in progress
Group discussions: (ex. What makes a perfect person?)
Demonstrate ability to access databases for research (Tech. 1)
Presentation of research topics and ethical significance (Language Arts 2.2,
Science 2.23)
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Stage Three: Learning Experiences and Instruction
Guiding Questions
Instructional Strategies
Checking for
Understanding
Topic 1: Building the perfect person
After sharing quick writes,
Hook: Quick write.
students will meet in small
If science would allow you to
groups to create the “perfect”
instantly perfect something
man and woman, using both
about yourself either
language and visual
physically or personally, what
representations.
would you change and why?
Students will introduce their
creations to the class.
Class discuss similarities and
difference in choices.
Review level of depth in quick
write as well as “creation”
written and visual.
Assess level of depth in class
discussions.
Find current example of
genetic engineering.
Topic 2: Current Genetic Engineering
In small groups, students will
What are the applications and
share their examples. Students
possible implications of
will pick the most interesting
genetic engineering?
example and present to class.
Class discussion about
implications of unchecked
genetic engineering,
particularly gender selection.
Where will /should we draw
the line?
Journal write: How does
society view gender?
Topic 3: Mary Wollstonecraft and The Rights of Women
What is Mary Wollstonecraft’s Students will read and discuss
a selection from
legacy to women?
Wollstonecraft’s “A
Vindication of the Rights of
What are the gender roles that Women.”
Shelley was faced with?
Quick write comparing current
status of women’s rights.
Topic 4: Background information on Mary Shelley
Distribute and read as class
What significant events in
biographical information on
Mary Shelley’s life may have
Mary Shelley and discuss what
influenced her writing?
is interesting about Shelley’s
life.
Collect Journal for teacher
feedback.
Listen to class discussion and
assess level of understanding.
Review journals and provide
feedback.
Assess level of understanding
in class discussion.
Exit card: Is feminism relevant
today?
Assess level of understanding
in class discuss.
Quick discussion on what we
know about the concept of
“Frankenstein.”
Journal write: What factors
from Shelley’s life can you
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Review journals and provide
teacher feedback.
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foresee becoming a motif in
Frankenstein.
Distribute texts
Read Letters I-IV
(Focus on Walton’s tone and
his relationship with his sister.
Focus on how the letters
provide the setting.)
Guiding Questions
Instructional Strategies
Topic 5: The Attributes of Romanticism
Define movement of
What is Romanticism?
Romanticism and distribute
list of attributes.
How is Romanticism
expressed in music?
Play Wagner’s “Siegfried Idyll”
and explain story behind
How is Romanticism
piece.
expressed in art?
Checking for
Understanding
Discuss an example of
Romanticism.
Show quick slide show on
Romantic Art.
Discuss what is Romantic
about these pieces.
How are Walton and Victor
similar?
Journal write: Discuss how
Romanticism is reflected in
Walton’s letters to his sister.
Assess understanding during
class discussion.
Review journal and provide
feedback.
Read Chapters 1 and 2
(Focus on Victor’s childhood
interests.)
Topic 6: Writing a Ghost Story– narration
Assign Ghost Story
How does the epistolary style
Assessment and discuss
provide credibility to a story?
questions and concerns.
Assess understanding of
previous night’s reading.
Discuss narrative style and
view examples.
Discuss whether text
messaging is as credible as
written document.
Decide on narration for ghost
story.
Read Chapter 3
(Focus on Victor’s relationship
with his professors.)
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Assess narration decision for
ghost story. Preliminary idea
of where epistolary style will
be included in story.
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Topic 7: Characterization and Education –Creating a monster
Assess level of understanding
Examine Victor’s upbringing
How is one’s character
of previous reading in class
influenced by one’s upbringing and education. Examine
discussion.
Victor’s influences and
and education?
obsessions. Compare Victor’s
professors Krempe and
Waldman.
Journal write: What are the
positive and negative
influences on Victor’s life?
Review journals and provide
feedback.
Read Chapters 4 and 5
(Focus on Victor’s changing
feelings about creation.)
Topic 8: Creator and Creation – or The Modern Prometheus
Review Prometheus myth
What are some archetypical
creator/creation
relationships?
Assign and discuss
moral/ethical challenge of
How should Victor respond to
Ghost Story.
his creation?
Journal write: Discuss the
dynamics of the
creator/creation relationship
and relate to Victor. Notice
commonalities.
Review journal and provide
feedback.
Discuss Victor’s relationship
with his father.
Assess level of understanding
during class discussion.
Read Chapter 6
(Focus on Victor’s
deteriorating relationship with
his family.)
Guiding Questions
Instructional Strategies
Topic 9: Biomedical Ethics
How will society decide how to Distribute possible topics for
use its medical technology and research.
discoveries?
Write moral/ethical challenge
into ghost story.
Why does Victor feel guilty
about his success?
Checking for
Understanding
Assess decision and write up
for Ghost Story Moral and
Ethical Challenge.
Begin database research on
biomedical ethical issues.
Students present findings as
well as the ethical significance.
Assess understanding during
student presentations.
Read Chapter 7
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(Focus on Victor’s emergent
feelings of guilt.)
Read Chapter 8
(Focus on Victor’s sense of
responsibility for the deaths of
William and Justine.)
Topic 10: Structure of Frankenstein – Volume I
In groups students will answer
How does the structure of
a number of reader response
Frankenstein reflect the
questions regarding Volume 1.
attributes of Romanticism?
Assess understanding of
previous readings in
discussion.
Read Chapters 9 and 10
(Focus on the healing power of
Nature.)
Discussion and review of
Volume I questions.
How is the Creature natural or
supernatural?
Topic 11: The Death Motif
How do Victor’s losses
contribute to his growing
sense of responsibility as a
creator?
How does the Creature begin
to connect to the world?
Review motif
In groups students discuss an
assigned character’s death and
the implication on Victor’s
character. Students determine
if and how Victor has morally
grown.
Assess previous reading in
discussion and provide
feedback.
Student groups present
findings.
Read Chapters 11 and 12
(Focus on the Creature’s
interactions with Nature.)
Topic 12: The Family Motif
Quick Write: When have you
What does it mean to be a
committed an irrevocable
family?
wrong and how do you live
with it?
How is Clerval a foil for
Quick Write: What makes best
Frankenstein?
friend relationships
successful?
What is the role of education
Discuss the family structure of
in the Creature’s
DeLaceys and compare it to
development?
the Frankensteins.
Assess understanding of
previous reading in discussion.
Share Quick Writes and
compare to Victor.
Read Chapters 13 and 14
(Focus on the similarities
between the Creature and
Safie)
Journal write: answer one of
the guiding questions using
evidence from the text.
Review journal and provide
feedback.
Guiding Questions
Instructional Strategies
Checking for
Understanding
Topic 13: The Gothic Novel
How does Frankenstein define
the genre of the Gothic novel?
Define “Gothic”
Identify Gothic elements in
Frankenstein.
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Distribute materials on the
history and development of
the gothic novel.
Read Chapters 15 and 16
(focus on the impact of
rejection on the Creature’s
development.)
Incorporate elements of
Gothic style in ghost stories.
Students will complete a selfassessment of ghost story
prior to revision.
Complete reader response
questions for Volume II .
Topic 14: The Birth Motif- Building a Woman
Quick write: Discuss the role
What is the role of women in
of women through Volumes I
Frankenstein?
and II.
What is the role of women in
In groups, students discuss an
creation and how does Victor
assigned female character
blur that role?
(other than the bride) and
determine their role and their
rights in the novel.
Incorporate motif into ghost
story.
Volunteers share draft of ghost
story for peer and teacher
feedback.
Review incorporation of
elements of gothic style in
ghost stories.
Collect, review and provide
feedback.
Assess understanding when
students share findings.
Assess understanding during
discussion of responses to
Volume II questions.
Assess incorporation of motif
in ghost story.
Read Chapters 17, 18 and 19
(Focus on Victor’s motivations
as he considers building the
bride)
Journal write: Determine the
feminist implications in
Victor’s decision not to build
the bride
Review journal and provide
feedback.
Assign Essay and discuss.
Topic 15: The Feminist Perspective
Distribute and discuss pieces
What are the strengths and
weaknesses of Shelley’s female of feminist theory.
characters?
Have students relate findings
to “A Vindication of the Rights
How are male and female
of Women.”
elements portrayed in the
creature?
One-page formal response: the
relationship between Shelley’s
feminist influences and
Frankenstein.
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Assess level of understanding
during discussion.
Assess and return with
feedback.
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Read Chapters 20, 21, and 22
(Contrast the responses of
Victor and the Creature being
falsely accused of a crime.)
Gothic Ghost Story Due
Topic 16: Theories of Imagination
Find the physical descriptions
How does Shelley use
of the creature in the text.
description to stimulate the
reader’s imagination?
List the facts that Shelley gives
about the physicality of the
How does invoking the
imagination enhance Shelley’s creature.
message?
Quick write: describe someone
in the room, using no names
and with as few adjectives as
possible.
List findings on board during
class discussion.
Read Chapters 23 and 24
(Focus on the inevitability of
Elizabeth’s and Victor’s
deaths.)
Guiding Questions
Instructional Strategies
Topic 17: The Nature Motif
Identify the scenes between
What is the role of Nature in
Victor and the Creature and
Frankenstein?
note setting and determine
tone of the conversation.
How is the relationship
between Victor and the
Determine the commonality
Creature reflected in the
between the scenes.
structure of the novel?
Checking for
Understanding
Assess student understanding
by circulating through class.
Assess understanding in class
discussion.
Compare Victor and Walton as
explorers and as men.
Virginia Gillis and Debra Jeffers
Journal write: What does
Walton learn from Victor?
Review journal and provide
feedback.
Final discussion tying text to
the Essential Questions.
Review working thesis
statements.
Begin Essay
Review thesis and
incorporation of supporting
research.
Self-assess and peer edit essay.
Assess level of understanding
in final discussion.
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Appendices
British Literature H
Romantic Literature
Introduction to Frankenstein: Writing a Gothic Ghost Story
“We will each write a ghost story…” – Lord Byron.
“It was on a dreary night of November…” begins the original draft of Mary Wollstonecraft Shelley’s
Frankenstein, one of the greatest ghost stories of all time.
How would you finish this famous opening line? Using Mary Shelley’s words to begin your tale, write a
ghost story of at least four pages in length. Your story should reflect consideration of the major attributes
of Romanticism. Your story must be typed (double-spaced, please), and may be in any (sufficiently
creepy) font.
To assist you in the construction of your tale, it will be written in sections as we read the novel. Each
section will reflect your selection and implementation of selected literary elements that will be reflected in
your story. The elements that will need decisions and the timeline for their implementation are listed
below:
Section I:
Section II:
Section III:
Section IV:
Section V:
Narration, due after the reading of the opening letters.
Attributes of Romanticism, due after Chapter 4;
Moral/Ethical Challenge, due after Chapter 6;
Defined Characters and Plotline developed 8 (end of Volume I);
Incorporation of motif, due after Chapter 16 (end of Volume II);
Finish writing, self-assess, and share story on _________________________.
Final draft will be due on _________________________.
Need help getting started?
Think about:
− your greatest, deepest, darkest, and most irrational fear;
− human nature;
− the terror of facing change;
− the irrational;
− the unknown.
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British Literature H
Frankenstein
Analytical Essay
Your essay will explore the attributes of Romantic literature presented in Frankenstein through one of
these essential questions for the unit:
™ What is the ethical relationship between creator and creation?
™ How is the feminist perspective demonstrated in Romanticism?
Choose one of the Romantic attributes listed below to use as a springboard for your
response to one of the essential questions. Your essay will include support from the text
and from case studies or feminist literary criticism.
¾
Interest in the Common Man
The emergence of the middle class; the nobility of the working classes
¾
Interest in the Past/History
Exploration of ancient sites and civilizations as examples of “goodness” of earlier
times
¾
Interest in Nature
The beauty and inspiration of Nature, especially unspoiled wilderness, inspired many writers
¾
Interest in the Supernatural
Ghost stories; the energy or “spark” of life; contact with the “otherworld”?
¾
Theories of the Imagination
Originality; evoking the reader’s imagination through powerful but incomplete imagery
¾
Emotions, Feelings
Importance and legitimacy of the feelings of the individual; the need to express feelings and emotions
¾
Childhood, Innocence
The nobility and goodness of children as examples of “unspoiled” humans
This assessment will be worth 50 points and will be due _________________________.
Grading will be based on the English Department Essay Rubric.
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