Jestice/English 4
Literature Circles and Level Questioning for Romantic/Gothic
Literature 200 points
Dates to consider:
Gold Days—February 6, 8, 10, 14, 16, 21, 23, 27
And
March 1, 3, 7, 9, 13, 15, 17
Culminating Digital Assessment on 3/21
Frankenstein by Mary Shelley, 24 chapters
Wuthering Heights by Emily Bronte, 34 chapters
Directions:
1. Get into a group of 3-4
2.
Students will set their own reading pace in the enclosed contract.
3.
For each SET of chapters, students will brainstorm level questions in
class. One question for each level.
4. Each class, the group members will write their level questions onto a
large post-it. Students should have one question per level (1-6).
5. Each class the group members will map the story’s plot line on the post-it.
Example:
Climax
Rising Actions
Exposition
Falling Actions
Resolution
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Jestice/English 4
6 Level Questions for Frankenstein or Wuthering Heights
After you read the assigned chapter(s), brainstorm questions to discuss and
write in class—DUE each class. (100 points total on March 17)
Brainstorm and write, using the levels of questioning below.
Do not ask questions for which you already know the
answer.
Six types of questions to ask of literature:
1. Knowledge--Level One Questions: Who? Where? When?
Recalling information. These questions can be answered explicitly by
facts presented in the story.
Examples: Who is the main character? Where is the setting?
2. Comprehension--Level Two Questions: What?
Summarizing, understanding, discussing. These questions are textually implicit,
requiring some analysis and interpretation of specific parts of the text. In other
words, things you read between the lines.
Examples: What is the difference between Victor and Henry? What are symbols
in the text? What is the significance of the family tree? What is happening in
chapter 2?
3. Application--Level Three Questions: Why? How?
Applying knowledge. Problem Solving. These questions are more open-ended
and go beyond the text. They are intended to provoke a discussion of an
abstract idea or issue focused on the author’s purpose.
Examples: Why is the setting important in Frankenstein? Why does the author
use the ice and winter as a symbol? How does the author portray Elizabeth?
Why is the setting important in Wuthering Heights?
4. Analysis--Level Four Questions: Comparison/Contrast How? Why?
Identifying and analyzing patterns and ideas. These questions are asking for
analysis between characters, settings, context. Text to Text connections.
Examples: Why is Wuthering Heights set in opposition to Thrushcross Grange?
Why is Heathcliff set in opposition to Edgar Linton? How does Frankenstein
compare/contrast to Coleridge’s “Rime of the Ancient Mariner?”
Jestice/English 4
5. Synthesis--Level Five Questions: Cause and Effect, How? Why?
Using old concepts and attaching to new ideas: Inferring, predicting,
combining. These questions ask the reader to make predictions about
outcomes apart from the story. Text to Self Connections.
Examples: How does Emily Bronte make judgments or social statements about
the 1800’s? How and why is she targeting social class? What about Mary
Shelley?
6. Evaluate--Level Six Questions: Creation , How? Why?
Assessment of theory. Evaluating. Rating. These questions attach the reader
to construct meaning of the text with regard to the real world. Text to World
connections.
Examples: Are women viewed similar in 2016 to 1800? What has changed? What
has not? How has the definition of love changed from 1800 to 2016?
Jestice/English 4
Reading Schedule:
Our agreed upon reading schedule is as follows . . .
The group members agree to the above reading schedule.
Signatures:
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
4. _____________________________________________________________
Culminating Assignment:
Answer the following question using one of the provided digital means: (if you
think of a different means, please ask!). Should last 7-12 minutes.

You Tube Video

A Music Video

A Digital Museum Display

A Video Cast

A Photograph/Art Story

A Filmed Interview

A Film Short or Play

A Website

A Murder Mystery

A Phone Application
EQ: What comment(s) on social injustice does Mary Shelley or Emily Bronte
make in the novel you are studying?
Jestice/English 4
Digital Presentation Checklist:
 Provided an introduction of your book,
including setting
 Provided a definition of your novel’s social
issue(s)
 Thesis: tell us what you’re going to tell us
 Character descriptions
 Conflicts and Plot
 Highlight the social injustice of the novel
 Costumes fit the project
 Made and executed a digital plan (7-12 minutes)
 Conclusion: remind us what you told us
 Editing evident—digital work, language, presentation style
Jestice/English 4
Presentation Rubric—Digital Assessment for a Romantic/Gothic Novel
INTRODUCTION
Interesting and relevant background information: setting and
characters
definition, description, comparison and contrast
Clear thesis statement—tell us where you are headed.
Remember the power of 3!
BODY
Character descriptions.
description, definition, comparison and contrast
Logical organization of story plot and conflicts.
comparison/contrast, cause and effect, process analysis persuasion
Developed style according to purpose—highlights social injustice
comparison/contrast, cause and effect, process analysis persuasion
CONCLUSION
Memorable conclusion—epiphany! Revelation!
DELIVERY
Speaker dresses appropriate for the project
Technology piece lasted appropriate amount of time 7-12
minutes, based on project choice.
Digital Media
Digital media enhances understanding with smoothness
(color, font, photos, placement—editing evident)
Digital media increases interest; persuades with smoothness
(color, font, space, photos, placement—editing evident)
Formal English
Use proper diction and grammar (editing evident)
Utilizes language as appropriate
Maintains Interest
Eye contact—during filming too! Editing evident.
Extemporaneous delivery
(appropriate preparation & appropriate adaptation to the
audience—editing evident)
Volume and Rate (appropriate level—editing evident)
Enunciation and Clarity (appropriate vocal technique--editing)
TOTAL
10-9
8-7
6-5
4-3
2-1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
10-9
8-7
6-5
4-3
2-1
10-9
8-7
6-5
4-3
2-1
5
10-9
4
8-7
3
6-5
2
4-3
1
2-1
5
4
3
2
1
5
4
3
2
1
5
5
4
4
3
3
2
2
1
1
5
5
4
4
3
3
2
2
1
1
5
5
4
4
3
3
2
2
1
1
10
8
6
4
2
/100 POINTS
SUPERB!!! Adding points for extraordinary effort!
(Possible to earn 10 extra points)