StudySync Lesson Plan
Frankenstein
Objectives
1.
Engage students in the plot, characters, themes, setting, and language of Mary Shelley's
Frankenstein so that they are prepared to discuss and write about the excerpt.
2. Practice and reinforce the following Grade 9 -10 ELA Common Core Standards for reading
literature, writing, language speaking/listening, and language:
READING: LITERATURE — RL.9-10. 1–5, 7, 9
WRITING — W.9-10.1–10
SPEAKING/LISTENING — SL.9-10.1–2, 5
LANGUAGE — L.9-10.4-5
Time
155 minutes (with up to an additional 200+ minutes of extension possibilities)
Materials
SyncTV Premium Lesson on Mary Shelley’s Frankenstein
Overview
Mary Shelley started writing Frankenstein when she was only eighteen, spurred by a nowlegendary contest with, among other authors, Lord Byron and her future husband Percy Shelley.
They were competing to see who could write the best horror story. Today, Frankenstein is
remembered not only as a classic horror tale but also as one of the earliest examples of science
fiction. It has been adapted, retold, and embedded in the literary consciousness for nearly two
hundred years. The story is familiar even to those who haven't read it: a scientist sews together a
being and brings it to life, which leads to horrific, disastrous ends. Close examination of this text
will prepare students to develop thoughtful responses to higher-level literary texts, and to write
thoughtful, informed, and textually-rooted responses, consistent with the ELA Common Core
Standards for the high school grades.
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Lesson Plan: Frankenstein
Background (10 minutes)
1.
Watch the Preview (SL.9-10.1–2). As a group, watch the video preview of the premium
lesson. Use the following questions to spur discussion following the preview:
a. Frankenstein is a seminal work in the horror and science fiction genres. What do
you know about these genres? What are their traditional elements? How are they
different from each other?
b. Discuss the images shown in the preview. Where do you think this story will take
place? What will the tone of the story be?
c. The preview mentions a couple of the themes that will be explored in the story.
Identify these themes and discuss them. (creation, abandonment, revenge) What
are some other stories you know that explore similar themes?
Extension (additional 15 minutes)
d. Discuss (RL.9-10.7, 9). There have been dozens of film and TV adaptations of the
Frankenstein legend. It is a touchstone of the horror and science fiction genres,
and a frequent point of reference in popular culture. As a class, identify and
discuss different versions and interpretations of Shelley's novel. Even though you
haven't read it (yet), where have you seen Frankenstein before? What are some of
the famous images and iconography associated with this work?
Engaging the Text (145 minutes)
2. Read the Text (40 minutes)
a. Read and Annotate (RL.9-10.1–5). Have students read and annotate the excerpt
from Frankenstein, Chapter 5. As students read, have them annotate the text
using the annotation tool. Encourage them to annotate with questions, personal
responses, and predictions. Have them stop reading at the end of the excerpt
from Chapter 5. The annotations will be visible to you after students submit their
writing assignments or beforehand if you use the “Mimic” function to access the
students’ accounts.
b. Discuss (RL.9-10.5; SL.9-10.1). Have students get into small groups or pairs and
briefly make some predictions. What will happen next? How will Dr. Frankenstein
respond to his horrific creation? What will happen to the being he's created? Have
students share their predictions with others in their group, and then with the class
as a whole.
c. Read and Annotate (RL.9-10.4; L.9-10.4–5). Now have students read the
remainder of the excerpt from Chapter 10. Much of this excerpt is dialogue; have
students parse the quotations and explain them in their own words, using simple,
short sentences.
d. Discuss (RL.9-10.5: SL.9-10.1). As a class, draw inferences as to what probably
happened in the chapters between the two excerpts from Chapters 5 and 10.
Identify what has changed in the story between the first and second excerpts and
have students attempt to bridge the gaps.
Extension (additional 20 minutes)
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Lesson Plan: Frankenstein
e. Listen and Discuss (SL.9-10.1–2). As a class, listen to the audio reading of the text.
What are some of the different effects of reading the text versus hearing it read
aloud? How does the author use to develop the characters and setting?
f.
Comprehend (RL.9-10.1–4; L.9-10.4–5). Have students complete the multiplechoice questions. Collect papers or discuss answers as a class.
3. Watch SyncTV (45 minutes)
a. Watch. Either watch the SyncTV discussion associated with Frankenstein as a
class or ask students to watch it on their individual computers.
b. Focus (RL.9-10.1–3) Using the portion of the episode from 0:55-1:40, focus in as
the SyncTV students discuss who bears the responsibility for the murders the
creature has committed. Under what conditions are people—or creatures—held
responsible for their own actions?
c. Focus (RL.9-10.1–3) From 3:30-4:00, the SyncTV discussion touches on the
concept of nature vs. nurture. Define and discuss this concept, then have students
apply it to the excerpt from Frankenstein. Is the monster innately monstrous, or
did it become monstrous only once was alive? Are people born good or evil? Or is
morality learned? Encourage students to debate the various sides.
d. Focus (RL.9-10.1–3). In the portion of the SyncTV episode from 5:50-6:15, students
discuss the modern questions raised by Frankenstein: Do human beings have the
right to play God—creating and destroying life—in the name of science? Should
science be wary of the power that accompanies great discoveries? Could the
potential destructiveness of such power outweigh the great benefits that may
come?
e. Discuss (RL.9-10.1–3; SL.9-10.1–2). After students watch the SyncTV discussion,
have a conversation with the class about which ideas stood out for them. What
new thoughts do they have after hearing the students' discussion? Divide
students into small groups (3-4 students). Assign each group one of the questions
below and monitor their efforts to use the SyncTV episode as a model to for
discussion:
i. Going forward, how should Dr. Frankenstein solve the catastrophe he has
created? Does he owe anything to his creation? Who is to blame for its
crimes?
ii. Does Frankenstein have a traditional hero? Is there a “good guy” and a
“bad guy,” or is the narrative more complicated than that?
iii. The SyncTV episode brings up the difference between results and
consequences. What is the difference? What are the results of Dr.
Frankenstein's actions? What are the consequences?
iv. What are monsters? What makes something a monster? Why do you think
we, as a society, are so fascinated by monsters?
v. In perhaps its simplest definition, the horror genre explores what we are
afraid of. What are some of our phobias? What phobias are evident in this
excerpt from Frankenstein? Think of other horror films, books, etc. and
identify the phobias they explore.
vi. Pair ELL students with English-proficient students. Ask them to take turns
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Lesson Plan: Frankenstein
reading aloud to one another from the first two paragraphs of the excerpt,
noting words that create the tone of horror. Encourage ELL students to list
words such as dreary, anxiety, agony, etc. After they have a list of 10 or 12,
suggest they use a dictionary to find a word that is the opposite or
antonym of each word and pair the antonyms in their lists. [ELL]
Extension (additional 60+ minutes)
f.
Write (W.9-10.3, 5, 10). Having discussed elements and standards of the horror
and science fiction genres, let students try to write their own! Using the
conventions of either genre, encourage students to write their own tale. Students
can complete the assignment as a quick writing activity or go through the writing
process of planning, revising, editing, and publishing. Be sure to give students
time to share their work with the class.
4. Think (10 minutes)
a. Respond (W.9-10.1, 8, 9). Ask students to read the “Think” questions, watch the
corresponding video clips, and respond to the questions, either in class or for
homework. Ask students to write brief answers to the “Think” questions, using
evidence from the excerpts and the SyncTV episode to support their analysis.
5. Write (145 minutes)
a. Discuss (SL.9-10.1). Read the prompt you have chosen for students, and then
solicit questions. Make sure you are clear about the assignment expectations and
the rubric that will be used to evaluate the assignments.
b. Organize (RL.9-10.1–5, 10 and W.9-10.1–2, 5). Ask students to go back and
annotate the text with the prompt in mind. They should be organizing their
thoughts and the points they’ll address in their writing as they make annotations. If
you’ve worked on outlining or other organizational tools for writing, this is a good
place to apply them.
c. Write (W.9-10.1–2, 4–6, 9–10). Have students go through the writing process of
planning, revising, editing, and publishing their writing responses.
d. Review (W.9-10.4–6). Use the StudySync “Review” feature to have students
evaluate the work of one or two of their peers with your chosen review rubric.
Have the students look at the peer evaluations of their own writing and make any
revisions they feel would improve their work.
Extension (additional 105 minutes)
e. Write (W.9–10.1-2, 4–6, 9–10). For homework, have students write an essay using
one of the prompts you did not use in class. Ask students to publish their
responses online.
f.
Write (RL.9-10.1; W.9-10.1, 4–6). Have students write an argumentative essay either
defending or condemning Dr. Frankenstein. Make sure they offer at least two
points of argumentative support, citing specific examples from the excerpt.
g. Diagram (RL.9-10.1; SL.9-10.5). Ask students to draw, to the best of their ability, Dr.
Frankenstein's monster, using the details and descriptions in this excerpt from
Shelley's text. The more details incorporated, the better!
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Lesson Plan: Frankenstein
SUPPLEMENTARY MATERIALS
Key Vocabulary
1.
infuse (v.) - To cause something to be added or introduced to something else; to cause
something to be filled with something else
2. convulsive (adj.) - Involving or causing the body to shake uncontrollably (convulsions)
3. inanimate (adj.) - Not alive; not capable of being alive
4. lassitude (n.) - A state of weariness or fatigue
countenance (n.) - A person's expression or facial appearance
5. abhor (v.) - To despise, loathe, detest
6. wretch (n.) - An unpleasant, abhorrent person
7. clemency (n.) - Mercy, forgiveness, especially to those who could be severely punished
Reading Comprehension Questions
1.
This excerpt is narrated by
a. Dr. Frankenstein
b. Dr. Frankenstein's monster
c. Mary Shelley
d. none of the above
2. How does Dr. Frankenstein immediately react to his creature coming to life?
a. He's relieved because his hard work is over
b. He's worried that the candle light will burn out
c. He's concerned that the creature will not stay alive for long
d. He's horrified that he created something so monstrous
3. Despite his horror, which of the following physical attributes of the creature does Dr.
Frankenstein describe positively?
a. its hair
b. its teeth
c. its limbs
d. all of the above
4. Elizabeth is probably
a. the monster's mate
b. Dr. Frankenstein's love interest
c. Dr. Frankenstein's mother
d. Dr. Frankenstein's sister
5. The excerpt from Chapter 10 takes place in
a. Dr. Frankenstein's laboratory
b. Dr. Frankenstein's house
c. the mountains
d. the University of Ingolstadt
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Lesson Plan: Frankenstein
6. Frankenstein's monster
a. is taller than man
b. moves slowly and clumsily
c. is unable to learn to speak properly
d. wants his creator to take his life
7. What is the monster saying to Dr. Frankenstein here?
"Be not equitable to every other and trample upon me alone, to whom thy justice, and
even thy clemency and affection, is most due."
a. He thinks Frankenstein shouldn't treat everyone equally.
b. He thinks Frankenstein doesn't owe him anything.
c. He thinks Frankenstein owes him more than he owes other people.
d. He wants Frankenstein to punish him.
8. In the last passage, the monster draws a(n) _______________ between his story and the
Biblical story of creation.
a. analogy
b. metaphor
c. simile
d. picture
9. Frankenstein's monster seems to desire, above all else,
a. an escape
b. to kill Dr. Frankenstein
c. happiness
d. money
10. Which of the following events likely DID NOT happen between Chapters 5 and 10?
a. The monster learned to speak.
b. The monster murdered several people.
c. Dr. Frankenstein ran away.
d. The monster found a mate.
Answer Key
1. A
2. D
3. D
4. B
5. C
6. A
7. C
8. A
9. C
10. D
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Lesson Plan: Frankenstein
Further Assignments
1.
For a longer assignment, have students read all of the novel Frankenstein over the course
of a couple of weeks, using this Premium Lesson as an introduction to the complete work.
Encourage students to pay careful attention to the themes introduced in this lesson as
they play out over the course of the longer work. Have students write an essay examining
one of the themes of Frankenstein and how it is addressed in Shelley's novel. (RL.9-10.1–
5; W.9-10.1, 4–5)
2. Invite individual students to choose another classic novel in the horror genre. Have them
research its author and its time period, then have them read it on their own. After they
finish, ask them to write a report on their novel: about the author, the story, its themes,
and how it was influenced by Frankenstein (or not). (RL.9-10.1–5; W.9-10.2, 4–5)
3. Among its many other classifications, Frankenstein is considered a Gothic novel. Ask
students to research the Gothic genre. What are some of the attributes of the genre, and
why is Frankenstein included among this genre's major works? Ask students to cite
specific examples from the excerpt. (RL.9-10.1; W.9-10.7–8)
4. What is science fiction? Why is Frankenstein considered a work of science fiction? As a
homework assignment, have students write a short response explaining Frankenstein's
influence in the development of this genre. What common themes do works of science
fiction, including Frankenstein, explore? (W.9-10.2, 7–8)
5. Frankenstein's full title, as originally conceived, was Frankenstein: The Modern
Prometheus. What is this a reference to? Have students research the legend of
Prometheus, and then explain Shelley's allusion to this Greek myth. (W.9-10.7–9)
6. Ask students to go back through this excerpt from the novel and identify the different
target vocabulary words used throughout. Ask them to replace these words with
synonyms or synonym phrases that they already know. Make sure they underline or
highlight any other words they are unfamiliar with. (ELL)
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Lesson Plan: Frankenstein