Frankensteinmr. Becker's Classroom

Posted By admin On 23/08/21

Teaching Frankenstein: Guide & Resources - Chapter Summary. Forum. This chapter provides you with a variety of resources and ideas to include in your lesson plans for teaching Frankenstein.Completing. In this lesson, students learn about Mary Shelley’s famous story, Frankenstein. They also answer comprehension questions and review vocabulary from the reading.

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Students might think they know Frankenstein, the big green guy with the flat-top and the bolts in his neck.

They're wrong.

Frankensteinmr. becker

First, that's Frankenstein's monster—not Frankenstein. Second, that monster is a far cry from the original. It's up to you to uncreate those preconceived notions and create the right ones instead.

In this guide you will find

  • resources on literary connections to Frankenstein, like Bram Stoker, Nathaniel Hawthorne, and William Blake.
  • reading quizzes to be sure students read the book and don't just watch monster movies.
  • discussion questions exploring Frankenstein's monstrous motivations.

We haven't created a monster, but we have created a monster of a teaching guide.

What's Inside Shmoop's Literature Teaching Guides

Shmoop is a labor of love from folks who love to teach. Our teaching guides will help you supplement in-classroom learning with fun, engaging, and relatable learning materials that bring literature to life.

Inside each guide you'll find quizzes, activity ideas, discussion questions, and more—all written by experts and designed to save you time. Here are the deets on what you get with your teaching guide:

  • 13-18 Common Core-aligned activities to complete in class with your students, including detailed instructions for you and your students.
  • Discussion and essay questions for all levels of students.
  • Reading quizzes for every chapter, act, or part of the text.
  • Resources to help make the book feel more relevant to your 21st-century students.
  • A note from Shmoop’s teachers to you, telling you what to expect from teaching the text and how you can overcome the hurdles.

Want more help teaching Teaching Frankenstein?

Check out all the different parts of our corresponding learning guide.



Instructions for You

Objective: Now that your students are clear on the fact that Frankenstein is the doctor (not the monster), let's take a minute to focus on the full title of MWS's novella—you know, that whole 'or The Modern Prometheus' bit.

In this activity, your students will read about Prometheus and then comment on the similarities and differences between the Greek myth and Mary Shelley's Frankenstein. They'll answer critical questions about the piece, participate in a classroom discussion, and conduct outside research to write an expository essay that compares and contrasts Victor Frankenstein and Prometheus.

Length of Lesson: 1-3 class periods. You can expect to spend about 30-50 minutes on the initial classroom discussion. After that, you may want to use a class period for a library trip during which students can conduct research and another class period on student presentations.

Step 1: As homework, have students read this Greek Creation Myth and answer the following critical questions (in writing).

  1. What would a timeline of Prometheus' life look like? Sketch out a quick one with the basics (birth, life events like stealing fire and getting chained to a boulder, etc.).
  2. Mary Shelley calls Victor Frankenstein 'the modern Prometheus.' What would a timeline of Victor Frankenstein's life look like? Again, sketch out a quick timeline with some of his big highs and lows.
  3. What similarities do you note between Prometheus and Frankenstein?
  4. How are the two life-creators/givers different, with respect to their values, goals for humankind, punishment received for their actions, and anything else that you can think of?
  5. Why does each of the two characters—Frankenstein and Prometheus—try to 'play with fire' in his own way? What are their motivations? How are these alike and different?
  6. Who are the ultimate 'creators' in their two stories? In other words, who's in charge at Olympus/Earth, and who's in charge in Frankenstein? How do you know? Defend your answer with evidence from the texts.
  7. Who are some of the other main characters in the lives of Prometheus and Frankenstein? How do the actions of Prometheus and Frankenstein impact their loved ones?
  8. What are some other research resources where you can gather information about Prometheus and Frankenstein? What kind of information do you think you would find there? How would this help you compare and contrast the two characters? (NOTE: You don't need to do the research now, but you will. Soon. So spending a little time thinking about this now will help you later. And by later, we actually mean sooner. Like, two steps from now.)

Frankensteinmr. Becker's Classroom Supplies

Step 2: In class, walk through the Promethean myth (using the link) and lead your students in a discussion of Prometheus' story and their responses to the study questions.

Frankensteinmr. Becker's Classrooms

Step 3: Research time! Instruct your students to use their answers to question 8, along with any suggestions made by you and their classmates, to conduct outside research on both Prometheus and Frankenstein.

[Optional: You could incorporate a library day into the lesson at this point to get students started on their research.]

When they've completed their research, your students will use the information they've gathered to write a comparative essay that analyzes similarities and differences between Frankenstein and Prometheus. Here's a prompt to make sure everyone's on the same page:

Conduct outside research using both library and electronic sources. The focus of your research should be learning as much as you can about Prometheus and Victor Frankenstein so that you can write a comparative essay that analyzes similarities and differences between the two characters. Then, once you've completed your research and written your essay, create an accompanying annotated and illustrated timeline of the key events (and characters) in both Prometheus and Frankenstein's lives. This timeline, which will (no doubt) be a beautiful work of art, can be produced by hand or digitally.

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Step 5: [Optional] Students present their essays/timelines to the class.

Classrooms

(California English Language Arts Standards Met: 9th & 10th grade Reading 1.1, 1.2, 1.3, 2.2, 2.3, 2.5, 3.3, 3.4, 3.5, 3.6, 3.8, 3.9; Writing 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 1.9, 2.2, 2.3; Listening & Speaking 1.1, 1.2, 1.6, 1.8, 1.92.2, 2.4, 2.6; 11th & 12th grade Reading 1.1, 1.3, 2.2, 2.3, 2.5, 3.1, 3.2, 3.6, 3.7, 3.9; Writing 1.3, 1.4, 1.5, 1.9, 2.2, 2.4; Listening & Speaking 1.6, 1.7, 1.9, 2.2, 2.3.)

Instructions for Your Students

You know what they say—if you play with fire, you're bound to get burned! Or, at the very least, chased around the icecaps by an angry (and maybe reasonably so) monster in need of revenge and redemption.

Classroom

If you think the story of Frankenstein sounds vaguely familiar, think back to any Greek mythology you might have read before. And then look at the subtitle to your book: 'the Modern Prometheus.' In this activity you'll learn about the Greek myth of Prometheus and see just what the original firestarter has in common with Victor Frankenstein.

Step 1: As homework, read this Greek Creation Myth and answer the following critical questions. Yes, in writing.

  1. What would a timeline of Prometheus' life look like? Sketch out a quick one with the basics (birth, life events like stealing fire and getting chained to a boulder, etc.).
  2. Mary Shelley calls Victor Frankenstein 'the modern Prometheus.' What would a timeline of Victor Frankenstein's life look like? Again, sketch out a quick timeline with some of his big highs and lows.
  3. What similarities do you note between Prometheus and Frankenstein?
  4. How are the two life-creators/givers different, with respect to their values, goals for humankind, punishment received for their actions, and anything else that you can think of?
  5. Why does each of the two characters—Frankenstein and Prometheus—try to 'play with fire' in his own way? What are their motivations? How are these alike and different?
  6. Who are the ultimate 'creators' in their two stories? In other words, who's in charge at Olympus/Earth, and who's in charge in Frankenstein? How do you know? Defend your answer with evidence from the texts.
  7. Who are some of the other main characters in the lives of Prometheus and Frankenstein? How do the actions of Prometheus and Frankenstein impact their loved ones?
  8. What are some other research resources where you can gather information about Prometheus and Frankenstein? What kind of information do you think you would find there? How would this help you compare and contrast the two characters? (NOTE: You don't need to do the research now, but you will. Soon. So spending a little time thinking about this now will help you later. And by later, we actually mean sooner. Like, two steps from now.)

Step 2: In class the next day, discuss your responses to the myth and the study questions.

Step 3: Research time! (We told you it was coming.) Here's what you need to do.

Conduct outside research using both library and electronic sources. The focus of your research should be learning as much as you can about Prometheus and Victor Frankenstein so that you can write a comparative essay that analyzes similarities and differences between the two characters.

Then, once you've completed your research and written your essay, create an accompanying annotated and illustrated timeline of the key events (and characters) in both Prometheus and Frankenstein's lives. This timeline, which will (no doubt) be a beautiful work of art, can be produced by hand or digitally.

Step 4: [Optional] If time permits (you know, if you haven't already missed several class periods due to snow days or standardized testing), you may get a chance to present your essay/timeline to the class.

Frankensteinmr. Becker's Classroom Rules

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Frankensteinmr. Becker's Classroom Activities

English 10‎ > ‎

Frankenstein

Week 7 Learning Goals Agenda Homework
Day 1
  • Read for implicit and explicit details
  • Reflect on reading for main ideas and text to self connections
  • Bellwork: VOCAB Quiz 6-9
  • Classwork: Read Chapter 10 and 11
    • Complete formative assessment
  • Closure and Dismissal
  • Writing Assignment 2 - Frankenstein Due Day 4
    • Writing Assignment 2 Rubric
Day 2
  • Argue using examples from a literary text
  • Use textual evidence to support an argument
  • Bellwork: Logon to a computer
  • Classwork: Draft Writing Assignment 2
  • Closure and Dismissal: Save and Logoff
  • Writing Assignment 2 - Frankenstein Due Day 4
    • Writing Assignment 2 Rubric
Day 3
  • Argue using examples from a literary text
  • Use textual evidence to support an argument
  • Bellwork: Make a prediction using textual evidence
  • Classwork: Work on Writing Assignment 2
  • Closure and Dismissal: Save and Logoff
  • Writing Assignment 2 - Frankenstein Due Day 4
    • Writing Assignment 2 Rubric
Day 4
  • Argue using examples from a literary text
  • Use textual evidence to support an argument
  • Bellwork: Grab a computer and logon
  • Classwork: Compose Writing Assignment 2 in Google Classroom
    • Students completed and turned in the Reading Guide for Frankenstein Chapters 1-10
  • Closure and Dismissal

  • Writing Assignment 2 - Frankenstein
    due today
    • Writing Assignment 2 Rubric

Week 8 Learning Goals Agenda Homework
Day 1
  • Analyze the text for key philosophical concepts
  • Bellwork: VOCAB Activity 10-15
  • Classwork: In Google Classroom, create a presentation on the assigned philosopher
    View
  • Closure and Dismissal: Ticket to Leave
  • Philosophical Influences on Mary Shelley Due Day 2
  • Read Chapters 12 and 13
Day 2
  • Analyze the text for key philosophical concepts
  • Bellwork: Logon to a computer
  • Classwork: Present presentation on assigned philosopher
  • Closure and Dismissal: Save and Logoff
  • Philosophical Influences on Mary Shelley Due Day 2
  • Read Chapters 12 and 13
Day 3
  • Complete a graphic organizer on philosophers
  • Determine which philosopher relates most to the one you researched and explain your thinking
  • Bellwork: Logon to computer and go to Google Classroom
  • Classwork: Present on your assigned philosopher
  • Closure and Dismissal: Turn in graphic organizer
  • Prepare for quiz on Chapters 10-13
Day 4
  • Demonstrate your knowledge of the text in a reading quiz (summative assessment)
  • Bellwork: Vocabulary Quiz 10-15
  • Classwork: Reading quiz on Chapters 10-13
    • Read Chapter 14
  • Closure and Dismissal: Ticket to Leave View
  • Read Chapter 15


Week 9
9/29-10/3
Learning Goals Agenda Homework
Day 1
  • Read chapter 16 of Frankenstein for implicit and explicit details
  • Evaluate what a character should do when faced with a dilemma
  • Bellwork: VOCAB Activity 16-20
  • Classwork: Read Chapter 16 of Frankenstein
  • Closure and Dismissal: Ticket to Leave: What should Victor do?
  • Read chapter 17
  • Prepare for vocabulary test for Chapters 16-20
    • Vocabulary - Frankenstein Chapters 16-20.pdf
      View
Day 2
  • Read for implicit and explicit details
  • Make predictions using textual evidence
  • Bellwork: Should Victor do as the creature asks?
  • Classwork: Read Chapter 18
  • Closure and Dismissal: 3*2*1
  • Prepare for a vocabulary test from Chapters 16-20
    • Vocabulary - Frankenstein Chapters 16-20.pdf
      View
  • Read Chapter 19
Day 3
  • Read for implicit and explicit details
  • Participate in a silent discussion using textual evidence to support inferences about the text
  • Bellwork: Reflection on symbolism
  • Classwork: Read Chapter 20
  • Closure and Dismissal: Silent Discussion
  • Prepare for a vocabulary test from Chapters 16-20
    • Vocabulary - Frankenstein Chapters 16-20.pdf
      View
Day 4
  • Read for explicit and implicit details
  • Make text to text connections between an informational text and a literary text
  • Bellwork: VOCAB Quiz Chapters 16-20
    • Vocabulary - Frankenstein Chapters 16-20.pdf
      View
  • Classwork: Frankenstein and Scientific Responsibility
  • Read Chapter 21
    View
  • Closure and Dismissal: Exit Ticket
    Download
  • Continue drafting Writing Assignment #3
    View
Week 10
Oct 6-10
Learning Goals Agenda Homework
Day 1
  • Read chapter 22 of Frankenstein for implicit and explicit details
  • Make predictions about the end of the book using textual evidence
  • Bellwork: VOCAB Activity 21-24
  • Classwork: Read Chapter 22 of Frankenstein
  • Closure and Dismissal: Luck of the Draw
  • Prepare for a vocabulary test from Chapters 21-24
  • Read chapter 23
  • Writing Assignment #3 Due Day 4
    View
Day 2
  • Read chapter 24 of Frankenstein for implicit and explicit details
  • Bellwork: Turn in Bellwork journals
  • Classwork: Read the first half of Chapter 24
    • Work on Writing Assignment #3
  • Closure and Dismissal: Log off and put computers away
  • Prepare for a vocabulary test from Chapters 21-24
  • Writing Assignment #3 Due Day 4
    View
Day 3
  • Continue to read Chapter 24 of Frankenstein for implicit and explicit details
  • Develop a complex thesis that fulfills the purpose and controls the entire piece
  • Bellwork: Get computers and log on
  • Classwork: Finish the second half of Chapter 24
  • Draft writing assignment #3
  • Closure and Dismissal: Log off computers
  • Prepare for a vocabulary test from Chapters 21-24
  • Writing Assignment #3 Due Day 4
    View
Day 4
  • Develop a complex thesis that fulfills the purpose and controls the entire piece
  • Bellwork: VOCAB Quiz Chapters 21-24
  • Classwork: Finish Writing Assignment #3
  • Closure and Dismissal: Log off computers
  • Library Books Due
  • Writing Assignment #3 Due Day 4
    View
  • Study Guide 22-24 Due

Week 11
Oct 13-15
Learning Goals Agenda Homework
Day 1
  • I can develop a complex thesis that fulfills the purpose and controls the entire piece
  • Bellwork: Get a computer and log on
  • Classwork: Finish drafting and turn in Writing Assignment #3
  • Closure and Dismissal: Vocabulary Quiz Chapters 22-24
  • Writing Assignment #3 Due Today
Day 2
  • I can demonstrate my knowledge of Frankenstein in a literary analysis and a presentation
  • Bellwork: Get a computer and log on
  • Classwork: Work on the Monster in a Box assignment
  • Closure and Dismissal: Log off and put computers away
  • Frankenstein Monster in a Box Due
    Week 11, Day 3
Day 3
  • I can demonstrate my knowledge of Frankenstein in a literary analysis and a presentation
  • Bellwork: Get computers and log on
  • Classwork: Finish the Monster in a Box assignment
  • Closure and Dismissal: Log off computers
  • Frankenstein Monster in a Box Due

Week 12
Oct 20-24
Learning Goals Agenda Homework
Day 1
  • I can demonstrate my knowledge of Frankenstein in a literary analysis outline and a presentation
  • Bellwork: Model the presentation and review the rubric
  • Classwork: Presentations
  • Closure and Dismissal: Submit the paper proposal or outline via Google Classroom
  • Frankenstein Monster in a Box Due
Day 2
  • I can demonstrate my knowledge of Frankenstein in a literary analysis outline and a presentation
  • Bellwork: Get ready for presentations
  • Classwork: Frankenstein Monster in a Box Due ViewDownload
    • Read Act I.i. of Hamlet
  • Closure and Dismissal: Review the major points of the scene and view
  • Frankenstein Monster in a Box Due

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