Standards (8th Grade)
ELAGSE8L6-Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELAGSE8RI2-Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
ELAGSE8RI3-Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
ELAGSE8RL2-Determine a theme and/or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
ELAGSE8RL5-Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
This learning module is also aligned with all seven of the ISTE Standards for Students.
ELAGSE8RI2-Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
ELAGSE8RI3-Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
ELAGSE8RL2-Determine a theme and/or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
ELAGSE8RL5-Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
This learning module is also aligned with all seven of the ISTE Standards for Students.
Materials
- Desktop/laptop/Chromebook device
- Internet
- Journals (Digital/Online)
- Quizlet
- Frankenstein Man or Monster Graphic Organizer
- "Frankenstein" and "Return of Frankenstein" by Edward Field
- Frankenstein Exploration Questions
- CommonLit
- Google Class Doc
- BrainPop
- Flocabulary
- Quizizz
- Forms
- Test Reflection and Correction Sheet ()
- *Hard copies of "Frankenstein" and "Return of Frankenstein" (optional)
- *Highlighters (optional)
- Promethean board or ViewSonic (for optional activities)
Learning Objectives
- Students will identify internal/external conflicts in Frankenstein.
- Students will identify and explain examples of symbolism in Frankenstein.
- Students will cite textual evidence to support their answers/responses.
- Students will identify thematic messages in literary texts.
- Students will analyze dialogue and incidents in a story (often making important inferences) to understand a character's actions and/or motivation.
- Students will identify the point of view of a literary text.
- Students will determine how the story's point of view affects the character(s) as well as the reader.
- Students will effectively use a dictionary or glossary for vocabulary acquisition.
- Students will answer applicable short/extended responses.
- Teachers as well as learners will analyze how well the students answer and respond to reading comprehension questions.
- Students will reflect on their scores and correct any incorrect answers.
- Students will appropriately answer discussion questions and share their thoughts about the literary texts with a partner/group.
- Students will compare/contrasts literary texts to their media/video renditions
Before We Get Started . . .
In your introduction to Men and Monsters, you completed Quickwrite 32. (What is your definition and/or description of a monster?) Reflect on your response to that digital journal entry, along with John Landis' definition of a monster. Next, review the Frankenstein Quizlet Vocabulary Set to prepare you for the content in this learning module.
The Origin of Mary Shelly's Frankenstein
In Mary Shelley’s classic horror story Frankenstein, we meet an ambitious scientist who is fascinated by the creation of life. In his studies, he discovers “the secret of life.” Dr. Frankenstein makes a scientific breakthrough in his creation of the monster, but at what cost? He conducts this gruesome experiment in secrecy without consulting others, and with no consideration of the possible consequences. Dr. Frankenstein creates the monster simply because he can. This turns out to be a mistake for him since his creation goes on a vengeful murder spree over the course of the next few years.
Though Frankenstein is a work of fiction, it brings up very real, crucial questions about ethical responsibility in scientific study. Are potentially harmful scientific experiments ever justified for the sake of new knowledge and discovery? How big of a role should ethics play in the decisions made by scientists?
Though Frankenstein is a work of fiction, it brings up very real, crucial questions about ethical responsibility in scientific study. Are potentially harmful scientific experiments ever justified for the sake of new knowledge and discovery? How big of a role should ethics play in the decisions made by scientists?
Man or Monster?
1. Open the Frankenstein Man or Monster Graphic Organizer and save it to your One/G Drive.
2. Share a link to your graphic organizer to your period's Google Class Doc.
3. As you complete the activities in this learning module, list actions, events, or factors that support Frankenstein’s creation being a man or a monster.
4. At the conclusion of this learning module, you will use your graphic organizer to create an argument that supports your belief that Frankenstein's creation should be classified as a man, a monster, or both.
1st period-Click here to open the Spring Semester Google Class Doc for your period.
4th period-Click here to open the Spring Semester Google Class Doc for your period.
6th period-Click here to open the Spring Semester Google Class Doc for your period.
7th period-Click here to open the Spring Semester Google Class Doc for your period.
2. Share a link to your graphic organizer to your period's Google Class Doc.
3. As you complete the activities in this learning module, list actions, events, or factors that support Frankenstein’s creation being a man or a monster.
4. At the conclusion of this learning module, you will use your graphic organizer to create an argument that supports your belief that Frankenstein's creation should be classified as a man, a monster, or both.
1st period-Click here to open the Spring Semester Google Class Doc for your period.
4th period-Click here to open the Spring Semester Google Class Doc for your period.
6th period-Click here to open the Spring Semester Google Class Doc for your period.
7th period-Click here to open the Spring Semester Google Class Doc for your period.
An Overview of Frankenstein
1. Use Clever and to open BrainPop. Watch the video on Frankenstein.
2. Log into Flocabulary. Watch the music video, complete the Read and Respond Activity, and take the Quiz. The scores you receive from this assignment will be entered into Infinite Campus.
Note: The rap song recounts the key plot points of Mary Shelley's best-selling novel from the point of view of Frankenstein's monster. This task is designed to present the life of Shelley's "abhorred monster" on his quest for a like-minded and like-bodied female companion. While watching the video, ask yourself this question: What makes someone or something a monster?
2. Log into Flocabulary. Watch the music video, complete the Read and Respond Activity, and take the Quiz. The scores you receive from this assignment will be entered into Infinite Campus.
Note: The rap song recounts the key plot points of Mary Shelley's best-selling novel from the point of view of Frankenstein's monster. This task is designed to present the life of Shelley's "abhorred monster" on his quest for a like-minded and like-bodied female companion. While watching the video, ask yourself this question: What makes someone or something a monster?
Film Adaptation: The Bride of Frankenstein
1. Open your Frankenstein Man or Monster Graphic Organizer (Graphic Organizer 17 in your Digital Journal).
2. Read "Frankenstein" by Edward Field.
3. Reflect on the poem ("Frankenstein"). In Graphic Organizer 17, list any actions, events, or factors that support the "fiend" displaying the characteristics of a man or a monster.
4. Put on your headphones and watch the movie clip of Bride of Frankenstein (see below). Visualize parts of Field's poem ("Frankenstein") in the movie (Bride of Frankenstein). Add new evidence of the "fiend" being a man or monster to Graphic Organizer 17.
5. Now read "Return of Frankenstein" by Edward Field. Reflect on " Return of Frankenstein" and list any actions, events, or factors in the poem that support the "fiend" as a man or a monster into your graphic organizer.
6. Complete the Frankenstein Exploration Questions and submit a link to your work on your period's Google Class Doc.
Google Class Docs
1st period-Click here to open the Google Class Doc for your period.
4th period-Click here to open the Google Class Doc for your period.
6th period-Click here to open the Google Class Doc for your period.
7th period-Click here to open the Google Class Doc for your period.
2. Read "Frankenstein" by Edward Field.
3. Reflect on the poem ("Frankenstein"). In Graphic Organizer 17, list any actions, events, or factors that support the "fiend" displaying the characteristics of a man or a monster.
4. Put on your headphones and watch the movie clip of Bride of Frankenstein (see below). Visualize parts of Field's poem ("Frankenstein") in the movie (Bride of Frankenstein). Add new evidence of the "fiend" being a man or monster to Graphic Organizer 17.
5. Now read "Return of Frankenstein" by Edward Field. Reflect on " Return of Frankenstein" and list any actions, events, or factors in the poem that support the "fiend" as a man or a monster into your graphic organizer.
6. Complete the Frankenstein Exploration Questions and submit a link to your work on your period's Google Class Doc.
Google Class Docs
1st period-Click here to open the Google Class Doc for your period.
4th period-Click here to open the Google Class Doc for your period.
6th period-Click here to open the Google Class Doc for your period.
7th period-Click here to open the Google Class Doc for your period.
If you are unable to view this video, click here or use this link: https://web.microsoftstream.com/video/ae310ed6-cc04-4017-b90e-c4bc4fee6147.
Frankenstein: Our Dark Mirror (Podcast)
Over 200 years ago, a teenage girl started a literary legacy that continues to haunt us today. Why do we still keep telling this story and how does it reflect our darkest fears? The New York Public Library's curators join monster theory scholars and best-selling authors to trace the history of Mary Wollstonecraft Godwin Shelley’s classic. This special podcast episode unpacks the genius of Shelley’s novel, its origins and evolution—from the British Romantics to Black Lives Matter—to uncover how it’s helped us better understand ourselves, our humanity, and our future.
Spend the time to listen to "Frankenstein: Our Dark Mirror" (Ep. 256) by the NYPL Staff (3/10/2019). Afterwards, follow the instructions to complete the Podcast Analysis assignment. Note: While you are listening to the podcast, enter applicable information into your KWL Chart
Pro Tip: This assignment requires you to spend 30-40 minutes listening to experts discuss some very deep content. We live in a digital era. Use your resources to tackle the assignment. Consider listening to the podcast offline via an app. You easily spend 30 or so minutes in transit to and from school. See below for other online links to the podcast.
Materials Needed
Spend the time to listen to "Frankenstein: Our Dark Mirror" (Ep. 256) by the NYPL Staff (3/10/2019). Afterwards, follow the instructions to complete the Podcast Analysis assignment. Note: While you are listening to the podcast, enter applicable information into your KWL Chart
Pro Tip: This assignment requires you to spend 30-40 minutes listening to experts discuss some very deep content. We live in a digital era. Use your resources to tackle the assignment. Consider listening to the podcast offline via an app. You easily spend 30 or so minutes in transit to and from school. See below for other online links to the podcast.
Materials Needed
- Chromebook
- Digital Journal
- KWL Chart (Frankenstein)
- Graphic Organizer (Frankenstein Man or Monster)
- Frankenstein: Our Dark Mirror by NYPL (Ep. 256, 3/10/2019)
- Frankenstein: Our Dark Mirror, Ep. 256
- Listen to Frankenstein: Our Dark Mirror by Library Talks on Apple Podcasts.
- Listen to Frankenstein: Our Dark Mirror by Library Talks on Spotify.
- Listen to Frankenstein: Our Dark Mirror by Library Talks on Google Podcast.
- Listen to Frankenstein: Our Dark Mirror by Library Talks on Scribd.
- Listen to Frankenstein: Our Dark Mirror by Library Talks on PlayerFM.
Podcast Analysis 18
Frankenstein: Our Dark Mirror (Podcast)
Published March 10, 2019 by Library Talks
Under Podcast Analysis 18, answer the following questions in your Digital Journal. When possible, list the exact place where information is given to strengthen/validate your response. You may list the chapter and/or the exact audio point. (Example response: In Chapter 3, "Monsters Always Come Back," Dr. Michael Chemers argues that there are varying degrees of Frankenstein's monster being reflected in our social, political, and spiritual culture. In fact, at 23:40, Chemers presents how Mary Shelley's story is not only a tale emphasizing the real adult responsibilities parents have to children, but also what rulers have to the ruled, governors to the governed, and people with power to people without any power). Note: This will be a test grade.
- In your opinion, after listening to the episode in it's entirety, what is the central theme or message of the podcast "Frankenstein: Our Dark Mirror"?
- Who are the main speakers or experts featured in the podcast, and what are their qualifications on the subject of Frankenstein and its cultural impact?
- How does the podcast explore the historical context in which Mary Shelley wrote "Frankenstein" and the influences on her work?
- Summarize the discussion about the literary and cultural significance of "Frankenstein" in the episode?
- How is Frankenstein's monster a mirror for society?
- What interesting anecdotes or lesser-known facts about Mary Shelley or the creation of "Frankenstein" did you discover while listening to the podcast? (List them below with bullet points.)
- Explain how does the episode discuss how "Frankenstein" has been adapted in popular culture, such as movies, TV shows, or other forms of media? If so, what insights are shared?
- How has the perception of the creature in "Frankenstein" evolved over time, and what does it reveal about societal attitudes toward the otherness and alienation?
- Were there any surprising or thought-provoking perspectives shared by the podcast guests that challenged common interpretations of "Frankenstein" or its themes?
- So Mary Shelley's novel ends with Victor Frankenstein dead. But the monster is not dead. It says, I'm going to run off now into the Arctic, and I'm going to set myself on fire and die, now that I have seen my creator, Victor, die. But you don't actually see it, and my feeling was maybe now that Victor's dead, the creation could actually let go of a lot of its daddy issues and just live a while, right? I mean, he's in the Arctic and it's far from humanity-- humanity that has treated it terribly. So why not just live a while among the creatures? Based upon your study of Frankenstein and his creation, why do you think the creature/monster chose death over life?
Note: The podcast contains
Resource-Frankenstein: Our Dark Mirror, Ep. 256 (link: https://www.nypl.org/blog/2019/03/08/frankenstein-our-dark-mirror-ep-256)
Topics
What does the monster realize about himself through reading Frankenstein's journal?
Interdisciplinary Connections
Below is at least one article connected to Mary Shelley's Frankenstein. Read the article(s) assigned to you or your class period by your teacher. Complete Before and After Reading 19 (BAR 19) in your Digital Journal. Follow the instructions closely to ensure you complete this assignment correctly.
All periods-Copy and paste Before and After Reading 19 (BAR 19) in your Digital Journal. Complete Question 1 in BAR 19. Next, log into CommonLit and read Scientist Clone Human Embryos to Make Stem Cells by Rob Stein and Michaeleen Doucleff (2013/1140L/Informational Text). Note: The Lexile for this text places the article as a high-level 8th grade/low-level 9th grade read. Use the tools provided in CommonLit to help you do your best on this reading assignment (Read Aloud, Annotate, and Translate). If you do not know a word, please use the dictionary to look it up. This will help with reading comprehension and vocabulary acquisition. Answer the after reading questions when you have finished reading the article.
Teacher Tip: Have students read this article before they begin reading Frankenstein.
Before and After Reading 19
Complete Question 1 before reading "Scientist Clone Human Embryos to Make Stem Cells." Afterwards, read the informational article and complete Question 2 in this journal entry.
1. What consequences and/or controversies can you think of that are surrounding certain current scientific advances? (Example-animal testing (vaccine testing), space colonization (Mars/Space Hotel 2025), renewable and alternative energy, the effects of artificial intelligence, the invention of social media/smart phones/video games and rising rates of addition, etc.)
2. How do the ethical questions brought up in this informational text about cloning compare to the ethical questions that surround Frankenstein and his decision to create life?
Help from Mr. Reed: A group of scientists recently generated embryonic stem cells through cloning, which may help cure many diseases. However, the process raises serious ethical concerns. The word ethical is an adjective, meaning, it modifies or describes the type of concerns people are having regarding the process the scientists used to generate the embryonic stem cells. You will need to carefully read the article to understand why ethics, or moral principles, are being called into question. Normally, when the word ethical is used, its generally analyzing how people are following the moral standards of their profession. And since ethical comes from the Greek word ethos, meaning moral character, ethical is usually examining a person's actions/behavior as right or wrong in a moral sense.
Here are a few main ideas I extracted from reading the article.
Main Ideas
All periods-Copy and paste Before and After Reading 19 (BAR 19) in your Digital Journal. Complete Question 1 in BAR 19. Next, log into CommonLit and read Scientist Clone Human Embryos to Make Stem Cells by Rob Stein and Michaeleen Doucleff (2013/1140L/Informational Text). Note: The Lexile for this text places the article as a high-level 8th grade/low-level 9th grade read. Use the tools provided in CommonLit to help you do your best on this reading assignment (Read Aloud, Annotate, and Translate). If you do not know a word, please use the dictionary to look it up. This will help with reading comprehension and vocabulary acquisition. Answer the after reading questions when you have finished reading the article.
Teacher Tip: Have students read this article before they begin reading Frankenstein.
Before and After Reading 19
Complete Question 1 before reading "Scientist Clone Human Embryos to Make Stem Cells." Afterwards, read the informational article and complete Question 2 in this journal entry.
1. What consequences and/or controversies can you think of that are surrounding certain current scientific advances? (Example-animal testing (vaccine testing), space colonization (Mars/Space Hotel 2025), renewable and alternative energy, the effects of artificial intelligence, the invention of social media/smart phones/video games and rising rates of addition, etc.)
2. How do the ethical questions brought up in this informational text about cloning compare to the ethical questions that surround Frankenstein and his decision to create life?
Help from Mr. Reed: A group of scientists recently generated embryonic stem cells through cloning, which may help cure many diseases. However, the process raises serious ethical concerns. The word ethical is an adjective, meaning, it modifies or describes the type of concerns people are having regarding the process the scientists used to generate the embryonic stem cells. You will need to carefully read the article to understand why ethics, or moral principles, are being called into question. Normally, when the word ethical is used, its generally analyzing how people are following the moral standards of their profession. And since ethical comes from the Greek word ethos, meaning moral character, ethical is usually examining a person's actions/behavior as right or wrong in a moral sense.
Here are a few main ideas I extracted from reading the article.
Main Ideas
- For the first time ever, scientists have successfully cloned human embryos that are capable of producing stem cells.
- This controversial development has re-sparked the debate about the ethics of embryo-usage in research.
- The stem cells produced by these embryos are to be used to help treat many illnesses.
Social and Political Cartoon Analysis
Social and Political Cartoons . . .
Select a social or political cartoon to analyze. Explain what you believe the artist is attempting to express in their illustration and how it connects to Mary Shelley's Frankenstein. Place this assignment in your Digital Journal as Social/Political Cartoon Analysis 19.
Note: Please copy and paste a copy of your selected cartoon under the prompt of your journal entry. Your response/explanation should be listed beside or under your cartoon.
Skills Test: Format your cartoon to allow your response/answer in this journal entry to be next to the image.
Select a social or political cartoon to analyze. Explain what you believe the artist is attempting to express in their illustration and how it connects to Mary Shelley's Frankenstein. Place this assignment in your Digital Journal as Social/Political Cartoon Analysis 19.
Note: Please copy and paste a copy of your selected cartoon under the prompt of your journal entry. Your response/explanation should be listed beside or under your cartoon.
Skills Test: Format your cartoon to allow your response/answer in this journal entry to be next to the image.
Comic/Story Strip-Extra Credit
Create a Frankenstein-based comic strip/story strip.