Frankenstein lesson plans, unit plan, Mary Shelley

Frankenstein lesson plans, unit plan, Mary Shelley
Frankenstein lesson plans, unit plan, Mary Shelley
Frankenstein lesson plans, unit plan, Mary Shelley
Frankenstein lesson plans, unit plan, Mary Shelley
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This is a complete, loosely-structured unit. Rather than a day-by-day schedule, you will find a collection of materials that you may use in any sequence. You will likely skip some activities, alter some activities and documents (these are writable Word documents), and change the order of delivery year by year, based on your scheduling, style, and type of students.

This unit contains:
� 15 quiz/discussion documents, one for each chapter. (These are the core of the unit)
� Multiple essay prompts and an essay rubric (alter the point values to meet your own needs)
� Several in-class activities
� A meta-cognitive preview�a starter activity
� Several �universal� activities, to be used with any novel/drama unit
� A concluding set of Socratic Seminar prompts

Notes and ideas for application of materials:

There is no schedule, order or pacing guide for my assignments. Pick and choose from the files in the folder and move at your own pace.

All assignments are Word documents. Feel free to edit and revise my lessons to make the unit your own. This is important, as all the Quiz/Discussion prompt documents make for excellent study guides or QW (Quick Write) prompts if you reformat them�eliminating the answers to the questions and converting the documents into overheads or handouts.

Quizzes & Discussion prompts: These are the heart of the unit. Each document covers a chapter (or other logical breaking point in the text) and starts with several quiz questions. These are followed by several discussion prompts. The idea is to start the class with a quiz�these are simply to hold students accountable for the reading. Do these verbally, with students writing answers on binder paper. After the quiz, collect their answers and then hold a discussion�using the discussion prompts on the same document. You can assign any value to the quiz questions�make them fit your program. After the quiz and the discussion, I give the TA the quiz/discussion document to use as a key in grading the quizzes.

If delivering verbal quizzes does not fit your pedagogical style, you can easily alter the quiz/discussion documents and convert them into study guides for students to fill out. These are Word documents, so you may alter them in any way you wish.

Group activities are to be done in your own style. I usually put students into groups of 3 and then collect one written assignment for the group, giving all members of the group a shared grade.

Introductory research is usually a 24-hour assignment in which students use the internet or library to find information that will be relevant to the novel or play. This is a way to establish schema, or background knowledge about the unit.

Journal prompts and quick writes (QW): Just what it sounds like�these are short writing prompts that work nicely before a discussion.
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