Bobby+Sturkie



My name is Bobby Sturkie and I am studying at Clemson University with the goal of becoming an English teacher in South Carolina. I am excited for the opportunities this career can bring for a myriad of reasons. The reward I want most from my career is the sense that I am helping people and making a positive impact on society, and being a teacher definitely will allow me to do those - with the added benefit of sharing my passion for literature. I think the ability to communicate effectively is a crucial aspect of being successful in almost any career, and my hope is that I will be able to sharpen the skills of my students in all of the language arts while raising their appreciation for literature and its role throughout history.

Scientific Advancements: Advantageous or Dangerous?

An Enterprising Unit in //Frankenstein// for Young Adults
 * Unit Rationale **

British Literature covers an extensive historical timeline and has evolved through major changes in style and language. However, it can be argued that Gothicism is one of the most exciting eras of British Literature’s expansive history. The eerie and the sublime elements that mark the Gothic era have influenced so much of the literature and film that followed, and arguably the crown jewel of all British Gothic works of literature is Mary Shelley’s masterpiece, //Frankenstein//. Using Shelley’s novel as a guide, students will examine and explain topics from the past, present, and future – while using themes from the novel as a springboard to scrutinize issues that will be hot topics as the students enter their adult lives.

// Frankenstein // offers a myriad of topics to foster discussion that will help usher students into the literary club. A key aspect of teaching literacy for love and wisdom is to encourage students to engage with and relate to a text. //Frankenstein// gives so many opportunities to accomplish this in the classroom; as Shelley’s novel raises questions regarding education, friendship, family, identity, abuse of power, scientific advancement, and so much more. Students will scrutinize these issues within the framework of the text and explore how these are personally relevant in their own lives. This self-evaluation through caring reading is another integral aspect of embracing literacy for love and wisdom, and Shelley’s novel provides ample opportunity for personally relevant engagement.

The many adaptations and critical interpretations of //Frankenstein// not only reveals the importance of the work to the literary canon, but enhance the ability to explore the novel in ways that utilize all of the language arts. Obviously, a novel as rich as Shelley’s will provide plenty of avenues to reach the reading and writing standards of the Common Core. Students will learn the elements of a Gothic novel and express their reactions to the novel in writing many times throughout this unit. Shelley’s 19th century British vernacular also offers unique means to address the language standards and expand student vocabulary. And with //Frankenstein// being such a popular reproduction through both film and print mediums, these adaptations can be integral additions to the unit and address listening and speaking standards of the Common Core.

The primary occurrence that drives the plot – Dr. Frankenstein’s achievement in the creation of life – provides the perfect prompt for a cross curriculum enterprise that encourages student creativity, research, and interest in important societal issues. Science has progressed in the 21st century to the point that in the near future life could potentially be “designed,” as in //Frankenstein//. With fiction on the brink of becoming reality, society has some crucial decisions to make – just like Dr. Frankenstein. How far should we go in scientific research? At what point do the dangers outweigh the benefits? In an enterprise that uses analysis of the creation of a monster in //Frankenstein// as a spark, students will bring science research into the literature classroom as they create a presentation that juxtaposes modern scientific advances with Victor Frankenstein’s accomplishment. The primary benefits of this enterprise are twofold: students are given the opportunity to practice literary analysis on one of the most celebrated novels in history, while at the same time they will form an opinion and learn more about a controversial issue that will be at the forefront of debate as they approach the adult responsibility of voter / decision maker in society.

This unit presents us with the opportunity not only to explore one of the most celebrated novels in the literary history, but also raise awareness in one of the most controversial topics in society today. As we evaluate Victor Frankenstein’s incredible (fictional) accomplishment of creating a monster, we will also scrutinize scientific advancements that have in some ways turned 19th century fiction into 21st century reality. This unit will expand your horizons in a variety of ways, with activities that enhance your skills in creativity, interpretation, research, analysis, debate, and science.
 * Unit Overview **

As we explore Shelley’s novel together, we will conduct several activities that will illuminate many themes that still bear relevance in today’s society. We will conduct research that will expand your base of knowledge in scientific advancements in genetic research. Not only will we read the novel, we will also explore popular textual, visual, and audio interpretations. Daily activities will guide you to the completion of the culminating enterprise of this unit: a research essay that uses textual evidence from //Frankenstein// to enhance your argument that supports or opposes continued genetic advancements.
 * Game Plan **

Students will be able to… // Reading Standards for Literature //
 * Unit Objectives **

Explain developing themes. (RS-L 11-12 #2)

Use textual evidence to support an argument. (RS-L 11-12 #1)

Analyze the importance of setting. (RS-L 11-12 #3)

Understand a gothic novel. (RS-L 11-12 #2) // Reading Standards for Informational Texts //

Summarize different interpretations. (RS-IT 11-12 #7)

Apply informational research to support an argument. (RS-IT 11-12 #1) // Writing Standards //

Produce analysis of their interpretations. (WS 11-12 #1)

Produce an argument supporting their viewpoint. (WS 11-12 #2)

Summarize elements of Gothicism (WS 11-12 #10) // Speaking and Listening //

Compare varying film interpretations (SL 11-12 #2) // Language //

Differentiate multiple meaning words. (LS 11-12 #4)

Interpret complex vocabulary words. (LS 11-12 #6) RS-L 11-12 #1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RS-L 11-12 #2 - Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RS-L 11-12 #3 - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced or developed). RS-IT 11-12 #1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RS-IT 11-12 #7 - Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. WS 11-12 #1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. WS 11-12 #2 - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. WS 11-12 #10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SL 11-12 #2 - Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. LS 11-12 #4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies. LS 11-12 #6 - Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
 * Standards **

Performance Expectation Guide – Final Enterprise Manufactured Man – Monster or Miracle? In our reading of //Frankenstein//, we encounter a fictional account of a scientist that is able to create a living being from non-living materials. This creation of life seems far-fetched, but cutting edge scientists are close to making adaptations of Dr. Frankenstein’s incredible accomplishment a reality.
 * Performance Expectation Guide – Major Enterprise **

Genetic research and cloning has made it entirely possible that scientist could have the ability to ‘manufacture’ human beings in the not too distant future. Consequently, debates on the potential benefits and drawbacks on having this capability are building throughout society – as the ethics of cloning is an extremely controversial issue. Should the human race have the ability to ‘design’ humans? Or should this practice be deemed illegal?

As high school seniors preparing to enter your adult lives, the time is approaching for you to join the decision makers of our society. This project will enable you to learn more about what is sure to be a hot topic for voters in the near future – and at the same explore one of the most popular novels of the 19th century in //Frankenstein//. This project will require you to research recent genetic advances and to ‘choose a side’ as if you were deciding the future of genetic cloning in the United States. You will use research from a credible outside source and evidence from //Frankenstein// to support your argument for or against genetic cloning. Quality of Argument and Support – 60 points
 * Grading Rubric **

- Thesis statement is argumentative and clearly supports or opposes issue of genetics 10 points

- Research utilizes credible source(s) that enhances the argument 10 points

* Minimum of 2 Quotes required from source(s)

- Quotes from //Frankenstein// are relevant and enhance the argument 10 points

* Minimum of 2 Quotes required from novel

- Introductory paragraph effectively catches the reader’s attention 10 points

- Body paragraphs clearly expand and support idea presented by the thesis 10 points

- Body paragraphs contain ample evidence to reinforce thesis while supporting argument and presenting a counter argument 10 points

Format – 20 points

- MLA citations / Works Cited page 5 points

- Times New Roman, 12 point, double-spaced, first line indent, 1 inch margins 5 points

- Minimum of 4 pages 5 points

- Intriguing Title 5 points Grammar / Style – 20 points

- Proper punctuation 5 points

- Smooth transitions between paragraphs 5 points

- Accurate spelling / word choice 5 points

- Quotes are properly established within sentences and flow smoothly within the paper 5 points


 * __ In Process __**** Performance Expectation Guides ** (NCTE 4.10)


 * RAFT Activity (Role, Audience, Format, Topic) **

There will be a writing prompt at the start of each class based on the reading assignment. These will be graded for participation, length, and relevant content and collected in a journal. The journal entries will be totaled and eventually count as a major grade.
 * Daily Journal Topics ** (NCTE 4.2) (NCTE 4.8)


 * Vocabulary Squares Notebook **
 * Description: ** Mary Shelley’s //Frankenstein// contains many challenging sections with vocabulary that can be difficult to grapple with. There will be many words in the novel that you are unfamiliar with, so for this assignment, you will be asked to define two words as you read each section that are found in your reading assignment for that day. At the end of this unit, you will be tested on these vocabulary words.
 * General Parameters: ** You should complete the vocabulary squares for each reading assignment prior to the day we begin to discuss the chapter(s) you read. In the first square, you should define the word and in the second square, you should place a picture that demonstrates the meaning of the word OR a synonym to the word that you are familiar with. In the third square, you should write the page number which it was used and a correct citation, and in the fourth square you should create a sentence that uses the word correctly. Follow the example for “enterprise” below. The vocabulary squares can be either typed or hand written. (NCTE 4.7)

** ENTERPRISE ** Initiative and resourcefulness. || || || “You will rejoice to hear that no disaster has accompanied the commencement of an enterprise which you have regarded with such evil forebodings.” Letter I, Page 1. || Your Sentence: The major enterprise for our unit in //Frankenstein// will require a lot of work, but should be very fun. ||
 * Definition: || || A project or undertaking, typically one that is difficult or requires effort. OR
 * || || Synonyms: undertaking, venture, project
 * Where it’s found:

** Grading Rubric ** You will have two vocabulary words due for each class period, meaning a total of eight boxes in two squares. Each individual square will count for a point, totaling to eight points per daily assignment. The points for each daily vocabulary square assignment will be added to a total that will eventually count as a major grade for the unit.


 * Biopoems **
 * Description: ** During this unit, we will scrutinize the major characters within //Frankenstein//. For this assignment, you will choose a character we have discussed so far and create a “Biopoem” based on how you view the character at this point.

In addition to writing the poem, you should include a personal drawing, a magazine clipping, or a web image that represents your chosen character.

You will present your completed assignment to the class and they will be displayed. This will apply to your in-class participation grades. (NCTE 4.5)

Line 1: First name Line 2: Four traits that describe character Line 3: Relative [sister, daughter, father, etc.] of Line 4: Lover of — [list three things or people] Line 5: Who feels — [three items] Line 6: Who needs — [three items] Line 7: Who fears — [three items] Line 8: Who gives — [three items] Line 9: Who would like to see — [three items] Line 10: Resident of — Line 11: First name
 * Parameters: ** The Biopoem should follow the template below and the example shown in class.

Grading Rubric Name: _____________________________________________________________ _____ (70 points) Have 10 lines that thoroughly and accurately describe the character (5 points will be deducted for each line that is either missing or not complete). BE CREATIVE! _____ (20 points) Include an image that reflects the character described _____ (10 points) Students presents Biopoem to class
 * Biopoem **

Final Grade: _______ (out of 100)

// This is the version that the students will be reading. Includes author’s introduction in the beginning of the novel that could be useful. // // This is the Norton Critical Edition of the original publication of Frankenstein (1816) that has over a dozen critical responses that will be extremely beneficial in implementing informational texts into lessons and aiding the students in ascertaining multiple interpretations of the novel that can be derived. // // This famous work by the mother of Mary Shelley could be used within the unit to convey some of the influences Shelley had in her life and how this could have influenced her writing of Frankenstein. // // Famous Romantic poem from Shelley’s friend Coleridge is alluded to early in the novel, and this poem can be utilized in an early intertextuality activity that analyzes the potential purpose / impact of this allusion. // // One of the objectives of this unit is for students to understand elements of Gothic literature. Baillie is one of the most famous Gothic authors, and her works can be used as supplemental materials to help illustrate the main elements of Gothic literature. // // This article is beneficial in that it will allow me to incorporate modern literary criticism into the unit, and the topic aligns with the major enterprise associated with the unit. //
 * Resource Palette ** (NCTE 4.1) (NCTE 4.9)
 * Canonical Literature / Informational Texts **
 * 1) 1. Shelley, Mary. //Frankenstein//. 1831. New York: Dover, 1994. Print
 * 1) 2. Shelley, Mary. //Frankenstein//. 1816. Ed. J Paul Hunter. New York: Norton, 1996. Print.
 * 1) 3. Wollstonecraft, Mary. “A Vindication of the Rights of Woman. 1792. Web.
 * 1) 4. Coleridge, Samuel Taylor. “The Rime of the Ancient Mariner.” 1798. Web.
 * 1) 5. Baillie, Joanna. //Six Gothic Dramas//. Chicago: Valancourt, 2007. Print.
 * 1) 6. Butler, Marilyn. “//Frankenstein// and Radical Science.” 1993. Print.

// This is a resource in my cooperating teacher’s classroom that has lesson ideas and could be valuable to provide activity ideas. // // This is the student textbook which contains a few resources for Frankenstein; including an author’s introduction, analysis of Shelley, and a transcript of a Saturday Night Live skit based on Frankenstein. // // This was the primary textbook for our READ 498 class. It is conveniently full of best practices and engaging enterprises that are endorsed by proven experts in the educational community. // // Great resource that doesn’t simply advise teachers how to teach a unit, but focuses how to create the units and most importantly, how to make them relevant / engaging to students. It’s a great guide for young teachers. //
 * Teacher Resources **
 * 1) 1. McGraw Hill Teacher’s Guide to British Literature (Post 18th century)
 * 1) 2. // Prentice Hall Literature: The British Tradition // . Boston: Pearson, 2010. Print
 * 1) 3. Content Area Reading: Literacy and Learning Across the Curriculum. Ed. Richard T. Vacca.
 * 1) 4. Smagorinsky, Peter. //Teaching English by Design.//


 * Websites **
 * 1) 1. [|www.teacherspayteachers.com] – Excellent resource for educators of any discipline at any level. The site is full of activities submitted by teachers, and everything is neatly organized by grade and subject.
 * 2) 2. [|www.discoveryeducation.com] – Resource that has nearly every organizational tool an educator could ask for. The website gives the ability to have state standards, teacher tools, classroom management resources, and lesson planning resources all in one location.
 * 3) 3. [|www.shakespeare-online.com] – Since Shakespeare is the single most commonly taught author in literature, this resource can be invaluable. Not only does the site have complete texts of Shakespeare works, but it has a database of articles organized by individual works, and several other supplemental historical tools that can enhance a unit in Shakespeare.
 * 4) 4. [] - This website is absolutely loaded with resources to support a unit on //Frankenstein//.
 * 5) 5. [] – American Medical Association produces article with brief history / description of genetic cloning, with potential risks / rewards.
 * 6) 6. [] - Website devoted to the Gothic genre has a page dedicated to Shelley full of resources.


 * Videos **
 * 1) 1. [] – Genetic cloning of animals (ex. humans / goats, goats / spiders, humans / cows) for the supposed manufacturing of products. Agenda laced video? Mentions “Frankenstein.”
 * 2) 2. [] – North Pole video possibility.
 * 3) 3. [] – Famous “It’s Alive!” scene from the 1931 Universal movie rendition of //Frankenstein//. Colin Clive stars in the first of many movie adaptations of the novel.


 * Other Media **
 * 1) 1. Cloning / Genetics Presentation from Biology teacher – Great interdisciplinary tool to supplement major enterprise for the unit. (NCTE 4.3)
 * 2) 2. Image highlighting the location of St. Petersburg, Russia – This is where the journey begins, and it will be beneficial for students to see where the opening of the novel is taking place.
 * 3) 3. Image highlighting the North Pole – After seeing St. Petersburg, students can see its relation to the North Pole.

** ADEPT Short Range Unit Plan Template (APS 2 & 3) **
 * Daily Procedures **
 * Day 1 – Introduction Day **


 * Title of Lesson – Intro to //Frankenstein// and Major Unit Enterprise **
 * Subject – British Literature **
 * Grade level - 12 **
 * Teacher Candidate Name – Bobby Sturkie **
 * Cooperating Teacher Name – Mrs. Williams **
 * University Supervisor Name – John McElroy **
 * Date - February **
 * Length of Period – 90 minutes **


 * Overview - ** This day is dedicated to introducing Frankenstein and the purpose for the major enterprise associated with this unit. The goal will be increase student’s self efficacy to grapple with a challenging text by relating some key themes of the novel to issues from today, and to increase motivation to engage in the final enterprise.

Students will be able to
 * Objective(s) ** (APS 4)
 * Summarize elements of Gothicism


 * English Course Standard(s) That Are Being Addressed: **
 * Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (WS 11-12 #10).


 * Prerequisites and Preassessment (APS 3) **
 * I will conduct a pre assessment of approximately 5-10 minutes in which I ask students what they know about //Frankenstein// and what they know about Gothicism. My expectation is that the student’s funds of knowledge will be relatively low on both subjects, so we will utilize the majority of this first period to introduce Gothicism before proceeding into our extensive unit on //Frankenstein//.


 * Materials/Preparation ** (APS 6 ) (What texts will you use? List handouts, multimedia, crafts materials, pieces of literature)
 * Video pertaining to cloning research.
 * Smart Board
 * Gothicism presentation / Prometheus slide(?)
 * Mary Shelley presentation
 * Performance Expectation Guide for Major Unit Enterprise
 * // Frankenstein //


 * Procedures or Instructional Flow ** (APS 4, 5, 6, 7, 8, 9)
 * Take Roll (1 minute)
 * Pre Assessment (see above) (5 minutes)
 * Mary Shelley presentation (10 minutes)
 * o Highlight Shelley’s famous mother and her feminist influence.
 * o Highlight Shelley’s difficulty in giving birth, and how this may have affected her writing.
 * o Full title of her novel, “The Modern Prometheus”
 * Gothicism presentation (9 minutes)
 * o Famous works
 * o Historical reference points
 * o Common traits of Gothic literature
 * Gothicism Writing Activity / Assessment (15 minutes)
 * o Ask students to produce 1 paragraph that describes a place they have visited or a scene from their lives (or imaginary place, if necessary) that fits into the category of “Gothicism.” Give at least 3 examples of how this occurrence relates to characteristics of Gothicism.
 * Introduction / “Hook” for Major Unit Enterprise (30 minutes) (NCTE 4.6)
 * o Introduce primary driving force for plot of //Frankenstein//, the creation of life from non-living matter.
 * o Ask students how this achievement could be related to modern science to lead into topic of genetics / cloning
 * o Show video that analyzes benefits / dangers of cloning
 * o Talk about video as a class to raise interest in the debate and the novel.
 * o Introduction of the Major Enterprise for this Unit.
 * Begin reading with Letter from Author and Letter I (15 minutes)
 * o Class Reading / Discussion
 * Wrap up / Required tasks for next class (5 minutes)
 * o Read Letters I & II
 * o Vocabulary Squares Assignment (students will have an example in their Performance Expectation Guide packet)

Students will be able to I will assess this objective with a 15-20 minute in class writing activity immediately following my presentation to introduce Gothicism. The following writing prompt will be displayed on the smart board: “Write a paragraph in which you describe a memory from your life that could fit in the genre of Gothicism. Provide at least three examples of how this scene from your life relates to the characteristics of Gothicism we just discussed in class.”
 * Assessment: ** (APS 3) (NCTE 4.10)
 * Summarize elements of Gothicism (WS 11-12 #10).

In addition to this prompt, I may provide an example from my own life, to serve as a model for the students. The assessment will count as a minor grade, as it will go into the students in class participation grade.


 * Possible Adaptations for This Unit (APS 5, 6) **

This unit is flexible in that it allots time for in class reading at the end of the period. If time runs short at the end of class, the introduction to Shelley presentation could be moved to the next class period. Or, if the flow moves faster than expected, students will have more time to complete their reading for the next class and work on their “Vocabulary Squares” activity due for next class.


 * Reflections on Curriculum and Instruction: ** (APS 6, 7) To be determined…



** ADEPT Short Range Unit Plan Template (APS 2 & 3) **
 * Day 2 – The Setting and The Setup **


 * Title of Lesson – Gothic setting and setup in //Frankenstein// **
 * Subject – British Literature **
 * Grade level - 12 **
 * Teacher Candidate Name – Bobby Sturkie **
 * Cooperating Teacher Name – Mrs. Williams **
 * University Supervisor Name – John McElroy **
 * Date - February **
 * Length of Period – 90 minutes **


 * Overview – ** This is the day we begin to dive into the text of //Frankenstein//, starting with letters I & II. The focus of this day will be analysis / effects of the setting in the opening of the novel. We will learn about the North Pole (Walton’s target destination) and “The Rime of the Ancient Mariner,” which is alluded to in Letter II. Discussion of the setting will set the stage for our reading of the remainder of //Frankenstein//.

Students will be able to
 * Objective(s) ** (APS 4)
 * Analyze the importance of setting.


 * English Course Standard(s) That Are Being Addressed: **
 * Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set) (RS-L 11-12 #3)


 * Prerequisites and Preassessment (APS 3) ** – To open our class discussion, I will ask students what they know about the North Pole and what they have learned of the area in prior classes. This will set the stage for an informational video that explains in detail the setting for the opening of //Frankenstein//.


 * Materials/Preparation ** (APS 6 )
 * // Frankenstein //
 * North Pole video
 * Smart Board

Students will be able to I will assess this objective with a 20 minute in class writing activity immediately following the presentation regarding setting and our in class close reading of the setting in Letters I & II. The following writing prompt will be displayed on the smart board: “Discuss how the setting in the beginning of //Frankenstein// sets the tone of the novel. Use at least one quote from Letters I or II to support your analysis.”
 * Procedures or Instructional Flow ** (APS 4, 5, 6, 7, 8, 9)
 * Take Roll (1 minute)
 * Daily Journal Activity (14 minutes)
 * o Prompt: “Write about Walton’s planned voyage. Where does he want to go? What is his motivation for taking this voyage? What does he hope to find? What preparations has he made? Also, tell me where you would travel to if you could make a voyage anywhere in the world. What is your motivation to visit this place?”
 * Pre Assessment (5 minutes)
 * o Discussion of North Pole, students share their background knowledge
 * North Pole informational video(s) (10 minutes)
 * o Video chronicles a journey to the North Pole and another provides vital stats.
 * Presentation on impact of Setting in a novel (5 minutes)
 * Close reading of setting in Letters I & II (15 minutes)
 * o Highlight allusion to “Ancient Mariner” / background of Coleridge’s poem and how this benefits //Frankenstein//
 * In class activity / assessment (20 minutes)
 * o Prompt: Discuss how the setting in the beginning of //Frankenstein// sets the tone of the novel. Use at least one quote from Letters I or II to support your analysis.
 * In class reading of Letter III (10 minutes / remaining time)
 * Wrap up / Required tasks for next class (final 5 minutes)
 * o Required reading for next class (Letters III & IV)
 * o Vocabulary Squares Assignment
 * Assessment: ** (APS 3) (NCTE 4.10)
 * Analyze the importance of setting. (RS-L 11-12 #3)

The assessment will count as a minor grade, as it will go into the students in class participation grade. There is no rubric, I will simply be checking for understanding of the basic concepts of setting and how they relate to //Frankenstein//. If the student misses the concepts of setting, I will note this on their writing, offer feedback, and return it to them during the next class.


 * Possible Adaptations for This Unit (APS 5, 6) **

Pre-assessment can include general questions regarding the importance of setting in all types of literature, and not exclusively //Frankenstein// or Gothicism. Time can be taken away from the in class reading of Letter III at the end of class (which is part of their reading for the upcoming class) and applied to another section of the procedure as needed.


 * Reflections on Curriculum and Instruction: ** (APS 6, 7) To be determined…

** ADEPT Short Range Unit Plan Template (APS 2 & 3) **
 * Day 3 – Strange and Eerie **


 * Title of Lesson – WARNING! Power of Knowledge **
 * Subject – British Literature **
 * Grade level - 12 **
 * Teacher Candidate Name – Bobby Sturkie **
 * Cooperating Teacher Name – Mrs. Michelle Williams **
 * University Supervisor Name – John McElroy **
 * Date - February **
 * Length of Period – 90 minutes **


 * Overview – ** Letter IV of //Frankenstein// contains two intense moments of foreshadowing that hint that abusing the power of knowledge has ruined the life of Victor Frankenstein. We will use the key moments in the early portion of the novel to discuss the power of knowledge and relate this discussion to our major unit enterprise (which ties in modern science), and students will make predictions on what they believe to be the source of Victor Frankenstein’s grief. We will also discuss the form of the early portion of //Frankenstein// (epistolary, frame narrative) to expand student knowledge of literary terms.

Students will be able to
 * Objective(s) ** (APS 4)
 * Understand a Gothic novel.

RS-L 11-12 #2 - Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
 * English Course Standard(s) That Are Being Addressed: **

I will open class by asking a few students to give their reactions to their readings of Letters III and IV. We will talk about the epistolary and frame narrative elements of the novel that are developing. The students studied //The Canterbury Tales// last semester, and I will see if they can recall aspects of a frame narrative the learned from Chaucer and apply them to our readings of //Frankenstein// to this point.
 * Prerequisites and Preassessment (APS 3) **


 * Materials/Preparation ** (APS 6 )
 * // Frankenstein //
 * ‘Make a Prediction’ group handout (to be designed)


 * Procedures or Instructional Flow ** (APS 4, 5, 6, 7, 8, 9)
 * Take Roll (1 minute)
 * Daily Journal Activity (14 minutes)
 * o Prompt: “1.) Discuss pros / cons of discovery of knowledge. 2.) What knowledge does Walton wish to discover, and what is Frankenstein’s reaction? 3.) What question would you like to discover the answer to?”
 * Vocabulary Squares Turn in and discussion (5 minutes)
 * Pre Assessment (see above) (5 minutes)
 * Close Reading Analysis / Discussion (20 minutes)
 * o How //Frankenstein// fits epistolary definition
 * o How //Frankenstein// fits as a frame narrative
 * o Close reading of Letter IV examples of foreshadowing
 * Group Activity à Class Discussion – Power of knowledge predictions (20 minutes)
 * o Close reading and discussion will clearly identify Victor Frankenstein’s apprehension for Robert Walton’s strong desire to gain powerful, unprecedented knowledge. In groups of 3, students will discuss ideas and come up with 3 predictions for why they think Frankenstein is so apprehensive to Walton’s quest for powerful knowledge. Groups will have approximately 10 minutes, and then each group will share / briefly discuss one of their predictions. Groups will turn in their 3 predictions for a minor daily participation grade. (NCTE 4.5)
 * In class reading time for upcoming class (20 minutes)
 * o Begin reading the sections for next class, Chapters 1 & 2.
 * Class wrap up (5 minutes)
 * o Vocabulary words for next two vocabulary squares
 * o Reminder of required reading for upcoming class

Students will be able to This assessment is just one building block in this objective that will be addressed daily for the entirety of the unit. The group activity associated with this assessment serves the primary purpose of boosting self-efficacy by getting students more involved with the novel, however it is also a small part of building the student’s expertise in the gothic novel.
 * Assessment: ** (APS 3)
 * Understand a Gothic novel. (RS-L 11-12 #2)

The assessment could be altered so that it asks students to incorporate gothic elements into their predictions for the source of Victor Frankenstein’s disdain. The time allotment of this lesson can also be altered so that a scaffolding activity to help students gain the tools necessary to be successful in the major enterprise. However, at this point I feel there will be ample opportunities to do that as the unit timeline progresses.
 * Possible Adaptations for This Unit (APS 5, 6) **


 * Reflections on Curriculum and Instruction: ** (APS 6, 7) To be determined.

Day 1 / Monday – Introduction of Performance Expectation Guides, Introduction to Gothicism / Mary Wollstonecraft Godwin Shelley. //Vindication of the Rights of Woman// by Wollstonecraft. Discussion of title / Prometheus.
 * __ In Process __**** Calendar **
 * // Week 1 //**

Day 2 / Wednesday – Letter 1-2 analysis. Exploration / Analysis of Setting. Effects of Setting Discussion. Arctic Circle video. Allusion to //Ancient Mariner//.

Day 3 / Friday – Letter 3-4 analysis. Power / Danger of Knowledge (early 1800’s discoveries – informational text opportunity).

Day 4 / Tuesday – Chapter 1-2 analysis. Description of baby Elizabeth, commentary on social class and its continued importance (NCTE 4.4).
 * // Week 2 //**

Day 5 / Thursday – Chapter 3-4 analysis. Influence of Education Activity

Day 6 / Monday – Chapter 5-6 analysis. “It’s Alive!” video activity / close analysis of Frankenstein’s achieving his goal (NCTE 4.6). Intertextuality activity (using Coleridge’s //Ancient Mariner//)
 * // Week 3 //**

Day 7 / Wednesday – Chapter 7-8 analysis.

Day 8 / Friday – Chapter 9-10 analysis. Intertextuality activity (using Shelley’s “Mutability”). Discuss symbolism in monster dialogue.

Day 9 / Tuesday – Chapter 11-12 analysis. Point of View activity.
 * // Week 4 //**

Day 10 / Thursday – Chapter 13-14 analysis.

Day 11 / Monday – Chapter 15-16 analysis
 * // Week 5 //**

Day 12 / Wednesday – Chapter 17-18 analysis. RAFT writing activity.

Day 13 / Friday – Chapter 19-20 analysis. Research Day for Final Enterprise.

Day 14 / Tuesday – Chapter 21-22 analysis. Day 15 / Thursday – Chapter 23-24 analysis.
 * // Week 6 //**

Day 16 / Monday –
 * // Week 7 //**