FRANKENSTEIN by Mary Shelley

UNDERSTANDING THE MONSTER

Grade Level 9-10

OBJECTIVES

Students will develop their reading comprehension by exploring

the text of Mary Shelley's Frankenstein. Students will be able to
identify, comprehend and develop their vocabulary by identifying
tone, theme and strengthening their understanding of intricate
vocabulary words.
COURSE OUTLINE
WEEK 1 WEEK 2 WEEK 3
Day 1: Day 1:
Day 1:
Read chapters I-V Receive approved
Teacher PowerPoint
(Volume 2) proposal. Work on group
introduction to
3rd Journal entry project.
Frankenstein
Day 2: Day 2:
Day 2:
Read VI-IX Finalize Group Projects
Create Your Own
4th Journal entry. Day 3:
Monster (directions
Day 3: Start presentations
attached)
Begin Vol. 3 Groups 1-5
Day 3:
Read ch. I-IV Day 4:
Make Vocabulary Flip
5th journal entry. Continue Presentations -
Book / Begin reading
Day 4: Groups 6-8
novel. Read letters I-IV
Read chapters V-VII Begin watching
Day 4:
6th journal entry Frankenstein 1931 film
1st journal entry
Day 5: adaptation.
Read Vol. 1 Chapters I-
Assign groups / discuss Begin journal entry 7
IV
group project / start Day 5:
Day 5:
working on group project. Finish Film
2nd Journal entry.
Submit project propsal by Turn in Journals and
Read V-VII
end of class period. Vocabulary Flip Book.
ACTIVITIES

Create Your Monster - 60pts / 50 minutes

Students will design, draw and animate their own monster. In order to
engage students and prepare for the novel, they will create their own
monster. They will illustrate a monster and write a short 2-3 page narrative
based on their monster. They will need to describe their monsters creation,
reasoning behind and where they were created. Short story must be in MLA
format. This creative assignment will push students to use their
imagination and will focus on literary techniques.

Vocabulary Flip Book - 50pts / 10-15 minutes per word

Students will create a Vocabulary Flip Book in order to understand and

comprehend the intricate vocabulary used by Shelley throughout the novel.
The will need to choose a minimum of 20 words in which they will define the
term, use the term in a sentence and quote the sentence it was found in. They
will also add an illustration that depicts the word being used.

ACT IT OUT - Group Project/ Ghost Chapter - 200pts

For the final project, students will be placed into groups of 5-6 students. They
will create a ghost chapter, particularly an alternate ending which must be 4-5
pages in length. They must also create a script and must preform their ghost
chapter. They will be given 5-7 minutes to act out their revision or addition to
the story. They will graded as a group and will also be given individual
evaluations in which their peers will give. The students must use creativity
and originality to receive full points. Students must use the same form of
writting and must use at least 5-8 vocabulary words.

7 Journal Entries - 20pts each / 20-30 minutes per entry

Each entry will cover the chapters that the student has read. They will answer the
following questions in each journal entry:
Journal Entry #1-6:
Questions:
1. What has happened in these chapters?
2. Describe one thing that has transpired that caught your attention.
3. What has happened to Victor Frankenstein in this chapter?
4. How has Victor's monster developed through these chapters?
5.What unfortunate events have taken place thus far?
Journal Entry #7:
Compare and contrast Mary Shelley's Frankenstein novel to the 1931 film
adaptation of Frankenstein.The student will describe the differences and the
similarities they found in each. They will also give a brief explanation of their
preference, the movie or the novel?
 FLIP BOOK EXAMPLE

Frankenstein
Vocabulary Flip Book

ASSAILED

CAPACIOUS

BENEVOLENCE

Definition: time spent recovering from and illness or

medical treatment.

Comprehension: "Convalescence has been slow, but his

overall recovery has improved."

Evidence: "It was a divine spring; and the season

contributed to my convalescence."(p.128)

CONVALESCENCE
 Journal Example
Journal Entry #1 - Vol. 1 Chapters 1-5

1. What has happened in these chapters:

-The story begins and we see that Victor Frankenstein
has been saved and found. Frankenstein begins to
tell the tale of his misfortunes and what he has done,
He starts from the beginning speaking of his family and
his home.

2. Describe one thing that caught your attention.

-I liked how Victor describes his travels to school and
how he was so taken with the writings of Agrippa. I
enjoyed how
excited he was to start his studies.

3.What has happened to Victor Frankenstein in this

chapter?
-His mother passes from an illness and he is sent away
to finish his schooling and to learn from the professors.
He leaves his father and his beloved family.

4.How has Victor's monster developed through these

chapters?
-The monster has been created yet but Victor begins to
explore the idea of creating something and he
continues to study for it.
Note: This takes place before the reading of the text. This will
complete goal and objective of creative writing while
practicing the correct format of educational writing.

Create Your Monster

(outline)
1. Name your monster.
2. Tell me how he was created.
3. Why was he created.
4. Describe the features of your monster, is he evil,
is he good?
5. Where does he live and tell me one thing he
does. (negative or bad)
6. Last, draw and illustrate what your monster
looks like.
Story must be written in MLA format, 12 inch font, Times
New Roman and double spaced.