FRANKENSTEIN

ASSIGNMENT PACKET

NAME: __________________________________________ PER: ________

ELA 10 – Mrs. Hudak Smith

Exploring Mary Shelley ’s Frankenstein As we read Mary Shelley’s Frankenstein, we will be focusing on three major aspects:

1. The theme of the book as it relates to the plot;

2. How the characters develop and change over the course of the events that occur; and

3. How the language creates the tone of the novel.

The homework for each set of chapters will include the following:

1. SUMMARY: A 2-3 sentence summary of the action, including who is telling the story.

2. VOCAB: Definitions of the given words using the context of the text/ dictionary and then identify and define three additional words whose meaning is integral to comprehension, explaining why you chose them.

* After Ch. 14, you will Identify four vocabulary words that help set the tone of these chapters and define them using the context of the text/ dictionary. Then you explain how understanding the meaning of those words creates a specific tone for the passage.

3. DISCUSSION QUESTION: Create a discussion question that requires more than a “yes/no” answer. It should be a higher-level question that is focused on a specific character or the tone of the chapters read.

COMPREHENSION QUESTION: You will note that there are also Comprehension Questions in the homework questions. We will be answering these questions as part of the daily class discussion.

I am providing them to you so that you can preview them prior to working with them. You do not need to have them answered before working in your literature group. However, if you are absent, you are expected to check in with your group regarding the material you missed.

Literature Groups & Daily Routine In order to fully utilize the time that we have to study this novel, we will be working in small literature groups. Each member of the group will have certain responsibilities each week, and you will rotate through the jobs.

1. Summarizer: Presenting the summary of the chapters read to the class.

2. Vocabulary enricher: Introducing new vocabulary to the class with reasoning for why it is important to know.

3. Discussion leader: Presenting higher-level discussion question to the class and opening up for debate.

Note: All members of the group are expected to complete all aspects of a given homework assignment.

- The responsibilities refer to who shares the group’s work with the rest of the class.

Daily Routine:

Each day, you will have a “Do Now,” designed to settle to you into class discussion. Once the Do Now has been reviewed, you will get into your literature groups.

You will have time in your groups to discuss the homework. We will then open up for class discussion. After we have finished reviewing your work, we will split up the comprehension questions between the groups. The Discussion Leader for the week will be in charge of presenting the information to the class.

Accountable Talk: We will be using this concept in our all-class discussions. This means that after a group presents a full answer for a question (including evidence from the text), I will pull a stick and have that student share with the class whether the question was fully answered and why or why not. If it was not fully answered with the strongest evidence possible, the group will have a chance to complete their answer.

After there is a consensus that the question was answered, students will be given an opportunity to either agree with the group’s answer with a reason why, or offer a different rationale with evidence from the text.

- After we review the day’s work, we may move on to a writing assignment or other group work.

- If there is no other work that needs to be addressed, we will then move on to the next set of chapters and use any remaining time to focus on the next homework assignment.

It ’s Time to Apply to College- As a Character DIRECTIONS: In two short years, you will be busily filling out college applications. An integral part of that process is pausing to reflect about your life experiences thus far in a personal statement. In order to familiarize yourself with that process, as well as to contemplate a character’s growth over the course of the story, you will be writing a personal statement as if you are a character in the book. Please note: not all characters survive. You may choose a character who perishes before the story’s end. Just base it on who the character is prior to dying. You may pick from the following characters:

- Victor Frankenstein - The Monster - Robert Walton

- Henry Clerval - Elizabeth Lavenza - Justine Moritz PROMPT: Describe the most significant challenge you have faced and the steps you have taken to overcome that difficulty. How has this challenge changed you as a person? Requirements :

- As per UC guidelines , statements are limited to a maximum of 350 words.

- Use “I” statements - Reference specific instances from the novel , using direct

quotes where appropriate .

DUE: FRIDAY, DECEMBER 2nd

Personal Statement Rubric Standard 4.0-3.4 3.3-2.7 2.7-2.0 1.9-1 Character Development RL10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text

Has thoroughly-developed character’s development

Has adequately developed character’s development

Has somewhat developed character’s development

Does not include character’s development

Challenge W3.0d: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Relates a comprehensive and coherent series of events throughout entire narrative.

Relates a comprehensive and coherent series of events throughout most of narrative.

Relates a comprehensive and coherent series of events throughout some of narrative

Events do not seem to connect or be part of a whole.

What Was Learned W 3.0e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Provides an insightful or inspiring conclusion that shows what was learned/ how character changed

Provides an adequate conclusion that shows what was learned/ how character changed

Provides an ineffective conclusion or conclusion does not show what was learned/ how character changed

Does not provide a conclusion or conclusion/ does not relate to the rest of the narrative.

W 4.0: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

(Average score of above standards)

(Average score of above standards)

(Average score of above standards)

(Average score of above standards)

Formatting Requirements WC1.1 Follows written format specifications for assignments without being reminded.

Meets length, POV, and specific textual information requirements

Meets length, POV, and/ or specific textual information requirements

Meets length, POV, or specific textual information requirements

Does not meet requirements

Total: _____/ 20 = ___/4

Theme Essay BACKGROUND: Mary Shelley’s Frankenstein begins near the end of the events depicted in the book, and flashes back and forth through time. The reader is also presented with a first person narrative as told by different characters through letters and conversation. The book starts off as a series of letters Walton writes to his sister, then transitions into Frankenstein’s story, and finally introduces his creature’s point of view. The concept of loneliness is discussed throughout the tale, and all of them deal with isolation in their own way. You will be writing an in-class essay on the topic listed below. You will be able to use one 4x6 notecard of quotes and notes while writing your essay. As you prepare to write this essay, consider how Shelley’s plot structure (flashbacks and a changing Point of View) affects the overall theme of the book. PROMPT: In a well-organized essay, identify the theme (Shelley’s point of view of the effects of being isolated) and support it through an analysis of the novel’s plot. Organizational Tip: Focus on one character’s experience with loneliness as you are reading to help you prepare to write the essay. REQUIREMENTS:

- Each essay must: 1. Have a proper heading 2. Include at least one quote with page number per body

paragraph. 3. Use correct format:

- Quotes do not stand alone (need to explain and link back to thesis) - Mention the author’s complete name and complete title (either

underlined OR italicized) in the introduction. Any other times you use the author’s name, only write the last name.

- Strong transitions for each paragraph. - Do NOT use “you” or “I.”

DUE: In class: Friday, November 18th

Theme Rubric Standard 4.0-3.4 3.3-2.7 2.7-2.0 1.9-1

Thesis (Intro) GR.9..10-W 2.0a: Introduce a topic or thesis statement; organize complex ideas, concepts, and information

! Writer effectively hooks their reader

! Thorough background is given

! Thesis clearly and insightfully establishes the argument

! Writer hooks their reader

! Complete background is given

! Thesis clearly and accurately establishes the argument

! Writer attempts to hook their reader

! Some background is given but not enough

! Thesis attempts to establish the argument

! Hook/opener is missing.

! Background is missing or inadequate.

! No thesis or thesis is off-topic and/or does not answer the question

Claims GR.9..10-W 2.0a: Introduce a topic or thesis statement; organize complex ideas, concepts, and information

! Directly and concisely answers the prompt.

! Is an insightful and intriguing/original statement

! Directly answers the prompt.

! Is accurate and clear but may lack insight or originality.

! Vaguely or indirectly answers the prompt

! May or may not be accurate and not insightful nor original

! No claim or claim does not address the prompt.

! Inaccurate

Evidence GR.9..10-W 2.0b: Develop the topic with well-chosen, relevant, and sufficient…concrete details, quotations, or … examples appropriate to the audience’s knowledge of the topic.

! Concisely

introduces background for where the quote occurs in the resource.

! Directly aligns and supports claim

! Is adequately introduced with background for where the quote occurs in the resource.

! Aligns to the prompt but may be too lengthy or too brief to directly support the claim.

! Is vaguely introduced with background for where the quote occurs in the resource.

! Attempts to support claim, but is insufficient, vague, or lacks clarity.

! No evidence or only a paraphrase of evidence

! Is a “drop-in” quote or is not introduced with background.

! Evidence does not support the claim/does not align with prompt.

Links GR.9..10-W 2.0d: Use precise language and domain-specific vocabulary…of the topic.

! Successfully creates a paraphrase of the evidence’s meaning.

! Gives a thorough explanation of why or how the evidence explicitly supports claim.

! Accurately paraphrases the meaning of the evidence.

! Gives a complete explanation of why or how the evidence explicitly supports the claim.

! Attempts to accurately paraphrase the meaning of the evidence

! Gives an adequate explanation of why or how the evidence explicitly supports the claim

! Paraphrase of the evidence is inaccurate or missing.

! Explanation of explicit connection is underdeveloped, merely restates the quote, or is missing.

Conclusion GR.9..10-W 2.0f: Provide a concluding statement or section that follows from and supports the argument presented.

! The overall argument/main point, LDs, and traits are successfully restated in a new way.

! The conclusion effectively and smoothly summarizes the paper without sounding repetitive.

! The paper concludes with a thought-provoking insight, new-learning/ connection.

! The overall argument/main point, LDs, and traits are somewhat restated in a new way.

! The conclusion summarizes the paper without sounding repetitive.

! The paper concludes with a take-away, insight, new learning, or connection.

! Attempt is made to restate the overall argument/main point, LDs, and traits.

! The conclusion attempts to summarize the paper and but may sound repetitive.

! No insight, new-learning/ connection.

! Conclusion does not restate the overall argument/main point, LDs, and/or traits.

! Conclusion does not summarize the paper.

! No insight, new-learning/ connection.

Formatting Requirements GR9..10-L 3.0: a) Write and edit work so that it conforms to the guidelines…appropriate for the discipline and writing type.

! Meets all 5 requirements

! Meets 3-4 format requirements

! Meets 2format requirements

! Meets 1 or less format requirements

Overall Analysis Essay (Average of: tone and focus, thesis, claims Overall Essay Grade RL10.2: Determine a theme of a text and analyze in detail its development over the course of the text, i

Average of above grades

Average of above grades

Average of above grades

Average of above grades

Total: ____/ 28 = _____/ 4

Group Ghost Story Background: As you read the novel, pay special attention to how the chosen vocabulary helps to create the tone. You will then use that information to write a ghost story with your literature group to present to the class. In the story, you are a scientist who reads Frankenstein and becomes inspired to create a monster. PROMPT: You have succeeded in creating a monster and something goes terribly wrong. Write a short story that will be presented to the class, with all members of your group participating. Include a visual representation of the monster that is revealed to the audience at some point during the story. REQUIREMENTS:

- Use at least twenty vocabulary words from the story (either assigned by Mrs. Hudak Smith or discussed during class) to help create the tone

- Typed version with vocabulary words highlighted - Use visual or sound effects - Perform live or record - Visual representation of monster (picture/ sculpture) - Be able to identify what each group member did (should share

in work) - At least two minutes long/ No more than five minutes - Type the group’s intended tone on a separate piece of paper:

do not reveal to audience (it will be up to them to see if they can guess)

DUE: Thursday, December 8th

Group Ghost Story Rubric Standard 4.0-3.4 3.3-2.7 2.7-2.0 1.9-1 Tone RL10.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Has thoroughly-developed a consistent and identifiable tone throughout the story

Has adequately developed a consistent or identifiable tone throughout the story

Has somewhat developed a consistent and identifiable tone in parts of the story

Does not include a consistent and identifiable tone in the story

Vocab Usage W3.0d: Use precise words and phrases, telling details, and sensory language to convey a vivid picture

Uses 20 words to help create the tone/ Highlighted words

Uses 15-19 words to create the tone

Uses 10-14 words to create the tone

Uses 0-9 words to create the tone/ Did not highlight words

Visual Representation SL10.5: Make strategic use of … audio, visual, and interactive elements in presentations… to add interest

Highly creative/ highly appropriate to story/ effective reveal

Creative/ appropriate to story/ mostly effective reveal

Somewhat creative/ somewhat appropriate to story/ somewhat effective reveal

Very little creativity/ not appropriate/ not effective reveal/ not complete

Overall Presentation SL10.4: Present information... evidence clearly, concisely...such that listeners can follow the line of reasoning...

Highly creative / used visual and sound effect elements appropriately/ Both presentation and written portion show high degree of thoughtfulness

Creative / used visual and sound effect elements at some point/ Presentation or written portion show degree of thoughtfulness

Some creativity / used visual or sound effect elements/ Presentation or written portion show some degree of thoughtfulness

Little or no creativity/ No effects/ Presentation or written portion missing

Requirements WC1.1 Follows written format specifications for assignments without being reminded.

Meets all 8 requirements

Meets 6-7 requirements

Meets 3-5 requirements

Meets 0-2 requirements

Group Dynamic SL10.1B: Work with peers to set rules for collegial discussions and decision-making, clear goals and deadlines, and individual roles

Demonstrates cooperation, respect, and leadership

Cooperative, participates and follows the lead of others

Does little to participate; lets others do the work

Interrupts, distracts, or disrupts others; difficult to work with/ Does nothing to help

Total: _____/ 30 = ___/4