Frankenstein - Unit Instructions

8/8/2019 Frankenstein - Unit Instructions

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Group Presentations/Discussions and Final Project for Frankenstein

Group Presentation/Discussion

For this portion of the unit, you have been divided into groups of 3-4 and each group has

been assigned a day to present. Your groups task will be twofold. The first part will beto present a brief (approximately one, double-spaced page) summary of the reading you

did for homework the previous night. The second part will be to devise three analyticalquestions that focus on the reading you were assigned for class that day. Your group

will then lead a discussion (approximately 15 min.) with the entire class on the questionsyou have developed.

Your group will receive a quiz grade for this assignment. You will be assessed on the

following:

y thoroughness (Was your summary complete? Did you craft three analyticalquestions?)

y participation (Did all of your group members participate in the presentation andfollowing discussion equally?)

y effort/quality (Were your questions insightful and spawned from a deep readingof the text? Did your group participate in a lively, reciprocal discussion with theentire class?)

Please be prepared to hand in a typed copy, free of grammatical and spelling errors, and

in MLA format of your groups summary and questions at the beginning of class on theday that your group will present.

*Note: There are guidelines and tips for creating your questions on the last page of thishandout.

Final Project due in class on Friday, Novemeber 12th

You have two options from which to choose for the culminating project of this unit. Thisportion will be done individually and you will receive a test grade for it.

Option 1 Essay: You will pick one of the questions that your classmates created for

their group projects to explore in more detail (I will compile a list of the questions to begiven out on the last day of presentations). This essay will be 3-4 double-spaced pages,

using Times New Roman font, 1 maximum margins, and it mustuse MLA format.You also must cite at leastthree examples or quotations from the text to support your

argument.

Option 2 Independent Project: This option will give you greater freedom to choose howyou would like to explore an issue or issues in the novel. There are no restrictions on

what you choose to produce; it may be a letter, a video, a song, a mixed-media piece ofart, etc. heres your chance to get creative! However, whatever you choose to produce


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mustexhibita deep reading of the text and explore one (or more) of the analyticalquestions created by your classmates. You must also present me with a short

(approximately half-page) proposal concerning what you plan to do for the project onThursday, November 4

th and be prepared to discuss it with me and amend it if

necessary. You are encouraged to present your project to the class on the day the final

project is due.

Groups, Presentation Dates, Readings, and Timeline

Tuesday, October 26Read Letters 1-4 and Chapter 1

Group 1: Quinn Ernwood, Kathryn Johnson, Brian Lam, Gianna George

Wednesday, October 27Read Chapters 2-4

Group 2: Quinn Donover, Kevin Guan, Fatima Rahman, Roy Baldwin

Thurday, October 28Read Chapters 5-7

Group 3: Britney Davis, Allison Denenberg, Kevin Diep

Friday, October 29No Frankenstein Reading

College Application Workshop Day

Monday, November 1Read Chapters 8-10

Group 4: Annette Allen, Kelly Ca, Andres Vivas

Tuesday, November 2Election Day School not in session

Wednesday, November 3

Read Chapters 11-13Group 5: Kenya Crawford, Zoe Goldberg, Alexander Goldman, Andrew Chau

Thursday, November 4

Read Chapters 14-16Group 6: Michael Gulledge, Stephen Henderson, Katherine Liang, Shelley Lian

*Proposals Due (if you have chosen to do option two for the final project)

Friday, November 5Read Chapters 17-19

Group 7: Randy Koonce, Adrian Lee, Mari Meas, Mashaal Syed


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Monday, November 8Read Chapters 20- 21

Group 8: Marcus Hines, Zackary Margolies, Paula Pacheco, Stephen Smith

Tuesday, November 9Read Chapters 22-23

Group 9: Andrew Rudoi, Nick Tannen, Mackenzie Warren

Wednesday, November 10Read Chapter 24

No Presentations

Thursday, November 11Veterans Day School not in session

Friday, November 12

No Reading

Independent Project Presentations

Final Essay/Project Due

Guidelines/Tips for Creating Analytical Questions*Think of the question as something youre truly interested in exploring as you read, an

exploration you want to guide the discussion, since not everyone reading the text willcome away with the same impressions and interpretations you do. Thus the question

should be answerable, given the available evidence, but not immediately, and not in thesame way by all readers.

A good analytical question:

(1) speaks to a genuine dilemma in the text. In other words, the question focuses on areal confusion, ambiguity or grey area of the text, about which readers will conceivably

have different reactions, opinions, or interpretations.(2) yields an answer that is not obvious. In a question such as Why did Hamlet leave

Denmark? theres nothing to explore; its too specific and can be answered too easily.(3) suggests an answer complex enough to stimulate a discussion. If the question is too

vague, it wont suggest a line of argument. The question should elicit analysis andargument rather than summary or description.

(4) can be answered by the text, rather than by generalizations or by copious externalresearch (e.g., Why did Shakespeare depict madness in the way that he did?).

Tips to keep in mind:

How and why questions generally require more analysis than who/what/when/where.

Good analytical questions can highlight patterns/connections, orcontradictions/dilemmas/ problems.


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*adapted from document retrieved at:

http://www.brandeis.edu/writingprogram/intensive/files/KWAskinganAnalyticalQuestion.doc

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Frankenstein - Unit Instructions