Unreal Literature Week 9

1. February 27-March 2, 2012 Unreal Literature Week 9

2. Due Today: Book Club #1 Jobs Walk-IN: Sit with your book club group and take out your book, book club jobs, and a new sheet of paper. Learning Objective: Students will understand that the quality of group discussions is proportional to the individual preparation as well as the collaborative efforts of each participant. Students will assume responsibilities for effective dialogues by posing and responding to questions that probe reasoning and evidence; listening to a full range of positions on a topic or issue; clarifying, verifying, or challenging ideas and conclusions; and promoting divergent and creative viewpoints. You will increase enjoyment and understanding of a novel by discussion questions, passages, characters, vocabulary, artistic interpretations, and areas of synthesis. Agenda: Book Club # 1 Monday, February 27 2011 Homework: Read and prepare for Book Club # 2

3. Set up header: Book Club #1 Name: Novel: Date: Jobs: Pages Read: Summary Paragraph Write a summary paragraph about what happened in your book so far. Include information about the setting, characters, conflict, and any other important ideas or events. When finished, discuss your summaries with your group. Book Club before discussion

4. Question Job Procedures Lead the group in a discussion about each question. Allow everyone in your group to participate before you say anything. Take notes on who said what during the discussion of each question. Once everyone has contributed, share your own ideas about the answer to the question. Repeat with each question Passage Job Procedures Direct your group to that passage in the book, and have them read along with you as you read the passage out loud. Allow everyone in your group to comment on your passage before you say anything about it, and take notes on who said what during discussion. After everyone has participated, share your written explanation with the group. Character Job Procedures Share your Introduction/Update about each character with your group. After sharing about all characters, lead your group in a discussion about relationships, conflicts, and predictions about each character. Allow all members of your group to participate before you offer your own ideas, and take notes on your chart about discussion. Art Job Procedures Present artwork to the group. Allow all members to make observations and ask questions before you say anything about the image, and take notes who said what during discussion. Share your ideas about your image after everyone has participated. Vocabulary Job Procedures Identifyword/phrase/term and direct group to where it appears in the text. Read the sentence/paragraph in which the word appears out loud with the group. Ask the group to share ideas about the word’s meaning and/or significance to the story, and take notes on who said what. After everyone has participated, share your definitions, explanations with the group. Repeat process with each word. Synthesis Job Procedures One example at a time, lead the group in a discussion of each example, how it relates to the question. Allow your group to suggest In-Class and Beyond-Class­ connections BEFORE you suggest any. Fill out your chart as you discuss with your group. For each question, discuss with your group what how all the examples work together to suggest a common answer to each question, the Emerging Message; this should be written in the form of a theme statement. Book Club Discussion

5. Reflection Paragraph: • In a detailed paragraph, explain how book club increased your enjoyment or understanding of the novel. Include the jobs you enjoyed or helped you better understand and explain how this made you enjoy or understand the book more. • In a detailed paragraph reflect on how you met the other two learning objectives. Address the jobs and discussion that helped you meet these. Book Club After discussion

6. Walk-IN: Pick up a copy of Frankenstein and open up to the Human section of your notebook. Learning Objective: Students will build background knowledge about the purpose, historical context, and allusions in Frankenstein. Agenda: Frankenstein by Mary Shelley Due Today: Tuesday, February 28 Homework: Read and Prepare for Book Club # 2

7. Quick Write: Write down everything that you know, think of, and visualize when you think of Frankenstein. Frankenstein by Mary Shelley

8. Frankenstein by Mary Shelley The “real Frankenstein” Dr. Frankenstein The good Dr’s creation Our “Frankenstein”

9. Prometheus is a character from Greek Mythology. Based on your background, and the pictures what do you know about Prometheus? Frankenstein: The Modern Prometheus

10. The subtitle The Modern Prometheus refers to the figure in Greek mythology who was responsible for a conflict between mankind and the gods. In order to help the people, Prometheus stole Zeus's fire from the sun. The people were thereby given an advantage to the animals since fire gave man the ability to make weapons and tools. Prometheus was severely punished by Zeus who chained him to a rock in the Caucasus. Every night, Prometheus was visited by an eagle who ate from his liver. During the day, however, his liver grew back to its original state. It also refers to the story of Prometheus plasticator who was to said to have created and animated mankind out of clay. These two myths were eventually fused together: the fire that Prometheus had stolen is the fire of life with which he animated his clay models. Because of the 'creating' aspect, Prometheus became a symbol for the creating artist in the eighteenth century. Victor Frankenstein can indeed be seen as the modern Prometheus. He defies the gods by creating life himself. Instead of being the created, Victor takes God's place and becomes the creator. Just as Prometheus, Victor gets punished for his deeds. He is, however, punished by his creation whereas Prometheus was punished by the god who he stole from. So, why the subtitle? Frankenstein: The Modern Prometheus

11. Paradise Lost is an epic poem written by John Milton about Satan’s fall from heaven and Adam and Eve’s banishment from the Garden of Eden. Paradise Lost Did I request thee, Maker, from my clayTo mould me man? Did I solicit theeFrom darkness to promote me? In Frankenstein, the intelligent and sensitive monster created by Victor Frankenstein reads a copy of Milton's Paradise Lost, which profoundly stirs his emotions. Why? Frankenstein: paradise Lost

12. In Switzerland with the Romantic Poets: Mary Shelley creates her Monster George Gordon Byron, 6th Baron Byron, later George Gordon Noel, 6th Baron Byron, (22 January 1788 – 19 April 1824), commonly known simply as Lord Byron, was a British poet and a leading figure in Romanticism . Byron was celebrated in life for aristocratic excesses including huge debts, numerous love affairs, and self-imposed exile. He was famously described by Lady Caroline Lamb as "mad, bad and dangerous to know".[ Percy Bysshe Shelley (4 August 1792 – 8 July 1822; was one of the major English Romantic Poets and is critically regarded among the finest lyric poets in English Literature. Shelley was famous for his association with John Keats and Lord Byron Absinthe historically described as distilled, highly potent beverage. It is an anise-flavored spirit derived from herbs, commonly referred to as "grande wormwood", together with green anise and sweet fennel. Absinthe traditionally has a natural green color but can also be colorless. It is commonly referred to in historical literature as "la fée verte" (the "green fairy" in French).Absinthe has been portrayed as a dangerously addictive psychoactive drug. The chemical thujone, present in small quantities, was blamed for its alleged harmful effects.

13. Inspired by Galvanism Mary Shelley Creates her Monster In biology, galvanism is the contraction of a muscle that is stimulated by an electric current. The effect was named by Alessandro Volta after his contemporary, the scientist Luigi Galvani, who investigated the effect of electricity on dissected animals in the 1780s and 1790s. It happened when Galvani was doing some dissection work in his lab with the frog, and one more dissected frog was hanging on the brass rod, suddenly Galvani's scalpel made up of steel touched the brass rod, and he saw twitching of muscle in frog's leg, he then did it again, and saw the twitching of muscle again.

14. Frankenstein and galvanism

15. Due Today: Book Club #2 Jobs Walk-IN: Sit with your book club group and take out your book, book club jobs, and a new sheet of paper. Learning Objective: Students will understand that the quality of group discussions is proportional to the individual preparation as well as the collaborative efforts of each participant. Students will assume responsibilities for effective dialogues by posing and responding to questions that probe reasoning and evidence; listening to a full range of positions on a topic or issue; clarifying, verifying, or challenging ideas and conclusions; and promoting divergent and creative viewpoints. You will increase enjoyment and understanding of a novel by discussion questions, passages, characters, vocabulary, artistic interpretations, and areas of synthesis. Agenda: Book Club # 2 Blockday, Feb 29-March 2 2011 Homework: Read and prepare for Book Club # 3

16. Set up header: Book Club #2 Name: Novel: Date: Jobs: Pages Read: Summary Paragraph Write a summary paragraph about what happened in your book so far. Include information about the setting, characters, conflict, and any other important ideas or events. When finished, discuss your summaries with your group. Book Club before discussion

17. Question Job Procedures Lead the group in a discussion about each question. Allow everyone in your group to participate before you say anything. Take notes on who said what during the discussion of each question. Once everyone has contributed, share your own ideas about the answer to the question. Repeat with each question Passage Job Procedures Direct your group to that passage in the book, and have them read along with you as you read the passage out loud. Allow everyone in your group to comment on your passage before you say anything about it, and take notes on who said what during discussion. After everyone has participated, share your written explanation with the group. Character Job Procedures Share your Introduction/Update about each character with your group. After sharing about all characters, lead your group in a discussion about relationships, conflicts, and predictions about each character. Allow all members of your group to participate before you offer your own ideas, and take notes on your chart about discussion. Art Job Procedures Present artwork to the group. Allow all members to make observations and ask questions before you say anything about the image, and take notes who said what during discussion. Share your ideas about your image after everyone has participated. Vocabulary Job Procedures Identifyword/phrase/term and direct group to where it appears in the text. Read the sentence/paragraph in which the word appears out loud with the group. Ask the group to share ideas about the word’s meaning and/or significance to the story, and take notes on who said what. After everyone has participated, share your definitions, explanations with the group. Repeat process with each word. Synthesis Job Procedures One example at a time, lead the group in a discussion of each example, how it relates to the question. Allow your group to suggest In-Class and Beyond-Class­ connections BEFORE you suggest any. Fill out your chart as you discuss with your group. For each question, discuss with your group what how all the examples work together to suggest a common answer to each question, the Emerging Message; this should be written in the form of a theme statement. Book Club Discussion

18. Reflection Paragraph: Choose one of the following objectives and explain in a paragraph how you and your group met the objective. Students will understand that the quality of group discussions is proportional to the individual preparation as well as the collaborative efforts of each participant. Students will assume responsibilities for effective dialogues by posing and responding to questions that probe reasoning and evidence; listening to a full range of positions on a topic or issue; clarifying, verifying, or challenging ideas and conclusions; and promoting divergent and creative viewpoints. You will increase enjoyment and understanding of a novel by discussion questions, passages, characters, vocabulary, artistic interpretations, and areas of synthesis. Book Club After discussion

19. Purpose for Viewing: You will identify, analyze, and synthesize information from a variety of texts. • We will be having our second real Socratic Seminar discussion focusing on the novel Frankenstein as well as the movie adaptation. • You will not know the actual question until the day of, but know that it will have something to do with Human. • Take notes on anything that relates to the human experience, how our perception of reality affects our human experience as well as how our fears affect our human experience: • Paraphrase key scenes • Make connections stories we have read and any movies or movie clips • Ask questions (all 3 levels). • You will use this to set up your discussion preparation that you must have to participate in the Socratic Seminar. Frankenstein: The Movie

20. Walk-IN: Sit in your Book Club Group, take out Alice, and your notes on the connections to our class questions. Learning Objective: Students will understand that endless combinations of information exist for synthesis; the only limitation is a person’s imagination and creativity. Agenda: Frankenstein The Movie Frankenstein Chapter 11 Due Today: Friday, March 2, 2012 Homework: Read and Prepare for Book Club #3

21. Purpose for Viewing: You will identify, analyze, and synthesize information from a variety of texts. • We will be having our second real Socratic Seminar discussion focusing on the novel Frankenstein as well as the movie adaptation. • You will not know the actual question until the day of, but know that it will have something to do with Human. • Take notes on anything that relates to the human experience, how our perception of reality affects our human experience as well as how our fears affect our human experience: • Paraphrase key scenes • Make connections stories we have read and any movies or movie clips • Ask questions (all 3 levels). • You will use this to set up your discussion preparation that you must have to participate in the Socratic Seminar. Frankenstein: The Movie

22. Annotation Topics Summary of passage and explanation Frankenstein Chapter 11 • Human • Pg # ______ • Pg # ______ • Fear and Human • Pg # ______ • Pg # ______ • Reality and Human • Pg # ______ • Pg # ______ • Areas of Synthesis • Pg # ______ • Pg # ______ • Level 2, and Level 3 Questions _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________