EN11E Frankenstein Project

Approximate Term 3 Values for this project:

1. Use of Class Time: 7.5%
2. Creation of Response Sheet: 7.5%
3. Creation, inclusion, and format of Bibliography: 5%
4. Participation in Group Discussion: 10%
5. In class Essay (open book parameters to be discussed): 25%
6. Students will be required to complete an individual self-assessment on items 1 - 4 for Ms. Hughes’s use when confirming/verifying her assessment.

Mary Shelley’s Frankenstein:
Situating the Novel in a Historical Context
Group Project and Response SheetPurpose:

• For students to begin considering historical context in the writing of the novel Frankenstein.
• To provide historical background and/or context for Mary Shelley’s writing of Frankenstein.
• To allow each student the opportunity to develop some expertise and confidence in at least one thread of the assigned historical context threads.
• For students to obtain enough expertise in a historical thread (as it relates to the writing of Frankenstein) to be able to confidently participate in class discussion by sharing that new expertise.
• For students to begin making their own connections between the historical context information and the themes of the novel, Frankenstein.
• For students to engage in group research and seminar discussion in preparation for the in- class essay on Frankenstein re: theme and historical context (approx writing date: 11 May, 2009)

Response Sheet Intent:

• To provide your group’s historical context thread findings in a succinct manner that can be shared with the rest of the class as part of a photocopied resource package.

• For students to be able to document and demonstrate their findings and hypotheses around their historical context thread and its connections to the novel, Frankenstein.


Response Sheet Requirements:

• Must have the following title centred at the top of the page: Mary Shelley’s Frankenstein -- Situating the Novel in a Historical Context: (fill in thread name here)
• must by typed in Ariel 11or 12 point font.
• point form with bullets
• quotations from the novel to demonstrate connections
• Group members in top left hand corner
• at least one historical context point for each group member needed (e.g. if 5 people in your group, at least 5 context points).
• at least one connection of historical context point for each group member (e.g. if 5 context points, there need to be at least 5 ideas suggesting how they relate to the novel).
• Contributor must be indicated for each point made.

ON A SEPARATE PAGE: Bibliography of all research sources cited.

• use the MLA Citation Maker (see http://bynghughes.blogspot.com/ – useful links)

DUE: at the beginning of class on Wednesday April 29th, 2009 before silent reading.

English 11 Enriched: Overview from now to June

Ladies and Gentlemen of English 11 Enriched,

The schedule for the balance of the year looks like this:

Thursday, 9 April, 2009: FAB ASSEMBLY
Wednesday, 15 April: complete discussion of "Bartleby the Scrivener"
Friday, 17 April: Begin working on Frankenstein.
Tuesday, 21 April: First class block to work on historical context threads (lib and class available)
Thursday, 23 April: Assessment to determine completion of novel (plot, characters, conflicts, setting, etc.) = value approximately 7.5% of Term 3
AND hand out project overview and use remaining class time to continue working on historical context project.
Monday, 27th April: Last day of class time for historical context project.
Wednesday, 29th April: Historical Context Response Sheet DUE before Silent Reading. Packages compiled and handed out. Re-grouping and going through packages and class discussion re: themes within the novel vis a vis historical context.
Friday, 1st May - 12 May: TBA re: multimodal analysis

English 12 Poetry Unit for April 2009

Attention English 12 students! Click here to access a pdf of the poetry unit.

- Ms. Hughes