MARY SHELLEYS FRANKENSTEIN CLASSROOM ASSIGNMENTBY VINCENT W FAIELLA

MARY SHELLEY’S FRANKENSTEIN -CLASSROOM ASSIGNMENTBY: VINCENT W. FAIELLA

ASSIGNMENT • TIME/DATE: MID-TERM • TYPE OF DIGITAL ASSIGNMENT(S): USING AND EVALUATING DIGITAL EDITIONS AND ARCHIVES • OTHER ASSIGNMENTS: READINGS, CHAPTER EVALUATION PAPERS, CLASS DISCUSSIONS, GROUP PROJECT(S), FINAL EXAM • TOOL: MICROSOFT WORD

ASSIGNMENT (CONTINUED) • THE OBJECTIVE: TO CRITICALLY THINK OF HOW AND/OR WHYVICTOR FRANKENSTEIN WOULD RESURRECT ANY OTHER CHARACTER. • THE EXPECTED OUTCOME: EACH STUDENT WILL BE ABLE TO CHOOSE THEIR PREFERRED OR FAVORITE CHARACTER AND EXPLORE THE POSSIBILITIES; ALLOW THEM TO EXPLORE THEIR CREATIVITY • THE STEPS: TO EXAMINE EACH CHARACTER AND THE RELATIONSHIP WITH VICTOR, THEN ANTICIPATE HOW THE STORY WOULD BE AFFECTED BY THE REVIVAL; THE ENDING FOR EXAMPLE. • THE DELIVERABLE: THE STUDENT(S) WILL BE MORE FAMILIAR WITHMICROSOFT WORD AND/OR OTHER SIMILAR WORD-PROCESSING PROGRAMS. THE STUDENT(S) WILL ALSO BE MORE FAMILIAR WITH ONE OF THE CLASSICAL NOVELS SUCH ASFRANKENSTEIN

EXAMPLE: HELENA BONHAM CARTER – ELIZABETH, MARY SHELLEY’S FRANKENSTEIN (1994)

POSITIVE VS NEGATIVE POSITIVE: NEGATIVE: • BUILD STRONG PRESENTATION, COMMUNICATION, SOCIAL SKILLS • MORE THAN ONE STUDENT MAY PICK THE • EMBRACE THE STUDENTS’ CREATIVITY • STUDENTS MAY NOT REACH THE MINIMUM • EXPLORE THE STORYLINE AND THE CHARACTERS SURROUNDING THE STORY • DEMONSTRATE THEIR LEARNING • TEST THE ASSIGNMENTS/RUBRIC SAME CHARACTER PAGE REQUIREMENT • STUDENTS MAY NOT HAVE A STRONG FOUNDATION FOR DEBATE • THE ASSIGNMENT/RUBRIC ARE AT IT’S DEVELOPMENTAL STAGE

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