(1)  (A)  write in a variety of forms with an emphasis on literary forms such as fiction, poetry, drama, and media scripts;

(2) (E)  revise drafts by rethinking content organization and style to better accomplish the task;

(G)  use technology for aspects of creating, revising, editing, and publishing texts;

(15) (E)  use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations;

(20) (E)  recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each;

(21) (D)  create media products to include a ten- to fifteen-minute investigative documentary, ad campaigns, political campaigns, or parodies to engage specific audiences.

Objective 3:  The student will demonstrate the ability to analyze and critically evaluate diverse written texts and visual representations;

Objective 5:  The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage and sentence structure.

Objective 6:  The student will demonstrate the ability to revise and prooread to improve the clarity and effectiveness of a piece of writing.

After reading Mary Shelley's novel, Frankenstein, students will choose from two options to discuss the character at fault in the novel (Dr. Frankenstein or his creation).  Students will base their reasons on elements of the text and present their findings in a media format.

Students will be directed through in-class discussion towards questions similar to the following:

1.  What is a parent's responsibility to his/her children?

2.  What was Dr. Frankenstein's responsibility towards the creation?

3.  What was the creation's responsibility towards Dr. Frankenstein?

4.  Who is at fault for the killings in the novel?

Students will analyze the relationship between Dr. Frankenstein and his creation and determine with whom the responsibility for the murdered people (William, Justine, Henry, and Elizabeth) lies. 

Students will work individually to (K) describe what happened to both Dr. Frankenstein and his creation the night that the creation came alive.  They will then (C) compare and contrast the two men's reactions to the experiment working and each man's feelings towards the other and, in small groups, (Ap) outline a  ten to fifteen minute investigative documentary (An) analyzing and identifying each character's responsibility to the other and in the murders that occur throughout the novel.  Students will then (S) revise and publish the documentary for class performance and (E) defend their reasoning with textual support.

Students with IEP/504 Accommodations will be addressed according to those accommodations. Other differentiation will be made according to student needs and include, but are not limited to, the following: personal agendas for individual aspects of the assignment, lessened responsibility in the creation of the documentary, a choice in the method of documentary creation.

Advanced students such as GT may create a longer documentary that, with teacher approval, may be shown on a broader scale and may choose another group/student of a differing opinion with which to hold a debate.

Students will be allowed to use all available technology, including, but not limited to, the following:

Digital Video Camera, Digital camera, Internet, PowerPoint, MovieMaker, etc.

Teacher

Novel, Frankenstein

Textbook

Librarian, Library

Video Production Teacher & Students