#THINGS TO ANNOTATE FOR IN FRANKENSTEIN PLUS#

I give SILENT time for the students (with their new cards and without looking on the back) to make connections between this card and the Frankenstein text - they have to quote the text - this is a literary discussion and this helps to keep it really rooted in the book. After both kids have shared, one row moves one seat forward and THEN trades cards. Students start with the card they brought and share it with the person across from them. The basic setup is to have two rows of desks facing each other. I did the seed cards and ran the discussion for the letters, after that, students created the cards. The front of the card had the image/text, on the back students were required to have the passage that inspired this selection and four open-ended discussion questions designed to help their discussion partner understand the relationships they were seeing better. A different type of card was required for each discussion. Students were asked to bring one card with a thematic allusion, one card with a direct reference in a non-fiction text, one card with a stylistic reference, and another card with a direct reference in artwork. A 'Seed Card' is a card with another text/piece of art on the front that relates to the reading completed. The protocol is called a 'Seed Card Discussion', students were asked to bring in a seed card after each section.

After each section I checked annotations and we had a class discussion.Īfter each section we had a class discussion.

#THINGS TO ANNOTATE FOR IN FRANKENSTEIN PLUS#

I divided the novel up into four sections, plus the letters. The notes in red on the far right are on thematic connections with Prometheus - another aspect that the students are required to annotate for. I also encourage them to consider HOW Shelley answers those questions - through plot? through character development? through literary devices? Theme is one of the hardest elements that we annotate for and we spend extensive time involved with instruction over this element. I try to emphasize the idea that a theme is developed over the course of the text and not just through one line and that they are looking for Shelley's opinion and NOT their own - that is literary analysis. As the students continue to annotate/read they are looking for Shelley's answers to these questions and how she uses elements of the text to answer these questions. I ask the students first to notice topics that keep coming up over and over again (on the far left) - in the middle we noted specific instances in the book where this topic was dealt with (there were many) - on the left are notes about questions we believe Shelley is asking the reader to consider in relation to these topics. These notes are about themes that we see emerging in the text. Each day as part of class, I also delivered focused instruction and modeling of annotating for each of the required elements. Here is an example of my annotations for this unit. As we read, we annotated for four things: diction, use of source material (this was going to be a main focus for this unit), theme (students struggled with this on past assessments and needed increased instruction on it) and character development (another aspect of literature that students had demonstrated significant struggles with in the past). Students annotated and answered guiding questions about this myth. Next, we looked at three different versions of the Prometheus myth: Hesiod, Plato and a cup depicting the Punishment of Prometheus.

Things to annotate for in frankenstein