Frankenstein+&+Dracula

ELA12 Honors Frankenstein & Dracula… Monsters or misunderstood? Independent Collegiate Assignment
 * HERE IS THE ASSIGNMENT DOCUMENT (I have also pasted it below.) [[file:ELA12 HonorsFRnDR.docx]] **


 * TEXTS: **
 * //Frankenstein //**** by Mary Shelley: I have copies of this novel that you may borrow. **
 * //Dracula //**** by Bram Stoker: Our school has copies of this novel and you may check it out from our library- ** I did this for you, see me to get the novel with your name on it.

Be sure to discuss what the AUTHOR is doing to manipulate the READER. Remember, the characters are not capable of doing anything the author does not intend them to do. Frankenstein and Dracula never make their own decisions; Shelley and Stoker are in complete control.
 * PROMPT: **
 * Compare and contrast ways in which the authors manipulate typical fears, beliefs and prejudices of the day (the respective time periods in which each was written) to tell the stories of Dracula and Frankenstein. **

Also, be sure to write in the literary present tense. See below.

You are about to encounter two of the most well written novels in all of British literature. (Trust the old lady who has read more British literature than the average bear.) You will read both novels, with your writing prompt in mind. Feel free to annotate, or whatever you have found works for you, in order to be able to include text based evidence. You will need to do formal citations (I know, I know, but at this point whining will not change a thing. Citations are now officially part of your academic life; accept it gracefully) as you reference excerpts from both //Frankenstein// and //Dracula// and include a Works Cited page//.//

How should you proceed?
 * 1) <span style="font-family: 'Times New Roman','serif';">Look at your agenda book and see how you think you need to break this task down: 2 novels to read, some research to do, and an essay to write.
 * 2) <span style="font-family: 'Times New Roman','serif';">Choose which novel you would like to read first. (In my opinion, Frankenstein is a more challenging text. Do what you will with that tidbit.) Then, review the Powerpoint that goes with the novel. You will need to read the notes section below each slide for the complete information. (I am attaching them, but will have a page set up on our website when we return to school.)
 * 3) <span style="font-family: 'Times New Roman','serif';">Set reading goals for yourself. I like to do this by using sticky notes with dates at the top. I plan around my other work so that the number of pages is realistic and there is not a big honkin’ novel sitting on my nightstand, haunting me to be read. I set small chunks for week nights and larger ones during weekends or breaks. I can certainly help you with this if you would like. Remember to mark passages or annotate so you can easily find text based evidence for your essay.
 * 4) <span style="font-family: 'Times New Roman','serif';">Do the same for the second novel. Do not forget to review the Powerpoint.
 * 5) <span style="font-family: 'Times New Roman','serif';">You will need to do further research on the authors, novels and TIME PERIODS. Please be sure to cite these sources on your WC as you use them!
 * 6) <span style="font-family: 'Times New Roman','serif';">Do not ask me how long it needs to be. Answer the prompt fully.
 * 7) <span style="font-family: 'Times New Roman','serif';">I recommend working in small study groups so that you have someone to discuss the novel with as you are reading. It will also help you stay on track with the reading if you are checking in and discussing with each other.

DUE: March 11th OTHER DATES: 1/16, 2/14 and 3/7 Individual check ins regarding progress (Required) 1/22, 2/4, and 2/26 LUNCH DISCUSSIONS (Optional)

<span style="font-family: 'Times New Roman','serif';">Here is a breakdown (roughly…and subject to change!) of the next few months so you can see what lies ahead and plan this assignment accordingly: <span style="font-family: 'Times New Roman','serif';">Jan 4-Feb 8 Hamlet (little to no outside of class reading) <span style="font-family: 'Times New Roman','serif';">Feb 8-19 Argument writing (mostly in class, but not sure if some will have to be completed outside) <span style="font-family: 'Times New Roman','serif';">Feb 19-March 7 //Siddhartha// (one or two chapters to read outside of class; they are short) <span style="font-family: 'Times New Roman','serif';">FYI On March 7 or March 11 //Tuesdays with Morrie// by Mitch Albom will be assigned as outside reading with an extensive project due May 10.

Frankenstein Powerpoint- Be sure to read the notes under the Powerpoint slide Dracula Powerpoint- Be sure to read the notes under the Powerpoint slide ****<span style="font-family: 'Times New Roman','serif'; font-size: 21.3333px;">How (and Why) Do I Write in Literary Present Tense? from the Vanderbilt Writing Studio resources: **** http://vanderbilt.edu/writing/manage/wp-content/uploads/2013/06/Literary%20present%20tense.pdf
 * <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">L **<span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">iterary works, paintings, films, and other artistic creations are assumed to exist in an eternal present. Therefore, when you write about writers or artists as they express themselves in their work, use the present tense. The Basic Rule: You should use the past tense when discussing historical events, and you should use the literary present when discussing fictional events.

<span style="font-family: 'Times New Roman','serif';">Example: Dunn //begins// his work with a view into the lives and motivations of the very first settlers. <span style="font-family: 'Times New Roman','serif';">Example: Through this anecdote, Richter //illustrates// common misconceptions about native religion and //<span style="font-family: 'Times New Roman','serif';">shows //<span style="font-family: 'Times New Roman','serif';">why missionary attempts were less than successful.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">1. When commenting on what a writer says, use the present tense. **

<span style="font-family: 'Times New Roman','serif';">Example: In 1966, Driss Chraïbi //published// La Civilisation, ma Mère!
 * <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">2. When describing an author’s work, however, use the past tense. **

<span style="font-family: 'Times New Roman','serif';">Examples: <span style="font-family: 'Times New Roman','serif';">Henry Fielding //wrote// in the eighteenth century. <span style="font-family: 'Times New Roman','serif';">Picasso //produced// a series of sculptures.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">3. When you are writing about a certain historical event (even the creation of a literary or artistic work), use the past tense. **

<span style="font-family: 'Times New Roman','serif';">Example: Evelyn then //rips// into the carefully wrapped package and //finds// the greatest gift she has ever received. Her eyes //fill// with tears as she //gazes// at the jewel, but Philip //does not know// that these tears are the results of more than surprised joy. Evelyn //is suffering// from guilt as she //compares// this present to the shoddy gift that she //bought*// for her beau. <span style="font-family: 'Times New Roman','serif';">* “Bought” is in past tense because the buying of the present occurred before the described set of events.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">4. When discussing events in a book or story, always use the present tense, unless there is a shift in the time frame within the world of the text. **

<span style="font-family: 'Times New Roman','serif';">In Michelangelo's painting, Christ //judges// the world. <span style="font-family: 'Times New Roman','serif';">Johnson's characters //journey// to Cairo. <span style="font-family: 'Times New Roman','serif';">Plato //argues// without much conviction. <span style="font-family: 'Times New Roman','serif';">Paul //writes// about the hardships he has endured.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">Here are some additional examples of literary present tense: **

<span style="font-family: 'Times New Roman','serif';">Examples: <span style="font-family: 'Times New Roman','serif';">The first part of the poem, which she //completed// in 1804, //describes// the effects of isolation from society. <span style="font-family: 'Times New Roman','serif';">Aeschylus' drama //is concerned// with what happens to Orestes after he //has killed// his mother. __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Common Core Standards GRADES 11-12 __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">KEY IDEAS AND DETAILS __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">explicitly as well as inferences drawn from the text, including determining where the text leaves __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">matters uncertain. __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). __
 * <span style="font-family: 'Times New Roman','serif'; font-size: 15.3333px;">5. Sometimes a sentence must employ both present and past tense. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">www.vanderbilt.edu/writing Page 2 of 2 Revised **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">8/10/2007 **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">_____ **

__<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">CRAFT AND STRUCTURE __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">(e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). __

__<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">INTEGRATION OF KNOWLEDGE AND IDEAS __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. __

__<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">RANGE OF READING AND LEVEL OF TEXT COMPLEXITY __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">RL.11-12.10. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently. __

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">KEY IDEAS AND DETAILSRI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leavesmatters uncertain. __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">PRODUCTION AND DISTRIBUTION OF WRITINGW.11-12.4. Produce clear and coherent writing in which the development, organization, and style areappropriate to task, purpose, and audience. (Grade-specific expectations for writing types are definedin standards 1–3 above.) __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">shared writing products in response to ongoing feedback, including new arguments or information. __

__<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">RESEARCH TO BUILD AND PRESENT KNOWLEDGE __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">W.11-12.7. Conduct short as well as more sustained research projects to answer a question __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">(including a self-generated question) or solve a problem; narrow or broaden the inquiry when __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply g//rades 11–12 Reading standards// to literature (e.g., “Demonstrate knowledge of eighteenth-,nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">RANGE OF WRITING __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes. __

__<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">SPEAKING & LISTENING __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">COMPREHENSION AND COLLABORATION __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. __

__<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">LANGUAGE __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">CONVENTIONS OF STANDARD ENGLISH __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. __

__<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">KNOWLEDGE OF LANGUAGE __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on GRADES 11–12 READING AND CONTENT, choosing flexibly from a range of strategies. __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">word meanings. __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, __ __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">sufficient for reading, writing, speaking, and listening at the college and career readiness level; __ __**21ST CENTURY LIFE AND CAREERS**__ __All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.__

__

REMINDER!!!
 * <span style="font-family: 'Times New Roman','serif';">PROMPT: **
 * <span style="font-family: 'Times New Roman','serif';">Compare and contrast ways in which the AUTHORS manipulate typical fears, beliefs and prejudices of the day (the respective time periods in which each was written) to tell the stories of Dracula and Frankenstein. **
 * 1) <span style="font-family: 'Times New Roman','serif';">This is SOOOOOOO important!!! à <span style="font-family: 'Times New Roman','serif';"> Be sure to discuss what the AUTHOR is doing to manipulate the READER. Remember, the characters are not capable of doing anything the author does not intend them to do. Frankenstein and Dracula never make their own decisions; Shelley and Stoker are in complete control.
 * 2) <span style="font-family: 'Times New Roman','serif';">Also, be sure to write in the literary present tense.
 * 3) <span style="font-family: 'Times New Roman','serif';">Be sure to include a Works Cited page for the 2 novels and any other resources you consulted (for background information, etc.) The materials from your censorship unit are on our class website if you need to reference them.
 * 4) <span style="font-family: 'Times New Roman','serif';">You MUST email me on Thursday to update me on your progress.
 * 5) <span style="font-family: 'Times New Roman','serif';">In addition to the power points, I have attached an article that may be useful to you. Be SURE to cite it properly if you use it. [[file:Dracula and Frank commentary 2.pdf]]
 * 6) <span style="font-family: 'Times New Roman','serif';">You will be scored using the attached rubric. Take a look!

Rubric for Essay

POST ASSIGNMENT CRITICAL COMMENTARIES: 1. 2.