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Unit Rationale

Starting high school is a rite of passage that most students gleefully undergo, often without understanding the shifting academic
burden placed upon them at this time. In ninth grade, students are not only asked to adapt to new social contexts, but to also acquire
the skills needed to function in academic contexts for the duration of their high school career and beyond. For this reason, it is
especially important that the ninth grade curriculum facilitate the development of what Burke, J. (2013) refers to as crafty readers
(p. 184). Essentially, what Burke suggests is that when we teach reading, comprehension should not be the ultimate goal but rather
the first rung on a much greater ladder (p. 185). This ladder moves from data/information (levels 1-2) to knowledge (levels 3-5) and
finally to wisdom (level 6), with comprehension categorized as an action representative of level 2 (p. 58). One suggested strategy for
developing crafty, higher-level readers is assign[ing] students roles that require them to research that persons theories, principles,
and ideas: then apply those to the primary text, reading the book as if they are the assigned roleparticipating in a full-class forum in
character andwriting an analytical response as that character (p. 187).
This idea serves as the basis for a conceptual unit on psychoanalysis, during which students will study Sigmund Freuds theory of id,
ego, and superego and employ Freudian analysis as a tool to guide their reading of the focus text, Mary Shelleys Frankenstein. To
borrow from the typical analogy used when discussing the conscious and subconscious, students will learn to examine the entire
iceberg and not merely the portion visible above water. What I mean by this is that students will learn to delve deeper into a
characters mind and examine their internal conflicts and desires that may not be explicitly stated but rather implied. Such a practice
will improve students close reading skills. In addition to the id, ego, and superego, students will read excerpts from Freuds
Interpretation of Dreams. While the validity of analyzing a mans dreams has been largely refuted, the analysis Freud uses can help to
inform students analysis of texts because the skills are transferable.
The ultimate goal of utilizing psychoanalysis in an English classroom is to encourage students ability to analyze text by giving them a
critical lens by which to view texts. Assuming that students have little to no experience viewing texts through a critical lens, this will
be their first real opportunity to engage in critical reading, writing, analysis, and discussion in this manner for a sustained period of
time. Therefore, what Smagorinsky, P. refers to as final draft uses of speech or writing is not to be expected but rather exploratory
speech and writing (p. 83). According to Peter Smagorinksy, in an exploratory setting, an instructor should provide opportunities for
students to engage inand be rewarded forthe informal, tentative, experimental processes that lead to [final products] (p. 83).
Thus, this unit will serve two essential purposes: to foster critical and analytical skills as well as bolster students abilities to think and
act creatively in the classroom without fear of being wrong, both of which will lead to students who are confident and independent
when tackling texts in the future.

Essential Questions

How are Freuds ideas on id, ego, and superego used to explain human behavior?
How does societys influence (superego) affect human behavior?
Can humans override the desires of the subconscious mind?
How are we, as humans, implicated if we act on the impulses of the subconscious mind?
What consequences do we face when we do not take responsibility for our actions?

Standards

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text. (910.RL.1)
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot or develop the theme. (910.RL.3)
Analyze how an authors choices concerning how to structure a text, order events within it (e.g., parallel
plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. (9
10.RL.5)
Determine a central idea of a text and analyze its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an objective summary of the text. (910.RI.2)
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence. (910.W.1)
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. (Editing for conventions
should demonstrate command of Language standards 13 up to and including grades 910.) (910.W.5)
Initiate and participate effectively in a range of collaborative discussions (oneon one, in groups, and teacher
led) with diverse partners on grades 910 topics, texts, and issues, building on others' ideas and expressing
their own clearly and persuasively. (910.SL.1)

Objectives/Sub-objectives
Students will be able to analyze course texts in depth by applying a critical lens in their reading, writing, and discourse.

Students will be able to cite textual evidence.


Students will be able to analyze the development of complex characters.

Students will be able to analyze and authors choices concerning text structure.
Students will be able to determine an informational texts main idea and its development.
Students will be able to analyze how an authors ideas or claims in an informational text are developed or
refined.
Students will be able to analyze an authors point of view or purpose in an informational text and how an
author uses rhetoric to advance their point of view.
Students will be able to write arguments to support claims in an analysis of substantive topics and texts.
Students will be able to participate effectively in collaborative discussions.

Formative Assessments
Dream Journal/ Double-Entry Journal
At the beginning of the unit, students will be asked to set up a double-entry journal. During the first week, students will record their
dreams on the left side of their journal and leave the right side blank. After reading selections from the Interpretation of Dreams,
students will use the right side of their double-entry journal to practice dream analysis. As the unit progresses, students will continue
to use their journal as a tool of analysis, recording notes, quotations, or any other pertinent information and responding to that
information on the other side of their journal. Journal checks will be conducted at various points throughout the unit as formative
assessments.
Reading Quizzes
While Freuds texts will be read in class, the majority of the novel Frankenstein will be read outside of class. Therefore, reading
quizzes can be employed to hold students accountable. Each quiz will be 4 questions long, containing a vocabulary question, a factual
question, a critical thinking question, and an essay question. The vocabulary and factual questions will be worth 2 points each, the
critical analysis question will be worth 6 points, and the essay question will be worth 10, for a total of 20 points, and will be graded
based upon the courses grading scale. This will be weighted as a quiz/test in the gradebook.
Online Discussion
Students will create an online blog page, using Weebly, on which they will post their responses to writing prompts. For each response,
they will be required to comment thoughtfully on at least 2 other students blog posts.

In-Person Discussion
Students will come prepared to discussions, utilizing their double-entry journals as a tool to spark discussion, provide evidence, and
connect to their peers through meaningful discourse. A variety of discussion formats will take place, and students will follow the
conventions/rules for each. Regardless of the discussion format, each student is expected to: refer back to the text, listen respectfully,
pose new questions, and when applicable involve others and ask clarifying questions to better understand their peers. Students who
follow discussion conventions and speak at least 3 times during discussions will receive full participation points (10/10). Students who
follow discussion conventions but do not speak at least 3 times and/or are not prepared will receive half participation points (5/10).
Students who do not follow discussion conventions and/or are inconsiderate to their peers will not receive participation points (0/10).
Participation scores will be recording during each discussion and will accumulate throughout the unit.

Summative Assessments
Critical Analysis Paper
Students will produce a critical analysis paper, in which they apply the Freudian theories and analytical skills they have learned and
practiced to a new text. They will argue whether the characterization in the text is indicative of id, ego, or superego, and how the text
addresses at least one of the essential questions of the unit.
Fishbowl Discussion
This discussion will occur after the students have submitted their critical analysis paper. The purpose of this discussion is to consider
how the text the students chose addresses the essential questions of the course. Because students will be allowed to choose between 3
different texts, it would be very difficult to conduct this discussion in a whole-group format. For this reason, a fishbowl discussion
works particularly well, as Smagorinsky, P. (2008) states that it puts a small group of students in the center of the room, surrounded
by their classmates and teacheronly the students who are inside the fishbowl should be involved in the discussion (p. 33).
Therefore, students who chose The Strange Case of Dr. Jekyll and Mr. Hyde will be put in the first fishbowl, then those who chose
Lolita, then those who chose We. Students will be encouraged to discuss specific evidence they used in their paper and to follow the
typical expectations for listening to and engaging their peers. Students who articulate their ideas clearly, providing nuanced insights
and evidence from the text to discuss how their text addresses the essential question will receive 20/20 points. Students who clearly
articulate their ideas on how their text addresses the essential question but who do not provide specific evidence from the text will

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receive a 15/20. Students who do not adequately articulate their ideas, address the essential question, or provide evidence from the text
will receive a 10/20. Students who do not articulate their ideas or are rude to peers will receive a 0/20.

Differentiation
There are a number of reading strategies and activities that are utilized to support struggling readers and learners as they tackle the
complicated texts and characters introduced throughout the unit. One of the most significant supports will be students double-entry
journals which they will maintain through all of the unit texts. From the very beginning of the unit, students will set up their journal
and practice using this tool, while the teacher models and facilitates, adjusting instruction when necessary to produce the best results.
The double-entry journal will begin as a dream journal, though as students become more comfortable with the process of collecting
and reflecting on information, this will become a very valuable tool, scaffolding the process of dissecting complex characters using
psychoanalysis. The students will also actively engage with texts and concepts through graphic organizers and thinking maps,
anticipation guides, roleplaying and dramatization, and putting a character on trial. They will build their vocabulary through word
walls, Password games, and their double-entry journals. They will practice writing critically and analytically through RAFT essays,
Weebly blog posts, quick writes, and informally through tickets out the door. They will actively participate in a number of different
reading formats, such as jigsaw reading, reading in small groups, and sustained silent reading, though they will also actively listen to
read alouds, think alouds, and class reading. Overall, the unit is structured to slowly build on students analytical and critical thinking
skills, as we work through Freuds theories and Frankenstein as a class and progress towards the independent analysis required of the
final paper and discussion; however, even within the final assessment, supports have been built in to allow for optimal success. For
instance, the students will be placed in groups based on the text excerpt they choose for the final assessment. In these groups, they will
read their text together, and collaboratively gather evidence. With the help of the thesis generator worksheet and outlining materials,
they will independently formulate their argument; however, they will receive ample feedback from peers to support their
editing/revision process.

Motivation
The engagement factor for this unit is inherently high, as all humans have the desire for self-understanding and self-actualization. Part
of that is being able to self-analyze. What do your dreams say about you? What do your actions indicate about you? Are you acting on
id, ego, or superego? And ultimately are we, as humans, able to override the desires of our subconscious mind? If you are not able to
control your actions, how might you be implicated for them? I think these questions are extremely relevant to teenagers, as they
transition into adulthood. Though their hormones may incite them to act a certain way, being able to pause, analyze ones own drives,
and act in a self-conscious manner may change the consequences they face for the better. This very real-life aspect is weaved

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throughout the unit, from analyzing the students own dreams, writing about their own experiences, and dramatizing realistic
scenarios, students will be reminded throughout the unit that these skills are not only applicable to literature but to their own lives.

Unit Calendar
Day One
Unit Introduction

Day Two
Interpreting Dreams

SWBAT:
Discuss some of the
topics, themes, and
essential questions of
the unit in order to build
anticipation/ interest.

SWBAT:
Understand the tools
used to analyze dreams
by defining Freuds
terminology.
AND
Identify the main idea of
The Interpretation of
Dreams by close
reading and annotating
the text.

Materials:

Spiral Notebook
Pen/Pencil
Anticipation Guide
Question Sheet
(copied in notebook)
Teacher Laptop
Projector
YouTube Video

Activities:

Set up double-entry
journal.
Anticipation GuideExplore questions
regarding human
behavior, taking
responsibility for our

Day Three
Interpreting Dreams
Cont.

Day Four
Interpreting Dreams
Cont.

Day Five
Interpreting Dreams
Cont.

SWBAT:
Identify the main idea of
The Interpretation of
Dreams by close
reading and annotating
the text.

SWBAT:
Analyze effectiveness of
Freuds Interpretation
of Dreams by
criticizing his analysis
techniques through
written conversation.

SWBAT:
Synthesize Freuds
Interpretation of
Dreams by formulating
a RAFT essay.

Materials:

Butcher paper
Construction paper
Tape or staples
Markers
Highlighters/ colored
pens
Text Excerpt
Interpretation of
Dreams
Double-entry journal

Materials:

Highlighters/ colored
pens
Text Excerpt
Interpretation of
Dreams

Activities:

Jigsaw Close
Reading/Annotating
Interpretation of
Dreams (continued).
Provide an executive
summary of the text to
the whole group.

Assessment:

Materials:

Materials:

Text Excerpt
Interpretation of
Dreams
Questions/Prompts
Response Sheets
Pen/pencil

Activities:

Engage in written
conversation to
determine whether
Freuds methods of
analysis are effective
and how students can
use similar methods to

Text Excerpt
Interpretation of
Dreams
Double-entry journal
(with at least one
dream recording)
Pen/pencil

Activities:

Students will engage in


a timed-write RAFT
essay:
o Role: Freud
o Audience:
other
psychologists
o Format: timed

actions, and the


subconscious mind
(answer individually
on left side of
notebook, then discuss
with a small group
and record any
changes in opinion on
right side of journal).
Watch To Sleep,
Perchance to DreamCrash Course
Psychology #9

Assessment:
Formative- check
anticipation guide entry
in double-entry journal
to ensure students
responses are aligned to
rubric.
HW:
Record previous nights
or this nights dream in
double-entry journal
(leave right side blank
for now).

Activities:

Start color-coded word


wall (blue for
vocabulary related to
dreams, pink for
vocabulary related to
the subconscious, and
yellow for vocabulary
related to the
conscious.
Copy dream-related
vocabulary and
definitions on left side
of double-entry journal
(complete right side of
journal for homework).
Jigsaw Close
Reading/Annotatingbreak students into
small groups and give
them a short portion of
the text to close read
and annotate with their
group.

Assessment:
Formative- the next day,
check the students
double entry journal to
ensure that the right side
of their vocabulary entry
illustrates understanding
of the vocabulary terms.
Formative- ensure that

Formative- ensure that


students are annotating
properly.
Formative- check for
understanding when
students present their
executive summaries to
the class (Did they get
the main idea? Were
they able to articulate
this for the whole
group?).
HW:
Record previous nights
or this nights dream in
double-entry journal
(leave right side blank
for now).
*Note: Do not record the
same dream twice unless
you experience a
recurring dream.

analyze other works.


Summarize main ideas
gathered during
written conversation.
Share ideas with whole
group.

Assessment:
Formative- collect
students response sheets
and listen to verbal
responses to determine
whether students met
objective.
HW:
Record previous nights
or this nights dream in
double-entry journal
(leave right side blank
for now).
*Note: Do not record the
same dream twice unless
you experience a
recurring dream.

write/
analytical
essay
Topic: interpret
the meaning of
one of your
dreams
recorded in
your doubleentry journal

Assessment:
Formative- collect timed
writes. Assess based
loosely on critical
analysis rubric (mainly
look for claim/thesis and
commentary/analysis).
HW:
None

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students are properly
annotating (asking
questions, making
connections, drawing
visual images,
highlighting important
parts, and
acknowledging when
they were confused).
HW:

Complete right side of


vocabulary entry in
double-entry journal.
Record previous
nights or this nights
dream in double-entry
journal (leave right
side blank for now).

*Note: Do not record the


same dream twice unless
you experience a
recurring dream.
Day Six
Introduction to Id,
Ego, and Superego

Day Seven
Freudian Vocabulary
Review

Day Eight
Id, Ego, and SuperegoPutting it into Context

Day Nine
Id, Ego, and SuperegoClass Discussion

SWBAT:
Understand Freuds
conception of the

SWBAT:
Comprehend Freuds
vocabulary terms by

SWBAT:
SWBAT:
Apply concepts of id,
Analyze peer scenarios
ego, and superego to real by appraising and

Day Ten
Id, Ego, Superego, and
Literature
SWBAT:
Evaluate a work of
literature based on

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psyche by defining id,
ego, superego, and
superego.

recognizing definitions/
descriptions in an
interactive review game.

life contexts by
interpreting and
dramatizing scenarios.

Materials:

Materials:

Materials:

questioning during a
fishbowl discussion.
Materials:

Teacher Laptop
Projector
YouTube Video
Construction paper
Tape or staples
Markers

Butcher paper
Markers
Slips of paper with
vocabulary words
Bowl/hat

Vocabulary
(Cumulative):
Activities:
Anxiety, Association,
Watch: Id, Ego,
Condensation,
Superego Conscious, Defense
Understanding An Old Mechanism, Denial,
School Psychology
Displacement, Ego, Id,
Concept
Latent Content, Manifest
Add to word wall
Content, Pleasure
(pink section for
Principle, Repression,
vocabulary related to
the subconscious, and Subconscious, Superego

yellow section for


vocabulary related to
the conscious).
Copy vocabulary and
definitions on left side
of double-entry
journal (complete
right side of journal
for homework).

Assessment:

Activities:

Password- students
will be broken up into
teams and will choose
5 vocabulary words at
random. They will then
write the words largely
on butcher paper. The
first team will choose a
member from another

Slips of paper with


scenarios (found here)
in which the id, ego, or
superego are
dominantly controlling
a persons
thoughts/actions.

Activities:

As students enter the


classroom, they will
randomly be given a
slip of paper. They will
then be given 2
minutes to find their
classmates with the
matching scenarios.
They will then prepare
a dramatization of the
id, ego, and superego
acting in each
scenario. As each
group presents to the
class, the other
students will guess
whether it is the id,
ego, or superego in
each dramatization.

Assessment:

Freuds theories by
assessing the characters
sense of id, ego, and
superego.

Double-entry journal

Materials:
Activities:

Fishbowl discussionstudents will spark


discussion by sharing
the scenarios they
came up with for
homework, by asking
clarifying questions, or
by asking probing
questions. Relate
scenarios back to
essential questions: if
we were to behave as
in the scenarios, what
consequences would
we face? How are we
implicated
(responsible) for our
actions? Can we
control our desires?

Assessment:
Formative- students will
be assessed based on the
discussion guidelines
outlined in the unit
assessment.

The Cat in the Hat by


Dr. Seuss (if possible, a
copy for each
table/group).
Worksheet:
Psychoanalysis of
Characters in The Cat
in the Hat
Pen/pencil

Activities:

Read aloud The Cat in


the Hat
Complete the
psychoanalysis
worksheet

Assessment:
Formative- students
worksheets will be
collected at the end of
the period. Students will
be graded on whether
they supported their
answers with specific
evidence from the text.

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team to play. The
Formative- the next day,
student will stand in
check the students
front of the teams
double entry journal to
poster, while their
ensure that the right side
team members shout
of their vocabulary
out clues. The team
entry illustrates
that guesses the most
words correctly wins.
understanding of the
*Note: be sure to
vocabulary terms.
position students who
are guessing so that they
are not able to view the
HW:
word wall (thats
Complete right side of
cheating!).
vocabulary entry in
double-entry journal.
Assessment:
Formative- students will
be assessed based on
participation. Whether
they are guessing the
word or giving clues,
each member must
participate. Students
should not sabotage
other teams or shout out
the answer for other
teams.

HW:
None
Day Eleven

Day Twelve

Formative- students will


be assessed based on
their participation in the
dramatization as well as
whether they are able to
interpret if it is the id,
ego, or superego acting
in their peers
dramatization.

HW:
Online post (Weebly)
Choose from the
following prompts:
(1) Describe a moment
in which you felt you
were controlled or
overcome by your
subconscious. How did
your actions make you
HW:
feel? What
On the right side of the
consequences did you
double-entry journal,
face for those actions?
come up with a scenario (2) Describe a moment
and explain how it
in which you felt you
would play out if the id, made a conscious effort
ego, or superego were in to control or overcome
control. On the right side your subconscious. Were
of the journal, draw a
you listening to your ego
comic to represent each. or superego? Was it
difficult for you to do
so? What consequences/
rewards did you receive?
*Online posts will be
graded based on the
Online-Discussion
Rubric.
*For this post, no
citations are required.
Day Thirteen

Day Fourteen

HW:
Obtain a copy of the
Second edition of Mary
Shelleys Frankenstein
published by Bedford St.
Martins and edited by
Johanna M. Smith
(needed by Tuesday).
The ISBN # will be
provided on the class
website.

Day Fifteen

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Id, Ego, Superego, and
Literature Cont.
SWBAT:
Evaluate how a
characters personality
(conscious and
unconscious desires)
contributes to the storys
plot and theme by
assessing specific
examples of
characterization.

Introduction to
Frankenstein
SWBAT:
Comprehend the context
in which Mary Shelley
wrote Frankenstein by
identifying key
background information.
Materials:

Materials:

The Cat in the Hat by


Dr. Seuss (if possible,
a copy for each
table/group).
Handout and Graphic
Organizers: Defining
Characterization
Pen/pencil

Activities:

Re-read The Cat in


the Hat or provide
students with a copy
Complete the
characterization
graphic organizers for
The Cat, The Fish,
and Sally

Double-entry journal
Second edition of
Mary Shelleys
Frankenstein
published by Bedford
St. Martins and edited
by Johanna M. Smith
Teacher Laptop
Projector
YouTube Video:
Frankenstein by Mary
Shelley - Unabridged
Audiobook 1831
Edition
FabAudioBooks
Author Biography
Presentation

Introduction to
Frankenstein

SWBAT:
SWBAT:
Analyze the authors
Comprehend the
choice of text structure
authors choice of text
by differentiating
structure by identifying
between each narrative
the qualities of a frame
frame and point of view
narrative.
within Frankenstein.
AND
Materials:
Analyze how complex
Teacher Laptop
characters develop over
Projector
the course of a text by
YouTube Playlist:
creating a character trait
Frame Stories:
log and a 3 circle Venn
Titanic, The Notebook, Diagram in their doublePrincess Bride
entry journal.

Optional: Begin class


with a short scary
story/ghost story.

Frame Story
Presentation
Frame Story Diagram
Nesting Dolls
(Optional)
Paper
Pen/pencil

Activities:

Activities:

Reading Frankenstein

Provide students
examples of frame
stories from famous
movies (YouTube
video).
The teacher will give a
presentation on frame

Reading Frankenstein
SWBAT:
Analyze the authors
choice of text structure
by differentiating
between each narrative
frame and point of view
within Frankenstein.
AND
Analyze how complex
characters develop over
the course of a text by
creating a character trait
log and a 3 circle Venn
Diagram in their doubleentry journal.

Materials:

Materials:

Individual copy of
Frankenstein
Double-entry journal
Pen/pencil

Individual copy of
Frankenstein
Double-entry journal
Pen/pencil

Activities:

Activities:

As a class, read and


discuss the storys
preface (written by
Mary Shelleys
husband, Percy).
Set up 3 circle Venn
diagram to compare

As a class, begin
reading chapters 1-4.
Takes notes on Victor
Frankenstein in the
Venn diagram.
Take notes in character
log.

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Assessment:
Formative AssessmentStudents graphic
organizers will be
collected the following
day. Students will be
graded on whether they
supported their answers
with specific evidence
from the text and
provided a clear
explanation. Students
will also be assessed
based on their online
post completed for
homework.
HW:
Online post (Weebly)
Prompt: Using your
graphic organizer,
choose one character to
focus on and include the
following:
(1) how the characters
personality affects the
plot and theme of the
story
(2) at least two
instances of indirect

Listen and read along


to the authors
introduction to
Frankenstein.
Teacher will present
short biography on
Mary Shelley.
Throughout class,
collect any information
of interest on the left
side of your doubleentry journal. Reflect
on the right side.

Assessment:
Formative-check
students double-entry
journals.
HW:
If not completed in class,
complete the right side
of the double-entry
journal.

stories.
The teacher will
provide students will a
diagram to illustrate
the narrative frames
within Shelleys story.
Use nesting dolls as a
visual/hands-on
example of how stories
(like the dolls) can fit
inside each other.
Quick write (last 10
minutes of class) have students write a
brief frame story and
place separate
components in the
nesting dolls or create
a frame diagram.

Assessment:
Formative assessmentstudents will be assessed
based on their quick
write, which will check
their understanding of
frame story structures.
HW:
If you have not done so
by now, please obtain a
copy of Frankenstein
(we will begin reading
tomorrow in class and if

narrative frames:
Walton, Victor
Frankenstein, and the
creature.
Set up character log.
Replicate
characterization chart
used for The Cat in the
Hat for a character of
choice in
Frankenstein.
Begin reading
Waltons letters as a
class and begin taking
notes for his frame in
the Venn diagram.

Assessment:
Formative- students will
get into groups (based
on the table they
normally sit at) and will
answer the following
question on a white
board: Please describe
Waltons frame,
including at least 2
specific descriptors of
how Walton is
characterized. The
students will show their
whiteboard, and the
teacher will quickly

Select character for


closer study, begin
filling in
characterization chart.

Assessment:
Formative- students will
be assessed based on the
following ticket out the
door (last 3-5 minutes of
class): Based on what
you have read so far,
please explain whether
you think Victor is ruled
by the id, ego, or
superego. Give at least
one specific moment
from the text to support
your reasoning.
HW:
If not completed in class,
read through chapter 4
and complete any
unfinished entries in
journal.
Ticket in the door- make
a prediction for what will
happen next (no peeking
at future chapters or
looking online. Based
upon Victor

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characterization as
support
(3) an explanation of
how each piece of
evidence supports your
main argument
*Online posts will be
graded based on the
Online-Discussion
Rubric.
Day Sixteen
Reading Frankenstein

you do not have your


copy you will begin to
lose participation
points).

check their answers.

Day Seventeen
Reading Frankenstein

Day Eighteen
Reading Frankenstein

Day Nineteen
Reading Frankenstein

Day Twenty
Reading Frankenstein

SWBAT:
Analyze the authors
choice of text structure
by differentiating
between each narrative
frame and point of view
within Frankenstein.
AND
Analyze how complex
characters develop over
the course of a text by
creating a character trait
log and a 3 circle Venn
Diagram in their
double-entry journal.

SWBAT:
Analyze the authors
choice of text structure
by differentiating
between each narrative
frame and point of view
within Frankenstein.
AND
Analyze how complex
characters develop over
the course of a text by
creating a character trait
log and a 3 circle Venn
Diagram in their doubleentry journal.

SWBAT:
Analyze the authors
choice of text structure
by differentiating
between each narrative
frame and point of view
within Frankenstein.
AND
Analyze how complex
characters develop over
the course of a text by
creating a character trait
log and a 3 circle Venn
Diagram in their doubleentry journal.

SWBAT:
Analyze the authors
choice of text structure
by differentiating
between each narrative
frame and point of view
within Frankenstein.
AND
Analyze how complex
characters develop over
the course of a text by
comparing/contrasting
characterization through
different points of view.

SWBAT:
Analyze how complex
characters develop over
the course of a text by
relating to the text
through post-it response
notes.

Materials:

Materials:

Materials:

HW:
If not completed in
class, finish reading
Waltons letters (up to
page 27) and reflect in
double-entry journal.

Materials:
Individual copy of

Individual copy of

Individual copy of

Individual copy of
Frankenstein

Frankensteins
unconscious urges (id)
and desires, what do you
predict will happen
next?).

Materials:

Individual copy of
Frankenstein
Double-entry journal
Sticky notes
Quiz Sheet
Piece of Paper
Pen/pencil

Activities:

Quiz on Chapters 5-18

13

Frankenstein
Double-entry journal
Quiz Sheet
Piece of Paper
Pen/Pencil

Activities:

Activities:

Quiz on Chapters 1-4


As a class, begin
reading chapters 5-8.
Continue taking notes
in the Venn diagram
and the character log.
Continue character
study/ characterization
chart.
Watch and discuss
YouTube Video:
Frankenstein Its
Alive Scene

Assessment:
S-O-S SummaryStatement: Victor
Frankenstein is equally
ruled by his id as the
creature.
Opinion: Do you agree
or disagree?
Support: Provide
specific explanation/
evidence to support
your answer.

Frankenstein
Double-entry journal
Pen/Pencil

Putting a character on
trial- While it is
obvious that Justine
served a punishment
she did not deserve,
consider whether
Victor deserves the
guilt he feels. What
consequences is he (or
should he be) facing
for acting on his id?
As a class, begin
reading chapters 9-10.
Continue taking notes
in the Venn diagram
and the character log.
Continue character
study/ characterization
chart.

Assessment:
During the mock trial,
students will be assessed
based on the discussion
guidelines outlined in
the unit assessment.

Frankenstein
Double-entry journal
Questions/Prompts
Response Sheets
Pen/Pencil

Activities:

As a class, begin
reading chapters 11-14
Continue taking notes
in the Venn diagram
and the character log
(focus on the
monsters frame
because he tells Victor
of his experiences
upon being created).
Continue character
study/ characterization
chart.
Engage in written
conversation
comparing/ contrasting
Victor Frankensteins
id, ego, and superego,
to that of the monster.
Share ideas with whole
group

Assessment:
Formative- collect
students response sheets
and listen to verbal
HW:
If not completed in class, responses to determine

Double-entry journal
Discussion Prompt
Piece of paper
Pen/pencil

Activities:

In small groups, begin


reading chapters 15-18
Continue taking notes
in the Venn diagram
and the character log.
Continue character
study/ characterization
chart.
Small group
discussion- Please
discuss the following:
Through Victors eyes,
it is clear that the
monster is viewed as
all id, acting on blind
rage and pure instinct.
How does the
monsters frame
enlighten us about his
id, ego, and superego?
Refer back to the text
to support your
opinion.

Assessment:
Formative- the students
will be assessed based
on the following ticket

Sustained Silent
Reading (SSR) for the
first 35 minutes of
class (begin reading
chapters 19-20). While
you read, please write
down your reactions to
the text. If you are
unsure of what to
write, focus on how the
prospect of a female
creature affects both
Victor and the monster
and their sense of id,
ego, or superego.
Post-it Response Note
Activity
Whole Class
Discussion

Assessment:
Formative- students will
be assessed based on the
guidelines for in-class
discussions outlined in
the unit assessment.
HW:
If not completed in class,
please finish reading
chapter 19-20, then
continue on to read
chapters 21-23.
Complete any unfinished

14

HW:
If not completed in
class, read through
chapter 8 and complete
any unfinished entries in
your journal.

Day Twenty-one
Reading Frankenstein
SWBAT:
Synthesize how
complex characters
develop over the course
of a text by preparing a
dramatic role-play.
Materials:

Individual copy of
Frankenstein
Dramatic Role-play
Planning Sheet
Quiz Sheet
Piece of Paper
Pen/Pencil

read through chapter 10


and complete any
unfinished entries in
your journal.

whether students met


objective.
HW:
If not completed in
class, read through
chapter 14 and complete
any unfinished entries in
your journal.

out the door: In your


groups, jot down the
conclusion your group
came to on the
discussion prompt.

entries in your journal.

HW:
If not completed in
class, read through
chapter 18 and complete
any unfinished entries in
your journal.

Day Twenty-two
Wrapping Up
Frankenstein

Day Twenty-three
Wrapping Up
Frankenstein

Day Twenty-four
Critical Analysis Paper
Introduction

Day Twenty-five
Critical Analysis Paper
Drafting

SWBAT:
Synthesize how complex
characters develop over
the course of a text by
preparing a dramatic
role-play.
AND
Synthesize how complex
characters develop over
the course of a text by
constructing a body
biography.

SWBAT:
Synthesize how complex
characters develop over
the course of a text by
constructing a body
biography.
AND
Evaluate how complex
characters develop over
the course of a text by
assessing Victor
Frankensteins
personality in a Where

SWBAT:
Analyze how complex
characters (and their
personalities) are
developed in a text by
appraising the evidence
and inventorying
characteristics in a
graphic organizer.
AND
Cite strong textual
evidence of what the text
says explicitly as well as

SWBAT:
Synthesize how complex
characters (and their
personalities) are
developed in a text by
formulating an
argumentative thesis
statement.
AND
Write arguments to
support claims in an
analysis of substantive
topics or texts, using

15
Materials:
Activities:

Quiz on chapters 2123


Students will be
placed into small
groups to prepare a
dramatic role-play for
either chapter 21, 22,
or 23.
If time allows, begin
performing dramatic
role-plays.

Assessment:

Students will be
assessed based upon
their participating in
planning the group
role-play, as well as
their participating in
performing in the
dramatic role-play.

Individual copy of
Frankenstein
Double-entry journal
Dramatic Role-play
Planning Sheet
Body Biography
Worksheet
Markers, Colored
Pencils, or Crayons
Pen/Pencil

Do You Stand? activity.


Materials:

HW:
Read chapter 24 to the
end of the book.

Present/finish
presenting dramatic
role-plays.
Complete a body
biography worksheet
for character of choice
(the one the students
have been taking notes
on throughout the
book). This must
include evidence of
characterization that
students have collected
while reading,
including the
characters id, ego, and
superego, and must be
colored in/ decorated.
If time allows, conduct
gallery walk of
students body
biographies.

Individual copy of
Frankenstein
Double-entry journal
Body Biography
Worksheet

Materials:

Activities:

Activities:

make inferences drawn


from the text.

Turn in double-entry
journals for
assessment.
Complete body
biography gallery
walk.
Where Do You
Stand? Topics:

(1) Victor Frankenstein


was ruled by his id,
which implies that we
are not able to override
our unconscious desires.
(2) Because Victor
submitted to his
unconscious, he
deserved the
consequences he faced.
(3) The creature felt a
stronger sense of ego
and superego than Victor
Frankenstein.

Excerpt Dr. Jekyll and


Mr. Hyde by Robert
Louis Stevenson
Excerpt Lolita by
Vladimir Nabokov
Excerpt We by
Yevgeny Zamyatin
Graphic organizer
(paper or electronic
copies)
Computers (if
completing using
GoogleDocs)

valid reasoning and


relevant and sufficient
evidence.
AND
Cite strong textual
evidence of what the text
says explicitly as well as
make inferences drawn
from the text.
Materials:

Activities:

Go over critical
analysis paper
assignment sheet with
requirements.
Select which text
students will be
working with, and
break them into groups
accordingly.
As a group, read your
selected text and fill
out a graphic organizer
to collect evidence
illustrating the

Chosen text excerpt.


Completed graphic
organizer (to use as
reference).
Computers (if
completing using
GoogleDocs) or lined
paper (if computers are
not available).
Thesis Generator
Worksheet
Pen/pencil

Activities:

Formulate a working
thesis using the thesis
generator worksheet.
Begin drafting outline
(hook for introduction,
thesis, topic sentences,
and evidence you plan
on using).

16

Assessment:
Mini Summativestudents body
biographies will serve as
the assessment for the
students character study.
In addition, the students
double-entry journals
will be collected to
assess the evidence they
have collected.
HW:
Notebooks will be
collected tomorrow. If
you have not done so
already, please complete
any unfinished entries.

(4) The creature


abandoned his ego and
superego because he
knew he could not get
what he wanted unless
he acted on his id.
Assessment:
Formative- Students will
be assessed based upon
their participation in the
Where Do You Stand?
activity, which will be
graded similarly to an
in-class discussion.
Students should pull in
specific evidence from
the text and should
display a rich/ developed
understanding of the text
based on psychoanalytic
theory.

characters id, ego, and


superego.

Assessment:
Formative- Groups will
be assessed based on
their cooperation and
collaboration with group
members. Their graphic
organizers can be
checked in class or
shared with the teacher
through GoogleDocs.
HW:
If not completed in
class, finish reading the
text and contribute to the
groups graphic
organizer.

Assessment:
Formative- Students
working thesis will be
checked before the end
of the period to ensure
that they are on the right
track.
HW:
Using the working thesis
and outline you drafted
in class, begin writing
your rough draft
following the
requirements outlined in
the assignment sheet.

HW:
None
Day Twenty-six
Critical Analysis
Paper Drafting
SWBAT:

Day Twenty-seven
Critical Analysis Paper
Revisions
SWBAT:

Day Twenty-eight
Critical Analysis Paper
Final & Discussion
Assignment

Day Twenty-nine
Final Fishbowl
Discussion
SWBAT:

Day Thirty
Watch Frankenstein
Movie
SWBAT:

17
Write arguments to
support claims in an
analysis of substantive
topics or texts, using
valid reasoning and
relevant and sufficient
evidence.
AND
Cite strong textual
evidence of what the
text says explicitly as
well as make inferences
drawn from the text.

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.

Materials:

Chosen text excerpt.


Completed graphic
organizer (to use as
reference).
Completed thesis
statement, outline, and
current rough draft.
Computers (if
completing using
GoogleDocs) or lined
paper (if computers
are not available).
Pen/pencil
Highlighter

Materials:

Activities:

Activities:

Continue working on
rough drafts.

Assignment sheet and


rubric (clean copy with
room for comments)
Rough draft
Pen/Pencil
Colored highlighters or
pens (7 different colors
per group)
Computers (if using
GoogleDocs)

Within the 3 groups,


students will form
pairs or triads for peer
editing.
Students will either
share their rough draft
through GoogleDocs
or bring a copy of their
draft to class.
Using the assignment

SWBAT:
Initiate and participate
effectively in a range of
collaborative discussions
building on others ideas
and expressing their own
clearly and persuasively.
AND
Synthesize the units
essential questions by
formulating an insightful
response using evidence
from their chosen text.

Initiate and participate


effectively in a range of
collaborative discussions
building on others ideas
and expressing their own
clearly and persuasively.
AND
Synthesize the units
essential questions by
formulating an insightful
response using evidence
from their chosen text.
Materials:

Materials:

Final Draft of Paper


Chosen text excerpt
Peer Tracking Sheet
Pen/pencil

Activities:

Go over directions and


protocol for the final
discussion.
Hand out peer tracking
sheet
Begin fishbowl
discussion. Students
may refer to their
chosen text excerpt, or
the final draft of their
paper, as long as they
provide evidence.

Final Draft of Paper


Chosen text excerpt
Peer Tracking Sheet
Pen/pencil
YouTube Video:
Frankenstein (2011)Full Movie

Activities:

Continue/ finish the


final fishbowl
discussion.
If time allows, begin
watching the movie.

Assessment:
Students will be
assessed based on their

Enjoy a film adaptation


of the major novel of the
unit.
Materials:

YouTube Video:
Frankenstein (2011)Full Movie

Activities:

Watch movie.

Assessment:
N/A
HW:
None

18

Grammar Mini
Lesson: Revision to
the Rescue

Assessment:
Formative- students
must highlight the
revisions made to their
rough draft and either
show the teacher their
paper or share their
paper through
GoogleDocs.
HW:
Begin Self-Revising
your paper, and be
prepared to share a
clean copy of your
rough draft with a peer
tomorrow.

sheet and rubric, peers


will check to see that
the other student has
met all the
requirements. They
will then mark where
they think their peer
falls on each indicator
on the rubric. The
student will choose a
different color for each
indicator and highlight
evidence to support
their score, giving hot
and cold feedback.

Assessment:
Formative- students will
turn in their rough draft
with the peer
comments/feedback, and
students will be assessed
on the hot and cold
feedback they provided
their peer.
HW:
Using the feedback from
your peer, produce a
final draft of your paper
for tomorrow.

Students in the
fishbowl must speak
according to the
discussion protocol
outlined in the unit
assessment.

participating during the


discussion and the
completion of their peer
tracking sheet, according
to the guidelines
outlined in the unit
assessment. While it is
Assessment:
important that they
Students will be
speak and encourage
assessed based on their
others to speak, the most
participating during the
important assessment
discussion and the
completion of their peer factor is that students
tracking sheet, according insightfully link their
text back to the units
to the guidelines
essential questions.
outlined in the unit
assessment. While it is
HW:
important that they
None
speak and encourage
others to speak, the most
important assessment
factor is that students
insightfully link their
text back to the units
essential questions.
HW:
None

19

20

Appendix
Double-Entry Journal Rubric
CATEGORY

Incorporation of
Freuds Theories

Shows thorough
understanding of Freuds
theories, including
concepts of id, ego,
superego, and dream
interpretations; insightful
analysis of these
concepts.

Shows adequate
understanding of Freuds
theories, including
concepts of id, ego,
superego, and dream
interpretation; analysis of
these concepts is present.

Shows limited
understanding of Freuds
theories or missing one of
the following concepts:
id, ego, superego, or
dream interpretation;
analysis may be
incomplete.

Shows inadequate
understanding of Freuds
theories or missing
multiple of the following
concepts: id, ego,
superego, dream
interpretation; analysis
may be illogical or
missing.

Content/ Responses

Exhibits a level of
comprehension that
extends beyond the literal
to the personal, critical
and evaluative responses.

Exhibits a level of
comprehension that
extends beyond the literal
to the personal with some
critical response.

Exhibits a level of
comprehension that is
mostly literal or personal,
with few critical
responses.

Exhibits a level of
comprehension that is
mostly literal with some
personal responses and no
critical responses.

Relevance of Quotes/
Information

All quotes are thorough,


thoughtful, and fully
relate to the essential
question.

Most quotes chosen are


fairly thorough,
thoughtful, and
adequately relate to the
essential questions.

Some quotes are


incomplete or irrelevant.

Many quotes are


disjointed, incomplete, or
irrelevant.

Number of Responses

Writes a substantial
number of responses,
completing or going
beyond the required
amount. (30 or more)

Writes an adequate
Writes a limited number
number of responses. (25- of responses. (20-24
29)
responses)

Writes very few


responses. (19 or less)

21

Sample Quiz
Frankenstein Chapters 1-4
Vocabulary Question:
1. Using context clues and/or root analysis, please determine the meaning of the underlined word in the following quote: He was
respected by all who knew him, for his integrity and indefatigable attention to public business (19).
Factual Question:
2. Referring to chapter 3, what location is Victor Frankenstein sent when he turns 17 years old?
Critical Thinking Question:
3. Using Freuds theory of id, ego, and superego, explain the meaning of the following quote (be sure to discuss whether the
surface meaning of the quote is the same as the possible underlying message): Elizabeth Lavenza became the inmate of my
parents housemy more than sisterthe beautiful and adored companion of all my occupations and pleasures (23).
Essay Question:
4. In one paragraph (at least 5 complete sentences) discuss the sequence of events that spurs Victor Frankenstein to choose his
particular field of study/experimentation: natural philosophy. Please include 2-3 events or people that significantly impacted
this choice.

22
Online-Discussion/ Blog Post Rubric
CATEGORY

Addresses Prompt

Blog post is thorough and


insightful and address all
aspects of the prompt;
does not contain tangents
or irrelevant information.

Blog post addresses all


aspects of the prompt, but
does not do so
thoroughly; does not
contain tangents or
irrelevant information.

Blog post does not


address all aspects of the
prompt and/or does so
inadequately; may
contain tangents or
irrelevant information.

Blog post does not


address the prompt and/or
contains too many
tangents/irrelevant
information.

Quotations

Post contains at least 3


quotations from the novel
and references Freudian
theories as needed;
quotations chosen are
relevant to the prompt
and support analysis
seamlessly.

Post contains at least 3


quotations from the novel
and references Freudian
theories as needed;
quotations are mostly
relevant to the prompt
and logically support the
analysis.

Post contains 3
quotations from the novel
but does not reference
Freud; quotations are
mostly relevant to the
prompt but analysis
requires more support.

Post does not contain 3


quotations from the
novel, does not reference
Freud, or quotations
chosen are inadequate or
irrelevant.

Citations

All quotations are cited N/A


properly in MLA format.

N/A

Quotations are included


but not cited and/or cited
incorrectly.

Community

The student created a


sense of community by
commenting on at least 2
other students blog posts
in a thorough, insightful,
and positive manner.
Student responded to all
comments made on their
original post.

The student did not


Did not post comments
adequately create a sense and/or commented
of community by only
negatively/disparagingly
responding to 1 students
blog post and/or by not
responding to any
comments made on their
original post.

The student created a


sense of community by
commenting on at least 2
students blog posts in a
positive manner. Student
responded to at least 1
comments made on their
original post.

23

Critical Analysis Paper Assignment Sheet


Overview: This assignment will serve as the assessment for this unit. You will produce a critical analysis paper, in which you apply
the Freudian theories and analytical skills that you have learned and practiced to a new text. You may choose between excerpts from 3
novels: The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson, Lolita by Vladimir Nabokov, or We by Yevgeny
Zamyatin. For whichever text you choose, you must argue whether the concepts of id, ego, or superego are present and how the text
addresses at least one of the following essential questions:

How does societys influence (superego) affect human behavior?


Can humans override the desires of the subconscious mind?
How are we, as humans, implicated if we act on the impulses of the subconscious mind?
What consequences do we face when we do not take responsibility for our actions?

Standards:

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text. (910.RL.1)
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop the theme. (910.RL.3)
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence. (910.W.1)

Requirements: In order to receive full credit, your paper must meet the following requirements.

Minimum two pages, double-spaced, typed, with 12-point Times New Roman font, and standard 1 x 1 margins. Must include
MLA heading and page numbers.
Written in third person point of view (absolutely no use of I or you in your commentary), using an academic tone.
Includes quotations from the text, with MLA in-text citations, and a work-cited page (does not count toward your page count).

Process/Procedures: You will be placed in groups based upon your choice of text. You will read the text together and fill out a
graphic organizer in Google Docs with quotations from the text and what concept they represent (e.g. id, ego, or superego). This
graphic organizer will be shared with all group members to use as a reference when writing their paper. Individually, you will

24
complete a thesis generator worksheet that will aid you in crafting a thesis that answers the essential questions. Then, you will create
an outline, with topic sentences that support your thesis, and the evidence you plan to incorporate. The next step will be to turn your
outline into a full rough draft. You will share your rough draft with your group members on Google Docs so that they can peer edit
your paper using the comment function (please do not directly edit your peers paper). Please address and incorporate your peers
feedback in a meaningful way; however, you will not be required to incorporate all of the feedback. Your final draft will be shared
with me on Google Docs, with your revisions highlighted in yellow. After submitting your paper, you will participate in a fishbowl
discussion, and will discuss how the text you choice addressed the essential questions of the unit.
Assessment: You will be graded based upon the following rubric. Before submitting your final paper, please ensure that you have
addressed each indicator on the rubric.
CATEGORY

4- Exceptional

3- Proficient

2-Developing

1- Inadequate

Introduction /
Conclusion

Introduction grabs
readers attention and
provides meaningful
context to the analysis;
conclusion effectively
restates claim, but uses
fresh language and grants
meaningful insight
connected to the essential
question.

Introduction sparks some


interest and introduces
context for the analysis;
conclusion may restate
claim in repetitive
language, but connects
the ideas to the essential
question effectively.

Introduction provides
context for the analysis
but is obvious and/or
basic; conclusion restates
claim, but recycles
previous statements
verbatim and/or does not
connect meaningfully to
the essential question.

Introduction or
conclusion does not flow
with the claim of the
paper; contains blanket or
vague statements; needs
development to be
effective.

Thesis

Thesis is clearly
articulated, contains a
nuanced and/or original
stance on the essential
question as it relates to
the text; thesis is
arguable.

Thesis is stated, contains


a logical/reasonable
stance on the essential
question as it relates to
the text; thesis is
arguable.

Thesis is present,
contains a somewhat
broad/basic stance on the
essential question as it
relates to the text; thesis
is arguable.

Thesis is unclear and/or


not present, does not
illustrate connection to
the essential question or
text; thesis is not
arguable.

25
Topic Sentences &
Transitions

Topic sentences are


clearly related to the
thesis and support the
logical flow of the
analysis; topic sentences
assert the minor claims
that contribute to the
evidence supporting the
thesis.

Topic sentences are


related to the thesis and
are relevant to the flow of
the analysis; topic
sentences may reassert
the overall claim.

Topic sentences are


loosely related to the
thesis; ideas are obvious
and basic and/or not
relevant to the flow of the
analysis.

Topic sentences are not


linked to the thesis and/or
hinder the logical flow of
the analysis.

Evidence

Highly effective use of


evidence; all evidence
directly relates to your
thesis and essential
question and is
seamlessly introduced
and discussed.

Evidence is effective and


relates to the thesis and
essential question;
evidence may not be
weaved into argument or
properly introduced, but
is fully discussed.

Evidence is present but


somewhat superficially
related to the thesis and
essential question and/or
not enough evidence.

Evidence is not present


and/or does not relate to
thesis or essential
questions.

Analysis/ Commentary

Creative/original ideas
and insights; extensive
commentary, refreshing;
goes beyond obvious and
basic commentary.

Analysis is believable
Analysis supports your
and convincing, a few
claim, but ideas are
assertions may lack
obvious and basic.
specific examples, but
assertions are still clearly
connected to the claim.

Ideas lack development;


misunderstanding of
prompt or text; illogical
argument.

Mechanics

Shows mastery of
coherence, grammar,
spelling, and punctuation;
close to perfect with only
one or two minor errors.

Minor problems with


coherence, grammar,
spelling, punctuation, but
does not interfere with
the understanding of
paper.

Several distracting
problems with spelling,
grammar, punctuation,
coherence that largely
detract from the papers
meaning.

A few problems with


spelling, grammar,
punctuation, punctuation,
coherence; may detract
from the papers meaning
but overall meaning is
clear.

26
MLA Format

MLA heading, page


numbers; all quotations
are cited properly using
in-text citations; includes
a work cited page.

All citations are cited


properly using in-text
citations; minor errors in
work cited page and/or
missing proper heading
or page numbers.

All citations are cited


properly using in-text
citations; major errors in
work cited page and/or
missing MLA heading
and page numbers.

Citations are included but


not cited and/or cited
incorrectly; work cited
page is not included;
missing MLA heading
and page numbers.

27

References
Burke, J. (2013). The English Teachers Companion: A Completely New Guide to Classroom, Curriculum, and the Profession (Fourth
ed., pp. 58, 184-187). Portsmouth, NH: Heinemann.
Double Entry Journal Rubric. (n.d.). Retrieved October 29, 2015, from http://rh.rockhill.k12.sc.us/UserFiles/rockhill_h/Documents/hwhyte/DE%20Journal%20rubric.pdf
Literary Analysis Rubric. (2009). Retrieved October 30, 2015, from https://www.edutopia.org/pdfs/stw/edutopia-stw-yesprep-rubricliterary-analysis.pdf
Smagorinsky, P. (2008). Teaching English by Design: How to Create and Carry out Instructional Units (p. 33, 83). Portsmouth, NH:
Heinemann.

28

Annotated Bibliography
Burke, J. (2012). Thesis Generator. Retrieved November 28, 2015, from
https://www.heinemann.com/shared/companionResources/E02157/BurkeWTBIChapter1/ThesisGenerator_Fig1.2.pdf Burke's
Thesis Generator worksheet will be used by the students to formulate a working thesis for their Critical Analysis Paper, the
summative assessment of the unit.
Defining Characterization. (n.d.). Retrieved November 28, 2015, from
http://www.readwritethink.org/files/resources/lesson_images/lesson800/Characterization.pdf This resource from Read Write
Think defines the various types of characterization, gives examples of characterization from The Cat in the Hat, and provides
graphic organizers for students to collect evidence of characterization from the childrens book.
Examples of Id Ego and Superego. (n.d.). Retrieved November 28, 2015, from http://examples.yourdictionary.com/examples-of-idego-and-superego.html This website gives multiple real-life scenarios, detailing what acting on the id, ego, and superego each
would look like. These scenarios will be printed on strips of paper, which will be used to group students. Each group will
prepare a role play of the id, ego, and superego in their particular scenario. The other students will be asked to match the
students roleplays to the correct facet of personality: id, ego, or superego. This will give the students practice recognizing reallife behaviors and a better sense of conscientiousness regarding each facet of the personality.

29
FRANKENSTEIN - Frankenstein by Mary Shelley - Unabridged Audiobook 1831 Edition - FabAudioBooks. (2013, November 26).
Retrieved November 28, 2015, from https://www.youtube.com/watch?v=vvtCLJ-1N34 This audio book will be used to listen
to the authors introduction to Frankenstein. The purpose of listening to this section of the text rather than reading it silently or
popcorn reading is because it is a somewhat difficult passage. The students will benefit more from hearing the text aloud and
having the teacher pause and conduct a think aloud style discourse.
Frame Stories. (2015, February 5). Retrieved November 28, 2015, from https://www.youtube.com/playlist?
list=PL0RfVPhNOK7FHKbl3W6gRLTaw4xXIMTE7 This short YouTube playlist shows 3 brief clips of frame stories that
were turned into movies: The Titanic, The Notebook, and The Princess Bride. This will act as motivation and also to connect
background knowledge to current concepts.
Frankenstein Its Alive Scene. (2011, June 21). Retrieved November 28, 2015, from https://www.youtube.com/watch?
v=QuoKNZjr8_U This short YouTube clip illustrates the moment when Victor Frankensteins creation comes to life. This is an
extremely important scene and seeing it visually will aid students understanding of what was going on. This will serve to
spark a class discussion of this scene.
Freud, S. (1999). The Interpretation of Dreams (J. Crick, Trans.). Oxford: Oxford University Press. The teacher will select excerpts
from Freuds book to use during the first week of the unit. These excerpts will demonstrate the tools of analysis Freud used to
analyze a persons dreams and will provide modelling for how students will analyze their own dreams.

30
Green, H. (2014, March 31). To Sleep, Perchance to Dream - Crash Course Psychology #9. Retrieved November 28, 2015, from
https://youtu.be/rMHus-0wFSo This YouTube video will be used as an introduction and motivation for the unit. This video
largely discusses sleep and dreams, though it also more specifically hones in on Freuds analysis of dreams. This will build
background knowledge for when students read excerpts from Freuds Interpretations of Dreams.
Gura, L. (2014, April 15). Id, Ego, Superego - Understanding an Old School Psychology Concept. Retrieved November 28, 2015,
from https://www.youtube.com/watch?v=GC7KNAyDt4I This YouTube video will be used as a substitute for Freuds writings
on the id, ego, and superego. It succinctly describes Freuds theories, while also connecting these concepts to real life. The goal
of actualized.org is to provide videos of ideas that can be applied to ones life in the hopes of becoming more conscientious and
connected to ones self.
New Order Film Studio. (2013, November 2). Frankenstein (2011) - Full Movie. Retrieved November 28, 2015, from
https://www.youtube.com/watch?v=vJ0AjTmnw1c This is the 2011 film adaptation of Frankenstein. This will be used at the
end of the unit to reward students for their hard work and to spark a comparison/contrast between the book and film.
Psychoanalysis of Characters in The Cat in the Hat. (n.d.). Retrieved November 28, 2015, from
http://www.readwritethink.org/files/resources/lesson_images/lesson800/PsychoanalysisChart.pdf This resource from Read
Write Think provides teachers with a graphic organizer for students to use while reading and analyzing the characters of The
Cat in the Hat. The students will be using the graphic organizers as practice for a character study while reading Frankenstein.
This will scaffold the process of psychoanalyzing a character, which will be required for the summative assessment of the unit.

31
Seuss, D. (1957). The Cat in the Hat. New York: Random House. This childrens book will be used as practice for analyzing
characterization and what it may indicate in regards to the characters id, ego, and superego. It will be read by the teacher in a
read aloud fashion. Using a childrens book to begin with makes the act of analyzing it much less threatening. This will
scaffold for more difficult texts in the unit.
Text-Based Fishbowl Discussion: Peer Tracking Sheet. (2013). Retrieved November 28, 2015, from
http://perspectives.tolerance.org/sites/default/files/PDFs/6-12CI_Text-Based Fishbowl.pdf This resource will be used during
the final fishbowl discussion, as part of the students summative assessment. Because the discussion could take 2 class periods,
this sheet will be used to hold students accountable and engaged during the discussion, even if they are not the ones speaking.

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