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Brain Compatible Unit Plan for Mary Shelleys Frankenstein

Joy Taylor
Concordia University, Irvine
EDU/EDOL 547: Brain-based Teaching and Learning
Dr. Nicholson
October 16, 2015

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Brain Compatible Unit Plan for Mary Shelleys Frankenstein

Grade 10
Mary Shelleys Frankenstein (Six Weeks)
Unit Description
As students read and explore the significant themes in Mary Shelleys novel
Frankenstein, students will be given the opportunity to begin or solidify the recognition of their
own personal talent so they may see the path they want to take in pursuing their dreams, along
with forming a plan of action to pursue them whether big or small. Students will explore both
sides of the argument based on cloning OR stem-cell research and form an educated opinion in
an essay using internet sources and MLA documentation. Students will write a reflective poem
based on a theme from the novel they deem most interesting. Shelleys novel is packed with
academic vocabulary giving students the challenge of recognizing, defining, and using
vocabulary words in context. To bring real-world experience to the unit, students will
collaborate to write screenplays based on a court-scene. They will have the opportunity to speak
with professional lawyers to gain advice on how to write their scenes. They will also collaborate
with local city planners to help in a project that will beautify the environment. In order to
connect with the novels landmarks and characters, students will Skype with students in
Switzerland to get a better understanding of the importance of the novel internationally and its
geography. The many important themes and extraordinary writing style in Shelleys novel make
for an overall rich unit in the area of personal growth and academic learning.

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Lessons and Objectives

Who is Frankenstein? Students write what they know of the story Frankenstein.
Students write what they think of as they view photos and video clips that relate to story.
Students write predictions of story based on foreknowledge and images. They will create masks
that depict their fore-knowledge of Victor Frankensteins Creation.
The Big Questions. Introduce whole unit with big questions that relate to themes in
hand-out that includes homework assignments, expectations, major assignments/assessments,
rubrics and weekly projects assigned in the unit along with rubrics. All work completed
throughout the course will be organized and kept in their Frankenstein Journal. They will
keep their journal in class and add to it as they are prompted throughout the course. They will
briefly present it at the End of the Unit party.
Achieve

Make a collage that represents achievement and that represents Mary

Shelley and background information about her.

Dolly or Baby? Research paper on cloning or stem-cell research using internet sources
and MLA documentation.
Hello Switzerland. Skype with St. Georges High School tenth grade Literature class in
Switzerland regarding the impact the novel has had in their hometown and what their favorite
vacation spots are.
All about Location. Create travel brochure on location from novel or a model of chosen
location.

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Poetry Contest. Write a poem based on a theme in the novel and submit it to poetry

contest at http://www.anthologyofpoetry.com/.
Project Beautify. Collaborate with city planning department on a short-field trip to
volunteer to help beautify a part of the natural environment in town in which we live. This helps
students apply what they learned in regards to natures connection to the well-being of human
existence. Examples: plant flowers, pick-up litter, rake, maintain trails, create a rest spot etc. This
gives practical experience of tying in an important theme to real-life.
A Little Advice. Skype with Law Students from Columbia University in New York
about what it takes to be a good lawyer and how be persuasive. Students will create and agree on
specific questions to ask in groups and elect one speaker per group.
Screenplay. Victor Frankenstein vs. The Creation. Students will collaborate to write a
short screenplay of a court scene. This helps students think logically and understand the
importance of being just and kind rather than make poor decisions by judging one or many based
on appearances or hearsay. They will also remember the important notion that there are limits to
how far one should go in pursing their goals. Students will act out their screenplay in class with
majority of classmates acting as jury. The jury will anonymously vote based on who they
thought was most persuasive.
Last Thoughts. End of the unit party to celebrate new knowledge. Students will do in
class write-up about what they enjoyed, did not enjoy, learned and are most thankful for having
experienced through their six week journey through the novel Frankenstein.
*Students with special needs will be given more time for completing assignments, have modified
assignments based on need and extra help from teacher. Much of the daily reading will be done

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in class. Specific students may have audio version of novel to help them read for homework.
Quizzes can be taken home in some cases.
Wholes and Parts
Specific strategies to stimulate both hemispheres. Each lesson is designed to stimulate
both hemispheres of the brain. Since the left brain is the logical hemisphere that evaluates
factual information, and the right hemisphere is the intuitive hemisphere that looks for patterns
and gathers information from images rather that words, the following strategies will be used to
strengthen each side (Schiller 2015): 1. Information will always be presented visually (right
hemisphere) and verbally (left hemisphere), 2. All concepts will be discussed intuitively (right
hemisphere) and logically (left hemisphere), 3. Messages will be clear by making sure tone and
expression match the content and 4. Assessments will include reading, writing, and computing
for the left hemisphere, and creating and analyzing for the right hemisphere.
An example of appealing to both hemispheres in the lesson named Who is
Frankenstein?, students will see video clips and pictures that help them to be both visually
stimulated and remember what they already know about the story. They then have to use their
left hemisphere to write their thoughts in a logical order for discussion in small groups and with
the class as a whole. Both hemispheres will be challenged with the mask-making process since it
takes logical steps and creative thinking to produce it.
An example of assessment that appeals to both hemispheres will be used in the lesson
called Screenplay, where students have to act out screenplay they created as a group, in
costume and with every student involved in a part, whether jury, filming, recording judging etc.
The logical process is displayed with the screenplay being acted out and the costumes and setting

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of a courtroom appeal to the right hemisphere. This assessment will prove they have whether or
not they have learned a deep understanding of who Victor Frankenstein and his Creation are,
what each of their virtues and flaws are and whether or not they have grasped the novels core
themes.
Brain Structures and Functions Chart
STRUCTURE

FUNCTION

Brain Stem

Of the 12 body nerves that go into the brain, 11 of them go into the brain stem. Here is where vital body
functions, such as heartbeat, respiration, body temperature, and digestion, are monitored and controlled.
It also housed the reticular activation system (RAS), responsible for the brains alertness. (Sousa 18)

Reticular
Formation

A part of the brain which is involved in stereotypical actions, such as walking, sleeping, and lying down.
It is a poorly differentiated area of the brain stem.
(http://psychology.wikia.com/wiki/Reticular_formation)

Amygdala

Attached to the end of the hippocampus and Greek for almond. It plays an important role in emotions,
especially fear. It regulations the individuals interactions with the environment that can affect survival,
such as h to attack, escape, mate, or eat. It works with the hippocampus to recall long-term memory of
emotions. (Sousa 19)

Hippocampus

At the base of the limbic area (Greek for sea horse). Consolidates learning and in converting
information from working memory via electrical signals to the long-term storage regions, a process that
may take days to months. Permanent memory storage. Permanent memory can improve as an adult by
neurogenesis based on diet, exercise and sleep. (Sousa 19)

Thalamus

(Part of Limbic System) All incoming sensory information (except smell) goes first to the thalamus
(Greek for inner chamber). From here it is directed to other parts of the brain for additional processing.
The cerebrum and the cerebellum also send signals to the thalamus, thus involving it in many cognitive
activities, including memory. (Sousa 18)

Hypothalamus

Nestled just below the thalamus. It monitors the internal systems to maintain the normal state of the body
(called homeostasis). By controlling the release of a variety of hormones, t moderates numerous body
functions, including sleep, body temperature, food intake and liquid intake. If body systems slip out of
balance, it is difficult for the individual to concentrate on cognitive processing of curriculum material.
(Sousa 18)

Cerebrum

The largest area of the brain, represents 80 percent of the brain by weight. Divided into two halves (the
cerebral hemispheres). The left controls the right side of the bodys nerves and vice-versa for the left
side. The two hemispheres are connected by a cable of more than 200 million nerve fibers called the
corpus callosum (Latin for large body). The hemispheres are covered by a cortex where most of the
brains action takes place. Thinking memory, speech, and muscular movement are controlled by areas in
the cerebrum. The cortex is often referred to as the brains gray matter. (Sousa 20)

Cerebellum

Latin for little brain. A two hemisphere structure below the back of the cerebrum and behind the brain
stem. Represents 11 percent of the brains weight. Contains more neurons that that of the rest of the brain
put together. Coordinates movement. It monitors impulses from nerve endings in the muscles, it is
important in the timing of complex motor tasks. (Sousa 20, 21)

Corpus Callosum

A thick cable of more than 200 million fibers that connect the right and left hemispheres of the cerebrum.
(Latin for large body. It works as a bridge for the two hemispheres to communicate. (Sousa 20)

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Cortex

The motor cortex and somatosensory cortex are in the head-band region. The one in front in the motor
cortex and controls body movement and works with the cerebellum to coordinate the learning of motor
skills. Behind this is the somatosensory cortex which processes touch signals received from various parts
of the body. (Sousa 18)

Temporal Lobe

Above the ears they deal with sound, music, face and object recognition and some parts of long-term
memory. They house the speech centers, usually on the left side only. (Sousa, 17)

Occipital Lobe

At the back are the paired occipital lobes, responsible for visual processing mostly. (Sousa 17)

Parietal Lobe

Near the top, they deal with spatial orientation, calculation, and certain types of recognition. (Sousa, 17)

Frontal Lobe

The executive control center, includes the pre-frontal cortex just behind the forehead. These lobes deal
with planning and thinking. They comprise the rational and executive control center of the brain,
monitoring higher-order thinking, directing problem solving, and regulating the excesses of the emotional
system. It also contains our self-will or personality. Most of the memory is located here along with the
ability to focus. (Sousa, 16, 17)

Neuron

A nerve cell of the brain. These neurons represent a tenth of the total amount of brain cells, about 100
billion. The functioning core for the brain and the entire nervous system. They come in different sizes,
the hundredth of the size of the period at the end of this sentence. (Sousa 22)

Glial

A cell of the brain. These represent 90 percent of the brains cells. Greek for glue. These cells hold
neurons together ad act as filters to keep harmful substances out of the neurons. (Sousa 22)

Axon

A fiber between neurons that transmits electrical impulses. (Sousa 22)

Dendrites

The branches emerging from the core of a neuron. (Greek for tree). The branches receive electrical
impulses from other neurons and transmit them along a long fiber called an axon. (Sousa 22)

Synapse

To join together in Greek. A gap between the dendrite and axon where neurotransmitters are released
from sacs. (Sousa 22)

Receptor

Interacts with neurotransmitters, opening ion channels. (Sousa 23)

Neurotransmitter

A chemical that is released from a sac by a synapse to excite or inhibit the neighboring neuron. There
have been 50 different types of neurotransmitters discovered, including acetylcholine, epinephrine,
serotonin, and dopamine. (Sousa 22)

Sense and Meaning

Strategies to create sense and meaning. In first lesson, Who is Frankenstein?, the
students will be able to pull information from their own memory bank and from multi-media in
class to develop a piece of artwork, a mask, they have fun with and can be proud of. In the

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lesson, The Big Question, students will understand what assignments, rubric, and expectations
they will have for the unit as the handouts are displayed and discussed on the class projector or
smart-screen. The unit themes they explore over six weeks will be briefly discussed which will
not make much sense, but will have meaning once the teacher explains they will use their
understanding of these themes too complete their major assignments. Meaning will be given to
this lesson overall when students learn that all of their work will be kept in their journal and be
presented at the End of the Unit Party.
One strategy that is most important to creating meaning for students, is to give them reallife experiences they will never forget. This is why lessons Hello Switzerland, Project
Beatify, and A Little Advice are so important. Since students in America have hard time
really understanding the culture and the Novels effects upon the Swiss, students will have a
chance to talk to students from across the globe, in a town near to those described in the story.
By hearing their accents, seeing their faces and understanding some of their thoughts and
feelings about the novels importance and themes, they will have a personal connection to the
story. In Project Beautify students will be applying what they learned about the theme,
Nature as a Healer, when they create a beautiful space in the community for citizens to enjoy.
This will be a lesson they cannot forget. The same goes for the little advice they will receive in
A Little Advice. Most students do not get to collaborate with college law students to help them
with their assignment. Students will have to be focused during the lesson and will be fascinated
by who they are learning from. The sense factor is not much of a challenge in this unit, it is the
strategies to create meaning that will really solidify the information at hand.

Modalities

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Strategies to tap each modality. Each lesson will incorporate strategies to appeal to

each learning modality. To appeal to the auditory learners, lessons will have recorded narrative
playing as the class reads together. Music with lyrics that relate to a theme in the novel will be
heard, discussed and analyzed in a written exercise. Visual learners will gravitate toward making
a collage in the lesson Achieve, they may enjoy making a clay model rather than a brochure
and benefit from pictures added to vocabulary memorization strategies. The tactile/kinesthetic
learners will enjoy Project Beautify especially; the majority of the project will be working
outdoors to create a beautiful rest area or something similar.
Memory Strategies
Strategies to enhance retention and retrieval. Students will use elaborative rehearsal
strategies in each lesson to best enhance the retention of memory (Souza, 2011). For the
weekly vocabulary (mentioned in the unit description), students will go beyond rote rehearsal
which is the natural strategy most students use, and have the opportunity to draw or collage a
representation of each vocabulary words meaning (Souza 2011). This will give them visual
stimuli to help them remember definitions. Students will work in groups playing the game
Charades using the weekly words. Students will create crossword puzzles and other word
games to help them retain the vocabulary terms given. Vocabulary strategies will be varied each
week to keep novelty in the process for proper stimulation.
The primacy-recency effect (Souza 2011) will take center-stage where every important
concept will be clearly discussed or presented in the first ten minutes of class and reiterated in
the last five minutes of class. Students will have two minute exercise/stretch breaks to get their
brains flowing with oxygen. Since reading is a large part of this unit, students will read along
with taped narrative for ten minutes with a two minute break that includes movement and

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stretching or a quick discussion about what they found interesting during the first ten minutes of
reading. Another ten minute reading will follow and then students will break into groups to help
each other write summaries of the content read. The last five minutes of class will be a recap of
the themes found in the reading of the day and the ideas connected to them.
Multiple Intelligence
Activities for each intelligence.

Verbal-linguistic: The word-strong learners will be given daily opportunities to form

their ideas in writing short summaries, journal entries, writing an essay, creating a

screenplay and writing poetry to submit to an online writing contest.

Logical-mathematical: These learners will enjoy making crossword puzzles, developing
a clay model of a location in the novel and using measurement to help create an ideal
space for a new location for a rest spot in town. All of these exercises use math concepts

such as measuring and placing things in a logical order.

Visual-spatial: The masks students create at the beginning of the unit will capture the
interest of a visual-spatial learner. Collages for vocabulary and for the lesson titled
Achieve, and creating costumes for the court day will help keep these students

involved.
Bodily-kinesthetic: Exercise breaks will be helpful for students with a particular need to
move more. Acting out scenes on court day and building a rest-area in nature will
appeal to this learning style. Students will have the opportunity to move around the room

to begin and work on projects regularly.

Musical-rhythmic: Music with lyrics that relate to themes in the novel will be heard and

discussed in class. Students will have the opportunity to read or sing their poems in class.
Intrapersonal: Students will have the opportunity to reflect on their thoughts about the
class material at the end of the class period. They will have the opportunity to ask

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questions or contribute to class discussion. Working on assignments such as the collage

will allow them to focus on a project on their own.

Interpersonal: There is plenty of interpersonal experience to be had during this unit.
Students will be able to collaborate often in writing summaries, creating a screenplay and
acting it out, Skype with Swiss students and law students and play vocabulary games

with a partner.
Environmental-naturalist: Project Beautify is a perfect assignment for this type of
learner. Students will also enjoy learning about the land structures in and around
Switzerland.

Intelligent Behaviors
Strategies to incorporate the Habits of Mind.

Listening to others with understanding and empathy: Students will have the instructions
for how to recognize common errors that occur in everyday communication such as
comparing, judging, placating or giving advice instead of really listening and
understanding a message (Heick, 2012). This will be a regular exercise when students
work in groups to collaborate on how to write their screenplay, produce appropriate,
coherent and effective questions for law students and international students alike. Group

discussions will be effective once the students feel safe from learning how to listen.
Thinking flexibly: Students will be putting themselves in the shoes of Victor
Frankenstein or his creation when writing a screenplay for their perspective of the events
that took place in the story. Students will look at the pros and cons of both sides of

important arguments relating to stem-cell research or cloning.

Responding with wonderment and awe: Students will choose assignments that are
designed to their taste and be encouraged to really think about how their personal talents

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will have the opportunity to be challenged and to shine. Video clips, inspirational quotes
and ideas, music and connections made between literature and the world will keep

students stimulated with awe.

Finding humor: Class may start out with a joke, a funny story, humorous photos, cartoon
clips etc. that relate to life or class content. In doing this, students will learn the
importance of laughter to set a relaxed mood. A joke to include in this unit can be Why
does Frankensteins Monster love Facebook: Because he wants friennnnds!!!
(halloweenjokes.com). Students can make up or find their own Frankenstein joke and

say it in groups or in front of the class.

Learning continuously: Students will periodically review how they are performing
academically and revise goals they had set for themselves early in the school year. If
vocabulary is not sticking, they will come up with methods for improvement. If their
research paper did not turn out well, they can review it and explain how they will
improve their writing for research the next time.

Integrating Arts and Movement

Strategies to incorporate arts. The arts will be incorporated into this unit by providing
different opportunities for creating art related to literature. Students will create masks, poetry,
screenplays they will act out, collages, brochures or clay models. Students will listen to music,
view and discuss famous paintings that bring the story discussed to life. Students will view
famous painting of nature and create their own description or drawing of a beautiful haven in
nature.
Strategies to incorporate movement. Students will have daily brain breaks to regain
necessary oxygen in their bloodstream for better cognition after a ten to fifteen minute period of

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focus (watchknowlearn.org). Students will have many opportunities to move around the room
for group discussion, playing charades for vocabulary, to go on outings and to perform.

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Works Cited

Brain Breaks. Retrieved from www.watchknowlearn.org/Category.aspx?CateggoryID=17404

Halloween Jokes. Retrieved from www.halloweenjokes.com/halloween-jokes/frankenstein-jokes
Heick, T. (2012). Integrating the 16 habits of mind. Retrieved from
www.edutopia.org/blog/habits-of-mind-terrell-heick
Schiller, P. (2015). Brain-compatible curriculum: strategies that really work. Retrieved from
www.christianschoolproducts.com/articles/2008-June/Supplement/Brain-CompatibleCurriculum-Strategies-that-Really-Work.htm
Souza, D. A. (2011) How the brain learns. Thousand Oaks, CA: Corwin.