Unit Plan – The Horror of Knowing Oneself

Theme: Identity (Reading, Listening, Viewing, Writing, Speaking, Representing)

Essential Question: How do we come to understand who we are?
What role does a name play in our identity?
Why do we find monsters scary?
Course: Grade 9
Overview:
Using the genre of horror to explore identity, this unit will touch on such stories as Strange Case
of Dr. Jekyll and Mr. Hyde, The Picture of Dorian Grey, and Frankenstein. Frankenstein by
Mary Shelley will be an anchor text in this unit to challenge students to explore identity and
extend that understanding to their own lives. For many grade 9 students, they are on the cusp of
entering high school and are in a stage of identity exploration that will define their young adult
years. Frankenstein’s monster is often a misunderstood character, largely in his physical
depiction in media, but also within the text itself. Hooking students by showing them a cut reel
of the different ways Frankenstein has been shown in popular media (a hulking green monster
with screws in its neck), then explaining that the original monster was more or less human in its
description. This is to take the concept of feeling like an outsider, or being misunderstand, and
makes it more human. Students can relate to these feelings, and humanizing Frankenstein’s
monster will allow them to connect with it more and understand themselves better as well.
Outcomes:
1.1.Express ideas and develop understandings
-talk with others and experience a variety of oral, print and other media texts to explore, develop
and justify own opinions and points of view
2.1.Use prior knowledge
-use previous reading experiences, personal experiences and prior knowledge as a basis for
reflecting on and interpreting ideas encountered in texts
2.2.Construct meaning from texts
-analyze how the choices and motives of characters portrayed in oral, print and other media texts
provide insight into those of self and others
3.1.Focus attention
-assess adequacy, accuracy, detail and appropriateness of oral, print and other media texts to
support or further develop arguments, opinions or points of view
5.1.Relate texts to culture
-analyze how oral, print and other media texts reflect the traditions, beliefs and technologies of
different cultures, communities or periods in history
Literary Learning:
Character development
Horror genre (monster horror)
Texts:
Frankenstein by Mary Shelley (2.1), (2.2), (5.1), (reading)
I chose Frankenstein because when I first read it in University it completely changed my
perspective on what the monster is and I related much more to this broken human searching for a
place in the world and ultimately desiring nothing more than connection to another of its kind. I
think these feelings are well understood by middle school students, and would be a valuable
reading for them to consider their own identity and what they are looking for in the world.
Frankenstein by National Theatre (2.2), (listening, viewing)
It’s important to me that the visual depictions we’ll study in class represent this more human
view of Frankenstein’s monster, and the National Theatre’s production stays remarkably loyal to
the source text. Bringing such an intense and complicated story to the stage will help students
better understand the plot and the messaging of Frankenstein.
I, Frankenstein by Stuart Beattie (film/graphic novel), (reading, viewing)
This is another option for a Frankenstein depiction that is more faithful to the human description
of Frankenstein’s monster, and is a personal favourite of mine. Although it certainly takes
liberties with the story, it’s a modern piece that might engage students more, and I can decide to
implement it as a film or as a graphic novel depending on student interest.
A Maker of My Time by Paper Kites plus student suggested songs (1.1), (5.1), (listening)
To help students connect to the other texts, I want them to be able to bring in some of their own
interests, especially as this is a unit on exploring identity. So, A Maker of My Time by Paper
Kites will be my own addition, but I want each student to be able to add their own songs about
identity and discuss their relevance. This will allow student to experience different points of
view on identity, and connect with their classmates.

Assessments/Demonstrations of Learning
F-Identity playlist (1.1), (3.1), (5.1), (listening, representing)
F-Debate: Is Frankenstein’s Creation a Monster? Use Kialo to build debate structure, then done
in class, giving options for students to write and/or speak their arguments (1.1), (3.1), (horror
genre), (writing, speaking)
S-What Name Would You Give Frankenstein’s Monster/Design Your Own Monster (1.1), (2.2),
(character development), (horror genre), (writing, representing)
S-Essay (2.1), (2.2), (3.1) (character development), (horror genre), (writing, speaking)
Notes
-before reading Frankenstein, show them different covers and have them make predictions
-ship of Theseus thought experiment
-introduce essay topic at the start of the unit, so students can make notes as we read
-debate would be in its own unit
-use kialo throughout the reading, then have a response
-what name would you give Frankenstein’s creation as an exit slip
-“I ought to be thy Adam”, creature, fiend, spectre, daemon, wretch, devil, thing, being,
ogre, monster
-allusions (Prometheus, Paradise Lost, Rime of the Ancient Mariner)
-“Why did so many of the mad scientists in the 19th century narratives create, or start creating but
then destroy, female monsters” PhD by Theodora Goss
-talk about celebration for the 200 year anniversary
-“But the novel is also about issues of identity and how we come to self-understanding,
identified by the being who learns about himself from reading Victor’s lab manual and from
reading some key books of western civilization. The creature’s problem is that there is no
one else like him in the world and he doesn’t belong, and his physical appearance makes
others reject him,” Lisa Vargo

-The Road Not Taken by Robert Frost

-reflect on decisions
-“Ask students to write a final, sixth stanza to extend Frost’s poem, using the same metre
and rhyme scheme. Ask students to say whether taking the chosen road did make a difference, or
whether they now have serious regrets.” (Crossroads, 9)
-create a poster using puzzle piece shapes to show how your identity has been formed (create
example using Frankenstein)
-have students do a “revision experiments” exercise with their essays, in the mood of
Frankenstein’s experiments (Guide to Implementation, 332)
-start with a short project where we look at the meaning of our names

Instead of I Am Poem do the jigsaw poster activity?