Reflection: Lesson Planning Re-Covering "Frankenstein" - Section 1: Teacher to Teacher: Lesson Context and Time Frame


This lesson is rather complicated in that it requires a teacher to have lots of materials organized in advance. To manage all the "moving parts," I did several things:

  • Prepared the charts in advance and "stacked" them on top of one another when I mounted them on the walls. To avoid having to rewrite the film titles, I staggered them when I put them up. 
  • Organized the film clips in a Prezi. This made proceeding from one clip to the next relatively easy. 
  • Used a volunteer to sit at my desk and control the lights and the Prezi. 
  • Limited discussion to the 3-2-1 format. This kept comments from one film to the next balanced and kept the lesson moving along. 

Planning is really the key to classroom and lesson management. 

  Organizing "Moving Parts" in a Lesson with Many Resources
  Lesson Planning: Organizing "Moving Parts" in a Lesson with Many Resources
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Re-Covering "Frankenstein"

Unit 12: What Makes a Monster?: "Mary Shelley's Frankenstein: The Modern Prometheus"
Lesson 7 of 9

Objective: SWBAT analyze pop culture representations and allusions of "Frankenstein" that have redefined viewers' understanding of Mary Shelley's classic.

Big Idea: In the pop-culture lab we do the monster mash.

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5 teachers like this lesson
English / Language Arts, Literature, British literature, Mary Shelley's Frankenstein: The Modern Prometheus, Young Frankenstein, It's Alive!, Bride of Frankenstein, Frankenweenie, film analysis, Film Comparison, The Curse of Frankenstein
  75 minutes
filmstrip w student
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