Reflection: Unit Planning Through a Glass Darkly: Reading"Mary Shelley's Frankenstein" through Literary Lenses - Section 1: Lesson Context and Time Frame

 

I've heard many say that the CCSS only offers space for Formalism/New Criticism. My understanding of the CCSS doesn't jive w/ that claim. The unit on Frankenstein shows this, as do the RL standards I've tagged. 

I blame David Coleman in large part for this misreading/misunderstanding of the CCSS. Critics of the CCSS often point to his example for teaching Martin Luther King's "A Letter from Birmingham Jail." In the video, Coleman splices and dices the text. I find Coleman's methods boring and antithetical to effective pedagogy. 

Close reading is necessary for each critical method. Indeed, there are those who write and focus on the method to the exclusion of the text they're supposedly analyzing. That's unfortunate. The critical lens always needs to be used in service to the text. 

  Literary Theory in a Time of CCSS
  Unit Planning: Literary Theory in a Time of CCSS
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Through a Glass Darkly: Reading"Mary Shelley's Frankenstein" through Literary Lenses

Unit 12: What Makes a Monster?: "Mary Shelley's Frankenstein: The Modern Prometheus"
Lesson 3 of 9

Objective: SWBAT analyze passages from Frankenstein and deduce which literary lens best fits each passage.

Big Idea: "A book is the only place in which you can examine a fragile thought without breaking it, or explore an explosive idea without fear it will go off in your face." --Edward P. Morgan

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11 teachers like this lesson
Subject(s):
English / Language Arts, gothic fiction, Literature, literary theory, British literature, close reading, Feminist Criticism, Genre Studies, Romanticism, Science Fiction and Fantasy Theory
  75 minutes
mary wollstonecraft mother of mary
 
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