In this unit, students read Gris Grimly’s Frankenstein, a graphic novel that adds engaging
illustrations to an abridged version of Mary Shelley’s famous 1818 book. Grimly’s haunting
representations of Frankenstein’s creature help students understand and work with some
of the novel’s central themes: Frankenstein’s responsibility for his creation, the role of
society in shaping our identity and sense of belonging in the world, and the promises and
risks of technological advances. Students trace Victor Frankenstein’s level of empathy for
his creation throughout the story, rewrite and act out key scenes from the creature’s point
of view, analyze Shelley’s allusions to figures and stories from Greek mythology and Biblical
texts, and debate whether Victor owes the creature a companion. At the end of the unit,
after research and debate, students write an essay to develop their claim about whether or
not Victor's creature should ultimately be considered human.
In the Poetical Science sub-unit, students read two poems, a speech, and excerpts from
Chapter 1 of Walter Isaacson’s The Innovators to compare and contrast the ways in which
William Wordsworth, Lord Byron, and Ada Lovelace view man’s relationship with
technology. The texts in this unit raise the question: Are we the masters of our machines,
or are the machines our masters?
Core texts your student will read:
● Gris Grimly's Frankenstein by Mary Shelley and Gris Grimly
● Excerpt from Genesis 2, Revised Standard Version
● “Frankenstein (1931) A Man-Made Monster in Grand Guignol Film Story”
● "Prometheus," from Heroes, Gods and Monsters of the Greek Myths by Bernard Evslin
● Excerpts from The Innovators by Walter Isaacson
● “The Tables Turned” by William Wordsworth
● “Debate on the Frame-Work Bill, in the House of Lords” by Lord Byron
● “All Watched Over by Machines of Loving Grace” by Richard Brautigan
What my students will do/learn:
● Students read and discuss Gris Grimly’s graphic novel, using the text and the
illustrations to understand both Victor’s and the monster’s perspectives and to consider
their own level of sympathy for the monster compared to Victor’s.
● Students review two texts that influenced Mary Shelley in her writing of Frankenstein:
the Greek myth “Prometheus” and the account of Adam’s creation in Genesis. They
reflect on the ways in which these works influenced Shelley’s depiction of Victor and his
monster.
● Students debate central questions, including whether the creature deserves a
companion and whether Dr. Frankenstein or his creature are more deserving of the
reader’s sympathy.

● Students examine poetry and non-fiction texts written during the same time period that
Shelley wrote Frankenstein to explore the advances and debates surrounding
technology, and to connect these texts to themes in Frankenstein .
● Students continue to use key classroom routines, including the sharing routine, during
which classmates respond to shared writing by noting one effective way the writer used
details or evidence.
● Students continue to write in response to prompts 2–3 times weekly, and practice
analytic writing in response to text by developing an idea or claim and providing support
with details or evidence.
● Students write an end-of-unit essay responding to the following prompt: Is
Frankenstein's creature human?
Here are some conversation starters that you can use during this unit to promote
discussion and encourage continued learning with your student.
1. Did you sympathize with Dr. Frankenstein or the creature more? Why?
2. In what ways did the illustrations affect the way you read the Frankenstein text? How did
it help? Were there any drawbacks? What were your favorite illustrations?
3. What type of responsibility does Frankenstein have for the care and actions of the
creature he created?
4. Ada Lovelace’s thinking allowed humans to develop computers to be as powerful as
they are today. Do you think she would be happy or concerned about how our lives
have been impacted by computing technology? Can you share a piece of writing with me
in which you used evidence or details from the text to support your controlling idea or
claim? (Provide feedback to your student by finding something in their writing that you
can respond to as a reader. For example, “I like how you explained that Victor’s quote—
‘I lived in daily fear, lest the monster whom I had created should perpetrate some new
wickedness (74)’—shows that he fears the creature rather than cares for it.”)
5. How would you describe Frankenstein’s creature? In what ways might some claim he
is human? How might some view him as inhuman?