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This kinesthetic method for teaching novels uses Shelley’s “Frankenstein” as a model

Subject:

Language Arts  

Grades:

8, 9, 10, 11, 12  

Title – Intro to Novels (Frankenstein)
By – Beth Thomas
Primary Subject – Language Arts
Grade Level – 8-12

Note:

      This lesson takes a kinesthetic approach to teaching books or novels.

Frankenstein

    by Mary Shelley is used as an example.

Materials:

  • Questions
  • Board
  • White board markers

Procedure:

  1. Crossover – students will stand in a line and then will move to different sides of the room based on their answer to the question. After students move, call on a few to explain answer. (15 minutes)

    Questions:

        Warm-up: (

    easy to answer grade-appropriate questions

        )
        1. Go to the left side of the room if you went on vacation this summer.
        2. Go to the right side of the room if you have already applied to college.
        3. Go to the left side of the room if you have ever had a job.
        4. Go to the right side of the room if you have a special talent.

        Novel Work: (

    thematic questions related to book or novel

      )
      1. Go to the left side of the room if you have ever dressed up like a monster at Halloween. (Describe why it is a monster to you.)
      2. Go to the right side if you wish you had a clone.
      3. Go to the left side if you have ever accepted the blame for something that you did not do or apologized for something that was not your fault.
      4. Go to the right side of the room if you have not done the right thing and regretted it. (Can expand if they wish, but do not have to.)
  2. Journal – What is a monster’s criteria in our society? Are all monsters make-believe?
  3. Have students come to the board and write criteria for monsters.
  4. Students will stand on the right side of the room if they agree monsters are real in our society and to the left if they think monsters are only make-believe or only found in fiction
  5. Then, students will debate the answer and as students are swayed either way, they will move to the other side of the room.
  6. Have students come to the board and add to the original list or have one student record answers on the board for future discussion. Students can also place an X beside any they now disagree with.
  7. Discuss the ‘X’s.

Assessment:

  • Journal
  • Discussion
  • Debate

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