Thursday, February 13, 2014

Frankenstein Bulletin Board

From the 2013-2014 School Year:
From the 2014-2015 School Year:
From the 2016-2017 School Year:

Why should only elementary students get the benefit of awesome bulletins?  This is my bulletin board for a unit on Frankenstein.  In this unit kids compared Prometheus to Frankenstein and looked at ways that Shelley transformed the Greek myth.  Then, they looked at how pieces of modern art pulled from and transformed Shelly's work.  When I started the unit, the board was empty - I used some really cool snake looking black fabric on clearance at Joanns for the background, and then I bordered this with gauze - which I dripped Halloween blood all over to give it that creepy feel.  I used my Cricut for all the letters and frames.  As we read sections - you can see how I divided the book - the students selected pieces of modern art/literature/non-fiction that had transformed the traditional story in some way and brought these into class to facilitate discussions.  I picked some of the best ones from each discussion and posted them on them the board.  The students really enjoyed getting their work posted and in the end it created an awesome visual representation of the entire novel and led into our culminating project at the end of the unit.

I always create and use the Letters for a Seed Card Discussion/examples led entirely with my cards.  Here are some of those cards:
Here is the board from the 2014-2015 school year - this year  I divided each section up into a specific kind of seed card (and this seemed to work much better):
 Ch 1-6: Direct reference in a non-fiction text
 Ch 7-12: Direct reference in a piece of modern art
Ch 13-18: Stylistic Reference
Ch 19-End: Thematic Reference
Here are cards from the 2015-2016 School Year - this year students were asked just to mix up the types of cards they brought each time, but there wasn't a specific type of card required for each time.
In the 2016-2017 school year, students were allowed to select any kind of reference that they wanted, with an especial focus on plot and theme.  Here are the cards from that year:




Here is a link to my post about the teaching of this unit connected with use of source material:
Here is a link to my post about the teaching of this unit connected with tone:


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