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Frankenstein: A Digital Story

Last Updated: Jun-22-2010

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Developed By

  Lynn Sossi
Sue Zelenock
Melanie Duletzke
Candy Candy

Lesson Title

  Frankenstein: A Digital Story

Length of Lesson

  Approximately 8-10 class sessions

Lesson Unit

  ELA High School Scaffolded Unit 11.3: Frankenstein






  Writing, Speaking, and Representing

Grade 2


Subject 2


Strand 2

  Writing, Speaking, and Representing

Michigan Content Expectations

  1.1.1-1.8, 1.2.1,1.2.2,1.4.1-1.4.7,1.5.1-1.5.5,2.1.8-9,1.3.5,1.3.6


  Frankenstein, Gothlic story, summary, technology



1. One computer with Photostory 3 for each student, set of partners, or small group

2. One head-set with attached microphone as per above.

3. One microphone stand per above if no head-sets are available.

4. Copies for all students

a) Checklist of Digital Story telling final project

b) Storyboard

c)Guidelines for Digital Storytelling Script

d) Resource List

e) Final planning sheet

f) Directions for working on Photostory 3

g) Digital Storytelling Rubric

5. To view final projects, access to viewing equipment with projector, screen, and sound.






Througout this novel, the students have gained knowledge and understaing of this Gothic story and it's focus on technology related to human beings. Using Photo Story 3 for Windows or PowerPoint, students will create their own version of a segment of this tale using web resources for a digital storytelling.


Big Idea(s)


Transformational Thinking

The Role of Science in our Lives

The Pros and Cons of technology



Where will I find wisdom?


Essential Questions


What roles does technology play in sustaining human life?

What issues are involved n creating, lengthening,and bettering life?

What is technology's role in society?

What are the trade-offs for technological advances?

What role will I play in future technology? Will I question it, consume it, or help to create it?


Learning Objectives


1.To incorportate technology with Mary Shelley's Frankenstein using a project-based assessment tool called digital storytelling.

2. To promote a deeper understaning of this classic novel and motivate students by using technology within this learning process.


Summative Assessment


Students will create a digital story for a retell of one of the characters in the novel Frankenstein by using the computer program Photo Story 3. The digital story will include between 8-10 picutures of student's chosing, plus narrative done by student as well as background music also added on by student.

*** If there are technolgy limitations, students can create a poster or scrapbook using magazine or hand-drawn pictures.

This project is done in several stages:

1- Pre-planning (Creating a story board with preliminary ideas for pictures and written text).  Samples for storyboards can be found at www.protopage.com/wozniakc .  You will find these starting on the top of first page under the  Public Category: UDL tab, then go to Digital Storytelling.

2- Creation of written rough draft for script.

3-After teacher approval of ideas and script, students head to computers and begin to find pictures.

4. Students then spend several class sessions putting the finishing touches of narration, text, and music.



Lesson Opening


Start by saying something like this:

As we spent the past few weeks reading the novel, Frankenstein, we have read and discussed how people can be use to better life for others. We have also seen how it can be destructive as in the case of Victor's creation.

We will end this unit by utilizing technology to create something good. I would like you to use technology to summarize Frankenstein. I want you to pick one of the following characters: Victor, Elizabeth, Justine, the Monster, Robert Walton, or one of the members of the DeLacey family and retell their story. I also want you to think of a lesson that character could have learned from their experiences in the novel and include that in the end of your digital story.

You will do this by using the computer to create a digital story. We will start by learning what a digital story is, and what you are expected to do for this project.   



Lesson Opening Co-teaching Plan


Co-teacher can lead the portion and/or monitor classroom.




Prior to student's actually working on story boards, you may choose to have class view several video clips about digital storytelling. There are several internet sites that you can access to familiar yourself as well as your students with digital storytelling.

1) http://www.coe.uh.edu/digital-storytelling

2)  http://www.walledlake.k12.mi.us/aal/digstorytelling

3) http://www.storycenter.org/canada/index.php

4) http://www.voicethread.com

After viewing several of these clips, show them a copy of the rubric. A sample one can be accessed from http://www.umass.edu/wmwp/DigialStorytelling/Rubric%20Assessment.htm.   Additional reburics can be found at www.protopage.com/wozniakc Look under Public Category: UDL tab on top and then click on Digital Storytelling.

Students should decide what character's story they want to re-tell. Once that has been determined then they are ready to start on their  working on their story boards on which they can sketch pictures and decide what narriation and/or text they would put with each picture.








Exploration Co-teaching Plan


Co-teacher can lead this part and/or monitor room for assistance.


Check for Understanding


Once their storyboards have been completed, student should get them approved from the teacher for accuracy. Students should then work on a written rough draft or their "script" for their story segment. Their script should be one page double-spaced and should include the following:

1) Point of view-Purpose/Reason  Who's story is this?....  Passion/Voice (not the spoken voice, but whcih conveys the feeling of the writer

2) Dramatic Question (Also know as the Story Arc) -Conclict? Question? Desire? Point of Climax ...Closure with a twist

3) Sequence-Does the story follow in order of events?

3) Emotional Content-Tie in emotions  reveal a truth no one knows.... Engage the audience to make them want to listen... Why should the listener care about this?




Check for Understanding Co-teaching Plan


Co-teacher can lead this lesson and/or monitor room for needed assistance.




Once students are finishing up the planning stages, explain that they have the "meat and potatoes" work done-the basic story and picture ideas are set. Now it's time to be true movie producers and go get the pictures, find background music, and record their narriation.

At this point, some direction should be given to the students on how to work the Photostory 3 program. Directions for this can be found at http://www.microsoft.com/windowssxp/using/digitalphotography/photstory/tips/firststory.mspx  

Another suggestion is to create a short digital story yourself so that you can offer some personal advice about the program to your students.

Student should then go find pictures that best represent your story board. Depending your school's filters, finding images may be challenging. Try http://pics.tech4learning.com.

Student should save their pictures into a folder for transferrring the pictures into Photoshop. At this point student's will begin to to be at all differnt places in their production. Their questions and problems will drive your instruction the next couple of days.





Explanation Co-teaching Plan


Co-teacher can lead this part or monitor class for assistance.


Check for Understanding (2)


Once all pictures have been found and added into Photostory, students should begin (even they haven't already) considering how to add narriation, music, transitions, and special effects.

They should be instructed that:

1) The Gift of Your Voice-The personality of what they wrote on paper comes alive...It's their expression where  the art of story telling is found

2) The Power of the Soundtrack-Music stirs up an emotional response...All music is original. Encourage singing, use of instruments,and even the composing of creative unique sounds. Use of music to suggest emotion.

3) Pacing-Rhythm of story....Be aware of verbal flow...Leave "white space" to allow the listener to reflect and internalize what you are saying.  


Check for Understanding Co-teaching Plan (2)


Co-teacher can lead the instruction and/ or assist students as necessary.


Extended Practice


Students can respond to this writing prompt:

Technology is important in our lives. We seem to count more and more on technological and electronical devices that did not even exsist until recently like cell phones, computers, video games, and high definition TV.

The technology that currently exsists can substantially extend and enhance human life. Many people are now asking how far should we go with technological developments . Some people fell that technology can unnaturally change life. Others feel we should use any technology we have available.

We are faced with questions like: Should we research the use of stem cells to cure disease? Should we create bionic body parts to replace or enhance the hauman body? We have cloned animals. Should we clone humans? Should our government be allowed to wiretap or listen in to our phone or cell phone conversations or monior our e-mail in the name of law enforement or national security?

Work with a partner to research, discuss, and answer in persuasive essay form one of the above Should questions. Make sure to include: a clear thesis statement related to one of the should questions about; information or evidence to support your stand on the should question;acknowledgement or and response to the counter-arguement, and a powerful conclusion.





Students share their Photostory project to class.

Students can also share their extended practice responses in the form of a Socratic Circle.


Closing Co-teach Plan


Co-teacher can lead and/or guide this portion.