1. Lesson 20: Compare the Structure of Two Texts
About this lesson
Students compare and contrast the structure of “Flowers for Algernon” and the excerpt from Frankenstein to determine how each contributes to similar meanings.

2. We analyzed how a shift in tone reveals aspects of Dr
We analyzed how a shift in tone reveals aspects of Dr. Frankenstein’s character.
We also analyzed the language of a complex text and used it as a model for our own writing.
Let’s Review!
Teaching Notes
Suggested Pacing: ~1 minute
Directions:
Briefly review the previous learning.

3. Today we will:
Analyze an allusion to determine how Charlie’s interactions with Fanny Girden contribute to the development of a theme.
Compare the structure of “Flowers for Algernon” and the excerpts from Frankenstein to determine how each contributes to the development of a theme.
Let’s Prepare!
Teaching Notes
Suggested Pacing: ~1 minute
Directions:
Read the slide.
Briefly explain how this lesson prepares students for another lesson and/or the end-of-unit assessments.
Throughout the lesson, compare students’ responses and work to the student look-fors. Determine the students who need additional support with reading, understanding, or expressing their understanding of complex, grade-level texts. During this lesson or before the next lesson, support those students individually or in a small group using the Additional Supports for Diverse Learners.

4. “Flowers for Algernon” by Daniel Keyes
You will need:
“Flowers for Algernon” by Daniel Keyes
The excerpts from Chapter 4 of Frankenstein; or, the Modern Prometheus by Mary Shelley
Your reading log
Let’s Prepare!
Teaching Notes
Suggested Pacing: ~ 5 minutes
Directions:
Distribute the texts.
Access the character analysis chart handout. Wait to distribute the character analysis chart handout until later in the lesson.
Ask students to locate their reading log.

5. Reread the progress report from April 30.
Discuss why the author uses an allusion in “Flowers for Algernon” and how this allusion reveals a theme of the text.
Let’s Read!
Teaching Notes
Suggested Pacing: ~ 15 minutes
Directions:
Say: “An allusion is a reference to or brief mention of something well known outside of the text, such as another text, or a reference to pop culture or news. Authors use allusions to make comparisons and connections for the reader without having to explain every detail. As you reread the progress report from April 30, consider what well-known story is similar to the situation described in ‘Flowers for Algernon’ and why the author made the allusion.”
Direct students to reread the progress report from April 30 of “Flowers for Algernon.”
Conduct a brief, whole-class discussion to discuss why the author uses an allusion in “Flowers for Algernon” and how the allusion reveals a theme of the text.
Establish norms for the discussion and identify what you will be looking for during the discussion.
Start the discussion by asking, “What outside text does this progress report mention or reference?”
Use teacher talk moves so students clearly express their ideas (Goal One), listen carefully to understand others’ ideas (Goal Two), provide evidence to support their claims (Goal Three), and establish new ways of thinking (Goal Four).
Prompt students to use the conversation stems learning tool during the discussion.
As the discussion progresses, ask the following questions and continue to use teacher talk moves:
“What similarities exist between “Flowers for Algernon” and the story of Adam and Eve in the Garden of Eden?”
“Why would the author make these connections?”
“What does the author want us to understand about Charlie’s actions in ‘Flowers for Algernon’?”
Conclude the discussion by saying, “Keyes uses an allusion to the Biblical story of Adam and Eve to reveal a theme in ‘Flowers for Algernon.’ What are some possible themes?”
Possible Supports During the Lesson:
If students are unable to identify themes, say: “A theme is the comments the text makes about the main topic of the text. It is the understanding of the main topics that the reader gains from reading the text. What do you understand about altering yourself or not being grateful for your natural gifts and talents from reading the “Flowers for Algernon”?
Student Look-Fors:
Students should identify the allusion to the Biblical creation story. Students should understand that there is a comparison between Charlie and Eve. Both Charlie and Eve are overly ambitious and want something they don’t already have--knowledge/wisdom. Both gain knowledge unnaturally. Fanny calls Eve’s actions “evil” and blames her for the sickness and death we know in the world today. Charlie’s actions are equally suspect to Fanny. She knows he has done something that isn’t natural or right, and she is frightened by that.
Possible themes:
Trying to gain access to what is forbidden can lead to negative consequences.
Gaining knowledge can have positive and negative consequences.
It is better to be happy with what you have than to try to be something you’re not.
No good can come from trying to be something you’re not.

6. “Learn from me, at least by my example, how dangerous
What message is being shared in this sentence from Chapter 4 of Frankenstein?
How is Dr. Frankenstein’s warning to readers similar to Fanny Girden’s warning to Charlie in “Flowers for Algernon”?
“Learn from me, at least by
my example, how dangerous
is the acquirement of
knowledge and how much
happier that man is who
believes his native town to
be the world, than he who
aspires to become greater
than his nature will allow.”
Let’s Discuss!
Teaching Notes
Suggested Pacing: ~ 10 minutes
Directions:
Read aloud the quotation on the slide from Chapter 4 of Frankenstein: “Learn from me, at least by my example, how dangerous is the acquirement of knowledge and how much happier that man is who believes his native town to be the world, than he who aspires to become greater than his nature will allow.”
Prompt students to copy the sentence in their reading log and complete the sentence stem: “This sentence means....”
After 2 minutes, ask 1-2 students to share how they paraphrased or interpreted the quotation.
Conduct a brief, whole-class discussion to compare themes of Frankenstein and ‘Flowers for Algernon.’
Establish norms for the discussion and identify what you will be looking for during the discussion.
Start the discussion by asking the first question on the slide: “What message or theme is being shared in the quotation from Frankenstein?”
Use teacher talk moves so students clearly express their ideas (Goal One), listen carefully to understand others’ ideas (Goal Two), provide evidence to support their claims (Goal Three), and establish new ways of thinking (Goal Four).
Prompt students to use the conversation stems learning tool during the discussion.
Conclude the discussion by asking the second question on the slide: “How is Dr. Frankenstein’s warning to readers similar to Fanny Girden’s warning to Charlie in ‘Flowers for Algernon’?”
Guiding Questions and Prompts:
If students need additional support while discussing:
Ask: “Why does Dr. Frankenstein say acquiring knowledge is dangerous?”
Ask: “What is Dr. Frankenstein doing that is similar to what has happened to Charlie?”
Ask: “What additional evidence from the excerpts of Chapter 4 from Frankenstein supports why Dr. Frankenstein wants to teach this lesson to his readers?”
Ask: “What kind of knowledge does each text reference?”
Ask: “What does each text say about that knowledge?”
Ask: “What other texts have we read with a similar message?”
Student Look-Fors:
Students should understand that Dr. Frankenstein says acquiring knowledge is dangerous. He wants readers to learn they should be happy with what they have and know, and they should not try to know more than they should. Like Charlie undergoing surgery to increase his intelligence, Dr. Frankenstein is trying to gain knowledge of how to create life. He is “playing God,” which Dr. Frankenstein learns is problematic. He is excited at first in the excerpt. He says, “The astonishment which I had at first experienced on this discovery soon gave place to delight and rapture” (Shelley 1). As his work progresses, though, Frankenstein is impacted by his own attempts to create life. In the end, Frankenstein becomes obsessed and he can’t “tear [his] thoughts from [his] employment, loathsome in itself, but which had taken an irresistible hold of [his] imagination” (Shelley 2). This change likely supports Dr. Frankenstein’s warning to readers.

7. Be sure to include direct quotations as support.
Compare and contrast the structure of “Flowers for Algernon” and the excerpts from Chapter 4 of Frankenstein.
Explain how the structure of each text contributes to the development of a similar theme about knowledge.
Be sure to include direct quotations as support.
Let’s Express Our Understanding!
Teaching Notes
Suggested Pacing: ~ 14 minutes
Directions:
Ask students to locate in their reading log the response they wrote comparing the characters and events of “Flowers for Algernon” and Frankenstein.
Say: “We compared the characters and events of ‘Flowers for Algernon’ and Frankenstein. In this lesson, we compared how each text shares a similar theme about knowledge. Now let’s think about how that theme is developed in each text.”
Divide the class into small groups of 3-4 students using an established classroom routine.
Purposefully group together students with different levels of language proficiency.
Establish norms for the group work and explain that students will be held accountable for their learning by producing a comparison of the two texts.
Share different models of how groups could compare the two texts (e.g., a chart, Venn diagram, notes, etc.) and the qualities of a strong comparison (e.g., focuses on the structure of the texts, includes relevant evidence).
Then ask students, in their reading log, to compare and contrast the structure of each text using a group-selected method.
Underneath the comparison and contrast, direct students to explain in complete sentences how the structure of each text contributes to the development of a theme.
Prompt them to include evidence as support on the comparison and in the written response and use the conversation stems learning tool as they work together.
Conclude the group work by collecting students’ reading logs.
Possible Supports During the Lesson:
If students are not creating comparisons similar to the similar to the Student Look-Fors:
Ask: “Who is telling each story? What role does that person play in the story?”
Ask: “How is each story told? In what format?”
Ask: “How would the stories be different if told from another character’s point of view?”
Ask: “What is similar or different between the words and phrases used and how the sentences are constructed?”
Ask: “How does each story develop a message about knowledge?”
Student Look-Fors:
Students should include the following comparisons based on narrative point of view, format, and sentence construction:
Frankenstein: The excerpt is told from Dr. Frankenstein’s point of view. He speaks directly to the audience at different moments--one particular time is to warn the audience: “Learn from me, at least by my example...” (Shelley 1). He wants to show how his desire to create life leads to his personal undoing, which reveals a theme that acquiring knowledge in unnatural ways is dangerous. This theme is developed through the author’s word choice or tone. At the beginning of the excerpt, the passage uses words like “rapture,” “delight,” and “excited,” which have a positive tone. At the end of the excerpt, however, the tone shifts to negative. Words like “loathsome,” “oppressed,” “alarmed,” and “wreck” show the dangers of Dr. Frankenstein’s work and the knowledge he has gained.
“Flowers for Algernon”: The excerpt is told from Charlie’s point of view and it is in journal format, which reveals different aspects of Charlie’s character. This structure provides the reader with information that would not be provided if the story were told from another point of view. For example, Charlie says, “I feel sick inside. Not sick like for a doctor, but inside my chest it feels empty like getting punched and a heartburn at the same time” (Keyes 8). This quotation reveals Charlie’s thoughts and feelings. If someone other than Charlie were telling this story, they wouldn’t provide this kind of detail. The journal entries also let me see how Charlie is getting smarter. In the first entries, he has lots of misspellings, like “importint” and “martch.” As the story goes on, though, Charlie’s spelling improves. His sentences are also get longer and he uses punctuation. I wouldn’t be able to tell how smart Charlie was getting if he weren’t writing his story in his own words. Charlie doesn’t understand much, which often creates dramatic irony and I feel sorry for Charlie. As Charlie gets smarter, other characters, like Fanny Girden, share their thoughts with Charlie. Charlie starts to understand the consequences of trying to alter his brain unnaturally. Thus, the structure of the text also reveals a theme that changing yourself or acquiring knowledge unnaturally is dangerous. The reader learns this firsthand from Charlie’s experiences.

8. Materials you will need
Assignment
Materials you will need
Complete the character analysis chart and consider how “Flowers for Algernon” would be different if it were told from another character’s point of view.
Reread Progress Reports 1-11 of “Flowers for Algernon” to complete the chart.
The character analysis chart
“Flowers for Algernon” by Daniel Keyes
Homework
Teaching Notes
Suggested Pacing: ~ 3 minutes
Directions:
Distribute copies of the character analysis chart to students using an established classroom routine.
Say: “In the next lesson, we will work in groups to write an additional progress report not currently in ‘Flowers for Algernon’ from another character’s point of view. The goal of this task is to write a report which will further propel the action and further develop the meaning or a theme of the story. To prepare for this, your task is to complete the character analysis chart.”
Explain the homework assignment(s) and share the qualities of an acceptably completed character analysis chart (e.g., includes accurate answers and supporting evidence).
Encourage students to reread Progress Reports 1-11 of “Flowers for Algernon” to complete the chart.
Make sure students understand the materials they will need to complete the work.
Use your established classroom routines to ensure that students have noted the assignment in the appropriate place (e.g., notebook, student planner, weekly homework calendar, etc.).
If you do not wish to assign homework, this work can be completed during class according to your schedule.
Student Look-Fors:
Access the completed character analysis chart handout.

9. In this lesson, you learned how “Flowers for Algernon” and Frankenstein share similar themes about knowledge.
You also compared and contrasted the structure of two texts to analyze how each structure contributes to meaning.
Let’s Close!
Teaching Notes
Suggested Pacing: ~1 minute
Directions:
Read this slide