Lesson 9 – Dystopian Monsters and Gothic Androids

Grade: 9-12 (Elective course)
Duration: 54 minutes
Objectives: By the end of the lesson, students will…

  • Discuss the conclusion to Mary Shelley’s Frankenstein.
  • Offer feedback to peers about their note-taking.
  • Examine the ways in which Frankenstein and Blade Runner do and do not fit within the parameters of their respective genres.
  • Begin crafting the arguments to be embedded in their comparative analyses.
  • Investigate the influence that preconceived classifications/labels/identifications have on an individual’s conception of the subject that has been classified/labeled/identified.
    • Guiding questions:
      • “In what ways do labels limit analysis? In what ways do they facilitate analysis?”
      • “What are the dangers of blindly accepting a particular classification? What are the dangers of refusing to acknowledge a particular classification?”
      • “How necessary – for texts or otherwise – is the determining of classification?”


  • Blade Runner DVD/Blu-ray (for review/reference)
  • Copies of Frankenstein (for review/reference)
  • Devices (laptops/tablets) for writing
  • Blade Runner/Frankenstein Comparative Analysis Assignment/Rubric [Click here to access!]
  • Slideshow for prompts [Click here to access!]
  • Projector


  • Students will begin class by going to our classroom Google Group.
    • Once there, students will read through the Notes and Quotes submitted by their peers.
      • Every student will identify one quotation presented by a peer and write about why they finding it intriguing.
      • Every student will also identify a question posed by a classmate and write a corresponding answer.
    • After students have been given time to independently engage with the Notes and Quotes, four groups will be organized for the purposes of sharing their findings!
  • Each group will then be given a sheet of chart paper and asked to address one of four prompts:
    • Group A: List all the ways in which Frankenstein fits the definition of a Gothic text.
    • Group B: List all the ways in which Blade Runner fits the definition of a dystopian text.
    • Group C: List all the ways in which Frankenstein differs from other Gothic texts.
    • Group D: List all the ways in which Blade Runner differs from other dystopian texts.
  • After each group has been given the opportunity to map out their findings on their chart paper, they will report to the rest of the class.
    • This will, ideally, lead to some lively discussion.
  • Class will conclude with a review of the Blade Runner/Frankenstein Comparative Analysis Assignment, with student questions/concerns being addressed accordingly.


  • Complete first draft of the Blade Runner/Frankenstein Comparative Analysis Assignment!

[next up: lesson 10]

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