{"CACHEDAT":"2026-06-05 19:11:00","SLUG":"vlahek-canjuga-nikolina-or5JcoxTZy","MARKDOWN":"# Lesson title: UPGRADING HUMANITY-FRANKENSTEIN OR THE MODERN PROMETHEUS BY M. SHELLEY\n\n## Lesson sequence title: PLAYING GOD\n\nLesson no. !!x!! / !!n!!\n\n### SSI: LONGEVITY, TRANSHUMANISM AND PLAYING GOD IN MEDICINE\n\n# Subject: ENGLISH AS A FOREIGN LANGUAGE\n\n## Subject-specific learning goals / competences / curriculum content: \n\nBy the end of the unit, students will be able to:\n\n* brainstorm possible benefits and dangers of human urge to overcome laws of nature \n* articulate personal viewpoints\n* argue persuasively\n* justify opinions with examples\n* compare the use of figurative language, symbolism, and narrative techniques in the literary work with the argumentative and evaluative language used in the critical essay (distinguish between two different discourses)\n* identify key vocabulary for the topic\n\n \\\n\n!!List the subject-specific learning goals / competences / curriculum content of the lesson.!!\n\n## Learner age range: 16-18\n\n\\-Year of subject learning: 4\n\n# Lesson context before / after HOW activity\n\nbefore- HOW: warm-up through discussion and looking up key ideas\n\nBefore the activity-I check how much student are aware of the meaning of the term transhumanism and longevity. In case they are not , I help them look up the terms on the internet and we also discuss which sources they usually use and find plausible for such research. \n\n\nafter-HOW:distinguish positive and negative impacts of the key ideas\n\n After the activity the students are supposed to cosubstantiate their views on whether it is moral and necessary to play God and transcend the human condition, thus defying nature\n\n\n\\\nHOW Activity 1: \n\n## Duration in minutes: 15\n\n## MSL Domain: Make up you mind\n\n### Learning goal: **Clarify your own values and concerns regarding the topic**\n\n### **How:** Identify your personal relation to the SSI.\n\n### (Think and pair–share :students will discuss  and share their ideas with each other: Should humans attempt to overcome death through science?\n\n\n# HOW Activity 2\n\n## Duration in minutes: 25\n\n## MSL Domain: Be wise and think twice\n\n### Learning goal: Infer the likely target audience from the framing and rhetorical devices of the texts\n\n\n### HOW: Identify the purpose and motives behind the texts:\n\ninstructions:\n\n\\-scan the selected extracts from Frankenstein and a contemporary essay on transhumanism\n\n\\-annotate language related to obsession, ambition, and power\n\n\\-identify imagery and symbolism\n\n\\-differentiate the discourses of the two texts\n\n\n## Duration in minutes: 15\n\n## MSL Domain: Make up you mind\n\n### Learning goal: **Analyse the impacts of the SSI.**\n\n### **How:** Distinguish positive and negative impacts.\n\n### (Think and pair–share :students will discuss  and share their ideas with each other: Positive and negative impacts of playing God ?\n\ninstructions:\n\ndiscuss 2 positive and two negative aspects of playing God\n\ncreate a mind map for easier understanding and discussion\n\n\n### Suggested social form\n\nteacher-led; individual work; group and pair work \n\n### Required infrastructure\n\n* Frankenstein by Mary Shelley - HANDOUTS WITH AN EXCERPT AND A FEW KEY QUOTES FROM THE [NOVEL- ](NOVEL-https://www.owleyes.org/text/frankenstein/read/chapter-iv#root-218954-2:\\~:text=One%20of%20the,astonishing%20a%20secret.) \n* A critical essay exploring *Frankenstein* [: ](through:https://lup.lub.lu.se/luur/download?func=downloadFile&recordOId=9221093&fileOId=9221094)\n* \\\n teacher-computer; student-computers, phones, tablets…!!e.g. teacher computer, student tablets, internet access, printer!!\n\n##","HTML":"

Lesson title: UPGRADING HUMANITY-FRANKENSTEIN OR THE MODERN PROMETHEUS BY M. SHELLEY

\n

Lesson sequence title: PLAYING GOD

\n

Lesson no. !!x!! / !!n!!

\n

SSI: LONGEVITY, TRANSHUMANISM AND PLAYING GOD IN MEDICINE

\n

Subject: ENGLISH AS A FOREIGN LANGUAGE

\n

Subject-specific learning goals / competences / curriculum content:

\n

By the end of the unit, students will be able to:

\n\n

!!List the subject-specific learning goals / competences / curriculum content of the lesson.!!

\n

Learner age range: 16-18

\n

\\-Year of subject learning: 4

\n

Lesson context before / after HOW activity

\n

before- HOW: warm-up through discussion and looking up key ideas

\n

Before the activity-I check how much student are aware of the meaning of the term transhumanism and longevity. In case they are not , I help them look up the terms on the internet and we also discuss which sources they usually use and find plausible for such research.

\n

after-HOW:distinguish positive and negative impacts of the key ideas

\n

After the activity the students are supposed to cosubstantiate their views on whether it is moral and necessary to play God and transcend the human condition, thus defying nature

\n

HOW Activity 1:

\n

Duration in minutes: 15

\n

MSL Domain: Make up you mind

\n

Learning goal: Clarify your own values and concerns regarding the topic

\n

How: Identify your personal relation to the SSI.

\n

(Think and pair–share :students will discuss  and share their ideas with each other: Should humans attempt to overcome death through science?

\n

HOW Activity 2

\n

Duration in minutes: 25

\n

MSL Domain: Be wise and think twice

\n

Learning goal: Infer the likely target audience from the framing and rhetorical devices of the texts

\n

HOW: Identify the purpose and motives behind the texts:

\n

instructions:

\n

\\-scan the selected extracts from Frankenstein and a contemporary essay on transhumanism

\n

\\-annotate language related to obsession, ambition, and power

\n

\\-identify imagery and symbolism

\n

\\-differentiate the discourses of the two texts

\n

Duration in minutes: 15

\n

MSL Domain: Make up you mind

\n

Learning goal: Analyse the impacts of the SSI.

\n

How: Distinguish positive and negative impacts.

\n

(Think and pair–share :students will discuss  and share their ideas with each other: Positive and negative impacts of playing God ?

\n

instructions:

\n

discuss 2 positive and two negative aspects of playing God

\n

create a mind map for easier understanding and discussion

\n

Suggested social form

\n

teacher-led; individual work; group and pair work

\n

Required infrastructure

\n","UPDATEDAT":"2026-05-15T08:44:17.627Z","ID":"1141b15e-dbfb-4df6-8d03-459caaf07f20","TITLE":"Vlahek Canjuga, Nikolina"}