Transcript FRANKENSTEIN - English teaching resources

FRANKENSTEIN
Thursday, 16 July 2015
Jonathan Peel JLS 2014
You know more than you
think…
What does this word mean to you?
FRANKENSTEIN
In pairs, discuss 4 words which you recognise as having
links to Frankenstein. Let’s see where this leads us.
5 minutes
Jonathan Peel JLS 2014
What are the key
connotations?
As we work you will need to make notes.
The exam has the following AOs:
AO1: articulate creative, informed and relevant responses to literary texts, using appropriate
terminology and concepts, and coherent, accurate written expression;
AO2: demonstrate detailed critical understanding in analysing the ways in which structure, form
and language shape meanings in literary texts;
AO3: explore connections and comparisons between different literary texts, informed by
interpretations of other readers;
AO4: demonstrate understanding of the significance and influence of the contexts in which literary
texts are written and received.
Jonathan Peel JLS 2014
NOTES PAGE
Divide a page of A4 into 2/3 : 1/3
Then divide the 1/3 into a further 2/3 : 1/3
NOTES
SUMMARY OF NOTES
KEY WORDS: AOs and technical lexis
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Let’s carry on
In the news: http://www.google.com/news
Why does a novel written nearly 200 years ago still
carry such resonance?
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How old do you think this woman
is?
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Home learning and review
Reading the text is NOT homework: it is expected and will
provide the basis for discussion in most lessons. At least Section
1 must have been read by the start of lesson 3
You will be expected to review your notes after every lesson and to
write up the summary – today we have been looking at a range of
contextual ideas relating to the study of Frankenstein, by Mary
Shelley.
You should add the relevant AOs and other technical lexis to the
final section of the page.
In addition…
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Wider reading:
Look at the following web site:
http://www.victorianweb.org/previctorian/mshelley/bio.html
Read the biography you find and make notes about Shelley’s
family and background. What are the key elements you notice?
Extension: http://shelleysghost.bodleian.ox.ac.uk/
Review key members of the Shelley family antecedents.
FEEDBACK NEXT TIME
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Lesson 2
Feedback on home learning.
AS A CLASS READ THE 1831 INTRODUCTION
ABOUT THE NOVEL’S GHOST STORY ORIGINS
IN THE SUMMER OF 1816 AND MAKE CONCISE
NOTES. (20 MINUTES.)
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TO WHAT EXTENT CAN WE
REALLY CALL FRANKENSTEIN A
‘GHOST STORY?’
What else is it?
You will need to be familiar with these terms:
ROMANTIC LITERATURE
The GOTHIC
http://www.bl.uk/romantics-and-victorians/videos/the-gothic
Any connotations leap to mind?
Any suggestions of similar texts, modern ones will do…
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Mary Shelley wanted:
TO CREATE A STORY WHICH WOULD
‘AWAKEN THRILLING HORROR…MAKE THE
READER DREAD TO LOOK AROUND ( …) CURDLE
THE BLOOD, AND QUICKEN THE BEATINGS OF
THE HEART’.
(AS WE STUDY THE TEXT CONSIDER HOW FAR
IT MEETS THAT ASPIRATION.)
HOW MAY MODERN MEDIA VIOLENCE
DESENSITIZE US TO THE ‘HORRORS’ OF THE
NOVEL.
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What of the description
WHAT MIGHT BE THE SIGNIFICANCE OF MARY
SHELLEY CALLING THE NOVEL HER ‘HIDEOUS
PROGENY’?
Consider both words here very carefully…
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HOME LEARNING
Review your notes
Research the following texts:
Prometheus Bound - Aeschylus
The sorrows of Werther
Paradise Lost (Especially books 1&2 and 9)
Plutarch’s lives of the first law givers.
Rime of the Ancient Mariner
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Lesson 3
Intertextuality
A key term in literature used to describe the technique
of embedding reference to or quotation from a well
known work to shed light on the work currently being
read.
Feedback from home learning.
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NOTES
Why PROMETHEUS?
What might fire represent in terms of the 18th / 19th
Century?
Knowing what happened to Prometheus, what will happen
to Frankenstein…?
PARADISE LOST
Adam or Satan? The question is asked in 2.7 and we will
need to consider it in detail at that time.
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HOME LEARNING
We have been looking at AO3 and AO4
AO1: articulate creative, informed and
relevant responses to literary texts,
significance and influence of the contexts
in which literary texts are written and
received.
using appropriate terminology and
concepts, and coherent, accurate written
expression;
Review your notes.
AO2: demonstrate detailed critical
understanding in analysing the ways in
which structure, form and language shape
meanings in literary texts;
AO3: explore connections and
comparisons between different literary
texts, informed by interpretations of other
readers;
AO4: demonstrate understanding of the
If necessary, re-write for clarity and to add
detail.
Ensure you are ready to start close reading
of the novel.
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Lesson 4
WALTON’S LETTERS.
What does this image suggest about Man’s relationship
to nature?
http://www.caspardavidfriedrich.org/the-sea-of-ice1824.html
The search for the “SUBLIME” at the root of
Romanticism.
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Read/discuss
4 letters: 4 groups.
20 minutes
Read closely and discuss. Make notes on the
CHARACTER of Walton.
Always question the text: What choices has Shelley
made in order to present Walton to the reader? Why
has she made those choices?
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Ideas?
LONELINESS/ISOLATION,
SCIENTIFIC AMBITION AND THE REASONS FOR IT,
HIS (AND OUR) INITIAL IMPRESSIONS OF VICTOR,
THE FIRST DESCRIPTION OF THE CREATURE
HOW SHELLEY GENERATES SUSPENSE.
ALSO:
CAN WE TRUST WALTON? IS HE A RELIABLE NARRATOR?
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EPISTOLARY NOVEL
http://web.cn.edu/kwheeler/lit_terms_e.html#epistolary_a
nchor
Why might Shelley use this form to begin her novel?
What does it add to the bare Ghost story, which began
originally at 1.4 “it was on a dreary night of November…”
http://web.cn.edu/kwheeler/lit_terms_f.html#frame_narra
tive_anchor
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HOME LEARNING
NEXT LESSON – you should prepare as home
learning.
Lesson 5
SHORT ESSAY: (assessed) “How does Shelley present
the character of Walton in the four letters which open
the novel?”
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Lesson 6
Chapters 1&2
Each chapter needs a title. In future, I want you to
come up with one for yourself – it should suggest a key
element of the content of the chapter and assist you in
remembering the content…
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Key questions to consider
WHAT DO YOU MAKE OF THE RATHER UNUSUAL WAY
VICTOR’S PARENTS GOT TOGETHER?
HOW FAR ARE YOU CONVINCED BY VICTOR’S
DESCRIPTION OF AN IDYLLIC CHILDHOOD – WHAT
MIGHT BE SUGGESTED BY THE IMAGE OF THE ‘SILKEN
CORD’?
HOW ARE CAROLINE (WITH HER ‘SOFT AND
BENEVOLENT MIND’) AND ELIZABETH (‘MY MORE THAN
SISTER’) PRESENTED IN THIS CHAPTER?
WHY MIGHT MARY SHELLEY HAVE GIVEN SUCH AN
EMPHASIS TO DESCRIBING VICTOR’S FAMILY? (note that
this is a novel very concerned with parental responsibility).
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CLOSE READING:
CLOSE FOCUS ON THE PASSAGE FROM THE DESCRIPTION OF THE LIGHTNING STRIKE
ON THE TREE TO THE END OF THE CHAPTER. CONSIDER SYMBOLISM OF LIGHTNING
– WHAT MIGHT IT REPRESENT?)
SETTING
CHARACTER
ACTION
STYLE
IDEAS
get used to this mnemonic
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HOMELEARNING:
begin process of cataloguing recurring symbols in the
novel (e.g. fire, lightning, light, moon, books) in notes.
NB: Symbols are POLYSEMIC – each can have more
then one reading.
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Chapters 3&4
READ ALOUD CHAPTER 3.
REACTIONS TO CAROLINE’S DEATH AND THE
BETROTHAL OF VICTOR AND ELIZABETH?
WHAT IMPRESSION IS GIVEN OF SCIENCE IN
THIS CHAPTER?
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Close Reading
CLOSE FOCUS ON THE END OF CHAPTER 4.
“WHEN I FOUND SUCH AN ASTONISHING
POWER…”
HOW DOES SHELLEY CREATE AN ATMOSPHERE
OF HORROR AND DREAD AROUND VICTOR’S
EXPERIMENTS?
NOTE ALSO WORDS FROM THE SEMANTIC
FIELD OF BIRTH (‘CONCEIVE’, ‘LABOUR’,
‘BORE’) – WHY MIGHT SHELLEY USE THEM?
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Home learning discussion
LOOK UP THE DEFINITION OF SCIENCE
FICTION IN A DICTIONARY OF LITERARY
TERMS. DISCUSS AND MAKE NOTES ON HOW
FAR FRANKENSTEIN COULD BE CLASSIFIED AS
SCIENCE FICTION.
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THE CREATION!
Consider the moment of creation in the two film versions
below:
Whale
whale clip
Branagh
Branagh clip
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Close Reading
LOOK CLOSELY AT THE OPENING OF THE
CHAPTER DOWN TO VICTOR’S DREAM OF HIS
DEAD MOTHER.
MAKE DETAILED NOTES IN PAIRS ON HOW
SHELLEY USES LANGUAGE TO CREATE AN
ATMOSPHERE OF GOTHIC HORROR:
features could include imagery, diction, allusion,
symbolism, pathetic fallacy, onomatopoeia, fractured
syntax, rhetorical questions.
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Discussion
THE RECENT NATIONAL THEATRE
PRODUCTION OPENED WITH THE CREATION
SCENE. WHY MIGHT THE WRITER/DIRECTOR
HAVE WANTED TO START THERE? WHAT
WOULD THE NOVEL LOSE/GAIN BY DOING
THE SAME?
take a look at the material from the programme…
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Ambiguity
Examiners will reward the discussion of elements of
ambiguity in a text…
a key moment of textual ambiguity is Victor’s
description of the creature’s ‘hand…stretched out,
seemingly to detain me.’ are there any other possible
interpretations of this moment?
How reliable is Victor’s narrative?
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Home Learning
MAKE INDIVIDUAL NOTES ON VICTOR’S
IMMEDIATE REACTION TO THE CREATION OF
THE CREATURE.
LOOK AT THESE REVIEWS AND MAKE ANY
NOTES YOU DEEM RELEVANT:
http://www.bbc.co.uk/news/entertainment-arts12565544
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CHAPTERS 6-8
THE DEATH OF WILLIAM
AND JUSTINE.
What might Elizabeth's letter suggest about her character and her
relationship with Victor? how might it be used as part of the
narrative structure?
how does Shelley make the reappearance of the creature in chapter
7 dramatic?
how does the landscape and weather reflect Victor’s state of mind?
considering gender representation contrast how Shelley presents
Elizabeth and Justine with victor/the men during chapter 8.
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What’s in a name?
“JUSTINE” COULD BE SEEN AS AN IRONIC
NAME FOR A CHARACTER WHO SUFFERS
SUCH INJUSTICE.
CONSIDER THE SIGNIFICANCE OF OTHER
NAMES IN THE NOVEL, SUCH AS VICTOR,
ELIZABETH AND THE UNNAMED CREATURE.
HOW ARE NAMES IMPORTANT IN THE NOVEL?
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Team Essay
IN GROUPS PLAN AND GATHER QUOTES FOR
AN ESSAY ON HORROR IN FRANKENSTEIN:
WE WILL BUILD AN ESSAY USING ZONES OF
PROXIMITY…
NOTE AO weighting: AO2&3 are the dominant AOs
Jonathan Peel JLS 2014
CHAPTERS 9&10
Confrontation in the mountains.
We need to make notes about the Romantic notion of the
SUBLIME and the Gothic variation which presents no hope or
awe…
LOOK CLOSELY AT THE CREATURE’S SPEECH WHICH
BEGINS ‘HOW CAN I MOVE THEE?’ IDENTIFY AND
DISCUSS THE EFFECT OF DIFFERENT RHETORICAL
DEVICES USED BY THE CREATURE.
HOW DOES HIS LANGUAGE COMPARE WITH VICTOR’S?
Jonathan Peel JLS 2014
Chapters 11&12
THE CREATURE SHOWS A PRODIGIOUS CAPACITY TO
LEARN. CREATE A 6-PANEL COMIC STRIP ACROSS THESE
TWO CHAPTERS SHOWING THE KEY STAGES OF
DEVELOPMENT IN THE CREATURE’S JOURNEY FROM
BABY-LIKE HELPLESS MUTE TO THE END OF CHAPTER
12 WHEN THE CREATURE IS SENTIENT AND HAS
STARTED TO DEVELOP SPEECH. PICK A KEY QUOTE TO
LABEL EACH OF THE SIX STAGES.
WHAT IS THE CREATURE’S ATTITUDE TO NATURE IN
THESE CHAPTERS? HOW DOES IT COMPARE TO
VICTOR’S?
WHAT MIGHT BE SYMBOLISED BY THE FIRE IN
CHAPTER 11?
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Chapters 13 - 15
Read the De Lacey section.
Remind yourselves of the preparatory reading you
undertook around the intertextuality of the Creature’s
reading.
Some feminist critics focus on Frankenstein as a destruction
of the feminine mother figure and of the 19th Century
obsession with women as domestic creators and sustainers.
How does this sequence of chapters relate to this?
How does Shelley generate sympathy for the creature in
chapter 15?
Jonathan Peel JLS 2014
CHAPTERS 16-17
IN THE CENTRAL SECTION OF THE FRAME WE
LEARN THE CREATURE’S VERSION OF EVENTS.
why could JUSTINE present no defence in the trial?
what is the chief motive of the creature? REVENGE OR
JEALOUSY?
what is the effect on the reader of the ultimatum? how does
it alter the flow of the section and the structure of the
narrative?
what links can you find with PARADISE LOST here? and
what alterations to the tale?
Jonathan Peel JLS 2014
HOMELEARNING
N CHAPTER 16 LIST THE ARGUMENTS THE
CREATURE GIVES FOR WHY HE DESERVES A
FEMALE MATE.
HOW DOES HIS ATTITUDE TO WOMEN AND
SEX DIFFER FROM VICTOR’S?
FIND QUOTES AS EVIDENCE FROM ACROSS
THE NOVEL
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ESSAY PLANNING
SOLO TAXONOMY
https://www.youtube.com/watch?v=uDXXV-mCLPg
IN PAIRS PLAN AND GATHER QUOTATIONS FOR AN
ESSAY ON THE PRESENTATION OF VICTOR
FRANKENSTEIN.
“COMPARE THE ATTITUDE TOWARDS WOMEN
SHOWN BY VICTOR AND THE CREATURE”
Jonathan Peel JLS 2014
THE SOLO APPROACH
unistructural multistructural
What I
know: one
fact about the
QUESTION
All the things
I know about
the
QUESTION
relational
Linking ideas
and bits of
knowledge as
though being
guided…
Extended
abstract
Using the
knowledge
from the
previous
sections to
answer a
specific
questiondeveloping
and
expanding
my linked
knowledge.
Jonathan Peel JLS 2014
Use the hexagon sheets
In each hexagon, write a single word that represents a
single piece of your knowledge – each word is a brick
Ensure that each word is related to the ones that are
touching it…
doublesb
chauvenistic
You have 15 minutes
selfish
Victor
ambitious
Jonathan Peel JLS 2014
Walton
The essay
Ideally your essay needs four clear paragraphs = in the next 10 minutes…
Below the hexagons, write your plan – paragraph by paragraph…
The spare can be either the conclusion or an extra section “for luck”
Each paragraph should link naturally from that which precedes it.
Remember the joins… “however, another thing, interestingly, in contrast, following from this…”
LOOK at the hexagon sheets. Now each group will explain their links to the whole class. The
speaker is already designated…
I will put the hexagons on Edmodo, and my blog for your use.
Jonathan Peel JLS 2014
CHAPTER 18-19
WHY MIGHT SHELLEY HAVE WANTED TO
PARALLEL VICTOR AND ELIZABETH’S IMPENDING
MARRIAGE WITH THE CREATION OF A MATE FOR
THE CREATURE?
HOW DO YOU RESPOND TO VICTOR’S COMMENTS
ABOUT A SUGGESTED MARRIAGE?
WHAT ATMOSPHERE IS CREATED BY THE
DESCRIPTION OF THE ORKNEYS AT THE END OF
CHAPTER 19? RELATE TO SPECIFIC USES OF
LANGUAGE.
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DESTRUCTION DEBATE
IN CHAPTER 20 LIST THE REASONS VICTOR
GIVES FOR DESTROYING THE FEMALE.
“THIS HOUSE BELIEVES VICTOR TO BE RIGHT
IN DESTROYING THE FEMALE CREATURE.”
USE THE WHOLE TEXT TO JUSTIFY YOUR
POSITION.
Jonathan Peel JLS 2014
CHAPTERS 20-23
Victor in chapter 20 describes himself as a ‘”shattered wreck – the
mere shadow of a human being”. keep careful notes on how
Shelley presents his physical and mental deterioration.
WHAT MIGHT SHELLEY SUGGEST ABOUT VICTOR’S
CHARACTER THROUGH HIS MISUNDERSTANDING OF
THE CREATURE’S THREAT TO BE “WITH YOU ON YOUR
WEDDING-NIGHT”?
WHAT SYMBOLISM MIGHT SHELLEY HAVE WANTED TO
CONNECT WITH THE FRANKENSTEIN’S MARITAL BED?
Jonathan Peel JLS 2014
YOU ARE THE
MAGISTRATE (23)
What do you recall about victor, after the event. reread the section and prepare to answer questions
relating to Victor’s behaviour, appearance and
character.
How effective has Shelley been in describing Victor
through this section of the novel?
Jonathan Peel JLS 2014
CHAPTER 24 – END OF
VICTOR’S NARRATIVE
AND WALTON’S FINAL
FRAME NARRATIVE.
Jonathan Peel JLS 2014
KEY QUESTIONS FOR
STUDY
LOOK AT THE LANGUAGE USED BY VICTOR IN HIS OATH
OF REVENGE AT THE BEGINNING OF CHAPTER 24 – WHAT
DOES IT SUGGEST ABOUT HIS VALUES AND BELIEFS?
WHAT MIGHT SHELLEY BE SYMBOLISING BY THE
INCREASINGLY BARREN AND INHUMAN LANDSCAPE
VICTOR PURSUES THE CREATURE IN?
IN PAIRS NOTE ALL THE PARALLELS AND DIFFERENCES
SHELLEY ESTABLISHES BETWEEN VICTOR AND WALTON IN
THE FINAL SECTION OF THE NOVEL.
WHAT IMPLICATIONS MIGHT THE FACT THE VICTOR
‘CORRECTED AND AUGMENTED’ WALTON’S NOTES ON
THE STORY ‘IN MANY PLACES’ HAVE FOR HOW WE READ
THE TEXT?
Jonathan Peel JLS 2014
WHAT REASONS DOES VICTOR GIVE IN HIS SPEECH
WHICH BEGINS ”WHAT DO YOU DEMAND OF YOUR
CAPTAIN?” FOR CONTINUING WITH WALTON’S
JOURNEY NORTH DESPITE THE DANGER? HOW DO YOU
REACT TO VICTOR’S CHARACTER HERE? HOW DO
OTHER CHARACTERS REACT TO IT?
HOW FAR DO YOU AGREE WITH VICTOR’S DEATHBED
VIEW THAT HIS ACTIONS ARE NOT ‘BLAMEABLE’?
WHY DO YOU THINK MARY SHELLEY MAKES VICTOR
CHANGE HIS MIND ABOUT HIS EXPERIMENTS AND
THEIR VALUE JUST BEFORE HE DIES?
Jonathan Peel JLS 2014
DOUBLES – A GOTHIC
TROPE
LOOK AT WALTON AND VICTOR. IN WHAT
WAYS DO THEY DOUBLE EACH OTHER?
WHAT DO THEY BOTH SEEK?
HOW IS WALTON’S ATTITUDE TO THE
CREATURE DIFFERENT TO VICTOR’S?
THE FINAL SENTENCE OF THE NOVEL HAS
BECOME VERY FAMOUS – WHY DO YOU
THINK THAT MIGHT BE?
Jonathan Peel JLS 2014
NARRATIVE STRUCTURE
DRAW A PERCENTAGE BAR CHART OR SOME OTHER
VISUAL REPRESENTATION, SHOWING THE LENGTH OF
NARRATION AND POSITIONS IN THE TEXT OF THE
THREE NARRATORS’ NARRATIVES: WALTON, VICTOR
AND THE CREATURE.
WHAT EFFECT IS CREATED BY HAVING THE
CREATURE’S STORY IN THE CENTRE OF THE NOVEL?
LIST AS MANY DIFFERENT NAMES AS YOU CAN FIND IN
THE TEXT WHICH VICTOR CALLS THE CREATURE –
WHAT DOES THIS SHOW ABOUT HIS ATTITUDE AS A
NARRATOR? DO WE AS READERS AGREE WITH HIM?
Jonathan Peel JLS 2014
DOPPELGANGER
VICTOR DESCRIBES THE CREATURE AS “MY OWN VAMPIRE, MY OWN
SPRIT SET LOOSE FROM THE GRAVE…” GATHER EVIDENCE TO SUPPORT
THE INTERPRETATION THAT THE CREATURE REPRESENTS UNCONSCIOUS
DESIRES WHICH VICTOR SUPPRESSES.
THE DUALITY BETWEEN VICTOR AND THE CREATURE WAS ‘DOUBLY’
EMPHASISED IN THE RECENT NATIONAL THEATRE PRODUCTION WHERE
THE TWO MAIN ACTORS SWAPPED ROLES EACH ALTERNATE
PERFORMANCE. WHAT REASONS MIGHT THE DIRECTOR HAVE HAD FOR
DOING THIS?
LINK THE DOUBLE MOTIF IN FRANKENSTEIN TO SUBSEQUENT GOTHIC
LITERATURE SUCH AS STRANGE CASE OF DR JEKYLL AND MR HYDE AND
DRACULA. WHY ARE HORROR STORIES ABOUT THE DARKER SIDES OF THE
HUMAN PERSONALITY SO POPULAR?
WHAT EVIDENT DOUBLING CAN WE FIND IN THIS TEXT? HOW DOES THE
STRUCTURE OF THE TEXT SUPPORT THIS?
Jonathan Peel JLS 2014
DISCUSSION
THREE GROUPS : PREPARE EVIDENCE FOR
WHY FRANKENSTEIN SHOULD BE
CONSIDERED A SCIENCE FICTION, GOTHIC
OR ROMANTIC TEXT.
DISCUSS
Jonathan Peel JLS 2014
DEFINITIONS…
Gothic,
sublime,
semantic field,
horror,
science fiction,
critical viewpoints
, contextual detail,
Romanticism,
frame narrative,
embedded narrative,
unreliable narrator,
overweening ambition .
Jonathan Peel JLS 2014