ENG3U
Novel Study Unit • Name: ___________________________
Novel Study
Unit:
Frankenstein
Frankenstein by Mary Shelley • Biography
English novelist Mary Shelley is best known for writing Frankenstein, or The Modern
Prometheus (1818) and for her marriage to the poet Percy Bysshe Shelley (1792–1822).
Early years
Mary Wollstonecraft Godwin was born on August 30, 1797, in London, England. She
was the only daughter of Mary Wollstonecraft, the early feminist (one who works on
behalf of women's rights) and author of A Vindication of the Rights of Woman, and
William Godwin, the political writer and novelist, both of whom objected to the
institution of marriage. Ten days after Mary's birth, Wollstonecraft died from
complications, leaving Godwin, a self-absorbed intellectual, to care for both Mary and Fanny Imlay,
Wollstonecraft's daughter from an earlier relationship.
Mary's home life improved little when four years later her father married his next-door neighbor, Mary
Jane Clairmont, who already had two children of her own. The new Mrs. Godwin favored her own
children over the daughters of the celebrated Wollstonecraft, and Mary was often alone and unhappy.
She was not formally educated, but she read many of her mother's books and absorbed the intellectual
atmosphere created by her father and such visitors as the poet Samuel Taylor Coleridge (1772–1834).
Young Mary's favorite retreat was Wollstonecraft's grave in the St. Pancras churchyard, where she went to
read and write, and eventually, to meet her lover, Percy Shelley (1792–1822).
Life with Shelley
An admirer of Godwin, Percy Shelley visited the author's home and briefly met Mary when she was
fourteen, but their attraction did not take hold until a meeting two years later. Shelley, twenty-two, was
married, and his wife was expecting their second child, but he and Mary, like Godwin and
Wollstonecraft, believed that ties of the heart were more important than legal ones. In July 1814, one
month before her seventeenth birthday, Mary ran away with Percy, and they spent the next few years
traveling in Switzerland, Germany, and Italy. Percy's father, Sir Timothy Shelley, cut off his son's large
allowance after the couple ran away together.
In 1816 Mary's half-sister Fanny committed suicide; weeks later, Percy's wife, Harriet, drowned herself.
Mary and Percy were married in London in an unsuccessful attempt to gain custody of his two children
by Harriet. Three of their own children died soon after birth, and Mary fell into a deep depression that
did not improve even after the birth in 1819 of Percy Florence, her only surviving child. The Shelleys'
marriage suffered, too, in the wake of their children's deaths, and Percy formed romantic attachments to
other women.
Despite these difficult circumstances, Mary and Percy enjoyed a large group of friends, which included
the poet Lord Byron (1788–1824) and the writer Leigh Hunt (1784–1859). They also maintained a
schedule of very strict study—including classical and European literature, Greek, Latin, and Italian
language, music and art—and other writing. During this period Mary completed Frankenstein, the story
of a doctor who, while trying to discover the secret of life, steals bodies from graves in an attempt to
create life from the parts—but instead creates a monster.
From www.notablebiographies.com
2
Frankenstein
Setting
Mary Shelley’s Frankenstein was published in 1818 in England at the height of the Romantic movement,
and so the novel is labelled as Romantic fiction. Many scholars see Shelley’s work as a critique of ideals,
as it was conceived during the post-revolutionary period known as the Enlightenment. This was “a
European intellectual movement emphasizing reason and individualism rather than tradition” (New
Oxford American Dictionary). Also, the new industrialism of the time transformed English society. In the
1780s, Luigi Galvani conducted an experiment on animal tissue using a machine that could produce
electrical sparks. In the early 1800s, scientists were on the verge of discovering the potential of
electricity. Today, galvanism refers to a direct current of electricity produced by a chemical reaction.
The setting of the novel takes place in the late 18th century (1700s) across a number of locales in
Europe, such as Russia, Geneva, the Swiss Alps, Germany, England, Scotland, and France, during the
period of the Enlightenment.
From www.stepmap.com/map/frankenstein-locations-191020
3
Frankenstein Character Map
From CliffNotes Frankenstein Summary and Study Guide
4
Frankenstein
Creative Performance
/25
In groups of 5-6, students are to read then choose a children’s story to perform. The presentation must be
performed creatively in front of the class and incorporate at least one of the following art forms:
• Dance
• Music
• Drama
Name(s): _________________________________________________________________________________
Evaluation
The performance reflects the ideas, themes, and issues examined in the children’s story.
1
2
3
4
5
6
7
8
9
10
The students used various presentation techniques such as voice, tone, posture, stress, etc. to present the
story.
1
2
3
4
5
6
7
8
9
10
Each student participated equally and effectively:
Student 1
1
2
3
4
5
3
4
5
3
4
5
3
4
5
3
4
5
3
4
5
Student 2
1
2
Student 3
1
2
Student 4
1
2
Student 5
1
2
Student 6
1
2
5
Frankenstein
Marginalization
marginalization |ˌmärjənələˈzāSHənˌmärjənəˌlīˈzāSHən|
noun
treatment of a person, group, or concept as insignificant or peripheral (New Oxford
American Dictionary).
According to Wikipedia and the Merriam Webster Dictionary, marginalization is “when
an individual is socially excluded from society and placed in a powerless and
unimportant position within a society or group. These individuals are at a social
disadvantage and are often shunned and ostracized from society.”
Reflect on how marginalization exists in the children’s tale that you read.
This is a significant topic that emerges in Frankenstein and the question we will be
focusing on, while investigating literary elements of the text, is:
How does marginalization manifest itself (in Shelley’s Frankenstein)?
6
Frankenstein Marginalization • Setting Scenarios
Scenario 1: Example of Robert Moses, the master builder of roads, parks, bridges, and other public
works of the 1920-1970s in New York. His overpasses were built to limit buses, which were likely to
carry African Americans and low income families.
Scenario 2: Cyrus McCormick II owned the reaper manufacturing plant in Chicago and at the time he
was engaged in a battle with the National Union of Iron Moulders. He introduced these new technical
developments to the factory in order to remove those skilled workers who were interested in forming a
union. After three years had elapsed, he removed the machines and successfully destroyed the union.
These two scenarios are examples of technologies being used to enhance the power, authority, and
privilege of some others by intentional design. Technologies are often considered as neutral tools that
can be used well or poorly, for good, evil, or something in between. Rarely does one consider that these
devices may have been designed and built to produce a set of consequences logically and temporarily
prior to any of its professional uses and beyond its immediate use.
Scenario 3: The mechanical tomato harvester was built by the University of California in order to assist
in the reaping of the tomato harvest. The cost, however, of the machine and the virtual size of it favoured
large plots of land. The small rural farms were unable to keep up with the amount of production
obtained by the machine and crews of workers lost their jobs as a result of the machines. The number of
farms declined during these years as did the job market for the tomato industry (1970s). There was no
intent, however, to affect the industry in such a manner. An example of an ongoing social process in
which scientific knowledge, technological invention, and corporate profit reinforce each other in deeply
entrenched patterns, patterns that bear the unmistakable stamp of political and economic power.
Scenario 4: Nuclear power stations, for the most part, demand a certain type of administration –
authoritarian, centralized through large corporations that are immensely powerful.
Solar Power – Some could argue that they are more independent, liberal, and more democratic.
Frankenstein Setting
Time: Eighteenth century (late 1700s)
Place: Geneva; the Swiss Alps; Ingolstadt; England and Scotland; the northern ice.
Period: Enlightenment
When Novel Was Published:
• 1818 in England
• height of the Romantic movement
• Romantic poets – William Wordsworth, Samuel Taylor Coleridge, John Keats, Percy Shelley
• Frankenstein labelled romantic fiction
• many scholars see Shelley’s work as a critique of ideals
• post-revolutionary period (agriculture to industry; rural to urban)
• the new industrialism transformed English society
• early 1800s – scientists on the verge of discovering the potential of electricity
• 1789s – Galvani – conducted an experiment on animal tissue using a machine that could produce
electrical sparks
• Galvanism – today refers to a direct current of electricity produced by a chemical reaction
7
What problems arise as a result of this scenario?
A newly developed parkway is designed and built to lead travelers on the
highway to a popular beachfront area. The overpasses of the parkway have a
limited height, however, so that only privately owned cars can pass through.
SCENARIO 1:
Frankenstein Marginalization • Setting Scenario 1
8
What reasons can you give for this circumstance to occur?
Newly added molding machines are introduced into a plant that produce
inferior castings at a higher cost compared to those produced by skilled
workers with the previous equipment. Unskilled laborers, however, can
operate the new machines. After three years, the new machines are replaced.
SCENARIO 2:
Frankenstein Marginalization • Setting Scenario 2
9
Frankenstein Marginalization • Setting
Find a quotation in the text to support how elements of setting are used to marginalize a character.
Setting
Quotation
Explanation:
How does the quotation show that setting is
marginalizing the character(s)?
Geographical
Location
Time Period
Social Setting
10
Frankenstein
Marginalization • Point of View Article
Body Ritual Among the Nacirema* by Horace Miner
*From American Anthropologist, vol. 58, no. 3 (1956). Reproduced with permission of the American
Anthropological Association.
¶2
…[The Nacirema] are a North American group living in the territory between the Canadian Cree, the
Yaqui and Tarahumare of Mexico, and the Carib and Arawak of the Antilles. Little is known of their
origin, although tradition states that they came from the east.
¶3
Nacirema culture is characterized by a highly developed market economy which has evolved in a rich
natural habitat. While much of the people's time is devoted to economic pursuits, a large part of the
fruits of these labors and a considerable portion of the day are spent in ritual activity. The focus of this
activity is the human body, the appearance and health of which loom as a dominant concern in the
ethos of the people. While such a concern is certainly not unusual, its ceremonial aspects and
associated philosophy are unique.
¶4
The fundamental belief underlying the whole system appears to be that the human body is ugly and that
its natural tendency is to debility and disease. Incarcerated in such a body, man's only hope is to avert
these characteristics through the use of ritual and ceremony. Every household has one or more shrines
devoted to this purpose. The more powerful individuals in the society have several shrines in their
houses and, in fact, the opulence of a house is often referred to in terms of the number of such ritual
centers it possesses. Most houses are of wattle and daub construction, but the shrine rooms of the more
wealthy are walled with stone. Poorer families imitate the rich by applying pottery plaques to their shrine
walls.
¶5
While each family has at least one such shrine, the rituals associated with it are not family ceremonies
but are private and secret. The rites are normally only discussed with children, and then only during the
period when they are being initiated into these mysteries. I was able, however, to establish sufficient
[504 begins ->] rapport with the natives to examine these shrines and to have the rituals described to
me.
¶6
The focal point of the shrine is a box or chest which is built into the wall. In this chest are kept the many
charms and magical potions without which no native believes he could live. These preparations are
secured from a variety of specialized practitioners. The most powerful of these are the medicine men,
whose assistance must be rewarded with substantial gifts. However, the medicine men do not provide
the curative potions for their clients, but decide what the ingredients should be and then write them
down in an ancient and secret language. This writing is understood only by the medicine men and by
the herbalists who, for another gift, provide the required charm.
¶7
The charm is not disposed of after it has served its purpose, but is placed in the charmbox of the
household shrine. As these magical materials are specific for certain ills, and the real or imagined
maladies of the people are many, the charm-box is usually full to overflowing. The magical packets are
so numerous that people forget what their purposes were and fear to use them again. While the natives
are very vague on this point, we can only assume that the idea in retaining all the old magical materials
is that their presence in the charm-box, before which the body rituals are conducted, will in some way
protect the worshiper.
11
¶8
Beneath the charm-box is a small font. Each day every member of the family, in succession, enters the
shrine room, bows his head before the charm-box, mingles different sorts of holy water in the font, and
proceeds with a brief rite of ablution. The holy waters are secured from the Water Temple of the
community, where the priests conduct elaborate ceremonies to make the liquid ritually pure.
¶9
In the hierarchy of magical practitioners, and below the medicine men in prestige, are specialists whose
designation is best translated as "holy-mouth-men." The Nacirema have an almost pathological horror of
and fascination with the mouth, the condition of which is believed to have a supernatural influence on
all social relationships. Were it not for the rituals of the mouth, they believe that their teeth would fall
out, their gums bleed, their jaws shrink, their friends desert them, and their lovers reject them. They also
believe that a strong relationship exists between oral and moral characteristics. For example, there is a
ritual ablution of the mouth for children which is supposed to improve their moral fiber.
¶ 10
The daily body ritual performed by everyone includes a mouth-rite. Despite the fact that these people
are so punctilious about care of the mouth, this rite involves a practice which strikes the uninitiated
stranger as revolting. It was reported to me that the ritual consists of inserting a small bundle of hog hairs
into the mouth, along with certain magical powders, and then moving the bundle in a highly formalized
series of gestures.
¶ 11
In addition to the private mouth-rite, the people seek out a holy-mouth-man once or twice a year. These
practitioners have an impressive set of paraphernalia, consisting of a variety of augers, awls, probes, and
prods. The use of [505 begins ->] these objects in the exorcism of the evils of the mouth involves almost
unbelievable ritual torture of the client. The holy-mouth-man opens the client's mouth and, using the
above mentioned tools, enlarges any holes which decay may have created in the teeth. Magical
materials are put into these holes. If there are no naturally occurring holes in the teeth, large sections of
one or more teeth are gouged out so that the supernatural substance can be applied. In the client's view,
the purpose of these ministrations is to arrest decay and to draw friends. The extremely sacred and
traditional character of the rite is evident in the fact that the natives return to the holy-mouth-men year
after year, despite the fact that their teeth continue to decay.
¶ 12
It is to be hoped that, when a thorough study of the Nacirema is made, there will be careful inquiry into
the personality structure of these people. One has but to watch the gleam in the eye of a holy-mouthman, as he jabs an awl into an exposed nerve, to suspect that a certain amount of sadism is involved. If
this can be established, a very interesting pattern emerges, for most of the population shows definite
masochistic tendencies. It was to these that Professor Linton referred in discussing a distinctive part of
the daily body ritual which is performed only by men. This part of the rite includes scraping and
lacerating the surface of the face with a sharp instrument. Special women's rites are performed only four
times during each lunar month, but what they lack in frequency is made up in barbarity. As part of this
ceremony, women bake their heads in small ovens for about an hour. The theoretically interesting point
is that what seems to be a preponderantly masochistic people have developed sadistic specialists.
¶ 13
The medicine men have an imposing temple, or latipso, in every community of any size. The more
elaborate ceremonies required to treat very sick patients can only be performed at this temple. These
12
ceremonies involve not only the thaumaturge but a permanent group of vestal maidens who move
sedately about the temple chambers in distinctive costume and headdress.
¶ 14
The latipso ceremonies are so harsh that it is phenomenal that a fair proportion of the really sick natives
who enter the temple ever recover. Small children whose indoctrination is still incomplete have been
known to resist attempts to take them to the temple because "that is where you go to die." Despite this
fact, sick adults are not only willing but eager to undergo the protracted ritual purification, if they can
afford to do so. No matter how ill the supplicant or how grave the emergency, the guardians of many
temples will not admit a client if he cannot give a rich gift to the custodian. Even after one has gained
and survived the ceremonies, the guardians will not permit the neophyte to leave until he makes still
another gift.
¶ 15
The supplicant entering the temple is first stripped of all his or her clothes. In everyday life the Nacirema
avoids exposure of his body and its natural functions. Bathing and excretory acts are performed only in
the secrecy of the household shrine, where they are ritualized as part of the body-rites. Psychological
shock results from the fact that body secrecy is suddenly lost upon entry into the latipso. A man, whose
own wife has never seen him in an excre- [506 begins ->] tory act, suddenly finds himself naked and
assisted by a vestal maiden while he performs his natural functions into a sacred vessel. This sort of
ceremonial treatment is necessitated by the fact that the excreta are used by a diviner to ascertain the
course and nature of the client's sickness. Female clients, on the other hand, find their naked bodies are
subjected to the scrutiny, manipulation and prodding of the medicine men.
¶ 16
Few supplicants in the temple are well enough to do anything but lie on their hard beds. The daily
ceremonies, like the rites of the holy-mouth-men, involve discomfort and torture. With ritual precision,
the vestals awaken their miserable charges each dawn and roll them about on their beds of pain while
performing ablutions, in the formal movements of which the maidens are highly trained. At other times
they insert magic wands in the supplicant's mouth or force him to eat substances which are supposed to
be healing. From time to time the medicine men come to their clients and jab magically treated needles
into their flesh. The fact that these temple ceremonies may not cure, and may even kill the neophyte, in
no way decreases the people's faith in the medicine men.
¶ 17
There remains one other kind of practitioner, known as a "listener." This witch-doctor has the power to
exorcise the devils that lodge in the heads of people who have been bewitched. The Nacirema believe
that parents bewitch their own children. Mothers are particularly suspected of putting a curse on
children while teaching them the secret body rituals. The counter-magic of the witch-doctor is unusual in
its lack of ritual. The patient simply tells the "listener" all his troubles and fears, beginning with the
earliest difficulties he can remember. The memory displayed by the Nacirema in these exorcism sessions
is truly remarkable.
Questions
1.
2.
3.
4.
5.
6.
What is the article discussing?
Who are the Nacirema?
Why do common daily routines seem bizarre?
How does the point of view in Frankenstein marginalize the characters?
Is the point of view reliable?
Is the point of view liberating?
13
Frankenstein
Marginalization • Point of View • Narration
• Introduced to Walton first
• Frame device – tale is told to us by someone who reads it or hears it from someone else
• Frame device invites readers to believe Victor’s story through an objective person
• Uses literary device – epistolary form – using letters to tell a story
• Walton’s letters to his sister frame both Victor’s and the creature’s narrative
• Story moves from the “wretched man” to the “demon”
• Victor begins with his childhood, to his studies, and then to creation of his creature
• The creature interrupts Victor, providing all the details leading up to his request for a
partner
• Walton’s letters introduce and conclude the novel
• Structured like a line of receding mirror images: outer tale (Robert Walton); inner tale
(Frankenstein); and further tale (monster’s confessions)
• All three circles of the narrative collapse together when Victor, the monster, and Walton
face off
14
Frankenstein Marginalization • Point of View
How does each character’s perspective marginalize someone?
Character
Who is being marginalized?
How?
Consider word choice, comparisons, literary devices,
descriptions, reactions, mood, etc.
Walton
Victor
Monster
15
Frankenstein Marginalization • Conflict
Provide three (3) examples from the text for each type of conflict below.
Type of Conflict
Examples
Person versus Self
Person versus Nature
Person versus Society
Person versus Technology
In a paragraph, explain how one of the conflicts above marginalizes a character or characters in the text.
Then write a paragraph outlining an example of that type of conflict that is present in the world today
and explain how it marginalizes individuals.
16
Frankenstein Marginalization • Character
Directions: As you review the totality of Frankenstein, list and categorize specific character traits of the
main character, Victor himself.
Social Skills
Intellectual Qualities
Psychological Traits
Weaknesses
Morals/Ethics
Physical Traits
© COPYRIGHT, The Center for Learning. Used with permission. Not for resale.
17
•Choose three (3) theme topics.
•Using the chart, list your topic, create a theme statement. Remember, a theme statement is
the message the author is trying to convey about the topic through the text. Do not use
personal pronouns or contractions in your theme statements. Next, find proof (a quote
with a page #) that supports your theme statement. Lastly, explain how your quote supports
your theme statement. Your explanation should be 3-4 sentences.
Theme Topics
o Dangerous/destructive knowledge
o Quest to conquer the unknown
o Monstrosity/monster within
o Secrecy/deception
o Ambition
o Science without humanity
o Abandonment/alienation/loneliness
o Revenge
o Family
Frankenstein
Marginalization • Theme Topics
18
Frankenstein Marginalization • Theme
Topics
Question
Answer
Theme Statement
Family
Identity
Revenge
How does not having a
family impact the
monster?
In order for the monster
to develop a strong
identity, it is necessary
for him to be accepted
and loved by his creator/
family; however, the lack
of familial connection
causes the monster to
exert malicious acts of
revenge leading to the
demise of many
characters.
It is necessary to have
strong familial
connections and
nurturing love to be a
successful member of
society.
How does not having
family or friends cause
the monster to act?
Why is the monster
vengeful?
Proof
Explanation
“And what was I? Of my
creation and creator I
was absolutely ignorant,
but I knew that I
possessed no money, no
friends, no kind of
property. I was, besides,
endued with a figure
hideously deformed and
loathsome; I was not
even of the same nature
as man…Was I, then a
monster, a blot upon
earth, from which all
men fled and whom all
men disowned?” (Shelley
108)
The monster lacks the
love of his creator. He is
isolated and abandoned
by those around him.
Once he recognizes that
he is viewed as a
“monster” he begins to
loathe himself. He
struggles developing an
identity and relationships
with others as he has not
been nurtured and cared
for. In turn, the monster
is unable to socialize
with others. Once he
gains the knowledge to
communicate, he is
rejected. Without a
“But where were my
supportive family and
friends and relations? No friends, the monster
father had watched my becomes angered by the
infant days, no mother
neglect he faces and he
had blessed me with
releases his rage on the
smiles and
man solely responsible,
caresses…” (Shelley 109) Victor Frankenstein, by
going after his loved
ones.
19
QUESTION
EXPLANATION
THEME TOPICS
PROOF
ANSWER
THEME STATEMENT
Frankenstein
Marginalization • Theme Topics
20
EXPLANATION
Marginalization • Theme Topics
PROOF
THEME STATEMENT
THEME TOPICS
Frankenstein
21
Frankenstein Major Research Project & Seminar
Groups of 4-5 members will present a 20-30 minute seminar on their topic. These topics have been
selected because they influenced or shaped Mary Shelley and her writing. You are asked to make critical
connections between Mary Shelley and how the topic you are researching influenced both the author
and the novel.
Your seminars should be academic, in that you should clearly state what you are attempting to prove
and provide your audience with thought-provoking and critically analyzed textual support. You should
also make your seminar interesting as well as informative; hence, you are encouraged to weave a
creative component throughout your presentation that will stimulate our imagination and understanding
of your seminar.
Requirements:
• Tools for Interpreting and Analyzing Information handout
• Script submitted to TurnItIn.com prior to the presentation date
• Peer and self-evaluation form and Works Cited page must be submitted at the beginning of class
• Length of seminar is 20 minutes–you will be asked to stop at 20 minutes
The usual standards of academic integrity will apply, and all quoted, scanned, or paraphrased material
must be cited. Plagiarism will result in a zero or failing grade for the project.
Topics
1. Gothic Literature
• How is Mary Shelley’s Frankenstein a product of Gothic literature?
2. The Romantic Movement
• How is Mary Shelley’s Frankenstein a product of the Romantic movement?
3. The Enlightenment
• How is Mary Shelley’s Frankenstein a reaction to the Enlightenment?
4. Coleridge’s Rime of the Ancient Mariner
• How does Samuel L. Coleridge’s Rime of the Ancient Mariner influence Mary Shelley’s work?
5. Prometheus Myth
• Shelley’s novel, Frankenstein, is subtitled The Modern Prometheus. How does the Prometheus myth
emerge in Shelley’s Frankenstein?
6. The Byronic Hero
• How do the main characters in Shelley’s Frankenstein mimic the Byronic hero?
7. Milton’s Paradise Lost
• How does John Milton’s Paradise Lost emerge in Shelley’s Frankenstein?
22
Frankenstein Seminar Research Group Contract
Seminar Topic: ____________________________________________________________________________
Group Members:
1. ____________________________________________________________________________________
2. ____________________________________________________________________________________
3. ____________________________________________________________________________________
4. ____________________________________________________________________________________
5. ____________________________________________________________________________________
Responsibilities
• All students must participate in the research component of the assignment.
• Research responsibilities must be distributed as equally as possible among group members.
• In the written analysis, students must identify which component they produced.
Name & Contact Info
Research Responsibility
1)
Email:
Cell Phone:
2)
Email:
Cell Phone:
3)
Email:
Cell Phone:
4)
Email:
Cell Phone:
5)
Email:
Cell Phone:
Process: Students responded to all sections of the Tools for Interpreting and Analyzing Data
thoroughly and effectively.
0
1
2
3
4
5
6
7
8
9
10
23
Frankenstein Seminar Self Evaluation Form
Seminar Topic: ____________________________________________________________________________
Group Members:
1. ____________________________________________________________________________________
2. ____________________________________________________________________________________
3. ____________________________________________________________________________________
4. ____________________________________________________________________________________
Self Evaluation:
Completed all tasks assigned, thoroughly and efficiently
0
1
2
Present for all class work periods
0
1
2
Met all team and personal assignment deadlines
0
1
2
Communicated and contributed to team project as a whole
0
1
2
Total:
3
4
/10
In a paragraph, justify the mark you assigned yourself:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
24
Frankenstein Seminar Peer Evaluation Form
Student 1: ________________________________________
Student 2: ________________________________________
Student 3: ________________________________________
Student 4: ________________________________________
25
Frankenstein Seminar Notes
/35
Under the headings below, take point-form notes from the seminars presented in class. Consider what
thinking strategy best suits you when taking notes. There should be at least 5-10 idea per topic.
Gothic literature
Romantic movement
The Enlightenment
26
Frankenstein Seminar Notes continued
Coleridge’s Rime of the Ancient Mariner
Prometheus myth
The Byronic hero
27
Frankenstein Seminar Notes continued
Milton’s Paradise Lost
28
Rubric Frankenstein Seminar • Marking Scheme
Name(s): _________________________________________________________________________________
Topic: _______________________________________________
Group Mark:
Fluidity and cohesion of the presentation
0
1
2
3
4
5
Integrates various media within the presentation
0
1
2
3
4
5
Creativity: appealed to all five senses with purpose
0
1
2
3
4
5
Creativity: embedded throughout entire presentation
0
1
2
3
4
5
Works Cited
0
1
2
Duration: __________
Total:
/22
Individual Mark:
Criteria
Knowledge
Analysis
Organization
Presentation
Skills
Academic
Language
Level R (0-4)
Level 1 (5)
Level 2 (6)
Level 3 (7)
Level 4 (8-10)
• Includes very little
information, ideas, and
concepts
• Knowledge of novel is
lacking
Does not support
arguments with evidence
and examples
Student has not prepared
(no costume, no aids, no
speaking notes)
• Includes limited
information, ideas, and
concepts
• Knowledge of novel is
limited
Supports arguments with
limited evidence and
examples
Student prepares with
limited effectiveness
(costumes, aids, and
speaking notes)
• Speech lacks some
fluency, expressiveness,
or audibility
• Language is limited in
its appropriateness to
purpose
• Includes some
information, ideas, and
concepts
• Some knowledge of
novel is evident
Supports arguments with
moderate evidence and
examples
Student prepares with
moderate effectiveness
(costume, aids, and
speaking notes)
• Speech is somewhat
fluent, expressive, and
audible
• Language is somewhat
appropriate to purpose
• Includes sufficient
information, ideas, and
concepts
• Knowledge of novel is
sufficient
Supports arguments with
considerable evidence
and examples
Student prepares with
considerate effectiveness
(costumes, aids, speaking
notes)
• Speech is fluent,
expressive, and audible
• Language is appropriate
to purpose
• Includes information,
ideas, and concepts that
are thorough
• Knowledge of novel is
sufficient and thorough
Thoroughly supports
arguments with evidence
and examples
Student thoroughly and
effectively prepares for the
presentation (costumes,
aids, speaking notes)
• Speech is highly fluent,
expressive, and audible
• Language is highly
appropriate to purpose
• Speech lacks fluency,
expressiveness, and
audibility
• Language is not
appropriate to purpose
Grand Totals:
Student 1
Student 2
Student 3
Student 4
Student 5
Knowledge
Analysis
Organization
Presentation skills
Habits of Mind
Did student take pride
in preparing quality
work? (Y/N)
Individual Total
Out of
/40
Total
/62
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Frankenstein Seminar Metacognition
/20
1. Identify two tools for interpreting and analyzing and explain how they were helpful in your critical
thinking. (4 marks)
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__________________________________________________________________________________________
2. Explain three strengths in your presentation. Consider content and oral communication skills (6
marks)
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30
3. Explain three weaknesses in your presentation. Consider content and oral communication skills (6
marks)
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4. Refer to the marking scheme and identify two specific ways you could improve when planning your
ISU presentation. (4 marks)
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31
Frankenstein
Summative Response
In order to prepare for the in-class summative response, arrive in class with 12 typed quotations. Find
three quotations for each literary element (setting, character, conflict, and point of view) that reveals
marginalization. The quotations will be collected with the response. DO NOT SHARE QUOTATIONS,
AS THIS IS PLAGIARISM AND WILL RESULT IN A FAILING GRADE!
In a well-structured paragraph, outline how ____________________ creates marginalization in the text.
Be sure to provide three quotations that support the literary element and explain how the examples
create marginalization. In addition, write another paragraph outlining one real world example of how
____________________ creates marginalization. Ensure that you describe the real world example,
explain how it creates marginalization, and describe how it is similar to Frankenstein.
Student Name: __________________________________________________
Marking Scheme
1. Well-chosen/effective quotations to support literary element
0
1
2
3
4
5
2. In-depth explanation/analysis of how the literary element creates marginalization
Quote 1
0
1
2
3
4
5
Quote 2
0
1
2
3
4
5
Quote 3
0
1
2
3
4
5
3. Effective real world example of how the literary element is present in the world today
0
1
2
3
4
5
4. In-depth explanation/analysis of how marginalization is present in the real world example and how it
is similar to the text
0
1
2
3
4
5
2
3
4
5
5. No mechanical errors
0
1
Total:
/35
32
Frankenstein
Test • Name: ____________________
The Frankenstein test will require you to write a literary essay. In order to prepare for the test, consider
the question listed below and develop a thesis statement.
On the day of the test, you may only bring to class three (3) quotations that you have chosen to support
your arguments, and they must be typed on a separate sheet of paper. You will not be allowed to use any
handwritten notes, and your quotations will be collected at the end of the test.
Task:
Using one element, explore how marginalization is developed in Mary Shelley’s Frankenstein. In your
essay, consider what the three quotations/examples suggest about marginalization.
Thesis
Topic: Marginalization in Mary Shelley’s Frankenstein
Element of choice: _________________________________________________________________________
Position: _________________________________________________________________________________
Area of investigation: ______________________________________________________________________
__________________________________________________________________________________________
Quotations
Quotation 1: ______________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Quotation 2: ______________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Quotation 3: ______________________________________________________________________________
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33