Frankenstein Mary Shelley English 12 Unit Jon von ... · PDF fileFrankenstein – Mary...

“Rime of the Ancient Mariner” – Samuel Coleridge

&

Frankenstein – Mary Shelley

English 12 Unit – Jon von Guttormsen

Name:

Due Date: March 15th, 2017

P a g e | 1

February 2017

Jan 30

Intro to class 2nd

sem

Notes on ―Gothic

Elements‖

HW: Read

Coleridge Bio &

Take notes

Jan 31

Samuel Coleridge

―Rime of the

Ancient Mariner‖

pts I-II

1 – Early Dismissal

Samuel Coleridge

―Rime of the

Ancient Mariner‖

pts III-IV

2

Gleaning a Better

Understanding

Questions for Part

I-IV AND 10 flags

3

HW & 10 flags

DUE

―Rime of the

Ancient Mariner‖

Pts I-IV

In-Depth ?s

HW: Finish In-

Depth ?s

6

In-Depth

Questions DUE

Samuel Coleridge

―Rime of the

Ancient

Mariner‖ Pts V-VI

HW: Article on

Milton’s Paradise

Lost

7

Samuel Coleridge

―Rime of the

Ancient

Mariner‖ Pts VII

HW: Text ?s P835

in packet AND 10

flags

8

HW &10 flags DUE

―Rime of the

Ancient Mariner‖

Pts V-VII

In-Depth ?s

HW: Finish In-

Depth ?s

9

In-Depth

Questions DUE

Down

w/Neoclassicism

AND

―Rime…‖ -

Reflection

10

Milton’s Paradise

Lost

Article Discussion

HW: Read Shelley

Bio & author’s

intro pgs. v-x

13

Discuss Shelley

Bio

Frankenstein

Intro Questions

HW: P. 1-14, 6

flags & A.R.?s

14

Letters AR?s &

6flags DUE

In-depth

discussion ?s

―The Letters‖

HW: P.14-29, 6

flags & A.R.?s

15 – Early D +

Assembly

p14-29 AR?s &

6flags DUE

Walton

Character

Analysis

HW: P.29-46, 6

flags & A.R.?s

16

p29-46 AR?s &6

flags DUE

Finish Walton &

Begin Victor

Frankenstein: The

Beginning

HW: P.46-60, 6

flags & A.R.?s

17

p46-60 AR?s &

6flags DUE

In-depth

discussion

questions ch.1-8

HW:P.61-114, 18

flags & AR ?s &

Article on

Prometheus

20

!!!!!Mid Winter

Break!!!!!

21

!!!!!Mid Winter

Break!!!!!

22

!!!!!Mid Winter

Break!!!!!

23

!!!!!Mid Winter

Break!!!!!

24

!!!!!Mid Winter

Break!!!!!

27

p61-114 AR?s &

Flags DUE

In-depth disc.

questions ch. 9-18

HW:P 97-114,6 flags

& AR?s

28

Prometheus

Article Discussion

HW:P.114-136,

6flags &AR?s

P a g e | 2

March 2017

1

p 114-136AR?s

&6flags DUE

Creature

Character

Analysis

HW: P.136-149,

6flags &AR?s

2

p 136-149AR?s

&6flags DUE

Romantic

Pictograph

HW: P.149-166,

6flags &AR?s

3

p 149-166AR?s

&6flags DUE

Romantic

Pictograph

HW: In-Depth ?s

Ch19-24

6

In-Depth?s DUE

Victor, Walton &

Creature

Analysis

7

Assign Take

Home Essay

Due Wed, March

15th

Editing Day Mon,

Mar 13th

Theme Analysis

HW: Study Vocab

8 – Early Release

Continue Theme

Analysis

HW: Study

Vocab & Essay

9

Vocab &

Comprehension

TEST

HW: Essay

10

Gothic Elements

in Frankenstein

HW: Essay

13

Editing Day for

Essay

HW: Edit Essay,

bring in new

copy tomorrow

14

Editing and

Revising Practice

Practice on your

own essay

HW: Revise

essay for final

submission

15 Essay DUE

Packets DUE

Begin Les

Misérables

16 17

P a g e | 3

“Rime of the Ancient Mariner” & Frankenstein Unit

In this packet you will find the calendar, daily active reading questions/responses and

section analysis questions for the unit. You will be responsible for consulting the calendar

to keep up with due dates for reading and for assignments.

To supplement your understanding of the poem & novel, expect to be prepared to

participate in daily discussion regarding particular motifs and themes throughout the unit.

We will also have several other daily assignments to be done in class that are not

included in this packet. Check calendar for those dates and be ready to come to class

prepared to participate in these assignments.

While this unit will undoubtedly cover plot and character analysis, we will be paying

special attention to particular motifs presented by Samuel Coleridge & Mary Shelley in our

quest to discover the many themes of the poem & the novel and the overall writer’s

intent with each story.

Within “Rime of the Ancient Mariner,” the motifs that we will be particularly looking for are:

Use of supernatural

Imagination vs Order, Control and Logic

Nature/Natural Man vs ―Civilized Man‖

Spiritual Growth/Endless Potential for Growth

Within Frankenstein the motifs that we will be particularly looking for all of the above PLUS:

Nature vs Nurture

Value of intellectual pursuits

Value/place of science in society/world

Treatment of the disenfranchised

Pressures of the class system

You will be expected to actively read & flag your text for evidence of the above motifs.

This will be assessed daily.

Overall requirements for this unit:

Daily active reading flagging

1) Daily active reading questions & observations on above motifs (see active

reading sections of packet)

2) Section analysis questions (see section analysis questions)

3) Daily class work as indicated by calendar

4) Final essay to be assigned on March 7th – due March 16th.

P a g e | 4

Samuel Coleridge – Notes

Born/died (include how):

Occupations:

Social Status:

Focus of Romanticism:

Major works:

P a g e | 5

“Rime of the Ancient Mariner” Vocab: Provide the page/line number, copy sentence from the piece and

create your own original sentence.

1. averred– def: declared; asserted

Pg# & Line:

Original sentence:

2. sere – def: dry

Pg# & Line:

Original sentence:

3. wan– def: pale

Pg# & Line:

Original sentence:

4. wont – def: accustomed

Pg# & Line:

Original sentence:

5. corses – def: bodies

Pg# & Line:

Original sentence:

6. penance – def: suffering in repayment for a sin

Pg# & Line:

Original sentence:

7. seraph man – def: angel

Pg# & Line:

Original sentence:

8. perforce – def:of necessity

Pg# & Line:

Original sentence:

9. shrieve – def: absolve from sin; pardon

Pg# & Line:

Original sentence:

10. smote – def: struck

Pg# & Line:

Original sentence:

P a g e | 6

“Rime of the Ancient Mariner” – Active Reading

Fill in the appropriate information as we read through the poem

In what setting do the events unfold?

Setting 1 (part I)

Setting 2 (part I)

Setting 3 (part I)

Setting 4 (part II - V)

Setting 5 (part VI)

Setting 6 (part VII)

Who are the characters?

Character 1 (part I)



Character 4 (part II)

Character 5 & 6 (part III)

Character 7 (many of them) (part V)

Character 8 & 9 (part V& VI)

Character 10 & 11 (part VI)

Character 12 (part VI &VII)

Summarize the plot. After reading each section.

Parts 1-4 Parts 5-7

1. 5.

2. 6.

3. 7.

4.

P a g e | 7

Character analysis:

List the character traits of List the character traits of

the Ancient Mariner the crew

From whose point of view is the story told?

What are the major conflicts?

What themes are central to the poem?

P a g e | 8

Part I-IV – Gleaning Better Understanding

1. Describe the mood conveyed by the ―engraving‖ on page 815 of the text book.

What details contribute to this mood?

2. Look at lines 63-78, what two good things happen after the albatross appears?

3. In lines 63-78, why does the crew welcome the albatross each day and offer it food?

4. Look at the ―engraving‖ on page 817, in what way do the mariners’ facial expressions

reflect their feelings toward the albatross?

5. Re-read lines 123-126, identifying examples of onomatopoeia. In what way do these

words contribute to the mood of the scene?

6. What details from lines 79-82 suggest that the mariner has feelings of guilt about

shooting the albatross?

7. Look at lines 149-180, what is the mariner’s reaction to the ship?

P a g e | 9

8. Again, in lines 149-180, why must the mariner bite his arm and suck the blood? What

does this say about his overall condition at this point in his voyage?

9. In lines 185-198, Life-in-Death and Death gamble for possession of the mariner. What

does the appearance of these two figures suggest about the mariner’s guilt and the

severity of the crime?

10. Who is speaking in lines 224-225? Why does the speaker fear the ancient mariner?

11. In lines 224-239, what is the mariner’s reaction to being the only survivor of the tragic

voyage?

12. Storytellers of traditional ballads often repeated words to help make their works

memorable. What ideas in lines 232-235 does Coleridge want his readers to

remember?

13. Within lines 248-256 suggest about the mariner’s feelings of guilt? What does this

suggest about his overall character (at this point)?

14. Using the first four parts of this poem, create a general statement about the mariner’s

developing comprehension of nature. Use specifics from the poem to support your

statement.

P a g e | 10

End of “Rime…Mariner” Textbook Question – pg 835

Succinctly answer the following questions on ―Rime of the Ancient Mariner‖ from p. 835 in

the text book.

5.

6.

7.

8.

9.

10.

11.

P a g e | 11

“Rime of the Ancient Mariner” – (1st half – Part I – IV) In-Depth ?s

On your own sheet of paper, THOROUGHLY answer the following questions.

1. In the early sections of the poem, what is the nature of the description? Is it

naturalistic? eerie? How is the albatross described?

2. Why do you think the mariner stops "one of three"--in other words, that particular

Wedding Guest? Why is it important that the Wedding Guest be prevented from

attending the wedding? How does this add to the importance of the Mariner's

tale/message?

3. What does the moon-sun/night-day have to do with the story? What happens when?

What does this symbolize?

4. What is the relationship between the bird and the mariners at the beginning of the

story?

5. Why does the mariner shoot the albatross? Is his act premeditated? Is it caused in any

way?

6. What is the connection between the mariner's inability to speak and then his inability

to pray?

7. What does the act of rolling dice to determine fate mean about the nature of justice

in the Mariner's universe? Why do the crewmembers suffer as well?

“Rime of the Ancient Mariner” – (2nd half – Part V - VII) In-Depth ?s

On your own sheet of paper, THOROUGHLY answer the following questions.

1. What symbolic implications do you seen in the motif of the voyage? How is this

connected to your own lives?

2. Why do the men die again? Did they ever change? What has happened to the

curse?

3. What has the Wedding Guest learned? Why is he now a "sadder, but wiser" man?

4. Do the cause-effect relationships within the poem indicate a rational, moral universe?

5. This poem is like a dream sequence. How is this portrayed?

6. What does this poem suggest about the nature of evil in the universe?

7. What is the overall moral of this poem/story?

8. What characteristics of romanticism are developed in the poem?

P a g e | 12

“Rime of the Ancient Mariner” – Reflection

Name: Date: Per:

With a partner or two, thoroughly discuss and answer the following reflective questions on

Coleridge’s “Rime of the Ancient Mariner.” Understand that each of these questions

could be full essay questions, so your responses should delve into the greater aspects of

this poem. For the purpose of this assignment, it is not expected that you write an essay

for each question, but it is expected that your responses show your ability to analyze and

look deeply into the greater meaning of the poem and go well beyond plot summary.

(Each of you will need to submit this sheet)

1) Coleridge first published several poems, including "The Rime of the Ancient Mariner" in

Lyrical Ballads, (a book he shared publication of with William Wordsworth). In that

work Coleridge’s task was to take unreal situations, supernatural situations, and

somehow make them psychologically real. How does Coleridge take an unreal

ghost story and make it express truths about human nature?

2) The story the Mariner tells is gripping and at some points frightening (especially for

those who would have read it in its first publication). How does Coleridge use

elements of the gothic to influence the poem?

P a g e | 13

Down with Neoclassicism! Romanticism Rules!

For the following elements of Romanticism (R) explain how Coleridge exalts them (uses them to

prove his point) in “Rime of the Ancient Mariner.” For the following elements of Neoclassicism (N)

explain how Coleridge shows them to be fallacies throughout the story in the poem.

Changing/Diverse

Universe (R)

Imagination (in the

writing & on the part

of the character) (R)

Nature/Natural Man

Holding Truths of Life

(R)

Endless Potential for

Spiritual Growth (R)

Order/Symmetry (N)

Calm/Control/

Restraint (N)

Civilization/Civilized

Man (N)

P a g e | 14

Frankenstein Introductory Thoughts

Thoroughly respond to the following “introduction” questions to Frankenstein. These responses

should focus on how YOU view, understand, see, etc. . . the following statements. Be honest,

there is not a right/wrong answer and you will not be “judged” on your responses.

1) Reflect on the following statement: “Because we can do something, we

should.” True? False? Why?

2) In the development of an individual what means more, nature (your

innate personality that you are born with) or nurture (your personality

that is developed through experience)? Why?

3) What is a monstrosity? (If you don’t know what this word means, look it

up in a dictionary) Describe your view of that this is.

P a g e | 15

4) Can science offer a panacea (If you don’t know what this word means,

look it up in a dictionary) for modern society? Why/why not?

5) How should the poor and destitute be treated? Why? Does society treat

them in this fashion? Why/why not?

6) How do you judge other people/strangers? Why? (Again, be HONEST on

this one! I won’t judge you.)

P a g e | 16 Background Info – Letters 1-4

The Arctic

When the novel opens, an explorer named Robert Walton is organizing an expedition through the Arctic,

the area around and within the Arctic Circle and near the North Pole. The Arctic Ocean covers most of this

region, and more than half of the ocean’s surface is frozen at all times. Travel by ship is extremely

dangerous. Huge sheets of ice float through the frigid waters, threatening to crush the vessels that appear

in their paths.

Did You Know?

In the letters, which set the stage for the novel, Robert Walton says he has been deeply affected by the

narrative poem The Rime of the Ancient Mariner, written by Samuel Taylor Coleridge, a leading poet of the

Romantic era. In the poem, an old sailor, or mariner, tells the story of a horrific sea voyage that changed his

life. Sailing in stormy seas near the South Pole, the mariner’s ship is surrounded by ice. When the crewmen

spot an albatross, a huge seagull-like bird, flying through the fog, the ice splits open, freeing the ship. Then,

unexpectedly, the mariner shoots the albatross. After this act of cruelty, the ship is cursed. Driven north, it

becomes stranded in a hot, windless sea. All of the crew except the mariner die. Ever since, the remorseful

mariner has traveled the world to tell his story and to teach others to revere God’s creatures.

Walton’s comments about ―The Ancient Mariner‖ are examples of allusion. An allusion is a reference in a

written work to something from history, art, religion, myth, or another work of literature. Writers use allusions

to give readers additional insights about what is happening in the story and why. Shelley makes frequent

use of literary allusions in Frankenstein.

Background Info -- Chapters 1-10

Two Well-Rounded Characters

In Chapters 1 through 10, Shelley develops the two main characters in the novel: Victor Frankenstein and his

creature. She also introduces a number of minor characters. Both Frankenstein and the creature have

complex and multifaceted personalities. In this regard, they stand out from the other characters in the

novel. When a fictional character has individuality and depth, and experiences personal growth or

change, he or she is called a round character. The opposite of a round character is a flat character. Round

characters are life-like and three-dimensional, while flat characters seem more like cardboard figures or

stereotypes, and are not as well developed.

Did You Know?

Victor Frankenstein develops an interest in science after reading about the ―wild fancies‖ of several noted

alchemists who lived 300 to 500 years before his lifetime. Alchemy was a field of philosophy that speculated

about natural processes and often involved chemical experiments. Medieval alchemists believed they

could find substances that would enable them to transform ordinary metals, such as lead, into gold or

create a magical drink that would extend life and youth forever. While alchemy is not true science, the

alchemists did make some scientific contributions. They discovered mineral acids and alcohol. They also

invented types of laboratory equipment and procedures, which were later modified and used by scientists.

Background Info – Chapters 11-16

Did You Know?

There are many definitions of tragedy. In literature, a tragedy is a story that ends in the downfall of its main

character and arouses pity or fear in the reader. In general, tragedy also expresses a tragic view of life—the

idea that a noble person inevitably brings on his or her suffering or death through some failure or error. As

you continue to read Frankenstein, think about whether the novel fits this definition of a tragedy.

A Fallen Angel

Do these words sound familiar? ―Did I request thee, Maker, from my clay / To mold me man? Did I solicit

thee / From darkness to promote me?‖ This quotation appears on the title page of Mary Shelley’s

Frankenstein. It could have been spoken by Frankenstein’s creature. In fact, the words come from John

Milton’s poem Paradise Lost (1667) and are spoken by the character of Adam. This book-length poem is a

retelling of the story of Adam and Eve from the Bible. An equally prominent character in the poem is Satan,

the lord of evil. Milton depicts Satan as the chief angel of heaven who rebels against God and is cast into

hell. To avenge himself, he tempts Adam and Eve to disobey God in the Garden of Eden. Near the end of

P a g e | 17 Chapter 10 of Frankenstein, the creature confronts his creator. He compares himself not only to Adam but

to ―the fallen angel, whom thou drivest from joy for no misdeed.‖ In Chapters 11through 16, Shelley expands

on this allusion to Paradise Lost, emphasizing the parallels between God and Satan in the poem, and

Frankenstein and his creature in the novel.


The British Isles

The British Isles include two main islands, Great Britain and Ireland, as well as numerous smaller islands. They

lie a relatively short distance off the coast of Europe and were once connected to the continent. Four

groups of people call the islands home, the English, Scots, Welsh, and Irish. While the climate is uniformly

maritime, consisting of mild winters, cool summers, and ample precipitation, the landforms vary from the

mountains and rocky headlands of Scotland to the plains of Southeast England.

Did You Know?

Tales of horror create suspense by raising questions or uncertainties about the action in the reader’s mind.

Sometimes we don’t know what will happen. As we read, we wonder who or what is responsible for the

events that take place, or we wonder how the events came about. In other cases, the tragic outcome is

known or strongly hinted at at the beginning of the story. As we read, the suspense comes from anticipating

when the worst will occur or wondering if it can be prevented. Authors often increase the readers’ feeling of

fear or dread through foreshadowing. They give hints that suggest or prepare the reader for a later event.

Such hints, or foreshadowing, might take the form of a statement by a character, a mood established in the

description of the setting, or the revelation of an important trait in one of the characters.


Did You Know?

Five years after Frankenstein was published, Mary Shelley saw the first dramatic production of her novel. She

liked the actor’s portrayal of her creature. How well she might like the hundreds of interpretations since is

interesting speculation. In the 1931 film Frankenstein, starring English actor Boris Karloff, the monster comes to

life on an operating table after being zapped with electricity. Given a huge, squared-off skull and pale

corpse-like skin, Karloff portrayed the monster as a gentle, almost childlike character. His interpretation

struck a chord with audiences, especially young children, from whom he received much fan mail. In the

1995 film version of the novel, Mary Shelley’s Frankenstein, Robert De Niro, an actor known for his violent

tough-guy roles, was cast as the creature. The director, Kenneth Branagh, explained, ―I wanted a wise and

intelligent and multifaceted Creature who could be angry and even funny at times, and who would have a

sense of humor, however darkly ironic.‖ To develop the physical appearance of the creature, make-up

artists did research in books from the early 1800s on surgery, skin disorders, and embalming. They wanted to

find out what Frankenstein would have been able to achieve using the techniques and knowledge

available at the time. The result is a gray, scarred, hulking, patchwork sort of man.

Two Characters in One?

Many people who have not read Shelley’s novel think that Frankenstein is the name of the creature, not the

scientist who brought him to life. Careful readers of the novel, however, point out that this mistake has a

certain symbolic truth. They see the two characters as doubles of each other, or two parts of a divided self.

The idea of the double comes from German folklore and is known as the doppelgänger (―double goer‖).

The concept was based on the ancient belief that each living creature has an exact double who exists as a

spirit or ghost. Many writers of horror stories have employed the idea of the double. For example, in Robert

Louis Stevenson’s novella of double identity, The Strange Case of Dr. Jekyll and Mr. Hyde, a respectable

doctor becomes a murderous stalker by night.

P a g e | 18

Frankenstein Vocab

For each vocab word given, copy sentence from the piece with line and/or page # and create your own

original sentence.

The Letters 1-4, Pages 1-14

11. ardent - adj. passionate

Pg# & Line:

Original sentence:

12. countenance - n. face; expression

Pg# & Line:

Original sentence:

13. dauntless - adj. fearless

Pg# & Line:

Original sentence:

14. harrowing - adj. extremely distressing

Pg# & Line:

Original sentence:

15. irrevocably - adv. in a way impossible to change

Pg# & Line:

Original sentence:

16. mariner - n. navigator of a ship

Pg# & Line:

Original sentence:

17. perseverance - n. steady persistence

Pg# & Line:

Original sentence:

P a g e | 19 Chapters 1-10

18. benevolent - adj. showing charity

Pg# & Line:

Original sentence:

19. commiserate - v. to express sympathy

Pg# & Line:

Original sentence:

20. consolation - n. something that eases sorrow or disappointment

Pg# & Line:

Original sentence:

21. discern - v. to detect; to perceive

Pg# & Line:

Original sentence:

22. fiend - n. evil spirit; devil

Pg# & Line:

Original sentence:

23. hideous - adj. extremely ugly

Pg# & Line:

Original sentence:

24. omen - n. a sign of future good or evil

Pg# & Line:

Original sentence:


25. conjecture - v. to guess using the available evidence

Pg# & Line:

Original sentence:

26. disconsolate - adj. unable to be cheered up

Pg# & Line:

Original sentence:

27. enigmatic - adj. puzzling

Pg# & Line:

Original sentence:

28. flagrant - adj. highly offensive

Pg# & Line:

Original sentence:

29. pensive - adj. deeply or dreamily thoughtful

Pg# & Line:

Original sentence:

30. venerable - adj. worthy of respect or reverence

Pg# & Line:

Original sentence:

31. vengeance - n. punishment inflicted in return for a wrong

Pg# & Line:

Original sentence:

32. wantonly - adv. maliciously; without restraint

Pg# & Line:

Original sentence:

P a g e | 21 Chapters17-21

33. base - adj. mean-spirited

Pg# & Line:

Original sentence:

34. inexorable - adj. unyielding

Pg# & Line:

Original sentence:

35. insurmountable - adj. impossible to overcome

Pg# & Line:

Original sentence:

36. irksome - adj. annoying

Pg# & Line:

Original sentence:

37. listless - adj. lacking energy

Pg# & Line:

Original sentence:

38. malicious - adj. deliberately harmful

Pg# & Line:

Original sentence:

39. torpor - n. state of inactivity or apathy

Pg# & Line:

Original sentence:

40. traverse - v. to travel across

Pg# & Line:

Original sentence:


41. adversary - n. enemy; opponent

Pg# & Line:

Original sentence:

42. consternation - n. state of confusion

Pg# & Line:

Original sentence:

43. illustrious - adj. very distinguished

Pg# & Line:

Original sentence:

44. omnipotent - adj. all-powerful

Pg# & Line:

Original sentence:

45. pilgrimage - n. long journey for a spiritual purpose

Pg# & Line:

Original sentence:

P a g e | 23

Active Reading – Pages 1-14 (“the letters”) ACTIVE READING QUESTIONS: Completely answer the following questions ON YOUR OWN PAPER.

These are due when your calendar states the readings are due. Letter I - 1. Who is being written to?

2. Where is the writer when the first letter is written?

3. What is the writer’s goal?

4. What ―occupation‖ did the writer attempt and ―failed‖?

5. How was his voyage financed & how long did it take to plan?

6. Who is writing the letters?

Letter II – 7. Where is the 2nd letter written from?

8. What is the writer ―missing‖ that he feels its absence as ―a most severe evil‖?

9. What is the ―master’s‖ history with a particular Russian female?

10. The writer says that he is off to ―the land of mist and snow‖ but that he will kill no albatross.

What do you think he means by this in his situation?

Letter III – 11. How is this letter to be ―sent/delivered‖?

Letter IV – 12. What is the situation of the ship at the beginning of this letter?

13. What did the crew see when the mist first cleared?

14. What was the condition of the man who boarded?

15. How does the writer feel about the man who boarded?

Reading Observation:

Your Question:

How does this section ―comment‖ on one of the motifs?

Active Reading – Pages 14-29 (ch 1-3)

ACTIVE READING QUESTIONS: Completely answer the following questions ON YOUR OWN PAPER.

These are due when your calendar states the readings are due. 1. Where was the new man on the ship from (his family heritage)?

2. Who were his parents?

3. What does ―penury‖ mean? Who is the word used to describe?

4. What is the name of the little girl who was adopted by the answer to question #2?

5. What is our story teller’s name?

6. Who was our story teller’s best friend – other than the adopted girl?

7. What type/area of education was the story teller’s main interest?

8. How old was he when he was enrolled at the University of Ingolstadt?

9. What happened to his family before leaving for the university?

10. Which professor berates him for his study of Agrippa? And, to which professor does he become a

―disciple.‖


Your Question:


P a g e | 24



These are due when your calendar states the readings are due. 1. How long does Victor stay away from Geneva studying at Ingolstadt?

2. What kept Victor from returning home? What was he able to do in one of his experiments?

3. How long did his study/experiments/work continue before seeing the ―accomplishment of his toils‖?

4. What was Victor’s first response upon seeing the first signs of life in his creature?

5. What did Victor dream about that night?

6. What did Victor do upon awakening?

7. What is the verse Victor recalls? What is it referring to?

8. Why had Clerval not join Frankenstein earlier?

9. How long does Clerval attend Frankenstein during his illness?


Your Question:




These are due when your calendar states the readings are due. 1. Who is Justine? Explain fully.

2. Who are Victor’s brothers?

3. When was Victor Frankenstein scheduled to return home?

4. What happened to Victor’s youngest brother?

5. When does Victor arrive at Geneva? What does he do when he gets there/where does he go?

6. What does he see in the storm?

7. What is happening to Justine? Explain fully.

8. Where do the Frankensteins go to ―get away‖?

9. Who does Victor blame for all the tragedies?

10. How have the events changed Elizabeth?

11. How long had Victor been away at school?


Your Question:


P a g e | 25



These are due when your calendar states the readings are due.

1. What seemed to ―soothe‖ the weight upon Victor’s ―spirit‖?

2. Where does Victor meet his creation?

3. What is the creature’s reaction/request to Victor?

4. Where does Victor follow his creature?

5. What were the first pleasures the creature describes?

6. How was the creature treated by people?

7. Where does the creature ―settle‖ and what does he see there? Be specific.


Your Question:





1. How does he creature know the people he’s watching ―love‖?

2. How does he realize they are in ―pain‖?

3. How does he help them?

4. How did he creature learn language?

5. Who comes to relieve Felix’s sorrow?

6. How does the creature learn to read?

7. How does the creature learn about social status?

8. What were the names of the cottage dwellers?

9. How did this family end up in this cottage?

10. What does the creature find in the woods? Be specific.

11. While reading these texts, what human characteristics ‖rise‖ within the creature? What does he

abhor?

12. What did the creature discover in the pocket of the clothes he took from Victor’s lab?

13. What happens when the creature decides to talk to the cottagers? Explain fully.


Your Question:


P a g e | 26




1. What do the DeLaceys decide to do?

2. What happened with the girl by the stream? Explain

3. What was the creature’s intention upon meeting William Frankenstein?

4. Why does he frame Justine?

5. What does the creature want Victor to do?

6. Why does the creature say he is malicious?

7. What are some arguments the creature used to convince Victor to do your answer to #1?

8. What are Victor’s arguments against?

9. What is Victor’s decision?

10. What does Victor’s father propose as a help to Victor’s melancholy?

11. What does Victor want to do first?

12. Who goes with Victor?


Your Question:





1. Where are they at the beginning of the chapter? How long do they stay there?

2. Where do they go next? Why?

3. Where does Victor begin his ―labours‖?

4. What is the condition of this place?

5. While working, Victor takes a moment to contemplate. How long has it been since he brought life

to the first creature?

6. What does Victor fear the creatures will do in their exile?

7. What does Victor do to then 2nd creature?

8. Where does the creature promise to be?

9. Upon arriving in Ireland, what does Frankenstein discover?

10. How long is Victor sick from this?

11. Who comes to care for Victor?

12. How does Victor react to the presence of this person?


Your Question:


P a g e | 27

Active Reading – Pages 136-149 (ch 22 – 23)


These are due when your calendar states the readings are due. 1. As they travel home, how does Victor’s father begin to view Victor?

2. In his letter from Elizabeth what does Elizabeth want to know?

3. How does Victor answer?

4. How is Elizabeth acting as the wedding nears/happens and they embark on their honeymoon?

5. What is the first night of their honeymoon like?

6. How does the creature enact his revenge?

7. What happened to Victor’s father?

8. What happens to Victor after your answer to #3?

9. How does the magistrate respond to Victor?


Your Question:


Active Reading – Pages 149-166 (ch 24)


These are due when your calendar states the readings are due. 1. Where does Victor go before leaving Geneva for good?

2. What is the creature satisfied with?

3. How did Victor get to Walton’s ship? List the trip from Geneva to the boat?

4. What does Victor ask of Walton?

5. What does Victor warn Walton about the creature?

6. Walton tells his sister that he really wants to know something from Frankenstein but that Frankenstein

will not tell him. What is this?

7. What is Walton most sad about?

8. What is threatening Walton’s vessel?

9. What does Walton fear because of this?

10. What does Frankenstein say to Walton’s crew?

11. What does Walton decide to do?

12. What are Victor’s last words of ―advice‖ to Walton?

13. According to the creature, why did he go after Elizabeth?

14. What has the creature really desired all along (although he never gets it)?

15. What are the creature’s plans as he leaves Walton’s vessel?


Your Question:


P a g e | 28

Frankenstein – The opening chapters 1-8

Briefly review the assigned chapters so far. After doing this answer the following

questions, using complete sentences. You may work with ONE partner.

Analyzing Literature

1. Who is Elizabeth and how does Frankenstein feel about her? What does their relationship tell

you about Frankenstein’s values and personality? (3 pts)

2. What is Frankenstein’s purpose in pursuing science and philosophy? How do you interpret

Frankenstein’s initial response to the success of his experiment? For someone so engaged in

his pursuit of knowledge and advancement, why does he react this way? (3 pts)

3. Frankenstein says, ―I shunned my fellow creatures as if I had been guilty of a crime.‖ From your

reading, give specific examples of Frankenstein’s isolation from others. What does this tell you

about his personality and his goals? Explain. (5 pts)

P a g e | 29

4. How is Frankenstein affected by the knowledge that the creature may be responsible for the

death of William? In Chapter 7, what statement suggests that he views the creature as part of

himself? Do you agree with Frankenstein that he bears some responsibility for the death? Why?

(5 pts)

Personal Response 5. What do you think of Victor Frankenstein as a student and scientist? What do you admire or

dislike about his goals? Explain. Use ALL the space provided! (10 pts)

P a g e | 30

Extended Responses 7. Evaluate the character of Victor Frankenstein using evidence from Chapters 1 through 10 of the

novel. Focus your discussion on the following questions as well as others that occurred to you as

you were reading. For full credit, you must USE ALL THE SPACE PROVIDED!!!! (20 pts)

• What can you infer about Frankenstein’s character from his close personal relationships? …his

scientific project? In your opinion, is he an appealing person?

• Do you think that Frankenstein went too far in his quest for knowledge? Did he have a good

motive for his project? Did he have adequate knowledge to begin his project? Did he

consider possible consequences of his actions?

• How is Frankenstein affected by what happens after he abandons the creature? Why does he

call himself the ―true murderer‖ of William?

P a g e | 31

Frankenstein – Chapters 9-18



Analyzing Literature 1. How is Victor feeling now that William and Justine have died? Is he consolable? What does

he turn to in order to find some peace? In terms of Romanticism, why is this appropriate? (4 pts)

2. What does Frankenstein think of the creature when he meets him in Chapter 10? Why does he

decide to follow the creature and listen to his story? Explain? (3 pts)

3. Why is the creature drawn to the family in the cottage? What qualities of the family affect the

creature? How does the family’s reaction to the creature affect his view of himself and the

human race? (3 pts)

P a g e | 32

4. After reading Paradise Lost, why does the creature think he is like Adam in that book? Why

does he think he is like Satan? What are the specific reasons that the creature gives for hating

his creator? Which do you think is more accurate comparison? Why? (3 pts)

5. How does the creature cause the deaths of William and Justine? What does the murder of

William tell the creature about himself? According to the creature, what can save him from

doing evil? Do you agree? Why/why not? (3 pts)

6. What arguments does the creature use to persuade Frankenstein to make the female

creature? Are the valid reasons? Explain. In your opinion, should Victor create a second

creature that is female? (3pts)

7. How has Frankenstein’s decision affected Frankenstein’s mood and personal life? (3 pts)

P a g e | 33

8. Thus far, do you find the creature more or less sympathetic than the character of Victor

Frankenstein? Explain. (3 pts)

9. How believable is the account of the creature’s education? Refer to the novel and your own

experience in your answer. (3 pts)

Personal Response

10. What questions would you like to ask the creature? (You must come up with at least 3 real,

thoughtful questions.) (6 pts)

1)

2)

3)

P a g e | 34

Literature and Writing

11. Now that you have heard the creature’s story, do you think he is justified in declaring an ―ever-

lasting war‖ against the human species and his creator? Debate this question with your

partner and write down your and your partner’s points. For full credit, you will need to use all

the space provided. (10 pts)

P a g e | 35

Frankenstein – Chapters 19-24



Analyzing Literature 1. What keeps Frankenstein from completing the second creature? (You need several reasons here) In

your opinion, does Frankenstein make a good decision? Or should he have finished the creature?

2. How does Frankenstein become lost at sea? What happens when he lands in Ireland? Do the people

have the right to suspect this man ―from the sea‖? How probable do you think this whole situation is? (3

pts)

3. Why does he call himself Henry Clerval’s murderer? Do you agree or disagree with this? Explain. (3 pts)

4. What happens to Elizabeth? What is ironic, or unexpected, about the creature’s revenge on

Frankenstein? In your opinion, why does the creature direct his revenge to Frankenstein’s wedding? Is it

effective? Explain. (3 pts)

P a g e | 36

5. How does Shelley show that Frankenstein and the creature are both obsessed with revenge? Does either

of them win? Explain. (3 pts)

6. How sympathetic is the creature as he looks upon the dead body of his creator? Victor states that the

creature is eloquent and persuasive but evil with a fiend-like malice. How does the creature appear to

you in his final scene with Walton? (4 pts)

7. How do you think Frankenstein failed or erred as a human being? What traits or attributes, do you think,

led to the creature’s fate? What compelled Frankenstein to pursue such endeavors? (4 pts)

8. Does Frankenstein’s story have any effect on Walton? If so, what? If not, why? (4 pts)

P a g e | 37

Personal Response 9. Did the ending of the novel surprise you? Can you imagine a different ending to the novel? What would

that different ending be? How it would it have ―worked‖ in terms of the tone, mood and set up of the

novel as a whole? (10 pts)

P a g e | 38

GOTHIC NOTES

P a g e | 39

Neoclassicism Romanticism

Universe is dynamic & changing

EMPHASIS ON:

Emotion/imagination

Sympathy/passions/ intuition

Nature/natural man

Endless potential for social progress & spiritual growth

Literature:

Expressive of intuitive experience & bringing inner world to imaginative expression

Philosophy:

Natural man is good. The further away from civilization man gets, the more innocent of evil he is. Imagination is the key. Nature holds the truths & inspiration of life (idea of the noble savage)

IMAGINATION OVER REASON

Neoclassism approx. 1700-1788

Great Chain of Being

main philosophy

man at center of universe

EMPHASIS ON:

Order/symmetry

Calm/control/restraint

Civilization/civilized man

Humans had limitations

Literature:

Essays

Illustrated human values & laws that existed

Philosophy:

Man is inherently prone to lose control (give into appetites & passions) so he must exercise self-control (reason) and keep imagination under control.

REASON OVER IMAGINATION

Romanticism

Frankenstein Mary Shelley English 12 Unit Jon von ... · PDF fileFrankenstein – Mary...

Documents

Transcript of Frankenstein Mary Shelley English 12 Unit Jon von ... · PDF fileFrankenstein – Mary...