‘Did I request thee, Maker, from my clay To mould me man

‘Did I request thee, Maker, from my clay To mould me man
‘Did I request thee, Maker, from my clay To mould me man? Did I solicit thee From darkness to promote me? Who might utter these words?

Certain knowledge is forbidden – and mankind shouldn’t meddle with it as the consequences could be terrible. ‘Paradise Lost’ is a poem by John Milton (1667) based on the book of Genesis from the bible. Genesis tells the story of Adam and Eve who disobey God and eat the forbidden fruit from the tree of knowledge. In Milton’s poem, Satan has been thrown out of Heaven for rebelling against God, so he decides to take revenge by corrupting Adam and Eve. Like Adam and Eve, Frankenstein meddles with forbidden knowledge and suffers misery and isolation as a result.

‘Did I request thee, Maker, from my clay
To mould me man? Did I solicit thee From darkness to promote me? On the title page of the first edition of Frankenstein there are three of Adam’s lines from Paradise Lost, in which he questions God for creating him. This suggests that the novel should be read with Paradise Lost in mind. Like Adam, the monster questions his creator for making him, since his life is so miserable.

Frankenstein; – Or the Modern Prometheus
Ambition has the power to be dangerous, particularly if its selfishly or recklessly pursued, and it can lead to death and destruction. Certain knowledge is forbidden – and mankind shouldn’t meddle with it as the consequences could be terrible. Recap – why did Shelley call the first edition of her novel: Frankenstein: or The Modern Prometheus?

Narrative Structure Frankenstein is a bit like the parcel in ‘pass the parcel’ – Walton is the first layer, Frankenstein is the second and the monster is wrapped up in the middle. It is structured using frame narratives – a story which contains another story within creating the effect of ‘a story within a story’. Walton’s letters frame Frankenstein’s story, which in turn acts as a frame for the monster’s account. So there are 3 narrators

The 3 narrators: Walton’s letters – set the scene and establish some key themes before Frankenstein’s story begins. The letters start in medias res which draws the reader straight into the action. Frankenstein is the novel’s main narrator. Shelley uses a first person narrative so she can present his motivations and feelings. The monster – his account gives the reader his perspective on events. It encourages the reader to sympathise with him.

Epistolary An epistolary is a novel written in the form of letters. In Frankenstein, all of the narratives are contained within Walton’s letters to his sister This form engages the reader with the story. Walton is writing to his sister, but it’s as if he’s directly addressing us. The opening letters add intrigue, because Walton only knows part of the story. For example, the ‘strange sight’ of a ‘shape of a man’ riding across the ice makes the reader want to find out more. It can make events seem more dramatic, because Walton writes about his immediate reactions to events. NOTE – other letters in the novel provide insights into more minor characters – we will look at this in more depth as and when they arise in the novel

Let’s meet Walton… What are your first impressions of Walton?
Discussion questions: What are your first impressions of Walton? What are your first impressions of the novel? Stretch and challenge: Why do you think Shelley decided to open her novel with a letter from an ambitious man?

As you come in…10 minutes On your tables there is a worksheet for each of you with plot points from the first four of Walton’s letter The plot points have been jumbled up Please take four coloured pencils and colour code each plot point based on which Letter they fall into (1-4). So have one colour for plot points that are in Letter 1, another for Letter 2, so on and so forth… STRETCH & CHALLENGE – if you finish the above, try putting the plot points in the order that they occur in the Letter (write a number next to the plot point) After you have completed this task, please glue it into your books

Context ‘nugget’ Mary Shelley’s mother was called Mary Wollstonecraft and she was no wallflower herself She wrote and published ‘A Vindication of the Rights of Woman’ one of the earliest pieces of feminist philosophy and literature. Within this, Wollstoncraft argues that women are not naturally inferior to men, but have become so through lack of education available to them. This theme is explored throughout Shelley’s Frankenstein Hand out the little handouts/nuggets and get them to glue these into their books please = go through the info briefly on the slide

Lesson focus – analysis of Walton’s letters
Lesson objective: To skim and scan the first 4 letters for key quotations To select and retrieve quotations from Walton’s 4 letters based on a key theme Lesson outcome: To start building a quotations bank for a key theme of the novel

Starter – 3 minutes A theme is an idea that is explored repeatedly throughout a text. On your tables, in the middle of the A4 paper, mind-map anything that has kept cropping up in Walton’s 4 letters; anything that Walton perhaps keeps referring to/talking about that could potentially be considered a theme

Feedback The importance of family The pursuit of forbidden knowledge
Isolation Romanticism Attitudes towards women Accept anything, but the key ones to highlight at the end are: The importance of family The pursuit of forbidden knowledge Isolation Romanticism Attitudes towards women

Groups Charlie, Eloise, Ellie B, James, Gaby and Holly
Jack, Harry, Helena, Alice, Delia and Maisie Bobby, Oliver H, Charlotte, Megan and Tom Kayleigh, Mia, Oliver L-U, Eve, Alex and Ellie R Hannah, Sarah, Lauren, Nathan and David

Group task Your group will now be allocated a key theme
You now have 35/40 minutes to skim/scan Walton’s letters and select/retrieve any key quotations linked to that key theme Note them down into your books You DO NOT need to analyse them at this stage

Mini-plenary In your groups, discuss which quotation out of the ones you have identified so far is the best quotation – the one that you will DEFINITELY remember in the future On your individual exit tickets, write the following: The quotation Why you chose that quotation

Back to objectives… Lesson objective: To skim and scan the first 4 letters for key quotations To select and retrieve quotations from Walton’s 4 letters based on a key theme Lesson outcome: To start building a quotations bank for a key theme of the novel

As you come in… Complete a mnemonic based on what you know about the character of Walton so far: W – wants a companion/understands the importance of having someone to share your experiences with A – L – T – O – N -

Extension Walton’s letters to Margaret are written from the far north, and Frankenstein tells his story to Walton against the backdrop of an icy Arctic landscape. This is not the most obvious setting for a ghost story. Look at the following reasons why Shelley might have chosen to open the novel in this setting. Rank the statements, with the one you think is most important at 1 and the one you think is least important at 4: The emptiness of the vast wasteland mirrors Walton’s loneliness and Frankenstein’s isolation. The constant references to snow and ice make the reader feel vulnerable at the start of the story. This is a landscape for adventure and exploration. The reader therefore understands right from the start that this will be a story about exploration and discovery. The Arctic lay on the boundaries of the known world and this echoes Frankenstein’s experiments on the edge of known science at the time.

Lesson focus: chapters 1 & 2
Learning intention: To recap/consolidate your knowledge of the plot/narrative of chapters 1 & 2 To recap/consolidate your knowledge of key quotations from chapters 1 & 2 To compare and contrast the characters of Robert Walton and Victor Frankenstein

Starter – plot summary Complete the task on your chapter 1&2 summary worksheet Glue the worksheet into your books

Starter 2 – key quotes Complete the task on your chapter 1&2 key quotation worksheet Glue the worksheet into your books

Main - Focus on the details
Walton and Frankenstein – two characters driven by obsession Shelley gives similar attributes to Walton and Victor – this is a technique called ‘doubling’ or ‘mirroring’, where are writer shows similarities in the personalities and stories of different characters. Copy and complete the following table to find similarities between Walton and Victor: Similarity Walton Quotation Victor They both have close relationships with their sister Writes to his sister ‘I love you very tenderly. Remember me with affection, should you never here from me again.’ Loves and admires his adopted sister from an early age They both have obsessions They find themselves on the polar ice They are fascinated by discovery and knowledge Stretch & challenge – can you think of any more similarities to add to your table?

Development Why do you think that Shelley has done this?

HL – due Monday Read chapters 3+4
Make note of the number that I give you Summarise the key plot points/events that happen in chapters 3+4 Identify and note down any key quotes based on the theme of fate/destiny Identify and note down any key quotes based on the theme of the pursuit of knowledge Identify and note down any key quotes based on the theme of madness and obsession Identify and note down any key quotes based on the theme of appearance (how does Frankenstein describe the appearance of other characters within the novel) Identify and note down any key quotes that allude/refer to nature in any way, shape or form

Back to objectives… Learning intention:
To recap/consolidate your knowledge of the plot/narrative of chapters 1 & 2 To recap/consolidate your knowledge of key quotations from chapters 1 & 2 To compare and contrast the characters of Robert Walton and Victor Frankenstein

As you come in… Context ‘nugget’ Wollstonecraft (Shelley’s mother) died a few days after giving birth to her, following a birth related infection. There is no doubt that Mary would have felt a sense of guilt over her mother’s death, and this is reflected in the novel through the character of Elizabeth. In the novel, Frankenstein’s mother dies after catching Scarlet Fever from Elizabeth. Although the cause of death is different, the idea that a daughter can be unwittingly the cause of her mother’s death holds a strong parallel with the writer’s own life. Read and glue the context nugget into your books

Lesson focus: chapters 3+4
To recap/consolidate your knowledge of the plot/narrative of chapters 3 & 4 To recap/consolidate your knowledge of some new themes in chapters 3 & 4 To recap/consolidate your knowledge of key quotations from chapters 3 & 4

What’s the link?

Starter 1 – appearance and humanity’s innate prejudicial nature
Frankenstein often seems to focus on the appearance of the characters he describes (we saw this in chapter 1 with Elizabeth and we see it again in chapters 3+4 with his two professors). Frankenstein explores one of mankind's most persistent and destructive flaws: prejudice. Nearly every human character in the novel assumes that the monster must be dangerous based on his appearance.

Starter 2 – sharing knowledge from your HL
Remember your numbers from the HL – see below: Summarise the key plot points/events that happen in chapters 3+4 Identify and note down any key quotes based on the theme of fate/destiny Identify and note down any key quotes based on the theme of the pursuit of knowledge Identify and note down any key quotes based on the theme of madness and obsession Identify and note down any key quotes based on the theme of appearance (how does Frankenstein describe the appearance of other characters within the novel) Identify and note down any key quotes that allude/refer to nature in any way, shape or form Sit in your HL groups and share your HL with each other. You have 10 minutes to add notes/quotes to your HL to make sure that you haven’t missed anything You now have 10 minutes to present your work on a piece of sugar paper, making sure that the information is clear and accurate Underline any key words in the quotations or language devices that you could analyse

Main You now have 30 minutes to make your way around the room and note down the key pieces of information/quotations from each piece of sugar paper You should aim to spend approximately 5 minutes at each ‘sugar paper station’

Fate/destiny ‘‘So much has been done, exclaimed the soul of Frankenstein—more, far more, will I achieve; treading in the steps already marked, I will pioneer a new way, explore unknown powers, and unfold to the world the deepest mysteries of creation.’ Explore this quote. Victor’s reference to himself in the third person illustrates his sense of fatalism—he is driven by his passion, unable to control it. Further, the glorious, assertive quality of his statement foreshadows the fact that Victor’s passion will not be tempered by any consideration of the possible horrific consequences of his search for knowledge.

Development – creating atmosphere
Look at the below extract. What kind of atmosphere do you think Shelley is trying to create? Identify key words and phrases in the quote to support your answer: ‘…the moon gazed on my midnight labours, while, with unrelaxed and breathless eagerness, I pursued nature to her hiding places. Who shall conceive the horrors of my secret toil, as I dabbled among the unhallowed damps of the grave or tortured the living animal to animate lifeless clay?’ Shelley uses imagery to describe how Frankenstein shuns the beauty of nature: ‘Winter, spring a summer passed away during my labours; but I did not watch the blossom or the expanding leaves – sights which before always yielded me supreme delight – so deeply was I engrossed in my occupation.’ What picture does this create in your mind? How does it differ from the imagery used in the rest of the chapter, such as when Frankenstein visits graveyards to collect bodies? What themes can you link this quotation to? Madness and obsession

Back to objectives… To recap/consolidate your knowledge of the plot/narrative of chapters 3 & 4 To recap/consolidate your knowledge of some new themes in chapters 3 & 4 To recap/consolidate your knowledge of key quotations from chapters 3 & 4

As you come In – discuss…

Lesson focus: the theme of madness and the creative mind
Learning intention – to explore the theme of madness and the creative mind and link it to the novel

Popular treatments in the 1800s
Mesmerism became popular in order to cure mental illnesses. Originally given a bad name because of the quackery of the theory behind it, James Braid renamed mesmerism as hypnotism. Instead of stroking the body to reconnect it with harmony in animal magnetism like Anton Mesmer had proposed, Braid had his patients fix their attention on his lancet case until they fell asleep (Dickinson, 1990). Opiates were also useful drugs, used to put patients to sleep and for relaxation purposes (Dickinson, 1990). The Rest Cure, developed by S. Weir Mitchell, consisted of 6 weeks’ bed rest, a high calorie diet, and massages. He originally used this treatment for Civil War soldiers but found that it also helped cure some people’s mental illnesses (Dickinson, 1990). Freud’s Psychoanalysis Theory was also used towards treating mental illnesses beginning in 1885. Although many people criticized his use of prodding into personal lives in order to treat his patients, he believed in his theory of psychoanalysis (Dickinson, 1990). Psychosurgery was first performed by Dr. Burckhardt in 1890. He severed the connections between the frontal lobes and the rest of the brain in hopes that it would help cure certain mental illnesses. After the surgeries, he found that some patients were easier to manage whereas others were not. Surgeons modified this treatment and it became popular again in the 1930s-1950s (Dickinson, 1990). Prophylactic lithium was first used by Carl Lange in 1886 in order to treat depression. The first recorded preventative drug therapy case in psychiatry was his prescription of prophylactic lithium, exercise, and diet (Dickinson, 1990).

A History of the Madhouse
How have perceptions changed about ‘madness’ over time? How has treatment changed over time? How has ‘madness’ been linked to creativity across time?

‘Madness’ and creativity
Read through the news article in your pairs Do you think there is a link between mental health issues and creativity?

Development… How can we link all of this to the character of Victor Frankenstein? Could Shelley have been exploring/trying to find a reason for all of the untimely deaths in her life? The Romantics were often viewed as creative, but also linked to drugs and sometimes died young. Re-read the final paragraph of chapter 4. Pick out a key quotation that shows Frankenstein’s state of mind at this point in the novel and answer the following question below: How does Shelley use language to convey a sense of madness at the end of chapter 4?

In groups... Each group has been given some information regarding one of the following areas: Current mental health treatments; The history of treating mental illness; The link between creativity and ‘madness’. Pick out 4 – 6 points from your article to feed back to the class.

Discussion and note-taking…
Note down any key points that the other groups make

Back to objectives… Learning intention – to explore the theme of madness and the creative mind and link it to the novel

Frankenstein is sometimes referred to as the first science-fiction novel. Shelley takes ideas about science and experimentation that were happening at the time and stretches them into the realms of imagination and fiction. The novel also poses questions about the ethics and morality of scientific discovery. Discuss on your tables current ideas about science and experimentation that are happening NOW that current authors/directors are stretching into the realms of imagination and fiction and that might also pose questions about ethics and morality. As you come in… Spend about 10 mins

Class discussion… More recently, in the introduction to the Bloomsbury Classics edition, poet Benjamin Zephaniah states that: “I think (Frankenstein) is more relevant today than ever. With all the new things we make, are we creating things that we can’t control? And if we make things that we can’t control, does that make us evil or just curious?” Spend about 10 mins

Lesson focus: creative writing – section B of paper 1
Learning intentions: To develop your own writing by working on targets from section B of the mock exam in relation to a creative writing task linked to the novel

Main - targets and task Get your green books from the cupboard
Note down any targets that you have been given so far this year in relation to section B, Eng Lang paper 1 in your workbooks Choose one of the options below and spend 20 minutes, in silence, writing the opening couple of paragraphs of a science-fiction narrative: A genetic engineer obsessed with creating a flawless human being A computer genius who believes they can achieve immortality by uploading their soul to the internet A computer that begins to develop the characteristics of life and generates its own free will Alternatively, if you can think of your own idea based on the class discussion at the start of the lesson, run it passed the teacher

Peer assessment Using the section B creative mark scheme in your green books, swap your writing with someone on your table and give them some peer feedback in the form of 2* and a wish Then, imagine they had written a full response to exactly the same standard – give them a mark out of 24 for AO5 and 16 for AO6 Look at the targets that they were given, have they clearly worked on them?

If time, listen to some…

Back to objectives… Learning intentions:
To develop your own writing by working on targets from section B of the mock exam in relation to a creative writing task linked to the novel

As you come in… What are your first impressions of Victor?
If you were going to sum him up in one sentence, what would it be? If you were going to sum him up in one word, what would it be? Write down your answers to the above questions in your books

Feedback

Lesson focus: characterisation of Frankenstein
Learning intention: To gain a deeper understanding of the character of Victor Frankenstein through close analysis of the novel so far…

Starter - 10 minutes Complete the table below
Why has Shelley mirrored these two characters in the opening of the novel? Similarity Walton Quotation Victor They both have close relationships with their sister Writes to his sister ‘I love you very tenderly. Remember me with affection, should you never hear from me again.’ Loves and admires his adopted sister from an early age They both have obsessions They find themselves on the polar ice They are fascinated by discovery and knowledge Stretch & challenge – can you think of any more similarities to add to your table?

Main - Victor Can I have a volunteer? There are a few things that we
have learnt about Victor so far in from the novel: He has/had an obsessive desire for knowledge 2. He can be self-absorbed 3. He is surrounded by people who love him 4. He becomes physically and mentally weaker as the novel progresses

Main - task In your groups, you are to find as many quotations as you can in 5 minutes for each part of Victor’s character and write them on your coloured slips and glue them to the Victor silhouette: He has/had an obsessive desire for knowledge 2. He can be self-absorbed 3. He is surrounded by people who love him 4. He becomes physically and mentally weaker as the novel progresses 1 2 3 4

Development… So far, has Shelley presented Victor as a character that the reader sympathises with or not? Discuss

Back to objectives… Learning intention:
To gain a deeper understanding of the character of Victor Frankenstein through close analysis of the novel so far…

As you come in… Recap – what has just happened in the novel that we have read so far…

Lesson focus: The Birth of the Monster
Learning intention – To read and understand the main events of chapter 5

Let’s read…

Let’s summarise

As you come in… ‘It was on a dreary night of November that I beheld the accomplishment of my toils.’ How does Shelley build a sense of foreboding from the very opening sentence of chapter 5? Can you identify any language devices?

Learning intention – To explore Shelley’s use of language at the start of chapter 5 To practise forming an answer to part of an examination style question

Starter 1 – the text ‘lasso’
The format of the exam questions – In the Lit paper 1, you will be provided with a short extract from the novel and asked to write about the extract and the novel as a whole. The format of the question will be similar to this: In the extract from (Chapter X), Shelley describes (person, situation, place, emotions etc…) Write about: How she presents the (person, situation, place, emotions etc…) in the extract How she presents the (person, situation, place, emotions etc…) in the novel as a whole You will have to get used to answering questions like this. To do so, you will need to choose extracts that are about 300 words long to write about.

Starter 1 – the text ‘lasso’
Open your copy of the novel to any page and count a 300 word section Lay a piece of paper over your page and mark out the space of the 300 word section Take the paper off the page and cut around your markings. You now have a whole in the paper that is about the size of 300 words of text Lay this piece of paper over any page in your copy of the novel to select a 300 word extract of your choice

Main – exam practice place your text lasso at the start of chapter 5
In the extract from chapter 5, Shelley describes the birth of the monster. Write about how she presents this scene in the extract: You could comment on: The way she describes the setting The way she describes the monster The way she describes Victor’s reaction to his creation

Main – exam practice You have 20 minutes to write a response to the question on the previous slide You will answer this in much the same way that you answer the Lord of the Flies essay question. The only difference being that in this instance, they give you a passage to focus on and you have to focus on analysing that passage and then using evidence from the rest of the novel to also answer the question Today, you are to just focus on the passage

IT WAS on a dreary night of November that I beheld the accomplishment of my toils. With an anxiety that almost amounted to agony, collected the instruments of life around me, that I might infuse a spark of being into the lifeless thing that lay at my feet. It was already one in the morning; the rain pattered dismally against the panes, and my candle was nearly burnt out, when, by the glimmer of the half-extinguished light, I saw the dull yellow eye of the creature open; it breathed hard, and a convulsive motion agitated its limbs. How can I describe my emotions at this catastrophe, or how delineate the wretch whom with such infinite pains and care I had endeavoured to form? His limbs were in proportion, and I had selected his features as beautiful. Beautiful! -- Great God! His yellow skin scarcely covered the work of muscles and arteries beneath; his hair was of a lustrous black, and flowing; his teeth of a pearly whiteness; but these luxuriances only formed a more horrid contrast with his watery eyes, that seemed almost of the same colour as the dun white sockets in which they were set, his shrivelled complexion and straight black lips.

Development – collaborative response
Can the two youngest members of each table stand up please You are going to move onto the next table in a clockwise direction for this next activity You are to read your paragraphs to each other and pick out the best bits from each paragraph in order to create ‘THE ULTIMATE RESPONSE’ Can you each write ‘THE ULTIMATE RESPONSE’ in your books please as it will be a useful revision tool later on

Feedback

Back to objectives… To explore Shelley’s use of language at the start of chapter 5 To practise forming an answer to part of an examination style question

Learning intention – To explore Shelley’s use of structure at the start of chapter 5 To evaluate her use of structure at the start of chapter 5

As you come in… 1. Alice and a rabbit (The White Rabbit)
In novels, and visual stories (TV programmes, films etc…) the writer/director shifts/moves the audiences’/readers’ focus onto different things as a scene develops. It would get rather boring if the focus was always on the same thing. Write the numbers 1-12 in the margin of your book and write what the focus is on in the 12 boxes of this Alice in Wonderland storyboard (note the boxes go across). The first 2 have been done for you… 1. Alice and a rabbit (The White Rabbit) 2. The White Rabbit running, alone

Questions to think about on your tables?
How many different things is the viewer’s attention focused on throughout the trailer? Are there any foci/scenes that the trailer keeps coming back to? E.g. the scene in the nursery – why not just do the whole scene all at once, why keep stopping and starting and putting other scenes in between? Do you actually see the woman in black properly in the trailer? How and why is this more effective than if you had seen her at a different point in the trailer, earlier on for example? We will come back to these points later in the lesson!

Shifts in focus/perspective – sentence level
Writers use the same technique in short stories and novels to keep the reader interested Let’s take a look at how Mary Shelley does this in chapter 5 of Frankenstein Read through the paragraphs in the extract from chapter 5 and fill in the table identifying what the reader’s attention is being focused on in each sentence. On the next slide, the first one has been done for you E.g. ‘It was on a dreary night of November that I beheld the accomplishment of my toils.’ = the focus here is the setting; time of day and month and the outside

Victor’s emotions and getting the parts together and stuff ready.
IT WAS on a dreary night of November that I beheld the accomplishment of my toils. the focus here is the setting; time of day and month and the outside world (weather) With an anxiety that almost amounted to agony, collected the instruments of life around me, that I might infuse a spark of being into the lifeless thing that lay at my feet. Victor’s emotions and getting the parts together and stuff ready. It was already one in the morning; the rain pattered dismally against the panes, and my candle was nearly burnt out, when, by the glimmer of the half-extinguished light, I saw the dull yellow eye of the creature open; it breathed hard, and a convulsive motion agitated its limbs. The setting + weather and the reader’s first glance/glimpse on/at the monster How can I describe my emotions at this catastrophe, or how delineate the wretch whom with such infinite pains and care I had endeavoured to form? Victor’s emotions His limbs were in proportion, and I had selected his features as beautiful. Beautiful! -- Great God! The monster’s physical appearance and features His yellow skin scarcely covered the work of muscles and arteries beneath; his hair was of a lustrous black, and flowing; his teeth of a pearly whiteness; but these luxuriances only formed a more horrid contrast with his watery eyes, that seemed almost of the same colour as the dun white sockets in which they were set, his shrivelled complexion and straight black lips The monster’s physical appearance in more depth and detail 1 – outside – time and day etc… 2 – frankenstein 3 – weather and then creature 4 – frankenstein’s emotins 5 – creature 6 - creature

Questions to think about on your tables?
As you can tell, Shelley switches the focus/topic quite a lot in this part of the novel, but why? How does the shift in focus/topic make the reader feel? How can we link this back to the WiB trailer? How does Victor Frankenstein feel in this passage?

Tension When writers want to create tension (to make you tense and emotionally strained), they will often take their focus away from the very thing that you want to know about – i.e. the creature. When we cannot read about what is happening, we begin to imagine something taking place. Each reader brings his or her own imagination to the text, creating ideas which (for them personally) are incredibly frightening. This makes every reader incredibly tense in a way which specifically frightens them. It’s the same with horror films. So often we are most scared when we cannot see the monster, because we imagine something which really frightens us personally. When we finally see the monster, we are often disappointed to fins that it’s not as scary as we had ourselves made it out to be. Shelley does this at a sentence level and a whole paragraph level at the start of chapter 5 Let’s continue reading to see what Shelley focuses the reader on next – straight after introducing the creature to us for the first time…

The different accidents of life are not so changeable as the feelings of human nature. I had worked hard for nearly two years, for the sole purpose of infusing life into an inanimate body. For this I had deprived myself of rest and health. I had desired it with an ardour that far exceeded moderation; but now that I had finished, the beauty of the dream vanished, and breathless horror and disgust filled my heart. Unable to endure the aspect of the being I had created, I rushed out of the room, continued a long time traversing my bed chamber, unable to compose my mind to sleep. At length lassitude succeeded to the tumult I had before endured; and I threw myself on the bed in my clothes, endeavouring to seek a few moments of forgetfulness. But it was in vain: I slept, indeed, but I was disturbed by the wildest dreams. I thought I saw Elizabeth, in the bloom of health, walking in the streets of Ingolstadt. Delighted and surprised, I embraced her; but as I imprinted the first kiss on her lips, they became livid with the hue of death; her features appeared to change, and I thought that I held the corpse of my dead mother in my arms; a shroud enveloped her form, and I saw the grave-worms crawling in the folds of the flannel. I started from my sleep with horror; a cold dew covered my forehead, my teeth chattered, and every limb became convulsed: when, by the dim and yellow light of the moon, as it forced its way through the window shutters, I beheld the wretch -- the miserable monster whom I had created. He held up the curtain of the bed and his eyes, if eyes they may be called, were fixed on me. His jaws opened, and he muttered some inarticulate sounds, while a grin wrinkled his cheeks. He might have spoken, but I did not hear; one hand was stretched out, seemingly to detain me, but I escaped, and rushed down stairs. I took refuge in the courtyard belonging to the house which I inhabited; where I remained during the rest of the night, walking up and down in the greatest agitation, listening attentively, catching and fearing each sound as if it were to announce the approach of the demoniacal corpse to which I had so miserably given life. Oh! no mortal could support the horror of that countenance. A mummy again endued with animation could not be so hideous as that wretch. I had gazed on him while unfinished he was ugly then; but when those muscles and joints were rendered capable of motion, it became a thing such as even Dante could not have conceived. I passed the night wretchedly. Sometimes my pulse beat so quickly and hardly that I felt the palpitation of every artery; at others, I nearly sank to the ground through languor and extreme weakness. Mingled with this horror, I felt the bitterness of disappointment; dreams that had been my food and pleasant rest for so long a space were now become a hell to me; and the change was so rapid, the overthrow so complete!

Shifts in focus/perspective – paragraph level
In the next few paragraphs, Shelley continues to digress (go off the point) from the main topic – the creature How many times does the readers’ actual focus go back to the monster in the next 3 paragraphs? Based on the conversation we had about the first two paragraphs, why has Shelley done this?

Shifts in focus/perspective – paragraph level
So what is the main focus of paragraph 1? Paragraph 2? Paragraph 3? Paragraph 4? Paragraph 5?

What are all of these examples of?
HP LK TS

Shifts in focus/perspective – other structural devices
What is the structural device called when the novel goes back in time to an earlier point? When does this happen in the extract that we’ve just read? What effect does this device have on the reader? How is Victor Frankenstein also feeling in this extract? The effect of the flashback is that it reflects Victor’s confused and panicked state of mind which in turn also makes the reader feel confused. Flashback Confuses us – disorientates us – even panics us as we think about where the monster could be

Shifts in focus/perspective – paragraph length
What happens to the paragraph length as the extract develops? What is happening to Victor’s state of mind as the extract develops? How could the two link?

What have you learnt? Answer the following question in your books…
How has Shelley used structure to interest the reader at the start of chapter 5? You may write about: What the writer focuses the reader’s attention on at the start of the extract How and why this focus changes throughout the extract Other structural devices

Learning intention: To practise your skills of evaluation

Frankenstein’s monster – victim or villain? – Why?
How do these two images portray different sides of the monster’s character? - DISCUSS

Recap What do we have to do when evaluating?

Example question Language Paper 1:
‘Mary Shelley presents the monster as an evil creature from the very first moment that he wakes up.’ – To what extent do you agree with this statement? Take 5 minutes to have a think about this and re-read the two extracts in your books Find two quotations that you think do present the monster as an evil character and two that you think don’t – write them on the post it notes and stick them on the sugar paper table in the middle of your table As a table, pick your top one for agree and top one for disagree and choose two people from your table to present the quotations and explain briefly why these two have been chosen Feedback

Agree Disagree

Sentence starters… Paragraph 1: POINT- To some extent I agree/disagree that Shelley presents the monster as evil at the start of chapter 5 because… EVIDENCE – This can be seen in the quotation…or…This can be seen when Shelley describes the monster as… EXPLANATION – This presents the monster as evil as it makes the reader feel/think… Or – This language suggests/implies that the monster is evil because… The (noun, adjective, adverb, verb etc…) makes the reader think of/feel… The (noun, adjective, adverb, verb etc…) suggests/implies… Paragraph 2: POINT – Furthermore, in addition… Paragraph 3: POINT – However, on the other hand, to some extent I agree/disagree that Shelley presents the monster as evil at the start of chapter 5 because …

As you come in… On your desks is a summary of chapters 5 & 6
Complete both tasks and the glue the sheet into your books You have 10 minutes to complete this activity Then, glue the key quotations from chapters 3 & 4 into your books, also

Lesson focus: chapters 5 & 6
Learning intentions: To summarise chapters 5 & 6 To analyse the two chapters in relation to key characters and themes

Chapter 5 & 6 Treasure hunt – see ‘chapters 5 and 6 treasure hunt thinking point’ document

As you come in… Glue the ‘context nugget’ into your books please
Then, note down in your books any ideas about what gothic conventions we have seen in Frankenstein so far…

Lesson focus: chapter 7 Learning intentions:
To read and summarize chapter 7 If time, look at an exam style question based on an extract from chapter 7

Romanticism and the Gothic
Context ‘nugget’ Romanticism and the Gothic Frankenstein is often considered a Romantic novel. Romanticism focuses on the expression of the imagination, intense feelings and the sublime power of nature. Romantics believed that art should have important themes that could arouse emotional exhilaration in the audience. The Gothic novel was an offshoot of Romanticism. It attracted readers through the emotions of fear and terror The uncanny events, stormy dark settings, satanic imagery and themes of revenge and pursuit are just some of Frankenstein’s gothic features. Other gothic conventions include: Disturbing settings Troubling secrets The supernatural Dreams and visions Madness Extremes, including extreme weather

Let’s read

As Frankenstein returns home, he sees the monster:
‘A flash of lightening illuminated the object, and discovered its shape plainly to me; its gigantic stature, and the deformity of its aspect, more hideous than belongs to humanity, instantly informed me that it was the wretch, the filthy daemon, to whom I had given life.’ Write a paragraph explaining how the extract above is typical of the gothic horror genre.

As you come in… On your tables, mind map what you already know in relation to women in the 19th century and how the novel has explored attitudes to women so far

Feedback

Contextual nugget A few brief notes on the treatment of women in 1800s England: When a woman married, she became the legal property of her husband Women could not testify in court Women could not vote It was believed that women were incapable of rational thought, bring primarily emotional beings Many female writers published their works anonymously or under male pseudonyms in order to boost book sales (Shelley published Frankenstein anonymously). Although women could publish, their literature was not taken as seriously as that written by men.

As you come in… Glue in the contextual nugget and then focus on the below task ‘In the novel, Shelley fully establishes the sexist treatment of women by the start of chapter 8’ – to what extent do you agree with this statement? In your groups, on the A3 paper in front of you, jot down any ideas from the novel (including quotations) that you could use to answer the question above You have 10 minutes

Lesson focus: chapter 8 Learning intention:
To explore the novel so far in relation to the role of/attitudes to women in the 19th century To read chapter 8 To analyse chapter 8 in relation to attitudes to women in the 19th century

Mini-plenary Write your names on the sheet and pass your A3 paper to the group next to you in a clockwise direction Read and add to their comments thinking back to your own ideas Pass the A3 paper once more and repeat this process Retrieve your original A3 page and read through the new/developed ideas that have been added Teacher to get an idea from each table

Let’s read… Just when Shelley has clearly established the sexist treatment of women in the novel, she begins to challenge it. Let’s see how she does this in chapter 8 Let’s read…

Justine & Elizabeth Referring back to your contextual nuggets, it says that the society of Shelley’s time proposed that women were incapable of rational thought. How does Shelley question this through her presentation of the characters of Justine and Elizabeth in chapter 8? Find two quotations\short extracts from chapter 8 that you could use (one for Justine and one for Elizabeth) that show Shelley questioning her society’s attitudes towards women.

Back to objectives… To explore the novel so far in relation to the role of/attitudes to women in the 19th century To read chapter 8 To analyse chapter 8 in relation to attitudes to women in the 19th century

As you come in… Complete the summary tasks and glue the worksheet into your books You have 5 minutes

Lesson focus: Frankenstein chapters 7-10
Learning intentions: To recap the key plot events of chapters 7, 8 & 9 To analyse chapters 8, 9 and 10 in relation to some of the novel’s key characters and themes

Now I need your help moving the tables and chairs like so…
Teacher’s desk Front of classroom 2 1 3 4 5 6

Groups Charlie, Eloise, Gaby, Eleanor B, James - Victor’s character
Jack, David, Helena, Alice, Ellie R – Justine & Elizabeth Charlotte, Sarah, Oliver L-U, Delia and Tom - injustice Megan, Kayleigh, Mia, Hannah, Eve – the mountain setting Alex, Nathan, Matt, Lauren, Holly - revenge Harry, Maisie, Bobby, Oliver H – vice & virtue Angelo to help – groups 2, 4 and 5 Me to circle room and help all

Group task In your groups, you have 15 minutes to write an answer to the question you have been given All of you are to write your answer on one piece of your puzzle

Characters - Justine & Elizabeth
Referring back to your contextual nuggets from last week, it says that the society of Shelley’s time proposed that women were incapable of rational thought. How does Shelley question this through her presentation of the characters of Justine and Elizabeth in chapter 8? Find two quotations/short extracts from chapter 8 that you could use (one for Justine and one for Elizabeth) that show Shelley questioning her society’s attitudes towards women.

Key theme: injustice In chapter 8, Shelley writes about the unfairness of the legal system and corruption in religious institutions which she believed existed at the time she was writing. Through her novel, she suggests that society’s institutions can fail people. Find evidence from the chapter that backs up the above point. You could focus on the behaviour of: The judges The priest The crowd at the trial

Key theme: revenge Although Victor blames himself for the deaths of William and Justine, he also blames the monster. He feels hatred and fury towards his creation, and his desire for revenge grows and begins to become uncontrollable in chapters 9 & 10. Find evidence from these two chapters that relates to Victor’s thirst for revenge

Character - How is Victor’s character developing?
‘The tortures of the accused did not equal mine she was sustained by innocence, but the fangs of remorse tore my bosom, and would not forego their hold’ (chapter 8) – Copy the extract and underline the words that you think best express how he feels. Write a short paragraph explaining what Frankenstein seems most concerned about. After the death of Justine, how do Victor’s feelings evolve/develop (particularly in chapter 9 and the first half of chapter 10)? Re-read pages and find evidence for how Victor is feeling and how he tries to cope with his inner turmoil He experiences feelings of guilt and self-loathing so extreme that he contemplates suicide. He begins to isolate himself from his family and the world and find peace in nature

The mountain setting In chapter 9, Frankenstein is tormented by madness and a desire for revenge. He seeks refuge in nature – roaming among the rivers and waterfalls of the mountains. Look at how Shelley describes Frankenstein’s thoughts as he wanders alone in the mountains: ‘All of soul-inspiriting fled with sleep, and dark melancholy clouded every thought. The rain was pouring in torrents, and thick mists hid the summits of the mountains, so that I even saw not the faces of those mighty friends.’ (chapter 10) How are Frankenstein’s emotions reflected in the physical and natural world around him? Use the above quotation, and try and find others from chapters 9 & 10 to back up your points. The landscape that Frankenstein visits is beautiful but unfriendly – the remote setting emphasises the isolation that he’s forcing himself into

Key language: vice and virtue
Shelley uses religious language to contrast the virtuous Justine with the immoral victor. Re-read pages and then 93 and find textual evidence to back up the above point. How and why has Shelley used this religious language to contrast these two characters? Higher level table

Jigsaw Groups You will now be re-grouped, teach each other all about your analytical focus and fill in the rest of your puzzles based on what you are taught by those in your group You have 25 minutes

Development If you were to pick three key quotations from your puzzle to memorise, what would they be and why? Try and select quotations that would lend themselves easily to language/structural or contextual analysis (AO2+3) Write these 3 quotations in your books and write a few sentences explaining why you have chosen them in particular

Mini-plenary – Exit tickets
On your exit ticket there is a number Answer the relevant question below and pop your exit ticket in the box on the way out Remember to put your name on the ticket Questions: How does Shelley question 19th century attitudes to women through her presentation of the characters of Justine and Elizabeth in chapter 8? How does Shelley present the theme of injustice in chapter 8? How does Shelley present the theme of revenge in chapters 9 & 10 How does Victor’s character develop throughout chapters 8-10? How does Shelley use setting in chapters 9 & 10 to reflect events in the novel and Victor’s current state of mind? How does Shelley use religious language to contrast the characters of Victor and Justine?

Back to objectives… To recap the key plot events of chapters 7, 8 & 9
To analyse chapters 8, 9 and 10 in relation to some of the novel’s key characters and themes

Context ‘nugget’ True Happiness: Romanticism VS Enlightenment Frankenstein contains two contrasting ideas about the source of happiness in life. To begin with, V. Frankenstein admits to Walton that he was ‘smitten with the thirst for knowledge’. However, it isn't just Frankenstein who desires this. Within the first few pages it’s clear that Walton himself is fuelled by the same desire. When Frankenstein realises this, he chastises his new friend: ‘Unhappy man! Do you share my madness? Have you drunk also of the intoxicated draught?’ Indeed, much of the novel revolves around university and studying. However, none of those in this line of academic and scientific pursuit seem to feel any sense of contentment or happiness. True happiness in the novel seems only to be found in nature. In direct contrast to those who seek ‘knowledge’ are those who are contented with the world around them. Frankenstein himself comes to the conclusion ‘how much happier is the man who believes his native town to be the world.’ The suggestion here is that happiness comes from connecting with nature. When his experiment has gone wrong, what does he do? He travels to the mountains to find peace ‘in the magnificence, the eternity of such scenes, to forget myself and ephemeral, because human, sorrows.’ Time and time again, nature is seen to offer solace and happiness. Shelley was not alone in using nature to restore characters; it was one of the major conventions of Romanticist literature. Romantic writers often used nature to explore emotions. They sought to learn from nature and live in harmony with it. They fought against the enlightenment scientists who attempted to control nature, feeling instead that there was much to learn from it. In a nutshell, Romantics believed that nature could not be controlled. This is seen in the novel where the aggressive actions of Frankenstein lead to chaos and misery, but the enjoyment of nature leads to contentment. To summarise, Shelley presents a Romanticist view of science and nature in the novel.

Lesson focus: Frankenstein - chapter 10
Learning intentions: To read chapter 10 and explore the chapter in relation to the themes of Romanticism VS Enlightenment and religion As you come in please read through the contextual nugget and glue it into your books

As you come in… Complete the summary worksheet for chapters (volume 2, chapters 3-5) and glue it into your books Extension – Discuss the statement ‘A story of innocence and experience’ and how it relates to the monster’s narrative so far…

Lesson focus: Frankenstein – chapters 11-13 (2 lesson cycle)
Learning intentions: To analyse chapters in relation to the monster’s character development To link the characters of Victor and the monster

Carousel There are going to be 6 groups (2 carousels of 3 tables/tasks today) You have 15 minutes in your groups to complete each task and answer the questions in your books After the 15 minutes is up, please pass the task onto the next table in a clockwise direction There are 3 tasks in total to complete during today’s lesson

Getting closer – Focus on details – Being human
In these chapters, Shelley shows the creature learning about himself, others and the world around him. Use evidence from the 3 chapters that we have read of the monster’s narrative so far to complete a copy of the table below to show how the creature tries to become human: Human need Self-fulfilment (personal development) Self-esteem (self-respect and respect from others) Love and belonging (affection from family and friends) Safety (shelter, freedom from fear) Physical (food, water, warmth, sleep etc…) Event Quotation as evidence

Maslow’s Hierarchy of Needs

Putting details to use – loneliness and self-loathing – the monster
Appearance is a recurring theme. In Frankenstein in chapter 11, the villagers judge the creature by the way he looks and attack him. In chapter 11, the creature tries to find ways to survive; in chapter 12, he begins to want human contact (see Maslow’s Hierarchy of Needs – third section). Having described the De Lacey family, he explains that he ‘longed to join them, but dare not’. List 3 reasons why he should join them. List 3 reasons why he shouldn’t join the family. 2. Look at the following extract. Choose five words or phrases that suggest how the creature feels about himself: I was, besides, endued with a figure hideously deformed and loathsome; I was not even of the same nature as man. I was more agile than they, and could subsist upon a coarser diet; I bore the extremes of heat and cold with less injury to my frame; my stature far exceeded theirs. 3. Take your text lasso and select a 300 word extract from chapter 11, 12 or 13 that you think reflects the theme of loneliness/companionship. Note down 3 quotations from that 300 word extract that reveal something about the creature’s situation and that you could comment on in an exam.

3. Explain in your own words how he plans to do this.
Shelley’s characterisation of the creature and the creature’s development As he settles into life in the hovel, the creature learns some important lessons: I had been accustomed, during the night, to steal a part of their store for my consumption; but when I found that in doing this I inflicted pain on the cottagers, I abstained, and satisfied myself with berries, nuts, and roots. What does this tell us about the way the creature is developing? Think about what emotions might drive the creature to behave in this way. When he first sees himself in the pool, the creature is horrified by his own appearance. In what ways does his description of this incident reflect Frankenstein’s thoughts and feelings about himself? The creature’s spirits are lifted by his plans to meet the De Lacey family. Explain in your own words how he plans to do this. Look at the language the creature uses to describe how he feels at the thought of making himself known to the family. How does he feel? List the words that make you think this. Create a spider diagram to show what the creature learns in chapters 11 & 12

doppelganger A doppelganger is a German term, literally meaning a ‘double-goer', an apparition or double of a living person. Such a figure haunts the Ancient Mariner in Coleridge's poem of that name: Like one, that on a lonesome road, Doth walk in fear and dread, And having turned round walks on, And turns no more his head, Because he knows, a frightful fiend Doth close behind him tread. ‘The Rime of the Ancient Mariner', lines The idea of the doppelganger can be interpreted in a number of ways: it can be seen simply as a double, an alternative version of the individual concerned; it can be seen as a complement, a version of the individual that possesses different qualities and thus completes the personality; it can be seen as an opposite, a being that possesses all the qualities that the individual lacks and most abhors. The use of the doppelganger in Frankenstein comes closest to the third of these interpretations: the monster becomes a kind of external embodiment of Frankenstein's increasingly divided and conflicted personality he is living proof that Victor has become separated from the best in himself and the potential for using his intelligence and skill for beneficial purposes as he obsessively pursues his studies, Frankenstein divides his head from his heart; his intellect and desire for scientific knowledge separate from his emotions, affections and responsibilities to other people. the monster's ugliness makes him the image of a purely intellectual, heartless Victor, the opposite of the young man who begins his studies with hope and the desire to contribute to the improvement of humanity.

Extension: the doppelganger
Reading the information about the doppelganger, from what you have read so far, in what ways can the monster be seen as a: double, complement and opposite of Victor?

doppelganger The creature, when trying to help out Felix and Agatha in chapter 12, speaks of his good motives, explaining that “I thought (foolish wretch!) that it might be within my power to restore happiness to these deserving people.” This mirrors the motives of Frankenstein, who only undertook the experiments in the first place to “renew life where death had apparently devoted the body to corruption.” Whilst each seemed to have good intentions, both the creature and the doctor knew in hindsight that their plans were ridiculous. The monster calls himself a ‘foolish wretch’ for thinking he could do good for others, and Victor admits to Robert Walton that his intentions were ‘madness’. When wrongly suspected of Clerval’s murder, Victor is treated with disdain by the Irish locals (chapter 20, vol.3, ch.3). Here we can see that Frankenstein is getting to experience a glimpse of the creature’s daily life, being pre-judged as evil by everyone around him.

Other characters who share similarities with the monster…
Self-fulfilling prophecy – When interrogated for the murder which she did not commit, Justine explains: ‘He threatened and menaced, until I almost began to think that I was the monster that he said I was.” This quotation suggests that people are influenced by the way they are treated, but Shelley’s use of the word ‘monster’ shows us that she is making an important point: if we treat people as monsters, monsters they will become. – If we follow this philosophy, Victors’ monster/creature had no chance! Romanticism – emotions and escape in nature – The creature can also be seen to have lines of similarity with Clerval. In chapter 18, we read that Clerval was ‘alive to every new scene, joyful when he saw the beauties of the setting sun, and more happy when he beheld it rise and recommence a new day’. Does this not bear resemblance to this comment from the monster in chapter 12: “My spirits were elevated by the enchanting appearance of nature.” It seems that both Clerval and the monster took much pleasure and delight in nature (as does Victor also at various different points in the novel).

Why does Shelley mirror the monster with other characters from the novel?
Perhaps she is saying that all of us are capable of becoming a monster – that the monster in the story is not so far removed from the ‘good’ characters. Or perhaps the point is that all those who are evil are also capable of good.

Plenary – How does Shelley shift the reader’s sympathies through the monster’s narration?
Class discussion How far are we through the novel now? What is happening to our sympathies as we read through? What do you predict will happen as the novel progresses? Why do you think Shelley does this?

Back to objectives… Learning intentions:
To analyse chapters in relation to the monster’s character development To link the characters of Victor and the monster

‘To err is human; to forgive, divine’ Alexander Pope (poet) An Essay on Criticism, Part II , 1711 How can we link this proverb to the novel so far?

Lesson focus: the monster’s narrative – chapters 14-16

Form and thematic nugget – Vol. 2, Ch. 6 (chapter 14)
At the centre of the book is another story. Although quite separate from Victor’s story, the De Lacey’s story links thematically to events later in the book, as well as events that have already happened. Shelley uses the De Lacey’s story to explore themes that are significant throughout the novel, such as justice and injustice, exclusion and friendship, loyalty and betrayal. For example, the persecution of the Turkish merchant by the French authorities shows the corruption of legal institutions, reminding us of Justine’s mistreatment in chapter VIII. The merchant’s promise to reward Felix with his daughter, and his breaking of the promise, mirror Victor’s hesitancy over creating a female mate for the monster later in the novel. The Turk’s ‘tyrannical’ mistreatment of Safie mirrors Victor’s cruelty towards his creation in Vol. 2, Ch. 2 and Vol.3, Ch.3. The ingratitude shown by the Turk towards Felix due to religious prejudice reflects the misplaced hatred Victor and society have towards the creature. How would you summarise the significance of the De Laceys and their story in the novel as a whole? You will gain more marks if you can illustrate your insights with well-chosen evidence.

‘Did I request thee, Maker, from my clay To mould me man

Similar presentations

Presentation on theme: "‘Did I request thee, Maker, from my clay To mould me man"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

‘Did I request thee, Maker, from my clay To mould me man

Similar presentations

Presentation on theme: "‘Did I request thee, Maker, from my clay To mould me man"— Presentation transcript:

Similar presentations

About project

Feedback