Frankenstein Mary Shelley English 12 Unit - Ms. Arrowood ... · PDF fileFrankenstein –...

“Rime of the Ancient Mariner” – Samuel Coleridge

&

Frankenstein – Mary Shelley

English 12 Unit - Ms. Arrowood

Name:

Due Date: March 3RD, 2015

“Rime of the Ancient Mariner” & Frankenstein Unit – English 12 – Ms. Arrowood

January 20

Intro to class 2nd sem

Notes on ―Gothic Elements‖

HW: Read Coleridge Bio

p.812-813 & Take notes in

packet

21 Samuel Coleridge

―Rime of the Ancient

Mariner‖ pts I-IV

HW: Gleening a Better

Understanding Questions

for Part I-IV AND 10 flags

22 HW & 10 flags DUE


Mariner‖ Pts I-IV

In-Depth ?s

HW: Finish In-Depths ?s

23 In-Depth Questions DUE

Samuel Coleridge


Mariner‖ Pts V-VII

HW: Text ?s P835 in packet

AND 10 flags

26 HW &10 flags DUE


Mariner‖ Pts V-VII

In-Depth ?s

HW: Down w/Neoclassicism

AND “Rime…” - Reflection

27 from Paradise Lost – the fall

of Lucifer + synopsis

all of Paradise Lost

HW: Read Shelley Bio &

author’s intro pgs. v-x

28 Early Dismissal

Frankenstein

Intro Questions

HW: P. 1-14, 6 flags & A.R.?s

29 Letters AR?s & 6 flags DUE

In-depth discussion ?s

―The Letters‖

HW: P.14-29, 6 flags & A.R.?s

30 pg14-29 AR?s & 6 flags DUE

Walton Character Analysis

HW: P.29-46, 6 flags & A.R.?s

February 2 pg 29-46 AR?s & 6 flags DUE

Victor Frankenstein: The

Beginning

HW: P.46-60, 6 flags & A.R.?s

3 pg 46-60 AR?s & 6 flags DUE

In-depth discussion

questions ch.1-8

HW: P.61-76, 6 flags & A.R.?s

4 Early Dismissal pg 61-76 AR?s & 6 flags DUE

Prometheus story

HW: P.76-97, 6 flags & A.R.?s

5 pg 76-97 AR?s & 6 flags DUE

Creature Character

Analysis

HW: P.97-114,6flags & A.R.?s

6 pg 97-114AR?s & 6flags DUE

In-depth discussion

questions ch. 9-18

HW: P.114-136,12flags&AR?s

9 pg114-136AR?s &6flags DUE

Romantic Pictograph

HW: P.136-149, 6flags &AR?s


Romantic Pictograph

HW: P.149-166, 6flags &AR?s


In-depth discussion

questions ch.19-24

HW: Finish In-Depth ?s

12 In-Depth?s DUE

Victor, Walton & Creature

Analysis

13

Gothic Elements in

Frankenstein

H.W. Study Vocab

16 !!!!!Mid Winter Break!!!!!





23

Theme Analysis

24

Assign Take Home Essay

Due Tues, March 3rd

Editing Day Mon, Mar 2nd

25

Vocab Test

26 27

“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 6th – due March 14th.

Samuel Coleridge – Notes

Born/died (include how):

Occupations:

Social Status:

Focus of Romanticism:

Major works:

“Rime of the Ancient Mariner” Vocab

Give definition, pg #, copy sentence from the piece and line #, create your own original

sentence.

averred– def: declared; asserted

Pg# & Line:

Original sentence:

sere – def: dry

Pg# & Line:

Original sentence:

wan– def: pale

Pg# & Line:

Original sentence:

wont – def: accustomed

Pg# & Line:

Original sentence:

corses – def: bodies

Pg# & Line:

Original sentence:

penance – def: suffering in repayment for a sin

Pg# & Line:

Original sentence:

seraph man – def: angel

Pg# & Line:

Original sentence:

perforce – def:of necessity

Pg# & Line:

Original sentence:

shrieve – def: absolve from sin; pardon

Pg# & Line:

Original sentence:

smote – def: struck

Pg# & Line:

Original sentence:

“Rime of the Ancient Mariner” – Active Reading

Name: Date: Per:

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.

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?

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?

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.

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.

“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?

“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?

Down with Neoclassicism! Romanticism is Paramount! 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)

A Very Brief Synopsis of Paradise Lost

(Yes, it does sound like the biblical story of the beginnings of mankind)

Each book of Paradise Lost is prefaced with an argument, or

summary. These arguments were written by Milton and added

because early readers had requested some sort of guide to the

poem. Several of the books also begin with a prologue. The

prologue to Book I states Milton’s purpose: to tell about the fall of

man and justify God’s ways to man.

The epic begins traditionally in medias res. Satan and the other

rebellious angels awake to find themselves in Hell on a lake of fire.

Satan is lying beside Beelzebub. Satan raises himself from the lake

and flies to the shore. He calls for the other angels to do the same,

and they assemble by the lake. Satan tells them that all is not lost

and tries to inspire his followers. Led by Mammon and Mulciber, the

fallen angels build their capital and palace, Pandemonium. The

highest ranking of the angels then assemble for a council.

In the council, Satan asks what the demons think should be the

next move against God. Moloch argues for open warfare. Belial

twists Moloch’s arguments, proposing that nothing should be done.

Mammon, the materialistic angel, argues that they do the best

with what they have. Finally, Beelzebub, Satan’s second in

command, proposes that the angels try to get at God through his

new creation, Man. Beelzebub’s proposal, which is really Satan’s

proposal, is adopted, and Satan volunteers to find the new world

and new creatures. He leaves at once, flying to the Gate of Hell.

There, he meets his children, Sin and Death. Sin opens the gate for

Satan who flies out into Chaos and Night. Sin and Death follow

him. Finally, in the distance Satan sees Earth.

God watches Satan approach Earth and predicts his success in

corrupting Man. Man has free will. But God omnisciently knows

what will happen. God adds that Man can be saved through

mercy and grace, but he must also accept the just punishment of

death, unless someone takes on death for Man. The Son offers to

become a man and suffer death in order to overcome it. The

angels rejoice.

In the meantime, Satan, sitting on the edge of the Earth,

cannot see the way to Man. Satan disguises himself as a cherub

and flies to the sun to talk with the archangel, Uriel. Uriel shows

Satan the way to Man.

Looking at Earth, Satan is taken with its beauty but quickly

overcomes his sympathy to concentrate on what he must do. He

sees Adam and Eve and is entranced with their beauty. As Satan

listens to the pair, they talk about God’s one commandment that

they not eat from the Tree of Knowledge under penalty of death.

Satan immediately begins to formulate a plan.

Uriel, on the sun, becomes suspicious of the cherub whose face

shows changing emotions and goes to warn Gabriel. Gabriel says

that he and his angels will capture any interlopers in the Garden,

and late that night Ithuriel and Zephron capture Satan whispering

in Eve’s ear. The two angels bring Satan before Gabriel, who, with

God’s help, banishes the tempter from Earth.

When Eve awakes, she tells Adam of her troubling dream.

Adam comforts her, reminding her that they are safe if they obey

God. God decides to send the angel Raphael to warn Adam and

Eve to be wary of Satan. Raphael goes to Earth where he eats with

Adam and Eve. After the meal, Raphael tells Adam about the

great rebellion in Heaven.

Raphael says that Lucifer (Satan) was jealous of the Son and

through sophistic argument got his followers, about one third of the

angels, to follow him to the North. There, only one of Satan’s

followers stood up against him—Abdiel, who returned to God.

Satan attacks God and the Heavenly Host, whose power has

been limited by God. Nonetheless, God’s forces have little

difficulty in defeating the rebels. Michael splits Satan in half, which

is humiliating, but not deadly, because Satan, as an angel, cannot

die. After the first day of battle, the rebels construct a cannon and

begin the second day’s battle with some success. God’s forces

begin to pull up mountains and hurl them at the rebels, burying

them and their cannons. God is amused at the presumption of the

rebels but does not want the landscape destroyed. He sends the

Son forth by himself in a chariot. The rebels are quickly herded into

Hell.

Next, Raphael responds to Adam’s questions about the

creation of the world. The angel explains the day-by-day creation

of the world in six days. Then, in an effort to keep the angel

engaged in conversation, Adam asks about the motions of the

heavenly bodies. Raphael explains that Adam should leave some

questions to God’s wisdom. Next, Adam describes his own

creation, his introduction to Eden, and the creation of Eve. He

describes how beautiful Eve is to him and the bliss of wedded love.

Raphael gives Adam a final warning about Satan as he leaves.

Having been gone from Eden for eight days, Satan returns,

sneaking in through a fountain near the Tree of Knowledge. He

takes the form of a serpent to try to trick Man. When Adam and

Eve awake, they argue over whether they should work together or

alone. Eve finally convinces Adam to let her work by herself. Satan,

in serpent’s form, approaches Eve and, using clever but fallacious

arguments, convinces her to eat the fruit of the Tree of Knowledge.

After Eve eats, she reveals what she has done to Adam, who,

unable to bear the thought of losing Eve, eats also. Having eaten

the fruit, the two are overcome with lust and run to the woods to

make love. When they awake, they are filled with shame and guilt.

Each blames the other.

In Heaven, the angels are horrified that Man has fallen, but

God assures them that He had foreknowledge of all that would

happen. He sends the Son to Earth to pronounce judgment on the

humans and the serpent. The Son goes to Earth and makes his

judgments. He adds though, that through mercy, Adam and Eve

and all humans may eventually be able to overcome death. In an

act of pity, the Son clothes the two humans.

Sin and Death meanwhile have sensed an opportunity on

Earth. They construct a huge causeway from Hell to Earth. On their

way across, they meet Satan returning to Hell. They proceed to

Earth while Satan enters Hell in disguise. Satan appears on his

throne and announces what he has done. Expecting to hear the

applause of all the fallen angels, he instead hears only hissing as

he and all his followers are turned into snakes. When they eat the

fruit of the Tree of Knowledge which appears before them, it turns

to bitter ashes.

On Earth, Sin and Death see infinite opportunities. God, looking

down on the two, says eventually they will be cast into Hell and

sealed up. Adam and Eve lament, but Eve submissively asks

Adam’s forgiveness. He relents, his love overcoming his bitterness.

She suggests suicide as a way to avoid the terrible curse on the

world, but Adam says they must obey God.

God sends the angel, Michael, to take Adam and Eve out of

Eden. Before doing so, Michael takes Adam to a hill and gives the

human a vision of biblical history, ending with the birth of Jesus

who will be the savior of Man. Adam rejoices. Adam and Eve

together are led out of Eden. Behind them a flaming sword guards

the entrance; ahead, they face a new life in a new world.

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.

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.)

Frankenstein Vocab & Background Info – Letters 1-4

BACKGROUND

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.

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

create your own original sentence.

ardent - adj. passionate

Pg# & Line:

Original sentence:

countenance - n. face; expression

Pg# & Line:

Original sentence:

dauntless - adj. fearless

Pg# & Line:

Original sentence:

harrowing - adj. extremely distressing

Pg# & Line:

Original sentence:

irrevocably - adv. in a way impossible to change

Pg# & Line:

Original sentence:

mariner - n. navigator of a ship

Pg# & Line:

Original sentence:

perseverance - n. steady persistence

Pg# & Line:

Original sentence:

Frankenstein

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?

Frankenstein Vocab & Background Info – Chapters 1-10

BACKGROUND 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.



benevolent - adj. showing charity

Pg# & Line:

Original sentence:

commiserate - v. to express sympathy

Pg# & Line:

Original sentence:

consolation - n. something that eases sorrow or disappointment

Pg# & Line:

Original sentence:

discern - v. to detect; to perceive

Pg# & Line:

Original sentence:

fiend - n. evil spirit; devil

Pg# & Line:

Original sentence:

hideous - adj. extremely ugly

Pg# & Line:

Original sentence:

omen - n. a sign of future good or evil

Pg# & Line:

Original sentence:

Frankenstein

Active Reading – Pages 14-29 (ch 1-3)



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:


Frankenstein




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:


Frankenstein




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:


Frankenstein




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:


Frankenstein Vocab & Background Info – Chapters 11-16 BACKGROUND

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 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.



conjecture - v. to guess using the available evidence

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disconsolate - adj. unable to be cheered up

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enigmatic - adj. puzzling

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flagrant - adj. highly offensive

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pensive - adj. deeply or dreamily thoughtful

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venerable - adj. worthy of respect or reverence

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vengeance - n. punishment inflicted in return for a wrong

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wantonly - adv. maliciously; without restraint

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Frankenstein




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:


Frankenstein




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:



BACKGROUND 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.



base - adj. mean-spirited

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inexorable - adj. unyielding

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insurmountable - adj. impossible to overcome

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irksome - adj. annoying

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listless - adj. lacking energy

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malicious - adj. deliberately harmful

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torpor - n. state of inactivity or apathy

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traverse - v. to travel across

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Frankenstein




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:



BACKGROUND 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.



adversary - n. enemy; opponent

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consternation - n. state of confusion

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illustrious - adj. very distinguished

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omnipotent - adj. all-powerful

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pilgrimage - n. long journey for a spiritual purpose

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Frankenstein

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



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:


Frankenstein

Active Reading – Pages 149-166 (ch 24)



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:

Reading Observation continued on next page:


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)

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)

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?

Frankenstein – Chapters 9-18



partner.

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)

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)

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)

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)

Frankenstein – Chapters 19-24



partner.

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)

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)

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)

GOTHIC NOTES

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

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