Frankenstein, by Mary Shelley Background
DO NOW What background knowledge do you possess about Mary Shelley s Frankenstein?
Learning Objective Today, we will: Begin our exploration of Mary Shelley s Frankenstein by exploring her background, as well as what was going on in her society at the time of the book s publication/ Review the materials we will be utilizing in class as we delve into the book s contents So that we can: Appreciate the context in which the novel was written/ Gain a deeper understanding of the text Standards addressed throughout this unit: CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCSS.ELA-LITERACY.RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Mary Shelley s Background Born in 1797 to Mary Wollstonecraft and William Godwin. Her mother died when she was ten days old. Her father was an intellectual radical, and her mother wrote extensively on the rights of women and the need for women to be educated. Mary never had a formal education, but her father, William Godwin, encouraged her to read the books in his extensive library. She was brought up listening to leading writers of the day talk about poetry, philosophy, politics, science and literature.
Mary Shelley s Background, Cont. Met the poet, Percy Shelley, when she was a teenager and married him at the age of 16 (he was 21). Wrote the book while she was on vacation in 1816, and published it by the time she turned 21. Gave birth to four children, only one son survived. Widowed after her husband died in a boating accident in 1822, never remarried. Lived with her father and supported both him and her son through her writings. Also annotated and published her husband s poetry to preserve his legacy. Died in 1851.
Shelley s World- Early 19 th Century Europe Breakthroughs in technology and science gave the great thinkers of the day a series of moral issues to ponder, as they contemplated whether the advances were worth breaking societal norms about man s place in the world. Great excitement about advances, but also great trepidation to those who would be left behind by industrialization. Time of hope, but also economic suffering and social disorder as the levels of society shifted due to industrialization. Could be seen as an argument against the Age of Enlightenment (where reason and logic were emphasized) Argument for Romanticism.
Additional Terms for Discussion Romanticism: Belief in the good of the individual over society. Value imagination, expression of emotions, and subjectivity over rational thought. Romantic Hero: someone passionate, unconventional, and often a social rebel or outcast from society. Romantic settings: natural, isolated locations with great beauty that has not been spoiled by Man. Gothic: term has several meanings, including harsh, cruel or medieval. In literature, often connected to Romantic stories: Gothic NOVELS: feature wild and remote settings, such as haunted castles or wind-blasted moors, and plots involve violent or mysterious events.
Additional Terms, Cont. Flashback: Author depicts events to the reader that happen before the present of the story. An event that unfolded before the current situation in the novel. Parallel Plots: Two or more separate stories that are driving the action forward and share a character. Can also involve a retelling of part of the action from a different perspective. At some point in the story, the plots merge into one.
Homework Discussion I will now pass out your homework packet for Frankenstein. You will note that you have all necessary information to complete the homework for the entire book. We will be reviewing specific chapters on specific days, but if you and/ or your group want to move forward, you may as long as you do not reveal anything that happens after that week s required reading. All homework follows the same format:
Assignment Format MLA$HEADING$ CHAPTERS$ASSIGNED$ Summary$(273$sentences):$ $ Vocabulary$(in$order$of$appearance)$ $ 1. Assigned$word$(Page$number$found):$Definition$that$most$closely$matches$context.$ 2. Assigned$word$(Page$number$found):$Definition$that$most$closely$matches$context.$ 3. Assigned$word$(Page$number$found):$Definition$that$most$closely$matches$context.$ 4. Assigned$word$(Page$number$found):$Definition$that$most$closely$matches$context.$ 5. Assigned$word$(Page$number$found):$Definition$that$most$closely$matches$context.$ 6. Assigned$word$(Page$number$found):$Definition$that$most$closely$matches$context.$ $ Additional$three$words$whose$meaning$is$integral$to$comprehension$ $ 1. Word$(Page$number$found):$Definition$that$most$closely$matches$context.$ 2. $Word$(Page$number$found):$Definition$that$most$closely$matches$context.$ 3. Word$(Page$number$found):$Definition$that$most$closely$matches$context.$ $ Higher$Level$Discussion$Question$that$encourages$discussion$and$requires$ more$than$a$ yes/$no $answer.$should$be$focused$on$specific$character$or$tone$ of$chapters$read.$ $ 1.$Question$$
Higher Level Questions (Aim for Level Three/ Four) This references the work you did last year in Psychology Level Three: Level Four: Infer: form an opinion based on provided evidence Critique: provide an opinion on the strengths and weakness of something Predict: state what may or what may not happen in the future Improve: enhance something so that is becomes better Modify: change parts of something while leaving other parts unchanged Theorize: suggest ideas about a topic that are likely accurate, true, or real Dispute: provide an argument to show how something may be either true or false Evaluate: carefully judge the value, strength, or quality of something Judge: form an opinion of something after giving it considerate thought Determine: decide something after considering evidence or facts Elaborate: provide additional information to advance an argument Prove: use factual evidence to show the true quality or correctness of something Conclude: make a decision or form an opinion based on information or evidence
Things to Remember 1. You have weekly homework and weekly expectations for this novel. 2. Though we will be discussing specific chapters on specific days, you may want to move forward in the packet to give yourself more time on the long-term projects for this unit (I will pass them out momentarily). 3. We will be finished with this novel by the week before Thanksgiving, so it is imperative that you do not fall behind.
Learning Objective Review HW: Letters- Chapter Two due 10/24 (next Monday). FINAL DRAFT DUE THURS. Did we: Begin our exploration of Mary Shelley s Frankenstein by exploring her background, as well as what was going on in her society at the time of the book s publication/ Review the materials we will be utilizing in class as we delve into the book s contents So that we could: Appreciate the context in which the novel was written/ Gain a deeper understanding of the text Standards addressed throughout this unit: CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCSS.ELA-LITERACY.RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.