by Mary Shelley

Jot down three things you already know about this story. Turn to a shoulder partner and compare your lists. Choose one thing you both know and share with the class.

Time to research! Find examples of allusions to or retellings of Frankenstein in Art (including film) Music Literature (including graphic lit)

Choose a genre and create a presentation. As you view others’ presentations, make notes about each genre. What stories are told? What themes are developed? Reflection: After exploring a sample of allusions to Frankenstein, write at least one page that reflects on those representations. How do the allusions compare to one another? According to the allusions, what story do you think this book will tell? What theme(s) do you think this novel will develop?

You may have learned about this philosophy in history: It arose during the 19 th century in response to Industrialization. Can anyone share what they remember about Romanticism or the Industrial Revolution? There are notes that summarize ideas important to Romantics available on our Google Classroom or on my website. Here is the link: th/rom.lit.char.pdf

Read “The Rime of the Ancient Mariner” by Samuel Taylor Coleridge Write a summary of each of its seven parts. Be sure not to leave out any important events.

Read Hunt Emerson’s graphic version of “Rime.” Now look back at your summaries of the text version and revise them if necessary. These will be graded for full comprehension, so be sure they are as accurate and complete as possible.

List 5 good images from the text version of “Rime” (notes about imagery available on Google classroom) Analyze each for: 1. Development of universal theme, 2. Creation of tone, and 3. Development of Romantic theme (notes about Romanticism are available on Google classroom) Work with a partner to improve your analyses: Does each state a claim? Does each use words and phrases from the poem to support your claim?

“ There was a ship,” quoth he. “Hold off!unhand me, grey-beard loon!” Eftsoons his hand dropt he. He holds him with his glittering eye— The Wedding-Guest stood still, And listens like a three years child: The Mariner hath his will. The Wedding-Guest sat on a stone: He cannot chuse but hear; And thus spake on that ancient man, The bright-eyed Mariner. 1. This episode in the frame is the starting point for sending the message that to love God we must love all creation. Coleridge uses the words “glittering eye” and “three years child” to remind us of the impact that Spirit- infused lessons should have on believers: we are supposed to accept these words from God as if we are children. 2. Coleridge expresses an urgent tone by using words like “cannot chuse but hear” and “holds him with his glittering eye.” 3. Coleridge delivers the message that emotion is a gateway to transcendent truth: the words “grey-beard loon” both describe the mariner and the guest’s emotions, but still the mariner’s will forces the guest to listen to his story by “hold[ing] him with his glittering eye.”

This poem uses a framing device. Be sure you know the difference between the poem’s frame and its inside story. What impact on meaning or tone does the author achieve through this structure? Write a one-paragraph response that makes a claim and supports it with at least two quotations plus analysis.

The graphic version of RotAM was published in Why would its creator consider it relevant to a modern audience? Write a claim that answers this question and support it with evidence from both the graphic text and the original text.

Set up your reading logs: Head two different pages with these prompts: Text that is similar in characterization, setting, tone, theme to one or more ideas from the allusion presentations at least 4 total Text that contrasts in characterization, setting, tone, theme from one or more ideas from the allusion presentations at least 4 total Make sure you note the IDEAS you are dealing with as well as the text As you read, note examples from the BEGINNING, MIDDLE, AND END of the novel. Before you write your final essay, you will analyze these pieces of text for theme and relevance so be sure they contain words and phrases that lend themselves to analysis (powerful words, figurative language, imagery, etc.)

Text that is worthy of analysis Contains allusions to the Bible Contains figurative language Contains powerful word choices that convey meaning and tone

The novel uses a framing device. Is the effect on the book (theme or tone) similar to the one achieved by Coleridge in The Rime of the Ancient Mariner? Use evidence from the poem and from the novel to support your answer.

Follow instructions for paraphrasing the chapters from Genesis. Create a three-column t-chart. Label the columns Genesis, Prometheus, and Frankenstein. In the Genesis column, list the key events in the creation story from Genesis.

Read the story of Prometheus bringing fire to man. On your chart, list events from Prometheus that are similar or different from the events described in Genesis. After reading Vol. 1 and 2 (ch. 1-17) of Frankenstein, complete your t-chart on the three versions of creation. Write a one paragraph reflection that considers why these three stories attempt to explain similar events or expose similar human characteristics. What do the three stories reveal about human nature?

In groups of three or four share your reflections. Either choose the idea your group is most comfortable with or synthesize your ideas into one statement Create an outline: Write your reflective idea at the top of chart paper List one example from each story– Genesis, Prometheus, and Frankenstein– that develops your reflective idea

Complete the “Reading Visual Text” assignment posted on Google Classroom/my website

Read Kafka’s version of Prometheus and Kalman’s literary criticism. Find and paraphrase 5 claims made by Kalman that attempt to explain Kafka’s re-telling of the myth. Remember: a literary claim will state WHAT Kafka did and WHY he did it.

Write an analytical response to the myth and at least one re-telling (a painting or Kafka). This essay will be expository but will analyze evidence from the two texts in order to support a thesis. The thesis should answer these questions: What human question do the similarities and/or differences in these two versions of Prometheus attempt to answer? How do the answers given by each agree and/or disagree?

Working in a group of no more than four, share the claims for your Prometheus reflection. Either create one claim that synthesizes your claims or choose the claim that the group agrees is strongest. On a piece of chart paper, create an outline: Claim Evidence from myth Evidence from re-telling

Working with your group, respond to the other groups’ outlines: Does their claim fully address the prompt? The thesis should answer these questions: What human question do the similarities and/or differences in these two versions of Prometheus attempt to answer? How do the answers given by each agree and/or disagree? Does their paraphrase of evidence directly support their claim?

Working with a partner, choose a word that describes a physical or mental character trait of the monster. Create a collage or other artistic representation of this trait. Either post your representation in our physical classroom or online in our Google classroom.

In chapters of Mary Shelley’s Frankenstein, Victor’s creation (the monster) describes his experience of observing a family for many months while hiding outside their cottage. At this point, Shelley is employing her framing device to have a character (the monster) tell a story to another character (Frankenstein) who is telling the entire story to the narrator (Walton). Write a well-developed paragraph in which you analyze how Shelley’s uses this structure to characterize the monster. Does this structure help us see the monster more or less clearly? Be sure to cite specific EVIDENCE from the three chapters in order to support your analysis.

At this point you have finished reading the novel. Spend some time analyzing the 8 pieces of text you gathered comparing Frankenstein to the allusions from your introductory presentation. Try to address two questions in each analysis: Does this text develop a similar or very different theme as one or more of the allusions? Name the theme and analyze how it is the same/different. How does this text work to prove the continued importance (or lack) and relevance (or lack) of this novel?

Look back at the presentation you did on modern allusions to Frankenstein. Now that you have finished the novel, would you say the novel develop a similar or a different theme than one developed in the music/art? What do you think these modern references to Frankenstein show about the continued relevance of this novel? Develop a literary claim that points out the similarities and/or differences in theme in order to establish the novel’s relevance or lack thereof, and cite supporting evidence from the novel to support your claim.