copyright 1999, Sirpa Grierson

Shelley, Mary

Frankenstein

Rachel K. Balagna, Crystal Deighton, Daniel Edwards and Amanda Ward
Sec. Ed 276R

Frankenstein Pictures http://web.netusal.net/~mchale/frankens.html This site has wonderful pictures of different places in the novel. I would show them so it is easier to picture where everything is happening.  Frankenstein: The making of a Monster http://school.discovery.com/lessonplans/programs/frankenstein/index.html I chose this site because it is questions testing the students on the background of the novel-which a few of my other sites explain. I thought the questions were good and would make sure they make the students think. Horror Stories http://encarta.msn.com/alexandria/templates/lessonfull.asp?page=1857 I thought this would be a fun activity for the students. Once they have read Frankenstein, they can try and write their own horror story, using some of the same tools that were used in the novel. Journal Activity http://www.westga.edu/~kidreach/frankensteinlesson.html The journal activity is a few questions that would really show the opinion of the students when they answer the questions. I liked the questions, and how there is no right or wrong answer-it's all opinion and one would have to answer creatively. Latest Frankenstein Holds Low Voltage http://rebelweb.anoka.k12mn.us/rebel/stdnpub/95RebelSpirit/frankenstein.html This is a film review on the movie Frankenstein. I thought that if the film was watched in class, the students may write their own review for the movie. This could either be used as an example, or to compare and contrast with their own reviews after they were finished. Science and Technology-Monsters We Have Created http://www3.sympatico.ca/ray.saitz/monster3.txt This is a topic that comes us every time this novel is read. It gives a wonderful idea for an essay concerning science and technology. I thought it was worded well. Frankenstein, the monster Small, Christopher. Ariel Like a Happy-Deep Truth. Victor Gollancz LTD 1972. I thought this source was good, because it talked about Frankenstein, the monster, and brought up different points that aren't brought up in any of the other sources. I found it interesting. Mary Shelley-Composition Walling, William A. Mary Shelley-Composition. Twayne Publishers, Inc. New York 1972. This goes in a little more depth with the coming together of the novel. I found it very interesting, and I thought students would, as well. Marvel comics http://members.aon.at/frankenstein/comic/marvel_comics.htm Marvel comics cover pages and sample comic pages from July 1973. Demonstrates widespread perception of the creature as a monster and senseless killing machine. [Taken from Feb 2004.] Pictures of the creature as grotesque. Three very different interpretations of how he looks. Why are there so many interpretations? Also a collection from a film version on reverse sheet. [Smith, Johanna, ed. Frankenstein. Bedford/St. Martin’s, Boston: 2000. Pgs 230-232.] Contest Summary [Taken from http://members.aon.at/frankenstein/htm (under text option) Feb 2004.] Summary of the ‘contest’ for which Shelley wrote the story as well as an overview of the book with brief critical commentary. Prometheus Myth. [Taken from http://www.geocities.com/Athens/6969/myth.html Feb 2004] Frankenstein is also titled The Modern Prometheus. This is just a short version of the myth to ponder why Shelley would liken Victor to Prometheus. From “The Sorrows of Young Werther(1774)” by Johann Wolfgang Von Goethe. Gives a good look at contemporary thought as well as writing style and language. [Part of the contextual documents: Smith, Johanna, ed. Frankenstein. Bedford/St. Martin’s, Boston: 2000. Pg 222-223.] Character list and description [Taken from http://home.tiscali.nl/~hamberg/ Feb 2004.] A list of characters and brief descriptions of them in context to the novel. The Rhyme of the Ancient Mariner by Samuel Coleridge [Sample page of printable text version taken from http://www.netpoets.com/cgi/poems.cgi?c=0&p=191&f=print Feb 2004 ] (Also entertaining for class would be to hear the Iron Maiden version of the poem set to music.) Mutability by Percy Shelley http://www.geocities.com/plt_2000plt_us/englam/shl-8.html Feb 2004 Paradise Lost by John Milton http://darkwing.uoregon.edu/~rbear/lost/lost.html Interactive map of Europe to help students visualize locations. http://www.yourchildlearns.com/europe_map.html Feb 2004 Vocabulary lists from various web sites. http://www.geocities.com/englishthompson/frankenstein.html Inside Gothic Landscapes http://www.icc.gatech.edu/~broglio/rc/frankenstein/teaching_rchs_gothic.html Feb 2004 Discusses importance of environment to the gothic novel. Movie List Taken from http://members.aon.at/frankenstein/htm (under film option) Feb 2004. Here’s a list of movies that are directly about or closely relating to the ‘Frankenstein’ theme established by Mary Shelley’s novel. Some are more appropriate for students than others. Each brings out different angles of the story. Mary Shelley and Reviews of Frankenstein http://www.rc.umd.edu/reference/mschronology/reviews.html Feb 2004 A great site with info on Mary Shelley. Also includes five or six reviews of Frankenstein by Shelley’s contemporaries. Main page links to a very in depth time line of Shelly’s life. Kenneth Branagh's Frankenstein [Taken from http://home.tiscali.nl/~hamberg/ Feb 2004.] A review of the Branagh film Mary Shelley’s Frankenstein: “EVIL WILL HAVE ITS REVENGE” by Emma Jackson. Gives a good example of how the film differs from the actual novel. Illustrates reviewing skills as well as interpretation skills. Demonstrates to the students that everyone has a bit of their own spin to put on the novel. “Humanity in Frankenstein” by Jaret Walker. http://www.4literature.net/user/jaret Feb 2004. This is an article exploring the possible humanistic qualities in the novel and the main character, Victor Frankenstein. “Ideas for Analyzing Frankenstein” by Robert Harris. Taken from http://www.virtualsalt.com/lit/franidea.htm Feb 2004. Gives excellent questions on how to explore deeper through analyzation. Mock trial lesson plan [Taken from http://school.discovery.com/lessonplans/programs/frankenstein/index.htm Feb 2004] Mock trial lesson plan where the class chooses two characters to be on trial. Students take on roles of characters (defendant and prosecution as well as witnesses). Six students act as jury and a verdict is decided. Class can decide what crime is on trial as well as appropriate punishment or damages for the accused or victim respectively. Create a Wanted Poster. Have students create a visual symbol or likeness of a character as well as describing their physical appearance. Uses creativity and synthesis skills. [Adapted from Mrs. Burr’s Trading Card Book Report at Springville High School, Utah Feb 2004.] Back to Top Anticipation: Asks what the student thinks a scientist does? http://www.westga.edu/%7Ekidreach/frankenstein.html A simple 10 question starter. Definition of Frankenstein http://encarta.msn.com/dictionary_1861613326/Frankenstein.html A few definitions History of the name Frankenstein http://frankensteinweb.com/ A ncient sources of the name Frankenstein and links to other things. Tales of the Supernatural http://edsitement.neh.fed.us/view_lesson_plan.asp?ID=317 Werewolves and scary items Meaning of Prometheus http://www.perseus.tufts.edu/cgi-bin/ptext?doc=Perseus%3Atext%3A1999.04.0062%3Aid%3Dprometheus basic Greek mythology story http://home.tiscali.nl/~hamberg/Frankenstein/title.html Basic explanation of the title http://www.nlm.nih.gov/hmd/frankenstein/frank_modern_2.html A nother simple explaination Genre of the story http://home.tiscali.nl/~hamberg/Gothic/genre.html Events leading to the creation of Frankenstein http://www.kimwoodbridge.com/maryshel/summer.shtml summer of 1816… http://www.nlm.nih.gov/hmd/frankenstein/frank_birth.html simple events influencing and leading to the creation of the story Vocabulary List http://school.discovery.com/lessonplans/programs/frankenstein/index.html list of few words and definitions Character Description http://home.tiscali.nl/~hamberg/Frankenstein/characters.html basic character sketches References to Literary works in Frankenstein http://home.tiscali.nl/~hamberg/Frankenstein/literaryworks.html summary of literary referred to in the story http://www.kimwoodbridge.com/maryshel/franken.shtml discussion of how literary works relate to the characters http://www.nlm.nih.gov/hmd/frankenstein/frank_modern_2.html short connections between the literary, the times and the story Connections from the book to Mary Shelley’s life http://www.kimwoodbridge.com/maryshel/knowledge.shtml Discussion of Science and Technology http://www.nlm.nih.gov/hmd/frankenstein/frank_promise.html Journal Writing Activity http://www.westga.edu/%7Ekidreach/frankensteinlesson.html three simple questions that discuss the basics Mock trial http://school.discovery.com/lessonplans/programs/frankenstein/index.html Set roles for students to play, and act out what the students think a trial should be like in the case of Frankenstein and the monster. Discussion Questions http://school.discovery.com/lessonplans/programs/frankenstein/index.html (Second Part) Discuss issues that the novel is used for. Discuss adaptations of story to plays and film http://home.tiscali.nl/~hamberg/Frankenstein/films.html http://home.tiscali.nl/~hamberg/Frankenstein/theatre1.html http://www.nlm.nih.gov/hmd/frankenstein/frank_celluloid.html http://members.aon.at/frankenstein/frankenstein-start.htm Discussion of the power of being a God, creator… http://www.kimwoodbridge.com/maryshel/bushi.shtml Discussion of parenting http://www.kimwoodbridge.com/maryshel/coulter.shtml Who is the Real Monster? Who became or created the first Monster? http://www.kimwoodbridge.com/maryshel/russ.shtml Contemporary Reviews http://www.rc.umd.edu/reference/mschronology/reviews.html L inks to several reviews of the time when Mary Shelley wrote Frankenstein Students can write their own reviews of the book (book report) Back to Top Reading Activities (compiled by Amanda Ward) |Pre-Reading | During Reading | Post-Reading | Pre-Reading: 1. http://frankensteinweb.com This is an excellently crafted website discussing the meaning of the name “Frankenstein.” It provides an interesting history of the name itself and explains how it has evolved into the meaning we associate with it today. This could be a good way to introduce the novel to the class. 2. Darrow, Sharon. Through the tempests dark and wild: a story of Mary Shelley, creator of Frankenstein. Candlewick Press. Cambridge, MA. 2003. This book would be an excellent way to help students visualize the world Mary Shelley lived and wrote in. 3. http://www.nlm.nih.gov/hmd/frankenstein/frank birth.html After describing to the students how Frankenstein was initially born, give them the opportunity to write their own short horror story. This will help students understand the context in which Frankenstein was written and give them an appreciation for the complexity of the story. 4. http://www.nlm.nih.gov/hmd/frankenstein/frank birth.html This website gives excellent background information on Mary Shelley and the scientific world that she lived in. Students will be able to understand the scientific fervor that influenced her writing. 5. http://www.historyguide.org/intellect/lecture14a.html This website gives a fascinating historical representation about the political world Shelley was writing in and how such political unrest affected the literature of the time. 6. Morrison, Lucy. A Mary Shelley Encyclopedia. Greenwood Press. Westport CT. 2003. Use this encyclopedia of subjects relating to Mary Shelley, assigning each student a different subject to research. This will give students preparation for the subjects they will find in Frankenstein. 7. http://www.wsu.edu:8080/~brians/hum303/romanticism This website could be used to introduce students to the Romantic era of literature, allowing them to perceive how Frankenstein fits into the context it was created in. 8. http://home.tiscali.nl/~hamberg/MaryShelley/biography.html Use this website to explain Mary Shelley’s life history. This will help students understand how her writing was influenced by the events in her life. 9. Beer, John B. Romantic Consciousness: Blake to Mary Shelley. Palgrave Macmillan. NY. 2003. Have students read excerpts from this book to help them understand how the ideas of early romantic authors influenced Mary Shelley’s writing. 10. http://www.bartleby.com/144 Have students read excerpts from Mary Wollstonecraft’s writings to show how Shelley was influenced by the writings of her mother. Back to Top During Reading: 1. http://home-1.worldonline.nl/~hamberg/Frankenstein/literaryworks.html My Hideous Progeny: Mary Shelley’s Frankenstein This website lists the various literary allusions found in both the introduction and the novel itself. Students could make connections between Frankenstein and the other literary novels alluded to by learning about those literary works. Frankensteing. Kenneth Branagh, Robert DeNiro, Helena Bonham Carter. 1995 2. http://us.imdb.com/title/tt0109836/ Show students clips of this movie to help them visualize the section of the book they are reading at the time. This will give students a good understanding of dark and gothic nature of the book. 3. http://school.discovery.com/lessonplans/programs/frankenstein/index.html Vocabulary Words: These words were used to describe the book and will help students understand the nature and severity of the subject matter. 4. http://www.nlm.nih.gov/hmd/frankenstein/frank modern 2.html This website will help students make the connection to Shelley’s subtitle: “The Modern Prometheus” throughout their reading of the novel. Provides interesting pictures and excellent analysis. 5. Bulletin Board- Amanda Ward 2004 Have students build a life size paper monster for the bulletin board. On each section of the body, have the students summarize the chapters they have just read. This will be a fun way to help students understand the plot of the book. 6. http://home.tiscali.nl/~hamberg/Frankenstein/characters.html This is an excellent website that gives great character descriptions. Divide the class into groups and give each group a character that they have read about so far. As a group, they must use the information given in the book to write a detailed description of their character. After they have written their own description have them compare with those on this website as well as those in other classes. 7. http://www.geocites.com/englishthompson/frankenstein.html Vocabulary Words: These are words found within the novel. Assign each student a vocabulary word that they present to the class. They must research the meaning/root of the word and explain its context within the novel. 8. Build-A-Monster Workshop. Amanda Ward 2004 Provide the students with marshmallows, bite size candy bars, carrots, grapes, and toothpicks. Place the students into groups and give them 15 minutes to build their own monster, working as a group. Discuss the process of creation and have students relate their experience back to what they have been reading in the book. 9. Chapter Summaries Worksheet. Adapted from Thornock, Krista. Centennial Middle School. September 8, 2004. For each chapter in the novel, have students write one “Big Idea” or one “Clarifying” question with the answer and give a summary of the main ideas. Have students then give each chapter an appropriate title. This will help students begin thinking about and analyzing the issues within each chapter. 10. http://www.enotes.com/frankenstein/1475 This website has some great resources and could be used extensively. One aspect of this site that could be used is the chapter quizzes. Have students take a quiz on each chapter to help them keep up on the main points of the plot. Before giving them a quiz play a memory game using the quiz questions as one match and the answers as the other. This will help them review for the quiz. Back to Top Post-Reading 1. http://school.discovery.com/lessonplans/programs/frankenstein/index.html Set up a mock courtroom in class in which the monster is suing his creator for negligence, malpractice, and emotional and physical stress. Students can volunteer to play different characters within the novel acting as the defendant, plaintiff, witnesses or the jury. Students will have to do a little research to understand the rules of the courtroom and their characters. This is a fun way to enable students to really ponder the issues in the novel, and step into the shoes of the characters. 2. Young Frankenstein. Mel Brooks. Gene Wilder, Peter Boyle, Marty Feldman, Madeline Kahn. 1974 This movie is a fun spoof on the Frankenstein story and would give students an idea of the various interpretations of the novel. 3. http://virtual.park.uga.edu/~232/frank.threads.html This website has a list of the various threads found within the novel. Have students divide into groups and give each group a different thread to research within the book itself and in outside sources as well. They will be required to present their findings to the class. 4. http://web.quipo.it/frankenstein/literaryconnections.htm This website explores various literary connections to novels written before and after Shelley wrote her masterpiece. Students might find this an interesting site and might enjoy the connection to popular science fiction books and movies. 5. Glut, Donald F. Frankenstein archive: essays on the monster, the myth, the movies and more. Mcfarland. Jefferson, NC 2002. Have students read selected articles from this book to see how Shelley’s work has been absorbed into modern society and culture. 6. The Bride of Frankenstein. Boris Karloff, Colin Clive, Valerie Hobson, Elsa Lancaster. 1935. This excellent sequel to the original 1935 version of Frankenstein would be fun for the students to watch. Beginning with Mary Shelley, Percy Shelley, and Lord Byron discussing Mary’s masterpiece, this movie provides an insight into the life of the author and brings Mary Shelley to life in more ways than one. The movie also provides a different interpretation of the story that would be interesting for the students to perceive. 7. http://www.engl.virgini.edu/enec981/Group/ami.intro.html This website provides a fascinating look into Gothic literature, particularly those works written by female authors. Students will find the section on Frankenstein interesting, especially its connection to other Gothic works. 8 . http://www.kimwoodbridge.com/maryshel/birth.shtml This is an emotionally charged article discussing the theme of creation and birth in the novel Frankenstein. This would be excellent to use as a discussion tool as it connects Mary’s own personal experience with creation to the novel itself. 9. Gordon, George: Lord Byron. “The Prisoner of Chillon.” Shelley, Percy Bysshe. “When the Lamp is Shattered.” Adventures in English Literature. Ed. H.C. Schweikert, Rewey Belle Inglis, et. al. Harcourt, Brace and Company. NY 1933 Have students read selections from these great poets, discussing how Shelley’s writing might have been influenced by them or vice versa. 10. http://www.ovationtv.com/artzone/teachers/frankenstein.html This is an excellent site that provides several lesson plans and activities dealing with the novel Frankenstein. Gives students great insight to the life and art of Mary Shelley, consider the themes in the book, and help students understand the nineteenth century fascination with electricity and experimentation. Back to Top

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