Novel Study Unit:

Frankenstein

ENG3U Novel Study Unit • Name: ___________________________

English novelist Mary Shelley is best known for writing Frankenstein, or The Modern Prometheus (1818) and for her marriage to the poet Percy Bysshe Shelley (1792–1822).

Early yearsMary Wollstonecraft Godwin was born on August 30, 1797, in London, England. She was the only daughter of Mary Wollstonecraft, the early feminist (one who works on behalf of women's rights) and author of A Vindication of the Rights of Woman, and William Godwin, the political writer and novelist, both of whom objected to the institution of marriage. Ten days after Mary's birth, Wollstonecraft died from

complications, leaving Godwin, a self-absorbed intellectual, to care for both Mary and Fanny Imlay, Wollstonecraft's daughter from an earlier relationship.

Mary's home life improved little when four years later her father married his next-door neighbor, Mary Jane Clairmont, who already had two children of her own. The new Mrs. Godwin favored her own children over the daughters of the celebrated Wollstonecraft, and Mary was often alone and unhappy. She was not formally educated, but she read many of her mother's books and absorbed the intellectual atmosphere created by her father and such visitors as the poet Samuel Taylor Coleridge (1772–1834). Young Mary's favorite retreat was Wollstonecraft's grave in the St. Pancras churchyard, where she went to read and write, and eventually, to meet her lover, Percy Shelley (1792–1822).

Life with ShelleyAn admirer of Godwin, Percy Shelley visited the author's home and briefly met Mary when she was fourteen, but their attraction did not take hold until a meeting two years later. Shelley, twenty-two, was married, and his wife was expecting their second child, but he and Mary, like Godwin and Wollstonecraft, believed that ties of the heart were more important than legal ones. In July 1814, one month before her seventeenth birthday, Mary ran away with Percy, and they spent the next few years traveling in Switzerland, Germany, and Italy. Percy's father, Sir Timothy Shelley, cut off his son's large allowance after the couple ran away together.

In 1816 Mary's half-sister Fanny committed suicide; weeks later, Percy's wife, Harriet, drowned herself. Mary and Percy were married in London in an unsuccessful attempt to gain custody of his two children by Harriet. Three of their own children died soon after birth, and Mary fell into a deep depression that did not improve even after the birth in 1819 of Percy Florence, her only surviving child. The Shelleys' marriage suffered, too, in the wake of their children's deaths, and Percy formed romantic attachments to other women.

Despite these difficult circumstances, Mary and Percy enjoyed a large group of friends, which included the poet Lord Byron (1788–1824) and the writer Leigh Hunt (1784–1859). They also maintained a schedule of very strict study—including classical and European literature, Greek, Latin, and Italian language, music and art—and other writing. During this period Mary completed Frankenstein, the story of a doctor who, while trying to discover the secret of life, steals bodies from graves in an attempt to create life from the parts—but instead creates a monster.

From www.notablebiographies.com

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Frankenstein by Mary Shelley • Biography

Mary Shelley’s Frankenstein was published in 1818 in England at the height of the Romantic movement, and so the novel is labelled as Romantic fiction. Many scholars see Shelley’s work as a critique of ideals, as it was conceived during the post-revolutionary period known as the Enlightenment. This was “a European intellectual movement emphasizing reason and individualism rather than tradition” (New Oxford American Dictionary). Also, the new industrialism of the time transformed English society. In the 1780s, Luigi Galvani conducted an experiment on animal tissue using a machine that could produce electrical sparks. In the early 1800s, scientists were on the verge of discovering the potential of electricity. Today, galvanism refers to a direct current of electricity produced by a chemical reaction.

The setting of the novel takes place in the late 18th century (1700s) across a number of locales in Europe, such as Russia, Geneva, the Swiss Alps, Germany, England, Scotland, and France, during the period of the Enlightenment.

From www.stepmap.com/map/frankenstein-locations-191020

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Frankenstein Setting

From CliffNotes Frankenstein Summary and Study Guide

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Frankenstein Character Map

In groups of 5-6, students are to read then choose a children’s story to perform. The presentation must be performed creatively in front of the class and incorporate at least one of the following art forms:

• Dance• Music• Drama

Name(s): _________________________________________________________________________________

EvaluationThe performance reflects the ideas, themes, and issues examined in the children’s story.

1 2 3 4 5 6 7 8 9 10

The students used various presentation techniques such as voice, tone, posture, stress, etc. to present the story.

1 2 3 4 5 6 7 8 9 10

Each student participated equally and effectively:

Student 1

1 2 3 4 5

Student 2

1 2 3 4 5

Student 3

1 2 3 4 5

Student 4

1 2 3 4 5

Student 5

1 2 3 4 5

Student 6

1 2 3 4 5

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Frankenstein Creative Performance /25

marginalization |ˌmärjənələˈzāSHənˌmärjənəˌlīˈzāSHən|nountreatment of a person, group, or concept as insignificant or peripheral (New Oxford American Dictionary).

According to Wikipedia and the Merriam Webster Dictionary, marginalization is “when an individual is socially excluded from society and placed in a powerless and unimportant position within a society or group. These individuals are at a social disadvantage and are often shunned and ostracized from society.”

Reflect on how marginalization exists in the children’s tale that you read.

This is a significant topic that emerges in Frankenstein and the question we will be focusing on, while investigating literary elements of the text, is:

How does marginalization manifest itself (in Shelley’s Frankenstein)?

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Frankenstein Marginalization

Scenario 1: Example of Robert Moses, the master builder of roads, parks, bridges, and other public works of the 1920-1970s in New York. His overpasses were built to limit buses, which were likely to carry African Americans and low income families.

Scenario 2: Cyrus McCormick II owned the reaper manufacturing plant in Chicago and at the time he was engaged in a battle with the National Union of Iron Moulders. He introduced these new technical developments to the factory in order to remove those skilled workers who were interested in forming a union. After three years had elapsed, he removed the machines and successfully destroyed the union.

These two scenarios are examples of technologies being used to enhance the power, authority, and privilege of some others by intentional design. Technologies are often considered as neutral tools that can be used well or poorly, for good, evil, or something in between. Rarely does one consider that these devices may have been designed and built to produce a set of consequences logically and temporarily prior to any of its professional uses and beyond its immediate use.

Scenario 3: The mechanical tomato harvester was built by the University of California in order to assist in the reaping of the tomato harvest. The cost, however, of the machine and the virtual size of it favoured large plots of land. The small rural farms were unable to keep up with the amount of production obtained by the machine and crews of workers lost their jobs as a result of the machines. The number of farms declined during these years as did the job market for the tomato industry (1970s). There was no intent, however, to affect the industry in such a manner. An example of an ongoing social process in which scientific knowledge, technological invention, and corporate profit reinforce each other in deeply entrenched patterns, patterns that bear the unmistakable stamp of political and economic power.

Scenario 4: Nuclear power stations, for the most part, demand a certain type of administration – authoritarian, centralized through large corporations that are immensely powerful.

Solar Power – Some could argue that they are more independent, liberal, and more democratic.

Frankenstein SettingTime: Eighteenth century (late 1700s)Place: Geneva; the Swiss Alps; Ingolstadt; England and Scotland; the northern ice.Period: EnlightenmentWhen Novel Was Published:

• 1818 in England• height of the Romantic movement• Romantic poets – William Wordsworth, Samuel Taylor Coleridge, John Keats, Percy Shelley• Frankenstein labelled romantic fiction• many scholars see Shelley’s work as a critique of ideals• post-revolutionary period (agriculture to industry; rural to urban)• the new industrialism transformed English society• early 1800s – scientists on the verge of discovering the potential of electricity• 1789s – Galvani – conducted an experiment on animal tissue using a machine that could produce

electrical sparks• Galvanism – today refers to a direct current of electricity produced by a chemical reaction

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Frankenstein Marginalization • Setting Scenarios

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Frankenstein Marginalization • Setting Scenario 1SC

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Frankenstein Marginalization • Setting Scenario 2SC

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Find a quotation in the text to support how elements of setting are used to marginalize a character.

Setting QuotationExplanation:How does the quotation show that setting is marginalizing the character(s)?

Geographical Location

Time Period

Social Setting

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Frankenstein Marginalization • Setting

Body Ritual Among the Nacirema* by Horace Miner

*From American Anthropologist, vol. 58, no. 3 (1956). Reproduced with permission of the American Anthropological Association.

¶ 2…[The Nacirema] are a North American group living in the territory between the Canadian Cree, the Yaqui and Tarahumare of Mexico, and the Carib and Arawak of the Antilles. Little is known of their origin, although tradition states that they came from the east.

¶ 3Nacirema culture is characterized by a highly developed market economy which has evolved in a rich natural habitat. While much of the people's time is devoted to economic pursuits, a large part of the fruits of these labors and a considerable portion of the day are spent in ritual activity. The focus of this activity is the human body, the appearance and health of which loom as a dominant concern in the ethos of the people. While such a concern is certainly not unusual, its ceremonial aspects and associated philosophy are unique.

¶ 4The fundamental belief underlying the whole system appears to be that the human body is ugly and that its natural tendency is to debility and disease. Incarcerated in such a body, man's only hope is to avert these characteristics through the use of ritual and ceremony. Every household has one or more shrines devoted to this purpose. The more powerful individuals in the society have several shrines in their houses and, in fact, the opulence of a house is often referred to in terms of the number of such ritual centers it possesses. Most houses are of wattle and daub construction, but the shrine rooms of the more wealthy are walled with stone. Poorer families imitate the rich by applying pottery plaques to their shrine walls.

¶ 5While each family has at least one such shrine, the rituals associated with it are not family ceremonies but are private and secret. The rites are normally only discussed with children, and then only during the period when they are being initiated into these mysteries. I was able, however, to establish sufficient [504 begins ->] rapport with the natives to examine these shrines and to have the rituals described to me.

¶ 6The focal point of the shrine is a box or chest which is built into the wall. In this chest are kept the many charms and magical potions without which no native believes he could live. These preparations are secured from a variety of specialized practitioners. The most powerful of these are the medicine men, whose assistance must be rewarded with substantial gifts. However, the medicine men do not provide the curative potions for their clients, but decide what the ingredients should be and then write them down in an ancient and secret language. This writing is understood only by the medicine men and by the herbalists who, for another gift, provide the required charm.

¶ 7The charm is not disposed of after it has served its purpose, but is placed in the charmbox of the household shrine. As these magical materials are specific for certain ills, and the real or imagined maladies of the people are many, the charm-box is usually full to overflowing. The magical packets are so numerous that people forget what their purposes were and fear to use them again. While the natives are very vague on this point, we can only assume that the idea in retaining all the old magical materials is that their presence in the charm-box, before which the body rituals are conducted, will in some way protect the worshiper.

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Frankenstein Marginalization • Point of View Article

¶ 8Beneath the charm-box is a small font. Each day every member of the family, in succession, enters the shrine room, bows his head before the charm-box, mingles different sorts of holy water in the font, and proceeds with a brief rite of ablution. The holy waters are secured from the Water Temple of the community, where the priests conduct elaborate ceremonies to make the liquid ritually pure.

¶ 9In the hierarchy of magical practitioners, and below the medicine men in prestige, are specialists whose designation is best translated as "holy-mouth-men." The Nacirema have an almost pathological horror of and fascination with the mouth, the condition of which is believed to have a supernatural influence on all social relationships. Were it not for the rituals of the mouth, they believe that their teeth would fall out, their gums bleed, their jaws shrink, their friends desert them, and their lovers reject them. They also believe that a strong relationship exists between oral and moral characteristics. For example, there is a ritual ablution of the mouth for children which is supposed to improve their moral fiber.

¶ 10The daily body ritual performed by everyone includes a mouth-rite. Despite the fact that these people are so punctilious about care of the mouth, this rite involves a practice which strikes the uninitiated stranger as revolting. It was reported to me that the ritual consists of inserting a small bundle of hog hairs into the mouth, along with certain magical powders, and then moving the bundle in a highly formalized series of gestures.

¶ 11In addition to the private mouth-rite, the people seek out a holy-mouth-man once or twice a year. These practitioners have an impressive set of paraphernalia, consisting of a variety of augers, awls, probes, and prods. The use of [505 begins ->] these objects in the exorcism of the evils of the mouth involves almost unbelievable ritual torture of the client. The holy-mouth-man opens the client's mouth and, using the above mentioned tools, enlarges any holes which decay may have created in the teeth. Magical materials are put into these holes. If there are no naturally occurring holes in the teeth, large sections of one or more teeth are gouged out so that the supernatural substance can be applied. In the client's view, the purpose of these ministrations is to arrest decay and to draw friends. The extremely sacred and traditional character of the rite is evident in the fact that the natives return to the holy-mouth-men year after year, despite the fact that their teeth continue to decay.

¶ 12It is to be hoped that, when a thorough study of the Nacirema is made, there will be careful inquiry into the personality structure of these people. One has but to watch the gleam in the eye of a holy-mouth-man, as he jabs an awl into an exposed nerve, to suspect that a certain amount of sadism is involved. If this can be established, a very interesting pattern emerges, for most of the population shows definite masochistic tendencies. It was to these that Professor Linton referred in discussing a distinctive part of the daily body ritual which is performed only by men. This part of the rite includes scraping and lacerating the surface of the face with a sharp instrument. Special women's rites are performed only four times during each lunar month, but what they lack in frequency is made up in barbarity. As part of this ceremony, women bake their heads in small ovens for about an hour. The theoretically interesting point is that what seems to be a preponderantly masochistic people have developed sadistic specialists.

¶ 13The medicine men have an imposing temple, or latipso, in every community of any size. The more elaborate ceremonies required to treat very sick patients can only be performed at this temple. These

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ceremonies involve not only the thaumaturge but a permanent group of vestal maidens who move sedately about the temple chambers in distinctive costume and headdress.

¶ 14The latipso ceremonies are so harsh that it is phenomenal that a fair proportion of the really sick natives who enter the temple ever recover. Small children whose indoctrination is still incomplete have been known to resist attempts to take them to the temple because "that is where you go to die." Despite this fact, sick adults are not only willing but eager to undergo the protracted ritual purification, if they can afford to do so. No matter how ill the supplicant or how grave the emergency, the guardians of many temples will not admit a client if he cannot give a rich gift to the custodian. Even after one has gained and survived the ceremonies, the guardians will not permit the neophyte to leave until he makes still another gift.

¶ 15The supplicant entering the temple is first stripped of all his or her clothes. In everyday life the Nacirema avoids exposure of his body and its natural functions. Bathing and excretory acts are performed only in the secrecy of the household shrine, where they are ritualized as part of the body-rites. Psychological shock results from the fact that body secrecy is suddenly lost upon entry into the latipso. A man, whose own wife has never seen him in an excre- [506 begins ->] tory act, suddenly finds himself naked and assisted by a vestal maiden while he performs his natural functions into a sacred vessel. This sort of ceremonial treatment is necessitated by the fact that the excreta are used by a diviner to ascertain the course and nature of the client's sickness. Female clients, on the other hand, find their naked bodies are subjected to the scrutiny, manipulation and prodding of the medicine men.

¶ 16Few supplicants in the temple are well enough to do anything but lie on their hard beds. The daily ceremonies, like the rites of the holy-mouth-men, involve discomfort and torture. With ritual precision, the vestals awaken their miserable charges each dawn and roll them about on their beds of pain while performing ablutions, in the formal movements of which the maidens are highly trained. At other times they insert magic wands in the supplicant's mouth or force him to eat substances which are supposed to be healing. From time to time the medicine men come to their clients and jab magically treated needles into their flesh. The fact that these temple ceremonies may not cure, and may even kill the neophyte, in no way decreases the people's faith in the medicine men.

¶ 17There remains one other kind of practitioner, known as a "listener." This witch-doctor has the power to exorcise the devils that lodge in the heads of people who have been bewitched. The Nacirema believe that parents bewitch their own children. Mothers are particularly suspected of putting a curse on children while teaching them the secret body rituals. The counter-magic of the witch-doctor is unusual in its lack of ritual. The patient simply tells the "listener" all his troubles and fears, beginning with the earliest difficulties he can remember. The memory displayed by the Nacirema in these exorcism sessions is truly remarkable.

Questions1. What is the article discussing?2. Who are the Nacirema?3. Why do common daily routines seem bizarre?4. How does the point of view in Frankenstein marginalize the characters?5. Is the point of view reliable?6. Is the point of view liberating?

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•Introduced to Walton first•Frame device – tale is told to us by someone who reads it or hears it from someone else•Frame device invites readers to believe Victor’s story through an objective person•Uses literary device – epistolary form – using letters to tell a story•Walton’s letters to his sister frame both Victor’s and the creature’s narrative•Story moves from the “wretched man” to the “demon”•Victor begins with his childhood, to his studies, and then to creation of his creature•The creature interrupts Victor, providing all the details leading up to his request for a

partner•Walton’s letters introduce and conclude the novel•Structured like a line of receding mirror images: outer tale (Robert Walton); inner tale

(Frankenstein); and further tale (monster’s confessions)•All three circles of the narrative collapse together when Victor, the monster, and Walton

face off

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Frankenstein Marginalization • Point of View • Narration

How does each character’s perspective marginalize someone?

Character Who is being marginalized?How?Consider word choice, comparisons, literary devices, descriptions, reactions, mood, etc.

Walton

Victor

Monster

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Frankenstein Marginalization • Point of View

Provide three (3) examples from the text for each type of conflict below.

Type of Conflict Examples

Person versus Self

Person versus Nature

Person versus Society

Person versus Technology

In a paragraph, explain how one of the conflicts above marginalizes a character or characters in the text. Then write a paragraph outlining an example of that type of conflict that is present in the world today and explain how it marginalizes individuals.

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Frankenstein Marginalization • Conflict

Directions: As you review the totality of Frankenstein, list and categorize specific character traits of the main character, Victor himself.

© COPYRIGHT, The Center for Learning. Used with permission. Not for resale.

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Frankenstein Marginalization • Character

Psychological TraitsIntellectual Qualities

Social Skills

Physical Traits

Weaknesses Morals/Ethics

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Frankenstein Marginalization • Theme TopicsTh

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Topics

FamilyIdentityRevenge

Question

How does not having a family impact the monster?

How does not having family or friends cause the monster to act?

Why is the monster vengeful?

Answer

In order for the monster to develop a strong identity, it is necessary for him to be accepted and loved by his creator/family; however, the lack of familial connection causes the monster to exert malicious acts of revenge leading to the demise of many characters.

Theme Statement

It is necessary to have strong familial connections and nurturing love to be a successful member of society.

Proof

“And what was I? Of my creation and creator I was absolutely ignorant, but I knew that I possessed no money, no friends, no kind of property. I was, besides, endued with a figure hideously deformed and loathsome; I was not even of the same nature as man…Was I, then a monster, a blot upon earth, from which all men fled and whom all men disowned?” (Shelley 108)

“But where were my friends and relations? No father had watched my infant days, no mother had blessed me with smiles and caresses…” (Shelley 109)

Explanation

The monster lacks the love of his creator. He is isolated and abandoned by those around him. Once he recognizes that he is viewed as a “monster” he begins to loathe himself. He struggles developing an identity and relationships with others as he has not been nurtured and cared for. In turn, the monster is unable to socialize with others. Once he gains the knowledge to communicate, he is rejected. Without a supportive family and friends, the monster becomes angered by the neglect he faces and he releases his rage on the man solely responsible, Victor Frankenstein, by going after his loved ones.

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Frankenstein Marginalization • Theme

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Frankenstein Marginalization • Theme Topics

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Frankenstein Marginalization • Theme Topics

Groups of 4-5 members will present a 20-30 minute seminar on their topic. These topics have been selected because they influenced or shaped Mary Shelley and her writing. You are asked to make critical connections between Mary Shelley and how the topic you are researching influenced both the author and the novel.

Your seminars should be academic, in that you should clearly state what you are attempting to prove and provide your audience with thought-provoking and critically analyzed textual support. You should also make your seminar interesting as well as informative; hence, you are encouraged to weave a creative component throughout your presentation that will stimulate our imagination and understanding of your seminar.

Requirements:• Tools for Interpreting and Analyzing Information handout• Script submitted to TurnItIn.com prior to the presentation date• Peer and self-evaluation form and Works Cited page must be submitted at the beginning of class• Length of seminar is 20 minutes–you will be asked to stop at 20 minutes

The usual standards of academic integrity will apply, and all quoted, scanned, or paraphrased material must be cited. Plagiarism will result in a zero or failing grade for the project.

Topics1. Gothic Literature

• How is Mary Shelley’s Frankenstein a product of Gothic literature?2. The Romantic Movement

• How is Mary Shelley’s Frankenstein a product of the Romantic movement?3. The Enlightenment

• How is Mary Shelley’s Frankenstein a reaction to the Enlightenment?4. Coleridge’s Rime of the Ancient Mariner

• How does Samuel L. Coleridge’s Rime of the Ancient Mariner influence Mary Shelley’s work?5. Prometheus Myth

• Shelley’s novel, Frankenstein, is subtitled The Modern Prometheus. How does the Prometheus myth emerge in Shelley’s Frankenstein?

6. The Byronic Hero• How do the main characters in Shelley’s Frankenstein mimic the Byronic hero?

7. Milton’s Paradise Lost• How does John Milton’s Paradise Lost emerge in Shelley’s Frankenstein?

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Frankenstein Major Research Project & Seminar

Seminar Topic: ____________________________________________________________________________Group Members:

1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

3. ____________________________________________________________________________________

4. ____________________________________________________________________________________

5. ____________________________________________________________________________________

Responsibilities• All students must participate in the research component of the assignment.• Research responsibilities must be distributed as equally as possible among group members.• In the written analysis, students must identify which component they produced.

Name & Contact Info Research Responsibility1)

Email:

Cell Phone:2)

Email:

Cell Phone:3)

Email:

Cell Phone:4)

Email:

Cell Phone:5)

Email:

Cell Phone:

Process: Students responded to all sections of the Tools for Interpreting and Analyzing Data thoroughly and effectively.

0 1 2 3 4 5 6 7 8 9 10

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Frankenstein Seminar Research Group Contract

Seminar Topic: ____________________________________________________________________________Group Members:

1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

3. ____________________________________________________________________________________

4. ____________________________________________________________________________________

Self Evaluation:

Completed all tasks assigned, thoroughly and efficiently 0 1 2 3 4

Present for all class work periods 0 1 2

Met all team and personal assignment deadlines 0 1 2

Communicated and contributed to team project as a whole 0 1 2

Total: /10

In a paragraph, justify the mark you assigned yourself:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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Frankenstein Seminar Self Evaluation Form

Student 1: ________________________________________

Student 2: ________________________________________

Student 3: ________________________________________

Student 4: ________________________________________

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Frankenstein Seminar Peer Evaluation Form

Under the headings below, take point-form notes from the seminars presented in class. Consider what thinking strategy best suits you when taking notes. There should be at least 5-10 idea per topic.

Gothic literature

Romantic movement

The Enlightenment

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Frankenstein Seminar Notes /35

Coleridge’s Rime of the Ancient Mariner

Prometheus myth

The Byronic hero

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Frankenstein Seminar Notes continued

Milton’s Paradise Lost

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Frankenstein Seminar Notes continued

Name(s): _________________________________________________________________________________

Topic: _______________________________________________Group Mark:Fluidity and cohesion of the presentation 0 1 2 3 4 5

Integrates various media within the presentation 0 1 2 3 4 5

Creativity: appealed to all five senses with purpose 0 1 2 3 4 5

Creativity: embedded throughout entire presentation 0 1 2 3 4 5

Works Cited 0 1 2

Duration: __________ Total: /22

Individual Mark:Criteria Level R (0-4) Level 1 (5) Level 2 (6) Level 3 (7) Level 4 (8-10)

Knowledge • Includes very little information, ideas, and concepts

• Knowledge of novel is lacking

• Includes limited information, ideas, and concepts

• Knowledge of novel is limited

• Includes some information, ideas, and concepts

• Some knowledge of novel is evident

• Includes sufficient information, ideas, and concepts

• Knowledge of novel is sufficient

• Includes information, ideas, and concepts that are thorough

• Knowledge of novel is sufficient and thorough

Analysis Does not support arguments with evidence and examples

Supports arguments with limited evidence and examples

Supports arguments with moderate evidence and examples

Supports arguments with considerable evidence and examples

Thoroughly supports arguments with evidence and examples

Organization Student has not prepared (no costume, no aids, no speaking notes)

Student prepares with limited effectiveness (costumes, aids, and speaking notes)

Student prepares with moderate effectiveness (costume, aids, and speaking notes)

Student prepares with considerate effectiveness (costumes, aids, speaking notes)

Student thoroughly and effectively prepares for the presentation (costumes, aids, speaking notes)

Presentation Skills

Academic Language

• Speech lacks fluency, expressiveness, and audibility

• Language is not appropriate to purpose

• Speech lacks some fluency, expressiveness, or audibility

• Language is limited in its appropriateness to purpose

• Speech is somewhat fluent, expressive, and audible

• Language is somewhat appropriate to purpose

• Speech is fluent, expressive, and audible

• Language is appropriate to purpose

• Speech is highly fluent, expressive, and audible

• Language is highly appropriate to purpose

Grand Totals:Student 1 Student 2 Student 3 Student 4 Student 5

Knowledge

Analysis

Organization

Presentation skills

Habits of MindDid student take pride in preparing quality work? (Y/N)

Individual TotalOut of /40

Total /62

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Rubric Frankenstein Seminar • Marking Scheme

1. Identify two tools for interpreting and analyzing and explain how they were helpful in your critical thinking. (4 marks)

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2. Explain three strengths in your presentation. Consider content and oral communication skills (6 marks)

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Frankenstein Seminar Metacognition /20

3. Explain three weaknesses in your presentation. Consider content and oral communication skills (6 marks)

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4. Refer to the marking scheme and identify two specific ways you could improve when planning your ISU presentation. (4 marks)

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In order to prepare for the in-class summative response, arrive in class with 12 typed quotations. Find three quotations for each literary element (setting, character, conflict, and point of view) that reveals marginalization. The quotations will be collected with the response. DO NOT SHARE QUOTATIONS, AS THIS IS PLAGIARISM AND WILL RESULT IN A FAILING GRADE!

In a well-structured paragraph, outline how ____________________ creates marginalization in the text. Be sure to provide three quotations that support the literary element and explain how the examples create marginalization. In addition, write another paragraph outlining one real world example of how ____________________ creates marginalization. Ensure that you describe the real world example, explain how it creates marginalization, and describe how it is similar to Frankenstein.

Student Name: __________________________________________________

Marking Scheme

1. Well-chosen/effective quotations to support literary element

0 1 2 3 4 5

2. In-depth explanation/analysis of how the literary element creates marginalization

Quote 1 0 1 2 3 4 5

Quote 2 0 1 2 3 4 5

Quote 3 0 1 2 3 4 5

3. Effective real world example of how the literary element is present in the world today

0 1 2 3 4 5

4. In-depth explanation/analysis of how marginalization is present in the real world example and how it is similar to the text

0 1 2 3 4 5

5. No mechanical errors

0 1 2 3 4 5

Total: /3532

Frankenstein Summative Response

The Frankenstein test will require you to write a literary essay. In order to prepare for the test, consider the question listed below and develop a thesis statement.

On the day of the test, you may only bring to class three (3) quotations that you have chosen to support your arguments, and they must be typed on a separate sheet of paper. You will not be allowed to use any handwritten notes, and your quotations will be collected at the end of the test.

Task:Using one element, explore how marginalization is developed in Mary Shelley’s Frankenstein. In your essay, consider what the three quotations/examples suggest about marginalization.

ThesisTopic: Marginalization in Mary Shelley’s Frankenstein

Element of choice: _________________________________________________________________________

Position: _________________________________________________________________________________

Area of investigation: ______________________________________________________________________

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Quotations

Quotation 1: ______________________________________________________________________________

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Quotation 2: ______________________________________________________________________________

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Quotation 3: ______________________________________________________________________________

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Frankenstein Test • Name: ____________________