Name:__________________________________________________ Advisor:____________________
Entry Date:________________________________ Completion Target Date: ___________________
ENGLISH 4B SYLLABUS & TIMELINE / MS. PATTERSON
Work at your own pace; however, you must complete certain assignments as part of a
group, and you must turn in work regularly. You must have an email account because
your assignments should be turned in via email to me at margaret.patterson@hcisd.org.
Save your documents to your pen drive OR email them to yourself OR use the pen drive
on my desk; note that the mini laptops are cleared of all documents once a month.
Read the assigned selections and follow the instructions. Follow the order of the
syllabus; do not skip around. The text book is available in three formats: book, DVD,
and online at www.connected.mcgraw-hill.com. Follow the guidelines for typed papers
that are included in this packet. Even though you will be emailing your documents, you
still must follow these guidelines. You must have a heading and a title. Proofread and
revise your documents prior to emailing. You will be required to re-do documents that
are not turned in correctly. All writing analyzing or discussing literature requires textual
evidence. If you lose this document, look it up on my webpage.
At least 2 projects must be completed as a member of a group; the teacher will assign
you to a group. At least 1 of these projects must be presented to the class. You must use
Publisher, Edmodo, and Photostory, each for at least one project.
Your grades will be calculated as follows: Technology skill 10%, Work Ethic 15%, Daily
Challenge and Journals 10%, Projects 20%, Essays 15%, Assignments 15%, Tests 15%. An
average of 90 exempts you from the final.
3 A’s for success: ATTITUDE, ATTENDANCE, ACHIEVEMENT!
EXPECTATIONS: Follow school rules and dress code; any distractions will be removed;
arrive on time and be prepared. RESPECT YOURSELF, RESPECT EACHOTHER, RESPECT
THIS PLACE.
Sleeping, gossiping, hugging, cuddling, complaining, whining, and grooming are all
unacceptable behaviors. No exceptions.
MATERIALS NEEDED: notebook paper, writing implements, flash drive
COMPLETION GOAL: No more than 9 weeks from today _______________________.
ASK FOR HELP when you need it; confer with group members when necessary.
BRITISH LITERATURE
The Triumph of Romanticism
Introduction
1. Read pp. 674-676.
2. Answer the following questions:
a. When did the Industrial Revolution begin in Britain?
b. What happened in 1776?
c. The ideals of the American and French revolutions spread to whom?
d. Romanticism sprang from _______________________________.
e. Romantic poets were particularly suspicious of ______________________.
f. The reaction against Enlightenment became _____________________.
g. Sensibility is a kind of __________________________________.
h. The Romantic response to the Enlightenment was the _________ which
blends _____.
3. Read pp. 680-683.
4. Answer the following questions:
a. For the Romantics, the deepest experiences were:
b. The French Revolution seemed to offer:
c. The Romantic interest in folk culture had important:
d. For the Romantics, a great part of the attraction of foreign lands was:
e. Romantic poets above all reflected on:
5. Look at the poem excerpt on p. 683.
6. Analyze the poem; write an essay that includes the analysis and intended meaning
of the poem.
Romantic Poetry
1. Note that “Romantic” is an era of literature, not the idea of love; romantic in this
case means a way of looking at the world and a style of writing that sees the
beautiful in everything.
2. Read “Elegy Written in a Country Churchyard” p. 686-690.
3. In lines 17-28, what sights, sounds, and feelings does the speaker say the dead
have left behind? Summarize the speaker’s feelings about the dead.
4. Look at lines 45-64, 29-44, and 73-76.
5. According to these lines, what are the three themes of this poem?
6. Write a rhyming poem that expresses your feelings about love or death.
7. Read “To a Mouse” p. 695. This poem is written in Scottish English and may not
be easy to follow. Write a line by line interpretation of the poem.
8. Read “Auld Lang Syne” p. 697.
9. What does “auld lang syne” mean in English?
10. Write an essay about why this poem/song are meaningful to so many.
11. Write a rhyming poem that recalls something from the past.
12. Read “The Lamb” p. 713 and “The Tyger” p. 714.
13. Write an essay that answers the following: what three things has the lamb been
given? what do these three things reveal about the speaker’s attitude toward the
lamb? how is the poem “The Tyger” similar to “The Lamb”? how are they
different? what do you think the tiger and the lamb symbolize? what is the
speaker’s attitude toward The Creator?
The Beginnings of the Liberation of Women
1. Read from “A Vindication of the Rights of Women” p. 701.
2. Research the rights of women in England during the 1600s and 1700s.
3. Develop a Power Point or write an essay that explains why women would want
more freedoms and rights during this time and compares the rights of women
then with the rights of women today; also answer the question, how much do
women today get paid for every dollar a man makes? Include your opinion
about the struggle for equality around the world.
Jane Austen and PRIDE & PREJUDICE
1. Read PRIDE & PREJUDICE and watch the film.
2. Complete one of the following projects:
a. Design the Wedding:
When you read Jane Austen, you quickly find a running theme of engagements
and weddings. Write a newspaper article based on your design. You can include
stories from the couple's first meeting and relationship or add interviews from
friends and family reflecting on the couple and their wedding. Become the
wedding planner for Elizabeth Bennett and create a portfolio of how you would
design her ideal wedding.
b. Write a scene:
Given the push and pull of misunderstandings within the novel, write a scene
similar to those in the novel, but set it in modern times with modern prejudices.
Be sure to depict how these misunderstandings prevent your characters from fully
communicating or appreciating one another. You may want to include creative
ways for the characters to resolve conflicts and, when they reach a better
understanding, how the story ends.
c. Design a Costume:
Design and make a costume from the time period of the novel. You can find
patterns for Regency-era clothing from the early 1800s and add flair by
embellishing the styles or choosing your favorite colors. Connect the project into
the novel by providing commentary on how the dress of that period reflects the
social customs and traditions.
d. Looking at the novel as a history book:
Literary critics know Jane Austen well for accurately observing and portraying her
contemporary society. You can use this feature of Jane Austen's "Pride and
Prejudice" by thinking of her novel as a history textbook. For example, Austen
creates characters and situations that reflect the social classes and statuses of her
time period. Using references from the novel, create a Power Point or illustrated
book that explains the time period – customs, culture, music, attitudes, class
structure, and manners.
e. Design a board game:
Create a board game using information from the novel and the Regency era.
You need to have a full color board, a detailed explanation of the object of the
Game, a set of directions and rules, and board pieces; demonstrate how to play.
f. Create a Website:
Create a website using information from the novel and the life of Jane Austen.
You can make a Power Point and use that as the basis for the website. You must
have at least the following: a title, a purpose for the site (educational,
entertainment, both), activities and information related to Jane Austen, a
minimum of 20 pictures, a minimum of 5 links to related sources/sites, and
the ability to move between pages.
g. Make a scrapbook:
Make a scrap book about one of the major characters of the novel using
information from the novel and the life of Jane Austen. It should have the
following: a full color cover, a minimum of 10 scrapbook pages, a minimum of
20 pictures, captions and/or text to accompany each picture, memorabilia that
corresponds to the character, and decoration.
Redemption in Nature
1. Read the poem on pp. 759-780.
2. Use Spark Notes, Cliff Notes, or Shmoop as an aid to understanding.
3. This is a poem/story about an Ancient Mariner (old sailor) who commits a
senseless, violent act but who finds redemption; however, he only finds
redemption after he understands that all of nature is beautiful and worthy of love.
4. Examine the symbolism of nature & the albatross; these websites may be helpful:
www.shmoop.com/rime-of-ancient-mariner/symbolism-imagery.html
www.shmoop.com/rime-of-ancient-mariner/
5. Write an essay, develop a Power Point, or present a speech in which you explain
how this poem applies to humans and our planet today; in other words, how
does this poem reflect an environmentalist view?
Mary Shelley and FRANKENSTEIN
1. Read Chapter 13 of HARRY POTTER AND THE SORCERER’S STONE
(http://222.187.197.206:88/dzts/book/book76/2009893675883.pdf).
2. Complete the questions attached to the FRANKENSTEIN handout.
3. Read FRANKENSTEIN closely; a summary is attached as an aid to understanding.
4. Watch segments from a FRANKENSTEIN film or review a Spark Notes summary.
5. Complete the questions at the end of the chapters from the handout.
6. Create a book jacket that includes a picture of the author and a brief
bio; on the other side, write a paragraph summary of the story but
do not give away the ending. Remember to design the front and back
of the book jacket. Instructions for making a book jacket in Word are
attached. Ask the teacher for an example or Google an example.
7. Create a word cloud of the names of the characters, themes, ideas, and words you
find repeated in the story. Use WORDLE or WORDITOUT; print or email.
8. Find three paintings/drawings that depict the story of FRANKENSTEIN; find three
literary works that derive from the story; locate three musical allusions.
9. Arrange what you have located in chronological order and develop a
presentation.
10. The ending of FRANKENSTEIN takes place in the Arctic; when it
was written, Sir Shackleton, the great British adventurer, had just returned from an
Antarctic trip. He had saved his entire crew from death by removing things from
the ship that he knew they would need but no more than they could carry.
From the list below, find ten (and only ten) things that you would require to
survive if you found yourself in a similar situation; write a paragraph explaining
what you chose and why.
FRANKENSTEIN continued:
rope
water
salt
barrels
food
wood
tobacco
cards
football
clothing
spices
cooking utensils
gloves
matches
forks
hats
tent
blankets
gun
ammunition
jewelry
socks
coats
sunglasses
The Quest for Truth and Beauty
1. Research the two poets, Lord Byron and Percy Shelley.
2. Prepare a presentation in Power Point or Publisher that gives a biography of each.
3. Read “She Walks in Beauty” p. 798.
4. Analyze and summarize the poem.
5. Read “Ozymandias” p. 806.
6. Analyze and summarize the poem.
7. Read “La Belle Dame sans Merci” p. 823.
8. Write a response to this poem explaining how you view love and its possibilities
and/or consequences.
The Victorian Age 1837-1901
1. Read pp. 868-870.
2. Watch the film THE YOUNG VICTORIA.
3. Write an essay examining Queen Victoria, her relationship with her husband, and
the literature of the time period.
4. Read Alfred, Lord Tennyson’s poems pp. 880-891.
5. Write a reflective essay about the poems.
6. Research Elizabeth Barrett Browning’s SONNETS FROM THE PORTUGUESE.
7. Write an essay, develop a Power Point, or create a Photostory about Browning,
the relationship that changed her life, and how that relationship affected her
writing.
Charles Dickens and the Realities of the Victorian Age
1. Read from OLIVER TWIST p. 941.
2. Watch A CHRISTMAS CAROL.
3. Develop a presentation that explains Dickens’ purpose in writing about the plight
of the poor and forgotten. What do you think Dickens wanted people to do
about these issues?
Lewis Carroll and the Fantastical World of Alice
1. Read “Jabberwocky” p. 913.
2. Watch ALICE IN WONDERLAND film.
3. Write a response to the poem and film that expresses your opinions and also
answers these questions:
a. What is the purpose of “nonsense” in our world?
b. Is this story a children’s story, a nonsensical story, or an allegory?
c. What or who does Alice symbolize? What do the battles symbolize?
d. How do Alice’s experiences relate to your own life experiences?
Realism and Naturalism: JANE EYRE
1. Read pp. 924-930.
2. Watch the film segments of JANE EYRE that are related.
3. Response by writing about how the attitude of this period toward children and
child care differ from attitudes today.
The Realities of War
1. Read “The Man He Killed” p. 960.
2. Write an essay analyzing this poem.
3. Include how the poet/speaker feels about what he did. Also discuss how this
poem relates to wars we are experiencing today. Use textual evidence to explain
and support your ideas. This website may be helpful: www.shmoop.com/man-hekilled/
The Modern Age 1901-1950
1. Read pp.983-987.
2. Using p. 986 as a reference answer the following questions:
a. The Titanic was advertised as unsinkable yet it sank on:
b. In the 1920’s British workers were given:
c. During WWI civilians sent these items to soldiers:
d. In 1918 and 1919, the pandemic that killed 228,000:
e. In WWII, civilians and military rescued:
f. At the end of WWII the number of houses bombed:
Class, Colonialism, and The Great War
1. Read “A Cup of Tea” p. 1001.
2. Read “Village People” p. 1009.
3. Write an essay, develop a Power Point, or create a Photostory that explores the
relationship of Great Britain and its colonies. (Remember America was a colony.)
4. Read “Miss Youghal’s Sais” p. 1024; answer questions 1-8, p. 1029.
5. Research imperialism in India; examine the relationship between Britain and India.
6. Create a presentation about imperialism, Britain, and India
(https://www.softchalkcloud.com/lesson/files/dGCE5JrgTXK34Z/greatbritainandi
mperialism_print.html).
7. Read from “The Great War and Modern Memory” p. 1051.
8. Create a presentation that explores Britain, WWI (The Great War), & its battles.
The End of the Twentieth Century
1. Write an essay, develop a Power Point, or create an illustrated book in Publisher
about the end of the 20th Century. Include brief summaries of the following:
a. The Great Depression
b. World War II
c. The Beatles and the 1960s
d. The Economic Downturn of the 1970s
e. The Brixton Riots in London
2. Read “A Mild Attack of Locusts” p. 1236.
3. Develop a presentation on Britain’s role during Post-Colonialism in Africa.
Complete grammar assignments
1. Assignments are attached.
2. Worksheets must be completed in entirety.
3. Ask for help if you need it.
Research Paper
You have a choice:
an informative essay on Mary Wollstonecraft
an informative essay about Prince Harry’s participation in the Afghanistan war
a literary analysis of “The Rime of the Ancient Mariner”
create a graphic novel of PRIDE & PREJUDICE by Jane Austen
create a movie trailer with music for JANE EYRE
Instructions are attached as well as a guide for the Works Cited Page. Confer with the
teacher regularly during the process of completing this project. You MUST create a
Works Cited Page; if you write an essay, you should have in-text citations throughout
your paper.
GUIDELINES FOR RESEARCH PROJECTS
1. Brainstorm about your choice or project.
2. Meet with the teacher; take notes during the meeting.
3. Begin your research with a Google search.
4. Maintain a complete list of sources including title, author, date, webpage address.
5. Also use other search engines such as Bing, Yahoo, also Dogpile, DuckDuckGo, etc.
6. You must have at least 3 scholarly sources; Wikipedia is not a scholarly source.
7. Begin putting your project together by making a graphic organizer or an outline.
8. Plan on this being an extensive document; it will take time to complete.
9. All written material must be grammatically correct.
10. Expect to complete at least 2 drafts so SAVE YOUR WORK on a pen drive!
11. You must revise, edit, and proofread your document.
12. I will check to see that revisions have been incorporated into your document.
13. You MUST complete an MLA Works Cited Page.
14. Work closely with the teacher so that you do not feel lost or frustrated.
15. This is a major assignment that will be emailed to the teacher, not printed.
MLA WORKS CITED PAGE
1.
2.
3.
4.
5.
The Works Cited should be on a separate page.
The title is centered: Works Cited
Alphabetize each entry by author’s last name.
Double space. Indent the subsequent lines.
Examples:
Author's Last Name, First Name (if available). "Title of the Article or Entry." Title of the
Reference Book. Vol. Volume Number. Place of Publication: Publisher, Year of
Publication. Medium of Publication.
"Northern Right Whale." Beacham's Guide to the Endangered Species of North America.
Ed. Walton Beacham, et al. Vol. 6. Detroit: Gale, 2001.
Works Cited
Bolton, Matthew J. “Shakespeare’s Romeo and Juliet” Explicator.
63.4(2005): 208-9. Princeton: Review.
Bolz, Frank A., Jr. "Lindbergh Law." Encyclopedia of Law Enforcement. Vol. 2. Thousand
Oaks: Sage Publications, 2005.
Cummings, Scott T. "Interactive Shakespeare." Theatre Topics 8.1 (1998): 93-112. Project
Muse. Web. 14 Aug. 2003. <http://www.press.jhu.edu>.
"Paint It Black." Nation 18-25 Aug. 2003: 46-48. Academic Search
Premier. Web. 14 Aug. 2003. <http://www.ebsco.com>.
GRAMMAR ASSIGNMENTS – WORKSHEET 1
PREPOSITIONS
A preposition shows the relationship of a noun to some other word in the sentence. A
list of prepositions can be found at http://www.englishclub.com/grammar/prepositionslist.htm.
Underline each preposition; circle the object of the preposition:
1. We happily boarded the cruise ship from the passenger waiting room.
2. Tom found this little kitten out on the sidewalk.
3. The letter concerned an event that happened before last week.
4. Your idea, Bill, is really beyond my comprehension.
5. The coach told us all about it as we stood within the dugout.
6. Do you like living near the ocean?
7. I can hear the ocean in the seashell.
8. Last time we went to the island, we stayed inside our beach house.
9. According to Juan, the temperature of the water is 87 degrees.
10.We all want to swim beyond the reef.
GRAMMAR ASSIGNMENTS – WORKSHEET 2
PREPOSITIONAL PHRASES
A prepositional phrase is a group of words that begins with a preposition and usually
ends with a noun or pronoun, called the object of the preposition. There can be more
than one object; modifiers can be placed between the preposition and its object.
Underline each prepositional phrase.
1. Our cat made her bed under the table in the kitchen.
2. One never knows what wonderful worlds might exist between the covers of a book.
3. Our flight took us over the Rocky Mountains and the Grand Canyon.
4. Please have this list of items in stock in time for the holiday season.
5. Before summer vacation be sure to complete the reading list for extra credit.
6. Reserve the small conference room for the morning of May 22 from nine until noon.
7. The room across the hall is the public relations office.
8. We will wait until this evening to do the grocery shopping.
9. The book I needed was beneath a stack of papers under my bed.
10.The telephones inside her office can be heard outside the building.
GRAMMAR ASSIGNMENTS – WORKSHEET 3
PARTICIPLES AND PARTICIPAL PHRASES
A participle is a verb form that can function as an adjective. It modifies a noun or a
pronoun. For example: A blooming plant sat on the desk. However, if the statement is
made differently it is not a participle, it is a verb: The plant bloomed. A participle with
the complements and modifiers is called a participle phrase: Charging with all his might,
the bull knocked down the fence.
Underline each participle, participle phrase, or verb phrase. Write ADJ if it functions as
an adjective and V if it functions as a verb.
1. We collected used clothing for the victims of the disaster.
2. A soaring bird is a glorious sight.
3. An embarrassed Mrs. Perez apologized for the intrusion.
4. Her new coat was made of dyed wool.
5. The waiting room in the doctor’s office was full of sick people.
6. My answering machine does not record long messages.
7. I looked everywhere for my faded jeans.
8. The struggling artist cheerfully sold the painting.
9. The advertised price is higher than my limit.
10.Many stressed parents need help with their children.
GRAMMAR ASSIGNMENTS – WORKSHEET 4
GERUNDS AND GERUND PHRASES
A gerund is a verb form that ends in ing and functions as a noun in a sentence. For
example: Racing is his favorite hobby. A gerund phrase is a gerund plus any
complements and modifiers. For example: Stock car racing is dangerous.
Underline each gerund and gerund phrase.
1. Obtaining a degree in engineering is important to me.
2. Flying was a mode of transportation in The Wizard of Oz.
3. His dream is building an Emerald City.
4. Designing a city requires expertise in many fields.
5. Wandering gypsies were the subject of many ancient stories.
6. Have you ever seen a Sleeping Beauty?
7. Fairy tales are favorite stories, but originally they were horrifying tales.
8. Snow White, for example, had many reasons for running away.
9. There were also tales about strangers who enjoyed singing all the time.
10.Reading the Grimm Brothers’ tales is a task for a dark and stormy night.
GRAMMAR ASSIGNMENTS – WORKSHEET 5
INFINITIVES AND INFINITIVE PHRASES
An infinitive is a verb form that is preceded by the word to and is used as a noun,
adjective, or adverb. If to precedes the base form of the verb, it is an infinitive, not a
preposition. For example: To fly in my own plane is a great thrill.
Underline each infinitive and infinitive phrase.
1. If we pause to consider the feelings of others, we will be more considerate.
2. Our emotions are equipped to fend off unpleasant words.
3. However, if we are all to work together, we must not be quick to be judgmental.
4. Considering the feelings of others will allow us to be happier as well.
5. To believe in our work as a team is to believe in our success as a team.
6. We can all benefit from better teamwork; to be part of a team is to be part of success.
7. To listen to others’ ideas and share our ideas is a step in the right direction.
8. To learn from others and to be patient as they learn from us is also a positive step.
9. Can you work to be part of a team?
10.Can you value others and create a team to work toward success?
GRAMMAR ASSIGNMENTS – WORKSHEET 6
DISTINGUISHING PARTICIPIAL, GERUND, AND INFINITIVE PHRASES
Participles, gerunds, and infinitives are called verbals because they are verb forms that
function in other ways in a sentence. A participle is a verb that functions as an adjective
and end in ing or ed. A gerund is a verb form that ends in ing and functions as a noun.
An infinitive is made from the base form of a verb and is preceded by to.
Identify the italicized word or phrase; write P for participle, G for gerund, I for infinitive.
1. Swimming is exercise.
2. Driving beyond the state park, we explored the countryside.
3. Attending the concert was the highlight of the week.
4. We were excited to ice skate in the arena.
5. Parking in the drive in the front is restricted.
6. Joanna decided to find her ancestral home.
7. Recycling becomes a way of life.
8. I am planning to pay all my bills by June.
9. Overwhelmed by calculus, I rearranged my schedule to take geometry instead.
10.Picking wildflowers is prohibited by law.
ENGLISH 4B FINAL EXAM
CHOOSE ONE FROM EACH CATEGORY BELOW FOR A TOTAL OF THREE (3) OF
THE FOLLOWING AND RESPOND IN WRITING. MAKE A HEADER THAT INCLUDES
YOUR NAME, YOUR STUDENT ID #, THE WORDS ENGLISH 4B/MS. PATTERSON,
AND THE DATE. YOUR ESSAY, ANALYSIS, AND FICTIONAL WRITING MUST BE
DOUBLESPACED AND BE ABOUT ONE PAGE IN LENGTH. IF YOU USE SOURCES,
INCLUDE A WORKS CITED PAGE.
CATEGORY 1 – WRITING
1.
Write an essay explaining why all high school seniors should experience at least six
months serving in the Peace Corps.
2.
Write an essay discussing the pros and cons of gun control; include the national
controversy on the use of guns and violence.
CATEGORY 2 – LITERATURE ANALYSIS
3.
Write an essay that analyzes the poem, “Follower” by Seamus Heaney on page
1209 of the text book, and the poem, “In My Life” by John Lennon and Paul
McCartney on page 900 of the text book. Include the analysis of the rhyme
scheme, form, tone, speaker, and meter as well as what the poems bring into your
mind.
4.
Write an essay analyzing from “The Journals of Dorothy Wordsworth” on p.
751 in the text book. Include literary devices, tone, mood, and characterization as
well as your ideas about what Ms. Wordsworth writes but also your perception of
what life was like for a woman during that period of time.
CREATIVE WRITING
5.
Write a story that begins with “By evening her temperature had risen to 101
degrees…”
6.
Write a script for a film about a soldier lost in Afghanistan, trying to get back
to the unit.
FRANKENSTEIN by Mary Shelley
1. Read Chapter 13 from HARRY POTTER AND THE SORCERER’S STONE
(http://222.187.197.206:88/dzts/book/book76/2009893675883.pdf).
2. Answer the following questions.
A. What is the appeal of the Sorcerer’s Stone?
B. Why is it dangerous?
C. Why might the one possessing the Stone be willing to surrender it now?
D. What is another name for this Stone?
E. What science is this stone connected with?
F. Besides turning metal into gold or silver, what could the Stone do?
G. Who discovered the Stone?
H. Who did he give it to?
FRANKENSTEIN by Mary Shelley
A synopsis for understanding
Main characters:
Robert Walton, explorer, friend, ship captain
Victor Frankenstein, scientist who designs a living creature from human remains
The Creature, the un-named being created by Victor
Henry Clerval, Victor’s best friend and fellow medical student
Alphonse & Caroline Beaufort Frankenstein, Victor’s parents
Ernest & William Frankenstein, Victor’s brothers
Elizabeth Lavenza, Victor’s adopted cousin and wife
Justine Moritz, servant, friend of the family, innocent but hanged for murder
DeLacey, Felix, Agatha, & Safie, family observed by the Creature
Walton’s Letters (The Frame Story)
Robert Walton writes to his sister and expresses excitement over plans to discover
a passage from Russia to the North Pole. He yearns for a friend to share his dreams,
despairs, and successes. He finds Victor Frankenstein, stranded and nearly frozen on the
ice, yet determined to continue a pursuit north. Victor tells Robert his story as a moral
tale.
Victor’s Early Life: Chapters 1-2
Victor begins his story with his childhood in Genevese. The childhood is idyllic,
and all the children grow up together. Henry and Victor go to medical school; Henry
wants to learn about the virtues of heroes but Victor desires to learn the secrets of
heaven and earth. Victor becomes involved in natural philosophy and reads esoteric
authors; he delves into the ideas of the Sorcerer’s (or Philosopher’s) Stone. A violent
lightening storm leads Victor to the study of science.
Creation of the Creature: Chapters 3-5
After the traumatic death of his mother, Victor attends the medical university at
Ingolstadt where he continues his studies of natural science as well as medicine. Victor
learns quickly and seeks to unfold the deepest mysteries of creation. Victor spends two
years immersed in chemistry; he is obsessive, and he steals bodies and body parts. Using
lightning, Victor brings a creature to life. However, he is appalled by the creature’s
appearance and abandons it. Victor becomes violently ill.
Consequences: Chapters 6-10
Henry delivers a letter from Elizabeth because she is concerned about Victor.
Victor recovers and joins Henry in a tour of the countryside. Victor begins to get better,
but then a letter arrives that tells that William, his five year old brother, has been
murdered. As Victor returns home, he sees the Creature that he created and realizes the
Creature has found him and has killed William. The servant, Justine, is convicted of the
murder even though she is innocent; she is hanged. Victor is haunted by guilt and wants
to take his own life. However, he does not because he decides he must find the
Creature. Victor encounters the Creature, who has learned to speak, and condemns
Victor for creating him.
The Creature’s Story: Chapters 11-16
The Creature began to experience life similar to a newborn: he learned the
difference between day and night and learned how to find food. Nature became his
home and protector. He learned how to build a fire for cooking and warmth. He
needed human companionship, but people screamed at him and threw rocks at him. So
he hid in the DeLacey family barn where he learned the beauty of music, reading, and
the spoken word. He attempts to befriend them, but the son rejects the Creature cruelly.
The Creature suffers through the cold. He rescues a girl from drowning, but the
townspeople shot at him and blamed him. He then swears revenge on all mankind. But
if Victor will make him a companion, a female Creature, he will go away forever.
Aftermath: Chapters 17-24
Victor refuses at first but then agrees. Victor is afraid the Creature will kill
Elizabeth or Henry or his father. Victor makes the female Creature but then destroys her.
The Creature then kills Henry, Victor’s best friend. Victor and Elizabeth marry but the
Creature finds them and murders Elizabeth. Victor tells the magistrate about the
Creature, but the magistrate is doubtful they can find the Creature. Victor finally realizes
that he must dedicate what is left of his life to the destruction of the Creature. Victor
follows the Creature to the north. When they begin to approach the ice and snow of the
North Pole, Victor comes upon the ship of Robert Walton.
Walton’s Conclusion in Letters: The Frame Story Concludes
The frame story is completed in Walton’s letters. Walton observes how Victor
Frankenstein had so much potential, but all is lost. Victor tells Walton to pursue their
glorious undertaking to find the North Pole. However, Walton chooses to save his men
from disaster and not end up like Victor has ended up, hunting a Creature that he
created and must now destroy. Victor dies from exhaustion and inner turmoil. The
Creature has entered the ship and shares his own tale of woe with Walton. Victor is
committed to a funeral pyre on which the Creature throws himself, knowing he can
never be loved or pardoned.
QUESTIONS:
1.
How does the story present men, as submissive or dominant? Explain/example.
2.
How are the women represented, as strong or as passive? Explain/example.
3.
How is the reproductive role of women usurped in this story?
4.
What is the tabula rasa (blank slate) philosophy of individual development?
5.
Explain the idea of body snatching or grave robbing in the early 19th century.
6.
Explain Galvanism.
7.
Describe the patriarchal family structure of the early 19th century.
8.
Who was Mary Wollestonecraft to Mary Shelley?
9.
How does the frame story add to the telling of the tale?
10.
What is it in human nature that attracts us to scary stories?
11.
Compare this story to Edgar Allen Poe’s writing.
12.
How does this story foreshadow genetic engineering?
13.
What is your opinion of genetic engineering?
14.
What is the Human Genome Project?
15.
What are scientists capable of cloning now?