Frankenstein
By Mary Shelley
Ultra-Condensed by Faron P. Cedotal
Walton
Dear Margaret: My ship picked up this guy. He RULES.
Frankenstein
I discovered the secret of life, and everyone died. (dies)
Frankenstein's Monster
Inexplicably, I have become suicidal. (jumps out a window)
THE END
Melissa Wotherspoon
Clarington Central Secondary School
Bowmanville, Ontario (Canada)
Chapter Presentations:
Each publishing company is responsible for three, 15-20-minute chapter presentations. Presentations occur
on a daily basis. Companies will lead discussion of themes, motifs, plot, character development, significant
quotes (including literary devices), etc. Presentations should include one interactive component (guided
discussion, game, activity, etc.) Presentations are peer-marked and awarded to the entire group.
Schedule of chapter presentations:
Group 1: Chapters 1, 9, 17
Group 5: Chapters 5, 13, 21
Group 2: Chapters 2, 10, 18 Group 6: Chapters 6, 14, 22
Group 3:
Chapters 3, 11, 19 Group 7: Chapters 7, 15, 23
Group 4: Chapters 4, 12, 20 Group 8: Chapters 8, 16, 24
C Layer Activities – COMPLETE FOUR ACTIVITIES Checked on:
______________________
Each activity…
…is worth 10 points
…will be marked out of ten, must be peer edited using the process discussed (with the exception of quizzes
and presentations), must be accompanied by an edited rough copy and peer assessment (with the exception
of quizzes and presentations)
 Convert a set of seminar notes (from B Layer) into graphic organizer format (concept map, Venn
diagram, flowchart, table, etc.) (include in Frankenfolio)
 Have a short conversation with the teacher about one of the chapters in the book. Be prepared to answer
questions about plot, characters, setting, narration and significant literary devices (oral defense)
 Modernize the exchange of letters between Victor and Elizabeth (ch. 6) by converting it to an MSN
conversation. (include in Frankenfolio or present screen shots to class – give teacher advance notice for
presentation)
 Create a character web for one of the characters in the novel. Include proof from the text. (include in
Frankenfolio)
 Create a one-page diary entry from Victor’s point of view immediately following the Creature’s “birth”.
Victor’s reactions should be consistent with those we see him experiencing at that moment in the novel.
(include in Frankenfolio)
 Create ten vocabulary flash cards using unfamiliar words from the text. Include for each an original
sentence that incorporates that word. (oral defense)
 Condense the series of letters in the beginning of the book into a series of short telephone messages or
text messages that Robert leaves for his sister Margaret. (peer-marked presentation, no submission)
 Choose a song that corresponds the mood of one part of the novel. (peer-marked presentation, no
submission)
 Choose a piece of art or music from the Romantic Period. Show or pllay an excerpt of the piece and
explain how it exemplifies the characteristics of the Romantic Period. (peer-marked presentation, no
submission)
 Choose a movie that demonstrates Gothicism. Play it for the class and explain its Gothic characteristics
(peer-marked presentation, no submission)
 Create and perform an interpretive dance based on the moment of the Creature’s “birth”. Explain the
significance of the movements in your dance. (peer-marked performance, no submission)
 Create a do-it-yourself manual on how to create your own creature, based specifically on descriptions of
Victor’s creation (include in Frankenfolio)
 Complete a chapter quiz (ch. 1-3 and ch. 4-6)
B Layer Activities – COMPLETE THREE ACTIVITIES Checked on:
______________________
Each activity…
…is worth 10 points
…must be peer edited using the process discussed, must be reviewed by the teacher through informal
interview
…must be accompanied by an edited rough copy and peer assessment
Mini-Lecture Presentations (Complete this activity, plus two others)
Individually or in groups of 2 or 3, sign up for one of the following topics and teach a 10-minute lesson to
the class. Your peers are required to have a set of notes for each of the lessons presented. Incorporate at
least one audio-visual component and one interactive component. Lessons are in order of presentation
(taking place beginning week 2 of novel study):
1. ____________________ The Life of Mary Shelley
2. ____________________ The Advent of Science Fiction
3. ____________________ Frame Narrative in Frankenstein
4. ____________________ The Romantic Period
5. ____________________ Gothic Horror
6. ____________________ Victorian England
7. ____________________ Women in Victorian Society
8. ____________________ Prometheus and other allusions in Frankenstein
9. ____________________ The Meaning of “Gothic” – Past and Present
10. ____________________ Sublime Nature
11. ____________________ Dangerous Knowledge in Frankenstein
12. ____________________ Monstrosity in Frankenstein
13. ____________________ Passive Women in Frankenstein
14. ____________________ Edgar Allan Poe
15. ____________________ Other (must be approved by teacher)
 Write a letter to one character from the book in which you explain why you either agree or disagree with
specific actions he/she has taken, what you think he/she should do next and why. (include in
Frankenfolio)
 Have a short conversation with your teacher about a selection of text on which you have performed a
close analysis. Consider elements such as literary devices, characterization, theme, diction, etc. (oral
defense)
 Choose an event in the book that makes you feel any kind of strong emotion and write a poem about it
(no need to rhyme!) (read to class for peer assessment or include in Frankenfolio)
 Alone or with a partner, act out a scene from the book or perform tableaux of major events from the
novel. (peer marked)
 Create a plot graph of significant quotations from the first half of the novel. You must include at least
eight quotations. (presentation and peer mark, oral defense, or inclusion in Frankenfolio)
 Choose a song that you feel defines one of the characters in the novel. Provide the lyrics in the form of
an overhead and explain (using specific references from the book) how this song defines the character you
have chosen. (presentation and peer mark)
 Create a page from Victor Frankenstein’s lab journal. Include doodles, random thoughts, etc. You must
hand in an analysis of your work with at least three direct references from the text.
A Layer Activities – COMPLETE ONE ACTIVITY Checked on:
______________________
 Write a 5-paragraph essay on the representation of the female in Frankenstein (two peer-edits, rough
copies, good copy)
 Find a newspaper, magazine article, news clip, etc. on a current bioethical issue. Write a personal
response from the Creature’s perspective. Include direct references from the text (proof that indicates why
the Creature would think a certain way)
 Develop and present a 2-minute monologue for one character in the novel.
 Create an original piece of art depicting a setting from the book. This piece should be in the style of an
artist from the Romantic Period.
Summary of Frankenfolio Requirements:
 Decide on a Frankenfolio format – include a table of contents, and divide your Frankenfolio into
sections
 Four C-Layer Activities, three B-Layer Activities, one A-Layer Activity
 All lecture notes from mini-presentations (-5% if not included)
 Two sets of peer editing comments for all written work (comments don’t have to come from Publishing
Company)
 You will be awarded up to 5% for the overall appearance of your Frankenfolio package
 Self-Evaluation using the rubric provided
 Completed reflection sheet (5%)
 This checklist, completed (-2% if not included)
 In order for your mark to be recorded, you must provide a response to teacher feedback.
Objectives
Students will


Active readers interpret a novel—its characters, plot,
setting, and theme—in different ways.
Great literature can be and has been adapted in many
ways over time.
Frankenstein: Great Books
DVD
Materials




Simplified legal guides
Dictionaries
Space to set up mock trial
Frankenstein DVD and DVD player
Procedures
1. After watching the video, discuss Frankenstein's
nature. Was he inherently evil? What made him so
angry and vengeful?
Buy this video</A<
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Use our free online
Teaching Tools to create
custom worksheets,
puzzles and quizzes on
this topic!
2. Point out to the class that in the United States these
days, when litigation is so popular, a new version of
Frankenstein set here might show the monster, before going off to the Arctic,
suing his creator in civil court for negligence, malpractice, and emotional and
physical distress. Tell students that they are going to stage a mock trial of
Victor Frankenstein for the above-mentioned charges. The trial, like the novel,
can have science-fiction or fantasy elements.
3. Explain that the case will be heard in civil court, where a suit is brought by
one individual (plaintiff) against another (defendant), whereas in criminal
court, the case is between the state (prosecution) and the defendant.
4. Proceed by making sure students know what the charges are. They can
research the definitions, used in the legal profession, of negligence,
malpractice, and emotional and physical distress. To find definitions, students
may use materials prepared for jurors in local courts; in addition, some
college-level and most unabridged dictionaries will give law-specific definitions
for at least negligence and malpractice.
5. Ask students to help you determine what roles the following characters will
play in the trial, and then assign students to those roles:
o Victor Frankenstein
o the ghost of William Frankenstein
o the ghost of Justine Moritz
o the ghost of Henry Clerval
o the ghost of Elizabeth Lavenza
o the monster
o witnesses for the plaintiff, including medical expert and ethicist
o witnesses for the defendant, including medical expert and ethicist
o attorney for the plaintiff
o attorney for the defendant
o judge
Because this mock trial is a civil case, assign six jurors and one alternate.
Take the role of bailiff, the person who keeps order in the court.
6. Go over with students the order in which they may carry out their mock trial:
o opening statement by plaintiff’s attorney
o opening statement by defendant’s attorney
o interrogation of plaintiff’s witnesses by attorney for the plaintiff
o cross-examination of plaintiff’s witnesses by attorney for the defendant
o interrogation of defendant’s witnesses by attorney for the defendant
o cross-examination of defendant’s witnesses by attorney for the plaintiff
o closing arguments by both attorneys
7. Give each participating student time to prepare for his or her role by
reviewing the novel.
8. During the trial, the judge may intervene to help the witnesses and to
respond to objections by attorneys. After both sides have rested their cases,
the judge should remind the jury of its obligations. Then you can invite the
jury to deliberate in front of the class. The jury should submit a verdict in
writing to the judge, who will read it aloud.
9. Determine for your class whether the trial will end with the jury’s verdict, or,
if found guilty, the defendant will hear what damages he must pay to the
monster. The judge, the original jurors, or a new panel of jurors may
determine damages.
10. Ask the students who did not participate in the mock trial to assess the
strengths and weaknesses of the students taking part in the mock trial.
Back to Top
Adaptations
Instead of conducting a full-blown mock trial, initiate a discussion in class of what
each side would claim in such a trial. What position would each side take, and what
kind of evidence could each side offer?
Back to Top
Discussion Questions
1. Some scholars have used Frankenstein as a central piece in their argument
against the development of cloning technology. Others argue that the
problem was not with Victor Frankenstein’s scientific methods but with his
responses to his creation—that we should develop cloning technology, but use
it wisely. Debate whether the novel is either “for” or “against” cloning.
Support your argument with passages from the book.
2. One of the tragedies of Frankenstein is the refusal of other characters in the
novel to recognize the monster as a full human being. Brainstorm a list of the
qualities that make us human. Which of these qualities does the monster
have? Which does he not have?
3. Discuss the role that nature plays in Shelley’s novel. Include examples that
support your answer.
4. Analyze Mary Shelley’s use of setting throughout the novel. Why, for
example, does she use the Arctic as the setting for Victor Frankenstein’s final
confrontation with his creation?
5. When Frankenstein was first published in 1818, it had mixed reviews. Not
everyone understood or enjoyed it. Today, however, we think of the book as
a classic. Speculate about why some important pieces of literature aren’t
treasured right away, while others that are immediately popular eventually
fade away.
6. Compare Victor Frankenstein with the monster he created. In what ways are
their life experiences similar? In what ways are they different?
Evaluation
Use the following three-point rubric to evaluate students' work during this lesson.

Three points: creating the role and staying in role very well; very well
thought out questions or statements; clearly delivered questions or
statements

Two points: creating the role and staying in role moderately well; fairly well
thought out questions or statements; most questions or statements well
delivered

One point: poor job of creating the role and staying in role; questions or
statements not clearly thought out; questions or statements not well
delivered
Back to Top
Extensions
Frankenstein on Broadway
Over the years, there have been numerous cinematic versions of Frankenstein. Few
playwrights, however, have attempted to adapt the book for the stage. Divide your
students into groups, and assign each group a different chapter or sequence of
chapters from the novel. Each group should produce for the rest of the class a small
stage version of its chapter(s), complete with dialogue, stage directions, and minimal
sets and costumes. The group’s goal should be to capture the dramatic essence of a
scene without performing the entire scene. Not all of the novel’s dialogue, for
example, needs to appear in the scene. You might also want to encourage students
to take liberties with the plot—by casting a female monster, for example, or writing a
different ending.
Modern-Day Monster
What if Frankenstein were set in modern times? Some of the ideas it raises would
certainly be the same, but the novel could also be drastically different. If the story
were set within the last few years in students’ own hometown, what would be
different or new to the story? How would the residents react to the monster, for
example? What might the monster look like? How would it be created? What would
the Victor Frankenstein character be like? Ask your students to consider these
questions (as well as any others they might think of) and then write an outline for a
modern-day Frankenstein.
Related Readings
"Mary Shelley's Frankenstein"—movie review by Roger Ebert
"A Frankenstein Monster Ended Up Being a Lamb"—book review by Ed Regis
"A New Life"—short story by Ramsey Campbell
"The Golem"—short story by Isaac Bashevis Singer
"…That Thou Art Mindful of Him"—short story by Isaac Asimov
Questions for Further Investigation and Analysis
1. Compare the novel to a Greek tragedy, especially as it develops the themes of
ambition, overreaching, hubris ("overweening pride"). Which characters display these
"epic" flaws?
2. In classical and neoclassical doctrine, the "greatest of all contests" was the struggle of
reason to control passion. In the nineteenth century, passion began to rise in esteem
against reason. Feelings were more important. Yet the contest seems to continue. What
elements of that struggle do you find in the novel? The characters of Victor and the
monster are especially relevant to look at.
3. Is Frankenstein a Gothic novel? Why or why not? What elements of the Gothic does it
contain? Metonymy of gloom? Tyrannical male? Others?
4. Does the geographical movement of the novel have metaphorically thematic or
symbolic application? What is the meaning of ice, winter, wind, Northern locations,
darkness, etc.?
5. Discuss the elaborate framing device provided by the letters at the beginning and the
end of the novel. What purposes does this strategy serve? Why is this wrap-around frame
more effective or useful than the usual introduction-only frame?
6. "Mary Shelley in Frankenstein clearly comes down on the side of nurture in the
Nature-versus-Nurture controversy." Attack or defend.
7. "Victor Frankenstein and the monster share the same personality. Like father, like
son." Attack or defend.
8. How is Victor Frankenstein like Faust?
Ideas for Computer Analysis
1. Compare the predominance of Gothic gloom in Frankenstein with another Gothic
novel, such as The Castle of Otranto or one of Ann Radcliffe's novels.
2. Compare the tonal qualities of darkness and gloom with those in Conrad's Heart of
Darkness. Which is darker, and why? Note that Heart of Darkness is only about half the
length of Frankenstein, so you will need to make an appropriate adjustment for your
comparisons.
3. How do the passages relating to happiness and beauty fall within the novel, and how to
they occur in relation to those of darkness? Look for such terms as lovely, beautiful,
beauty, pleasure, delight, joy, delighted, enchanged, gay, happy and contrast them with
terms such as ugly, disconsolate, melancholy.
4. What is the occurrence and effect of passages about light in this "dark" novel? Search
for day, light, sunlight, sun, radiant, bright and so on and contrast these with terms
related to darkness, such as dark, darkness, night, black, darkened, gloom.
5. One of the characteristics of "horror" novels is the high level of anger exhibited by
some characters. Compare the "anger" words in Frankenstein to those in, say The Castle
of Otranto.
6. Run the novel through Words.exe to determine the frequencies of word occurrence.
After the common "glue words" (such as the, of, is, and, etc.), what words are used most
often, and of what kind are they? Approach the meaning of "kind" from several aspects.
That is, are they nouns, verbs, or adjectives? Are they tonal words such as dark or gloom?
Are they words conveying excess of a quality rather than moderateness (such as terror
rather than fear, elated rather than happy)? And of course, so what?
This is an assignment that I use in my Grade 12 advanced level
English class after we have studied Hawthorne's "The Birthmark" and
Shelley's Frankenstein. When I give the assignment and take the class
to the library to begin their research, I purposely withhold any
further instruction from them as to, for example, how they might
organize the essay or how they could possibly incorporate three
potentially disparate aspects of science and technology into a unified
essay. It is only after they have done what I hope is extensive
research and have been exposed to the implications of modern technology
that I reveal to them that it isn't absolutely necessary to use all
three elements in their essay (two can work nicely). As well, we then
do some brainstorming as to organization of the essay. One possibility
that emerges is that the first part of the paper can be devoted to the
'promise' of the science or technology, while the other parts deal with
the reality, which may include environmental, social, and economic
implications. I like the assignment because it forces students to
really think, not simply regurgitate, and I also like to believe that
it helps to demonstrate the relevance of concerns of nineteenth-century
literature to our world today.
I have also included the brainstorming list of terms
related to science and technology. Teachers may wish to give
this out to the class or have their students develop a list on
their own.
*********************************************************
SCIENCE AND TECHNOLOGY - MONSTERS WE HAVE CREATED
The Nineteenth Century was a time of great change.
The advances
in science and technology made possible the Industrial
Revolution, a revolution which fundamentally altered the way in
which millions of people lived their lives.
However, not
everyone was willing to accept the notion that such change was,
by its nature, inevitably beneficial to humanity.
Indeed, the
wisdom of placing too much faith in science is called into
question in some of the literature of the time, two examples
being Nathaniel Hawthorne's "The Birthmark" and Mary Shelley's
Frankenstein.
Both authors seem to be suggesting, amongst other
things, that raising science to the status of godhood carries
with it inherent risks that demand careful consideration.
This essay requires that you research the role that science and
technology plays in our own time and from that research and your
own thinking about the topic, develop an essay which
demonstrates how science and technology are advancing much more
rapidly than is our wisdom to use them properly, and thus are
becoming the equivalent of modern day 'monsters' that we have
created.
Process
1.
Extensive notes and reflections that emerge from researching
THREE different aspects of science and technology (see
brainstorming list).
2.
An essay outline which includes thesis statement, a topic
sentence for each body paragraph, and points properly organized
for each body paragraph.
3.
A rough draft, written on alternate lines, which shows
evidence of editing.
If you are using a computer, you must print
out your rough draft and edit that draft.
If there is no sign of
significant editing, it will not be considered a draft.
Product
A formal essay, 800-1000 words, double-spaced, with proper
citations and a works consulted page.
PLEASE NOTE:
Essays submitted without the process work described
above will not be accepted.
Due date:__________________________
****************************************************
Terms Associated with Science and Technology
acid rain
animal testing
automation & unemployment
bioethics
biomedicaltechnology
cloning
computers
ecology
electomagneticradiation
environment
ethics
eugenics
fetal tissue
gene therapy
genetic counselling
genetic
engineering
genetic screeningglobal warming
human
experimentation
human genome project
nuclear energy
organ donation
ozone layer
packaging
pesticides
pollution
pre-natal testing
reproductive
technologies
toxic waste
toxicology
transgenic research
transplants
trans-species
transplants
waste disposal
Teachers' Resource Web
Study Questions on Mary Shelley
Home
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Frankenstein
Al Drake, Cal State Fullerton, E312: British Lit. since 1760, 2002
Book 1
1. How does the presence of Robert Walton in this book affect the text's treatment of
science? What is his scientific motivation and goal? How does it differ from the scientific
quest that Victor Frankenstein relates?
2. Describe the relationship that develops between Walton and Victor Frankenstein when
he and his crew meet the doctor on their way to the North Pole. Does their relationship
parallel that between the doctor and the being that he has created? If so, how?
3. On pages 922 and following, what is the significance of the relationship between
Victor and his cousin Elizabeth? How do their differences complement each other?
4. How does Victor describe (page 924 Norton and following) the way he came to pursue
knowledge in the natural sciences? What does he at first find lacking in modern natural
science, and what makes him at last find such modern studies and methods attractive?
5. On 931 and following, how does Victor describe his discovery of the life principle?
Does the discovery itself bring about a further change in his attitude towards scientific
endeavor? If so, describe the change.
6. What goes wrong once Victor dares to apply his understanding of "animation" to
material substance -- i.e. to a human body? How, that is, do his methods and material
underscore and embody the grotesqueness of his quest? When he speaks of the Being he
has created, what kind of language does he employ?
7. To what extent is the romantic conception of "imagination" involved in Victor's actions
as a creator? How might his creation of the Being be a parody of the poetic or creative
process -- i.e. a misuse of imagination?
8. What powers does the text attribute to nature with regard to human happiness? Follow
out the fluctuations in Victor's relationship to and interpretations of his natural
environment.
9. What is the significance of Book 1's many references to the domestic tranquility of the
Frankenstein household -- at least before little William is murdered and Justine is falsely
convicted of the crime and executed?
10. On page 947 and following, how does Victor interpret the devastation that has been
visited upon his family? How might William's murder and Justine's execution amount to
"poetic justice" against Victor for his own misdeeds?
11. Trace the "light" imagery in Book 1 -- what are the connotations of "light" at various
points in the book?
Book 2
1. Why can't ordinary humans accept the Being's appearance? What does this inability
imply about the basis of human community? In other words, why so much emphasis on
physical similarity or dissimilarity?
2. In Book 2, the Being tells the story of his initial moments of consciousness. Describe
some of his first impressions about himself and nature and comment on what you find
significant about them.
3. As his narrative develops, we hear about his impressions of language's value and the
nature and habits of other human beings. Describe some of those views and comment on
what you find significant about them.
4. How does the Being's narrative as a whole not fully reflect Adam's account of his
creation in Paradise Lost? See Adam and Eve's First Impressions from PL. How, that is,
does the Being arrive at the desire to seek his creator?
5. Why does the Being keep comparing himself to Milton's Satan -- what do they have in
common?
Book 3 and General Questions
1. Why might it be construed as "poetic justice" (of an infernal sort) that Victor
Frankenstein's worst catastrophe comes just as he is to be married?
2. Describe the cycle of vengeance that consumes both the Being and Victor in Book 3.
Does either one truly renounce this sentiment?
3. After having read Frankenstein, who has your sympathies -- Victor or the Being he has
created? Or neither? Explain.
4. Discuss the final usage made of fire and the natural setting. Why is it significant that
the Being determines to immolate himself? Why is it appropriate that he will do this
when he reaches the North Pole?
5. Has Walter the scientist learned anything from Victor? If so, what has he learned? If
not, why not?
6. Does Mary Shelley's novel conform to what you take to be the typically romantic view
of scientific endeavor? Why or why not?
7. What are some "romantic" elements about the novel?
*Edition: The Norton Anthology of English Literature, Vol. 2. 7th. edition. Ed. Meyer
Abrams et al. New York: Norton, 2000.