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Lesson 2

We will examine the historical development of the epistolary novel and analyze its impact on Frankenstein.

Lesson Goals

  • Can I interact with Frankenstein and “What is an Epistolary Novel?” in meaningful ways by note-taking and annotating?

  • Can I analyze how characters’ behaviors and underlying motivations in Letters 3–4 in Frankenstein contribute to moral dilemmas that influence the plot and theme?

  • Can I evaluate Shelley’s use of text structure to achieve her purpose?

Texts

Core

  • Tradebook
    • Frankenstein, Mary Shelley, Signet Classics, 1831
  • Unit Reader
    • “What Is an Epistolary Novel?,” Evan Gottlieb, Oregon State University, 2020

Materials

Tools

Reference Guides

Question Sets

Editable Google Docs

Activity 1: Read – Discuss

We will work in groups to review our answers to the guiding questions from letter 2 of Frankenstein.

Join your group to review your homework reading. Use the following questions to guide your discussion:

  1. What does Walton confess to his sister? What does this tell you about human nature?

  2. Walton alludes to the poem “The Rime of the Ancient Mariner,” written by Romantic poet Samuel Taylor Coleridge, a contemporary of Shelley and Byron. This epic poem depicts a sailor who commits an inexcusable act and spends his life trying to make amends for it. Using the context of his allusion, what do you think it may suggest about the novel?

Activity 2: View – Discuss

We will watch “What Is An Epistolary Novel?” and discuss the effects of this text structure on the reading experience.

Step 1

Watch the video "What is an Epistolary Novel?" Use the following questions to guide your viewing:

  1. How did epistolary novels develop? What effects do they create for the reader?

  2. What are the primary characteristics of an epistolary novel?

  3. What characteristics of epistolary novels are demonstrated in the opening of Frankenstein? Cite specific evidence in your response.

Step 2

After watching the video, discuss your responses to the guiding questions in a small group.

Record the term epistolary in your Vocabulary Journal.

Activity 3: Read – Discuss – Write

We will become familiar with the Frankenstein big ideas Note-Taking Tool.

Step 1

Access the Frankenstein Big Ideas Note-Taking Tool. You will use this tool throughout your reading of the novel to write down key textual evidence about several big ideas that will assist you in preparing for your Section Diagnostics and Culminating Task.

The Frankenstein Big Ideas Note-Taking Tool helps you keep track of and analyze the ways a thematic idea develops in a text. The tool prompts you to note and write down key details with page citations, so you can return later and find them. You then make notes by analyzing what the detail indicates about the thematic or big idea and how it is presented within the narrative. You might keep a separate copy of the tool for each big idea in a narrative and then keep a running record of notes whenever something relevant to that big idea appears.

Step 2

The Frankenstein Big Ideas Note-Taking Tool consists of the following sections:

  • Page Citation

  • Evidence

  • Type of Big Idea

  • Analysis

When you are making an entry, first note the page number in the Page Citation column in case you have to return to find a quote or to clarify what you read. Jotting down where you found the material might also be helpful for quick reference, for example, "p. 21, last paragraph."

In the Evidence column, note details that reveal something about the big idea. They might be related to the author’s descriptions, tone, something a character does or says, key events, or conflict. If you are writing down a quotation, you might not need to include the entire quotation, but you should include the first and final few words.

As you read and note evidence, consider what you are learning about the idea and how the author reveals the evidence. The Type of Big Idea column allows you to indicate a code about how you got the detail.

Use the Analysis column to make notes about the big idea details you have identified to analyze what they tell you about the story. You might do the analysis and make notes while noting the key details, or you might go back later and make notes that communicate your interpretations after reading. You can also use this column for reader responses to make predictions, write down your new thinking about the idea, or identify shifting understandings about the idea.

Step 3

The four big ideas we will be tracking throughout this unit are as follows:

  • HC: Human connection

  • PK: Pursuit of knowledge

  • NN: Nature versus nurture

  • UC: Unintended consequences

You will be prompted as you read and discuss the text to record relevant notes using this tool.

Activity 4: Read – Discuss – Write

We will read letters 3 and 4 of Frankenstein and answer guiding questions.

Step 1

Read Letters 3 and 4 of Frankenstein. Consider the following questions as you read:

  1. How does Walton’s perception of the stranger unfold throughout Letter 4?

  2. How does starting the novel with several letters provide the reader with specific information about the characters and the plot? Why might the author introduce characters and the plot in this way?

  3. How does Walton pursue knowledge? Cite evidence from the text to support your analysis.

Step 2

In groups, discuss your responses to the questions, focusing on the third question.

Add a character entry for the stranger in your Learning Log.

Follow your teacher’s instruction on how to take notes using your FrankensteinBig Ideas Note-Taking Tool.

Activity 5: Read – Discuss

As a class, we will read and discuss the task for the Section Diagnostic.

Step 1

In the Section 1 Diagnostic Checklist, read the following question and task:

Write a response that describes how Victor Frankenstein’s beliefs about the pursuit of knowledge develop in the first five chapters of the novel.

Be sure to do the following in your response:

  • State a clear claim.

  • Support your claim with strong textual evidence from Frankenstein.

  • Properly cite the textual evidence.

  • Use content and academic vocabulary to support your response where appropriate.

Step 2

Review your Frankenstein Big Ideas Note-Taking Tool with a partner and make additional notes you think might be relevant.

Activity 6: Read – Write

For homework, we will read the first two chapters of Frankenstein and answer guiding questions in our Learning Logs.

For homework, we will read and annotate Chapters 1-2 of Frankenstein. Respond to the following questions in your Learning Log:

  1. What details stand out to you about Victor’s family history? Why would Shelley include these details?

  2. How does Shelley portray the relationship between Frankenstein and Elizabeth? What imagery may be significant in Victor’s description of Elizabeth? Why?

  3. What scientific inspirations does Victor share? How does his interest in the pursuit of knowledge develop over time? Cite evidence from the text to support your answer.

Record new or interesting words you encounter in your Vocabulary Journal. Refer to the words in the Vocabulary List for additional guidance.

Add character entries for Victor’s parents, Henry Clerval and Elizabeth, in your Learning Log.