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Lesson 1

We will gain historical insights into the Age of Enlightenment and use the new knowledge to deepen our understanding of Frankenstein.

Lesson Goals

  • Can I make connections to personal experiences, ideas in “The Real Experiments that Inspired Frankenstein,” and society?

  • Can I use text evidence from Frankenstein and “The Real Experiments that Inspired Frankenstein” and original commentary to support an evaluative response?

  • Can I evaluate how the historical and social contexts of settings influence the plot, characterization, and theme in Frankenstein?

Texts

Core

  • Tradebook
    • Frankenstein, Mary Shelley, Signet Classics, 1831
  • Digital Access
    • “The Real Experiments that Inspired Frankenstein,” Vox — History Club, Vox, 2019

Materials

Tools

Reference Guides

Question Sets

Editable Google Docs

Activity 1: Discuss

We will reflect on the feasibility of Frankenstein’s experiment.

As a class, think about and discuss the following guiding questions. Be sure to reference specific parts of the text to support your answers.

  1. What does Frankenstein's creature look like in your mind? Explain your mental image to a partner and compare your perspectives. Then, find evidence from the text to see if your mental image is supported.

  2. Given what we have read, how would you define humanity? Is Frankenstein’s creation human?

  3. How believable is Shelley’s story?

  4. What questions would you ask Victor Frankenstein about his experiments?

Activity 2: View – Write – Discuss

We will watch the video “The Real Experiments That Inspired Frankenstein” to develop context for how Shelley’s 1818 audience would have perceived the novel.

Step 1

Watch "The Real Experiments that Inspired Frankenstein." Use the following questions to guide your viewing:

  1. What details strike you as important in the video?

  2. What major scientific breakthroughs occurred during the Age of Enlightenment that informed Mary Shelley’s writing? Why might this be important?

  3. How are these scientific breakthroughs referenced in Frankenstein?

  4. How does the description of the scientific breakthroughs in the video enhance the images in your mind of the science in Frankenstein? How does this video help you understand how the creature was created?

  5. Consider what the video shares about Shelley’s 1818 audience. How does your perception of the novel differ from theirs?

Step 2

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

Record the terms galvanism and Age of Enlightenment in your Vocabulary Journal.

As you discuss your answers, consider adding notes to your Frankenstein Big Ideas Note-Taking Tool.

Activity 3: Read – Discuss

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

Step 1

Access the Section 2 Diagnostic Checklist and read the question and task you will be responding to:

In a brief response, describe the significance of human connection in the novel so far. Be sure to reference character interactions and developments.

Be sure to do the following:

  • 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 add any notes you think might be relevant.

Activity 4: Read – Write

We will use our Vocabulary Journal to learn words from the Vocabulary List for chapter 6.

In your Vocabulary Journal,work with a partner to record your assigned words and definitions from Chapter 6. These words can also be found in the unit’s Vocabulary List.

  • antipathy

  • diffident

  • dilatoriness

  • eulogy

  • fetter

  • perambulations

  • perversity

  • placid

  • salubrious

  • vacillating

For each word, identify the vocabulary strategy (e.g., context, morphology, reference resource) you used to determine its meaning.

Activity 5: Read – Write – Discuss

We will interact with the words we defined to cement our understanding of their meaning.

Using your Vocabulary Journal, work with a partner or a group to respond to the vocabulary exercises as directed by your teacher.

Activity 6: Read – Write

For homework, we will read chapters 6–7 of Frankenstein and answer guiding questions in our Learning Logs.

For homework, we will read and annotate Chapters 6-7 of Frankenstein. Respond to the following questions in your Learning Log and be sure to cite evidence in your response:

  1. We see two new letters in these chapters: one from Elizabeth and one from Victor’s father. Compare their tone. What is their impact on the overall tone of the novel? How does the use of letters impact the plot?

  2. What is Victor’s relationship to the natural world? What impact do the natural settings in these chapters have on the meaning of the story?

  3. What connection do you infer Shelley makes between Justine and "justice"? Do you think she’s guilty? Why or why not?

Record new or interesting words you encounter in your Vocabulary Journal. Consult the Vocabulary List as a resource.

Add character entries for Justine and William in your Learning Log.