F Block notes

Passage 7

Posted with Blogsy

Let's Review

Complete each of the following for each passage. With your group members, please post the correct answers.

1. Speaker:
2. Context (Where in the novel/play does this take place?):
3. Content (What’s being said?)
4. Themes expressed:
5. Motifs:
6. Literary devices present:
7. What does this passage tell you about the speaker/narrator?
8. Why is this significant to the novel/play?

Exam Review

Exam Review Sheet!

Course Evaluation

Please fill this out for homework!

Many thanks,
Mary

Act 5: They're all dead ... most of them

ACT-ivity

• Entire class: Let's look at Lady Macbeth! In the case of her sleepwalking scene, Shakespeare seems to have anticipated, centuries ago, some of the most important psychological findings and insights of our own time, which deal with the symbolic interpretation of dreams and the effects of suppression of deeply buried feelings. Modern psychology holds that mental breakdown is often due to long-suppressed or repressed feelings, and that clues to the causes of such breakdown can be found in dreams. What?! Lady Macbeth's sleepwalking can be viewed as such a dream — a dream in motion, a nightmare being acted out.
• How is Lady macbeth's language disjointed and unconnected?
• According to her utterances, what are the causes and origins of her present condition?
• What previous conversations does she repeat or paraphrase?
• What are the real causes of her breakdown? Why do you think she broke down first? Is this a larger commentary on women? Mental illness?
• Where can you find dramatic irony in her speech?

Discussion

• Soliloquy #7 (5.3.19-29)
• What's the significance of the key metaphor? What does this reveal about Macbeth?
• What is the meaning of Macbeth's figurative language: mouth-honour, breath
• Soliloquy #8: (5.5.18-27)
• What general feeling about life is expressed in this soliloquy?
• Four metaphors
• Identify key words and meaning they express
• Are these thoughts Macbeth's alone or might they represent Shakespeare's? Is there some universal quality in these thoughts, a significance and relevance that go beyond Macbeth's situation and touch all people?
• Macbeth vows to die like a man and go down fighting. Does this affect your view of him? Does choosing death give a kind of nobility and dignity? When is death preferable to captivity?
• Malcolm calls Macbeth "this dead butcher," (5.9.36) and most readers will agree that Macbeth's fate has been deserved. Did Shakespeare want the audience to view Macbeth exactly as Malcolm views him, or did he want the audience to have a different feeling about him?
• Where do you think Shakespeare wanted the audience to lay the primary responsibility for Macbeth's course of evil? on the witches, Lady Macbeth or on himself?
• Some audience members retain some measure of sympathy and respect for Macbeth. How does Shakespeare's presentation of his thoughts and actions in the last scenes serve to make the audience retain such a measure of sympathy and respect? Refer to specific lines.
• Major themes? symbols?
• Last thoughts, comments, ideas, insights?

A little writing work & review

Review of some basic elements:

Some things to avoid ...
1. Speculation (could/would/should are not your friends; use cause and effect instead)
2. Summarizing rather than analyzing the evidence (don't tell me what the quote says; tell me how it proves your thesis statement)
3. Wishy washy statement (maybe, sort of, likely -- all are words to avoid; take a stand and run with it!)
4. I. Yes you are important, but there's no need to write, "I think" or "I believe." I know it's what you believe because YOU are making an argument and YOUR name is on the paper.

Some things to know ...

1. Proper text citation format:

"How doth thou know that / Macbeth is a weirdo? He hath / done nothing wrong save for / killing a few people," (5.3.34-37).

2. Proper context (no dangling/floating quotes!)

It is clear from Macbeth's language that he loves fried chicken: "In between battles the king / would make me fried chicken / and for that I will always love him and / the chicken. It was juicy and succulent and made me / fight with greater strength" (4.1.1-5).

3. Paragraphs are indented! Paragraphs are indented! And, paragraphs are indented! What do we do at the start of a paragraph? We indent! One more time -- indent the beginning of each paragraph!!

--------------------------------------------
The question

In what TWO specific ways does the language reveal Macbeth’s or Lady Macbeth’s true character? Let's look at an example of a successful response.

Some process with the last in-class

1. What is the prompt asking you to look at? Turn the prompt into your own words.

2. Often the hardest part of coming up with a thesis statement is making sure that you are making an argument, and are not just stating a fact. Here are some ways to turn an observation (or fact) into an argument (or interpretation):

• Identify a cause or an effect.
• Answer how or why.
• Evaluate / make a distinction between the two things being compared.  (Say who is more isolated, or who is affected most by internalized oppression, or decide whose need for absolute power led to greater negative consequences.)
• Take a stand on a controversial issue. (Answer a question like one of these:  Is Caliban truly a monster? Does Victor really change by the end of Frankenstein?)

3. Using the perfect SPA structure, please go through and highlight the different parts of your essay (see example).

Act 4

Let's watch some video: chpts 14, 15, 16.

From the last class:

1. Soliloquy #6 (4.1.143-155): In what way has Macbeth become more fully committed to evil? Reference specific parts of the soliloquy to support your claims.
2. Poor Lady Macduff is the only other female in the play. What? It's true. How does she compare to Lady Macbeth?
3. Ross's speech (4.2.14-26): What does Ross reveal about Scotland under Macbeth's rule? Look back at Lennox's speech (3.6.1-25) to see how things have changed/stayed the same.
4. What is up with Malcolm and Macduff?? Let's look at Scene 4!

Act 4, Scs. 1 & 2

ACT-ivity: Let's write!

The opening of Act 4 (4.1.1-46) is a reminder of the ominous world in which the majority of the action takes place. Keeping this in mind, assume the role of director. What does this scene look like on the stage? What physical details complement the ominous and evil language? What are the witches doing? What are they wearing? How are they moving on the stage? Have fun. Ground your ideas in the text. Be creative.

Discussion

1. A look at Macbeth's speech (4.1.49-60): What is Macbeth saying? Notice the use of repetition (anaphora). What's the impact of the repetition?
2. The apparitions
1. Nature of each apparition
2. Statement it makes
3. Effect on Macbeth (look at the language of his reaction)
4. Does the apparition promise success or failure of Macbeth?
3. Soliloquy #6 (4.1.143-155): In what way has Macbeth become more fully committed to evil? Reference specific parts of the soliloquy to support your claims.
4. Poor Lady Macduff is the only other female in the play. What? It's true. How does she compare to Lady Macbeth?
5. Ross's speech (4.2.14-26): What does Ross reveal about Scotland under Macbeth's rule? Look back at Lennox's speech (3.6.1-25) to see how things have changed/stayed the same.

Act 3 Discussion

Discussion

• In Scenes 1 & 2 the audience discerns significant changes in Macbeth's character and in his relationship with his wife. What evidence of these changes do you see in this act thus far (please cite scene and line numbers)?

• The pervading sense of a dark and anguished world of horro is sustained in these scenes, particularly in Macbeth's speeches to Lady Macbeth, in which he describes his own state of mind and his sense of the world h e inhabits. Find 2-3 such passages in Act 3, Scene 2, an comment on the key images in each passage. Look for vivid and effective description. (Think about where else in the play we've heard an appeal to evil and darkness.)

• Why doesn't Macbeth just give the order to kill Banquo? Why does he have to convince the murders to do it? How does he employ a little Lady Macbeth-style convincing? What does this reveal about Macbeth's character?

• Compare Macbeth's last lines before killing Duncan to his last lines before killing Banquo. How do the lines compare and contrast?
• What is the significance of the recurring image of blood at the close of Scene 4? Look closely at Macbeth's lines 122-144.
• What do we learn about Macbeth & Lady Macbeth in this Act?
• What major themes are expressed?

Act 3, Sc 3 & 4

ACT-ivity
60 second banquet scene: in groups of 4+ you will re-read the banquet scene and write an abbreviated version of it that can be performed in 60 seconds. Include the most important parts as we still want to get a full impression of the scene. (Film: 1:21.30)

Discussion

• In Scenes 1 & 2 the audience discerns significant changes in Macbeth's character and in his relationship with his wife. What evidence of these changes do you see in this act thus far (please cite scene and line numbers)?

• The pervading sense of a dark and anguished world of horro is sustained in these scenes, particularly in Macbeth's speeches to Lady Macbeth, in which he describes his own state of mind and his sense of the world h e inhabits. Find 2-3 such passages in Act 3, Scene 2, an comment on the key images in each passage. Look for vivid and effective description. (Think about where else in the play we've heard an appeal to evil and darkness.)

• Why doesn't Macbeth just give the order to kill Banquo? Why does he have to convince the murders to do it? How does he employ a little Lady Macbeth-style convincing? What does this reveal about Macbeth's character?

• Compare Macbeth's last lines before killing Duncan to his last lines before killing Banquo. How do the lines compare and contrast?
• What is the significance of the recurring image of blood at the close of Scene 4? Look closely at Macbeth's lines 122-144.

Act 3: Scenes 1 & 2

ACT-ivity: Let's get angry!

Working in pairs you'll examine the fifth main soliloquy: 3.1.49-73. Macbeth contemplates why he wants Banquo out of the way, and his speech rises toward the close to a pitch of dramatic intensity. This intensity is created through the use of vivid metaphors.

1. Identify the key metaphors in the lines
2. Explain how they serve to heighten the expression of Macbeth's feelings
3. Figure out how you and your partner are going to deliver the lines (think tone, volume, etc; one of your will be Macbeth and the other will be Banquo .... I'll fill you in).
4. Film: 1:02.29

Discussion

• In Scenes 1 & 2 the audience discerns significant changes in Macbeth's character and in his relationship with his wife. What evidence of these changes do you see in the two scenes (please cite scene and line numbers)?
• The pervading sense of a dark and anguished world of horro is sustained in these scenes, particularly in Macbeth's speeches to Lady Macbeth, in which he describes his own state of mind and his sense of the world he inhabits. Find 2-3 such passages in Act 3, Scene 2, an comment on the key images in each passage. Look for vivid and effective description. (Think about where else in the play we've heard an appeal to evil and darkness.)
• Why doesn't Macbeth just give the order to kill Banquo? Why does he have to convince the murders to do it? How does he employ a little Lady Macbeth-style convincing?
• Compare Macbeth's last lines before killing Duncan to his last lines before killing Banquo. How do the lines compare and contrast?

Macbeth: Act 2

Continuation of the previous class discussion...

Best. Soliloquy. Ever. Watch each version and respond to the question.

But first: What's the difference between observation and interpretation?

Viewing 1: What did you observe in this performance?
Viewing 2: What did you interpret from this performance?


Start at 3:15



Some questions:
1. How do you explain the appearance of the dagger apparition in terms of Macbeth's psychology as you know it?
2. Irony contributes to the mounting dramatic effect of the scenes in Act 2. What irony can be found in each of these passages:

• "A little water clears us of this deed: / How easy is it, then!"
• The humorous speeches of the porter as he pretends to be the porter at the gates of Hell

Macbeth: 1.4-7

ACT-ivity & Discussion in ONE!

Four BIG speeches hold up the action and intention of latter half of Act 1.

• 1.5.1-29 (Lady Macbeth)
• 1.5.37-53 (Lady Macbeth)
• 1.7.1-28 (Macbeth)
• 1.7.35-72 (Lady Macbeth)

In your groups, please answer the following questions and post the answers to your content questions to the comment section of this post.

Content

1. What is the person saying? Do a line-by-line translation.
2. How does this speech play into the major action of the play?
3. What does this speech reveal about the character? Other characters?
4. What major themes are expressed?

Delivery

1. How are the lines delivered? (think about the different ideas being conveyed and make each idea clear and compartmentalized)
2. Where does the actor pause?
3. How does the actor gesture?
4. Where is the actor looking?
5. Each group will share the performance of the assigned lines, so think about how you can break up the lines seamlessly.

Macbeth Begins: 1.1-3

ACT-ivity 1.1

Working in groups of three, please respond to the following questions. You'll also be acting out this scene, so assign parts, practice lines, and have some fun.

• How do the witches enter?
• How do they move? Are they old? young? male? female?
• How are the witches different from each other?
• How do they speak?
• How are they dressed?

Discussion

1. In what ways do the actual words of the witches in the first scene help to create the feeling of a nightmare world of evil and confusion? What particularly is the effect of the antithesis and paradox in the last lines?
2. What impressions of Macbeth's character are created, before his actual appearance in the play, by the details of the battle accounts of the sergeant and Ross in Scene 2?
3. What do Banquo's remarks about "the instruments of darkness" tell the reader about his character at this point? (1.3.23) Relate Banquo's ideas to the thoughts included in Macbeth's soliloquy. 
4. The most significant insight about Macbeth's secret thoughts comes in the soliloquy (first of seven), "This supernatural soliciting ..." (1.3.129-141).
1. What is the suggestion "whose horrid image doth unfix my hair"?
2. What moral conflict appears to exist in Macbeth's mind? Reference and explain the lines in which this conflict is expressed.
3. What conclusions about Macbeth's character can you draw from this soliloquy?
4. Why does the thought of killing Duncan so strongly affect a man (Macbeth) who has killed so many others on the battlefield?

Part 3

The final part!

Frankenstein Project: Part 2

Part 2!

Final project: Part 1

Here's STEP ONE!

It's all over ....

Insiders and outsiders in the community. Some inspiration.

Frankenstein 1931


Young Frankenstein


Beauty & the Beast


Discussion questions
1. How is Victor an outsider? How is he an insider?
2. How is the creature an outsider? How is he an insider?
3. What is the difference between regret and remorse? Do either of the two main characters experience these emotions?
4. Major themes from the novel?
5. Final thoughts?

Frank: Vol 3, Chpts 4-6

If presidents can debate, why can't we?

Here we go!!

In-class writing #2: You are still amazing!

Here's the writing prompt in a fun google doc

OR

Here it is ... (remember: you can use the tips from our last class or the comments from your last in-class writing)

The Creature’s Disposition

One of our guiding questions is: What factors inform our identity? Let’s apply that question to the creature as he asks himself,  “What was I?” (124).

In a clear and cohesive PARAGRAPH, answer the following question:

What is the most important factor that shapes the creature’s identity?

Be sure to begin with a strong and arguable thesis, use textual evidence to support your claims (citing page numbers in parenthetical notation at the end of each piece of evidence), and proofread when you are finished. A paragraph is NOT an essay. It is simply a paragraph with one idea presented. Your job is to be complete, concise, and insightful. You can do it!


Some hot tips on a solid paragraph. I recognize we have only reviewed the SPA parts, so know that not everyone will understand all of these elements. That’s ok. Try to do better than the last time. Keep up the good work!

1. Topic Sentence: The paragraph’s thesis.

2. Transition:  Guide your reader to your first idea.

3. Statement:  Supports your thesis.

4.  Context: Introduces quote or summary sentence or phrase that indicates the situation from which the quote was taken.

5. Proof:  The quote (with author & page number in parentheses at the end of the quote).

6. Analysis:  Interpret the quote. State why this quote proves the topic sentence.

7. Transition:  Provide another guide or link to second idea.

8. Second Main Idea: Statement

9. Context for second quote.

10. Second quote: Proof

11. Analysis of second quote.

12. Commentary:  Relate topic back to larger thesis of paper.

Instructions for electronically handing in your paper

1. When you are finished with your paper, save it as a PDF to the desktop.
2. Open a web browser and go to www.dropbox.com.
3. Sign into your dropbox account.
4. Find the folder you share with me, and me alone!
5. Drag your paper from the desktop into our shared folder.
6. Check in with Mary to make sure she has access to the paper.
7. Log out of dropbox.
8. Email paper to self as back-up
9. Quit the web browser
10. Throw essay in trash
11. High-5 self for being so awesome.

Let's practice some SPA writing. Yippie!

Some process to analytical writing:

1. Do you understand the prompt? Turn it into your own words.

2. My thesis statement

Often the hardest part of coming up with a thesis statement is making sure that you are making an argument, and are not just stating a fact.  Here are some ways to turn an observation (or fact) into an argument (or interpretation):

o   Identify a cause or an effect.

o   Answer how or why.

o   Evaluate / make a distinction between the two things being compared.  (Say who is more isolated, or who is affected most by internalized oppression, or decide whose need for absolute power led to greater negative consequences.)

o   Take a stand on a controversial issue. (Answer a question like one of these:  Is the creature truly a monster? Does Victor really change by the end of Frankenstein?)

3. The checklist

_____ accurately answers the question asked.

_____ makes an argument rather than states an observation or fact.

_____ presents the argument of my essay in one complete sentence.

_____ expresses just one main idea – my argument is focused and can be answered thoroughly and well in a 1-2-paragraphs.

 _____ is original – my argument aims to present a new idea or conclusion, and doesn’t just repeat what we’ve already talked a lot about in class.

 _____ uses active, engaging, and specific words.

Some things to avoid ...
1. Speculation (could/would/should are not your friends; use cause and effect instead)
2. Summarizing rather than analyzing the evidence (don't tell me what the quote says; tell me how it proves your thesis statement)
3. Wishy washy statement (maybe, sort of, likely -- all are words to avoid; take a stand and run with it!)
4. I. Yes you are important, but there's no need to write, "I think" or "I believe." I know it's what you believe because YOU are making an argument and YOUR name is on the paper.

Some things to know ...

1. Proper text citation

2. Proper context (no dangling quotes!)

B block: take a look at F block's essay.
F block: take a look at B block's essay.

Frankenstein: Vol 3, 1-3

1. New Sentence

2. Check books and vocab whilst you free write:

Must a person experience desperation to know the true meaning of joy? Must a person know hunger to really understand the concept of being full? In other words, must we experience opposite emotions to truly understand life?

Discussion Questions

1. Where does Victor travel in Chpts 1-2? In what way does the journey further develop Victor's character? Clerval's?

2. Close reading p. 168-169. What is the tone created on these pages? What is the mood? Remember, when we talk about tone we use adjectives. Mood is a feeling created by the language as well.

3. At the close of Chpt 2 Victor says, "I looked towards its completion with a tremulous and eager hope, which I dared not trust myself to question, but which was intermixed with obscure forebodings of evil, that made my heart sick in my bosom" (169). Remember that Victor is telling a story. Using only this passage, what does Victor want the listener/reader to think of him?

4. At the start of Chpt 3 the creature says, "Shall each man ... find a wife for his bosom, and each beast have his mate, and I be alone? I had feelings of affection, and they were requited by detestation and scorn" (172). Is the creature's argument a reasonable one? If so, in what way does this develop Victor's character and the creature's?

Frank: Vol 2, Chpts 8-9

1. A new sentence!
2. Check books & review vocab

Discussion
Let's look at the creature and Victor through the lens of Erikson. Some basic info on the guy.

Big question to answer:
1. At what stage is Victor?
2. At what stage is the creature?
3. At what stage did Victor encounter struggles?
4. At what stage did the creature encounter struggles?

As time permits ...
Empathy versus sympathy. What's the difference?

Personal responsibility ...

Frankenstein: Vol 2, Chpts 5-7

1. New sentence pattern! Yes, a new one.

2. Check books & vocab

3. Vocab review

Let's do a close examination of the creature. We've heard his story and know the path he took to meeting up with Victor again. Now it's time to dissect him a bit.

Your assignment, should you choose to accept it, is to write the Creature's "Where I'm From" poem. There's one catch, all of your evidence and all of the details you fill in must be connected to and sourced from the text. Have some fun with your poem, but really dig into who the creature is and where his identity comes from. Please work in pairs, and follow the structure of the original.

“Where I’m From"
by George Ella Lyon

I am from clothespins,
from Clorox and carbon-tetrachloride.
I am from the dirt under the back porch.
(Black, glistening
it tasted like beets.)

I am from the forsythia bush,
the Dutch elm
whose long gone limbs I
remember
as if they were my own.

I’m from fudge and eyeglasses,
from Imogene and Alafair.
I’m from the know-it-alls
and the pass-it-ons,
from perk up and pipe down.

I’m from He restoreth my soul
with a cottonball lamb
and ten verses I can say myself.

I’m from Artemus and Billie’s Branch,
fried corn and strong coffee.
From the finger my grandfather lost
to the auger
the eye my father shut to keep his sight.

Under my bed was a dressbox
spilling old pictures,
a sift of lost faces
to drift beneath my dreams;
I am from those moments -
snapped before I budded
leaf-fall from the family tree

In-class

1. What makes a good discussion question good?

• Engages in the morals and ethics of the novel
• Specific but relatable to big picture
• Not too abstract
• Arguable/debatable/invites opposition

2. What are the components of a good discussion?

• Freedom to express opinion/contradict others
• No domination from one person
• Speak AND listen
• Articulate opinion before you voice it (think before you speak)
• Textual evidence to support ideas
• Stay on topic
• Everyone gets involved
• Be engaged
• Stay open-minded
• Build off each other rather than repeating
• Have fun

Questions for now ...

1. Who is the real monster in Shelley's Frankenstein: Victor or the creature?

2. How did the creature's rejection by Felix and Agatha enforce the ideas that were introduced by the books he read?

Questions for later ...

1. Why do you think the creature gave humans a second chance after his unfortunate experience with the villagers?

2. What does it say about society when the creature is rejected by Felix & Agatha for his outward appearance?

3. In what ways has the creature's encounter with the old man taught him about humanity?

4. Should the creature be known as human or animal and why?

5. In what way has the cottagers' attack on the creature altered his views of humans and himself?

6. How does the creature's connection with the DeLacey's inform his identity?

F Block Writing! You are amazing

If you'd like to document in a pretty package, click HERE.

Or

Look below ...

Victor’s Disposition (books allowed yet needed!)

In a clear and cohesive PARAGRAPH, answer the following question:

In what way has Victor’s hubris* brought about the death of Justine?

Be sure to begin with a strong thesis, use textual evidence to support your claims (citing page numbers in parenthetical notation at the end of each piece of evidence), and proofread when you are finished. A paragraph is NOT an essay. It is simply a paragraph with one idea presented. Your job is to be complete, concise, and insightful. You can do it!

Writing an Effective Analytical Paragraph

1. Thesis The paragraph’s main idea. Must be arguable.
2. Transition:  Guide your reader to your first idea.
3. Statement:  Supports your thesis.
4. Context: Introduces quote or summary sentence or phrase that indicates the situation from which the quote was taken.
5. Proof:  The quote (with author & page number in parentheses at the end of the quote).
6. Analysis:  Interpret the quote.  How does this quote prove the thesis?
7. Transition:  Provide another guide or link to second idea.
8. Second Statement: supports thesis
9. Context for second quote.
10. Proof 
11. Analysis of second quote.
12. Commentary/Conclusion:  Relate topic back to larger thesis of paper.

*extreme arrogance or pride


Instructions for electronically handing in your paper

1. When you are finished with your paper, save it as a PDF to the desktop.
2. Open a web browser and go to www.dropbox.com.
3. Sign into your dropbox account.
4. Find the folder you share with me, and me alone!
5. Drag your paper from the desktop into our shared folder.
6. Check in with Mary to make sure she has access to the paper.
7. Log out of dropbox.
8. Quit the web browser
9. Throw essay in trash
10. High-5 self for being so awesome.

B block writing! You can do it!!

If you'd like to see the prompt in a complete document, click HERE.

OR

Here it is ...

Victor’s Disposition (books allowed and needed!)

In a clear and cohesive PARAGRAPH, answer the following question:

In what ways are Victor and Robert Walton similar?

Be sure to begin with a strong thesis, use textual evidence to support your claims (citing page numbers in parenthetical notation at the end of each piece of evidence), and proofread when you are finished. A paragraph is NOT an essay. It is simply a paragraph with one idea presented. Your job is to be complete, concise, and insightful. You can do it!

Writing an Effective Analytical Paragraph

1. Thesis The paragraph’s main idea. Must be arguable.
2. Transition:  Guide your reader to your first idea.
3. Statement:  Supports your thesis.
4. Context: Introduces quote or summary sentence or phrase that indicates the situation from which the quote was taken.
5. Proof:  The quote (with author & page number in parentheses at the end of the quote).
6. Analysis:  Interpret the quote.  How does this quote prove the thesis?
7. Transition:  Provide another guide or link to second idea.
8. Second Statement: supports thesis
9. Context for second quote.
10. Proof 
11. Analysis of second quote.
12. Commentary/Conclusion:  Relate topic back to larger thesis of paper.

Instructions for electronically handing in your paper

1. When you are finished with your paper, save it as a PDF to the desktop.
2. Open a web browser and go to www.dropbox.com.
3. Sign into your dropbox account.
4. Find the folder you share with me, and me alone!
5. Drag your paper from the desktop into our shared folder.
6. Check in with Mary to make sure she has access to the paper.
7. Log out of dropbox.
8. Quit the web browser
9. Throw essay in trash
10. High-5 self for being so awesome.

Frankenstein: Vol 2, Chpts 1-4

1. Sentence review!

2. Check books and vocab

3. Review vocab

From last class ...

1. Who is at fault for William's death? Is anyone other than the murderer responsible for what happened?

2. In chapter 7, what statement suggests that Victor views the creature as part of himself?

3. In what ways does Victor's guilt affect his health? What is Shelley's purpose in this recurring plot device?

Discussion questions

1. At the close of chapter 1, in what ways has Victor changed? How does Shelley use Victor's fascination with nature to remind us of his actions against nature?

2. Close reading: p. 100 ("The ascent is precipitous, ...) — what is the tone of this paragraph? Is this Victor's way of expressing remorse for his actions?

3. "You accuse me of murder, and yet you would, with satisfied conscience, destroy your own creature. Oh, praise the eternal justice of man!" (103). Victor believes in an eye-for-an-eye. Is that justice or revenge?

4. How does the tone and language change from chapter three to chapter 4? What does this reveal about the creature's development?

NOTE: track the language of the creature. Pay close attention to when it is overtly negative and overtly positive. What's the correlation between his language and his sense of self? And the correlation between nature and Victor's sense of self.

Frankenstein: Vol 1, Chpts 7-8

1. Sentence time! Last one before we review the different ones we've learned.

2. Check books and annotations

3. Review vocab words

4. Review denotation and connotation

From last class:

• Chpt. 5: Close reading of passage on pp. 58-59 beginning with "How can I describe". Review connotation (an idea or feeling that a word invokes in a person in addition to its literal/primary meaning) and denotation (the literal/primary meaning of a word, in contrast to the feelings or ideas that the word suggests).
• Step 1: read passage out lout.
• Step 2: read silently and circle/underline all words with negative connotations/denotations.
• Big question: What kind of tone is Shelley trying to create around the the Creature's creation and creator?

Discussion questions

1. Who is at fault for William's death? Is anyone other than the murderer responsible for what happened?

2. In chapter 7, what statement suggests that Victor views the creature as part of himself?

3. In what ways does Victor's guilt affect his health? What is Shelley's purpose in this recurring plot device?

Frankenstein: Vol 1, Chpts. 4-6

1. Let's learn a new sentence (#3)
2. Check books and vocab
3. Free write for five minutes: Looking at the passage on p. 54 ("Learn from me ... than he who aspires to become greater than his nature will allow.) In what ways does Victor's warning relate to all mankind?
4. Introduce SPA structure

Discussion questions

• Victor and God: p. 54

• In what ways does Shelley display Victor's hubris? Look particularly at the contrast in Victor's desire to conquer nature yet ignore its beauty.

• Chpt. 5: Close reading of passage on pp. 58-59 beginning with "How can I describe". Review connotation (an idea or feeling that a word invokes in a person in addition to its literal/primary meaning) and denotation (the literal/primary meaning of a word, in contrast to the feelings or ideas that the word suggests).
• Step 1: read passage out lout.
• Step 2: read silently and circle/underline all words with negative connotations/denotations.
• Big question: What kind of tone is Shelley trying to create around the the Creature's creation and creator?

• Themes thus far?

Frankenstein: Vol. 1, Chpts 1-3

1. A new sentence!
2. Check book
3. Check and review vocabulary


VICTOR

• In what ways does Victor's statement that "the world was to me a secret which I desired to divine" (38) serve as characterization? What is characterization? Think about Walton!
• Is Victor's fascination with the Philosopher's Stone an admirable one? Look closely at the passage on page 42: "Under the guidance of my new preceptors, I entered with the greatest diligence into the search of the philosopher's stone and the elixir of life; but the latter soon obtained my undivided attention. Wealth was an inferior object; but what glory would attend the discovery, if I could banish disease from the human frame and render man invulnerable to any but a violent death!" What is Hubris?
• What does Victor's search for a like-minded thinker tell us about human nature? Why might Shelley have portrayed this characteristic in both Victor and Robert? How are Victor & Robert alike in ideation (formation of ideas/concepts) and language?

HENRY

• In what ways do Henry & Victor differ? Why might Shelley be setting them up as foils? (**A character in a work whose behavior and values contrast with those of another character in order to highlight the distinctive temperament of that character (usually the protagonist)) (Bedford St Martins Press).

ELIZABETH

• In what way does Shelley characterize Elizabeth when she writes "the saintly soul (who) shone like a shrine-dedicated lamp in our peaceful home?" (39). What role does this characterization set for Elizabeth?

THEMES: what's come up so far?