St John s Senior School Subject: ENGLISH Form: THIRD FORM Teacher: Mrs Swynnerton, Mr. Gill Term: SUMMER

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1 St John s Senior School Subject: ENGLISH Form: THIRD FORM Teacher: Mrs Swynnerton, Mr. Gill Term: SUMMER Unit Aims: This unit will provide pupils with the opportunity to reflect on practice and refine GCSE skills, such as: reading with inferential understanding, using evidence to evaluate, understand structure and the writer s intentions, writing analytical essays using literary language. For writing, planning, redrafting, researching, as well as planning and writing imaginative creative work. Pupils will develop their examination technique, including time management, understanding questions, the awarding of marks, and proofreading. WEEK FRANKENSTEIN HOMEWORK SKILLS 1 29 th April Specific skills for the week Read a Victorian text with inferential understanding Develop awareness of the characteristics of Gothic fiction Begin to understand aspects of context RESOURCE 1 Vocabulary sheet. Explain to pupils that they will need to refer to this while studying the text. RESOURCE 2 Read handout Mary Shelley s Inspiration. Discuss: What inspired her? What themes do we expect to find in the novel? Ask pupils to create a list in their exercise books. Discuss Gothic fiction: Why the rise of the Gothic novel in the late 18th Century? (Ironically, the rise of Science meant superstition was on the wane among the more educated, and people (especially women) began to enjoy the genre. This leads to the Minor hwk: to research characteristics of Gothic fiction). Discuss Romantic period in Lit. music & Art. What do students know? RESOURCE 3 Use handout Victorian English to discuss and explore differences between 19 th Century English & modern English. Write own story using features from Gothic fiction. Work on crafting writing. RESOURCE 6 Speaking and Listening Make different kinds of relevant contributions in groups, responding appropriately to others, proposing ideas and asking questions. Reading and Writing

2 2 6 th May Introduce Captain Walton: an Arctic explorer. (Writes letters to his sister.) Read the first letter. Focus on the epistolary form and introduce the concept of a frame narrative. Focus on thriving ambition and a burning desire to explore new lands. Discuss & answer questions. RESOURCE 4 Activities on Captain Walton. 1. Pupils given characteristics & need to say whether they are true for Capt. Walton or not. In either case, must provide evidence. Discuss students ideas. RESOURCE 5 2. Relationship with sister: quote & explanation. Students to continue this throughout the 5 letters. Leads to discussion about the silent female & 19 th century attitudes to women. Discuss characteristics of Gothic fiction (from minor hwk). Read 2 nd letter. Students to find & discuss evidence of: Capt. W s loneliness the point of the story about his lieutenant Capt s feelings at being so close to beginning his adventure Students continue to note Capt. s relationship with sister (RESOURCE 5) Focus on light and dark imagery and the notion of fulfilment. Create a character profile for Walton: what does the reader learn? Provide evidence. Explore concept of intertextuality Read The Rime of the Ancient Mariner outline. Teacher should introduce the term intertextuality and its significance in relation to Coleridge. The technique of allusion should also be discussed. Pupils to create a dramatic monologue from the perspective of Mother Nature in response to the killing of the albatross. Teacher should guide this with elements of Romanticism and allude to the novel s major themes. See resources in Teacher resources. Read Letter 3 and draw linguistic comparisons between the earlier ones. Does ambition and pride seem to overshadow the love and affection for his sister? Why might that be? Read Letter 4 onwards: the introduction of Frankenstein. Draw up a grid to compare the RESOURCE 8 Evaluative questions on Captain Walton s letters Extract and interpret information, events, main points and ideas from texts. Infer and deduce meanings, recognising the writers intentions Identify and comment on writers' purposes and viewpoints, and the overall effect of the text on the reader Develop and adapt reading skills and strategies

3 3 13 th May behaviour of Walton and Frankenstein. Capt. Walton Frankenstein Make time to celebrate aspects of students stories & go over issues raised from them. Can do as starters & minor hwk. Complete grid on Walton s attitude to his sister. Class discussion: Capt Walton s attitudes to women are patronising, without care to the real person, and typical of 19 th century? Disables women. Shelley-a female writer. Some questions in Resource 7. Explore relevance to modern reader At the turn of the century there was a growing belief that science might be able to reanimate corpses, fuelled by the discovery of electricity and experiments by Laws (a mentor of Percy Shelley from Oxford) and Galvini. RESOURCE 9 Pupils to read the fact sheet on Luigi Galvini. They should create a newspaper article for the Victorian Herald to inform the public of Galvini s scientific breakthrough. Consider how this may be viewed by a religious society. Discuss issue in relation to scientific advances today such as Cloning, eugenics, DNA mapping. RESOURCE 10 Go through structure of newspaper article. Essay Ques: Explain how Mary Shelley uses the opening sequence of letters from Captain Walton to establish the themes of the novel. How do they influence the reader s view of humanity? Analyse question (underline key words. Check students understand what is being asked). Students make notes main themes (ambition: blind, careless of human life. Loneliness (introduces horror of isolation later; sense of entitlement; confidence in own powers - suppressed by Nature. Throughout, male voice is active). Teacher models introduction which should be fairly brief: (remember, prep for GCSE exam), model PETAL paragraph which provide debate & discussion. Include identification of techniques. Students practise writing paragraphs. Write up essay Use inference and deduction to recognise implicit meanings at sentence and text level Plan, draft and write creatively & imaginatively

4 4 20 th May 5 3 rd June Part Two: Frankenstein s Narrative. Building the creature. Gothic elements. Role of Clerval. Symbolism. Read Chapters 1-3. Focus on the excellent reputation of his family and the opposition between public and private worlds. Analyse the introduction of Caroline closely. Are women passive? Caroline? Elizabeth? The description of Elizabeth as a beautiful baby is significant because it draws parallels with the baby monster. Return to this description to appreciate the full contrast in Victor s reaction. Make time to go over student essays: celebrate & address issues that have arisen. HALF TERM 27 th 31 st May Read Chap 4. RESOURCE 12 Comprehension question on Chap 3 & 4. Practice for mini test next week. Ques (do not reveal to students) How is the first letter of Frankenstein structured to engage the reader s interest? Explain: this is the 3 rd question of Paper 1 lang. Understanding structure & effect on reader is important. Go through 1 st letter with students, analysing for structure & how reader intended to respond. Discuss. Students practise writing paragraphs on this. Think-Pair-Share: Use to evaluate chapters 1-4 How does Shelley create a mysterious mood in Chapters 1-4? How does the action create a feeling of terror in the reader? What supernatural elements does she include? Consider setting, plot, and character in your analysis. Rejection: pupils should explore the reasons why people often feel rejected or like an outsider. Develop to share ideas about sympathy for the monster/victor. Pupils write a diary entry from the perspective of Elizabeth, expressing her true views on Victor s departure. How does Shelley create a mysterious mood in Revision & essay practice

5 6 10 th June 7 17 th June 8 24 th June Mini test: How is the first letter of Frankenstein structured to engage the reader s interest? RESOURCE 13 Compare Captain Walton & Frankenstein. Read Chapter 5. As read highlight the following: Horror, dramatic language, narrative perspective, regret, science, imagery. What is you view of the being now you have read chapter 5? Discuss. Resource 14. Find evidence to prove/disprove the 10 statements RESOURCE 15. Chapter 5: Close extract analysis: elements of tragedy and Frankenstein as the tragic hero link to setting & connotations of words. RESOURCE 16. Themes RESOURCE 17. Class debate (S&L): Socratic debate 5 people discuss premise (in role. See below.) Those outside to listen carefully & make decisions about whether character would respond like this. Hear what those outside say. Invite them to go into the inner circle and those in the inner circle now sit in the outer circle. Frankenstein merely follows in the footsteps of his predecessors; he endeavours to enlighten mankind for a better future To respond to this, pupils to adopt the role of key members of Victorian society and characters from the novel. For example, Galvini, Mary Shelley, Queen Victoria Capt. Walton. Chapter 5: explore the significance of the Freudian dream. As well as, pathetic fallacy and the religious lexical field Make time to go over test results and answers. Celebrate excellence. Go over (and possibly model) areas of common difficulty. Exam ques: How does Shelley convey Frankenstein s disappointment with his creation, in this extract? (30 marks for content, 4 marks for SPaG) In your response, you should refer to writer s methods and relevant context. Draw scene or elements of the scene. Use colour. (p11) Write essay.

6 9 1 st July. Plan & prepare for essay. Write paragraphs. Use PEEZAL. Socratic Discussion: Students to prepare by research: Genetic engineering in the modern world can a perfect human being be created in a laboratory? Link to modern examples from cinema: Jurassic Park (2016) The Indominus Rex and the disastrous aftermath of her creation (Indominus rex is a new, genetically modified hybrid mutant dinosaur to appear as an secondary main antagonist in Jurassic World. It is said to be a hybrid created from the DNA of various animals). 5 or 6 in inner circle who discuss. Those outside listen. After a while, use those outside to evaluate what is said. Then invite those outside to go to inside circle. Continue. Read chapter 6; focus on Frankenstein s lack of responsibility. A coward? Activities: Read Chapter 6: focus on the image of family; compare Elizabeth s view and Frankenstein s. Why has Shelley chosen to portray them this way? Discussion: the description of gentle and caring women contrasts dramatically with the egotism of men. How fair is this interpretation of the novel, so far? Extend: feminist perspective. Explore elements of Romanticism in Chapter 6 link to Percy Shelley s influence. Make time to address essay (celebrate & go over common/individual issues) Read Chapter 7: close extract analysis. Focus on light and dark imagery, symbolism, foreshadowing and duality as the major features th Nov. Read Chapter 8: Justine s countenance throughout the trial and her integrity: parallel with Victor s remorse but failure to save Justine. Etymology of her name and Elizabeth s belief paints her as a sacrificial lamb link to Bible and dying for mankind s sins. Read Chapter 9 Speech writing: write an honest account of events from Frankenstein s perspective to save Justine from prosecution. religious connotations behind F s climb up the mountains? Or another eg of cowardice, seeking

7 11 19 th Nov Nov rd Dec. moral escape? Part Four: The Monster s Narrative and Request. Theme of playing God Cruelty and fear The Creature s vow for revenge. Read Chapters 10 and 11. Focus on the setting and the calming effects of nature. Creature starts to speak. Note language contrast, intelligent, emotional. Uses some archaic form of lang. Why does Shelley do this? What does she want to sug. in reader s mind? What do we think of Frankenstein now? Read Chap 11 Creature s story. Comprehension ques. RESOURCE 18. Also ques. RESOURCE 19. Socratic discussion Why do children need a loving mother and father? Extend to include the Nature Vs. Nurture debate. This touches on the creation of evil and links neatly to the duality of Frankenstein and his creation (the common misconception that Frankenstein is the monster and not the inventor). Read the opening of Chapter 12 and create a character profile for the monster. Does he seem to be beastly? Is he cruel and wretched? what does he seem to be longing for? Philosophical debate: Is the monster a living thing? What does it mean to be alive? Is it the physical (scientific) functions or is it the capacity to love and be loved? Read Chapter 13 and plan a response to the following question: Why is Chapter 13 the most significant, in terms of understanding the creature s motivations in life? (PETAL) Read Chapters 14,15 and 16. Answer the following: What questions would you like to ask the creature? How does the creature get to know the family who lives in the cottage? Why is he drawn to the family? How does the family s reaction to the creature

8 affect his view of himself and humans? th Dec Part Six: The Closing Chapters. Narrative structure Shelley s message Mankind s penance Activities: Read Chapters 21 to 24. Grid to document Victor and his creation s motives, feelings, or state of mind? Questions: Did the ending of the novel surprise you? Can you imagine a different ending to the novel? Explain. What does Frankenstein promise to tell Elizabeth after they are married? How does he behave in the weeks leading up to their wedding? Why is Frankenstein especially agitated as evening approaches on their wedding day? What happens to Elizabeth? What is ironic, or unexpected, about the creature s revenge on Frankenstein? What does Frankenstein resolve to do? How does Shelley show that Frankenstein and the creature are both obsessed with revenge? Does either of them win? Explain. How does Shelley return to her frame story in Chapter 24? What effect does she achieve by using this frame story? How do you think Frankenstein failed or erred as a human being? What traits or attributes, do you think, led to the creature s fate? Creative writing task: On board Walton s ship, the creature sees his creator for the last time. If they had had a chance to talk at this point, what might they say to each other at the end of their long chase? Write a dialogue that reveals each character s feelings about the other and about himself. Extended Essay Prep.

9 What view of the being is conveyed in Chapter 5 of Frankenstein, and to what extent does this view change when the being narrates his own story in chapters 11 16? In your response explore language and structure and comment on Mary Shelley s themes. Activities: Pupils should use the support booklet to help them plan for this essay. First draft to be submitted for marking and feedback. Pupils should make changes to the first draft, based on teacher feedback & re write.