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Contents
Contents
Introduction................................................................................................................................ 4
Specification summaries ......................................................................................................... 5
Chapter 1–4 ................................................................................................................................. 7
Lesson 1 ........................................................................................................................... 7
Lesson 2 .......................................................................................................................... 13
Lesson 3 .......................................................................................................................... 17
Lesson 4 .......................................................................................................................... 23
Lesson 5 .......................................................................................................................... 28
Exam style questions ................................................................................................... 32
Chapters 5–8 ............................................................................................................................... 34
Lesson 6 .......................................................................................................................... 34
Lesson 7 .......................................................................................................................... 43
Lesson 8 .......................................................................................................................... 48
Lesson 9 .......................................................................................................................... 51
Lesson 10 ........................................................................................................................ 56
Exam style questions ................................................................................................... 61
Chapters 9–16 ............................................................................................................................. 63
Lesson 11 ........................................................................................................................ 63
Lesson 12 ........................................................................................................................ 71
Lesson 13 ........................................................................................................................ 75
Lesson 14 ........................................................................................................................ 81
Lesson 15 ........................................................................................................................ 85
Exam style questions ................................................................................................... 89
Chapters 17–24 ........................................................................................................................... 92
Lesson 16 ........................................................................................................................ 92
Lesson 17 ........................................................................................................................ 98
Lesson 18 ........................................................................................................................ 102
Lesson 19 ........................................................................................................................ 109
Lesson 20 ........................................................................................................................ 117
Exam style questions ................................................................................................... 124
Acknowledgements .................................................................................................................. 128
About the author .......................................................................................................... 128
Image credits ................................................................................................................. 128
Introduction
Introduction
Introduction
This GCSE pack is designed as a route through the text, with teaching ideas,
accompanying resources and suggestions for differentiation. The pack is based on core
assessment objectives for GCSE English Literature (2015) and is designed to be flexible,
creative and engaging. It contains all of the Teachit resources you need for teaching this
unit of work, all of which were specifically commissioned for this pack. Due to the length
of this text, we have advised which chapters need to be read before beginning certain
activities.
The pack has been devised for use with the GCSE Eng Lit AQA and Edexcel specifications.
There are specific resources and exam practice questions for both of these specifications
included within the pack. The activities and ideas will help students to develop a close
understanding of the text, explore its social, cultural and historical contexts, consider
Shelley’s ideas and perspectives, and analyse her use of language and structure.
The pack has a total of 20 lessons and 51 resources, with a selection of starter, main and
plenary activities (that you can mix and match). Exam practice questions specific to each
board are also included.
Throughout the pack, you’ll find activities which directly address the various GCSE
English Literature exam assessment objectives. To help you select activities relevant to the
outcomes for which you’re teaching, we have included specification grids and have
matched the activities to the appropriate assessment objectives.
Our thanks go to contributor Annabel Wall who has written this pack and the
accompanying resources.
A note on editions
We’ve used the Penguin Classics 1831 edition of Frankenstein and where page numbers are
included they refer to this version.
If you have any questions about the pack, please get in touch: email support@teachit.co.uk
or call us on 01225 788850. Alternatively, you might like to give some feedback for other
Teachit English members – you can do this by adding a comment on the Frankenstein
teaching pack page on Teachit English.
AQA GCSE English Literature
Specification: English Literature (exams in 2017) (8702)
Example papers and mark schemes: English Literature (exams in 2017) (8702)
Paper 1: Shakespeare and the 19th‐century novel
Section B: The 19th‐century novel (20% of GCSE mark)
External examination
Whole examination: 1 hour 45 minutes
50% of time should be devoted to responding to each question, therefore there are
approximately 50 minutes for Frankenstein.
Students will answer one question. They will be required to write in detail about an
extract from the novel and then write about the novel as a whole.
Students are not permitted to take copies of the text into the exam.
Read, understand and respond to texts.
Students should be able to:
AO1 maintain a critical style and develop an informed personal response
use textual references, including quotations, to support and illustrate
interpretations.
Analyse the language, form and structure used by a writer to create
AO2
meanings and effects, using relevant subject terminology where appropriate.
Show understanding of the relationships between texts and the contexts in
AO3
which they were written.
Specification: English Literature (exam in 2017) (1ET0)
Example papers and mark schemes: English Literature (exam in 2017) (1ET0)
Paper 2: 19th‐century Novel and Poetry since 1789
Section A: 19th‐century Novel (15% of GCSE mark)
External examination
Whole examination: 2 hours 15 minutes
55 minutes advised for Frankenstein question, divided equally between parts (a) and
(b).
Part (a) focuses on a close language analysis of an extract of approximately 400
words. It is marked for AO2.
Part (b) is an essay question exploring the whole text, which may focus on one or
more of the following areas: plot, setting(s), character(s), theme(s). It is marked for
AO1.
Students are not permitted to take copies of the text into the exam.
Read, understand and respond to texts
Students should be able to:
AO1 maintain a critical style and develop an informed personal response
use textual references, including quotations, to support and illustrate
interpretations
Analyse the language, form and structure used by a writer to create
AO2
meanings and effects, using relevant subject terminology where appropriate
The letters, Chapters 1–4
Lesson 1 – Robert Walton’s letters
Starter activities
Letters as a dying form. Ask the students when they last received a handwritten
letter. Have they ever written a letter to someone else? What has replaced letter
writing in our culture? Do they think handwritten letters will still exist in the future?
(A03)
Reading the letters. Play the class an audio recording of the letters at the start of the
novel (stop before Victor’s account starts in Chapter 1)
www.youtube.com/watch?v=vvtCLJ‐1N34. Letter 1 starts at 18 mins 45 seconds into
the recording. (A01)
Main activities
Letters as structural device. Explain to the students that this novel begins and ends
with a series of letters (this is called a framing device or a frame narrative). The
writer of the letters, Robert Walton, also sometimes refers to his letters as journals.
Ask the students to read the first section of letters (four letters which stop at Chapter
1). Explain that Mary Shelley made a conscious decision to use letters in her narrative
(she could have told the whole story from the perspective of Victor Frankenstein or
using a third person narrative). Students can work in pairs to discuss the following
question, then rank the possible answers (see Resource 1):
Why might Mary Shelley use letters as a narrative device? (A02)
After allowing the students to think and discuss, bring the class together and lead a
brief discussion of each of the possible answers presented on Resource 1. Point out
that all of these statements might be relevant – it would be useful to return to these
ideas at the end of the novel.
Thinking about Robert Walton. Ask students to work in pairs and find quotations to
support and explain the descriptions of Walton’s character (see Resource 2).
Plenary activities
What are the questions? Ask students to think of possible questions for the following
answers: (A01)
he is 28 years old
Mrs Margaret Saville, England
from December until August
British
Russia
18th century.
Save the dying art. In pairs, ask the students to write a short persuasive advert using
no more than 25 words, campaigning for the return of handwritten letters as a form
of communication. (A03)
They can use the following starters if they wish:
Writing a letter is special …
When you’ve got something important to say, …
Debate Robert Walton’s character. Ask students to take turns in giving their views
about Walton based on the evidence they’ve gleaned so far. Encourage them to
challenge one another and to present different aspects and opinions, so that they
deepen their understanding through sharing their ideas.
Resource 1 – The letters
The novel begins and ends with a series of letters ‐ this is called a framing device or a
frame narrative.
Why might Mary Shelley use letters as a narrative device? (A02)
Discuss the following answers to the above question and then rank them (1= most
convincing answer, 4 = least convincing answer):
The letters could make an unbelievable story seem more realistic/authentic/
believable.
The letters introduce another narrative voice, to give the reader another
perspective on events.
The letters focus the reader on the idea of storytelling – which fits with the oral
tradition of telling ghost stories.
The extra narrative of the letters makes the reader aware of other listeners
within the story.
Other discussion points:
Have you read any other novels which use letters as part of the narrative?
Are there any other reasons why Mary Shelley has avoided telling the story just from
Victor Frankenstein’s perspective?
Resource 2 – Thinking about Robert Walton
Using the first four letters in the novel, find quotations to support and explain the
following descriptions of Walton. The first one has been done as an example.
Adjective to
Quotation Explanation of evidence
describe Walton
‘… it ever presents itself to my This suggests that Walton
imagination as the region of shares the Romantics’ wonder
beauty and delight’. and respect for the beauty of
nature. Romanticism was an
(p.15, Letter I)
influential movement towards
romantic the end of the 18th century and
both Mary Shelley and her
husband Percy Bysshe Shelley
are considered key figures of
the movement.
idealistic
lonely
intelligent
sensitive
ambitious
determined
passionate
How does the reader feel about Walton’s character? Do we feel a sense of …? (Circle three
choices.)
Does the reader think positively or negatively of Walton? Make a mark on the line below
and then compare with a partner.
Positively Negatively
Lesson 2 – Symbolism
Starter activities
Front covers. Ask the class to look carefully at the image on the front cover of their
novel. What connotations does this image have? Are any symbols used? What do the
colours suggest to the reader? What are the reader’s expectations after seeing the
cover? What connotations does the title have in the reader’s mind? (A01 and A02)
Word association. Explain that our association with words/images/symbols can be
cultural and personal. As you read this list of words, ask the students to brainstorm
their associations: (A02)
monster
light
beauty
creation
scientist
nature
unnatural
good
evil.
Main activities
Symbolism and context. Explain that the cultural associations of certain
words/images/symbols have changed over time. For example, in the 18th century
beauty was very closely associated with goodness. Therefore, those things that were
ugly could be linked to evil. (A03)
Ask students to start a Symbolism record (see Resource 3) where they keep a note of
key themes and the associated symbols and ideas that these have in the narrative.
They can start with the following broad themes/symbols:
Beauty light, sun …
Nature sun, snow, sea …
Ask the students to re‐read the first section of the narrative (the four letters) and
record any short quotations and ideas that have about these key symbols. (A01)
Nature and beauty. The letters show Walton’s fascination with nature and beauty,
reflecting the Romantic ideals of the time. Ask students to colour‐code and annotate a
passage from Letter I (Resource 4). They can then use their notes to answer questions
focused on language choices/methods. (AO1 and AO2)
Plenary activities
The modern reader. Ask the students to discuss the following questions, or lead a
brief class discussion.
How does the modern reader view the symbols used in the narrative so far? What do
we see as modern symbols of beauty? How do we view nature? How has our view of
the natural world and discovery changed? (A03)
Drawing the symbols. Ask the students to select two quotations with strong visual
symbols and create an illustration for each one.
Resource 3 – Symbolism record
Establish your own Symbolism record, using the following broad themes and symbols as
a starting point. Add notes and short quotations from the opening sections of the novel
(the letters and Chapters 1–3).
Beauty light, sun …
‘… traversed immense Sea as symbol of life and
seas …’ (Letter II) its struggles?
Nature sun, snow, sea …
Resource 4 – Semantic field and devices
The letters show Walton’s fascination with nature and beauty, reflecting the Romantic
ideals of the time. Colour‐code and annotate the following passage from Letter I:
Colour‐code the semantic fields of ... Annotate the following devices:
beauty abstract nouns
nature superlatives
discovery rhetorical questions
religion personal pronouns
effective words/ phrases/
travel images
I try in vain to be persuaded that the pole is the seat of frost and desolation; it ever
presents itself to my imagination as the region of beauty and delight. There, Margaret,
the sun is for ever visible; its broad disk just skirting the horizon, and diffusing a
perpetual splendour. There – for with your leave, my sister, I will put some trust in
preceding navigators – there snow and frost are banished; and, sailing over a calm sea,
we may be wafted to a land surpassing in wonders and in beauty every region hitherto
discovered on the habitable globe. Its productions and features may be without
example, as the phenomena of the heavenly bodies undoubtedly are in those
undiscovered solitudes. What may not be expected in a country of eternal light? I may
there discover the wondrous power which attracts the needle; and may regulate a
thousand celestial observations, that require only this voyage to render their seeming
eccentricities consistent for ever. I shall satiate my ardent curiosity with the sight of a
part of the world never before visited, and may tread a land never before imprinted by
the foot of man.
1. Sum up in your own words what Robert Walton is saying here.
2. What does the choice of language reveal about Robert Walton’s character?
3. What symbols are used by the writer in this extract? What do they reveal about
Walton’s character?