Choice:
groups present their Powerpoints from earlier this week
OR
individuals write a blog post, on this subject: reflections on Frankenstein and contemporary society (extra challenge–include an image that represents the essence o f your post)
22 Friday Nov 2013
Posted agenda, blog post, Frankenstein, presentation
inChoice:
groups present their Powerpoints from earlier this week
OR
individuals write a blog post, on this subject: reflections on Frankenstein and contemporary society (extra challenge–include an image that represents the essence o f your post)
20 Wednesday Nov 2013
Posted agenda, exercise, Frankenstein, submission
in20-minute exercise (small-group discussion)
In small groups, turn to the episode of Justine’s trial (57-64). In the margins of your text for this chapter, write page numbers that represent passages from earlier in Volume I that connect in some way to this passage. For example, in the margin of page 58, next to the passage that begins, “for all the kindness which her beauty might otherwise have excited . . . ” (fifth line from the top), I might write “31.” On page 31, referring to one of his college teachers, Victor mentions “the amiable character of this man.” Although “amiable”* does not primarily mean kind, Justine’s kindness reminds me of Victor’s response to this more friendly of his two university professors.
*friendly, agreeable, sociable
In the allotted time, discuss with your partners as many of such connections as you can find.
60-minute exercise (independent writing)
TBA
19 Tuesday Nov 2013
Posted Frankenstein, homework, presentation
infinish Tuesday’s Powerpoint; if your group has not already, please submit your Powerpoint to TURNITIN
if necessary, review the Justine-trial episode in Volume I–because the block-class activity expects your familiarity with details from this episode
19 Tuesday Nov 2013
Posted Uncategorized
inThis agenda is subject to immediate, unannounced changes; stay tuned.
15′ more to discover more links between RW’s letters and VF’s narrative, or begin Powerpoint presentations (n.b. TURNITIN only accepts Powerpoint files, not Keynote or other presentation formats)
Powerpoint: 3 slides, each of which has 1) a representative phrase from RW’s letter 2) page number and first three and last three words from VF’s narrative 3) visual image that represents the basic connection between portraits of RW and VF
use presentation to explain image and significance of connections between RW & VF
submit Pwrpt to TURNITIN
selected presentations
everyone composes independent emails: Walton’s letters and Frankenstein’s narrative–the most significant link for you
explain in email that replies to Mr. Brown’s most recent reply (if asked, please change subject line to prescribed label) make the email clear, specific and developed
next exercise: Justine’s trial–what connection(s) does it have to the main story? It looks like an unnecessary tangent? How does it contribute to the overall story?
18 Monday Nov 2013
Posted Frankenstein, homework, reading
inIn order to reach this goal by Friday, read about sixteen pages each day; that will bring you to the end of Volume II by the end of the week.
As you read, mark the passages that make especially intrigued or confused.
18 Monday Nov 2013
Posted agenda, discussion, Frankenstein
inTODAY’S AGENDA
create template with new integrity header and acknowledgment footer, both ready to complete, and regular reminder
in small groups (2-3 people), find links between letters and main story, USING SHEET DISTRIBUTED IN CLASS
group followed by large-group discussion and/or email update re most significant connection
other exercises:
1. in groups of two or three, discuss one or more of the readingcolors posts listed on the weekend’s homework description; afterwards, independently, leave a comment on one of these posts–making sure your comment is clear, specific and developed, but feeling no obligation to report accurately on the small-group discussion
2. in small groups (2-3 people), find relationship of Justine-trial scene to the overall novel
3. in topic-teams from last week’s mini-reserch sessions, find a) presence of your chosen topic in Volume I, b) MWS’s treatment of it and 3) its relationship to whole story
15 Friday Nov 2013
Posted Uncategorized
inOriginally, I had set Volume I as a Friday, Nov. 15 deadline. Given my absence, though, and the challenge of starting a new story, let’s move that target to Monday.
As you read, consider any of my responses to Volume I of Frankenstein, which I have posted on my blog, readingcolors. If you have time and interest, please leave a comment on one or more of the posts. I promise to respond to any of the thoughts you leave there. These are the titles of posts pertaining to Volume I:
consistent or confused?
serpent to sting you
the teller’s position
first reactions
knowledge and wisdom
15 Friday Nov 2013
Posted Uncategorized
inSave (do not delete) my reply to your “Frankentalk” email.
Over time, you and I will continue the conversation that starts with this your first “Frankentalk” email to me. Preserving the email chain keeps a running record of our exchange, as you read through the story. You and I can watch your changing “horizon of expectations.” Ideally, your evolving response to the novel can provide a personally-meaningful, independently-generated essay focus.
During Friday’s class, I am traveling with sophomore History students. A sub will be with you in the classroom. Use the time to read further in the novel. Originally, I had set Volume I as a Friday deadline. Given my absence, though, and the challenge of starting a new story, let’s move that target to Monday.
As you read, consider any of my responses to Volume I of Frankenstein, which I have posted on my blog, readingcolors. If you have time and interest, please leave a comment on one or more of the posts. I promise to respond to any of the thoughts you leave there. These are the titles of posts pertaining to Volume I:
consistent or confused?
serpent to sting you
the teller’s position
first reactions
knowledge and wisdom
13 Wednesday Nov 2013
Posted agenda, email, Frankenstein, reading
inBrief review of questions from your reading of Mary Shelley’s 1831 introduction (186-91)
Begin reading the novel, first published in 1818, when Mary Shelley was nineteen years old. Start on page 5 of our text.
In the last ten minutes of class, in the BODY of an email (subject “Frankentalk C” or “Frankentalk D”–depending on your section), tell me how far you have read and what your first impressions are. For example, what plot, character or thematic elements catch your early attention? Why these? Please write 4-5 sentences. Thank you.
THIS WEEK’S GOAL IS TO READ THROUGH VOLUME ONE, WHICH MEANS SIXTY PAGES. USE TODAY’S CLASS TO MAKE A RUNNING START.
SPECIAL NOTE TO THURSDAY’S D BLOCK CLASS: FEEL FREE TO START READING THE NOVEL BEFORE THURSDAY’S CLASS, GIVEN YOUR LATER START ON THIS WEEK’S READING. WAIT UNTIL THE END OF THURSDAY’S CLASS, HOWEVER, TO SEND THE EMAIL DESCRIBED ABOVE. THANK YOU.
12 Tuesday Nov 2013
Posted Frankenstein, homework, reading
inIf necessary (for C block students), email me your synthesis of notes from today’s topic-talks. See today’s agenda for details.
Everyone is asked to read Mary Shelley’s 1831 introduction to her novel. As you do, be sure to mark any sentence whose meaning you cannot discern. We will use your questions as a starting point for the block class.
Be ready to summarize the parts of her answer to the question, “How could someone like you write such a book?”