Frankenstein

Topic: Frankenstein is written in epistolary form

Objectives & Outcomes

• Students will be able to explain why Frankenstein is written in epistolary form
• Students will be able to analyze the effect of this writing style on the readers' perception of the characters and the events in the novel

Materials

• Copies of Frankenstein for each student
• Handouts with passages from the novel in different formats (e.g. letters, diary entries, newspaper articles) for students to compare and contrast with the novel's epistolary form

Warm-Up

• Ask students to take out their copies of Frankenstein and flip to a random page.
• Ask them to raise their hand if they notice that the book is written in a non-traditional format (e.g. letters, diary entries, newspaper articles).
• Ask them to explain why they think the novel is written this way.

Direct Instruction

• Introduce the concept of epistolary form and define it as a literary technique in which a story is told using a series of letters, diary entries, newspaper articles, etc.
• Explain that the choice to use this non-traditional format has a significant impact on the way the story is told and understood by the reader.
• For example, the use of multiple narrators and points of view in Frankenstein allows the reader to see the events from multiple perspectives and adds an element of mystery and suspense, as we are never sure if we are getting the full story or not.
• Additionally, the use of letters and diary entries allows for more intimate and personal glimpses into the characters' thoughts and feelings, which helps us to empathize with them and understand their motivations.
• Show students the handout with examples of epistolary format and have them identify the different types of texts (letters, diary entries, newspaper articles).

Guided Practice

• Have students work in pairs or small groups to analyze a specific passage from Frankenstein using the concept of epistolary form.
• Give them a specific passage to analyze and have them identify the different types of texts present (letters, diary entries, newspaper articles) and explain how they contribute to the story being told.
• Have students share their findings with the class and discuss as a group.

Independent Practice

• Assign a project-based independent practice where students create their own epistolary novel.
• Have them choose a fictional setting and create a series of fictional letters, diary entries, newspaper articles, etc. that contribute to the story being told.
• Encourage them to experiment with different writing styles and formatting to create a unique and engaging narrative.

Closure

• Have students reflect on their experience writing in epistolary form and discuss any challenges or successes they encountered.
• Ask them to consider the different ways epistolary novels can be used to tell a story and the different writing techniques that can be used.

Assessment

• Observe students during the guided and independent practice to assess their understanding of the different writing techniques and their ability to effectively use them in their own piece of writing.
• Collect and grade their independent practice pieces to assess their ability to effectively use the writing technique and convey their message or story in an interesting and engaging way.