Year 7 Term 2a 2021
Frankenstein, by
Phillip Pullman (the
play)
Name:
Abishen
Baskaran
Teacher:
Mrs
Lewis
Classroo
m: 7K2
Week 1 – Self Assessment Checklist
Form Tutor:
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This term you will be studying and reading
Frankenstein. You will be introduced to
the Gothic genre and both Pullman’s and
Shelley’s (from the original text) use of
language. This will support you in your
development of the skills needed to
analyse language, structure and form
and will build on your ability to write
confidently about a text using embedded
quotations. Furthermore, this will aid you in
writing
three of your writing assessments this term,
like the previous terms: analytical, transactional
and creative writing.
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If you ever find that you have to work from
home, this blended learning booklet may be
used. You can work through the pages, which all
work towards each of your tracker
pieces, ensuring that your progress is consistent
throughout the term.
Use the glossary table below to fill in any new
vocabulary that you mightnot know and will pick up in
this unit of work. For example, termssuch as viscous
or ambivalent.
Vocabulary Definition
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Section 1:
‘speak happiness in
tranquillity and avoid
ambition’
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In this section of your booklet, you will be reading Act 1 of
Frankenstein.
In this section of the booklet, you will be working towards one of your
key assessments: creative writing.
All of the reading and activities you do in this section will support you
in writing your creative writing piece which will ultimately be teacher
assessed. By the end of this section, you should be able to produce
effective creative writing in response to the stimulus of Frankenstein.
Success Criteria Week 1-2:
This checklist has been developed to ensure you know what is expected of you having completed each lesson. Your
teacher expects that after you have completed your lesson you review the following criteria and RAG rate yourself.
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RAG rating means that you as an independent learner reflect on how you accessed and understood the tasks within the
lesson. This self-assessment tool is for you to understand the skills you are strong in, as well as helping you to identify
your weakness that you perhaps need to revisit or ask your teacher for more support on.
Please make sure you fill this RAG rating out properly to inform you of areas you need to work on. You will not be
expected to show this section to your teacher, so it is merely for you to keep track of your own progress in English.
Week 1
Red – I Amber – I Green – I am
UNIT SKILLS have no am excellent in
idea! secure in this!
this.
I understand the historical context
behind the Gothic genre
I have explored the different
elements of the Gothic genre
I can comprehend key events in Act
1
Week 2
Red – I Amber – I Green – I am
ASSESSMENT SKILLS have no am excellent in
idea! secure in this!
this.
I can use descriptive writing in my
creative writing assessment
I can follow a plan to support me in
our writing of our assessment
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The ‘Gothic’
Genre
Gothic fiction is a genre of literature characterised by mystery and supernatural horror, usually set
in a castle or medieval setting.
Gothicism's origin is attributed to English author Horace Walpole, with his 1764 novel The Castle of
Otranto, subtitled ‘A Gothic Story’.
Walpole was the son of a Prime Minister and he built Strawberry Hill, a Gothic Mansion which you
can visit today.
Week 1 READING SKILLS
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Historical Context
The Goths were a so -called barbaric tribe who held
power in various regions of Europe, between the
collapse of the Roman Empire and the
establishment of the Holy Roman Empire (5 -8th
century).
Their name, “Gothic” later became applied to a
certain architectural style. From roughly 1000 to
1400,•several significant cathedrals and churches
The original Gothic style, with its high
were built, in Britain and France.
pointed arches were influenced by the
buildings in the Middle East.
• It was actually developed to bring sunshine
into people's lives, and especially into their
churches.
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The Popularity of Gothic Literature in Victorian Times (1837-
1901)
•
Old, crumbling castles and abbeys were popular choices for settings, as
they were exotic enough to entice readers' imaginations, yet common enough
- in England a century or two ago, at least - that they lent a slight amount of
plausibility to the tales.
•
Other common elements of Gothic stories from this era were
supernatural creatures or events, curses, madness, lust, and death.
•
Gothic literature often made use of dark and fantastic imagery, and
appealed to the emotions of the reader in an attempt to create a sense of
terror within the reader. After all, we all enjoy the sensation of being scared.
The Popularity of Gothic Literature in Victorian Times (1837
1901)
continued…
• Many Victorians were literate and there were many ‘serial’ cheap
novels sold for a penny, which most could afford.
• These stories often ended on a cliff -hanger so would “hook”
in the buyer.
• The streets were gas -lit and often dark – easier for the imagination
to run wild...
• New discoveries and theories – stream trains, medicine,
Darwin’s theory of evolution gave rise to much inspiration (like Dr.
Jekyll and Mr. Hyde)
• Crime and poverttime of the first known serial y were rife ––
thieves and pickpockets Jack the Ripper. – it was also the
• In 1888, women walked the streets in fear.
Develop your knowledge!
Want to learn more about the Gothic genre? It’s history, its features, its structure in a
novel?
Visit: https://www.slideshare.net/mjhatch74/gothic-literature
Want to learn more about Mary Shelley, the writer of Frankenstein?
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Visit: https://www.biography.com/writer/mary-shelley
Week 1 READING SKILLS
Write your own definition of the Gothic genre. Include:
• It’s origins th
• Why it became popular in the 19 century
Sentence Starter: ‘The Gothic’ is a term used to describe…
It may mean…
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Week 1 READING SKILLS
Elements of the ‘Gothic’ Genre
1. Setting in a castle or ruined building.
2. An atmosphere of mystery and suspense e.g. cemetery
3. An ancient prophecy or curse
4. Omens, portents, visions
5. Supernatural or otherwise inexplicable events 6. High,
even ‘over the top’ emotion –
Melodramatic/overwrought emotions.
7. Women (damsels) in distress.
e.g. Women threatened by a powerful, impulsive,
tyrannical male.
8. The feeling of moodiness, gloom and horror.
9. The vocabulary of the gothic – moonlight, .
10. Monsters or malevolent creatures – the grotesque
11. An almost morbid fascination with Death and the Afterlife
ANNOTATE THE FOLLOWING FILM POSTER.
How does the film poster tell the audience that
this story is of the gothic genre?
• Costume, hair, make up
• Lighting & colour
• Setting & props
• Facial expression & body language
• Positioning of characters and objects
• Title
• Weather
• Supernatural elements
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Read Frankenstein, Act 1, and answer the following
questions. Make
sure you refer to the text in your answer.
1) What do the other students think Frankenstein is?
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2) What does Clerval think is in the bag?
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3) What items does Frankenstei n need for his experiment?
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4) Where does Frankenstein get his specimens from? Why?
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5) How does Clerval feel about making the hand twitch?
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Week 1 READING SKILL
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6) Who has Frankenstein based his work on?
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7) How long has Frankenstein been working on his experiment?
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8) Who is Frankenstein’s first visitor?
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9) Describe how Elizabeth is greeted by Clerval and Frankenstein.
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10) “Frankenstein…in God’s name, what have you done?” In your opinion, has Frankenstein gone too far
with his experiments?
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