Bibliographic Information:
Shelley, M. (1707). Frankenstein (Penguin Classics) Reissue edition by Shelley, Mary (2003) Paperback (Reissue edition edition). Penguin Classics.
Plot description:
Near the end of the 18th century, Robert Walton and his crew are in the midst of a long journey, trying to find a passage from Russia to the Pacific Ocean. They happen upon Victor Frankenstein, near death from his arduous trek that has culminated in the Arctic circle. When Walton brings him aboard, Victor tells his remarkable and chilling tale. He created a "monster" from the body parts of several corpses. The realization of what he had done forced Victor to flee his home and the monster. The monster committed several atrocious crimes, including the murders of Victor's brother and his new bride, in revenge for being abandoned and alienated by his creator. The only thing that the monster asked of Victor was for him to create a companion for him, which Victor promises to do but later changes his mind. Walton learns that Victor is currently chasing the monster, wanting to end the wretched being's life. The monster eventually appears and tells Walton his story. When Victor eventually dies, the monster despondently disappears into the Arctic wild.
Quantitative reading level:
ATOS Book Level: 9.8
Interest Level: Grades 9 and up.
Lexile Measure: HL510L
Qualitative reading analysis:
Frankenstein has a structure that demands that the reader is paying attention. The book begins Robert Walton's letters home, in which he relates his initial meeting with Victor Frankenstein. From there, the novel is split into chapters devoted to Victor telling his own story in a first person narrative. Near the end of the book, Walton resumes his letter writing. He relates the story of his meeting with the monster, who tells his own story to Walton.
This structure, which at some points is a story within a story within a story, will be lost on readers who are unused to sophisticated plot construction. The language, though certainly of its time, is still accessible to the average reader. As long as competent teen readers take the text slowly, they will get swept up in the story. The structure lends itself to the themes of the novel in a way that will intrigue precocious readers.
Content area:
English
Content area standard:
CCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-Literacy.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
CCSS.ELA-Literacy.RL.11-12.6
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Curriculum suggestions:
Frankenstein offers a rich background for discussions about alienation and nature v. nurture. Other novels to couple with Frankenstein are Invisible Man by Ralph Ellison, Catcher in the Rye by J.D. Salinger and The Stranger by Albert Camus. Students can explore the different things that lead to alienation - race, losing one's country, gender, adolescence, etc. How does Shelley use language to convey alienation? How does the format of the novel add to the theme?
Supporting digital content:
Lesson plan ideas - http://www.webenglishteacher.com/shelley.html
Talking 'Bout Regeneration - http://learning.blogs.nytimes.com/2002/09/24/talking-bout-regeneration/
Personal thoughts:
Frankenstein is a book that will resonate with almost any teenager who is brave enough to tackle the text. While it might take readers (even advanced readers) a while to grasp the writing and the plot, once they do they will find the themes of loneliness and alienation deeply affecting.
Subjects and themes:
Science
Scientists
Regeneration
Alienation
Loneliness
Revenge
Family
Language
Bibliographic Information:
Baker, C. (2016). Teen Frankenstein: High School Horror. New York: Feiwel & Friends.
Plot description:
Tor Frankenstein likes to experiment. A true scientist at heart, just like her late father, Tor lives for figuring things out and conducting wild tests with her best friend, Owen. They have had some minor successes in their attempts to reanimate small rodents. When Tor hits and kills a mysterious young man with her car one dark and stormy night, she makes the rash decision to bring him back to life. Tor is completely unprepared for the repercussions of her monstrous creation. Her life gets infinitely more complicated when she and Owen decide to bring the monster - "Adam" - to school with them. Only as Adam begins to come to grips with what has happened to him does Tor truly begin to understand the impact of her actions.
Quantitative reading level:
ATOS Book Level: 7.4
Interest Level: Grades 8-12
Lexile Measure: 1040L
Qualitative reading analysis:
Teen Frankenstein is broken up into 40 short chapters. Each chapter begins with one of Tor's scientific ideas or findings. The book is entirely written in the first person, and the narrative has a chatty, natural tone. The language is accessible and straight-forward. Baker holds the reader's hand through plot twists and turns so that even those unfamiliar with the Frankenstein story will stay connected to the plot. The qualitative level matches the quantitative level; the average 9th grader would have no problem navigating this text. While this book would work best in tandem with Frankenstein, it has its own charm. Kids who like campy horror and sci-fi will find this book attractive.
Content area:
English
Content area standard:
CCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-Literacy.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
CCSS.ELA-Literacy.RL.11-12.6
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Curriculum suggestions:
Students should read Frankenstein first and then tackle Teen Frankenstein. What are the common threads that run through each novel? Do the two novels connect on a deeper level than clever plot symmetry? Are there novels that better speak to the themes of isolation, loneliness and revenge that run through Frankenstein? Was Baker successful in relating to modern readers, or was Shelley, an author writing nearly 200 years ago, better able to relate to the struggles of today's young adult?
Supporting digital content:
14 YA re-stagings of classic literature - http://www.bustle.com/articles/19564-14-ya-restagings-of-classic-works-of-literature
Are books about alienation just for boys? - http://www.theguardian.com/uk/2006/apr/06/books.booksnews
Personal thoughts:
There is no getting around the fact that Teen Frankenstein is vastly inferior to Frankenstein. However, this can lead to discussions about what makes a young adult novel work or not work. What is lost in translation when things are written through the young adult lens? Who are some authors who are successful? Is this book successful? Did the author succeed in paying homage to the original?
Hook:
Being a teenager isn't easy for Tor Frankenstein. She misses her late father, who was a kindred scientist, and she isn't interested in the normal high school activities. In fact, she and her best friend Owen have been experimenting with reanimating dead rodents. They are content with their small tests, until Tor hits and kills another teenager with her car. Things get really interesting when Tor's grand experiment - her "Adam" - starts attending the same high school as her.
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