Activity Overview
Themes, symbols, and motifs come alive when you use a storyboard. In this activity, students will identify themes and symbols from the novel, and support their choices with details from the text as they track the rich symbolism Mary Shelley uses throughout Frankenstein.
Themes to Discuss
The Quest for Knowledge
Do human beings have the right to pursue science regardless of the outcome? Throughout the novel, Shelley refers back to this essential question as readers watch a product of science be abandoned by his creator. In an age where students are becoming cyber-connected and stem cell research is a hot topic, many people are debating the meaning of life and how far science should be pushed. Not only does Shelley explore the implications of scientific advancement at the cost of the human condition, but the outcome of knowledge as well. Can we as a human race handle the answers that we seek?
Fear and Rejection
The shows the lives of Victor and his monster unfold in a parallel. Victor's fear, and that of other people, leads them to reject the monster. No matter how he tries to win over "human creatures", he cannot. As his creator, Victor should have been the one person to look passed the monster’s harsh appearance and love him for who he is. Even when the monster approaches the old and blind man in the De Lacey family, the fear instilled by his monstrous appearance that keeps the family from becoming his friends. This repeated rejection results in repeated tragedy.
Nature vs. Nurture
A longstanding question is whether nature or nurture shapes a person more. What makes a person who they are; what causes them to act the way that they do and have the beliefs they have? Is it a person's environment or their genes? One commonly debated motif that is clearly seen in Shelley's work is what the true causes are of the monster's rancorous behavior. Is it his creator's fault? Did Victor supersede nature? Was the monster born this way or was it his environment that caused his malice?
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that identifies recurring themes in Frankenstein. Illustrate instances of each theme and write a short description below each cell.
- Click "Start Assignment".
- Identify the theme(s) from Frankenstein you wish to include and replace the "Theme 1" text.
- Create an image for the example(s) that represents this theme.
- Write a description of each of the examples.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | Needs Improvement | |
|---|---|---|---|---|
| Identification of Theme(s), Symbol(s), and/or Motif(s) | All themes are correctly identified as important recurring topics or messages in the story. Symbols are correctly identified as objects that represent something else at a higher level in the story. Motifs are correctly identified as important recurring features or ideas in the story. | Most themes are correctly identified, but others are missing or incomplete. Most symbols are correctly identified, but some objects are missing or incomplete. Some motifs are correctly identified, but others are missing or incomplete. | Most themes are missing, incomplete, or incorrect. Most symbols are missing, incomplete, or incorrect. Most motifs are missing, incomplete, or incorrect. | No themes, symbols, or motifs are correctly identified. |
| Examples and Descriptions | Quotes and examples are accurate to the theme(s), symbol(s), and/or motif(s) that are being identified. Descriptions accurately explain the theme(s), symbol(s), and/or motif(s) and highlight their significance to the story. | Most quotes and examples are accurate to the theme(s), symbol(s), and/or motifs that are being identified. Descriptions mostly accurately explain the theme(s), symbol(s), and/or motif(s), and highlight their significance to the story. | Most quotes and examples are minimal, incorrect, or unrelated to the theme(s), symbol(s), and/or motif(s) that are being identified. Descriptions contain inaccuracies in their explanations, or do not highlight their significance to the story. | Examples and descriptions are missing or too minimal to score. |
| Depiction | Depictions chosen for theme(s), symbol(s), and/or motif(s) are accurate to the story and reflect time, effort, thought, and care with regard to placement and creation of the scenes. | Depictions chosen for theme(s), symbol(s), and/or motif(s) are mostly accurate to the story. They reflect time and effort put into placement and creation of the scenes. | Depictions chosen for theme(s), symbol(s), and/or motif(s) are inaccurate to the story. The depictions may be rushed or show minimal effort, time, and care put into placement and creation of the scenes. | Most depictions are missing too many elements or are too minimal to score. Little time or effort has been put into placement and creation of the scenes. |
| English Conventions | There are no errors in spelling, grammar, or mechanics throughout the storyboard. All writing portions reflect careful proofreading and accuracy to the story. | There are a few errors in spelling, grammar, and mechanics throughout the storyboard. All writing portions show accuracy to the story and some proofreading. | There are several errors in spelling, grammar, and mechanics throughout the storyboard. Most writing portions do not reflect proofreading or accuracy to the story. | Errors in spelling, grammar, and mechanics in writing portions of the storyboard seriously interfere with communication. |
Activity Overview
Themes, symbols, and motifs come alive when you use a storyboard. In this activity, students will identify themes and symbols from the novel, and support their choices with details from the text as they track the rich symbolism Mary Shelley uses throughout Frankenstein.
Themes to Discuss
The Quest for Knowledge
Do human beings have the right to pursue science regardless of the outcome? Throughout the novel, Shelley refers back to this essential question as readers watch a product of science be abandoned by his creator. In an age where students are becoming cyber-connected and stem cell research is a hot topic, many people are debating the meaning of life and how far science should be pushed. Not only does Shelley explore the implications of scientific advancement at the cost of the human condition, but the outcome of knowledge as well. Can we as a human race handle the answers that we seek?
Fear and Rejection
The shows the lives of Victor and his monster unfold in a parallel. Victor's fear, and that of other people, leads them to reject the monster. No matter how he tries to win over "human creatures", he cannot. As his creator, Victor should have been the one person to look passed the monster’s harsh appearance and love him for who he is. Even when the monster approaches the old and blind man in the De Lacey family, the fear instilled by his monstrous appearance that keeps the family from becoming his friends. This repeated rejection results in repeated tragedy.
Nature vs. Nurture
A longstanding question is whether nature or nurture shapes a person more. What makes a person who they are; what causes them to act the way that they do and have the beliefs they have? Is it a person's environment or their genes? One commonly debated motif that is clearly seen in Shelley's work is what the true causes are of the monster's rancorous behavior. Is it his creator's fault? Did Victor supersede nature? Was the monster born this way or was it his environment that caused his malice?
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that identifies recurring themes in Frankenstein. Illustrate instances of each theme and write a short description below each cell.
- Click "Start Assignment".
- Identify the theme(s) from Frankenstein you wish to include and replace the "Theme 1" text.
- Create an image for the example(s) that represents this theme.
- Write a description of each of the examples.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | Needs Improvement | |
|---|---|---|---|---|
| Identification of Theme(s), Symbol(s), and/or Motif(s) | All themes are correctly identified as important recurring topics or messages in the story. Symbols are correctly identified as objects that represent something else at a higher level in the story. Motifs are correctly identified as important recurring features or ideas in the story. | Most themes are correctly identified, but others are missing or incomplete. Most symbols are correctly identified, but some objects are missing or incomplete. Some motifs are correctly identified, but others are missing or incomplete. | Most themes are missing, incomplete, or incorrect. Most symbols are missing, incomplete, or incorrect. Most motifs are missing, incomplete, or incorrect. | No themes, symbols, or motifs are correctly identified. |
| Examples and Descriptions | Quotes and examples are accurate to the theme(s), symbol(s), and/or motif(s) that are being identified. Descriptions accurately explain the theme(s), symbol(s), and/or motif(s) and highlight their significance to the story. | Most quotes and examples are accurate to the theme(s), symbol(s), and/or motifs that are being identified. Descriptions mostly accurately explain the theme(s), symbol(s), and/or motif(s), and highlight their significance to the story. | Most quotes and examples are minimal, incorrect, or unrelated to the theme(s), symbol(s), and/or motif(s) that are being identified. Descriptions contain inaccuracies in their explanations, or do not highlight their significance to the story. | Examples and descriptions are missing or too minimal to score. |
| Depiction | Depictions chosen for theme(s), symbol(s), and/or motif(s) are accurate to the story and reflect time, effort, thought, and care with regard to placement and creation of the scenes. | Depictions chosen for theme(s), symbol(s), and/or motif(s) are mostly accurate to the story. They reflect time and effort put into placement and creation of the scenes. | Depictions chosen for theme(s), symbol(s), and/or motif(s) are inaccurate to the story. The depictions may be rushed or show minimal effort, time, and care put into placement and creation of the scenes. | Most depictions are missing too many elements or are too minimal to score. Little time or effort has been put into placement and creation of the scenes. |
| English Conventions | There are no errors in spelling, grammar, or mechanics throughout the storyboard. All writing portions reflect careful proofreading and accuracy to the story. | There are a few errors in spelling, grammar, and mechanics throughout the storyboard. All writing portions show accuracy to the story and some proofreading. | There are several errors in spelling, grammar, and mechanics throughout the storyboard. Most writing portions do not reflect proofreading or accuracy to the story. | Errors in spelling, grammar, and mechanics in writing portions of the storyboard seriously interfere with communication. |
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