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Year 8 - English

A written analysis of 'Frankenstein'

A monster within: reading and writing Gothic fiction

Unit Summary

In this unit, pupils explore the Gothic. They start by learning what the Gothic is, before reading extracts from 'Frankenstein' and 'Jane Eyre', practising descriptive writing and reading 'The Tell-Tale Heart'. They finally learn how to write opinion articles and then write their own.

Lesson Summary

You will learn to confidently explain Shelley's intentions with the character of Frankenstein.

Key Notes

  • It is important to understand a text's context, as this enhances our understanding of why it was written.
  • To keep focus on the writer's intentions in your response, ask yourself 'why' at each stage in the writing process.
  • Victor Frankenstein is characterised as irresponsible to reflect Shelley's concerns about unethical science.
  • A convincing analytical response should follow one line of argument.
  • Focusing on an author's intention results in stronger analytical writing.

Vocabulary To Learn

  • Writer's intentions: The writer's intentions are what they hope to achieve through writing the text.
  • Irresponsible: To be irresponsible means not behaving in a sensible or responsible manner
  • Method: This is anything a writer does intentionally.
  • Convincing: A convincing response is well-evidenced, with a clear line of argument and a formal, academic tone.

Common Mistakes To Avoid

  • Students often simply 'method spot' in analytical responses.

3 Quick Questions (With Answers)

1. Explain this English learning goal in two key points.

It is important to understand a text's context, as this enhances our understanding of why it was written. To keep focus on the writer's intentions in your response, ask yourself 'why' at each stage in the writing process.

2. Define this language term and use it in a sentence. 'Writer's intentions'

The writer's intentions are what they hope to achieve through writing the text.

3. Correct this common English misunderstanding.

Mistake: Students often simply 'method spot' in analytical responses. Correction: The writer's intention should form part of students' analysis of the text, as they should be outlining why the writer has used the method.

More Lessons In This Unit

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