Students draw a scene from chapters 1-10 of Frankenstein demonstrating the detailed descriptions Shelley includes in her narrative, and how their concept of Frankenstein and his monster have changed in the week since we started reading the book.
The students are leaving early today for a field trip to watch a trial for government so I have them illustrate a scene from Ch. 1-10. I instruct them to find a scene from one of those chapters that place both Frankenstein and his creature in the same place and to include a direct quote as a caption. They must rely on Shelley's descriptions of the monster and Frankenstein to support their illustration.
This assignment led to more discussion of the influence of pop culture on our imagination and they way we perceive the Frankenstein and the monster. Many of the students are surprised that the monster can speak and that he has a confrontation with Frankenstein at the end of chapter 10 where he is able to eruditely argue his case.
All in all the students try to stay true to Shelley's description, although some green skin and bolts do make their appearances. As they work there are pockets of discussion about the way the monster is described in the book versus how they used to think about him. A small argument flares as to whether we should call the creation "monster" or "creature". One student thinks he should have a name, and we discuss briefly why he doesn't and why popular culture labelled him "Frankenstein's monster" then simply "Frankenstein".