Students take on different voices when they read this chapter out-loud to deconstruct the argument between Frankenstein and his creature. Using the vocabulary of formal debate, I have students diagram the argument and reflect on the outcome. Does Frankenstein become more sympathetic to his creature? Who makes the most convincing argument?
I begin class by having students get into groups of three or four. This is our second read aloud so they have established groups they like to group into.
I then ask them what the different parts of an argument are: with a little prompting they remember claims, warrants, counter-argument, and conclusion.
I ask them if there is a difference when the argument takes the form of a dialogue, and they agree there is one, but they have trouble articulating what that argument is.
I explain that a dialogue will often take the form of an argument with characters making claims and providing evidence to support their claims; presenting counter-arguments and rebuttals. The difference I explain to them is that the counter-argument might come in between claims.
I have students get into groups and instruct them to read-aloud chapter ten, dissecting and analyzing the argument between Frankenstein and the monster. I instruct them to label the different parts of the argument.
I also have them pay close attention to the mood and tone as the chapter starts.
Students split into groups and read chapter ten aloud which takes them about twenty-five minutes. They then make a T-chart and dissect the argument between Frankenstein and the monster.
With the five minutes or so that we have at the end of class, we discuss how the mood and tone of the beginning of the chapter foreshadow the argument between Frankenstein and the monster. We discuss the different parts of the argument and some of the claims that the monster makes. The students are surprised that the monster seems to have more evidence for his claims than Frankenstein.