Students learn to make new conclusions about Frankenstein and his monster. I've found that this is really fun for the students. I begin by first asking students to brainstorm off the top of their heads everything they associate with a wounded deer (please refer to my worksheet). They do this on their own, and then as a class, they call out their words, we write these on the board. Afterward I have them make connections -- why did Frankenstein in this case, choose to call himself a wounded deer?
From here, students are great at seeing for example, how Frankenstein pities himself and sees his situation as hopeless. Through this use of metaphorical thinking, students arrive at more conclusions than they normally would.
I've gotten some pretty amazing answers -- for example, for the "blasted tree" part of the activity, I've had students tell me that Frankenstein views his situation as a "random act" (in reference to the lightning hitting the tree) -- again deferring his responsibility in the situation.
So the activity allows students to think on two levels -- 1) why did Frankenstein choose to describe things the way that he did, what is he personally trying to get across? and 2) what is Mary Shelley trying to get across about Frankenstein by allowing him to speak this way?
The first worksheet can be used after Chapter 9, and the second for Chapters 19-20.
Frankenstein Metaphorical Thinking by Tiffany Ng is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License