May 27th DOL by Francis Nichelson

p00174789 — 2025-05-08 15:54:53 UTC

What new understanding did you take away?

p00174789 — 2025-05-08 15:54:53 UTC

How will the implications and misconceptions inform your lesson delivery?

p00174789 — 2025-05-08 15:54:53 UTC

What possible student missconceptions were you able to identify?

2025-05-13 22:23:21 UTC

Two things I took away based on the author’s language in the text is the opportunity to make connections to Volume 1 of the reading. In the DOL, Victor refers to himself as a creature, yet this ‘name’ is typically reserved for his creation, which might imply a negative shift in his view of self as the story progressed. Another connection to Volume 1 can be where he mentions scenes by the lake that were familiar in a happier time, pre-creation, which can again lead the students to notice a shift in his world view as well and that his mood towards life has ultimately become negative, leading him to a depressive state. Language such as “overflowing misery” and “own strength is exhausted” can support Victor’s mood being depressed and feeling immense pity for himself.

2025-05-15 22:28:45 UTC

Students may interprate the phrase to be a literal physical act

2025-05-15 22:29:09 UTC

In my view, the instructional implications of this passage are really strong for helping students dig deeper into how authors use literary elements to express emotion and tone. I’d focus on getting students to connect Victor’s physical actions—like throwing down the oar—to his emotional state, showing how behavior can reflect internal conflict. The contrast between the setting and his memories of happier times is a great way to explore how setting can intensify emotional impact. I’d also have students analyze the figurative language, like “a fiend had snatched from me,” to better understand how Victor’s grief is conveyed. Finally, the dramatic tone and self-centered language offer a chance to discuss narrative perspective and whether or not Victor is a reliable narrator. Overall, it’s a strong section for teaching close reading and character analysis.