Found Poem

Introduction

One of the ways students can understand the tone or mood of a piece of literature is to use words from the literature to create an original poem. This assignment can be used at any point in the reading of Frankenstein; however, it is written to be used with Chapters Five and Six of the novel to enable the students to examine the words used as Frankenstein assembles his creation. This activity takes one class period. In order for the students to make the link to biotechnology with this assignment, the teacher should initiate the discussion of how Victor Frankenstein was intending to eliminate death by his experiments. "...I thought, that if I could bestow animation upon lifeless matter, I might in process of time (although I now found it impossible) renew life where death had apparently devoted the body to corruption."¹ With the knowledge base expanding as it is today with the Human Genome Project and genetic testing, the reality of what Frankenstein was trying to accomplish may become reality. This activity is a springboard, therefore, to discussion about the ethics of creating life through biotechnology.

Objectives

By completing this assignment, students will

• recognize the importance of tone and mood in Frankenstein;
• combine words used in the novel Frankenstein and synthesize them into a creation of their own poems.
• demonstrate through their poem their viewpoints on the issue of creating life through biotechnology.

Procedure

• Give the Student Handout for the Found Poem and go over the instructions with the students.
• Read the example of a found poem from Chapter Four of Frankenstein to the students to give them an example of a completed found poem. You might also have students work in small groups to create their first poem.
• One class period is usually sufficient time, but often students want to revise and complete their poems at home. Poems can then be word-processed and/or illustrated and put up on bulletin boards for display.
• Call on students to read their poems to the class and to talk about the writing process and explain what they wanted to accomplish with their poems.

1. Shelley, Mary, Frankenstein. London: Penguin Books,1992, p. 53.