Frankly in Love

Use this activity to engage all types of learners, while requiring that they refer to and incorporate details from the text over the course of the activity.

“Portrait of Frank’s Ambivalence”

In this activity, students will demonstrate their understanding of Frank’s characterization by creating a visual representation of the forces that pull him in opposite directions.

One element of Frank’s characterization is that he often finds that he wants but cannot have two opposing things at the same time. When we feel equally drawn toward more than one option, we say that our feelings are “ambivalent.” In this activity, create a visual image of Frank’s ambivalence—one that demonstrates the ways in which he is constantly being pulled in multiple directions at once.

Gather Ideas:

• Review the story and make a list of four different ways in which Frank is ambivalent  (when he equally wants two things he cannot really have at the same time).

Draw:

• Create a picture that features Frank and illustrates—literally or symbolically—the different forces pulling him in opposite directions.
• You can illustrate your ideas in any way that makes sense to you, as long as your audience can identify the four separate sets of opposed desires Frank is feeling.

Reflect:

• When you have finished your illustration, answer the following question in a few sentences: When you look at the specific issues that you have illustrated, what would you say is the relationship of Frank’s ambivalence to his process of maturing and finding his authentic identity?

Teaching Suggestion: To generate ideas for the different ways that Frank is pulled in opposing directions, the sentence starter “Frank wants __________, but he also wants _________” may help students focus on text details that are clearly opposed options. Students might work with a partner or small group on this section of the activity and then use their gathered ideas to create their own individual illustrations and reflections.

Differentiation Suggestion: Students with visual learning differences may not be able to complete this activity as written. Instead, they might write a paragraph or two exploring Frank’s ambivalence. Students with aphantasia may need visual references in order to draw a picture of Frank; if they do not have access to the internet, the use of printed, representative images or drawing Frank as a stick figure may be useful. Literal thinkers may benefit from additional scaffolding or strategies, such as visual examples or individual coaching, in understanding how an abstract idea like ambivalence can be illustrated.

Use these essay questions as writing and critical thinking exercises for all levels of writers, and to build their literary analysis skills by requiring textual references throughout the essay.

Differentiation Suggestion: For English learners or struggling writers, strategies that work well include graphic organizers, sentence frames or starters, group work, or oral responses.

Scaffolded Essay Questions

Student Prompt: Write a short (1-3 paragraph) response using one of the below bulleted outlines. Cite details from the novel over the course of your response that serve as examples and support.

1. One of the things Frank is working toward as he matures is becoming more authentically himself.

• Is Frank more authentically himself in his relationship with Brit or in his relationship with Joy? (topic sentence)
• Considering his actions, choices, and words during time spent in these relationships, analyze and discuss at least 3 pieces of evidence from the story that support your interpretation.
• In your concluding sentence or sentences, evaluate the extent to which Frank’s romantic relationships support the text’s larger thematic concern with Authenticity and Self-Discovery.

2. Frank’s Tascam recording device seems important to him throughout much of the novel, but he ultimately leaves it behind when he leaves for college.

• What is the symbolic significance of this device? (topic sentence)
• Recalling scenes in which the Tascam is referenced, analyze and discuss at least 3 pieces of evidence from the story that support your interpretation.
• In your concluding sentence or sentences, comment on how the symbolic meaning of the Tascam supports the text’s larger thematic concerns with Authenticity and Self-Discovery.

3. Frank’s sister Hanna does not physically appear in the novel until the very end—which raises the question of how necessary her character is to the story.

• What metaphorical purpose does Hanna’s character serve? (topic sentence)
• Identify and discuss at least 3 pieces of evidence from the story that support your interpretation.
• In your concluding sentence or sentences, summarize how Hanna’s character relates to the text’s larger thematic concerns with Parents as Flawed Humans and Cultural Identity and Belonging.

Full Essay Assignments

Student Prompt: Write a structured and well-developed essay. Include a thesis statement, at least three main points supported by text details, and a conclusion.

1. Frank’s relationship with his parents changes over the course of the novel. What factors prevent him from feeling close to his parents at the beginning of the novel? What events cause his feelings to change? Do his parents change as well? Write an essay analyzing the changes in Frank’s relationship with his parents. Show how this relationship supports the novel’s themes of Cultural Identity and Belonging, Parents as Flawed Humans, and Authenticity and Self-Discovery. Support your arguments with evidence drawn from throughout the novel, making sure to cite any quoted material.

2. The premise of this novel involves Frank creating a fake relationship with Joy in an attempt to keep his parents from learning about Brit. What is the novel’s stance on deceiving people we are close to? What other lies does Frank tell in this story? How do his lies impact his relationships and his journey toward Authenticity and Self-Discovery? Write an essay analyzing the novel’s messages about lying to those we love. Support your arguments with evidence drawn from throughout the novel, making sure to cite any quoted material.

3. Frank’s relationship with Q plays an important role in Frank’s maturation. How would you describe their relationship, as compared to Frank’s relationship with the Apeys and the Limbos? What does his friendship with Q teach Frank? Write an essay analyzing the value of Frank’s relationship with Q. Show how this relationship supports the novel’s themes of Cultural Identity and Belonging, Parents as Flawed Humans, and Authenticity and Self-Discovery. Support your arguments with evidence drawn from throughout the novel, making sure to cite any quoted material.

Multiple Choice and Long Answer questions create ideal opportunities for whole-book review, unit exam, or summative assessments.

Multiple Choice

1. What is the purpose of details like Frank’s father taking what he calls “vitamins” and complaining about pain to his wife?

A) They imply that Frank’s father is struggling to recover from the shooting.

B) They characterize Frank’s father as a hypochondriac.

C) They foreshadow the revelation that Frank’s father has cancer.

D) They characterize Frank’s reactions as childish and self-centered.

2. Which is the most accurate characterization of Frank?

A) Spontaneous, carefree, and artistic

B) Practical, decisive, and determined

C) Sensitive, intelligent, and witty

D) Outgoing, charismatic, and self-assured

3. Which is the most accurate characterization of Joy?

A) Ambitious, confident, and independent

B) Eccentric, creative, and unpredictable

C) Shy, empathetic, and sentimental

D) Cautious, introspective, and precise

4. For most of the story, how do Frank and Hanna communicate?

A) Phone calls

B) Text messages

C) Secret meetings

D) Social media

5. By the end of the story, how has Frank’s attitude toward his Korean heritage changed?

A) He has rejected American culture and completely embraced Korean identity.

B) He has figured out how to be Korean at home and American outside his home.

C) He has decided that he will be happiest if he ignores his Korean heritage.

D) He has found a way to balance being Korean and American.

6. How does Frank’s father’s illness change Frank’s understanding of his parents?

A) Frank has more compassion for his parents as real people with both strengths and weaknesses.

B) Frank realizes how much his parents have handled for him and realizes he needs to be more independent.

C) Frank begins to see his parents as separate individuals with very little in common besides their children.

D) Frank sees for the first time the depth of emotion that his parents feel for the family.

7. Through his relationships with Brit and Joy, what does Frank learn he values in a romantic partner?

A) Attentiveness, a calm temperament, and honesty

B) Courage, ambition, and drive

C) Shared humor, openness, and mutual understanding

D) Energy, a sense of adventure, and enthusiasm

8. Which is the most accurate characterization of Brit?

A) Introspective, perceptive, and serene

B) Competitive, athletic, and good-natured

C) Light-hearted, goofy, and agreeable

D) Daring, curious, and open-minded

9. Which is the most accurate characterization of Q?

A) Optimistic, sensible, and serious

B) Loyal, dependable, and understanding

C) Whimsical, impulsive, and happy-go-lucky

D) Wise, dignified, and introverted

10. Which plot event most clearly supports the text’s thematic interest in the importance of living authentically?

A) When Frank retakes the SAT

B) When Frank’s father reveals his illness

C) When Frank installs cameras in The Store

D) When Q kisses Frank

11. Which character is least important in supporting the book’s motif of making sacrifices for loved ones?

A) Joy

B) Brit

C) Q

D) Frank’s father

12. How does Frank’s father change by the end of the novel?

A) He is more willing to believe that most people are basically good.

B) He is finally willing to open up to Frank about his past.

C) He is more able to accept his children’s independence.

D) He is finally able to do things for himself without feeling selfish.

13. Which is a reasonable interpretation of the meaning of Frank’s attraction to Brit?

A) Frank feels drawn to her because she embodies “Americanness.”

B) Frank is mostly looking to establish his independence from his parents.

C) Frank subconsciously hopes that dating Brit will make him more popular at school.

D) Frank is at least as interested in the warm dynamic of Brit’s family as he is in Brit herself.

14. What message about the feeling of belonging does this novel send?

A) It comes from feeling respected and admired.

B) It comes from being with others who share your moral beliefs.

C) It comes from being with others who share your cultural background.

D) It comes from feeling understood and accepted.

15. What point is illustrated by both Frank’s relationship with his parents and his relationship with Q?

A) Sometimes a little distance can actually improve your relationship with those you love.

B) Sometimes love means challenging your loved ones’ ideas to help them grow.

C) Sometimes even the people closest to us can fail to have our best interests at heart.

D) Sometimes love can keep us from seeing the faults of others as clearly as we need to.

Long Answer

Compose a response of 2-3 sentences, incorporating text details to support your response.

1. How does the Korean language function as both a source of connection and alienation for Frank?

2. Why is the romance trope of fake dating a particularly appropriate premise, given who Frank is and the ways he needs to mature?