gothic literature
Description:
During this unit, students will learn, identify, and analyze the characteristics of Gothic Literature, as well as ways in which authors use language for a number of reasons (e.g. to create mood, suspense, develop conflict). They will also examine the informal structure of a novel that is not told from beginning to end. Finally, they will look at the ways in which a story can differ, depending on the point of view from which it's told.
Essential and Subject Question(s):
Common Core Standards:
Activities and Assessment(s):
Text Set:
Materials:
During this unit, students will learn, identify, and analyze the characteristics of Gothic Literature, as well as ways in which authors use language for a number of reasons (e.g. to create mood, suspense, develop conflict). They will also examine the informal structure of a novel that is not told from beginning to end. Finally, they will look at the ways in which a story can differ, depending on the point of view from which it's told.
Essential and Subject Question(s):
- What are some characteristics of Gothic Literature?
- How can authors use language to convey a specific mood in writing?
- How do authors create suspense? Develop conflict? Use text structure?
- What are some themes in Mary Shelley's Frankenstein?
- How does a story's point of view contribute to its overall meaning?
Common Core Standards:
- CCSS.ELA-Literacy.R.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- CCSS.ELA-Literacy.R.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account/analysis; provide an objective summary of the text.
- CCSS.ELA-Literacy.R.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- CCSS.ELA-Literacy.R.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
- CCSS.ELA-Literacy.R.11-12.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
- CCSS.ELA-Literacy.R.11-12.6. Assess how point of view or purpose shapes the content and style of a text.
- CCSS.ELA-Literacy.W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CCSS.ELA-Literacy.W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
- CCSS.ELA-Literacy.SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Activities and Assessment(s):
- Activating Background Knowledge: student-lead research presentations
- Comprehension and Analysis Questions
- More TBD
Text Set:
- Fiction: Frankenstein, by Mary Shelly; Retold Classic Novel: Frankenstein and accompanying workbook (Perfection Learning)
Materials: