Gothic+Learning+Plan

In this unit, students are exposed to the "darker side" of individuals, as they peer into the texts of such notable writers as Edgar Allan Poe, Nathaniel Hawthorne, and even Stephen King.
 * Unit 8--The Spirit of Individualism: The Dark Side of Individualism (Gothic) **
 * Description: **

Born from Horace Walpole's The Castle of Otranto, Gothic (sometimes called Gothic horror) is a genre that deals with emotional extremes and dark themes characterized by gloom, mystery (and, many times, the supernatural), and the grotesque. The setting and atmosphere of the gothic tale general is that of dread, and additionally reflects the decay (perhaps the collapse?) of the human spirit.

Important elements of Gothic fiction include (but are not limited to) Gothic architecture, castles, darkness, mystery, supernatural, physical and psychological horror (or terror), decay, macabe, identicals/doubles, madness, and curses. Important characters include traditional evils such as maniacs, ghosts, vampires, werewolves, zombies, demons, etc. Notable ones include the Byronic hero, the Devil, and the Wandering Jew.

A word on other branches of Gothic: Gothic Romance generally includes the additional theme of nature reverence and conflict with industrialism/mechanization of the world. Southern Gothic generally includes the additional theme of mourning the lost lifestyle of the South (not slavery) as well as perception versus reality in that Aristocricy appears on the outside but it only hides decay. Gothic fiction is a movement that both connects and distances itself from earlier American literature, as it reflects the darker side of individualism and further questions human connection to self and God/Devil. Students will… Students will know… Students will be able to… Major differences with the gothic fictions to keep in mind…
 * Anchor Texts: **
 * 1) The Masque of the Red Death--Edgar Allan Poe
 * 2) Annabelle Lee--Edgar Allan Poe
 * 3) The Raven--Edgar Allan Poe
 * 4) The Fall of the House of Usher--Edgar Allan Poe (just summarize in CP)
 * 5) Minister's Black Veil--Nathaniel Hawthorne
 * 6) A Rose for Emily--William Faulkner
 * 7) The Life You Save May Be Your Own--Flannery O'Connor
 * Big Idea: **
 * Unit Enduring Understandings: **
 * 1) Understand what Gothic fiction (and its sub-genres) are.
 * 2) Understand how American hopes, fears, and anxieties are explored and critiqued by writers in the gothic mode
 * 3) Understand the social context in which gothic literature emerged and how gothic literature reflects it.
 * 4) Understand the elements used to create suspense such as mood, tone, imagery, etc.
 * 5) Understand poetic devices used to create different moods, tone, reading pace, etc. in poetry.
 * Unit Essential Questions: **
 * 1) What is Gothic fiction, Gothic Romance, and Souther Gothic and what are the differences?
 * 2) How does Gothic fiction reflect American society in the 19th and 20th century?
 * 3) How is Gothic literature different than "slasher" films? What is the difference between been "horrified/terrorized" and being startled or grossed out?
 * 4) What is psychological horror?
 * 5) How do authors/poets use elements of writing to create suspense?
 * 6) How do poets use poetic devices used to create different moods, tone, reading pace, etc. in poetry.
 * Knowledge and Skills **
 * 1) The differences among Gothic fiction, Gothic Romance, and Southern Gothic
 * 2) Gothic Elements.
 * 3) Poetic Elements, especially in poetry in the Gothic tradition.
 * 4) Gothic literature reflects the social attitudes and beliefs of its time.
 * 5) Gothic literature influenced and influences other literature
 * 1) Demonstrate an understanding of Gothic fiction
 * 2) Identify and analyze which American hopes, fears, and anxieties are explored and critiqued by writers in the gothic mode
 * 3) Demonstrate an understanding of the centrality of gothic literature to nineteenth- and twentieth-century American literature and culture
 * 4) Analyze the generally skeptical, pessimistic, or critical positions adopted by gothic writers
 * 5) Define genre, theme, character, setting, and plot and apply them to gothic literature.
 * 6) Analyze the social context and describe the social context in which gothic literature emerged
 * 7) Analyze a Gothic story, looking at the elements used to create suspense such as mood, tone, imagery, etc.
 * Notes: **

1) Poe = traditional, but madness plays a role in //many// of the narrators. 2) Hawthorne = gothic romance/dark romanticism, but NH focuses his horror of technology/science gone awry 3) Faulkner = traditional southern gothic 4) O'Connor = southern gothic, but interested in "converting" the reader to Catholicism, generally she uses shocking violence to make her point. She means not to preach to the choir with her writings. Influences of the Gothic Movement Master of American Gothic Form: Edgar Allan Poe Hawthorne Short Run because of Civil War—which ushers in Realism—returns in 20th century
 * Historical Background: The Dark Side of Individualism—American Gothic **
 * Spirit and imagery is inspired by Gothic architecture of the Middle Ages
 * “Cavernous Gothic cathedrals with their irregularly placed tower s and their high stained –glass windows were intended to inspire fear and awe in religious workers”
 * Gargoyle as mascot—imaginative distortion
 * Romantic movement
 * “reaction against rationalism of the Age of Reason”
 * “Imagination led to the threshold of the unknown—that shadowy region where the fantastic, the demonic, and the insane reside.”
 * Concept of potential evil
 * Darkness of the supernatural
 * Dark, decaying settings—weird and terrifying events
 * Male narrators—insane
 * Female characters—beautiful and dead (or dying)
 * Extreme situations—murder, live burials, physical and mental torture and retribution from beyond the grave
 * Only in extreme situations do people reveal their true nature.
 * Explore human mind in extreme situations to find essential truth
 * Explore mind and its functions
 * Human heart under various conditions of fear, greed, vanity, mistrust and betrayal

Southern Gothic: Build Background: Literary Analysis: Allegory—a work with two layers of meaning—most of the persons, objects and events stand for abstract ideas of qualities.
 * gloom and pessimism of fiction
 * Faulkner—decaying plantation, fallen aristocracy family isolated in time and place—ghost of the past hounding this not-so-noble characters to madness and death
 * O’Connor—pressures of modern life making grotesques of us all—interesting in “the human heart and its potential for evil.”
 * Mourning the old South—“the old moral and religious order was crumbling
 * Ghosts/Goblins à Criminals/Conmen/Fools
 * Author Study: Edgar Allan Poe (1809-1849) **
 * “ambitious to excel”
 * Born in Boston, Massachusetts
 * life marked by pain and los
 * haunting tales—dark side of mind
 * morbidly sensitive nature—sadness and depression
 * Parents dead at 3—Dad abandoned—Mom dies of TB—both actors
 * Adopted by theatre fans, taken to Virginia—The Allans—**where he gets his middle name**
 * 1815-1820—lives in England
 * Starts writing young—16
 * “A Restless Spirit”
 * “Periods of personal difficult with promises of fresh start”
 * Reckless spending habits—lead to debt—drops out of UVA
 * Attracted to Boston because of city’s literary activity==writes first book—which establishes the tone and subject matter or much of Poe’s poetry—melancholy, the obsession with beauty, and the tragedy of its loss
 * 18—enlists in Army—returns with death of Foster Mother—gets placement (nepotism) at U.S. Military Academy at West Point—finds it confining so he deliberately misbehaves to get kicked out
 * “A Man of Letters”
 * Embarks on literary career in 1831
 * Editor of Magazine in VA
 * Marries his cousin—Virginia—she was 14
 * Moves to Philadelphia
 * 1839—short stories
 * “”The Murders in Rue Morgue”
 * Becomes famous overnight after publication of “The Raven”
 * “Troubles Dilute Success”
 * Virginia Dies---Poe struggles with despair and his own deteriorating heath
 * 1849—engaged to boyhood sweetheart
 * He collapses on street in Baltimore—dies days later in hospital
 * “Poe’s Reputation”
 * Strong responses—loved or hated him
 * Friend’s biography—establishes view of Poe as gifted by socially unacceptable writer—taints reputation
 * French poet—Baudelaire recognizes and champions his achievements-
 * Master of Poetry—profound explorer of torments of the human soul—short stories
 * “The Masque of the Red Death”—Edgar Allan Poe **
 * Deadly disease inspires Poe
 * Story may have been inspired by outbreak of bubonic plague that killed 25 million people (killed ¼ of population on continent)
 * Symptoms—high fever, vomiting, pain, swellings that oozed blood—dead within 3-5 days

Reader’s Notebook: Record Questions you have about words or passage as you read the story

// How is life outside the abbey different than life outside? (Lines 1-29) // Outside the abbey, people are dying from the Red Death; inside the abbey, people are celebrating their escape from it.

Lines 21-29: Introduction to Plot

Sets up contrast or conflict between the danger of disease outside the abbey and the effort to avoid the disease within the abbey


 * Allegory **
 * Person, Object, Event || Possible Meaning || Possible Lesson of Story ||
 * The prince || || ||
 * The abbey || a fortress against or immunity from death || ||
 * The series of seven rooms || || ||
 * The clock || Time running out; doom or death is approaching || ||
 * The stranger || Death; the red death || ||

// How do you explain the effect of the ebony clock’s chimes on the assembled guests? (lines 79-94) // The chimes remind the guests of the passage of time and the inevitability of death. // What might dreams represent in this story? (lines 112-122) // Light-heartedness; the precariousness of life; self-delusion; ignorance of death // What makes the seventh room grotesque? (lines 124-131) // Black drapery, blood-colored panes, sable carpets, and black clock.---mood is creepy, somber or horrible // Why do you think none of the revelers venture into the seventh room? (lines 124-131) // The black room frightens them because the only light in it is the color of blood. // What effect does the strange figure who appears at the stroke of midnight have on the revelers? (line 459) // The people are first surprised and then horrified. // Why does Prince Prospero get so mad? (lines 188-196) // Prospero has locked himself and his friends away to avoid the Red Death and is insulted by the reminder of it; he thinks someone is mocking their fear of the plague; the figure frightens his guests and spoils his party // What is the message or messages do you see in this story? // No one can run away from death. Death can strike at any time, eventually coming to all—even the rich and powerful.


 * //Unit Name: Gothic Literature: The Dark Side of Individualism//** Est. # of Weeks: 3 - 4

Overview: In this unit, students will learn the characteristics of Gothic literature of the United States as a reaction to and a choice by writers to return to the old "dark" days of superstition and corruption instead of joining the self-creation movement of the Age of Reason. Writing expectations include personal essays and literary elements in selected works of Gothic Literature, with emphasis on TAKS short answer and essay formats. In addition, students should focus on increased complexity and sophistication in sentence structure accompanied by appropriate punctuation.

Lesson 1: Explore the origins in relation to Romanticism and elements of Gothic Literature 1. Writer’s Notebook Warm-Up: Ask the students to write what they think of when you say “Gothic”. Share student responses. 2. If available, show opening scenes of Edward Scissorhands (with castle), Nightmare Before Christmas, or Frankenstein. If you have the availability and time, show small clips of each and ask the students to look for similarities. List the similarities on the board. 3. Ask students why they think movies/literature like this would be popular? Lead them to escapism. What could society after the Revolution want to escape from? 4. Explain to students that Gothic literature was a reaction to the to anxiety over the change in social and political structure brought about by such events as the French Revolution, the rise in secular-based government, and the rapidly changing nature of the everyday world brought about by scientific advances and industrial development in addition to an increasing aesthetic demand for realism rather than folklore and fantasy. The American Gothic tradition, beginning roughly in the early 1830s, was specifically in response to events such as the Industrial Revolution. The Gothic worlds depicted fears about what might happen, what could go wrong, and what could be lost by continuing along the path of political, social, and theological change, as well as reflecting the desire to return to the time of fantasy and belief in supernatural intervention that characterized the Middle Ages. In some cases Gothic narratives were also used to depict horrors that existed in the old social and political order—the evils of an unequal, intolerant society. In Gothic narratives writers were able to both express the anxiety generated by this upheaval and increase society's appreciation and desire for change and progress. 5. Read “The Dark Side of Individualism” pg. 446-448 in Language of Literature. 6. Give Gothic Notes. Compare the elements of Gothic literature to the student created list.

Lesson 2 - Identify and interpret literary structures, elements, devices, and themes. 1. Read Hans Christian Andersen’s “The Red Shoes” Pick out Gothic elements together as a class. 2. Theme notes. (attachment) Apply new knowledge by finding the theme of “The Red Shoes” as a class. 3. Put students into groups of three or four. Assign each group two stories. From the textbook: “Masque of the Red Death” pg. 455, “The Raven” pg. 467, “Fall of the House of Usher” pg. 474. Online: “Annabel Lee”, “The Cask of Amontillado” “The Black Cat”. Ask the students to read for (1.) Gothic elements, (2.) mood, and (3.) to figure out what kind of person would write these stories. 4. Ask students to create a visual interpretation of the elements in one of the stories (poster, 3-D object, comic strip, etc.) with no words. Give students 3 – 4 days to work on reading and visual. 5. Students present their findings and the visual to the class. 6. Discuss Poe as the author. Give background information on Poe. From what dark part of the new America or of himself was he trying to escape? If needed, read Poe information in Language of Literature pg. 450-453. 7. Review each of the stories either as the students present or after discussion of Poe. Look at the introductory material for each piece in the textbook and discuss the “Build Background”, “Focus Your Reading”, and “Active Reading” sections for each. 8. Discuss irony in “The Masque of the Read Death”. Why is Prince Prospero’s name ironic? Why is the appearance of the Red Death in Prince Prospero’s abbey ironic? Complete Selection Quiz short answers questions pg. 55 in Unit Three resource book. Model a short answer using RAID or ATQA strategies integrating text evidence. 9. Ask what the bust of Pallus in “The Raven” most likely represents. What is the rhyme scheme? What contrasts and comparisons do you see? Complete short answer questions in Unit Three resource book, pg. 60. Model a short answer using RAID or ATQA strategies integrating text evidence. 10. In “Fall of the House of Usher”, what feeling does the narrator’s first glimpse of the House of Usher give him? Look for elements of foreshadowing. What foreshadows Usher’s death? What mood does Poe create at the beginning of the story, and how is that mood established? Is there anything ironic about the narrator’s role in the story? Complete “Mood” chart pg. 63 of Unit Three resource book. 11. In “Cask of Amontillado”, how does Poe use setting to enhance the atmosphere of horror in the story? Why did Montresor go to such lengths to get his revenge? After all, he could merely have run Fortunato through with his sword. To what extent can the narrator be relied upon to give an accurate portrayal of events? How might the reader's view of his actions change if the story were written in the third person? 12. In “Annabel Lee”, what mood does the poet convey in this poem? What has happened that causes this mood? According to the author, what is the reason for Annabel Lee’s death (NOT the cause)? What is happening in lines 34-41 (the last stanza)? 13. For a second reading of “The Black Cat” follow this link (www.knowingpoe.thinkport.org/writer/picturethis.asp) from your teacher cart. It is an interactive with pictures. Students can watch and listen. 14. Assign formal assessment: “Creating the mood” of Gothic Literature. Students will create a visual that embodies 7 of the 10 elements of Gothic Literature. The visual may be a poster, statue, comic strip, etc. No words may be used other than on the “Key”. The key will explain the elements and their importance in the visual. Students will present the visual to the class and explain each element. 15. Give students 2 – 3 days in class to work on “Creating the Mood” assessment. (Due date can be at the end of Lesson 2 or as a review at the end of Lesson 3 before the Gothic Literature test.)

Lesson 3 - To appreciate the literary elements and techniques of style, mood, and atmosphere. 1. Writer’s Notebook Warm-up: Based on the origins of Gothic literature, why, specifically, do you think horror/gothic movies so popular today? Give examples. 2. Ambrose Bierce notes. 3. Review irony (given during Puritan Literature unit) style, mood, and atmosphere (from Gothic notes). 4. Write “The Boarded Window” on the board. Ask students to write in their Writer’s Notebook a prediction of what the story will be about based on the title. 5. Pass out copies of “The Boarded Window”. Ask students to read silently and use “Mark It Up” strategies. Caution them to not give away the ending as the finish. 6. Ask students: Was the ending a complete surprise? Tap into prior knowledge and ask students to pick out examples of foreshadowing. Foreshadowing creates suspense and at the same time prepares the reader for what is to come. 7. Ask students to point out elements of Gothic literature. Pick out sections that create mood. 8. Discuss irony in the story. What is ironic? It is situational (event) irony: Your wife is dead on your living room table. While you are asleep, a leopard sneaks into your house and begins to maul your wife. You scare the leopard away only to find that a piece of the leopard's ear is firmly in the teeth of your now dead wife. 9. Assign “The Boarded Window” short answer questions and essay. Share essays in small groups. 10. Review elements of Gothic literature, irony, mood, atmosphere, and origins. 11. Gothic Literature test.