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Human Nature and Gothic Literature

11th Grade Language ArtsJennifer Sharpe

Fall 2011

Fall 2011 Human Nature in Gothic Literature Sharpe 2

Unit Overview

Big Questions: How is human nature affected by exterior influences? In Gothic Literature, how are aspects of humanity (emotions, secrets,

nature) manifested in the text?

Sub-questions: What effects can secrets have on individuals and society as a whole? Where is the line between sanity and insanity? How is a person’s reputation, or ultimately his/her real persona,

affected by the words and actions of others (or their environment)? How can the narrator (the press) determine what the reader (society)

believes to be true?

Assessments:1. Individual Response Journals (A, B, C, D)2. Group Character Sketches (A, D)3. Group Mock Interview (A, C, D)4. Individual Journalism Assignment (A, C, D)

Unit Goals:A. Analyze human nature and its relationship to: society, secrets, sanity,

reputation and the environment.B. Explain vital characteristics of Gothic Literature and identify them

within the unit texts. C. Identify moments in their own lives (and in the texts) as examples of a

person’s reputation or personality being altered by exterior influences.

D. Distinguish between character sanity/insanity and narrator reliability/unreliability and use textual evidence to support claims.


Rationale

The Gothic genre is one of the most forgotten ones in high school English classrooms. The idea of “gothic” has also been misrepresented in modern times. When someone hears the word “gothic,” more often than not they would picture a pale, Satanic, dark make-up covered hermit that would sooner set you on fire than give you a smile. With this unit, I intend to reverse the distorted image that this particular term has come to have. Students will be introduced to this mysterious and rich genre starting with its origins in the 18th century, its cultural significance, and the influence that the authors studied in this unit have had on modern entertainment. This genre provides an engaging opportunity to look towards the darker side of literary elements (tone, mood, irony, etc.) and literary devices (symbolism, foreshadowing, personification, etc.)

The “big questions” for this unit are: “How is human nature affected by exterior influences?” and “In Gothic Literature, how are aspects of humanity (emotions, secrets, nature) manifested in the text?” In this unit-long discussion, students will investigate what aspects of the surrounding environment (including the physical setting, social conventions, “friends” and “enemies”, etc.) can have an effect on a person. This goes along with the Gothic theme since it is characteristic of this genre for characters to be severely affected by elements outside of their own persona.

The main unit goals are:

1. Analyze human nature and its relationship to: society, secrets, sanity, reputation, and the environment.

2. Explain vital characteristics of Gothic Literature and identify them within the unit texts.

3. Identify moments in their own lives (and in the texts) as examples of a person’s reputation or personality being altered by exterior influences.

4. Distinguish between character sanity/insanity and narrator reliability/unreliability and use textual evidence to support claims.

In order to get the most out of Gothic literature, we have to look beyond physical terror to the secrets and feelings of characters in the text. Anyone can discuss plot. It would be more beneficial to pull out why Gothic


characters are particularly maniacal or psychologically unstable and examine how authors create a more mysterious experience for the reader. In our discussion about human nature, we will address how the above-mentioned elements of society, secrets, sanity, reputation, and environment all affect people.An opportune time to study Gothic literature is at the start of autumn when a chilly wind kicks up and night falls earlier since atmosphere is crucial in the Gothic genre. In the first lesson of this unit, students will step into the gothic atmosphere by reading and listening to the poem “The Raven” by Edgar Allen Poe. This poem is an appropriate starting point because it includes almost every element of Gothic literature that we will discuss throughout the unit. The bulk of the unit will be spent discussing the novella The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson. The benefit to using this text is that we can look at how Dr. Jekyll’s environment affects him (as well as how different elements of the story affect other characters). The last day will allow students to present their projects.

Throughout the unit, students will be expected to keep their own response journal in which they record personal reflections of the reading and discussion material. Each day of the lesson has a specific journal prompt and student responses are used to fuel discussions. Students will be expected to respond to every prompt and the journals will be checked for honest completion by the teacher at the end of the unit. The physical structure of these journals is simple: each student will have a composition notebook in which to write in and prompt responses are to be dated and labeled.

Students will be assessed overall with informed creative writing. Students will create a news story about one of the crimes (or events) committed in one of the texts studied throughout this unit—for example they might write a newspaper article about a dead body in the street of Dr. Jekyll and Mr. Hyde. The news story must include background information, a detailed account of the crime, speculations made by the news writer, and the society’s reaction to the crime. They will also be expected to use Gothic literary elements to make the story eye-catching to an audience (and to show what they’ve learned!). Students may choose to write a one page newspaper article or write dialogue for a live coverage presentation. This final assessment incorporates valuable skills in the use of media to communicate.


Students will be engaged in this unit because many characteristics of the Gothic genre mirror the characteristics of adolescence. Gothic literature is about human nature and the characters of these texts are affected by their surroundings. Adolescence is also a time for solidifying personas and deciding what to be influenced by and what to stand up against. These texts also sympathize with the outcast and carry themes of loneliness, confusion, and uncertainty—all things that teenage students often feel as they move closer to adulthood. Commentary on human nature is rampant in Gothic literature in addition to fear and terror. Students might find these texts disturbing but they will certainly find them interesting and worthwhile because of their intensity.

Lesson 1: Introduction to Gothic Literature

Unit Goals Addressed:Analyze human nature and its relationship to: society, secrets, sanity, reputation, and the environment.Explain vital characteristics of Gothic Literature and identify them within the unit texts.Identify moments in their own lives (and in the texts) as examples of a person’s reputation or personality being altered by exterior influences.Distinguish between character sanity/insanity and narrator reliability/unreliability and use textual evidence to support claims.

Rationale & Objectives: In this lesson, students will explore what they think they know about gothic literature and learn important characteristics that define the genre. The initial activity encourages student thinking and participation. By the end of the lesson, students will be able to identify vital elements in gothic literature and be ready to apply them to the texts of the unit.

Standard: RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.


Materials: Chalk, board, Gothic Literature powerpoint, projector, response journals


Lesson 1: Introduction to Gothic Literature

Activities: 20 min—Chalk+talk introduction to Gothic Literature

o The word “Gothic” will be written on the board as students come in.

o I will instruct three students at a time to the board to write a comment about the word or about what another student has written.

o I will choose a few comments to focus on in a class discussion about why students would relate those comments to the idea of “Gothic.”

10 min—Brief history of Gothic Literatureo Show images of Gothic architecture and explaino Introduce Edgar Allen Poe as a well-known gothic writer

20 min—Characteristics of Gothic Literatureo Features: mystery, terror, madness, secrets, death, curses, etc.o Setting: dark, rain, clouds, wind, etc.o Stock characters: demons, angels, ghosts, the Devil, magicians,

villains, tyrants, maniacs, vampires/werewolves/monsters, etc.

Assessment: Students will use any remaining class time to begin their Response Journals. They will briefly summarize what they learned about Gothic literature and predict what will make The Strange Case of Dr. Jekyll and Mr. Hyde “strange” and “gothic.” They should be recounting specific Gothic elements like mystery, dark settings, and maniacs. Appropriate predictions might be: the town will be rainy, villains will curse people, and a maniac will be mad!

Differentiated Instruction: Hand out guided notes for students with specific learning disabilities.

Homework: Read Jekyll & Hyde Chapter 1—“The Story of the Door” and write in your Response Journal 5 examples of Gothic style (features, setting, characters, etc.).


Lesson 2: “The Raven”


Rationale & Objectives: By listening to a dramatic reading of “The Raven” and participating in the following discussion, students will get a better idea of the feeling and atmosphere of the gothic genre. They will directly apply what they learned yesterday to begin interpreting gothic literature.

Standards:RL.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.RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Materials: “The Raven” audio by Basil Rathbone, 28 copies of “The Raven”, chalk, board, response journals


Lesson 2: “The Raven”

Activities: 10-15 min—Listen “The Raven” audio recording

o Turn lights off 10-15 min—Students will read “The Raven” to themselves, circling

words that emphasize the gothic style 10 min—Writing prompt in journal: What makes “The Raven” gothic

literature? How did “The Raven” make you feel? What elements of the poem made you feel that way?

15 min—Use prompt responses and students’ circled words to fuel a discussion about Gothic elements learned in the previous lesson and how Poe has used them

Assessment: Check student’s poems—they should have circled words and phrases such as: midnight dreary, curious, weary, bleak, sad, uncertain, terrors, ominous, grim, ghastly, gaunt, demon, shadow, etc.

Differentiated Instruction: A video of “The Raven” will be available for students with hearing impairments, they would get an equally good representation of the gothic feel by watching as listening.

Homework: Read Jekyll & Hyde Chapter 2—“The Search for Mr. Hyde” and write in your journal 5 examples of Gothic characteristics from the first two chapters of the book.


Lesson 3: Introduction to Jekyll and Hyde


Rationale & Objectives: The writing prompt for this lesson is meant to get the students thinking about the novella and human nature. The quick lecture about the novella’s author is valuable because we’ll discover what inspired his Gothicism and review important vocabulary that students will come across while reading. Students will be able to describe why Stevenson chose to elaborate on his nightmare. They will also begin comparing characters from the novella and relating the text to their personal experiences and beliefs. By the end of the lesson, students will also be able to define new words and be better prepared to continue comprehending what they read independently.

Standard: RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative 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.

Materials: Chalk, board, response journals


Lesson 3: Introduction to Jekyll and Hyde

Activities: 10 min—Writing prompt in journal: How do you approach a friend

who you believe is in trouble or is keeping a secret? What difficulties might arise?

20 min—Share prompt responses and discuss how this prompt relates to the first two chapters of Jekyll & Hyde. We will then transition into a brief lecture about the novella’s author in order to better understand the story’s background.

5 min—Robert Louis Stevenson bio and his inspiration for novellao One night in 1885, Stevenson had a nightmare so strange that

he decided to use it as the basis for a novelo His first draft was “nothing more than a spooky story” according

to his wife who challenged him to do more with its philosophical possibilities

o He turned it into the classic study of hidden evil that it is known as today.

15 min—Students will work on a vocabulary independent study (see worksheet on following page). This will help them gain important vocabulary words that they will need to understand to continue reading as well as apply the new terms to the characters.

Assessment: Check for complete vocabulary independent study worksheet (students will submit it at the end of class).

Differentiated Instruction: Hand out guided notes for students with specific learning disabilities and allow those students to work with a partner on their vocabulary study worksheet.

Homework: Read Jekyll & Hyde Chapter 3—“Dr. Jekyll was Quite at Ease” and write in your Response Journal 3 differences between Dr. Jekyll and Mr. Hyde.


Vocabulary Independent StudyTo complete this assignment you will need a dictionary. Be sure to complete

both parts.

Part I Directions : On the back of this worksheet write a short definition of each word. Utilize your dictionary and the novella.

AllusionAustereCalamity

DemeanorDisreputable

Enigma

IdiosyncraticInfallibly

InscrutableLudicrous

MienOdious

PerplexityRepugnanceSedulouslyStringent

SullenUnscrupulous

Part II Directions : Fill in each character column below using the above words. You will have to change the form of some words (use the dictionary for help). Select words to match to each character’s traits or actions found in the first two chapters of the novella. You should use some words in short appropriate phrases (ex: commits disreputable acts). You may use words more than once.


Dr. Jekyll Mr. Hyde Mr. Utterson Dr. Lanyon

Lesson 4: Group Character Sketches


Rationale & Objectives: Character exploration is important for our class study of human nature. Students will compare and contrast the main characters of the novella. This activity will be engaging to because artistically inclined students will enjoy drawing. Communication skills are being worked on during this lesson as students speak out about their portraits and defend their claims. The prompt at the end of class is meant to prepare students for their reading and further their thinking about Jekyll and Hyde as independent personas.

Standard:RL.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.SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Materials: Easel paper, coloring utensils, Character trait handout from last lesson, response journals

Fall 2011 Gothic Literature Unit Plan Jennifer Sharpe

Lesson 4: Group Character Sketches

Activities: 5 min—Put students into groups of 4 (7 groups total for a class of 28),

assign them a character from the novella (2 groups for Dr. Jekyll, 2 groups for Mr. Hyde, 1 group for Mr. Utterson, 1 group for Dr. Lanyon)

5 min—Students will independently list traits and significant actions of their characters on their handout

25 min—Groups will draw a portrait of their character on a piece of easel paper

o Sketches will include physical traits, psychological characteristics, and important actions so far in the story

10 min—Groups will briefly present their character sketches and make notes on other characters

5 min—Writing prompt in journal: Do you think Mr. Hyde will ever leave Dr. Jekyll alone? Why or why not?

Assessment: Ask each student to briefly state a feature of a character (other than the one they sketched) that is specifically “gothic.” For example, students may comment on Mr. Hyde’s villainous demeanor or how Mr. Utterson is investigating a secret.

Differentiated Instruction: Groups will be heterogeneous and students will be given specific jobs in order to ensure that they all participate in some way.

Homework: Read Jekyll & Hyde Chapter 4—“The Carew Murder Case” and Chapter 5—“The Incident of the Letter” and write in your Response Journal how you think Dr. Jekyll’s reputation or personality might be affected by Mr. Hyde’s actions.


Lesson 5: Reputation Discussion


Rationale & Objectives: In this lesson, we will begin talking about reputation and addressing the big question “How is human nature affected by exterior influences?” A person is ultimately affected by their environment and that includes reputation—they may so bothered by the opinions of others that they will be influenced to change for better or worse. Students will be able to identify influencing in the poem, novella, and their own experiences. Through a discussion, students will also enhance their communication skills as they interact with each other and build on ideas.

Standards:RL.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; provide an objective summary of the text.RL.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).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.

Materials: Response journals


Lesson 5: Reputation Discussion

Activities: 15 min—Writing prompt in journal: Does a person’s reputation always

reflect them honestly? How can a good reputation be deceitful or a bad reputation be undeserved? How is a person influenced by other people?

25 min—Use prompt responses and the following questions to fuel a discussion about how these three elements come into play in our own lives.

o How is the speaker of “The Raven” affected by the raven’s words/silence?

o How is the speaker of “The Raven” affected by his lost love?o How do Dr. Jekyll and Mr. Hyde affect each other?o Does Mr. Utterson have any influence over anyone?o Is Mr. Hyde’s reputation justified? Is it fair for Dr. Jekyll to

maintain a good reputation while associating with Mr. Hyde?o What are some instances of secrets or lies from the novella?

What do they reveal about human nature? 5 min—Predict with students how these elements—with emphasis on

exterior influences—will be involved in the rest of the novella. 5 min—Assign and explain final project

Assessment: Predictions that students propose will reveal how well they are understanding the material covered this week. Appropriate predictions may carry the following themes: a main character will “go mad” just like the speaker of “The Raven”, secrets will be revealed and someone’s reputation will be affected, another murder will occur, the town will be negatively affected by more murders, etc.

Differentiated Instruction: As a facilitator only, the teacher will be able to take notes on the discussion to give to students with disabilities later in order to ensure that they did not miss anything and will remember important points.

Homework: Read Jekyll & Hyde Chapter 6—“The Remarkable Incident of Dr. Lanyon,” Chapter 7—“The Incident at the Window,” Chapter 8—“The Last Night,” and Chapter 9—“Dr. Lanyon’s Narrative.” Begin thinking


about which event you will want to cover for your final project, you will need to decide by Monday.


Lesson 6: Journalism Mini-Lecture


Rationale & Objectives: This lesson is a bit of a deviation from the previous lessons since it briefly introduces journalism. It is meant to prepare students for their final assessment in which they will write an article about an event from a text we have studied. They will have to speculate like someone who does not have all of the facts (to simulate how society may view someone wrongly or how story tellers may be unreliable), give a gothic description of the “scene” (to prove that they understand the content), and persuade their audience to believe something (ex. That Mr. Hyde is an evil serial killer would make them a reliable narrator or persuade readers that Dr. Jekyll is the real killer).

Standards:RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).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.

Materials: Response journals


Lesson 6: Journalism Mini-Lecture

Activities: 15 min—Brief journalism lecture in preparation for final project

o Review print/broadcasto Evidence versus Speculation

5 min—Writing prompt in journal: Do you believe it is possible to write a news article that is 100% free of bias? Why or why not?

5 min—Briefly talk about how the novella’s narrative style is much like a journalist, allow students to fill in the rest in the following discussion

25 min—Fuel student discussion with the questions:o What characterizes the way that events are reported in the

novella?o Does the narrator, Utterson, have all the details? What doesn’t

he know?o How does this method of narrative contribute to its

development?o Why do you think Stevenson chose to tell the story from

Utterson’s point of view rather than use Dr. Jekylls?o Would Dr. Jekyll have been a reliable narrator?

Assessment: Assess students’ valuable participation in the discussion. Students should be noting that the story is more mysterious because it is told from an outsider’s (Utterson’s) point of view and that if Dr. Jekyll were the narrator than the novella would have felt much different—perhaps a personal account would have been more horrifying but less mysterious. They should also be commenting on how the narrative style allows a reader to be kept in suspense and dependent upon the narrator.

Differentiated Instruction: As a facilitator only, the teacher will be able to take notes on the discussion to give to students with disabilities later in order to ensure that they did not miss anything and will remember important points.

Homework: Read Jekyll & Hyde Chapter 10—“Henry Jekyll’s Full Statement of the Case”. Continue working on journalism project: Now that


you’ve finished the novella and have all necessary information, you can elaborate on your report.


Lesson 7: Human Nature


Rationale & Objectives: Students should have completed reading the novella by this lesson. Here, we will explore the darker side of human nature as well as how personalities may be influenced by exterior forces. Students will compare Dr. Jekyll to Mr. Hyde, and then look inside themselves at their own vices and “dark side.” The assessment segment of this lesson will look back at the characteristics of gothic literature and give students another chance to combine the main focuses of this unit.

Standard:RL.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; provide an objective summary of the text.

Materials: Response journals, chalk+board, plain white paper, coloring utensils


Lesson 7: Human Nature

Activities: 3 min—Ensure all students have chosen an event for their final

project. 5 min—Post the following questions on a screen/board and have

students write in their Response Journals whether they strongly or mildly agree/disagree and why:

o Everyone has a good and an evil side to their personality.o You can never truly know another person.o Keeping a secret is never beneficial.o Our nature is dependent on where and how we are brought up.

3 min—Ask students how these themes are addressed in the novella 5-7 min—Draw a huge head on the board and split it in half labeling

the left “Dr. Jekyll” and the right “Mr. Hyde.” Ask students to come up to the board one at a time to add traits to each side of the face by drawing or writing.

20 min—Students will draw their own face and divide it into their “good” side and their “vice” side (tell students to choose only (school-appropriate) vices that they don’t mind sharing—remind them that this is not a private activity!). They will label and draw characteristics of themselves. These drawings will be displayed on the wall in an exhibition.

o ex. If the student thinks their “vice” is too much video games they might draw their eyes bloodshot. If a student knows they are disciplined they might write in “my parents are strict” next to their face.

8-10 min—Write about your split face in your Response Journal. What influences you to make you behave in a certain way? Or do you think you are not influenced by anything and your vices are in your nature?

Assessment: Use any remaining class time to ask students how this activity carries a gothic feel. Responses that express understanding would include: we are discussing evil or a terrifying version of a person, we are considering the darker aspects of human nature, rain makes me really depressed so that environment affects my mood, etc.


Differentiated Instruction: Students with visual impairments or those unable to use their hands will be given a partner for this activity. They may dictate to that partner what they would like drawn on their split-face—the partner may choose to draw it directly on the split-face or write it out.

Homework: Work on the final assessment that will be due three days from now. Review Response Journal to help with ideas.


Lesson 8: Mock Interviews


Rationale & Objectives: This lesson consists of two distinct parts both conducted in student pairs. The first is a worksheet that will check for student reading comprehension. It is also meant to remind students of the mystery theme in gothic literature. The completion of that activity with a partner will give students the chance to collaborate and refresh their reading memories before continuing on to the “mock interviews.” Students will use previous work on the characters of the novella to write interview questions for one character. The interview activity will help students think as journalists to aid them in their final project. Students will have solid ideas about each character’s actions, traits, changes, role in the story, and relationships to other characters.

Standards:RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposesSL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.


Materials: Response journals, “Good Doctor Gone Bad” handout


Lesson 8: Mock Interviews

Activities: 15 min—With a partner, complete the worksheet (see worksheet on

next page) 30 min—With the same partner, take on the role of one character

(multiple pairs will have the same character) and an interviewer. Write an interview with 5 questions that reveal the progress of that character.

5 min—One pair (ask for volunteers to give students that enjoy acting an opportunity to perform) for each character will enact their interview.

Assessment: Students’ “ticket out the door” is to show me their 5 interview questions in their Response Journals. Check for accurate relevance to the novella.

Differentiated Instruction: By placing students in partners, they are encouraged to help one another with this activity. Students with specific learning disabilities who may not have comprehended everything they read so far in the novella will be able to clarify anything they missed with this activity.

Homework: Complete journalism assignment—make sure you’ve given a thorough description of the environment and explain how it reflects the event itself. Practice your 2-3 minute presentation/reading of your project! Some students will present at the end of class tomorrow and the rest will the next day.


Good Doctor Gone BadIn the final section of Dr. Jekyll and Mr. Hyde, many events that occurred

earlier in the novella are at last explained. In this table, fill in how unexplained or mysterious occurrences throughout the story are finally

made clear.

Earlier Event ExplanationLanyon sees something that makes him fatally

ill.Hyde drinks the potion and turns

into Jekyll

Jekyll’s will names Hyde his heir in case of death

or disappearance.

Jekyll needs to keep his money even if he is permanently transformed

into Hyde

Hyde’s writing resembles Jekyll’s. Jekyll and Hyde are the same person

The key to Hyde’s door looks as if it had been

stomped on.Jekyll tried to keep himself away

from his “Hyde-ing” place

For a two-month period, Jekyll meets old friends

again.Jekyll maintains control of himself

with a potion

Lanyon is asked to go to Jekyll’s lab and pick up

the contents of the drawer.

Evidence is collected

Utterson and Enfield see something at

Jekyll’s window when the shade is quickly

pulled down.

They see Hyde in the window

Jekyll’s books on religion are defaced with blasphemies.

Hyde is evil and Jekyll’s demonic side

Hyde kills himself. Jekyll rids himself of Hyde


Lesson 9: The Gothic Environment


Rationale & Objectives: This lesson will explore how the environment plays an important role in gothic literature. Students will use “The Raven” and Dr. Jekyll and Mr. Hyde as they complete the following worksheet with a partner. Together students will analyze how the environment reflects the action or characters of gothic texts.

Standards:RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative 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. (Include Shakespeare as well as other authors.)RL.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).

Materials: “The Gothic Environment” handouts


Lesson 9: The Gothic Environment

Activities: 30 min—Students will work in pairs and look back at the poem and

novella to explore the environment (see worksheet on following page)o If students finish early they will write on the back of the

worksheet additional examples of environment in the texts. 20 min—Students will begin project presentations. If each student

presents for 2-3 minutes, we should be able to get through 5 or 6 today. The rest will present tomorrow.

Assessment: Assess appropriateness of student responses during “share and compare.” A completed worksheet is the student’s “ticket-out-the-door” today.

Differentiated Instruction: By placing students in partners, they are encouraged to help one another with this activity. Students with specific learning disabilities who may not have comprehended everything they read so far in the novella will be able to clarify anything they missed with this activity.

Homework: For one final writing assignment in your Response Journal, write about the three presentations that you thought were the most gothic and entertaining and explain why. Students will turn in their Response Journals next class to be checked.


The Gothic EnvironmentTake a look back at our texts. For each “environment” write a few

characteristics. Continue on to the next column and explain how those characteristics are gothic. Suggested page numbers and guided questions

are provided but you may (and should!) deviate from them.Environmen

tCharacteristics Analysis

The Chamber in “The Raven”

(How does it reflect the speaker’s feelings?)

Sounds in “The Raven”

(What effect do they have on the speaker/reader?)

Jekyll’s House and Laboratory

(p. 23-24, 34)

(What does it tell us about Jekyll?)

Soho—Where Hyde Lives(p. 33-34)

(What impression does it give?)

Weather Conditions in

J&H(p. 55)

(How does the weather contribute to the atmosphere and the mood of the story?)

Regent’s Park

(p. 82-83)

(Why would Stevenson set this event in this park?)


Utterson’s House

(p. 17, 37)

(How does it reflect Utterson?)

Lesson 10: Project Slam


Rationale & Objectives: In this project slam, students will present their final projects. Since there are 28 students and only 50 minutes, each student has 1-2 minutes to give peers an overview of their writing project.

Standards:W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposesSL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Materials: Completed student projects, dvd player, projector


Lesson 10: Project Slam

Activities: 50 minutes—Remaining students that did not present yesterday will

have 2-3 minutes each to present their creation to their peers. For quick transitions, students will present in the order that they are seated so each one knows if they are next and will be ready.

Assessment: This is the final assessment day. Students will turn in their finished product: a written article or written dialogue for “live coverage.” They will also turn in their Response Journals.


Final Assessment

For the final project of this unit, students will write an “informed creative writing” piece to combine their knowledge of Gothic literature, journalism, and “The Raven” or The Strange Case of Dr. Jekyll and Mr. Hyde. “Informed creative writing” implies that the piece will be partially aligned to the text and partially a fabrication of the student’s own mind. They will incorporate Gothic style into a written article or dialogue about one of our unit texts. The assignment and rubric to be given to directly students is as follows:

“Investigators still surround the scene…”

It’s time to start informing the public! For your final project, you will act as a journalist. Choose one crime or event that occurred in either “The Raven” or The Strange Case or Dr. Jekyll and Mr. Hyde. You will then write an informed news story (you may choose between an article or live coverage dialogue—you will be writing for either option!).

Every news story, regardless of the medium chosen must include :o Background information about all persons/objects involved

o A detailed account of the crime (what might an investigator find?)

o Two speculations (can you ignite widespread panic or gossip?)

o Society’s reaction to the event (how is the town handling this? has anyone changed?)

o Gothic style and eye-catching language (you want as many people to want to read your article or listen to your broadcast as possible!)

o You are encouraged to add graphics to emphasize your story!

Newspaper Articles should be between two and three pages Live Coverage dialogue should last between two and three minutes


Read the rubric! You will have a better understanding of this project’s expectations and how to succeed.

“Rubrics still surround the rubric…”

Outstanding Very Good FairNeeds

Improvement

Style

(35 points)

Incorporates many Gothic elements into the narration and provides a vivid picture of the event (35)

Incorporates a few Gothic elements and provides a clear picture of the event (30)

Gothic elements are difficult to identify and the event is not easily pictured (25)

Gothic elements are missing and the event is difficult to picture (20)

Background information

(15 points)

Background is given for each character/object involved and is thorough and detailed (15)

Background is given for each character/ object involved and cleanly stated (12)

Background is but not aligned with the text or does not cover everything/ everyone involved (10)

Background is minimal and does not align with the text (5)

Account of the event

(15 points)

The entire event is thoroughly explained in vivid, gothic detail and is not missing any important details (15)

The event is clearly explained but it missing a few details (12)

The event is briefly explained but is unclear and does not elaborate on details (10)

Explanation of event is difficult to follow and does not provide important details (5)

Speculations

(15 points)

Two speculations are clearly written with vivid, gothic detail (15)

Two speculations are clearly written (12)

One speculation is clearly given (10)

Writing makes it difficult to identify any speculations (5)

Society’s reaction

Society’s reaction is clearly stated

Society’s reaction is clearly stated

Society’s reaction is given brief attention

Writing makes it difficult to identify any


(15 points) with vivid, gothic detail (15) (12) (8)

comment on society’s reaction (5)

Conventions

(5 points)

Proper grammar and spelling makes the article easy to read (5)

There are a few errors present affecting the writer's readability (4)

There are several grammatical errors causing difficulty in understanding more than half of the writing (3)

Errors in grammar lead to confusion in the article and distraction for a reader (2)

Total possible points: 100


Reflection

In the process of writing this unit plan, I have learned what is feasible in ten lessons and how to adequately address specific unit goals. I began with rather broad “big questions” that did not fit well with my unit goals. After whittling down my initial plans into a more workable set of ideas, I came out with a unit plan that I believe adequately addresses its’ established rubric.

This unit is particularly relevant to students around the age of 15 since it is addressing what they encounter everyday: the influences of others upon them and how their persona is formed because of those influences. Academically, it is important for students to experience texts of many genres and Gothic literature is often neglected. Also, through the unit requirements (response journal, presentations, discussion participation, and a final writing assignment), students will be developing valuable communication skills that can transfer to any subject and can be built upon as they grow older.

Each of this unit’s ten lessons significantly differs from the rest in one way or another. There are a few mini-lectures but the majority of class time is spent on student centered activities like discussions, collaborative presentations, collaborative worksheets, and a few more artsy activities. I also believe that incorporating the response journal into every lesson, students are encouraged to gather their thoughts and share. As each journal prompt is related to the activity of that lesson, it allows students to contribute to class in their own way. The sequence of lessons begins with the most simple and flows into more complex activities and knowledge. Each lesson also corresponds to reading assignments in order to encourage students to keep up and connect what they learn in class to their homework. The lessons build upon each other and prepare students for each part of their final assessment.

Most of the feedback that I received was related to detail or alignment. As others read by unit drafts, they noticed that there were points in my lessons that did not adequately address even one of my stated unit goals. They also led me to see how some portions were not detailed enough and may have been missing valuable objectives. This feedback was vital to the final development of this unit. I responded to these comments by going through my lessons one by one and decided which unit goals were being addressed and that the specific objectives were—if I couldn’t pick those out in a few minutes, I severely revised the lesson. Peers also aided construction through our class collaborative unit plan: they gave me better ideas for lesson activities and assessments.


Overall, I am proud this final product and believe that it provides good coverage of Gothic literature in a short amount of time and addresses the needs and preferences of students. Through response journals and the final project, it also gives students the writing and speaking practice that is so important in high school.

fall 2011 gothic literature unit plan - wikispaces web viewwhen someone hears the word...

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