Traisha Myers EDUC 463
Poudre High School 5689 AP Gothic Literature 1 Semester (Fall) Prerequisite: AP Lit Comp 80 Minute Periods
Concept: How does Gothic Literature reveal beauty through the darkness of human suffering?
Unit
Texts
Activities
Assessment
Culminating
Goals
Standards
Text(s)
(1)
Understanding
Gothic Themes
“We all go a
little mad
sometimes”
Finding
Beauty in the
Madness
Length: 12
class days,
assigned
reading on in
between block
days.
1. Norton
Romantic Period
Gothic Overview
(www.norton.com)
Article
2. “She Walks in
Beauty” Lord
Byron
Poem
3. “From Queen
Mab”, Percy
Shelley
Poem
4. Hamlet, William
Shakespeare
Play
5. Hamlet Dir.
Kenneth Branagh
1996
1. Concept
Mapping
2. Literature
Circle
3. Vocabulary
Four Square
4. Jigsaw
5. Body
Biography
6. Debate
7. Film Study
8. Story Board
1. Concept
Mapping
2. Literature
Circle (making
sure everyone
plays their
part)
3. Anthology
Built Around a
Single Theme
4. Story Board
5. Extended
Definition
Essay
1. Extended
Definition Essay
1. Students will
begin to be able
to critically
think about
their
understanding
of abstract
term Beauty.
2. Students will
be able to
define key
elements of the
Gothic genre
through
thematic
analysis of
Hamlet.
3. Students will
be able to
critically
analyze how
gothic thematic
elements are
transferred
from written to
visual
mediums.
Standard: 1. Oral
Expression and
Listening
Effective
collaborative
groups
accomplish goals
A. Work with
peers to promote
civil, democratic
discussions and
decision-making,
set clear goals and
deadlines, and
establish
individual roles as
needed. (CCSS:
SL.11-12.1b) B.
Propel
conversations by
posing and
responding to
questions that
probe reasoning
and evidence;
ensure a hearing
for a full range of
positions on a
topic or issue;
clarify, verify, or
challenge ideas
and conclusions;
and promote
divergent and
creative
perspectives.
(CCSS: SL.1112.1c) C.
Implement an
effective group
effort that
achieves a goal D.
Participate in the
preparations of the
group activity or
product, defining
and assuming
individual roles
and
responsibilities E.
Assume a
leadership role in
a group that is
collaboratively
working to
accomplish a goal
F. Self–evaluate
roles in the
preparation and
completion of the
group goal
G. Critique and
offer suggestions
for improving
presentations
given by own
group and other
groups
Standard: 2.
Reading for All
Purposes
Literary criticism
of complex texts
requires the use
of analysis,
interpretive, and
evaluative
strategies B.
Describe and
contrast
characteristics of
specific literary
movements and
perspectives E.
Evaluate how
literary
components
impact meaning
(such as tone,
symbolism, irony,
extended
metaphor, satire,
hyperbole)
F. Demonstrate
knowledge of
classical
foundational
works of world
literature
G. By the end of
grade 12, read and
comprehend
literature,
including stories,
dramas, and
poems, at the high
end of the grades
11–CCR text
complexity band
independently and
proficiently. (CCSS:
RL.11- 12.10)
Standard: 3.
Writing and
Composition
Effectively use
content-specific
language, style,
tone, and text
structure to
(2) Women in
Gothic
Literature
Length: 11
class days,
assigned
reading on in
between block
days.
1. Illustrated Jane
Eyre Charlotte
Bronte,
Illustrations by
Dame Darcy
Novel
2. “The Female
Gothic Then and
Now” Andrew
Smith and Diana
Wallace
Article
1. Basics of
Feminism
Jigsaw
2. Fishbowl
3. Literature
Circle
4. Quaker
Reading
5. Narrative
Written from a
Different
Characters
Perspective
6. Artist
Portfolio
1. Literature
Circle
2. Artist
Portfolio
1. Artists
Portfolio
1. Students will
be able to
critically
analyze a piece
of literature
using a feminist
lens
2. Students will
be able to
examine the
role of women
in Gothic
Literature
3. Students will
be able to
compose or adapt
writing for
different
audiences and
purposes A. Use a
range of
elaboration
techniques (such
as questioning,
comparing,
connecting,
interpreting,
analyzing, or
describing) to
establish and
express point of
view and theme
C. Develop context,
character/narrator
motivation,
problem/conflict
and resolution,
and descriptive
details/examples
to support and
express theme
D. Manipulate
elements of style,
imagery, tone, and
point of view to
appeal to the
senses and
emotions of the
reader
E. Critique own
writing and the
writing of others
from the
perspective of the
intended audience
to guide revisions,
improve voice and
style (word choice,
sentence variety,
figurative
language) and
achieve intended
purpose and effect
Standard: 2.
Reading for All
Purposes
Literary criticism
of complex texts
requires the use
of analysis,
interpretive, and
evaluative
strategies B.
Describe and
contrast
characteristics of
specific literary
movements and
7.Opinionnaire
8. Bio Poem
9. Mandala
synthesize
thematic
concepts using
artistic
expression
perspectives E.
Evaluate how
literary
components
impact meaning
(such as tone,
symbolism, irony,
extended
metaphor, satire,
hyperbole)
F. Demonstrate
knowledge of
classical
foundational
works of world
literature
G. By the end of
grade 12, read and
comprehend
literature,
including stories,
dramas, and
poems, at the high
end of the grades
11–CCR text
complexity band
independently and
proficiently. (CCSS:
RL.11- 12.10)
Standard: 3.
Writing and
Composition
Effectively use
content-specific
language, style,
tone, and text
structure to
compose or adapt
writing for
different
audiences and
purposes A. Use a
range of
elaboration
techniques (such
as questioning,
comparing,
connecting,
interpreting,
analyzing, or
describing) to
establish and
express point of
view and theme
C. Develop context,
character/narrator
motivation,
problem/conflict
and resolution,
and descriptive
details/examples
to support and
express theme
(3) Edgar
Allan Poe:
Beauty in the
Melancholy;
How Mood and
Tone define
the Gothic
Genre
Length: 12
class days,
assigned
reading on in
between block
days.
1. “The Philosophy
of Composition” by
Edgar Allan Poe
Essay
2. “The Raven”
Edgar Allan Poe
Poem
3. “Annabel Lee”
Edgar Allan Poe
Poem
4. “The Fall of The
House of Usher”
Edgar Allan Poe
Short Story
5. House of Usher
Dir. Roger Corman
1960
Film
1. Concept
Mapping
2. Capturing
Melancholy
3. Body
Biography
4. Homebody
5. Socratic
Seminar
6. Film Study
7. Venn
Diagram
8. Literature
Circle
9. Dramatic
Reading
1. Concept
Mapping
2. Capturing
Melancholy
3. Film Study
4. Venn
Diagram
5. Modern Day
Poe
1. Modern Day
Poe (Narrative
in the style of
Edgar Allan
Poe)
1. Students will
be able to
understand
how Mood and
Tone influence
Gothic
Literature.
2. Students will
be able to
critically
analyze a
specific
author’s style
and their
influence on
American
culture.
3. Students will
be able to
synthesize
their
understanding
of mood, tone,
and author’s
style in fictional
narrative.
D. Manipulate
elements of style,
imagery, tone, and
point of view to
appeal to the
senses and
emotions of the
reader
E. Critique own
writing and the
writing of others
from the
perspective of the
intended audience
to guide revisions,
improve voice and
style (word choice,
sentence variety,
figurative
language) and
achieve intended
purpose and effect
Standard: 2.
Reading for All
Purposes
Literary criticism
of complex texts
requires the use
of analysis,
interpretive, and
evaluative
strategies B.
Describe and
contrast
characteristics of
specific literary
movements and
perspectives E.
Evaluate how
literary
components
impact meaning
(such as tone,
symbolism, irony,
extended
metaphor, satire,
hyperbole)
F. Demonstrate
knowledge of
classical
foundational
works of world
literature
G. By the end of
grade 12, read and
comprehend
literature,
including stories,
dramas, and
poems, at the high
end of the grades
11–CCR text
complexity band
(4)
Contemporary
Gothic:
Examples of
1. The Woman in
Black Susan Hill
Novel
2. Art work from
1. Inside
Outside
Discussion
2. Memory
1. Literature
Circle
2. Film Study
3. Final Project
1. Final Project:
Student choice
of either A.
Research
1. Students will
be able to
critically
examine and
independently and
proficiently. (CCSS:
RL.11- 12.10)
Standard: 3.
Writing and
Composition
Effectively use
content-specific
language, style,
tone, and text
structure to
compose or adapt
writing for
different
audiences and
purposes A. Use a
range of
elaboration
techniques (such
as questioning,
comparing,
connecting,
interpreting,
analyzing, or
describing) to
establish and
express point of
view and theme
C. Develop context,
character/narrator
motivation,
problem/conflict
and resolution,
and descriptive
details/examples
to support and
express theme
D. Manipulate
elements of style,
imagery, tone, and
point of view to
appeal to the
senses and
emotions of the
reader
E. Critique own
writing and the
writing of others
from the
perspective of the
intended audience
to guide revisions,
improve voice and
style (word choice,
sentence variety,
figurative
language) and
achieve intended
purpose and effect
Standard: 1. Oral
Expression and
Listening
Effective
Contemporary
Gothic works
and the
Examination
of Suspense,
Romance, and
the Depth of
Human
Emotion
Length: 15
class days,
assigned
reading on in
between block
days.
Sin City, Batman,
and The Crow
Graphic Novel,
Comic Books
3. Gothic
Influences in
Music:
A. “I Would Do
Anything for Love”
Meatloaf (YouTube
music video)
B. “Everybody”
(YouTube music
video) Backstreet
Boys
C. “It’s All Coming
Back to Me” Celine
Dion (YouTube
music video)
D. “Popular Song”
Mika (YouTube
music video)
E. “System” Korn
(YouTube music
video)
F. “Give Me Love”
Ed Sheeran
(YouTube music
video)
4. “What Lies
Beneath” Dir.
Robert Zemeckis
2000
Film
Box
3. Literature
Circle
4. Graphic
Novella
5. Music
Narrative
6. Debate
7. Film Study,
Film Review
8. Fishbowl
project on a
contemporary
Gothic text
(film, movie,
comic, etc.) in
which the
student will
examine how
that piece
classifies as
Gothic. B.
Creative project
in which the
students will
create a
portfolio that
details Gothic
themes in
whatever
medium the
student chooses
(photography,
art, journal,
narrative, etc.
analyze
contemporary
examples of the
Gothic genre.
2. Students will
be able to
create a final
project in
which they will
synthesize
their
understanding
of Gothic
Literature, its
themes and
concepts as
well as their
understanding
or counter
understanding
of the
overarching
theme of the
course.
collaborative
groups
accomplish goals
A. Work with
peers to promote
civil, democratic
discussions and
decision-making,
set clear goals and
deadlines, and
establish
individual roles as
needed. (CCSS:
SL.11-12.1b) B.
Propel
conversations by
posing and
responding to
questions that
probe reasoning
and evidence;
ensure a hearing
for a full range of
positions on a
topic or issue;
clarify, verify, or
challenge ideas
and conclusions;
and promote
divergent and
creative
perspectives.
(CCSS: SL.1112.1c) C.
Implement an
effective group
effort that
achieves a goal D.
Participate in the
preparations of the
group activity or
product, defining
and assuming
individual roles
and
responsibilities E.
Assume a
leadership role in
a group that is
collaboratively
working to
accomplish a goal
F. Self–evaluate
roles in the
preparation and
completion of the
group goal
G. Critique and
offer suggestions
for improving
presentations
given by own
group and other
groups
Standard: 2.
Reading for All
Purposes
Literary criticism
of complex texts
requires the use
of analysis,
interpretive, and
evaluative
strategies B.
Describe and
contrast
characteristics of
specific literary
movements and
perspectives E.
Evaluate how
literary
components
impact meaning
(such as tone,
symbolism, irony,
extended
metaphor, satire,
hyperbole)
F. Demonstrate
knowledge of
classical
foundational
works of world
literature
G. By the end of
grade 12, read and
comprehend
literature,
including stories,
dramas, and
poems, at the high
end of the grades
11–CCR text
complexity band
independently and
proficiently. (CCSS:
RL.11- 12.10)
Standard: 3.
Writing and
Composition
Effectively use
content-specific
language, style,
tone, and text
structure to
compose or adapt
writing for
different
audiences and
purposes A. Use a
range of
elaboration
techniques (such
as questioning,
comparing,
connecting,
interpreting,
analyzing, or
describing) to
establish and
express point of
view and theme
C. Develop context,
character/narrator
motivation,
problem/conflict
and resolution,
and descriptive
details/examples
to support and
express theme
D. Manipulate
elements of style,
imagery, tone, and
point of view to
appeal to the
senses and
emotions of the
reader
E. Critique own
writing and the
writing of others
from the
perspective of the
intended audience
to guide revisions,
improve voice and
style (word choice,
sentence variety,
figurative
language) and
achieve intended
purpose and effect
Course Description
If you love literature that thrills, chills, and explores the deepest darkest and most intense parts of the human
spirit, then you are in the right place! This course is an AP literature course designed to expand on principles of
literary analysis and composition for the college bound student. Throughout this course we as a class will
attempt to determine how Gothic Literature through the examination of human suffering reveals beauty;
through the dark, there can be light. This is not a survey course about the history of the Gothic movement but
instead a close-reading course of Gothic thematic elements that reveal universal truths about the depths of the
human soul. We will be reading a variety of plays, poems, prose as well as engaging with other entertainment
mediums such as music and film. "Listen to them, the children of the night, what music they make!" (Bram
Stoker, Dracula)
Overarching Concept Explanation
How does Gothic Literature reveal beauty through human suffering? This is a very deep and intriguing
question to center a course around. I first started thinking about this after I read Edgar Allan Poe’s essay, “The
Philosophy of Composition,” in which he gives a step-by-step description of how he composed “The Raven.” In
the essay he goes into great detail about how Beauty is the “essence” of a poem and how when an author is
composing a poem, he/she should evoke Beauty in the highest form:
Regarding, then, Beauty as my province, my next question referred to the tone of its highest
manifestation—and all experience has shown that this tone is one of sadness. Beauty of whatever
kind, in its supreme development, invariably excites the sensitive soul to tears. Melancholy is
thus the most legitimate of all the poetical tones.
- Edgar Allan Poe
This was so fascinating to me, the simple deduction of it all; that human beings can only feel from the depths of
their soul that something is truly beautiful through pain, through intense emotional states. Therefore in order
to reach the soul, to have a piece of writing permeate it so deeply, the physical words must evoke a sense of
suffering, of melancholy. The Gothic genre, in which Poe writes so famously, explores: fate destiny, death,
madness, love, loss, and the depths of evil. All of these explorations reveal the depth of human emotion because
the genre purposefully exaggerates those emotions using things like supernatural opposition, suspense and
terror. What a wonderful way to instill empathy in young people! Not only, does it allow us to critically think
about our emotions as human beings but also, it allows us to analyze a genre of literature that has profound
lasting elements in our society today. The majority of YA books read by teens and adults alike, all contain
elements of the Gothic; there are romances, monstrous creatures, supernatural elements, evil characters,
revivals of medieval narratives as well as revivals of classic Gothic Literature like Frankenstein, Dracula and Dr.
Jekyll and Mr. Hyde. These narratives aren’t just prevalent in literature; we see these revivals and elements in
popular film and television like: Penny Dreadful, The Vampire Diaries, Sleepy Hollow, Underworld, Into the
Woods, etc. This course is designed with critical thinking, literary analysis, and cultural relevance in mind; as
well as just enjoying great stories.