Human Nature and Gothic Literature
11th Grade Language Arts
Jennifer 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.
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Human Nature in Gothic Literature
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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 abovementioned elements of society, secrets, sanity, reputation, and environment all affect
people.
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Human Nature in Gothic Literature
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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.
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Human Nature in Gothic Literature
Sharpe 5
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-twentiethcentury 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
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Human Nature in Gothic Literature
Sharpe 6
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 Literature
o Show images of Gothic architecture and explain
o Introduce Edgar Allen Poe as a well-known gothic writer
 20 min—Characteristics of Gothic Literature
o 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.).
Fall 2011
Human Nature in Gothic Literature
Sharpe 7
Lesson 2: “The Raven”
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: 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
Fall 2011
Human Nature in Gothic Literature
Sharpe 8
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.
Fall 2011
Human Nature in Gothic Literature
Sharpe 9
Lesson 3: Introduction to Jekyll and Hyde
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: 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
Fall 2011
Human Nature in Gothic Literature
Sharpe 10
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 novella
o One night in 1885, Stevenson had a nightmare so strange that he decided
to use it as the basis for a novel
o 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.
Fall 2011
Human Nature in Gothic Literature
Sharpe 11
Vocabulary Independent Study
To 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.
Allusion
Idiosyncratic
Perplexity
Austere
Infallibly
Repugnance
Calamity
Inscrutable
Sedulously
Demeanor
Ludicrous
Stringent
Disreputable
Mien
Sullen
Enigma
Odious
Unscrupulous
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
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: 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.
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Fall 2011
Gothic Literature Unit Plan
Jennifer Sharpe
Lesson 5: Reputation Discussion
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, 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
Page 14
Fall 2011
Gothic Literature Unit Plan
Jennifer Sharpe
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.
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Fall 2011
Gothic Literature Unit Plan
Jennifer Sharpe
Lesson 6: Journalism Mini-Lecture
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: 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
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Fall 2011
Gothic Literature Unit Plan
Jennifer Sharpe
Lesson 6: Journalism Mini-Lecture
Activities:
 15 min—Brief journalism lecture in preparation for final project
o Review print/broadcast
o 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.
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Fall 2011
Gothic Literature Unit Plan
Jennifer Sharpe
Lesson 7: Human Nature
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: 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
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Fall 2011
Gothic Literature Unit Plan
Jennifer Sharpe
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.
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Fall 2011
Gothic Literature Unit Plan
Jennifer Sharpe
Lesson 8: Mock Interviews
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: 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, purposes
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: Response journals, “Good Doctor Gone Bad” handout
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Gothic Literature Unit Plan
Jennifer Sharpe
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.
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Fall 2011
Gothic Literature Unit Plan
Jennifer Sharpe
Good Doctor Gone Bad
In 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
Explanation
Lanyon 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
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Fall 2011
Gothic Literature Unit Plan
Jennifer Sharpe
Lesson 9: The Gothic Environment
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: 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
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Fall 2011
Gothic Literature Unit Plan
Jennifer Sharpe
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.
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Fall 2011
Gothic Literature Unit Plan
Jennifer Sharpe
The Gothic Environment
Take 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.
Environment
Characteristics
Analysis
(How does it reflect the speaker’s feelings?)
The Chamber
in “The Raven”
(What effect do they have on the speaker/reader?)
Sounds in
“The Raven”
(What does it tell us about Jekyll?)
Jekyll’s House
and Laboratory
(p. 23-24, 34)
(What impression does it give?)
Soho—Where
Hyde Lives
(p. 33-34)
Weather
Conditions in
J&H
(p. 55)
(How does the weather contribute to the atmosphere
and the mood of the story?)
(Why would Stevenson set this event in this park?)
Regent’s Park
(p. 82-83)
(How does it reflect Utterson?)
Utterson’s
House
(p. 17, 37)
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Fall 2011
Gothic Literature Unit Plan
Jennifer Sharpe
Lesson 10: Project Slam
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 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, purposes
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.
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
Page 26
Fall 2011
Gothic Literature Unit Plan
Jennifer Sharpe
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.
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Fall 2011
Gothic Literature Unit Plan
Jennifer Sharpe
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.
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Fall 2011
Gothic Literature Unit Plan
Jennifer Sharpe
“Rubrics still surround the rubric…”
Style
(35 points)
Background
information
(15 points)
Account of
the event
(15 points)
Speculations
(15 points)
Society’s
reaction
(15 points)
Conventions
(5 points)
Outstanding
Very Good
Fair
Needs
Improvement
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 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)
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)
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 is
clearly stated (12)
Society’s reaction
is given brief
attention (8)
Writing makes it
difficult to identify
any comment on
society’s reaction
(5)
Society’s reaction is
clearly stated with
vivid, gothic detail
(15)
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
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Fall 2011
Gothic Literature Unit Plan
Jennifer Sharpe
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.
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