Exploring Gothic Literature and Film of the Past and
Present
A 10-day 11th grade English Instructional Unit Plan designed by:
Miss. Gina Scrafano
Rationale
Gothic (or gothick), a term originally used to described the barbaric or crude has since
taken on other meanings including comparisons to the medieval times era and more recently an
appreciation for the imagination and the magnificent. But what is Gothic literature? Which
historical, as well as current authors can we credit the building of this mystifying genus to? What
makes this literary genre so mysterious and appealing that it has been a success for well over a
century? How has it evolved over the years and what has stayed consistent within the themes of
gothic literature and what has changed? Students will be expected to gain a firm understanding
of what the term Gothic means, its origin, the vocabulary necessary to understand it, and all other
elements that define typical Gothic literature. Once the ground work has been established and a
basis has been constructed, we will start our journey into the literary world of “Goth” by
exploring the dark and spooky works of the one and only, Edgar Allan Poe, including one of his
most famous and well recognized works, “The Fall of the House of Usher.” From there, students
will analyze how the Gothic genre has changed from Poe’s time until now, making sure to note
consistencies and differences along the way. We will then progress toward the Gothic novel
“Frankenstein,” written by Mary Shelly. Our timeline of Gothic literature will conclude with a
look into the currently popular “Twilight” series by Stephanie Meyer. All of these works create
feelings of darkness, suspense, terror, mystery and fear. They search to reveal humanity’s
gloomy side and provoke questions about the supernatural, good vs. evil, and the understanding
of fear and horror. Students will respond in a variety of ways throughout the unit including small
group discussions, presentations, journal entries, and a final portfolio.
General Objectives
1.) Upon completion of this unit, students will be able to explain the change and consistencies
from 19th century Gothic literature to the Gothic literature of today.
2.) Given the various works discussed within this unit, students will be able to identify the facets
of gothic genre that make texts and films “gothic.”
3.) After the completion of the final portfolio, students will be able to compose their own short
gothic story containing at least 5 aspects of gothic literature.
DAY 1
UNIT: Exploring Gothic Literature and Film of the Past and Present
LESSON: Gothic Lit: What we know and what we don’t
TIME LENGTH: 50 min.
COMMON CORE STANDARDS: SL.9-10.1. Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
MOTIVATIONAL DEVICE/PREASSESSMENT: As students enter the room, the words
“Gothic” and “Goth” will already be written on the board. Students will have an opportunity to
approach the board and comment on what they think these words mean, as well as other
student’s comments. This activity will act as a conversation starter and make for a nice
introduction to this unit, while at the same time establishing what my students may already know
about the term Gothic.
OBJECTIVE:
1. Upon completion of this lesson, students will be able to explain what the terms
“Gothic” and “Goth” means using the historical information of gothic literature and
film we have discussed during this lesson.
MATERIALS NEEDED: Chalk, Chalkboard, markers, poster paper, and computer/projector
TECHNOLOGY NEEDED: Computer/projector
LESSON TYPE (Pedagogy): Discussion
LESSON OUTLINE:
1.) Students will be divided into groups of 4-5. They will choose one term listed on the board
that they best think defines the term Gothic. On poster paper, they will create a “spider map”
with that term listed in the middle, and surrounding terms or explanations as to why they think
their central term best embodies the definition of “Gothic.” We will then move into a whole class
discussion while each group shares their poster. (20 minutes)
2.) Transition to interactive power point presentation containing a brief history of the Gothic
genre using only images. Using random selection, students will be asked to describe the images. Are
they scary or are they calm but frightening? What sort of feelings do they evoke? What elements of
the image support your description? How do you think still images compare to films/movies? Which
has the potential to be more frightening? (20 minutes)
3.) Students will individually write a journal entry. They will select the scariest film they think they
have ever watched and describe, based off facets of the gothic genre we have discussed today, what
made it so scary. (Should be at least a paragraph in length) - (8 minutes)
4.) WRAP UP: Everyone with blonde hair will stand up and name one thing they learned from
today’s lesson. (2 minutes)
DIFFERENTIATED LEARNING ACTIVITIES (For diverse & special needs students): A
printed copy of the power point slides will be provided to any visually impaired students.
REFLECTION: Did I convey what actually makes the gothic genre, gothic? Can my students
identify the aspects of an image that makes it scary or frightening and why it does so? Did I
cover my objective?
DAY 2
UNIT: Exploring Gothic Literature and Film of the Past and Present
LESSON: Edgar Allan Poe
TIME LENGTH: 50 min.
COMMON CORE STANDARDS: SL.9-10.1. Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
MOTIVATIONAL DEVICE: Play a short clip from Edgar Allan Poe’s, “The Fall of the House of
Usher.” With a partner, students will discuss the aspects of Goth shown in the clip and then as a
class we will reconvene into a group discussion. This will act as an introduction to our class
discussion of Edgar Allan Poe. I will also explain that “The Fall of the House of Usher” will be
the first text we will be studying this unit. (5 minutes)
OBJECTIVE:
1. Given in the information provided during this lesson, students will be able to
describe how Poe’s life affected his writings and how he set the ground structure for
gothic literature.
MATERIALS NEEDED: Handout on Edgar Allan Poe’s life
TECHNOLOGY NEEDED: Computer/projector
LESSON TYPE (Pedagogy): Discussion/Lecture
LESSON OUTLINE:
1.) As a class we will go over the handout containing facts about Edgar Allan Poe’s life. I will
participate interactively through the projector. (15 minutes)
2.) We will view a short video containing more information about Edgar Allan Poe and as a
class, make connections about the type of “Goth” used in that day and age. (20 minutes)
-Ask questions about how it differs/relates to aspects of Goth seen more recently today.
3.) Students will individually write a journal entry sharing at least 5 facts they have learned about
Edgar Allan Poe. (Should be at least a paragraph in length) - (7 minutes)
4.) WRAP UP: Prepare students for the reading of “The Fall of the House of Usher” that we will
start reading next class, by giving a brief description of the text. (3 minutes)
DIFFERENTIATED LEARNING ACTIVITIES (For diverse & special needs students): A
partner will be assigned to any student needing extra assistance in completing the handout on
Poe.
REFLECTION: Did I cover my objective? Do my students understand Poe’s background
enough to relate it to his writings? What can I do better to convey to my students the differences
and consistencies of the gothic genre from the past vs. the present?
DAY 3
UNIT: Exploring Gothic Literature and Film of the Past and Present
LESSON: “The Fall of the House of Usher” (First Half)
TIME LENGTH: 50 min.
COMMON CORE STANDARDS: SL.9-10.1. Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively. RL.9-10.10. By the end of grade 9, read and comprehend literature, including
stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
MOTIVATIONAL DEVICE: Based off the images and summary on the hard text, students in
groups of 2, will discuss with one another what they think “The Fall of the House of Usher” is
about. As a class we will then discuss collaboratively some partners’ explanations. (5 minutes)
OBJECTIVE:
1. After reading through the first half of “The Fall of the House of Usher,” students
will be able to identify important quotes and symbols that make the text gothic.
MATERIALS NEEDED: “The Fall of the House of Usher” text.
TECHNOLOGY NEEDED: Computer/projector
LESSON TYPE (Pedagogy): Discussion/Lecture
LESSON OUTLINE:
1.) Brief overview of the text and begin reading aloud “The Fall of the House of Usher,”
stopping students at predetermined places in the text to ask questions, check for comprehension,
ask them to predict what will happen next, etc… (35 minutes)
2.) Students will respond to discussion question I have placed on projector in their journals.
(Should be at least a paragraph in length) (10 minutes)
3.) WRAP UP: Have 2 students read their response to the discussion question out loud. (5
minutes)
HOMEWORK: Read the rest of “The Fall of the House of Usher” and be ready to discuss it
next class.
DIFFERENTIATED LEARNING ACTIVITIES (For diverse & special needs students): I will
allot time before next class to discuss any questions a student may have concerning the text.
REFLECTION: Did I cover my objective? Are my students following along with the story? Am
I going to fast and is this too much work at once?
DAY 4
UNIT: Exploring Gothic Literature and Film of the Past and Present
LESSON: “The Fall of the House of Usher” (Second Half)
TIME LENGTH: 50 min.
COMMON CORE STANDARDS: SL.9-10.1. Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively. RL.9-10.10. By the end of grade 9, read and comprehend literature, including
stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
MOTIVATIONAL DEVICE: I will randomly select one lucky student to give the class a quick
summary of the assigned homework reading. If he/she needs help, she can “hot potato” the rest
of the summary to another student, and so on and so on. However, each student called on must
name at least one action or idea that took place in the text. (5 minutes)
OBJECTIVE:
1. Upon completion of “The Fall of the House of Usher,” students will be able to
complete a quiz regarding the history of the term gothic, a brief background on the
life of Edgar Allan Poe, and any important aspects we covered in “The Fall of the
House of Usher.”
MATERIALS NEEDED: “The Fall of the House of Usher” text, handout/quiz, poster paper,
markers.
TECHNOLOGY NEEDED: Computer/projector
LESSON TYPE (Pedagogy): Group work
LESSON OUTLINE:
1.) In groups of 4-5, students will list at least 3 important passages they read from the assigned
homework. Each group will then present their passages and explain why they found them to be
important, making sure to relate them to the aspects of gothic literature we have discussed thus
far. (30 minutes)
2.) As a class we will wrap up our discussion on “The Fall of the House of Usher,” and I will
allow time for any questions, whether it is about the text, or up-coming quiz. (15 minutes)
HOMEWORK: Study for Quiz 1
DIFFERENTIATED LEARNING ACTIVITIES (For diverse & special needs students): I will
arrange a focus room and advisor for any student who needs extra help completing the quiz.
REFLECTION: Did I cover my objective? Did my students work collaboratively in their group
assignment? Who sat by and let others do the work? Who took charge and seems to understand
this content?
DAY 5
UNIT: Exploring Gothic Literature and Film of the Past and Present
LESSON: Introduction to “Frankenstein”
TIME LENGTH: 50 min.
COMMON CORE STANDARDS: RL.9-10.10. By the end of grade 9, read and comprehend
literature, including stories, dramas, and poems, in the grades 9–10 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
MOTIVATIONAL DEVICE: Write “FACTS ABOUT FRANKENSTEIN” on the board, as
students come in, make sure each of them writes down something they know or have heard about
Frankenstein before seating. Go over responses together as a class. (5 minutes)
OBJECTIVE:
1. Upon completion of the power point about Mary Shelly and “Frankenstein”,
students will be able to create a Venn diagram comparing what they have learned
about Poe and “The Fall of the House of Usher” to Mary Shelly and
“Frankenstein.”
MATERIALS NEEDED: The text of “Frankenstein,” by Mary Shelly
TECHNOLOGY NEEDED: Computer/projector
LESSON TYPE (Pedagogy): Lecture
LESSON OUTLINE:
1.) Begin with power point that gives a brief background into Mary Shelly as an author and a
quick summary of “Frankenstein.” (15 minutes)
2.) Transition to reading “Frankenstein,” stopping students at predetermined places in the text to
ask questions, check for comprehension, ask them to predict what will happen next, etc…(Call
on different students to read) (30 minutes)
3.) WRAP UP: Respond to discussion question in journal. (Should be at least a paragraph) (5
minutes)
HOMEWORK: Finish reading Chapters 1-8 of Frankenstein. Students will create a Venn
diagram comparing what they have learned about Poe and “The Fall of the House of Usher” to
what they have read so far in Mary Shelly’s “Frankenstein.”
DIFFERENTIATED LEARNING ACTIVITIES (For diverse & special needs students): I will
provide a printed copy of the power point for any student visually impaired.
REFLECTION: Did I cover my objective? Are my students keeping up with the reading? Am I
making the connections clear between Poe and Shelly’s use of gothic genre?
DAY 6
UNIT: Exploring Gothic Literature and Film of the Past and Present
LESSON: “Frankenstein”
TIME LENGTH: 50 min.
COMMON CORE STANDARDS: SL.9-10.4. Present information, findings, and supporting
evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and
the organization, development, substance, and style are appropriate to purpose, audience, and
task. RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories,
dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
MOTIVATIONAL DEVICE: Begin by asking 2 students to share the Venn Diagrams they
have created the night before. Other students will actively participate explaining if these
diagrams correctly or incorrectly link Poe’s gothic literature, with Shelly’s gothic literature. (5
minutes)
OBJECTIVE:
1. At the conclusion of small group discussion, students will be able to complete the
reading activity sheet provided for them showing their knowledge and
comprehension of chapters 9-13 of Mary Shelley’s, “Frankenstein.”
MATERIALS NEEDED: The text of “Frankenstein,” by Mary Shelly
LESSON TYPE (Pedagogy): Small group discussion
LESSON OUTLINE:
1.) Students will convene into groups of 5 with approx four students in each group. Each group
will be assigned and be responsible for reading a chapter of “Frankenstein.” (Either chapter 9,
10, 11, 12, or 13). (35 minutes)
2.) If time allows it, students will complete the handout of questions regarding their chapter. If
not it should be completed for homework and they will be shared collaboratively the next day.
(10 min)
HOMEWORK: Finish handout on your assigned chapter if you could not complete it in class.
Be ready to present it to the class tomorrow.
DIFFERENTIATED LEARNING ACTIVITIES (For diverse & special needs students): I will
place students with reading difficulties in groups with stronger students that can read aloud the
text for them.
REFLECTION: Are my students keeping up with the reading? Am I making the connections
clear between comprehending Shelly’s “Frankenstein,” and also drawing upon connections to the
changes in gothic literature given the advanced time period?
DAY 7
UNIT: Exploring Gothic Literature and Film of the Past and Present
LESSON: “Frankenstein”
TIME LENGTH: 50 min.
COMMON CORE STANDARDS: SL.9-10.4. Present information, findings, and supporting
evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and
the organization, development, substance, and style are appropriate to purpose, audience, and
task. RL.9-10.10.
MOTIVATIONAL DEVICE: Select one student from each of the previous days groups to
briefly explain their favorite scene in their given chapter and why, making sure to relate it to
aspects of gothic literature. (5 minutes)
OBJECTIVE:
1. Upon completion of the chapters 9-13 reading packet, students will understand how
aspects of gothic literature from Poe’s time period have changed to better suit the
time period Mary Shelly’s “Frankenstein” was written in.
MATERIALS NEEDED: The text of “Frankenstein,” by Mary Shelly
TECHNOLOGY NEEDED: Computer/projector
LESSON TYPE (Pedagogy): Lecture
LESSON OUTLINE:
1.) Each group will present their handout on their assigned chapter of Frankenstein to the class
over the projector. Students will interactively fill out each chapter and upon conclusion of the
lesson have a completed packet covering chapters 9-13 of Frankenstein. (40 minutes)
3.) WRAP UP: Respond to discussion question in journal. (Should be at least a paragraph) (5
minutes)
HOMEWORK: Read Chapters 14-20 of Frankenstein.
DIFFERENTIATED LEARNING ACTIVITIES (For diverse & special needs students): I will
provide a printed copy of the Frankenstein chapter’s 9-13 packet.
REFLECTION: Did I cover my objective? Are my students keeping up with the reading? Am I
making the connections clear between Poe and Shelly’s use of gothic genre?
DAY 8
UNIT: Exploring Gothic Literature and Film of the Past and Present
LESSON: Wrapping up “Frankenstein”
TIME LENGTH: 50 min.
COMMON CORE STANDARDS: RL.9-10.10. By the end of grade 9, read and comprehend
literature, including stories, dramas, and poems, in the grades 9–10 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
MOTIVATIONAL DEVICE: Allow this time for any questions on last night’s reading of
chapters 14-20 of Frankenstein. (5-10 minutes)
OBJECTIVE:
1. Upon conclusion of “Frankenstein,” students will be able to revisit their Venn
Diagrams, expanding upon them, drawing further comparisons and differences
between Poe use of gothic literature in “The Fall of the House of Usher” and
Shelly’s use of gothic literature in “Frankenstein.”
MATERIALS NEEDED: Movie- “Frankenstein”
TECHNOLOGY NEEDED: TV, DVD player
LESSON TYPE (Pedagogy): Lecture
LESSON OUTLINE:
1.) As a class we will watch the final chapters (20-24) from the movie Frankenstein. (30 minutes)
2.) Students will respond to discussion questions showing a comprehension of the change of
gothic literature taking place from Poe’s time to Shelly’s time, that I have placed on projector in
their journals. (Should be at least a paragraph in length) (10 minutes)
3.) WRAP UP: Have 2 students read their response to the discussion question out loud. (5
minutes)
HOMEWORK: Prepare for “Twilight.” Since we will not have time to read the entire text, I
want you to go home and Google or You tube any information or clips you can find to gain a
better sense of what the book, and movie are about, if you haven’t read or seen it.
DIFFERENTIATED LEARNING ACTIVITIES (For diverse & special needs students): I will
allot time at the end of the day to hold a meeting with students who may have concerning the
text.
REFLECTION: Are my students grasping the concept of the change of gothic literature I am
trying to convey to them?
DAY 9
UNIT: Exploring Gothic Literature and Film of the Past and Present
LESSON: Introduction to “Twilight” TIME LENGTH: 50 min.
COMMON CORE STANDARDS: RL.9-10.3. Analyze how complex characters (e.g., those
with multiple or conflicting motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
MOTIVATIONAL DEVICE: As students enter the room, the words “WHAT WE KNOW
ABOUT TWILIGHT” will already be written on the board. Students will have an opportunity to
approach the board and leave a comment or even just a word that will contribute an idea to what
they know about “Twilight.” This activity will act as a conversation starter, while at the same
time establishing what my students may already know about Twilight or misconceptions they
might have surrounding it. (5 minutes)
OBJECTIVE:
1. Upon completion of today’s lesson, students will be able to list the differences of
gothic literature seen in Twilight versus aspects of gothic literature seen in Poe and
Shelly’s texts.
MATERIALS NEEDED: PowerPoint
TECHNOLOGY NEEDED: Computer, projector
LESSON TYPE (Pedagogy): Lecture
LESSON OUTLINE:
1.) Present an interactive PowerPoint that gives a general overview of the story line of
“Twilight.” Noting along the way the aspects of Goth found in the story and how they differ
from the past texts we have studied concerning gothic literature. (40 minutes)
WRAP UP: Prepare students for the “Twilight Collage” they will be constructing tomorrow.
HOMEWORK: Brainstorm things you would like to include in your collage. You only have 50
minutes to complete your collage tomorrow in the computer lab so come prepared and ready to
not waste time!
DIFFERENTIATED LEARNING ACTIVITIES (For diverse & special needs students): For
students with visual impairments, I will provide an enlarged copy of the PowerPoint.
DAY 10
UNIT: Exploring Gothic Literature and Film of the Past and Present
LESSON: “Twilight” Collage TIME LENGTH: 50 min.
COMMON CORE STANDARDS: SL.9-10.4. Present information, findings, and supporting
evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and
the organization, development, substance, and style are appropriate to purpose, audience, and
task.
MOTIVATIONAL DEVICE: (Use this time to make sure computers are started and running
for the students. Time is of the essence!)
OBJECTIVE:
2. Upon completion of today’s lesson, students will be able to create a collage
portraying the aspects of gothic literature shown throughout “Twilight,” including
captions that explain how these are different from aspects seen prior in Poe and
Shelly’s texts.
MATERIALS NEEDED: Poster board, glue, scissors
TECHNOLOGY NEEDED: Computer, printer, (access to computer lab)
LESSON TYPE (Pedagogy): Group work
LESSON OUTLINE:
1.) In groups of 4-5, students will create a collage using images, words, etc…they have found on
the computer that portray the aspects of gothic literature shown throughout “Twilight,” including
captions that explain how these are different from aspects seen prior in Poe and Shelly’s texts.
(45 minutes)
WRAP UP: Given the time left, students can present their collages to the class.
HOMEWORK: Prepare for Final Assessment Portfolio
DIFFERENTIATED LEARNING ACTIVITIES (For diverse & special needs students): I will
make sure to strategically place students who need extra guidance, in groups with other students
who I think can provide that for them.
REFLECTION: Did I cover my objective? Did my students work collaboratively in their group
assignment? Who sat by and let others do the work? Who took charge and seems to understand
this content?
FINAL ASSESSMENT PORTFOLIO
Since this unit primarily aims at analyzing gothic literature of the past up until the present, what
better way to show understanding and developmental growth other than composing a portfolio
that will act as a sort of timeline through our journey into numerous gothic literary works?
DIRECTIONS: Each student will create his/her own portfolio containing the following items:
1.) POWERPOINT PRESENTATION (40 points)- It’s your time to be the teacher! Create
between a 15-20 slide power point presentation demonstrating your knowledge of the historical
facts and events that surround gothic literature. Make sure to include what Gothic literature is,
which historical, as well as current authors can be credited with the building of this mystifying
genre, what makes this literary genre so mysterious and appealing that it has been a success
for well over a century, how it has evolved over the years, what has stayed consistent within the
themes of gothic literature and what has changed, its origin, the vocabulary necessary to
understand it, and all other elements that you feel are important in defining typical Gothic
literature that we have studied throughout the unit. Please also include at least 5 small pictures.
(Then print out and place in final portfolio binder)
2.) GOTHIC LITERATURE PROGRESSIVE TIMELINE (30 points)- Construct a timeline that
designates a spot to each of the gothic works we have studied this unit. (Fall of the House of
Usher, Frankenstein and Twilight). For each work, include the title, author, year it was written,
major characters, brief synopsis of the plot and any major elements of gothic literature shown
within it. Underneath your time line write at least one paragraph explaining what elements of the
gothic literature have stayed consistent and which have evolved from the beginning of your time
line until the end. Please also include one image for each. Also, please use your imagination!
Use any colors or designs you wish as long as your time line stays legible and professional. Let
your creativity show! (Keep in mind this will also be placed in your final portfolio binder, so make
sure to design your time line and the necessary pages needed to accommodate it
appropriately).
3.) FINAL PAPER (30 points)- In your discussion groups (4-5 students) create your own gothic
short story. Your paper must include at least 5 elements surrounding gothic literature that we
have studied throughout the semester. BE CREATIVE but appropriate! After you have printed
out the final draft of your story, please highlight the instances in which you incorporated 5
elements of gothic literature. Structure your paper in a five paragraph format, that way each of
you will primarily be responsible for one paragraph. Keep in mind this is a GROUP effort and
group participation cards will be handed out and collected at the conclusion of this portfolio.
(Each of you is responsible for including a copy of your story in your portfolio).