Unit Summary: American Gothic
Learning Targets:
1. I can identify and analyze the characteristics of Gothic Literature found in various pieces of
literature.
2. I can apply strategies before, during, and after reading to increase my comprehension of “A
Rose For Emily.”
Day One: Historical Background Reading
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Discussion: Ask students what comes to mind (Connotation) of the word gothic? If I told you
there was a type of literature called gothic what would you expect its characters to be like?
Setting? Descriptions? Plot?
Discussion: If you went to see an action movie, what elements would you expect to see? How
are those different from if you went to see a horror movie? Romantic comedy?
Explanation of Summative Assessment: In this unit, we are going to read 3 short stories by
American authors. Once we have finished reading all three, you will write an essay. We will
discuss how to write an essay, etc. But, one possible essay topic will be to explain the elements
of gothic found in these stories. Today we are going to be reading about the historical
background/ common elements of gothic literature. You are to take notes, these notes will help
you on your essay next week.
Read: Literature Book pages 446-448 aloud. Stop and take notes.
Read: Quotes alongside pages 447-448.
Discuss: Do you agree with Lovecraft quote on page 448? Why or why not?
Chart of Gothic Literature “buzz words”: Students look back upon the literature pages we have
read and create a list of words they have seen frequently or think relate to the gothic type of
literature. This will serve as a “Cheat Sheet” when writing their essay.
Day Two: “A Rose for Emily”
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Review: page 516 “Traditions Across Time: Southern Gothic”. Have students copy down “The
elements of Gothic fiction include disturbed or unbalanced characters, strange or terrifying
events, and gloomy or rundown settings.”
Read: “A Rose for Emily” pages 517-524. Create a section summary at the end of each section.
Discuss: How do the characters of the story and the setting match those of the Gothic style?
Plot Chart: Create a plot chart based on the sequence of events in the stories.
Chronological Chart: Take your plot chart and create a chronological progression of Miss Emily’s
life.
Compare: Why did Faulkner decide not to tell this story in chronological order? What impact
does that decision have?
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Discuss: Who is the narrator of this story? How do you know? What impact does this have?
Questions: Answer the questions from page 525. (Discuss or write, depending upon time)
Creative Writing: Using the time left in class, be creative! Write an obituary for Miss Emily. Tell
the story from another characters perspective. How would Miss Emily tell the story? What if
they stumbled upon the secret diary of Miss Emily? Homer Barron? The druggist? The servant?
What would their stories be? Write and turn in, not for credit but for FUN! Think outside the
box!