LTM 632 UbD Unit Plan Leslie Monagle and Steve Altstadt Unit designers: Leslie Monagle, Steve

Altstadt Unit: The Gothic Short Story English Length of lesson: 3 weeks Grade level: 10th Grade

Stage 1 Desired Results Standards: RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text 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. RL.9-10.5. Analyze how an authors choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 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 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. 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. SL.9-10.5. 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. SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Essential questions: What is a literary theme? Why do certain literary topics or Topical questions: Based on the short stories weve read, what are some necessary

LTM 632 UbD Unit Plan Leslie Monagle and Steve Altstadt styles endure? Does a sampling of literature from a particular historical period allow us as readers to perceive something deeper about that time? Do ideas of evil transcend time and place? Why do scary stories appeal to readers across time? characteristics of Gothic fiction? Character types? Settings? What are the advantages of the short story for Gothic tales? Why is setting essential to Gothic literature? Do spooky and / or scary subjects transcend time? Or are we scared of different things now than in the past? Are they essentially rooted in the same primal fears? Has the Gothic ever really gone away?

Student objectives (outcomes): Students will be able to: -Actively discuss literary strategies of short stories -Recognize and analyze the use of style, mood, and atmosphere and how it adds to a story -Compare and contrast the short stories read over the course of the unit -recognize and be able to identify the defining characteristics of the Gothic genre in literature. -apply their understanding of the Gothic in writing, creatively and analytically Stage 2 Assessment Evidence Formative assessment Summative assessment Informal: class discussions, pair Options: Write an original short ghost shares, short creative group ghost story or fairy tale; write a short essay story/fairy tale presentations on a particular story or compare a set of stories we read in class. In either Formal: Short answer quiz students case, students will be asked to will read a passage from a piece of incorporate in their original story (or literature that was covered in class, analyze in their paper) several of the and will be asked to analyze and characteristic elements of Gothic comment upon different literary literary themes and attributes elements therein such as character, addressed throughout the unit, to setting, point of view / voice, tone, demonstrate their understanding and etc. application thereof. Venn Diagram Activity and Reflection: Hawthorne vs. Poe -how are they similar? -list their differences, noting possible explanations related to the context in which they were writing. Do you think they had similar experiences? What do you think motivated or Whether students choose the creative or analytical option, there will also be a formal presentation component, which must make use of visual aids such as a collage or power point, in which the student presents their work and fields questions. Really ambitious students could attempt to

LTM 632 UbD Unit Plan Leslie Monagle and Steve Altstadt inspired each of them? stage their original stories. These various options will necessitate a solid rubric. Both parts of the summative assessment will include a selfassessment for the student to complete. Stage 3 Learning Plan Learning Activities Defining Terms Class Brainstorm: What do we mean by the term Gothic? What are some words or associations that come to mind? Contemporary examples? (Twilight, Vampire narratives and TV shows, Harry Potter, etc.) Homework: Students will read an brief introductory blurb on the Gothic in American literature. What is a theme? Class brainstorm, followed by a lecturette on the Gothic theme in literature and art, with either a nineteenth-century spirit photo or a painting, to explore the question, how are literary themes expressed visually? Does learning about Gothic themes in literature make us better equipped to read similar visual encodings? Students will read a story by Poe and Hawthorne for homework, and work toward identifying a possible theme for each with classmates in the next period. Ghost Stories and Fairy Tales: Every monster in a fairy tale represents the worst fears of society. Mimi Czarnik Think Pair Share: Think back to when you were younger, and recall a particular ghost story or fairy tale that was particularly meaningful to you whether because it scared you so profoundly or because it activated your imagination (or both). Share these thoughts with a peer, then with a larger group, and decide on one that would be the most interesting to present to the class, and work on it during the following class period, to be presented in the second half of that class. The short presentation could be acted out with role play, or in the form of charades, or a simple telling of a story in a voice that conveys a particular mood.

LTM 632 UbD Unit Plan Leslie Monagle and Steve Altstadt Writers Workshop The summative assessment writing projects will be assigned as a process, including a process draft and peer editing, with in-class teacher consultation available.

Materials: Edgar Allan Poe: The Tell Tale Heart The Fall of the House of Usher Ligeia Nathaniel Hawthorne: Young Goodman Brown Alice Doanes Appeal Washington Irving: The Legend of Sleepy Hollow Charlotte Perkins Gilman: The Yellow Wallpaper _____________________________________________________________ Motivation/hook: As a lead-in to the pre-reading activity, we could show a series of clips from contemporary Gothic-esque TV/movies, and use it as the launch into a discussion of what they have in common, etc _____________________________________________________________ Differentiation: This unit plan incorporates differentiated instruction through its various independent, small group, and whole class activities. Students will have opportunities to speak, listen, read and write, and will have different options for completing the summative assessment. The available options draw on different skills and talents. The Gothic themes and characteristics will be viewed in visual art as well, to target the spatial intelligence as well as linguistic.