Gothic Unit Plan English
Gothic Unit Plan English
Gothic Unit Plan English
10129684
CURR318
ENG2P
Dr. Jane Chin
April 20th 2015
Table of Contents
Critical Introduction - - - - - - - 4
Supplementary Texts - - - - - - 10
Lesson Plans - - - - - - - 15
Letter to Parents - - - - - - - 25
Assessment of Learning - - - - - - 27
Bibliography - - - - - - - - 28
Extrapolating gothic themes from Gail Gallant’s Apparition and applying them to the
inception of gothic novels I think would be a fun unit for high school students to enjoy. The
protagonists journey through a world of gothic/magical realism has some stark comparisons to
early gothic works such as Castle of Otranto, all the way up to Strange Case of Dr Jekyll and Mr
Hyde. What makes a work “gothic” and exploring the genre of horror and the supernatural I
think would make for an interesting unit. Also, most of the classic gothic work is public domain
and someone the most accessible writing from that time. The unit will focus on their reading
comprehension skills, as well as their writing skills through the lens of genre.
Students will write in a gothic 1. Students will engage in Reading and Literature:
style, a poem, song or close reading of text to 1. Reading for Meaning
another work in the gothic identify major themes, 1.2 Using Reading
genre. Through close reading character development, Comprehension Strategies
of the text, they will be able to and key plot points. 1.5 Extend Understanding
use a series of classic gothic 2. Students will recreate a Of Texts
scenarios and themes in gothic text of their own 2. Reading with Fluency
order to re-create a short using these key themes 3.1 Reading Familiar
work. that they’ve developed Words
through using different 3.2 Reading Unfamiliar
language. Words
3. Writing:
Developing and Organizing
Content
1.1 Identifying Topic,
Purpose, and Audience
1.2 Generating and
Developing Ideas
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Learning Goal 1
(class 2)
Activity 1
Dramatic Reading:
Have the students in groups, prepare a gothic, dramatic reading of a passage from the
book. Use of effects such as music, costuming, etc. should be considered.
Learning Goal 2
(class 5)
Activity 2
Learning Goal 3
(class 9)
Activity 3
Clash of Context:
Students will now take a children’s book from a well known offer and give it a “gritty
reboot” using elements of the gothic style. This will be written up as a book and then
presented to the class as a children’s story. The content of the work as well as the
presentation will be evaluated.
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Supplementary Texts
Visual Art:
here we go again
cause it's cold outside, when you coming home
cause it's hot inside, isn't that enough
https://www.youtube.com/watch?t=60&v=GacvwgKA810
Poems:
THE DANCE OF DEATH
Written by: Johann Wolfgang von Goethe
1813.
The Wanderer
Written by: Alan Seeger
Like an express,
the waves behind the wavelike curtain crash.
Tod Browning adapts Stoker via the stage play in which Bela Lugosi had already starred to
popular acclaim. While Browning shot on the Universal sets by day, by night director George
Melford led Carlos Villarías through his paces in the Spanish-language version, which some
enthusiasts regard as more stylish than its English-language counterpart. Although Lugosi
never received the critical praise he craved (and deserved), he got his own back from beyond
the grave when Martin Landau won an Oscar for playing him in Tim Burton’s affectionate biopic,
Ed Wood.
http://www.imdb.com/title/tt0021814/
Frankenstein
1931
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“It’s alive!” Colin Clive essays his ground-breaking version of the doctor who would be God in
James Whale’s adaptation of Mary Shelley’s novel, which again has its roots in a theatrical
production. Bela Lugosi claimed he turned down the role of the “monster” because it was a non-
speaking part, leaving Boris Karloff to step into the creature’s giant shoes and Jack Pierce’s
makeup. A sequel, Bride of Frankenstein, is a rare example of a follow-up that matches and
perhaps even bests the original. Bill Condon’s 1998 Gods and Monsters offers an intriguing
take on Whale’s tortured vision
http://www.imdb.com/title/tt0021884/?ref_=nv_sr_5
****JUSTIN :) Julie only had one film, so I put 2 instead of supplementary texts. Does that meet
your requirement??
This is Julie’s:
Lesson Plans
Students will read for purpose 1. Students will define key Reading and Literature
and demonstrate an literary terms used in Studies - Reading for
understanding of meaning of discovering meaning Meaning:
the text using reading within a text. 1.2 Using Reading
comprehension strategies, 2. Students will interpret the Comprehension Strategies
and will increase their reading terms in meaningful Reading With Fluency:
fluency of familiar and context to the novel 3.1 Reading familiar words
unfamiliar words. studied throughout the 3.2 Reading unfamiliar words
unit.
3. Students will track their
reading progress, and
through graphic organizers
will demonstrate an
understanding of meaning
through tracking character
development, major plot
developments, and
becoming familiar with
unfamiliar words.
Learning Skills:
1. Collaboration
2. Organization
3. Self-Regulation
Notes: Students will engage in collaborative work to create a class graphic organizer. The
activity (which will span the length of the unit) will require students to work together, maintain
organizational skills, and practice self-regulation when participating in class work and
discussion.
Literacy Focus:
1. Read for purpose and pleasure
2. Read and interpret
3. Think critically and respond to the text
10 The Hook Introduce the novel and the major Class set of novels
theme the unit will follow.
Hand out novel:
1. Have students examine the
novel (look at the cover, read
the back cover etc)
2. Engage in discussion of first
impressions of the novel
(Assessing interest levels,
gaging where to take the unit
based on student discussion)
Connects with audio and visual learners
Students will expand their 1. Students will define and Reading and Literature
understanding of the recognize common Studies - Reading for
characters in the text by challenges of OCD. Meaning:
experiencing and reflecting 2. During class discussion 1.5 Extend Understanding of
on an activity designed to students will compare Texts
promote empathy. those challenges to
episodes of the
protagonist found within
the text.
3. Students will experience
the challenges of coping
with OCD through a
simulation exercise that
will promote empathy and
understanding.
4. Students will demonstrate
their extended
understanding of the text
by synthesizing their
experience and comparing
it to the experiences of the
novels’ protagonist.
Learning Skills:
1. Self-Regulation
2. Collaboration/Group Work
3. Responsibility
Notes:
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This lesson will occur over a day long period on a field trip to The Rock Oasis Indoor Rock
Climbing Gym. Students will participate in a structured activity that will require them to work
together and take responsibility for their own actions. Self-regulation/management will be
necessary to the success of the day.
Literacy Focus:
1. Read for purpose and pleasure
2. Write with purpose and clarity
Notes: Students will participate in a hands-on activity that relates to the dvelopment of character
in the text, and will be expected to read the text closely and write a comparison of their
experience to that of the protagonist.
1.5 Learning Tasks 1. Following safety explanation and trial Activity Instructions
hours climbs, allow students to experience Handout and
climbing the walls or bouldering as they Guidelines
normally would approach it.
2. Break students into groups of 4 and
Introduce the challenge activity in
which students will now take turns
climbing the walls following the activity
instructions (Ie. Climb the wall using
only the yellow handles; climb the wall
using your left hand only after moving
your left foot etc.)
Lesson # 9 & 10 February 11th - February 12th 2015: Visual Art, Poetry, Music & the Novel
Note: Students will be approximately half way through the novel. Students have been assigned
their playlist assignment (character development), and are comfortable analyzing key plot
points in relation to the character development of the characters in the novel.
Learning Goal Success Criteria Coded Expectation
Students will read novel for 1. Students will explore Reading and Literature
meaning and use and define important Studies - Reading for
supplementary texts to terms and questions Meaning:
analyze and interpret the used in analysis of texts. 1.6 Analyzing Texts
text’s meaning. Students will 2. Through interpretation Oral Communication -
demonstrate understanding Listening to Understand:
and analysis of
of meaning through an oral 1.5 Interpreting Texts
supplementary texts
presentation using Oral Communication -
appropriate, clear and students will Speaking to Communicate:
coherent language. demonstrate 2.3 Clarity and Coherence
understanding of
meaning of texts.
3. Students will use
analysis of
supplementary texts to
analyze and relate to the
novel
4. Students will record their
findings and prepare for
an oral presentation.
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Learning Skills:
1. Collaboration/Group Work
2. Initiative
3. Self-Regulation
Notes: Student’s will demonstrate initiative by choosing a supplementary text to study, and will
be required to work in groups to analyze and interpret the text in relation to the novel. In the
following class students will be expected to present their findings and engage in discussion in
which self-regulation will be necessary to contribute in an effective and classroom appropriate
way.
Literacy Focus:
1. Use oral communication suitable for purpose and intended audience
2. Read for purpose
3. Read and interpret visual forms
4. Think critically and respond to text or oral work.
Notes: Students will read, listen to, or view supplementary texts and will be expected to use
effective communication, and critical thinking to provide meaning.
20 Silent Reading Ongoing. Students will read novel. Use Graphic Organizer
Period graphic organizer to jot down what
happened in the pages they read, how
they felt about it, and unfamiliar
language they came across.
Our class is about to begin our novel study unit entitled ‘Batman and Robin In the
Search for Identity’. As a class we will be reading The Unlikely Hero of Room 13B by Teresa
Toten. The novel is the winner of the 2013 Governor General Award for Children’s Text, and is a
current nominee of The Ontario Library Association’s Forest of Reading Competition (White
Pine Category). In this coming of age story, the narrative follows almost 15 year old Adam, as
he navigates through the regular trials and tribulations of adolescences, but with the added
challenge of coping with Obsessive Compulsive Disorder. Adam strives to have a normal
identity, but he’s not sure what that means, and he’s on a quest to find it.
We will be studying this novel under the lens of What is Identity? or What makes me,
me? Throughout this unit students will expand on their reading comprehension skills, and
develop their creative writing skills, as they engage in activities and assignments designed to
answer those questions. As a class we will explore character development, and compare the
novel to several supplementary texts including music and art.
As a pre-reading activity, we will be going on a class field trip to The Rock Oasis Indoor
Rock Climbing Gym. The trip will follow several structured activities designed to expose the
students to the everyday challenges of individuals living with mental health disorders, like OCD,
for example only allowing the students to scale the wall using a specific colour. It is my hope
that the trip will promote student empathy, and assist the students in understanding the actions
of Adam throughout the text. A field trip permission form and trip details are attached to this
letter.
Please find attached to this letter a calendar with important dates for you and your child
to remember. Students will receive in class time to work on their assignments, but will be
expected to complete them for homework. Additionally some time in class will be spent reading,
but students will be expected to read assigned pages for homework.This novel is an exciting
read, that I think the students will enjoy, and as a class we will have some fun exploring its
themes and characters! As always please don’t hesitate to contact me with any questions or
concerns you may have.
Sincerely,
February 2015 Novel Unit: Batman and Robin In the Search for Identity
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5 6 7
Start of Field Trip Written
Novel Unit Day! Reflection
Due
8 9 10 11 12 13 14
Assign
Playlist
Activity
15 16 17 Intro to 18 19 20 21
Playlist final Rough
Activity Assignme Draft Due
Due nt
22 23 24 25 26 27 28
Final
Assignme
nt Due
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Assessment of Learning
As the major focus for this unit is the search for identity, and discovering what identity
means, and what it is that defines our identity, for the summative assessment students will
complete an assignment focusing on their own identity. Using the knowledge developed
throughout the unit students will create a visual, written, or oral representation of their personal
identities. I have chosen this assignment to demonstrate student success, as it will have been
previously scaffolded in the lessons and learning activities throughout the unit (for example, the
character identity scavenger hunt). Students will have practiced and developed their oral
presentation, writing and reading comprehension skills, and will be prepared to demonstrate
their new knowledge in a final assignment that still relates to them outside of the classroom.
Below is a description of the assignment for the students to complete.
This assignment will be broken into smaller manageable sections in order to scaffold the
assignment:
1. Brain storming mind map (will have used this tool in the graphic organizer
2. A rough draft of their chosen work - to be handed in (will have previously explored
each method throughout the unit)
3. A final copy for grading (students will receive feedback on their rough draft and will
have the opportunity to improve/change their work before producing the final copy)
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