mrsbrittanyenloe.weebly.com · Web viewOctoberfest. A 3 week Unit on Gothic Literature and Film ....

OctoberfestA 3 week Unit on Gothic Literature and Film

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Table of Contents

I. Materials………………………………………………………....3-4

II. Rationale……………………………………………………......4-6

III. Goals and Rubrics…………………………………………...6-14

IV. Introductory Activity……………………………………….14-15

V. Daily Lessons and Activities……………………………....15-21

VI. Inventory…………………………………………………….21-39

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I. Materials

A. Poems

Emily Dickinson

“Because I could not stop for Death”

Robert Browning

“My Last Duchess”

Edgar Allen Poe

“The Raven”

“Annabel Lee”

“To Helen”

“The Haunted Palace”

B. Short Stories

Washington Irving

The Legend of Sleepy Hollow

William Faulkner

A Rose for Emily

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Edgar Allen Poe

The Masque of the Red Death

The Cask of Amontillado

The Fall of the House of Usher

The Tell-Tale Heart

C. Films

Coraline

To Kill a Mockingbird

A Raisin in the Sun

D. Tools

150 Poetry Analysis worksheets

50 Short Story Analysis worksheets

25 Gothic Element/Types sheets

white board/dry erase markers

red homework basket

smart board (able to play films)

check-out 13 laptops from computer lab

25 Poe Project assignment sheets

25 Gothic Film Analysis assignment sheets

II. Rationale

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When one ponders the month of October, he/she often thinks of

Halloween and all of the festivities and decor associated with it: fall leaves of

red, orange, and gold, trick-or-treating down a dim neighborhood street,

telling ghost stories, or even superstitious, black cats. It is from these things

that the idea of celebrating such mysterious genre originated. Moreover,

many authors were inspired from those eerie emotions into composing

pieces of literature that are deemed Gothic. Gothic literature is an

exploration of the transition between right vs. wrong, the chaos, the

corruption, the fears and anxieties, the taboo, the extremes, and the profane

within self and society. However, not all pieces of Gothic literature are scary.

Some pieces focus on the abstract, the unknown, and the unusual. There are

several elements that demonstrate Gothic literature: landscapes, psyche,

figures, religion, dearth, phenomena, the sublime, the grotesque, the

uncanny, and the abject. Each element contributes a unique definition of

Gothic in literature. There is a plethora of themes present in Gothic

literature, such as madness, corruption, and murder of the innocent in Poe’s

works, depravity in A Raisin in the Sun, poltergeists in The Legend of Sleepy

Hollow, and so on. These overarching themes will provide a sense of

continuity in the unit.

There are many established authors that have been placed in the

Gothic genre, of which are excellent pieces of literature for the high school

classroom. These students are at the age where mystery intrigues them.

Gothic literature provokes multiple emotions when being read and allows

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students to identify parts of themselves that have yet to be discovered.

Moreover, since most Gothic literature is fiction, studying this genre allows

students to think creatively and analyze the literature with broader

perspectives. This abstract level of thinking is advised for the high school

English classroom according to Common Core standards. These standards

also require that students explore a variety of genres and identify literary

elements within these genres. Teaching Gothic literature in the classroom

will provide students with an interesting genre and new literary elements.

This unit will explore literature from the authors Dickinson, Browning, Poe,

Irving, and Faulkner, and the films A Raisin in the Sun and To Kill a

Mockingbird. The Gothic is easily derived from the poems and short stories,

while the films are not Gothic on the surface. Students will be encouraged to

study the films and respond in Gothic context, by writing a Gothic Film

Analysis. This will be the conclusion to the unit, and it will test the students’

abilities to define the Gothic and identify its many elements. Gothic literature

should be taught in the classroom because it is historically relevant, intrigues

the students, provokes new emotions, and broadens the students’

perspectives. During the favored month of October, let us explore the

minutiae of the season!

III. Goals and Rubrics

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1. EOD Daily Journal Notebook

5%

2. Poetry Analysis & Short Story Analysis Worksheets

5%

3. Gothic Elements Exam

10%

4. DI Notebook (Participation)

20%

5. Poe Group Presentations

30%

6. Gothic Film Analysis

30%

End of Day (EOD) Daily Journals

Throughout the unit, we will be reading and exploring different portions of

the Gothic. Almost every class, I will ask you to record your responses and

questions to texts we have read or assignments we have done in class. You

will have 15 minutes to complete them.

Your journal is intended to help you organize and discover your thoughts

on what we do in class and the texts you read.

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You do not need to be concerned about perfect grammar or syntax when

you write in your journal. Instead, I want you to concentrate on generating

thoughtful responses and/or questions.

You will use the journal to record personal responses to readings and

first impressions to what we do in class. How did the lesson make

you feel? What did you learn? Etc.

Because I am asking you for personal responses, any entry you do not

want me to read should be marked at the top of the page with an X.

Remember, I am required to share any thoughts or suggestions of violence,

suicide, substance abuse, family abuse, or other harmful behavior with the

school counselors. (Such entries will not be counted for, or against, the

journal grade laid out on the rubric, because I cannot grade it for the

response itself.)

I will take up your journals 3 random times throughout the unit to be

graded.

Each journal entry needs to be about half a page.

Rubric for Journal Entry

Category 4 3 2 1 0

Response Student responds thoughtfully, clearly, and with detail to prompts, questions, or other assigned

Student responds fairly thoughtful, clear, and with some detail to prompts, questions, or

Student responds with little thought, is not very clear, and gives little detail to prompts, questions, or

Student responds with little to no thought, is not clear, and gives no detail to prompts, questions, or

No Journal Entry

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responses. other assigned responses.

other assigned responses.

other assigned responses.

Length Half or more of a page for a single response has been written.

A little less than half of a page has been written.

¼ of a page has been written.

A few (1-2) sentences have been written.

No Journal Entry

Scale: 8/8= 100%; 4/8= 50%

Poetry Analysis Worksheets & Short Story Analysis Worksheets

Students will be given one of these worksheets for either a poem or short

story. They will read each piece and complete the worksheet while they read.

These worksheets serve as guides to analyze the poem or short story.

Students will begin the worksheets in class and be asked to finish them for

homework. They will be submitted at the end of the poetry subunit and the

short story subunit. See inventory

Poetry Analysis & Short Story Analysis Worksheets Rubric

This will be a completion grade only. (easy 100). Students will

receive 100% for full completion, 50% for half completion, and 0%

for no submission.

Poe Group Presentations

There will be four groups, with one of Poe’s short stories assigned to each

group. You will teach the short story to the class by choosing one of the

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presentation methods below. Each group is required to show exceptional

knowledge of the gothic elements, a brief biography of Poe, and a

summary of the short story.

Group A: The Masque of the Red Death-

Group B: The Cask of Amontillado

Group C: The Fall of the House of Usher

Group D: The Tell-Tale Heart

1. Make a movie: Prepare a short film that exemplifies the short story to be

played on prez day. Be sure to include the gothic elements derived from the

story, a brief biography of Poe, and a summary of the short story- (the film

itself should reflect the plot of the short story).

2. Write a lyric/rap/poem: Prepare a lyric, rap, or poem to perform aloud

to the class on prez day. If you choose a lyric or rap, instrument(s) should be

used. Be sure to include the gothic elements derived from the story, a brief

biography of Poe, and a summary of the short story.

3. Present a PowerPoint: Prepare a PowerPoint presentation for prez day. The

PowerPoint should include music, pictures, links, transitions, and appealing

colors and wording. Be sure to include the gothic elements derived from the

story, a brief biography of Poe, and a summary of the short story. BE SURE

your PowerPpoint is unique and NOT a clone of the teacher’s.

4. Create a brochure: Prepare brochures for prez day. Brochures should be

informational, as if to be premiering the short story. Be sure to include the

gothic elements derived from the story, a brief biography of Poe, and a

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summary of the short story. Brochures should have pictures and be colorful

and appealing. They should be done on the computer and have enough

printed for the teacher and every student.

Rubric for Poe Group Presentations

Category 4 3 2 1

Summary

Displays complete, exceptional, knowledge of plot.

Displays mostly complete, good knowledge of plot.

Displays missing pieces of plot and some knowledge.

Displays little to no knowledge of plot.

Gothic

Elements

1. Displays exceptional knowledge of elements.

2. Defines all elements

1. Displays good knowledge of elements.

2. Defines most elements

1. Displays some knowledge of elements.

2. Defines some elements.

1. Displays little to no knowledge of elements.

2. Defines little to no elements.

Brief Poe

Biography

1. Displays exceptional knowledge of Poe.

2. Displays good knowledge of Poe.

3. Displays some knowledge of Poe.

Displays little to no knowledge of Poe.

Professionali

sm

Exceptional eye contact, enunciation, and knowledge to material being presented.

Good eye contact, enunciation, and knowledge to material being presented.

Some eye contact, enunciation, and knowledge to material being presented.

Little to no eye contact, enunciation, and knowledge to material being presented.

Scale: 16/16= 100%; 8/16= 50%

Gothic Elements Exam

Gothic elements: landscapes, psyche, figures, religion, dearth, phenomena,

the sublime, the grotesque, the uncanny, and the abject. See inventory.

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1. Teacher will ask students to get out a blank sheet of notebook paper.

2. Teacher will read aloud each element and the student will do the

following:

1. Definition of element

2. Example of element

Example:

1. Grotesque: elements of incongruity and disproportion; disturbing

and ugly material/experience that cannot be seen as sublime

2. Frankenstein's Monster; the Phantom of the Opera

Gothic Elements Exam Rubric

A. (8 points per question; 10 questions)

Correct definition of each element= 5 points

B. Correct example of each element= 3 points

80/80= 100%; 40/80= 50%

Gothic Film Analysis

Choose from the two films presented in class. (Either A Raisin in the Sun or

To Kill a Mockingbird). Compose a gothic analysis, analyzing the film in a

Gothic context. Each of these films are not considered wholly Gothic films,

however, there is a plethora of gothic elements that can be seen in the films.

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You should be able to display your knowledge of the short story and the

Gothic elements.

Requirements:

1. 3 Gothic elements exemplified in the film

2. 2 examples of each element selected to support analysis

3. 1 introduction and 1 conclusion paragraph

4. 1 thesis sentence presenting the 3 elements

5. 4-5 pages in length

6. 3 or more in-text citations for support with MLA formatting

7. Times New Roman, 12 pt. font, 1 inch margins, double spaced

8. 2 peer-editing signatures as last page

Gothic Film Analysis Rubric

Category 5 Points 4 Points 2 Points 1 PointsThesis 1. Sentence form

2. Placed within intro paragraph3. Presents 3 elements analyzed

1. Not in sentence form2. Placed within intro paragraph3. Presents 3 elements

1. Not in sentence form2. Placed within intro paragraph3. Does not present elements

1. No thesis included

Body 1. Supports thesis with quotes and in-text citation.2. Fluid and natural writing style3. Relates to topic4. Includes at least three different elements5. 2 good examples per element

1. Somewhat supports thesis with quotes and in-text citations2. Somewhat fluid3. Relates to topic4. Includes at least three different elements5. 2 examples per element

1. Somewhat supports thesis but with no quotes and in-text citations2. Not fluid3. Somewhat relates to topic4. Includes less than three elements5. Less than 2 examples

1. No support nor quotes with in-text citations2. Not fluid3. Does not relate to topic4. Includes less than three elements5. Includes no examples

Intro 1. Presents clear thesis2. Introduces at least three elements3. Fluid and natural writing style

1. Presents thesis2.Introduces at least three elements3. Somewhat fluid

1. Unclear thesis2. Does not introduce at least three elements3. Not fluid

1. Lacks thesis or no introduction paragraph included

Conclusion

1. Rewords thesis2. Summarizes all ideas discussed3. Good closing

1. Rewords thesis2. Summarizes all ideas discussed3. No closing

1. Rewords thesis2. Does not summarize all ideas discussed

1. Lacks reworded thesis or no conclusion paragraph

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statement4. Fluid and natural writing style

statement4. Somewhat fluid

3. No closing statement4. Not fluid

included

In-Text Citations

1. Uses at least three2. Proper MLA format

1. Uses at least three2. Improper MLA formatting

1. Uses less than three2. Improper MLA formatting

1. None included

Conventions

1. No grammatical errors2. Exceptional use of vocabulary and diction

1. 0-2 grammatical errors2. Good use of vocabulary and diction

1. 3-5 grammatical errors2. Misuse or lack of good vocabulary and diction

1. 6+ grammatical errors2. Misuse or lack or good vocabulary and diction

Format 1. Submitted by due date2. Times New Roman Font3. 4-5 pages in length4. Includes 2 peer editing signatures5. 1 inch margins6. Double-spaced

1. Submitted by due date2. Times New Roman Font3. 4-5 pages in length4. Includes 1 peer editing signature5. Double-spaced

1. Submitted by due date2. Less than 4-5 pages in length3. Times New Roman font

1. Submitted up to 24 hours after due-date

*If submitted after 24 hours past due date, without prior discussion with teacher, paper will not be accepted*

35/35= 100%; 16/35= 50%

Daily Icebreakers (DI) Notebook

When students walk into class, they should immediately begin on working on

the “DI.” The DI will be written on the board and will base on the Gothic

literature being taught. After housekeeping, teacher and class will discuss

the DI. The Daily Icebreaker notebook will be submitted at the end of each

week for a participation grade.

DI Notebook Rubric

(2 points per DI, 10 assignments)

1. 5/5 DI complete: 100%



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IV. Introductory Activity

Each day is based on a 90-minute class period/ 25 students

DAY 1- Monday

A. Housekeeping 3 minutes

B. DI 1 10

C. Introductory PowerPoint on Gothic Literature: including

defining each gothic element, brief history of Gothic, relevance

of Gothic in the classroom, and a introduction to the authors with

list of pieces that will be taught in the unit (see Materials). The

PowerPoint will include music, transitions, pictures, links, video clips,

and appealing colors/working that pertain to a Gothic style. On this

day, he teacher will be dressed as a Gothic character. Candles will

be lit in the classroom and the environment will be Gothic. This will

allow each student to feel the emotions of Gothic literature,

preparing them for the unit; Distribute handout on Gothic

elements and definitions. 60

D. Distribute and Explain EOD Journals 5

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E. Assign EOD 1 10

F. Pack up 2

*HOMEWORK: none

V. Daily Lessons and Activities (Days 2-15)

PA=Poetry Analysis – a worksheet guide during reading

SSA=Short Story Analysis -worksheet guide during reading

GE= Gothic elements

DAY 2-Tuesday (Teaching theme)


B. DI 2 10

C. Emily Dickinson’s “Because I could not stop for Death” with PA 15

D. What is theme? Themes in Dickinson: Mortality,

immortality, spirituality, love 15

E. Robert Browning’s “My Last Duchess” with PA 15

F. Themes in Browning: Power, language/communication,

art/culture, madness, jealousy 15

F. Assign EOD 2 15

G. Pack up 2

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*HOMEWORK: Finish PA for Death and Duchess. FInd GE in Death and

Duchess.

DAY 3-Wednesday (Imagery focus)


B. DI 3 10

C. Read Poe’s “The Raven” with PA 15

D. What is Imagery? Examples in Raven: "Each separate

dying ember wrought its ghost upon the floor." (7). & "And his

eyes have all the seeming of a demon that is dreaming." (105). 15

E. Read “Annabel Lee” with PA 15

F. GE in “The Raven” and “Annabel Lee” (Whole-group discussion) 15

E. Assign EOD 3 15

F. Pack Up 2

*HOMEWORK: Finish PA for Raven and Lee. Find GE in Raven and Lee.

DAY 4-Thursday (Allusion focus)


B. DI 4 10

C. What is Allusion? Allusion in Helen: An allusion to

Helen of Troy who in mythology is said to be the most

beautiful woman who ever lived. In fact, she was so

beautiful that the Trojan War was said to be started

because of her. 15

D. Poe’s “To Helen” with PA 15

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http://en.wikipedia.org/wiki/Helen_of_Troy

E. Read Poe’s “The Haunted Palace” with PA 15

F. GE in “To Helen” and “The Haunted Palace” (Whole-group

discussion) 15

G. Assign EOD 4 15

H. Pack Up 2

*HOMEWORK: Finish PA for Helen and Palace

DAY 5-Friday (Intro to Short Story)


B. DI 5- collect notebooks 10

C. What is a short story? A short piece of prose fiction

(generally 1-50 pages) which is unified around a single effect;

each element of the story-character, plot, theme, setting, tone,

imagery, etc.--contributes to that effect. 10

E. Read Irving’s The Legend of Sleepy Hollow with SSA 50

F. GE in Sleepy Hollow (Whole-group discussion) 15

G. Pack Up (Students place PA worksheets in red HW basket) 2

*HOMEWORK: Finish SSA for Sleepy Hollow

DAY 6-Monday


B. Hand back notebooks; DI 6 10

C. Read Faulkner’s A Rose for Emily with SSA 30

D. Gothic Elements Exam (see Goals and Rubrics) 30

E. Assign EOD 5 15

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F. Pack up 2

*HOMEWORK: Finish SSA for Emily

DAY 7-Tuesday

A. Housekeeping/ Hand back graded PA worksheets graded 3 minutes

B. DI 7 10

C. Assign Poe Presentations (see Goals and Rubrics)

Have students divide into their groups and begin (reading

& brainstorming) 60

D. Assign EOD 6; collect notebooks 15

E. Pack up (Students place SSA worksheets in red HW basket) 2

*HOMEWORK: Work on Poe Project

DAY 8-Wednesday


B. DI 8 10

C. Students work within groups (planning & analysis of Gothic

elements within short story) 60

D. Hand back notebooks; Assign EOD 7 15

E. Pack up 2

*HOMEOWORK: Work on Poe Project

DAY 9-Thursday

A. Housekeeping/ Hand back SSA worksheets graded 3 minutes

B. DI 9 10

C. Student work within groups 65

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D. EOD 8 10

E. Pack up 2

*HOMEWORK: Work on Poe Project

DAY 10-Friday

A. DI 10; Collect notebooks 5

B. Attendance (during film)

C. Watch Coraline 85

*HOMEWORK: Finish Poe Project

DAY 11-Monday

A. Housekeeping; hand back DI notebooks & GE exams 3

B. Group 1: Poe’s The Masque of the Red Death Prez 15

C. Group 2: Poe’s The Cask of Amontillado Prez 15

D. Group 3: Poe’s The Fall of the House of Usher Prez 15

E. Group 4: Poe’s The Tell-Tale Heart Prez 15

*HOMEWORK: none

DAY 12-Tuesday

A. Housekeeping 3

B. DI 11 15

C. Assign Gothic Film Analysis (see Goals & Rubrics) 15

D. Watch A Raisin in the Sun (take notes on GE in film) 60

E. Pack up 2

*HOMEWORK: work on Gothic Film Analysis

DAY 13-Wednesday

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A. Housekeeping 3

B. Finish watching A Raisin in the Sun (take notes on GE in film) 71

C. Discuss film in Gothic context 15

D. Pack up 1


DAY 14-Thursday

A. Housekeeping 3

B. DI 12 15

C. Watch To Kill a Mockingbird (take notes on GE in film) 60

D. Pack up 2


DAY 15-Friday (last day of unit)

A. Housekeeping 3

B. Collect DI notebooks; collect EOD notebooks (during film)

Finish To Kill a Mockingbird (take notes on GE in film) 70

D. Discuss film in Gothic context. 15

E. Pack up 2


Gothic Film Analysis papers will be collected on DAY 25, which is no

longer the Gothic unit; however, two peer editing sessions will be

held for these papers, which will access the lesson on teaching

editing marks, grammar, syntax, comma usage, MLA formatting,

and in-text citations

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VI. Inventory

The following pages are worksheets, prompts, etc. as seen in Materials

section.

~Gothic Landscapes

*Ruined or decayed dwellings (abandoned house, haunted house, projects,

the ruins of a disaster-ridden house

*Ruined or decayed cities/towns (afflicted by loss of their once distinguished

history through war, plague, social unrest, social unrest, decadence, etc.

*Cities/towns that have been superficially reconstructed, reflecting an

"artificiality of the real"

*Tree-lined back roads

*Crypts, tombs, graves

*Dungeons, torture chambers

*Dark towers, hidden rooms

*Secret corridors/passageways

*Dense spaces (woods, oceans, outer space, caves)

~Gothic Psyche

Gothic

Elements

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*Dream states or nightmares

*Recovered manuscripts or artifacts

*Family secrets

*Forbidden knowledge

*Repressed emotions

*Delusional thinking

*Mental disease/disorder

~Gothic Figures

*Damsels in distress (women caused by socio-political/economic obstacles or

real/perceived mortal danger)

*Men in misery (caused by socio-political obstacles or real/perceived mortal

dangers

*Marvelous or mysterious creatures, monsters, ghosts, or strangers

*Mysterious figures with supernatural powers

~Gothic Religion

*God (does not exist; is indifferent to or involved in human affairs)

*Characters (lack in faith in a real God; do not believe in or are indifferent tot

he existence of God (atheistic or agnostic); have a perverse or deluded

understanding of God's character, and/or Scripture

*Takes something sacred and makes it profane

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~Gothic Dearth

*A significant lack or scarcity of something needed

-Poverty (lack of financial stability)

-Famine (lack of food or means of growing or producing food)

-Ignorance (lack of education, logic, or common sense)

-Psychical illness (lack of health or healthy conditions)

-Bondage (lack of physical or spiritual freedom such as

~Gothic Themes

*Murder of the innocent

*Suicide

*Torture/oppression

*Madness (not necessarily a clinical disease or disorder)

*Doubles and doppelgangers

*Voodoo/ poltergeists

*Demonic pacts

*Diabolic possession/exorcism

*Witchcraft

*Depravity

~Gothic Phenomena

*Specific reference to noon, midnight, twilight (the witching hours)

*Use of the traditionally "supernatural" numbers such as 3,7,13

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*Unnatural acts of nature (blood-red moon, sudden fierce wind, etc.)

~The Sublime

*That which is traditionally seen as monstrous, horrific, or barbaric but in

which also can be found beauty, emotional pleasure

EX: rustic settings (ancient churches/castles, foggy graveyards, marshes,

etc.)

EX: Edward Scissorhands; Quasimodo

~The Grotesque

*Elements of incongruity and disproportion

*Disturbing and ugly material/experience that cannot be seen as sublime

EX: Frankenstein's Monster; the Phantom of the Opera

~The Uncanny

*A strangeness within the familiar

*That which presents itself as both familiar and foreign simultaneously

EX: engaging a family member with PTSD upon her/his return from a war

EX: meeting and talking with your boyfriend/girlfriend in a public place, only

to find that s/he is really her/his twin- the one you never know about!

~The Abject

*Marginalized, out-casted people/groups

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*Those who were once part of your community but have been rejected by it

*That which is part of ourselves that is forced out of us (skin, blood, body

parts, etc.)

*We often do not engage with the abject because of its detached nature

EX: confronting a corpse is repulsive because it was once alive/among us

EX: The Walking Dead

[Terms and definitions credit to Dr. Jason Huddleston]

~Cyber-Gothic/Dystopia

*A futuristic fictional world so oppressive that it might be a nightmare for

someone from our society

~Urban Gothic

*Urban settings (a dark, gloomy, labyrinthine city, as opposed to a castle)

EX: Batman's Gotham City

~Techno-Gothic

*Dystophic vision of the future, where the advent of the technology, or

science creates a nightmarish world

EX: I, Robot or I Am Legend

Gothic Film/Lit.

Types

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DI 1: “What does the term ‘Gothic’ mean to you?” Brainstorm, and then write

one lengthy paragraph, 8-10 sentences.

DI 2: “List and explain 3 things you learned about the Gothic genre

yesterday.” Be sure to use list form, and then write 2-3 sentences explaining

each learned fact.

DI 3: “Open up your books and choose either Dickinson’s ‘Until I could not

stop for Death’ or Browning’s ‘My Last Duchess.’ Identify 2 gothic elements

in the poem and write 3-4 sentences as support.” You should have 2 mini-

paragraphs for each element, with 3-4 sentences in each.

DI 4: “Open up your books and choose either Poe’s ‘The Raven’ or ‘Annabel

Lee.’ Identify 2 gothic elements in the poem and write 3-4 sentences as

support.” You should have 2 mini-paragraphs for each element, with 3-4

sentences in each.

DI 5: “Open up your books and choose either Poe’s ‘To Helen’ or “The

Haunted Palace.’ Identify 2 gothic elements in the poem and write 3-4

sentences as support.” You should have 2 mini-paragraphs for each element,

with 3-4 sentences in each.

Daily

Icebreakers

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DI 6: “Open up your books to Irving’s The Legend of Sleepy Hollow. Identify 2

gothic elements in the short story and write 3-4 sentences as support.” You

should have 2 mini-paragraphs for each element, with 3-4 sentences in each.

DI 7: “Open up your books to Faulkner’s A Rose for Emily. Identify 2 gothic

elements in the poem and write 3-4 sentences as support.” You should have

2 mini-paragraphs for each element, with 3-4 sentences in each.

DI 8: “Imagine you are either Edgar Allen Poe, Robert Browning, Emily

Dickinson, Washington Irving, or William Faulkner in today’s society. How do

you think he/she would be influenced differently… the same?” Reflect back

on what you have learned about his/her past and biography. Write one

lengthy paragraph, 8-10 sentences.

DI 9: “Discuss one of the following conflicts within your selected short story

for your Poe Presentation: man vs. man, man vs. self, man vs. nature.” Write

a lengthy paragraph as support, 8-10 sentences.

DI 10: “Read the handout on your desk entitled: ‘3 Types of Gothic Literature

& Film.’ See if you can recall any books, poems, films, or other pieces of

literature that match one of the three types. You may use works we have

covered in class.” Do this in list form.

DI 11: “Choose one short story from group other than yours. Explain at least

3 facts you learned about that short story.” Write one lengthy paragraph, 8-

10 sentences.

DI 12: “What has been your favorite part about the Octoberfest unit?” Write

one lengthy paragraph, 8-10 sentences, as support.

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Term

Definition/Example

Example 1

Example 2

Title of Poem

Symbolism

The use of a word for something concrete that stands for something

abstract. "The statue of Liberty represents freedom."

Simile

A comparison of two unlike things using the words "like" or "as". "She floated

in the room like a cloud."

Personification

Poetry

Analysis

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A figure of speech which gives human qualities to nonhuman things."Her

stomach growled."

Irony

A literary technique that uses a way of speaking or writing in which the

ordinary meaning of words is the opposite of the thought in the speaker's

mind."Her ideas are a clear as mud."

Imagery

Figurative language that uses words to paint a picture in the reader's mind. It

helps the reader imagine how something tastes, smells, feels, looks and

sounds."The bowl held yellow bananas with black-flecked skin and pale

green pears."

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Onomatopoeia

Poetic language that is the use of words whose sounds suggest their

meanings."The bees buzzed."

Allusion

A literary technique that is a reference to a well-known person, place, or

thing in literature and history."She is as pretty as the Mona Lisa."

Metaphor

A figure of speech that compares two unlike things directly without using

"like" or "as"."The book was a passport to adventure."

Alliteration

Poetic language that uses repeated consonant sounds at the beginning of

words."Peter Piper picked a peck of pickled peppers."

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Assonance

Poetic language that uses repeated vowel sounds at the beginning, middle or

end of words."On this green bank by the soft stream."

Hyperbole

Figurative language that uses extravagant (great) exaggerations to make a

strong effect."My backpack weighs a ton."

Idiom

Figurative language that uses sayings that do not make literal, logical or

grammatical sense. The meaning of the words is different from the ordinary

meanings."She has a bee in her bonnet."

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Consonance

Poetic language that uses repeated consonant sounds anywhere within a

word."Through the windows-through the doors-burst like a ruthless force...

Term

Definition/Example

Example 1

Example 2

Title of Short Story

Characters

A person (sometimes a group of people, an animal, or a physical force)

invented by an author who has an impact on the outcome of the story.

Character motivation must be consistent; the character must be convincing

and lifelike.

1. PROTAGONIST: the hero, chief character, or force in the work, which

the reader wants to succeed

Short Story

Analysis

33

2. ANTAGONIST: a force or character opposing the protagonist who

tries to stop the protagonist from reaching his desired goal

3. FOIL: a character who serves by contrast to emphasize the qualities

of another character

PROTAGONIST

ANTAGONIST

FOIL

Conflict

The relationship between the protagonist and the antagonist, the conflict can

be threefold: 1) conflict between individuals, 2) between the character and

circumstances intervening between him and a goal he has set himself, and

3) conflict of opposing tendencies within a single individual's mind.

5 BASIC TYPES OF CONFLICT:

1. MAN vs. MAN: One character in the story has a problem with one or

more of the other characters.

2. MAN vs. SOCIETY: A character has a conflict or problem with some

element of society--the school, the law, the accepted way of doing

things, and so on.

3. MAN vs. HIMSELF: A character has trouble deciding what to do in a

particular situation.

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4. MAN vs. NATURE: A character has a problem with some natural

happening: a snowstorm, an avalanche, the bitter cold, or any of the

other elements common to nature.

5. MAN vs. FATE: A character has to battle what seems to be an

uncontrollable problem. Whenever the problem seems to be a strange

or unbelievable coincidence, fate can be considered the cause of the

conflict.

MAN VS. MAN

MAN VS. SOCIETY

MAN VS. HIMSELF

MAN VS. NATURE

MAN VS. FATE

Tone

The feeling that is conveyed by the author's attitude toward his subject and

by the particular way in which he writes about it

Setting

The time and place in which the action of a literary work occurs

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Foreshadowing

A writer's use of hints or clues to indicate events that will occur later in the

story. The use of this technique both creates suspense and prepares the

reader for what is to come.

Theme

It is a statement about life or universal truth that a particular work is trying

to get across to the reader.

Mood

The feeling a piece of literature evokes in the reader: happy, sad, peaceful,

etc.

Exposition

36

Background information on the characters, setting, and situation, usually

found at the beginning of a story

Rising Action

Begins when the conflict between the protagonist and antagonist is set in

motion and ends with the climax

Climax

The turning point or moment of highest intensity in the work when either the

protagonist or antagonist must succeed.

Falling Action (Denouement)

The action which works out the decision made in the climax--the story

unravels

37

Resolution

The portion of the play or story where the problem is solved, providing

closure

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