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516 Unit Plan

516 Unit Plan

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Published by: cetighe on Dec 16, 2010
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Katie TigheEDU 516Unit Plan12.6.10
Theme
American Gothic Literature
Unit Overview
In this unit students will analyze American Literature through the lens of Gothic literaryconventions. They will explore the origins of the genre and the ways in which Americanauthors adapted the conventions to reflect America’s distinct culture. Throughout theunit, students will examine how cultural beliefs and anxieties are encoded in literarytexts. They will gain practice close reading texts for literary devices and techniques,genre conventions and historical context. Students will also examine Gothic worksthrough different critical lenses (historical, psychological, feminist). Throughout the unit,students will tweak a working definition of the Gothic, determining the most importantfeatures of the genre present in the works read. The unit will culminate in a final paper inwhich students compare and contrast the use of a Gothic conventions in two differentworks.
Rational
The genre of the Gothic will provide a unique and engaging inroad into important aspectsof American history and culture (anxieties about religion, morality, community,gender and American history itself). The topic will also connect well with aspects of  popular culture (Twilight series, Stephen King novels, horror films, etc.) and thus,should touch on student interests—or at least an aspect of the culture that they arefamiliar with.
Overarching Questions
*What American cultural concerns are reflected through Gothic conventions?*Do American Gothic works seem more concerned with thrilling and entertaining readersor critiquing society?*How are Gothic sensibilities still with us today?*How can genre be slippery?
Texts/Materials/Resources
 
Texts
*Allan Lloyd Smith
 American Gothic Fiction: An Introduction
*Edgar Allen Poe“The Fall of the House of Usher”“The Tell-Tale Heart”*Nathanial Hawthorne“Young Goodman Brown”“The Minister’s Black Veil”* Charlotte Perkins Gilman“The Yellow Wallpaper”*William Faulkner “A Rose For Emily”*Shirley Jackson“The Lottery”*Flannery O’Connor “A Good Man is Hard to Find”
Materials/Resources
*Computer and LCD projector *Student Journals or Blog*Internet Access*chart paper *Appendix Materials/Handouts
Culminating Project: Comparison/Contrast Essay
As a culminating assignment for our unit on Gothic fiction, you will be asked to write aComparison/Contrast Essay in which you analyze the use of a Gothic convention in twoof the works read in class.Looking at your two stories, you will answer the following questions: How is the Gothicconvention you have chosen depicted in each work? In what ways do the use of Gothicconventions contribute to the larger themes of each story? Please answer these questionsin a well-organized essay featuring: a clear thesis statement, supporting paragraphs withtopic sentences that support your overall argument and concrete, well-integrated textualevidence.
 
Your essay must be 5 pages. Typed, double-spaced in 12 point Times New Roman Font.You must clear your paper topic with me in advance.
Grading Rubric
CATEGORY 4 3 2 1FocusThe paper has asingle, clear topic that issupported by astrong thesisstatement in theintroductory paragraph.The paper has asufficientlynarrow topicthat is supported by a thesisstatement.The paper topicis either too broad or topic isunclear. Thesisstatement needsto be morefocused and/or clear. No single paper topic. No thesisstatement.OrganizationInformation isvery organizedwith well-constructed paragraphs, aclear  progression of the main idea,and smoothtransitions.Information isorganized withwell-constructed paragraphs, a progression of the main ideaand transitions.Information isorganized, but paragraphs arenot well-constructed. Thesequence of  paragraphs doesnot support thelogical progression of the main idea.Transitions arefew or absententirely.Theinformationappears to bedisorganized.ContentContent issubstantial andrelates directlyto the paper'sfocus. Contentfeatures specificinsights/pointsthat are well-supported withappropriateevidence.Content issufficient andrelates to the paper's focus.Points are backed up byevidence.Content islacking. Contentmay not relate tothe paper'sfocus. Points arenot specificenough and/or not supportedwith evidence.Content isseverelylimited. It doesnot relate tothe paper'sfocus. Noevidence provided to back up points.MechanicsNogrammatical,spelling or  punctuationAlmost nogrammatical,spelling or  punctuationA fewgrammaticalspelling, or  punctuationManygrammatical,spelling, or  punctuation

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