Goals/Assessment Chart

07S:115 Methods English Assignment #4 Robert Vogts Fall 2005

Goals/Assessment Chart UNIT title: Surviving the Gothic Grade level: 10th, untracked Teacher/Planner: Robert Vogts Student Learning Goals Assessment(s) for individual goals Why goal is worthwhile and Activities to help students engaging reach goal.

Goal 1: Predict psychological Assessment 1: After reading H.P. Students should be able to recognize  Use evidence from the “coming of age” issues in group Lovecraft’s “the Outsider,” students will allegory and metaphors in the Gothic text and make specific relationships, incorporating abjection, write a two or three-page essay that genre, including some of the more references while sublimation, and repression of analyzes the protagonist’s actions. In the subtle metaphors in the most blatant searching for the abject emotion, by making connections with essay, students will explain whether the motifs. character or element in literary characters and texts. protagonist was suffering any abjection, the story. and whether he was sublimating or . repressing any emotions. In the essay, they  Written conclusions will will determine whether they believe the indicate whether students protagonist’s dilemma is meant to be taken can recognize abjection, literally, as a story of the walking dead, or sublimation, or as an allegory for other more common repression of emotions in social the Gothic genre.

Evidence: teacher observation, definitions of abjection, sublimation, and repression observed on paper, and final essay.

Goal 2: Explain how an isolated, Assessment 2: Personal Essay Students can internalize a text’s  Students will use pre- static, oppressive, or adversarial As a one-page essay, students will choose meaning if they can imagine the story writing exercises and environment can cause a person to at least one of the three terms—abjection, from a personal perspective. Writing brainstorming techniques develop maladaptive reactions, such sublimation, or repression of emotion— skills are enhanced with new to formulate ideas and as the repression of emotions, or and explain how the term is related to the vocabulary terms in expressive opinions. sublimation. protagonist in The Turn of the Screw by essays.  Student essays will also Henry James. Students will then write be graded for grammar, ______University of Iowa College of Education Page - 1 - 07S:115 Methods English Assignment #4 Robert Vogts Fall 2005

about whether they think the protagonist content, and syntax. (the governess) is suffering any oppression, isolation, adversity, or  Peer revision activities extremely uncomfortable stasis.  Individual meeting with Evidence: 1-page essay, teacher teacher to discuss response progress on essay

Goal 3: Compose multimedia Assessment 3: Creative Writing The creative writing assignment will  Students will use pre- images and text to represent literary Exercise demonstrate student comprehension writing exercises and genre motifs and relationships. Students will first write a three-page story, of the motifs of the Gothic genre. brainstorming techniques . written in the Gothic mode. Although the The illustration will help students to formulate ideas about use of the three vocabulary terms is not visualize elements of their story, and their stories. required, at least five of the listed motifs of allow differentiation of the learning  Students’ stories will be the genre are required to be incorporated process, as well as some time for graded for grammar, into the story. The story may be socialization during the learning content, syntax, and outrageous and unrealistic, yet the work process. proper use of dialogue. will display knowledge of good writing skills, and proper use of dialogue. Students  Students will use time in will also create a simple illustration for class and at home to their story. create an illustration for their story, incorporating Evidence: Three-page story composed at least three of the listed in the Gothic mode, illustration. Gothic motifs.

Themes for the unit: abjection, doubling, motifs, mystery, repression of emotion, sublimation, terror, the supernatural, the Gothic mode

______University of Iowa College of Education Page - 2 - 07S:115 Methods English Assignment #4 Robert Vogts Fall 2005

“Surviving the Gothic”

Unit Goals: Students will: 1) Predict psychological “coming of age” issues in group relationships, incorporating abjection, sublimation, and repression of emotion, by making connections with literary characters and texts. 2) Explain how an isolated, static, oppressive, or adversarial environment can cause a person to develop maladaptive reactions, such as the repression of emotions, or sublimation. 3) Compose multimedia images and text to represent literary genre motifs and relationships.

Daily Goals (no more than 2): Students will: 1) Students will compose their own Readings: “The Fall of the House of Usher” by Edgar Allan Poe “The Yellow Wallpaper” by Charlotte Perkins Gilman “The Outsider” by H. P. Lovecraft “The Summer People” by Shirley Jackson “It” by Theodore Sturgeon “The Goophered Grapevine” by Charles Chesnutt The Turn of the Screw by Henry James Beloved by Toni Morrison Day 1 Students should have read “The Fall of the House of Usher” by Edgar Allan Poe. Using the list of 13 characteristics of the Gothic genre from the handout, identify at least five of these Gothic characteristics in Poe’s story, using the text to support each idea. Write all five characteristics on a piece of notebook paper (which will later become a Gothic motif reading log) and specifically denote where you found this characteristic in the story. Draw a very basic picture of Roderick and Madeline Usher’s house, including the surrounding tarn. Be sure to ______University of Iowa College of Education Page - 3 - 07S:115 Methods English Assignment #4 Robert Vogts Fall 2005

include small details that are described in the text, but they should leave plenty of room for handwriting, because each student is going to diagram some of the visual characteristics. Diagram drawings, depicting at least three of the five characteristics that written down on the piece of notebook paper. Indicate page numbers where visual characteristics are described. Students will write a short (one paragraph) conclusion on the back of their paper that describes the five Gothic characteristics, and explain whether they thought Poe’s “The Fall of the House of Usher” was actually a short story that is written in the Gothic mode. Check explanations of reasoning. Are more than five Gothic mode elements present in the story? Students will hand in both parts of the assignment. Day 2 Read “The Yellow Wallpaper” by Charlotte Perkins Gilman. Using a dictionary, students will define the three psychological “coming of age” terms which usually describe a character or element in the Gothic mode: abjection, sublimation, and repression. Students will write a short one-page essay explaining if any of these three terms are applicable to any of the characters or elements in “The Yellow Wallpaper.” Was any person made to be an outcast? Was there any repression of emotion or memories? Day 3 Read “The Outsider” by H.P. Lovecraft. Students will write a three-page essay about the protagonist’s actions in the story. What happened in this weird story? Was any person made to be an outcast from society? Was there any repression of emotion or memories? Could the protagonist have been sublimating any emotions? Why would the protagonist have acted so strangely? What could he have done differently? Is it possible that that this story is an allegory for a more common social dilemma? If so, is the narrator a metaphor for something else? Students will compose a two or three-page analytic essay describing their personal inferences about the narrator, and whether he may or may not have been made abject. Be sure to instruct them to explain whether the story should be interpreted literally, or as an allegory, with the narrator and the dancers acting as metaphors.

Day 4 Read “The Summer People” by Shirley Jackson. In groups of three or four, students will compose graphic multimodal images that are related to the story, either creating a collage or composing illustrations using simple drawing tools. Get in pairs for peer revision of analytic essay. Start short individual conferences with instructor for suggestions on how to revise expressive essays. (Simultaneous activity with peer revision) Day 5 After completing a reading of Theodore Sturgeon’s “It,” students will form small groups of three or four people. Using the Gothic and Neo-Gothic Literature Unit handout, 1) students will identify at least four motifs of the Gothic mode that are present in the story. Each identification statement will contain at least two complete sentences. 2) Next, students will quietly freewrite or brainstorm in an effort to generate ideas for a Neo-Gothic backstory for Roger Kirk, who eventually transforms into the supernatural character in Sturgeon’s tale. 3) Students will compose a rough draft of their own one or two-page “backstory” to the grandfather of Thaddeus M. Kirk. Students will include at least three Gothic motifs in this creative writing exercise, and each student’s story will abide by the wide continuity boundaries set by Sturgeon’s textual diegesis. Finish short individual conferences. Day 6 Read “The Goophered Grapevine” by Charles Chesnutt. Using the Gothic and Neo-Gothic Literature Unit handout, students will identify at least three motifs of the Gothic mode that are present in the story. Each identification statement will contain at least two complete sentences. (11 minutes) Students will finish their final revisions on the two or three-page analytic essay on Lovecraft’s “The Outsider.” Day 7 Read the first twenty pages of The Turn of the Screw by Henry James. Students will begin a brainstorming session to generate ideas for their three-page Neo- Gothic story, incorporating at least five of the thirteen common motifs of the Gothic mode. Students may brainstorm individually (as a free-write) or in small ______University of Iowa College of Education Page - 5 - 07S:115 Methods English Assignment #4 Robert Vogts Fall 2005

groups of three or four. After generating a solid idea, students should begin working on their story. Day 8 Read the next twenty pages of The Turn of the Screw. Using the Gothic and Neo- Gothic Literature Unit handout, students will identify at least three motifs of the Gothic mode that are present in the story, Students will write the motifs on a piece of notebook paper, with a two-sentence description, along with the corresponding page number. Students will continue working on their Neo-Gothic stories, with an emphasis on the five required Gothic motifs, as well as grammar and word syntax. Day 9 Read the final twenty-four pages of The Turn of the Screw. In one or two paragraphs, students will attempt to identify the act of sublimation that the governess perpetrates, and express their own opinions about how this sublimation is related to the appearances of the ghosts. In a final paragraph, students will attempt to interpret the ending of the story. Did the boy survive? Was the governess actually seeing ghosts? Was she a reliable narrator? Why would she not have been a reliable narrator? Next, students should finish their Neo-Gothic stories. Students should then allow a partner to read their finished product, checking to see if the story contains the five required Gothic motifs. Revisions should be made, if necessary. Day 10 Students should finish revisions on their Neo-Gothic story, checking for proper use of grammar and dialogue. While students finish final revisions, volunteers may read their stories aloud.

Day 11 Short mini-history unit on the atrocities of slavery in America during the 1800’s

Day 12 Introduction to Beloved by Toni Morrison. Short biography of Toni Morrison. Read chapters 1 and 2.

Day 13 Beloved by Toni Morrison. Discuss 1 and 2, Make connections to the mini- history unit. Complete student study guide pages 1 and 2.(SSG) Discuss histories and characterization of Sethe and Baby Suggs. Read chapters 3 and 4.

Day 14 Beloved by Toni Morrison. Discuss characterization of Paul D, Denver, and Beloved. Complete SSG pages 3 and 4. Read chapters 5 and 6.

Day 15 Beloved by Toni Morrison. Discuss chapters 5 and 6. Write a short essay on the significance of Beloved’s appearance in the story. Why does she appear? Complete SSG pages 5 and 6. Read chapters 7 and 8.

Day 16 Beloved by Toni Morrison. Discuss chapters 7 and 8. Do peer revisions of short essays in class. Individual student-teacher conferences on essays. Complete SSG pages 7 and 8. Read chapters 9 and 10.

Day 17 Beloved by Toni Morrison. Discuss chapters 11 and 12. Finish final revisions of short essay. Complete SSG pages 11 and 12. Read chapters 13 and 14.

Day 18 Beloved by Toni Morrison. Hand in short essays. Discuss chapters 13 and 14. Complete SSG pages 13 and 14. Read chapters 15 and 16.

Day 19 Beloved by Toni Morrison. Discuss chapters 13 and 14. Complete SSG pages 13 and 14. Short history of the Fugitive Slave Act of 1850. Read chapters 15 and 16.

Day 20 Beloved by Toni Morrison. Class discussion about the significance of Paul D’s escape from Schoolteacher’s farm. Complete SSG for chapters 15 and 16. Read chapters 17 and 18. Generate ideas in a small group setting for the final essay about a theme that is prevalent in Beloved. What does the story seem to be really about? Is it simply about slavery, ghosts, or escape from oppression? Is there something more?

Day 21 Beloved by Toni Morrison. Discuss chapters 17 and 18. Complete SSG for 17 and 18. Begin working on final four-page thematic essay. Begin individual student-teacher conferences about the essay. Read chapters 19 and 20.

Day 22 Beloved by Toni Morrison. Discuss chapters 19 and 20, and complete respective pages in SSG. Continue working on thematic essays. Read chapters 21 and 22.

Day 23 Beloved by Toni Morrison. Discuss chapters 21 and 22, and complete respective pages in SSG. Do peer revisions of essays, along with teacher conferences. Read chapters 23 and 24.

Day 24 Beloved by Toni Morrison. Discuss chapters 23 and 24, completing respective SSG pages. Begin final revisions of the essays. Read chapters 25 and 26.

Day 25 Finish Beloved by Toni Morrison. Discuss the significance of the ending of the story. Complete SSG. Finish revisions of the essays, and turn them in at the end of class.

Teaching Rationale for “Surviving the Gothic” Unit

Although the Gothic literary mode is actually a sub-genre of the Romantic literary genre, it is an important and easily recognizable branch of literature. Its motifs and elements stand out like flashing lights in a fog; the Gothic mode is usually obvious to even the untrained neophyte. Because it is so easily recognized, Gothic literature is an excellent example of a literature genre for students. Since the motifs are not subtle, young students can recognize them and usually identify the genre. Peter Smagorinsky recommends that literature units be organized in a recognizable fashion, such as genre or theme, in order to help students identify literary works that “share codes.” This helps students classify the literature they read under an “organizing principle.”(13-14) The Gothic mode is also closely related to the Marxist perspective in literary theory; the return of the abject past in the Gothic mode has a correlation with a rejection of some form of social or economic class. Deborah Appleman quotes Meredith Cherland and Jim Greenlaw, who state that viewing literature through this critical lens may “stimulate the production of ideas and discourage reductive thinking.” Instead of simply thinking about the abject person as a villainous force, students are sometimes motivated to discover how a villain became what he or she has become.

Gothic literature also sometimes transports the reader out of their small comfort zone, and like Appleman, I would like to challenge students, motivating them to think “beyond the boundaries of their own comfortable world,” and get the students to “think about the worlds these texts both represent and invoke.”(63) The Gothic mode is saturated with painful, secreted material that is pushed just under the skin of an observable surface—material which is deeply linked to social class. It is the reader’s duty to uncover those terrible secrets which have been hidden from scrutiny for too long, and expose the truth. In order to perform this implied duty, the reader must think critically about characters and events that occur in a Gothic story—sometimes realizing that narrators and authority figures are not always reliable. Such critical thinking is invaluable in the world of today, where advertising distorts truth, “respectable people” minimize their extralegal activities, and authority figures have been known to fabricate multiple untruths.

Gothic and Neo-Gothic Literature Unit

Definitions of the Gothic and Neo-Gothic Genres of Literature Gothic—The Gothic mode of literature is a sub-genre, or an offshoot branch, of the larger genre of Romantic literature. Romanticism emphasized a return to nature and to belief in the goodness of humanity, the rediscovery of the artist as a supremely individual creator, and the exaltation of the senses and emotions over reason and intellect. Gothic literature also stressed emotional response over reason and intellect, but the emotions usually ranged from uneasy curiosity to stark terror. These unpleasant emotions helped create the feelings of unease that are associated with Gothic literature. The term “Gothic” is usually used to describe an “anti-realist” body of writing that occurred between 1750 and about 1830. “Gothic” originally indicated something that was considered vulgar or common, in an old and cruel reference to the Goth hordes that invaded Rome under Alaric the Visigoth in 410 C.E. The literary genre was also initially considered vulgar, but has developed into a popular form over the centuries. The Castle of Otranto (1764) by Horace Walpole is generally considered to be the first Gothic novel. These stories and novels were often set in ancient, partially ruined castles or mansions haunted by supernatural ghosts, monsters, or other supernatural entities. The writing style of Gothic literature is considered to be excessive and unrealistic, with weird Gothic atmospheres which are usually gloomy and mysterious. These strange atmospheres have repeatedly signaled the disturbing return of the forgotten and abject past upon the unsuspecting present. Typical Gothic characters included a vulnerable heroine, a threatening or nasty old man, and a character who is ambiguously poised somewhere between good and evil. Gothic literature was also usually characterized by the sense of unease and an obsession with character doubling (a character and his/her evil twin, or a mirror image). Gothic literature typically created the fear that it also had something profoundly disturbing to say about the reader's own emotional or spiritual condition, such as whether they too were doomed, or headed for damnation. Although Gothic novels are sometimes incorrectly associated with the Victorian era—the era of Gothic literature actually predates the Victorian era, which technically began in 1837, when Queen Victoria became the Queen of England. Technically, novels with Gothic motifs written after 1830 are formally considered to be Neo-Gothic, or “written in the Gothic mode,” rather than simply called “Gothic novels.”

Neo-Gothic—This term, which means “New Gothic,” designates all Gothic art forms subsequent to the original Gothic phase after 1830. It can be used more restrictively to refer to a phase opening in the middle years of the 20th Century. Although Neo-Gothic literature may contain many of the same elements of the old Gothic mode, Neo-Gothic literature includes a broader range of elements, making it difficult to define. It may contain elements of horror, psychopathic murderers, or very modern settings. Science fiction may even be incorporated into Neo-Gothic literature, thus creating a hybrid sub-genre that has never been seen before the twentieth century.

Characteristics of the Gothic and Neo-Gothic mode in Literature I have identified 13 recurring characteristics, or motifs, that are usually present in Gothic or Neo-Gothic literature. Use these characteristics to help you decide whether a work of literature is actually written in the Gothic mode. Not all characteristics are necessary for the Gothic mode to be in place. 1. Mystery—There is usually some hidden quality about characters or the setting in the story, which another character wants to uncover, or will uncover inadvertently. A hidden identity, treasure, or murder may be revealed by the end of the story. (i.e. “No one knows that a murder occurred in the mansion 100 years ago,” etc.)

2. The Supernatural—Ghosts, goblins, monsters, or a homicidal maniac may stalk the castle, mansion, or the moors at night. Malevolent supernatural entities may cause fear, or benevolent ghosts may point the way to find a hidden clue or help solve a mystery.

3. Terror—The story may be written in a way that generates a great deal of fear and suspense for the reader, or characters may be frightened out of their minds.

4. Decay—The story may contain a countryside which is suffering under some unknown malaise, or houses and buildings that are in obvious disrepair or absolute ruin. Characters may appear to be little more than walking corpses, or they may be suffering some emotional or mental degradation.

5. Madness—Characters may be on the edge of insanity, or deep in some frightening mental illness that causes them to behave in a bizarre or unsettling manner.

6. The Return of the Abject Past—Some character that was shunned many years ago may return as a ghost, zombie, or some other supernatural entity to haunt people that live in the relatively comfortable but unbalanced present. Secret but horrifying crimes such as murder or child abuse may be revealed, thus exposing a character formerly thought to be innocent as a terrible villain.

7. Strange Atmospheres—Gothic and Neo-Gothic stories are notorious for their weird and gloomy skyscapes; strange mists and fog hang in the dreary outdoor air and obscure the surrounding landscapes. Unearthly colors may shimmer in the sky, or the sky may be an odd color, such as purple or green.

8. Doubling—Characters may discover someone else with the same name with whom they are often confused. There may be characters that look very much alike. They may also find their evil twin, or be obsessed with the image in their own mirror, trying to discover some hidden quality about themselves.

9. The Character Who is Ambiguously Good or Evil—One of the uncertainties about Gothic literature is that it almost always contains an unreliable character. The reader does not know for certain if a specific character is ethical and just, or if they committed murder.

10. The Vulnerable Heroine—No reader would feel any anxiety or suspense if the heroine was invulnerable. Consequently, Gothic and Neo-Gothic authors tend to create heroines that are sweet or intelligent; yet they also tend to have some terrible weakness which a villain might exploit. She may be imprisoned or detained in a castle, room, or house, struggling to get free; or she may merely be an innocent visitor, unfamiliar with the dark history of the area.

11. The Nasty Old Man—Gothic literature may contain a repulsive or cranky old man. He may be the owner of the haunted house, a Teller of Tales, a landlord, a homeless person, or even someone who merely gives directions to the protagonist. He will usually create feelings of disgust and foreshadow ominous things to come with unpleasant short histories of the geographical area. (Example: “When I was a little boy, there was a man who was murdered in these woods. Folks say he’ll come back one day…”)

12. Hereditary Curses—A character may be somehow cursed from birth, and doomed to some unpleasant fate, or a house may have a curse upon it for atrocities that occurred there decades earlier. This curse can usually be lifted if the main character solves some mystery and restores the balance of good and evil.

13. Balance between the Past and the Present—Although this characteristic is closely related to hereditary curses and mystery, it is still a key element in Gothic and Neo-Gothic literature. There is almost invariably some breach of a moral, emotional, physical, or spiritual boundary in the past which needs to be corrected. It may be that a ghost has to get revenge or reveal the murderer, or that the past somehow catches up with the present and devours or destroys it. A character must do something either to escape the past, or to equalize a present that is currently out of balance.

List of Texts

1. “The Fall of the House of Usher” by Edgar Allan Poe 2. “The Yellow Wallpaper” by Charlotte Perkins Gilman 3. “The Summer People” by Shirley Jackson 4. “The Outsider” by H. P. Lovecraft 5. “It” by Theodore Sturgeon 6. “The Goophered Grapevine” by Charles Chesnutt 7. The Turn of the Screw by Henry James

Assignment #1: Edgar Allan Poe’s “The Fall of the House of Usher”

Since the Gothic and Neo-Gothic genres are defined by their characteristics, you need to become familiar with these distinguishing features in order to recognize a story written in the Gothic mode.

1) Using the list of 13 characteristics of the Gothic genre from the handout, identify at least five of these Gothic characteristics in Poe’s story, using the text to support your ideas. Write all five characteristics on a piece of notebook paper, and specifically denote (by page number) where you found this characteristic in the story.

2) Then carefully draw a very basic picture of Roderick and Madeline Usher’s house, including the surrounding tarn. Be sure to include small details that are described in the text, but leave plenty of room for your own handwriting, because you are going to diagram some of the visual characteristics. You may draw Roderick or Madeline’s face in the window, if you like. You may include the narrator and his horse. Do not spend more than about five minutes on the actual artwork; this is not a test of your artistic ability, so think about using stick figures. Carefully diagram your drawing, depicting at least three of the five characteristics that you wrote down on your piece of notebook paper. Your diagram should look something like this:

Roderick

p.1 House

narrator

3) After you have finished, write a short (one paragraph) conclusion on the back of your paper that describes the five characteristics, and explain whether you think Poe’s “The Fall of the House of Usher” was actually a short story that is written in the Gothic mode. Be sure to explain your reasoning. Finally, hand in both parts of the assignment, stapled together.

Assignment #5: Theodore Sturgeon’s “It”

1) After reading Theodore Sturgeon’s “It,” go back over your Gothic and Neo-Gothic Literature Unit handout, and choose four of the most prominent genre motifs that you believe are present in Sturgeon’s tale. Write at least two complete sentences for each of these motifs (but no more than five) explaining why you think these four particular characteristics are present in the story.

2) Next, you will freewrite or brainstorm for five minutes, generating a basic fictitious Gothic “backstory” to Roger Kirk, the grandfather of Thaddeus M. Kirk. Roger Kirk eventually transforms into the supernatural character in the text, but we know very little about his former life. After the brainstorming session, compose a one or two-page Gothic backstory, using at least three of the Gothic genre’s common motifs. Your story should match the continuity in Sturgeon’s story, (so Roger would not have become President of the U.S. or anything too overt) so keep your story inside the wide boundaries of Sturgeon’s realm. Since Roger Kirk died under very mysterious and vague circumstances, you should have a wide range of activities and events that Roger could have participated in. Try to include some dialogue in your narrative. Your story may be as outrageous or silly as you like, as long as it stays within story continuity and incorporates the three Gothic motifs, so have some fun with this creative writing exercise.

Three Psychological Terms That Are Frequently Incorporated Into the Gothic Literary Mode

Abjection — Abjection is the most miserable state of being; it is to be downcast, an outcast of a group or society, or to be wretched, such as being in “abject poverty.”

Sublimation — Sublimation is the process of converting and expressing a primitive instinctual desire or impulse to a form or activity that is socially or culturally acceptable, such as sublimating violence into hard physical labor, or sublimating a strong emotional or sexual impulse into craftworks, or even into supernatural visions, formerly known in the Victorian era as “hysteria.” The American Heritage Dictionary defines “sublimate” as “To modify the natural expression of an instinctual impulse, especially a sexual one, in a socially acceptable manner.” ______University of Iowa College of Education Page - 18 - 07S:115 Methods English Assignment #4 Robert Vogts Fall 2005

Repression — The psychological definition for repression, according to the American Heritage Dictionary, is “The unconscious exclusion of painful impulses, desires, or fears from the conscious mind.” Repression can be manifested as a simple denial of painful events in order to repress grief, or a repression of desire or emotion, sometimes manifested as a cold, indifferent personality.

Unit Goals (no more than 4): Students will: Methods English Lesson Plan Outline for “Surviving the Gothic” Unit 1) Predict psychological “coming of age” issues in group Teacher Name: Robert Vogts relationships, incorporating abjection, sublimation, and repression Class/Audience: of emotion, by making connections with literary characters and texts. 10th grade, untracked 2) Explain how an isolated, static, oppressive, or adversarial environment can cause a person to develop maladaptive reactions, such as the repression of emotions, or sublimation. Materials/Procedures “to do” list: 3) Compose multimedia images and text to represent literary genre Unlined drawing paper and notebook paper motifs and relationships. Pens and pencils Daily Goals : Students will: “The Fall of the House of Usher” short story by Edgar Allan Poe 1) Use the list of 13 characteristics of the Gothic genre from the (2) class handouts: a)Gothic and Neo-Gothic Literature Unit, class handout to identify at least five of these Gothic characteristics in b)Three Psychological Terms That are Frequently Incorporated into Poe’s story. They will denote (on a piece of notebook paper) where the Gothic Literary Mode these characteristics were found in the story. 2) Draw a very basic picture diagram of Roderick and Madeline Usher’s house, depicting at least three of the five characteristics that written down on the piece of notebook paper. Indicate page numbers where characteristics are described. 3 ) Write a short (one paragraph) conclusion on the back of their paper that describes the five Gothic characteristics, and explain whether they thought Poe’s “The Fall of the House of Usher” was actually a short story that is written in the Gothic mode. ______University of Iowa College of Education Page - 20 - 07S:115 Methods English Assignment #4 Robert Vogts Fall 2005

Activities/ Allotted Time Objectives (daily goals) Assessments 1. Housekeeping/ Attendance (4 min.)  I want students to use their reading  I will circulate to see that all students 2. Students should have read “The Fall of the notes and make a quick identification are comprehending the genre motifs, House of Usher” by Edgar Allan Poe. Using of genre motifs. and are engaged in the identification the list of 13 characteristics of the Gothic and diagramming process. genre from the handout, students will identify  I want students to incorporate at least five of these Gothic characteristics in multimodal techniques into their  I will check to see that all students are Poe’s story, using the text to support each idea. understanding of this story. fulfilling the assignment requirements, They will write all five characteristics on a and whether they have formulated an piece of notebook paper, and specifically opinion about Poe’s story. denote where they found these characteristics in the story. Students will then draw a very  I want students to formulate opinions basic picture diagram of Roderick and and ideas about whether an author has Madeline Usher’s house, including the employed the motifs of the Gothic surrounding tarn. Be sure to include small mode in story, and whether this story details that are described in the text, but they could be considered part of the Gothic should leave plenty of room for handwriting, genre. because each student is going to diagram some of the visual characteristics. Diagram drawings, depicting at least three of the five characteristics that written down on the piece of notebook paper. Indicate page numbers where visual characteristics are described. Students will write a short (one paragraph) conclusion on the back of their paper that describes the five Gothic characteristics, and explain whether they thought Poe’s “The Fall of the House of Usher” was actually a short story that is written in the Gothic mode. Check explanations of reasoning. Are more than five Gothic mode elements present in the story?

Students will hand in both parts of the assignment.

Differentiation  Direct individual students to reread particular passages in order to recognize genre motifs  Encourage the composition of multimedial artifacts to help the student understand the text  Allow individual student to work alone

Unit Goals (no more than 4): Students will: Methods English Lesson Plan Outline for “Surviving the Gothic” Unit 1) Predict psychological “coming of age” issues in group Teacher Name: Robert Vogts relationships, incorporating abjection, sublimation, and repression of Class/Audience: emotion, by making connections with literary characters and texts 2) Explain how an isolated, static, oppressive, or adversarial 10th grade, untracked environment can cause a person to develop maladaptive reactions, such as the repression of emotions, or sublimation. 3) Compose multimedia images to represent literary genre motifs Materials/Procedures “to do” list: and relationships. notebook paper Daily Goals : Students will: Pens and pencils 1) Use a dictionary to define the three psychological “coming of “The Yellow Wallpaper” short story by Charlotte Perkins Gilman age” terms which usually describe a character or element in the Gothic (2) class handouts: a)Gothic and Neo-Gothic Literature Unit, mode: abjection, sublimation, and repression. b)Three Psychological Terms That are Frequently Incorporated into 2) Students will compose a short one-page essay explaining if any the Gothic Literary Mode of these three terms are applicable to any of the characters or elements in “The Yellow Wallpaper.” 3) Identify three Gothic motifs in the story.

Activities/ Allotted Time Objectives (daily goals) Assessments

1. Housekeeping/ Attendance (4 min.)  I want students to use a dictionary and I will circulate and check to see that students carefully study the definition of each are staying on-task while looking up the

2. After completing a reading of Gilman’s of the three new terms. definitions of the terms in a dictionary, as well “The Yellow Wallpaper,” Was any person as asking questions to stimulate inquiry made to be an outcast? Was there any  I want students to incorporate this new learning (Was any emotion sublimated? repression of emotion or memories? After the terminology and knowledge into their Repressed?) essay, students will identify at least three writing, thus allowing new motifs of the Gothic mode that are present in interpretations of literature to be I will circulate to see that all students are Gilman’s “The Yellow Wallpaper,” using at assimilated. focused on writing their one-page essay, as least two complete sentences to describe the well as offering needed assistance. motif and where it was found in the text.  I want students to use their reading Students will use the Gothic and Neo-Gothic notes and make a quick identification I will circulate to see that all students are Literature Unit handout to help them with the of genre motifs. comprehending the genre motifs, and are identification process. focused on the creative writing process.

Differentiation  Individual assistance to students having trouble correlating the new terminology and knowledge to the text  Allow individual student to work alone

Unit Goals : Students will: Methods English Lesson Plan Outline for “Surviving the Gothic” Unit 1) Predict psychological “coming of age” issues in group Teacher Name: Robert Vogts relationships, incorporating abjection, sublimation, and repression Class/Audience: of emotion, by making connections with literary characters and texts. 10th grade, untracked

2) Explain how an isolated, static, oppressive, or adversarial Materials/Procedures “to do” list: environment can cause a person to develop maladaptive reactions, Unlined drawing paper and notebook paper such as the repression of emotions, or sublimation. Pens and pencils 3) Compose multimedia images and text to represent literary genre “It” short story by Theodore Sturgeon motifs and relationships. (2) class handouts: a)Gothic and Neo-Gothic Literature Unit, Daily Goals : Students will: b)Three Psychological Terms That are Frequently Incorporated into 1) Identify at least four motifs of the Gothic mode that are present in the Gothic Literary Mode Theodore Sturgeon’s “It.” 2) Compose a rough draft of their own one to two-page “backstory” for Roger Kirk.

Activities/ Allotted Time Objectives (daily goals) Assessments 1. Housekeeping/ Attendance (4 min.)  I want students to use their reading  I will circulate to see that all students 2. After completing a reading of Theodore notes and make a quick identification are comprehending the genre motifs, Sturgeon’s “It,” students will form small of genre motifs. and are focused on the creative writing groups of three or four people. Using the process. Gothic and Neo-Gothic Literature Unit  I want students to incorporate new handout, Students will identify at least four terminology into their writings, thus  I will check to see that all students are motifs of the Gothic mode that are present allowing new interpretations of fulfilling the assignment requirements in the story. Each identification statement literature to be assimilated. (two complete sentences per will contain at least two complete identification of a motif, etc.). sentences. (12 min.)

3. Students will quietly freewrite or  I want students to exercise their  I will conduct small group brainstorm in an effort to generate ideas creative writing skills, yet use creative brainstorming and freewriting sessions for a Gothic backstory for Roger Kirk, writing as a disciplinary field of for students who are having trouble who eventually transforms into the practice for constructing a narrative in generating creative ideas. supernatural character in Sturgeon’s tale. an already-present diagetic continuity. (5 min.)

4. Students will compose a rough draft of their own one or two-page “backstory” to

the grandfather of Thaddeus M. Kirk. Students will include at least three Gothic motifs in this creative writing exercise, and each student’s story will abide by the wide continuity boundaries set by Sturgeon’s textual diegesis. (31 min.)

Differentiation  Direct individual students to reread particular passages in order to recognize genre motifs  Encourage short freewriting and brainstorming sessions (5 min.) to generate creative ideas for creative writing  Allow individual student to work alone

Unit Goals : Students will: Methods English Lesson Plan Outline for “Surviving the Gothic” Unit 1) Predict psychological “coming of age” issues in group Teacher Name: Robert Vogts relationships, incorporating abjection, sublimation, and repression Class/Audience: of emotion, by making connections with literary characters and texts. 10th grade, untracked

2) Explain how an isolated, static, oppressive, or adversarial Materials/Procedures “to do” list: environment can cause a person to develop maladaptive reactions, notebook paper such as the repression of emotions, or sublimation. Pens and pencils 3) Compose multimedia images and text to represent literary genre “The Outsider” short story by H.P. Lovecraft motifs and relationships. (2) class handouts: a)Gothic and Neo-Gothic Literature Unit, Daily Goals : Students will: b)Three Psychological Terms That are Frequently Incorporated into 1) Students will compose a two or three-page analytic essay the Gothic Literary Mode describing their personal inferences about the narrator, and whether he may or may not have been made abject. In the essay, they will determine whether they believe the protagonist’s dilemma is meant to be taken literally, (as a story of the walking dead) or if it is meant to be an allegory for a more common social dilemma.

Activities/ Allotted Time Objectives (daily goals) Assessments 1. Housekeeping/ Attendance (4 min.)  I want students to use their reading  I will circulate to see that all students 2. After reading “The Outsider” by H.P. notes and make a quick identification are comprehending the new Lovecraft, students will write an analytical of genre motifs. terminology of abjection, sublimation, essay of the protagonist’s actions in the  I want students to explore text and repression. story. Use inquiry prompts to stimulate analysis, and really think about thinking about the text—What happened in whether a text is meant to be taken  I will stimulate thinking about the text this weird story? Was any person made to simply as genre story (the Gothic by asking specific questions for be an outcast (a person made abject) from genre is largely regarded as cheap and inquiry learning. (questions are listed society? Was there any repression of tawdry), or if there could be another in the activities section) emotion or memories? Could the meaning assigned to the text when it is protagonist have been sublimating any viewed as an allegory.  I will check to see that all students are emotions? Why would the protagonist  I want students to exercise their fulfilling the assignment requirements have acted so strangely? What could he writing skills as a tool for discovery by composing their essay around the have done differently? Is it possible that learning, developing new ideas about protagonists actions, and whether or that this story is an allegory for a more the text as they write. not the story is to be taken as an common social dilemma? If so, is the allegory. narrator a metaphor for something else? Students will compose a two or three-page

analytic essay describing their personal inferences about the narrator, and whether he may or may not have been made abject. Be sure to instruct them to explain whether the story should be interpreted literally, or as an allegory, with the narrator and the dancers acting as metaphors. (46 min.)

Differentiation  Direct individual students to reread particular passages in order to recognize the abjection of the protagonist in the text.  Encourage individual thinking about the story as an allegory, with characters acting as metaphors  Allow individual student to work alone

Unit Goals : Students will: Methods English Lesson Plan Outline for “Surviving the Gothic” Unit Teacher Name: Robert Vogts

1) Predict psychological “coming of age” issues in group Class/Audience: relationships, incorporating abjection, sublimation, and repression of emotion, by making connections with literary characters and 10th grade, untracked texts. 2) Explain how an isolated, static, oppressive, or adversarial environment can cause a person to develop maladaptive reactions, Materials/Procedures “to do” list: such as the repression of emotions, or sublimation. Unlined drawing paper/ old magazines/ notebook paper 3) Compose multimedia images and text to represent literary genre Pens and pencils motifs and relationships. “The Summer People” short story by Shirley Jackson Daily Goals : Students will: (2) class handouts: a)Gothic and Neo-Gothic Literature Unit, 1) Compose graphic multimodal images (pictures and text) to b)Three Psychological Terms That are Frequently Incorporated into represent characters or elements of the story. the Gothic Literary Mode 2) Participate in a peer revision of the analytic essay about Lovecraft’s “The Outsider.”

Activities/ Allotted Time Objectives (daily goals) Assessments 1. Housekeeping/ Attendance (4 min.)  I want students to incorporate  I will circulate to see that all students 2. After reading “The Summer People” by multimodal methods of learning while are comprehending the subtle cues of Shirley Jackson, students (in groups of three or thinking about a text. abjection in the text. four) will compose graphic multimodal images  I want students to participate in a peer that are related to the story, either creating a revision of their partner’s essay,  I will circulate in order to observe collage or composing illustrations using simple offering helpful suggestions for whether students are engaged in the drawing tools. (35 minutes) In pairs, students improvements upon the writing. multimodal representation of the text. will later perform a peer revision of expressive Students will then corroborate this essay. (11 minutes) Simultaneously start short advice with the advice of the teacher.  I will ask students if they thought that individual student/teacher conferences for  I want students to be able to recognize the story was actually written in the suggestions on how to revise analytic essays of even subtle evidence of the Gothic Gothic mode. Both “yes” and “no” “The Outsider.” genre—some may argue that the story could be acceptable answers. This does not incorporate the Gothic mode story is very subtle. —these arguments could be considered valid.

Differentiation  Direct individual students to reread particular passages in order to recognize the subtle abjection and isolation of the protagonists in the text.  Encourage composition of multimodal representation of story and characters.

Unit Goals : Students will: Methods English Lesson Plan Outline for “Surviving the Gothic” Unit 1) Predict psychological “coming of age” issues in group Teacher Name: Robert Vogts relationships, incorporating abjection, sublimation, and repression Class/Audience: of emotion, by making connections with literary characters and texts. 10th grade, untracked 2) Explain how an isolated, static, oppressive, or adversarial environment can cause a person to develop maladaptive reactions, such as the repression of emotions, or sublimation. Materials/Procedures “to do” list: 3) Compose multimedia images and text to represent literary genre Notebook paper motifs and relationships. Pens and pencils Daily Goals : Students will: “The Goophered Grapevine” short story by Charles Chesnutt 1) Identify at least three motifs of the Gothic mode that are present (2) class handouts: a)Gothic and Neo-Gothic Literature Unit, in the story. b)Three Psychological Terms That are Frequently Incorporated into 2) Revise and polish their analytic essays on Lovecraft’s “the the Gothic Literary Mode Outsider.”

Activities/ Allotted Time Objectives (daily goals) Assessments 1. Housekeeping/ Attendance (4 min.)  I want students to use their reading  I will circulate to see that all students 2. Students will read “The Goophered notes and make a quick identification are comprehending the genre motifs, Grapevine” by Charles Chesnutt in of genre motifs. and are focused on the creative writing Sustained Silent Reading. Using the process. Gothic and Neo-Gothic Literature Unit  I want students enjoy the benefits of handout, students will identify at least Sustained Silent Reading in class.  I will check to see that all students are three motifs of the Gothic mode that are fulfilling the assignment requirements present in the story for their Gothic Unit (two complete sentences per reading logs. Each identification statement  I want students to exercise their identification of a motif, etc.). will contain at least two complete writing and revision skills, creating a sentences. (11 minutes) polished artifact for their writing 3. Students will finish their final revisions portfolio.  I will conduct short essay conferences on the two or three-page analytic essay on with each student to make sure their Lovecraft’s “The Outsider.” essays are progressing.

Differentiation  Direct individual students to reread particular passages in order to recognize genre motifs  Allow individual student to work alone

Unit Goals : Students will: Methods English Lesson Plan Outline for “Surviving the Gothic” Unit 1) Predict psychological “coming of age” issues in group Teacher Name: Robert Vogts relationships, incorporating abjection, sublimation, and repression Class/Audience: of emotion, by making connections with literary characters and texts. 10th grade, untracked 2) Explain how an isolated, static, oppressive, or adversarial environment can cause a person to develop maladaptive reactions, such as the repression of emotions, or sublimation. Materials/Procedures “to do” list: 3) Compose multimedia images and text to represent literary genre Notebook paper motifs and relationships. Pens and pencils Daily Goals : Students will: The Turn of the Screw by Henry James 1) Begin a brainstorming session to generate ideas for their final (2) class handouts: a)Gothic and Neo-Gothic Literature Unit, three-page Neo-Gothic story. The story will incorporate at least five b)Three Psychological Terms That are Frequently Incorporated into of the thirteen common Gothic motifs. the Gothic Literary Mode 2) Begin the Composition of the first draft of an original three-page Neo-Gothic story, incorporating at least five of the thirteen common Gothic motifs.

Activities/ Allotted Time Objectives (daily goals) Assessments 1. Housekeeping/ Attendance (4 min.)  I will circulate to see that all students 2. Read the first twenty pages of The Turn of  I want students enjoy the benefits of are comprehending the genre motifs, the Screw by Henry James in Sustained Silent Sustained Silent Reading in class. and are focused on the creative writing Reading.(25 minutes) Students will begin a process. brainstorming session to generate ideas for  I want students to participate in a  I will conduct small group their three-page Neo-Gothic story, positive social environment that brainstorming and freewriting sessions incorporating at least five of the thirteen fosters creativity and joy. for students who are having trouble common motifs of the Gothic mode. Students generating creative ideas. may brainstorm individually (as a freewrite) or  I want students to exercise their in small groups of three or four. After creative writing skills, creating a  I will circulate to make sure students generating a solid idea, students should begin polished artifact for their writing are progressing in their creative working on their story. portfolio. writing exercise. ______University of Iowa College of Education Page - 33 - 07S:115 Methods English Assignment #4 Robert Vogts Fall 2005

Differentiation  Allow individual student to work alone (freewriting) or in groups for brainstorming session  Allow students to develop creative writing skills in a social atmosphere

Unit Goals : Students will: Methods English Lesson Plan Outline for “Surviving the Gothic” Unit 1) Predict psychological “coming of age” issues in group Teacher Name: Robert Vogts relationships, incorporating abjection, sublimation, and repression Class/Audience: of emotion, by making connections with literary characters and texts. 10th grade, untracked 2) Explain how an isolated, static, oppressive, or adversarial environment can cause a person to develop maladaptive reactions, such as the repression of emotions, or sublimation. Materials/Procedures “to do” list: 3) Compose multimedia images and text to represent literary genre Notebook paper motifs and relationships. Pens and pencils Daily Goals : Students will: The Turn of the Screw by Henry James 1) Write a short paragraph explaining whether they think the (2) class handouts: a)Gothic and Neo-Gothic Literature Unit, protagonist is suffering any oppression, isolation, adversity, or b)Three Psychological Terms That are Frequently Incorporated into extreme stasis. the Gothic Literary Mode 2) Continue the composition of the first draft of an original three- page Neo-Gothic story, incorporating at least five of the thirteen common Gothic motifs.

Activities/ Allotted Time Objectives (daily goals) Assessments 1. Housekeeping/ Attendance (4 min.)  I will circulate to see that all students 2. Read the next twenty pages of The Turn of  I want students enjoy the benefits of are comprehending the terms of the Screw. (20 minutes) Students will write a Sustained Silent Reading in class. oppression, isolation, adversity, or short paragraph explaining if they think the extreme stasis, because these elements protagonist of the story (the governess) is  I want students identify elements such are critical to the initial writing suffering any oppression or isolation. Students as oppression, adversarial conditions, assignment (paragraph). will identify these elements in the text by page and extreme stasis and isolation. These number. Ask Inquiry Learning questions to elements could easily lead to  I will circulate to make sure students stimulate thinking—Is the governess in an maladaptive psychological reactions are able to recognize or identify extremely static (unchanging) environment such as repression of emotions or oppressive elements in the story. that causes her to be unhappy? Is she sublimation. ______University of Iowa College of Education Page - 35 - 07S:115 Methods English Assignment #4 Robert Vogts Fall 2005 experiencing any adversarial conditions? (5 minutes)  I want students to exercise their  I will circulate to make sure students 3. Students will continue working on their creative writing skills, creating a are progressing in their creative Neo-Gothic stories, with an emphasis on the polished artifact for their writing writing exercise. five required Gothic motifs, as well as portfolio. grammar and word syntax. (21 minutes)

Differentiation  Allow students to develop creative writing skills in a social atmosphere

Unit Goals : Students will: Methods English Lesson Plan Outline for “Surviving the Gothic” Unit 1) Predict psychological “coming of age” issues in group Teacher Name: Robert Vogts relationships, incorporating abjection, sublimation, and repression Class/Audience: of emotion, by making connections with literary characters and texts. 10th grade, untracked 2) Explain how an isolated, static, oppressive, or adversarial environment can cause a person to develop maladaptive reactions, such as the repression of emotions, or sublimation. Materials/Procedures “to do” list: 3) Compose multimedia images and text to represent literary genre Notebook paper motifs and relationships. Pens and pencils Daily Goals : Students will: The Turn of the Screw by Henry James 1) Write a one-page essay explaining how isolation, an extremely (2) class handouts: a)Gothic and Neo-Gothic Literature Unit, static environment, adversity, or oppression could cause a person b)Three Psychological Terms That are Frequently Incorporated into to develop maladaptive psychological reactions, such as the the Gothic Literary Mode repression of emotions, or sublimation. Students will identify the act of sublimation that the governess perpetrates, and express their own opinions about how this sublimation is related to the appearance of the ghosts. 2) Finish the composition of the first draft of an original three- page Neo-Gothic story, incorporating at least five of the thirteen common Gothic motifs. Begin final draft.

Activities/ Allotted Time Objectives (daily goals) Assessments 1. Housekeeping/ Attendance (4 min.)  I will circulate to see that all students 2. Read the final twenty-four pages of The  I want students enjoy the benefits of are comprehending the terms of Turn of the Screw. (15 minutes) Students will Sustained Silent Reading in class. oppression, isolation, adversity, or write a one-page essay explaining how extreme stasis, because these elements isolation, an extremely static environment,  I want students identify elements such are critical to the initial writing adversity, or oppression could cause a person as oppression, adversarial conditions, assignment (paragraph). to develop maladaptive psychological and extreme stasis and isolation. These reactions such as the repression of emotions or elements could easily lead to  I will circulate to make sure students sublimation. Students will identify the act maladaptive psychological reactions are able to recognize or identify ______University of Iowa College of Education Page - 37 - 07S:115 Methods English Assignment #4 Robert Vogts Fall 2005 of sublimation that the governess perpetrates, such as repression of emotions or oppressive elements in the story, as and express their own opinions about how this sublimation. well as the giving clues to where the sublimation is related to the appearance of sublimation might be identified. the ghosts. Ask Inquiry Learning questions—  I want students to exercise their Did the boy survive? Was the governess creative writing skills, creating a actually seeing ghosts? Was she a reliable polished artifact for their writing  I will circulate to make sure students narrator? Why would she not have been a portfolio. are participating in the peer revision reliable narrator? (21 minutes) process. 3. Students should finish their Neo-Gothic stories. (10 minutes) Students should then allow a partner to read their finished product, checking to see if the story contains the five required Gothic motifs. Revisions should be made, if necessary. (20 minutes)

Differentiation  Allow students to work in pairs for peer revision session  Allow students to develop creative writing skills in a social atmosphere

Unit Goals : Students will: Methods English Lesson Plan Outline for “Surviving the Gothic” Unit Teacher Name: Robert Vogts

1) Predict psychological “coming of age” issues in group Class/Audience: relationships, incorporating abjection, sublimation, and repression of emotion, by making connections with literary characters and 10th grade, untracked texts. 2) Explain how an isolated, static, oppressive, or adversarial environment can cause a person to develop maladaptive reactions, Materials/Procedures “to do” list: such as the repression of emotions, or sublimation. Notebook paper 3) Compose multimedia images and text to represent literary genre Pens and pencils motifs and relationships. (2) class handouts: a)Gothic and Neo-Gothic Literature Unit, b)Three Psychological Terms That are Frequently Incorporated into Daily Goals : Students will: the Gothic Literary Mode 1) Finish the final draft of an original three-page Neo-Gothic story, incorporating at least five of the thirteen common Gothic motifs.

Activities/ Allotted Time Objectives (daily goals) Assessments 1. Housekeeping/ Attendance (4 min.)  I want students to exercise their  I will circulate to help students 2. Students should finish revisions on their creative writing skills, creating a with final revisions, paying special Neo-Gothic story, checking for proper use of polished artifact for their writing attention to grammar, word syntax, grammar and dialogue. (26 minutes) portfolio. and dialogue.

3. While students finishing final revisions,  I want students to share their finished  I will oversee the display of the volunteers may read their stories aloud. work in a celebration of creativity and final work, giving validation to achievement. work well done.

Differentiation  Allow students to develop creative writing skills in a social atmosphere  Allow students to voluntarily share their finished work with their peers in order to gain a sense of achievement

Grading Rubric for 1) Identification of Gothic Motifs (Reading Log) and 2) The Gothic Mode Creative Writing Exercise

“F” paper “D” Paper “C” Paper “B” paper “A” paper

Paper does not Paper shows Paper shows Paper shows Paper shows show any identification of identification of identification of identification of attempt at one Gothic motif two Gothic three Gothic four Gothic identification of in the text, motifs in the motifs in the motifs in the Gothic motifs in incorporating at text, text, text, the text. least two incorporating at incorporating at incorporating at complete least two least two least two sentences. complete complete complete Grammatical sentences in sentences in sentences in errors are each each each numerous. identification. identification. identification. Some Grammatical Grammatical grammatical errors are errors are non- errors. minimal. existent.

“F” paper “D” Paper “C” Paper “B” paper “A” paper

Story does not Story uses one Story uses two Story uses three Story uses three use elements of element of the elements of the elements of the elements of the the Gothic Gothic mode. Gothic mode. Gothic mode. Gothic mode. mode. Story is Story is at least Story is at least Story is at least Story is between not at least one one page long, one page long, one page long, one and two page long, and and indicates and indicates and indicates a pages long, and does not indicate minimal some noticeable indicates a any engagement engagement engagement engagement noticeable with the text. with the text. with the text. with the text. engagement with Grammar and Grammar and Grammar and Grammar and the text. syntax errors are syntax errors are syntax errors are syntax errors are Grammar and numerous. numerous. relatively few. minimal. syntax errors are non-existent.

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