Closing Lesson for the Gothic Genre

Created by:

Haylee massaro

Title/Role:

M.S. Ed.

Organization/School Name:

Carnegie Institute

Location:

Pennsylvania

Grade Level:

Type of Lesson:

Lesson in a unit

Type of Schedule:

Combination

Collaboration Continuum:

Moderate

Content Area:

Language Arts

Content Topic:

Gothic Literature

Standards for the 21st-Century Learner

Skills Indicator(s):

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.

1.1.3 Develop and refine a range of questions to frame the search for new understanding.

1.1.9 Collaborate with others to broaden and deepen understanding.

Dispositions Indicator(s):

3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.

3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.

3.2.3 Demonstrate teamwork by working productively with others.

Responsibilities Indicator(s):

1.3.5 Use information technology responsibly.

3.3.4 Create products that apply to authentic, real-world contexts.

Self-Assessment Strategies Indicator(s):

3.4.2 Assess the quality and effectiveness of the learning product.

3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.

4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.

Scenario:

This lesson would be built upon previous instruction of a gothic literature unit. Throughout the unit the students and teacher will work with the school librarian in the library to search for gothic books, stories etc. They will also create a webquest for the gothic genre including steampunk and fantasy as sub-genres. The librarian will work with the students in regard to how a library works. The librarian will provide tutorials on how books are organized and selected for display; he/she will also explain how library activities/events are selected and refined. The instructor will present the gothic through a concept introduction lesson with examples and non-examples. This practice will allow students to identify elements of the gothic before they learn exactly what it is. The introductory lesson would most likely take place in a classroom or library setting. At the close of the gothic unit, the students will be required to create a gothic display in the school library with an assortment of books that apply to the gothic genre; the instructor, the students and the school librarian will work together on this culminating project. Both the instructor and the librarian will assess the library project by use of rubric.

Overview:

The gothic introductory lesson is the pre-curser to a unit on gothic literature. At the close of the lesson the students will be asked to complete a culminating project on the genre in conjunction with the school librarian. The students must create a display within the library that outlines gothic literature and features selections of gothic literature within the display. Students will also be required to write a short essay, answer the following essential question: How does the “gothic” or popular culture compare with the “gothic” of American Literature?

Final Product:

Gothic Literature Library Display for October - The students will be required to create a gothic display in the school library with an assortment of books that apply to the gothic genre as well a webquest that incorporates the gothic, steampunk and fantasy genres; the instructor, the students and the school librarian will work together on this culminating project. Both the instructor and the librarian will assess the library project by use of rubric.

Library Lesson:

Students will understand and analyze major elements and themes of the gothic genre. Also, they will learn to apply that information to others by way of a library display on the gothic.

Estimated Lesson Time:

120 minutes

Assessment

Product:

The School Librarian and classroom teacher will use a rubric/checklist (see attached)see that all students demonstrate a thorough understanding of the gothic genre through their gothic library display & sub-genre webquest

Process:

The librarian and instructor will monitor and facilitate student learning through a gothic literary unit. The librarian will provide addition guidance during the class time within the library in order to prepare students for their gothic display project.

Student self-questioning:

Do I understand the gothic genre? Why can steampunk and fantasy both be classified as sub-genres of the gothic;what do they have in common? How have I illustrated by understanding of these genres through my gothic library display and webquest? If I could do this project again, what would I do differently? Why?

Instructional Plan

Resources students will use:

Still image (i.e.paintings, drawings, plans, and maps)

Physical Object

Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:

Projector

Laptop

White board

Smart board

Instruction/Activities

Direct instruction:

A: Clarify aims and establish set - The students will be instructed to direct their attention to the school librarian who will then explain the process of creating displays for the library (how, why, when) EVALUATE: Students will assess the information provided by the school librarian B: Review examples - The instructor will then review with the students elements of the gothic genre as well as introduce steampunk as a sub-genre REMEMBER: Students will identify/remember defining factors within the gothic genre and indicate overlapping characteristics present in steampunk

Modeling and guided practice:

C: Brainstorm - The instructor and librarian will then create an “idea board” with the students - The students will be asked to think of ideas that they can incorporate into their gothic display & webquest APPLY: Students will apply their knowledge of the gothic to the “idea board”

Independent practice:

APPLY: Students will apply knowledge of the gothic/steampunk to items/ideas that will be used in the display in an independent writing activity - The instructor and librarian will then facilitate the creative process of the library display CREATE: Students will create a gothic library display the accurately and creatively captures the genre

Have you taught this lesson before:

Strategies for differentiation:

Support: (1) Students will receive a copy of the class notes on the gothic/steampunk along with photographs to illustrate ideas and characteristics of each (2) Students will be given more time to complete the assignment (3) students will receive more individualized instruction from the instructor and librarian Challenge: (1) While creating the gothic ideas the students will also list the reason why those particular things are gothic according to the gothic elements in class. (2) Students will be given a leadership role within the grouping in the classroom ESL (or ELL): (1) ELL students will receive a copy of the class notes on the gothic with photos

AASL/Common Core State Standards Crosswalk

English Language Arts:

CC.11-12.SL.4 » English Language Arts » Presentation of Knowledge and Ideas » 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (11,12)

CC.11-12.SL.1.a » English Language Arts » Comprehension and Collaboration » a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (11,12)

CC.11-12.SL.1 » English Language Arts » Comprehension and Collaboration » 1. Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (11,12)

CC.11-12.SL.1.c » English Language Arts » Comprehension and Collaboration » c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (11,12)

CC.11-12.SL.1.b » English Language Arts » Comprehension and Collaboration » b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. (11,12)

CC.11-12.SL.5 » English Language Arts » Presentation of Knowledge and Ideas » 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (11,12)

CC11-12WH/SS/S/TS1 » Writing Standards » 1. Write arguments focused on discipline-specific content. (11,12)

CC11-12WH/SS/S/TS2 » Writing Standards » 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (11,12)

CC.11-12.W.10 » English Language Arts » Range of Writing » 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (11,12)

CC11-12WH/SS/S/TS1e » Writing Standards » e. Provide a concluding statement or section that follows from or supports the argument presented. (11,12)

CC.11-12.W.2.f » English Language Arts » Text Types and Purposes » f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (11,12)

CC11-12WH/SS/S/TS2e » Writing Standards » e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). (11,12)

CC.11-12.W.7 » English Language Arts » Research to Build and Present Knowledge » 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (11,12)

CC11-12RS/TS3 » Reading Standards for Literacy in Sci Tech » 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. (11,12)

CC.11-12.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (11,12)