introducing the gothic novel

By

Stacy LevesqueEDSU 530

INTRODUCING THE GOTHIC NOVEL

Reading: 3.0 Literary Response and Analysis

Narrative Analysis of Grade–Level-Appropriate Text:

3.3 Analyze the ways which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical or aesthetic

purposes or bothG r a d e 1 2

CALIFORNIA CONTENT AREA STANDARDS: LANGUAGE ARTS

English Language Development Standard(s) (ELD): Intermediate Level

Writing: Organization and Focus

Write responses to selected literature that exhibit understanding of the text, using detailed sentences and transitions.

Listening & Speaking: Comprehension

Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.

The gothic novel, Frankenstein, by Mary Shelley….

THIS IS AN INTO STRATEGY USED PRIOR TO

INTRODUCING ….

“THE RAVEN’ BY EDGAR ALLAN POE

Students enter the room. As class begins an audio reading of “The Raven” begins

to play…

English Language Development Standard(s) (ELD): Intermediate Level Reading: Vocabulary and Concept Development

Use decoding skills and knowledge of both academic and social vocabulary to read independently.

Recognize that some words have multiple meanings and apply this knowledge to understand texts.

Writing: Organization and Focus Write responses to selected literature that exhibit understanding

of the text, using detailed sentences and transitions. Listening & Speaking: Comprehension

Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.

English Language Development Standard(s) (ELD): Intermediate Level Reading: Vocabulary and Concept Development

Use decoding skills and knowledge of both academic and social vocabulary to read independently.

Recognize that some words have multiple meanings and apply this knowledge to understand texts.

Writing: Organization and Focus Write responses to selected literature that exhibit understanding

of the text, using detailed sentences and transitions. Listening & Speaking: Comprehension

Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.

English Language Development Standard(s) (ELD): Intermediate Level Reading: Vocabulary and Concept Development

Use decoding skills and knowledge of both academic and social vocabulary to read independently.

Recognize that some words have multiple meanings and apply this knowledge to understand texts.

Writing: Organization and Focus Write responses to selected literature that exhibit understanding

of the text, using detailed sentences and transitions. Listening & Speaking: Comprehension

Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.

English Language Development Standard(s) (ELD): Intermediate Level Reading: Vocabulary and Concept Development

Use decoding skills and knowledge of both academic and social vocabulary to read independently.

Recognize that some words have multiple meanings and apply this knowledge to understand texts.

Writing: Organization and Focus Write responses to selected literature that exhibit understanding

of the text, using detailed sentences and transitions. Listening & Speaking: Comprehension

Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.

1.How does this poem make you feel?

2. What words or sounds made you feel this way?

3.If you had to give this poem a classification where

would you place it?

JOURNAL QUESTIONS : LOCATED ON THE FRONT BOARD

Click icon to add picture

After discussing as a class some elements and reactions to the “The Raven” reading, students will

complete this graphic organizer on their own .

VENN DIAGRAM USED TO COMPARE AND CONTRAST

“THE RAVEN” WITH STUDENT’S CHOICE OF A MOVIE, STORY OR NOVEL.

STUDENTS ARE NOW WORKING IN PAIRS…

Students will explain their diagram to their partner.

The goal is for them to recognize the likenesses of each and discuss why they think these similar pieces are crucial to

this type of story.

THIS EXERCISE SUPPORTS BOTH THE WRITING

COMPREHENSION AND LISTENING STANDARDS OF

THE CALIFORNIA STATE STANDARDS FOR ELD