Horrors!
Prefatory Statement :
This four-week unit will focus on how setting and mood produce a desired effect for writers of short horror fiction. The students will focus on two of Edgar Allan Poe's short stories, “The Fall of the House of Usher” and “The Pit and the Pendulum.” The students will examine how Poe uses setting and mood in his stories to create a desired effect. The students will also examine the use of mood and setting in both classic and modern day film clips. Eventually, students will use these elements in their own stories.
Students will be given the opportunity to choose a short story or novel that creates a strong mood. While most of these choices will be horror fiction, it doesn't necessarily have to be. The students will examine how these works of fiction use mood and setting effectively, and they will share their findings with others. The students will also examine how mood is created visually by writing their own screenplays in groups and either presenting them on film, or drawing visuals to go along with them.
Young adults are some of the main consumers of horror fiction and film. Many young people are fascinated with being scared. By looking at elements of horror fiction, students will discover how authors can use things such as setting and mood to increase feelings of unease and horror. Through discovering an author's intent, students will develop their analytical skills. Also by examining and understanding these types of elements, students will have the tools they need to evoke desired emotions in all of their writing.
The Minnesota Graduation Standard this unit would cover is the Arts and Literature Analysis and Interpretation-Literature High School Standard:
A student shall demonstrate the ability to interpret and evaluate complex works of literature by:
A. describing the elements and structure of literature; the artistic intent; and the historical,
cultural, and social background of the selected literature;
C. describing how particular effects are produced by the artist's use of the elements of
literature;
Class Specifications :
This unit would be appropriate for 10-12 graders. This unit may be inappropriate for students who have a strong dislike for horror fiction. While nothing read in the unit is too scary, some of the video clips might be too intense for some students. A teacher presenting this unit would need to know his or her students and make exceptions for those who would need it. A teacher could assign a journal entry prior to the unit in order to determine whether a unit like this would be comfortable for students. The students could be asked to write about their feelings concerning horror movies and fiction. This unit is not more appropriate for one group more then another, although the only required reading will be Poe. However, there can be an attempt to look at horror films that are written by women and films that are more multicultural. Students will also have the option of picking their own piece of fiction to read. They could be encouraged to choose from many different authors and topics.
Significant Assumptions :
My two basic teacher assumptions are that in order to write well, students must understand the elements of writing well, and in order to understand author's intent, students must be able to examine elements of language in a text. I also assume that students learn best when they are interested in the topic. That is why I think that Horrors! will be successful. The addition of video clips and student creativity through film and art will be fun for students. I assume that students are able to read and comprehend Edgar Allan Poe's work and that they will have had experience both with class discussions and working in groups. I also assume that students have had some experience in writing creatively and that they will be willing to attempt to either create a movie or draw artistically.
Desired Outcomes/Standards/Objectives to be Met :
The students will complete parts of the Minnesota Graduation Arts and Literature Analysis and Interpretation-Literature Standard for High School including parts of
A and C.
A student shall demonstrate the ability to interpret and evaluate complex works of literature by:
A. describing the elements and structure of literature; the artistic intent; and the historical,
cultural, and social background of the selected literature;
C. describing how particular effects are produced by the artist's use of the elements of
literature;
Objectives for the unit:
Students will learn:
• The use of the elements of mood and setting.
• To analyze how setting and mood create a desired effect.
• How to identify author's intent
• How to interpret and evaluate a piece of literature
Possible Whole-Class Activities :
What scares you?
Why does it scare you?
Do you liked to be scared?
Why do teens like horror movies and books?
What makes a movie or a book scary?
What makes these movies scary?
How does the filmmaker use specific visual details to create a scary mood?
How does Poe use descriptions in his stories to create a sense of mood?
How does he use setting to create mood?
Possible Small-Group Activities :
Possible Individual Activities :
Ongoing Activities :
Student Resources :
• Student copies of Edgar Allan Poe's “The Fall of the House of Usher” and “The Pit and the Pendulum.”
• Student choice of short story, book, or poem.
• Paper, things to draw with
• Access to a video camera (optional)
• Videotape (optional)
• Access to community resources (optional)
Unit Launch/Anticipatory Set/Set Induction :
Set Induction
Objectives:
Students will learn:
• how mood and setting are used in film to create a desired effect.
• why horror is popular with modern culture and what scares people.
Method:
1. The teacher will show a few clips from several horror movies, both classic and modern. The scenes should show strong examples of mood and setting. The teacher must carefully screen each video in order to determine whether it is appropriate for his or her class. (20 min.)
These could include:
Frankenstein (both old and new versions)
Dracula (both old and new versions)
Psycho
The Shadow of the Vampire
Scream I, II, III
Psycho
Sleepy Hallow
Vertigo
I Know What You Did Last Summer
Nightmare on Elm Street
Friday the 13 th
The Burbs'
Young Frankenstein
It
2. The class will discuss these videos. (10 min.)
What makes these movies scary?
How does the filmmaker use specific visual details to create a scary mood?
Which scenes are most scary? Which scenes are least scary? Why?
If you were able to create your own scary movie, what would you include? Why?
3. The class will also discuss why people like horror. These questions can either be discussed as a class or in small groups. (10 min.)
What scares you?
Why does it scare you?
Do you liked to be scared?
Why do teens like horror movies and books?
What makes a movie or a book scary?
4. We will talk about what will happen in the unit. They will be told more as time progresses. (10 min.)
We will read “The Pit and the Pendulum” and “The Fall of the House of Usher” by Edgar Allan Poe and complete in class activities and discussions.
The students will need to pick out one of the following books to read:
Suggestions:
Turn of the Screw Henry James
Dracula Bram Stoker
Frankenstein Mary Shelley
Or modern authors such as: Stephen King or Anne Rice
Students will write a journal entry about it and discuss it in small groups.
There will be a group screenplay project.
The students will be required to write a short story that can, if desired, be based on a scary place in the community.
At the end of the unit, the students will complete a web quest.
Questions?
Assignment:
Students should start thinking about a book, short story, or poem they would like to read. Handout (see attached)
Evaluation:
The teacher will know that students have met the objectives by their participation in the discussion.
Organization of the Unit :
Week One:
Day One:
Set induction (see above)
Day Two:
Hand out books. Short lecture on Edgar Allan Poe (10 min.) Start reading “The Fall of the House of Usher” out loud (35 min.) Assign the rest of the story for tomorrow. Handout group screenplay assignment (see attached). Ask students to think about whether they would like to make drawings or a video (5 min.)
Day Three:
Discuss “The Fall of The House of Usher.” First clarify events in story (20 min.)
Questions: How does Poe use setting to create a desired effect?
What kind of mood is produced in this story? Look at specific parts.
(Descriptions of house)
What parts do you think are the most effective?
What are some of the words or phrases that Poe uses to create mood?
Group activity: Groups select a scene they find the most effective. As a group, they draw a picture of the scene using evidence from the text. They present it to the class
(30 min).
Day Three Lesson Plan
Objectives:
Students will learn:
• how Poe uses setting and mood in “The Fall of the House of Usher.”
Method:
How does Poe use setting to create a desired effect?
How does Poe describe the house? What words does he use?
What kind of mood is produced in this story? Look at specific parts.
What parts do you think are the most effective?
What are some of the words or phrases that Poe uses to create mood?
(“clouds hung oppressively low,” “insufferable gloom,” “vacant eye like windows,” etc.)
Students will examine how Poe uses setting to set the mood.
What kind of mood does this picture represent?
What kind of words does Poe use to set the mood?
Evaluation:
The students will have met the objectives by participating in the discussion and though their work in groups.
Day Four:
Class is divided into those who want to create a video and those who want to draw for the screenplay assignment. The teacher divides these students into groups of 3-4 (5 min.) They spend the rest of the day in their groups discussing the assignment (45 min.)
Day Five:
Students have the individual book picked out for today. Hand out books (10 min.) Work time in groups (40 min.)
Week Two:
Day Six: Start reading “The Pit and the Pendulum” out loud (40 min.) Assign the rest for tomorrow. Discuss short story assignment. (see attached handout) (10 min.)
Day Seven: Discuss “The Pit and the Pendulum.” First clarify story (20 min.)
Questions: How is this story the same as “The Fall of the House of Usher?” How is it
different?
How does Poe use setting to create a desired effect?
What kind of mood is produced in this story? What does it change?
What parts do you think are the most effective? Why?
Which story do you think is more frightening?
What makes one scarier then the other?
Group activity: Groups select a scene they find the most effective. As a group, they draw a picture of the scene using evidence from the text. They then present their picture to the class (30 min.) Any extra time spent on silent reading of individual books.
Day Eight: Finish group picture presentations. Work time for groups (50 min.) Rough draft for screenplay due Day 10. Any extra time spent on silent reading of individual books.
Day Nine: Students bring in ideas for individual short story. Short conferences with teacher and conference with peer groups. Work time or silent reading time. (50 min).
Day Ten: Group conferences with teacher. Rough draft for screenplay due. Work time or silent reading time (50 min.)
Week Three:
Day Eleven: Rough draft returned (5 min.) Students get into new small groups to discuss first part of individual reading assignment (see handout) (45 min). Extra time spent on silent reading.
Day Twelve: Students start working on second half of screenplay assignment. Teacher helps students get access to video cameras if necessary. Free work time or silent reading (50 min.).
Day Thirteen: Rough draft of individual short story is due. Conference with teacher. Work time or silent reading time (50 min.).
Day Thirteen Lesson Plan
Objectives:
The students will learn:
• How to use setting and mood in a short story
Method:
Evaluation:
The teacher will know the student has completed the objective if the student hands in a paper effectively using the elements of mood and setting.
Day Fourteen: Half of time spent on individual story (25 min.). Half time spent on group work (25 min.).
Day Fifteen: Second part of individual reading assignment is due. (see sheet) Presentations of group project next week (50 min.) Extra time spend on group work.
Week Four:
Day Sixteen: Final preparations for group presentations. Group work time (50 min.).
Day Seventeen: Presentations of group projects (50 min.).
Day Eighteen: Presentations of group projects (50 min.).
Day Nineteen: Presentations and start Web Quest in computer lab (50 min.)
Day Twenty: Finish Web Quest in computer lab and hand in short stories (50 min.).
Grades :
The unit will be worth 200 points. Each assignment handout will contain the grading criteria for each assignment.
The group screenplay and presentation will be worth 50 points.
Screenplay 25pts
Visual component (drawings or video) 25pts
Short story 50pts
Individual book essay and group work 30pts
Web Quest 50pts
In class participation 20pts
This will include participation in discussions and participation in-group drawing assignments.
The letter grades will be based on percentages.
90-100% A 180-200
80-89% B 160-179
70-79% C 140-159
60-69% D 120-130
59 and below F 119 and under
The students will be provided written feedback on all written assignments and group presentations. They will have the opportunity to discuss their grade with the teacher if they feel the desire to.
• A copy of Edgar Allan Poe short stories
• Websites:
• www.gothic.net/poe/index.html
• www.geocites.com/Area51/Corridor/4220/poe.html
• www.geocites.com/EnchantedForest/Dell/3627
Screenplay Project
In this assignment you will write your own screenplay using elements of mood and setting. While dialogue is important, it is also very important to vividly describe the setting of your scenes. You will be in groups of 3-4. Each group will write their own screenplay.
In addition to the screenplay, groups will need a visual component for this project. Groups will have the options of either drawing pictures for each scene in their screenplay, or actually filming their screenplay. Video cameras can be borrowed from the school. You will have time in class to work on this project, but you may need to spend time outside of class also.
Groups will present their screenplay to the rest of the class.
• Each screenplay must be 3-5 pages long.
• The screenplays must have a minimum of two characters.
• In addition to dialogue, in-depth descriptions of setting must also be included.
• Don't have too many different scenes in your screenplay, you'll run into problems later.
• If your group is drawing pictures for your screenplay, you must have a minimum of one picture for every scene change.
• If your group is filming your screenplay, you must have also show the scene changes.
• You don't have to use the horror genre for your screenplay. You may use any genre that expresses mood. Other examples are mystery and suspense.
• You will get time in class to work on this project, but you may need to meet outside of class also.
Grading Criteria: The student has:
If anyone is having questions or concerns about their group, please speak with me.
Time Line:
Rough draft of screenplay due Day 10
Group conferences Day 10
Presentations Days 17, 18, 19—groups will be assigned a presentation date
Individual Book Assignment
You will need to select a book from the following list:
Suggestions:
Turn of the Screw Henry James
Dracula Bram Stocker
Frankenstein Mary Shelley
Modern novels by Stephen King, Anne Rice, or John Saul can also be used.
You will discuss this novel in a group with 3-4 other people. You will also be required to write an essay discussing elements of setting and mood within your work of fiction.
Part One:
Group discussion questions:
Part Two:
The second half of the novel should be finished.
You will have to write a short essay (1-2 pages) explaining how the author of your novel used setting and mood. Some questions to answer are:
Does the author use setting and mood effectively?
What passage is most effective? Why?
What are some key words or phrases the author uses to portray a certain mood?
What writing techniques/strategies does the author use to evoke this mood?
Time Line:
Choose novel Day 5
Part one due Day 11
Part two due Day 15
Short Story Assignment
You will have two options for writing a story.
• You can create your own short story using your own ideas. It doesn't have to be about anything in particular, but it must be a horror, mystery or suspense story. It must also use elements of setting and mood effectively.
• Describe the setting in detail.
• What emotions does it evoke?
• What do you want your readers to feel?
• You can create a short story based on a scary place in your community. It may be a haunted house, a ghost story, or even a scary place in the woods. It's up to you. You may do research, but it is not necessary. There is some good information at the Duluth Public Library about haunted places in Duluth . There may also be information like this in other areas. You may also do some first hand research, but you can't trespass or bother people. Just remember, no matter what you do you need to be respectful. For this option, setting and mood are also very important.
Grading criteria:
Time Line:
Ideas and short conference Day 9
Rough draft and conference Day 13
Final Draft Day 20
Web Quest
Horrors! and Edgar Allan Poe
Welcome to the wonderful world of Edgar Allan Poe. Black cats, dark pits, and ceaselessly beating hearts await you. But don't be scared, very few visitors are actually buried alive. Most only go a tiny bit mad, and what's a little madness among friends?
Join me as we trudge through the nightmare that is Edgar Allan Poe. Perhaps, if you complete these three tasks, you may come through unscathed.
Task One:
Who is the man behind the madness? How close are madness and genius really linked?
You can find answers to these questions and more with an examination of Edgar Allan Poe's life. Write a one-page essay on how Edgar Allan Poe's life may have affected his work. Here are a few websites that may help you.
www.geocities.com/EnchantedForest/Dell/3627/
Task Two:
What scares you the most? Pick one of Edgar Allan's stories that you haven't read before and write a one-page response on your reactions, impressions, and questions. Some websites that may help you are:
www.geocities.com/Area51/Corridor/4220/poe.html
Task Three:
Now that you're back from whatever haunting adventure Poe took you on, write a one-page essay on how Poe uses mood and setting in the story you read.
You've completed the three tasks. You're free to go now. How do you feel? Are your hands shaking? Are you sweating? Can you hear the deafening beating of your heart?
Maybe you should stay. After all, there's nothing wrong with a little madness among friends . . .
Checklist
Name__________________
Learning Area: Literature and the Arts
Educational Level: High School
Content Standard:
• describing the elements and structure of literature; the artistic intent; and the historical, cultural, and social background of the selected literature;
• describing how particular effects are produced by the artist's use of the elements of literature;
Yes = evidence shown
No = no evidence
Student Teacher
Evidence Web Quest
______1._____________sufficiently demonstrates ability to interpret and _______
evaluate a work of literature
______2._____________sufficiently demonstrates knowledge of elements of_______
literature
______3._____________sufficiently demonstrates knowledge of artistic intent _____