Horror Unit Plan

10th Grade Honors English

Essential Questions

Why do we love to be scared?

What scares us as humans? As individuals?
How do writers scare us as readers?
What do our fears and the way we react to them tell us about ourselves?
What is a monster? Are monsters real?

Enduring Outcomes

Familiarity with horror classics

Ability to write vivid, descriptive narrative scenes
Increased understanding of audience

Evidence of Enduring Outcomes

Creative nonfiction narratives about personal experiences

Participation in Socratic Seminar
6-8 page creative horror narrative
Short creative narrative exploring setting and mood

Rationale
Horror is a genre which has fascinated audiences for centuries and remains
popular with students today. Through the lens of horror, this unit aims to operate off the
students enthusiasm for stories like this to help students understand plot elements such
as setting, motifs, and foreshadowing, and how to get inside the mind of their audience
when writing. In this unit, we will examine a number of both classic and contemporary
examples of the horror genre, including Edgar Allan Poe, Mary Shelley, and Stephen King,
as well as examining visual examples in movie posters and trailers. The main text
students will be working with will be Mary Shelleys Frankenstein. Not only a horror
classic, Frankenstein is a novel that asks questions about the nature of humanity, evil,
and monstrosity. Students will use both Shelley and additional class readings as a lens to
examine the different storytelling strategies most relevant to their own narratives, such
as suspense, unreliable narrators, and mood. Horror touches on something we all feel
and are familiar with, and reveals a deeper understanding of ourselves as we go
through the arc of being scared, then relieved, and then scared again (Ruth 3). In
examining the horror genre, students may come across some material that is dark or
upsetting in nature, but rather than focusing on the shock value so common in these
medias, students will study in-depth the way we as humans interact with fear and use
this knowledge to become more prolific, well-rounded writers with an increased
awareness for their audience.

Standards
(9-10.RL.2): Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
(9-10.RL.4): Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language evokes a sense of time and
place; how it sets a formal or informal tone).
(9-10.RL.5): Analyze how an authors choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or surprise.
(9-10.W.3): Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation,
establishing one or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another
to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
(9-10.W.4): Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
(9-10.W.5): Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
(9-10.SL.1) Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics,
texts, and issues, building on others' ideas and expressing their own clearly and
persuasively.
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, wellreasoned exchange of ideas.
b Work with peers to set rules for collegial discussions and decision-making
(e.g., informal consensus, taking votes on key issues, and presentation of
alternate views), clear goals and deadlines, and individual roles as needed.
c Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and
conclusions.

d Respond thoughtfully to diverse perspectives, summarize points of

agreement and disagreement, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the
evidence and reasoning presented.
References
Ruth, Greg. "Why Horror Is Good For You (and Even Better for Your Kids)." 29 May 2014.
Web.

Michelle Turner
10th Grade English

Tales of Terror: Personal Narrative

What are you afraid of? What makes your blood run cold, and the hair on the back of
your neck stand on end? Is it goblins, ghoulies and ghosties? Creepies and crawlies?
Things that go bump in the night? Or is it something all together more ordinary?
For this assignment, reflect on your greatest fears. Tell me what it is that makes your skin
crawl. Recall a memory of a time you were truly scared. What was the most frightening
moment in your life? How did you feel? Describe your environment, the thoughts running
through your head and any events leading up to that moment. If you cant think of a
frightful moment, tell me a story youve heard that frightened you. What about the story
made you so uneasy? What things do you remember most? Be as detailed as you can - I
want to know every little sensation, every reaction you can recall!
Personal narratives are a form of creative nonfiction. The stories you are telling are true,
actual things that have happened to you, do not forget that this is a narrative, meaning it
should have a plotline complete with a beginning, middle, and end!
Your narrative should:
Be written in the first person
Focus on a single experience which frightened you
Reflect the emotions and state-of-mind you were in in that exact moment
Be typed, 1-2 pages in length, double spaced, in 12-point font
Be free of spelling and grammatical errors

Sample Narrative
My family tends to make something of an event out of the holidays. Well, not really an event. More like
a fiasco. Most people think of Christmas as two days the 24th and the 25th Christmas Eve and Christmas Day.
But in my house, weve really mastered the method of stretching the affair out to the better part of a week.
Naturally, these are never really small gatherings, either. Brothers and sisters, nieces, spouses, in-laws, greatgrandma Lucy, everyone piles into my oldest brother Marshalls house for the event, a testament to suburban
respectability in a quiet little town by the name of Oro Valley.
One particular Christmas Eve, we had inevitably run out of available beds, so I, being the youngest of
my siblings and single at the time, had been relegated to the couch in the living room. I didnt particularly mind
the development, seeing as the year before Id spent my Christmas evening slowly sinking into the deflated air
mattress on the floor of my 3-year-old nieces bedroom.
Everyone had turned in to their respective bedrooms somewhere around two oclock in the morning. I
snuggled into my spot on the couch, long-past fantasies of Santa Claus, but still excited for the gift-giving to
come in the morning. I tossed and turned for a time, and just when Id thought sleep had finally found me, my
eyes snapped open. It was past 3 A.M. at this point, thought to be the time of night when spirits are most active.
All at once, I had a strange sensation of something watching me. There was no unexplained noises, no shadows
across the wall, only a creeping dread at the pit of my stomach.
I couldnt explain what the presence was, but I felt it, undeniably Id felt it, in the kitchen behind me.
Dont turn around, dont look. My heart started to pound in my chest, the sound of blood pumping through my
ears. Fanatical thoughts raced through my head: Dont look in the kitchen. Whatever you do, do not look. A
strange sort of hysteria set in. I cant say how long it went on like this, maybe seconds, maybe minutes.
Something is here, do not look.
Eventually, when Id decided this had gone on for quite enough, I resolved that it would never pass until
I faced it head on. Mustering up my courage, I made to raise my head, and immediately felt that something was
wrong. I was unable to sit up. Try my heardest, I could not find it in me lift myself off of that couch. It felt as
though someone was holding me down, like there were invisible hands on my shoulders pressing me into the

cushion and wouldnt let me leave. I stopped breathing for a moment. Frantically, I looked around. There was
nothing no sound, no movement, only darkness, and the undeniable feeling that something was horribly,
horribly wrong. The sensation lasted five, maybe ten seconds, Im sure, though it felt like an eternity.
Abruptly, the hands let up. I bolted upright, leaping off the couch and tearing across the room, trying to
put as much distance between myself and whatever it was that had just happened. I stopped, turning to look
back at the kitchen. Nothing there, no dark presence or leering creatures to greet my alarm. To this day, I still
dont know what it is that happened on that Christmas Eve in the living room of my brothers house. Was it a
dream, a nightmare? Had I experienced some strange form of sleep paralysis, or let my imagination get the best
of me, effectively rendering myself literally frozen in fear? Or had it been something else, something
unexplainable? Ill likely never learn, but I have been wary of falling asleep on that couch ever since.

Tales of Terror Grading Rubric

Category
Content:

Organizatio
n:

Voice:

Conventions
&
Formatting:

The narrative is Evidence in both

well-aligned to
columns 5 and 3
the prompt.
Focuses on a
specific event,
experience or
story. Story is
engaging and
contains specific
sensory details.
The narrative is
very well
organized.
Follows a
narrative plot
structures,
presents ideas
and events in a
logical manner.

The narrative is Evidence in both

somewhat
columns 3 and 1
aligned to the
prompt. There is
some specific
detail but does
not always
enhance the
storytelling.

Evidence in both The story can be Evidence in both

columns 5 and 3 a little hard to
columns 3 and 1
follow at times.
There is some
semblance of
plot structure.
Ideas and
events are
presented in a
logical manner.

Narrative has a Evidence in both

strong personal columns 5 and 3
voice. Story
contains specific
instances of the
narrators
emotions and
feelings during
the experience.

Narrative has
beginnings of a
sense of
personal voice.
Story has some
ideas as to the
narrators
emotions and
feelings during
the experience.

The narrative is Evidence in both

free of spelling
columns 5 and 3
and
grammatical
errors. Narrative
is 1-2 pages in
length, typed, in
12-point font.

There are 2-3

Evidence in both
major spelling or columns 3 and 1
grammatical
errors. Narrative
is 1-2 pages in
length and
typed in 12point font.

1
The story is not
aligned or
unrelated to the
prompt. Detail is
vague or
irrelevant to the
narrative.

Ideas and
scenes seem to
be randomly
arranged. It is
difficult to tell
what is
happening in
the story.

Evidence in both Narrative does

columns 3 and 1 not have a very
strong personal
voice or not
written in firstperson. No
evidence of
narrators
emotions or
feelings.
Spelling and
grammatical
errors are
obvious and
detrimental to
story-telling.
Narrative is too
short, does not
follow
formatting
guidelines.

Total: ______ / 20

Lesson
Topics

Conten
t
Standa
rds
Day 1:
9
Introductio 10.W.3
n to Horror
Genre
HW Personal
Narrative

Day 2:
The Raven
HW
Read:
Poe, The
Tell Tale
Heart

9
10.RL.
5
910.RL.
2

Day 3:
What
Scares us?
Due
Personal

9
10.RL.
4
910.RL.
5

Measurable
Learning
Objectives

Instructional
Strategies

Assessments that
Match Objectives

1)
Students will be
able to write
narratives to
develop real or
imagined
experiences or
events using
effective
techniques, wellchosen details, and2)
well-structured
event sequences by
writing about their
own personal
experiences

Introduction to
genre presentation:
a history of horror,
why people love to
be scared,
introduce big ideas
and essential
questions
surrounding unit
Introduce writing
assignment
students will write
a 1-2 page
narrative detailing
a frightening
experience they
had
See detailed lesson
for The Raven

As an exit ticket,
students will write
down their favorite
scary story/movie
and why it is their
favorite.

Discussion based
on peoples
narratives
What were people
commonly afraid
of? What trends do

Students will turn in

their personal
narratives.
Students will turn in
their quickwrite
prompts as an exit

Students will
demonstrate
comprehension of
words and phrases
as they are used in
the text and analyze
the cumulative
impact of specific
word choices on
meaning and tone
by examining Poes
tone and word
choices and their
effects on the
reader.

Students will
complete a page of
short-answer
discussion-based
questions to turn in
at the end of class

Students will
demonstrate
analysis of a theme
or central idea of a
text and analyze in
detail its
development over
the course of the
text by identifying
symbols and
allusions in The
Raven.
1)
Students will be
able to analyze how
an authors choices
concerning how to 2)
structure a text, and
order events within

Lesson Plan: The Raven

Objectives:
Students will demonstrate comprehension of words and phrases as they are used
in the text and analyze the cumulative impact of specific word choices on meaning
and tone by examining Poes tone and word choices and their effects on the
reader.

Students will demonstrate analysis of a theme or central idea of a text and analyze
in detail its development over the course of the text by identifying symbols and
allusions in The Raven.

Standard(s):
Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text. (9-10.RL.2)

Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a sense
of time and place; how it sets a formal or informal tone). (9-10.RL.4)

Materials:

Handout: Writing the Raven supplementary reading and poem full text,
Short answer sheet on The Raven Discussion Questions
Audio recording
Media presentation
The Simpsons The Raven parody video

Methods
Introduction/Preparation:
Begin by asking if they are familiar with the poem The Raven by Edgar
Allan Poe. Invite students who have read the work before to share
opinions.
Pass out Writing the Raven handouts, full poem texts, and short answer
discussion questions.
Direct Instruction:
Introduce Poes essay The Philosophy of Composition.
Read the first part of Writing the Raven out loud, then ask for volunteers
to read the next few paragraphs.
Ask for student volunteers to read the first two stanzas.
Ask students what their immediate impression of the poem is. What is
the mood? What is the setting? Who is the narrator? What is he doing?
Ask students to briefly summarize the first two stanzas.
Play audio recording of The Raven, asking students to read and follow
along with their text.

Guided Practice:
Give students a few minutes to examine Poes form and rhythm. Ask
students what they notice about Poes style of writing. Do they recognize
any familiar poetic devices?
Discuss Poes writing process as described in The Philosophy of
Composition. Ask students what value they think understanding a poets
approach to writing has on how we read their work.
Discuss symbolism of the raven in the poem, have students brainstorm
what sorts of things they associate with ravens and share out loud.
Define the term allusion, for students, pointing out instances where Poe
uses allusion in his poem.
Independent Practice:
Students will finish up short answer questions during class time.
Students will reflect in writing on their own personal interpretation of the
poems final lines.
Closing:
Play The Simpsons parody on The Raven for class.
Ask students to consider the importance of having an understanding of the
original source material in order to appreciate parody humor.
Students will turn in their questions at the close of class.

Lesson Plan: Visual Analysis

Objectives:
Students will be able to analyze how choices concerning how to render a visual
text create such effects as mystery, tension, or dread.
Students will be able to work collaboratively in groups to gain different
perspectives on the same text, building on others' ideas and expressing their own
clearly and persuasively.
Standard(s):
9-10.RL.5: Analyze how an authors choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or surprise.
9-10.SL.1: Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics,
texts, and issues, building on others' ideas and expressing their own clearly and
persuasively.
Materials:
Video example
Overhead example of movie posters
Print outs of various horror movie posters (The Exorcist, Paranormal Activity,
Poltergeist, Crimson Peak, The Conjuring, Sleepy Hollow, The Ring, Nightmare on
Elm Street, etc.)
Posterboard/giant sticky notes
Markers
Methods
Introduction/Preparation:
Play intro credits to American Horror Story
Ask students to write down things they notice as they watch: what images
does the video give them, what feelings does it inspire?
Ask students to share their impressions.
Direct Instruction/Guided Practice:
Put up movie poster for The Exorcist, ask students to share what things they
see, what does the poster tell them about the story? Have them write for a
few minutes on their thoughts before sharing
Explain importance of mood-setting in film and visual pictures, go over
techniques used in creating scenes like these (lighting, music, camera
angles, visual hints and cues)
Independent Practice in groups:
Split students into groups of four, assigning each group a different movie
poster

Ask students to put their heads together and collect their thoughts on the
image. How does this poster advertise the move? What mood does it set? If
students werent familiar with the premise of the movie, what kinds of things
would this poster tell them about it? What specific things does the marketer
want the viewer to notice in this image?
Ask students to compile their ideas together on their poster

Closing/Sharing Results:
Have groups come together and share their findings in front of the class.
As a class, discuss the different methods each movie utilizes to entice its
viewer. Were there any common trends? Discuss how different types of
horror movies appeal to us in different ways. What different kinds of fear are
represented?
Assessment:
Groups will be graded on the quality of their analysis and turn their posters in
at the close of class.
For extra credit, students may create a movie poster utilizing techniques
examined in class to advertise for their creative narratives to turn in with the
final project

Lesson Plan: Scene Setting

Objective: Students will be able to compose sentences and short narratives using precise words
and phrases, telling details, and sensory language to convey a vivid picture of the experiences,
events, setting, and/or characters.
Standard(s):
9-10.W.3d: Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.
Materials:
Paper, markers, handouts
Methods
Introduction/Preparation:
Introduce the topic of mood-building and setting in horror fiction.
Pass out handouts, ask for volunteers to read passages from Poe and King.
Discuss ways each author sets their scene.
Direct Instruction:
Explain concept of using action & description to build a scene showing versus
telling your audience what to think.
Use teacher written example Elise was frightened to model how one might expand
blunt writing into something more engaging.
Guided Practice:
Go through another example as a class (The house was dark)
Ask students ways to improve the storytelling (Make narrator interact with house,
introduce action, create a picture of the house)
Write student-created examples on board
Independent Practice:
Provide example telling sentences for practice, ask students to expand the
sentence into a short showing paragraph, encouraging them to get as creative as
they like with their answers.
Write your own examples along with them!
Closing/Sharing Results:
Ask for students to volunteer their answers to share
End with discussion on strategies students found helpful or things they noticed
while completing the activity
Introduce homework assignment: students will write a descriptive setting that fits in
the context of their final creative narratives (minimum one paragraph)
Assessment:
Students will turn in their expanded paragraphs at the end of the period
Students will write another example of a descriptive scene to turn in at a later date
that goes with their final narratives