Gothic Literature A.K.A Weird Stories about Dreadfully Fiendish Things

I think I finally understood the complexity and depth that some writers can go to in order to create alternative worlds and new experiences when I read Edgar Allan Poe's "Fall of the House of Usher" in my 11th grade AP English class.

Prior to reading this, I had been entertained, taught, even brought to tears by books and stories, but I never really got that tingly feeling through my toes and been unable to tear my eyes away from the story developing before me. I don't know what it was that caught me, but I think it was the Poe's use of words and descriptions, his vague references of crazy family relations and the supernatural, and the dichotomy between sanity and insanity.

I was hooked...to the creepy, the macabre, the dark themes that Poe explored and I wanted to know more about it. Unfortunately, it wasn't until I was a teacher that I could spend time on the Gothic authors, researching the time period, the origin, other Gothic authors, and read more in this genre. I read Stoker's Dracula, almost all of Poe's collected works, Horace Walpole's Castle of Otranto, and of course, Ms. Shelley's Frankenstein. As I was reading, I kept noticing elements and details that were found in each of these stories and it seemed to me that these authors relied so much on the setting to help them create the mood and tone of the entire story. I also noticed that some of places or locations were similar, the characters were similar, and even some of the more creeptastic descriptions were similar.

After looking for some information on teaching Gothic literature as a sub-category of the Romantic era, I was able to track down some lists that explained the origin and common elements found in most Gothic Literature. First of all, Horace Walpole started the genre of the Gothic novel with his story, The Castle of Otranto set in a castle similar to his own, Strawberry Hill. If you've ever read this story and if you are anything like me, you'll spend most of the time looking incredulously at the story and mentally repeating "WTF!!" because the story is crazy weird and completely unnerving. However, he set a precedent that was followed and upheld by authors who followed down his dark and demented path.

Common Gothic Elements:

Setting- Most of the time, the story is set in an old, crumbling mansion, family house, or castle of some kind. The location is central to the mood or tone of the story and Gothic authors took this element very seriously. Great detail and a large amount of adjectives were used to explain the setting to the reader and to provide a sense of "dread" or "darkness" to the upcoming events. And let's be honest, when have you ever gone into an abandoned house, factory, church, mansion, or castle and not felt a certain presence or unearthly influence? Yeah...me either...

Ancient Prophecy- Many of the stories have an underlying reason for the events that happen to the characters or family. This is usually because the character who owns the house or castle or the main character of the story is a part of prophecy that either needs to be fulfilled. It could also be that there is a link in the chain of events that must take place for peace to come to the family and the house.

Ghosts, Moving Objects, Supernatural Elements- Ghosts or supernatural events are featured heavily in Gothic literature because, let's face it, ghosts are kinda scary and I sure as heck do not want to be in a crumbling old castle with a prophecy that states something bad is going to happen and THEN turn around and come face to face with Lady Madeline's GHOST!! Nope, you can bet your money that I will turn my butt around and run screaming away from that situation!! But Gothic authors capitalize on this fear, manipulating it into a dual force of interest and terror- a necessary reaction to keep audiences captivated!

Metonymy- First of all, this is a very strange word. I can't seem to remember it or connect it with what it actually means. See, metonymy means a metaphor or comparison that is created between the audible characteristic and what it evokes in the reader. For instance, have your ever seen a graveyard or a funeral portrayed in the movies and it is a beautiful, bright sunny day? When you are watching a freaky ghost movie, do you ever see entities in the bright sunshine with rainbows shown behind them? No? This is because authors depend on the connection between the action in the environment and the reader's reaction. The creaking door, the howling wind, the rain beating against the window are all examples of metonymy because it conveys a sense of darkness, sorrow, and ominous foreboding that helps create a unique, menacing mood. I try to teach my kids that looking for examples of metonymy is not necessarily about the similes and metaphors, but an exercise in evaluating their personal reactions to what they are reading. If the hairs start go up on the back of their neck, or they find themselves feeling a little frightened, chances are the author is using metonymy.

Women in Distress (a.k.a annoying girls who scream at everything)- Typically, in the time period that the Gothic novels were written in, and with the exception of Mary Shelley, women were not considered as strong as men. Consequently, many women featured in Gothic stories were often simpering, weak individuals who ran away from danger and need the help and protection of a strong masculine figure. The exception is Edgar Allan Poe. In his stories, the females are either incredibly strange and seem a tad demented- or dead and walk around as ghosts or holed up in the wall. (Poe was seriously screwed up! I love him!) But one of the interesting aspects of the screaming female figure is that the story depends on this character to continue the storyline and provide the readers with a sympathetic connection to the situation unfolding before them. Without a character like this, they can't experience some of their feelings of fear and anxiety that have built up in their daily lives. This character becomes a release for them and readers can experience all the feelings that come from crying or screaming without actually doing it. A nice win-win for all involved!

There are other elements that can be found in the Gothic novel, such as necromancy, visions, the doppelganger, and the pursued protagonist, and I go through each those as well as the elements discussed here in my Gothic Novel PowerPoint. Students can also use this Elements of the Gothic Novel worksheet to find and analyze Gothic elements in any piece of literature written in the Gothic time period or style.

I also have some fun activities that encourage students to write a poem in the style of Edgar Allan Poe or create a murder short story. Each of these activities use graphics that encourage participation and visual interest and are excellent for students who aren't very interested in school or learning. (**Please be aware that these activities do include graphics such as blood splatter or bloody drips and hand prints so use caution for younger students) By using visuals and powerful images that demand attention, students become interested not only in the subject matter but in creating something pretty amazing.

It seems all of us have a specific genre or time period that we are particular to- Gothic Literature and Transcendentalism are two of my favorite time periods, what is yours?

College: Which Colleges Provide the Best Services for ADHD and Learning Disabilities?

If you read my post about what college options look like after high school, you will be aware of the lack of understanding and/or education about what is available for kids with ADHD or learning disabilities. This really isn't the student's parents fault because many of the high school counselors don't really know about the available programs or services out there. And it really isn't the school counselor's fault either since they are usually not in the classroom and are maybe not as aware of the student's struggles are or what their IEP or 504 plan states.

So...where can we look to place the blame? Well, how about we don't blame anyone and instead, focus that energy into looking for programs and colleges that provide comprehensive services to students who need them. What if we start looking at the potential of these students instead of automatically placing them in the "Junior College Only" category? Because these kids shouldn't be overlooked or opted out because they have different needs or even more needs than other students- they should be given the same opportunity that other students have so that they can feel the success that comes from attending a school that empowers them instead of shaming them.

Through my research about such programs and talking to parents who have come before me and done some of the initial leg-work, I have come up with a couple of amazing programs that help bridge the gap between Parent's house and Independent Living, some options that help provide a smaller stepping stone between living at home and living out the world by themselves. If you have any other suggestions, I would LOVE to hear about them so that we can create a comprehensive resource for parents, counselors, and even the students themselves.

Landmark College:

Landmark College is an Associate Degree program in Vermont that provides students with a comprehensive education that has been designed specifically for students with dyslexia, ADHD, and ASD. Students learn that the WAY they learn is as important as WHAT they learn and start educating themselves accordingly. This program focuses on proven strategies for students who need adaptive teaching methods and technology based teaching. Students learn how to self advocate as well as coping skills that benefit them both in school and in real life.

Michael from Scaggsville, MD says that "(He) only had three other options: return to Franklin and Marshall, return to community college, or stay home and get a job. I chose Landmark. I have loved it. At Landmark, they teach you about yourself and what your strengths and challenges are and how to overcome those challenges by focusing on your strengths."

Check out more at http://www.landmark.edu/ or email them at admissions@landmark.edu

Menlo College

This is a top business school in the Silicon Valley, California and name "Best in the West" by Princeton Review for two years. The best part about these amazing distinctions is that Menlo also provides extensive services for students due to their amazing 14:1 student to faculty ratio. These services can be from simple tutoring to a personal faculty liason for students who need interventions and specific help from the teachers. Students say that this personal connection with their professors is one of the main reasons why they are so successful because "no one will leave them behind."

Check out Menlo College at http://www.menlo.edu/
and email questions to admissions@menlo.edu

Beacon College

Beacon College is a four year college in Leesburg, Florida that provides degree programs for students with dyslexia, ADHD, and those on the autism spectrum. Students have the opportunity to study Business Management, Computer Information Systems, Interdisciplinary Studies, Human Services, and Psychology. What makes Beacon unique is their belief that all students, regardless of their disabilities, can achieve a four year degree that provides them with the stepping stone necessary for most American young adults trying to make it in a world where a B.A. is a necessary trade mark of a career driven person.

Andrea Cornick, 2013 graduate, said "What I love about Beacon College is the fact that it gives you a chance to shine and prove to yourself and others that you are capable of achieving more than your best expectations. Beacon College is the place to make your academic dreams come true."

Learn more about Beacon College at http://www.beaconcollege.edu and email them at admissions@beaconcollege.edu.

College Living Experience

I am actually really excited to talk about College Living Experience because I know for a fact how much good it can do for my students and their parents. College Living Experience is a program that helps students with ADHD and Executive Functioning Disorders attend school at either a four year university or community college and participate in a live-in program that provides structure and regulations for students. They have specific meetings they must attend, such as tutoring hours, study hall, and social and academic workshops to increase their skills, housekeeping presentations, and living skills classes. These services provide students with a stepping stone between their parent's house and living completely independently. Students are able to participate in any of the services that are provided, however students are also expected to start the process of understanding what it takes to function on an independent basis. I think it is such a great chance for college students to find out how to be successful away from home yet still learn how to make a difference in their own lives by self-advocating for their needs.

Contact College Living Experience at http://experiencecle.com and call them at (800) 486-5058.

Question of the Day - Good v. Evil

Tweeting Shakespeare was A HIT!

I had seen this idea somewhere on Pinterest and thought to myself, "My kids will NEVER go for that! They hate anything that is popular and 'cool'!"

But after struggling to get them to attend and having to do 90% of the work for them yesterday, pulling out every trick in the book to get them to understand what Shakespeare is saying in the beginning of Macbeth, I was out of patience and completely out of ideas. This was my Hail Mary shot in the dark, a chance that turned out to actually get them involved and even *gasp* interested in what the heck Shakespeare was saying through Banquo about the potential for ruin in the face of realizing your greatest dream.

So after my customary QOTD (Question of the Day), I wrote the specific lines they needed to pay attention to with the instructions about character length and a little note about Banquo and who he is in the story to give them a sense of understanding about who is who and what is what.

I paired them up based on strengths and weaknesses, interest in the story, and excitement about the challenge. Then, I made it more interesting by saying that 5 minutes prior to the end of the class, they would have to write their tweets on the board and I would judge the best tweet for correct context, interpretation, and interest. I would be looking for a unique hashtag at the end to connect all of the ideas together and at the end of the judgement, I would also award points to the best tweet onto their ongoing "Positive Points" count, which gives the winner a surprise at end of the month.

Here is the original mini-speech by Banquo to Macbeth in Act I, Scene III:

That trusted home
Might yet enkindle you unto the crown,
Besides the thane of Cawdor. But 'tis strange:
And oftentimes, to win us to our harm,
The instruments of darkness tell us truths,
Win us with honest trifles, to betray's
In deepest consequence.

Tweet #1: 

Going to be given the crown and title "Thane of Cawdor". Evil can tell the truth, but can lead to death. Going to be king. Don't screw it up! #Macbeth

Tweet #2: 

Macbeth we want you to be a noble and faithful leader so as not to bring us to our doom #savior

Tweet #3: 

Face and make friends with your fear, this may mean battling demons but deciding to will encourage self growth #struggles

WOW! I was shocked! I didn't know how they would do and how they would feel having to interpret the passage without my help, but I was so pleasantly surprised with their response and how they felt after completing the assignment that I think I will do something like this again with other passages in the play and passages from other literature we tackle this semester. 

The ideas are endless and interesting to see them actually embrace an idea that has a following or such a huge place in modern pop culture. All in all, it was a great day of instruction and seeing them take SOME ownership over their own education- something that I have been fostering in some of these guys for three straight years now- is a really good feeling.

English IV is going to be a fun class!

I have a great group of boys in this class and they are all very interesting and dynamic but require a strong hand when getting into their work and producing some quality results. Most are ridiculously intelligent but lazy as they come so to inspire them, I decided to do a unit on the concept of insanity and who, what, or how insanity is determined. We are reading three books this semester, Macbeth by William Shakespeare, Frankenstein by Mary Shelley, and One Flew Over the Cuckoo's Nest by Ken Kesey.

All amazing books and I thoroughly enjoy teaching them and the subject matter. However, I let them know today that they are responsible for the way the class is going to be. If they don't do their homework, it will be a silent reading experience with everyone individually completing their work- OR they can complete their homework at home so we can have interesting and dynamic discussions about controversial topics and issues. Most of these students have had me before and appreciate my frank and honest explanations about everything we read or discuss so they know that in order for me to put in the effort to coordinate these discussions, they need to do their part, but I wonder how some of the new students will react.

It will be interesting to observe the different pressures from the students who want to discuss the book and topics on the students who just want to slack off. I told them it was all or nothing and I hope I didn't make a mistake by doing that because I know they want to slack off but also really want to talk about things that most other classes would never consider discussing. I think this will be my favorite class this year but it requires a ton of energy to teach and I have SO much on plate with the other 3 different levels of English I am simultaneously teaching IN ADDITION to being the College Counselor and Academic Counselor. I am already tired! But I love getting them inspired about great literature so I will give it all I got!

Creating the Perfect Differentiated Classroom

As educators, we have to be prepared to teach many different levels of kids in one class. This means we need to think about the kids who are gifted and the ones who need a LOT of extra time and assistance. But, I have some questions about this concept-How does this concept of a "Differentiated Classroom" translate into a working class where everyone, including the teacher, can benefit? How do teachers create a differentiated classroom so that each student is receiving the type of instruction they need to learn effectively while also creating a dynamic, engaging environment that promotes self-advocacy and applied learning techniques?

I don't know...I am still trying to figure it out. This year, I have a class with two students who, at 15, can barely create a working sentence and then three other students, ages 16, 17, and 18, who have the foundations down, but are not into seeing the world in anything other than "black and white" concepts and who lack deeper, analytical thinking processes. The difficulty I am currently facing is finding quality books to read with the class where I can teach the basics of themes, literary devices, and historical significance, but that will not be so hard where the lower level students can't follow along at all.

I was thinking of reading To Kill a Mockingbird, but I am afraid that I won't be able to get anyone engaged in the book because the complex racism will be over their heads and questions that should arise in a class in order to create discussion, won't occur. I was then thinking about The Hunger Games, but I have a student who has no concept of reality and can't differentiate between a story and truth, so something like this will be very difficult to understand. Night is was too heavy, they won't understand anything with Shakespeare, and Of Mice and Men will hit too close to home with these kids since they are typically the "Lenny's" of previous classes and have been ridiculed so much that they come into this school with shattered egos and very very low self-esteem.

I'm kind of lost here!! Anyone have any good ideas??

What do you do with bragging students?

I have a fault as a person and as a teacher. I HATE students who constantly, incessantly brag about what they have done or been, what they can do, or how much they know. Logically, I realize that most of the time students who brag like this are self-concious about themselves and brag as a way to increase their feeling of self-worth. But, MAN!! They drive me crazy. I almost always have this need to call them out on it and one-up them. It is such an immature desire and one that I suppress all the time.

However, when someone comes along who tries to one-up a student after they have shared something time and again, sometimes I can't help myself.

Case in point: I have a summer school student who I haven't had before in any of my classes. She is only in 10th grade but taking an 11th grade prep class for college. I get that she is trying to get ahead and she really is remarkable in her different abilities, but she likes to brag to become the center of attention. After six weeks of this, I have had enough when she tries to say that she has eaten monkey brains and insects (she claims she can eat all of them, except for ants...). I ask her when and where she ate monkey brains and she says she ate them in China. OK.....I ask how old she was and she states that she was pretty young but she remembers the flavor and texture. This would have been about 10 years ago and I am by no means an expert in the availability of monkey brains, but this just sounds ludicrous!

hat familiar desire to call her out surfaces and I fight myself, trying to suppress this need to let her know how ridiculous she sounds. I refuse to let it get to me, because honestly, what am I going to do, call her a liar IN CLASS with the other students around me? Absolutely not! But I can't help just taking it to the next level. So I ask her what region of China she was in when she ate monkey brains? She stammered a bit and I started to feel sorry for her and let it go.

Seriously though, how would you handle this? I know that I did this a little bit here and there growing up and while most of my stories are so ridiculous they have to be true, I wonder if people felt this way about me. I traveled throughout my childhood and have eaten some weird and exotic things, met some unusual people (Egyptian donkey trader wanting to trade my father 25 donkeys for me as a wife when I was 15 and the Masaaii warrior wanting to make me his 4th Junior wife when I was 12 are vividly remembered!) and experienced some truly amazing things. But when does it become too much and cross over the line into bragging territory? How can I let students like this know that it rubs people the wrong way and causes them to question their validity? I don't want to hurt their feelings or embarrass them- I really truly don't! However, when you KNOW something a student says is completely wrong, do you correct them?

I don't know, I am at a loss and wondering how everyone else handles this!