Halloween: Ghost Stories
Grade Level: 9-12 grades
Subject/Content: English/Short Story Writing
Summary of Lesson: Students read examples of scary short stories, write their own, and share them
Focus Questions: What place do short stories about the supernatural and ghosts have in the cannon of literature?
Resource(s): Biography Resource Center, LitFinder
Procedures:
- Collect background notes on Ambrose Bierce using Biography Resource Center
- Share highlights of Bierce's life and career, focusing on his supernatural writings, with students
- Instruct students to search for "Ambrose Bierce" using LitFinder.
- Have the students choose three of Bierce's supernatural/ghost stories to read and study
- Focus the students' study of the short story on what classifies it as "supernatural" or "ghost" story
- Discuss with students the merits of this genre. Specifically, why humans are fascinated with such tales?
- Instruct students to write their own supernatural/ghost story. If needed, review the elements of a story: exposition, rising action, climax, falling action, and resolution
- Once students have finished taking their pieces through the writing process have them publish to each other. This can be done on Halloween, sitting in a circle, with all of the lights off, except for the eerie glow of a flashlight illuminating their faces as they read
Steps/Activities by Student(s):
- Search for "Ambrose Bierce" using LitFinder
- Choose three of Bierce's supernatural/ghost stories to read and study
- For each story read answer the question, "What classifies this as a "supernatural" or "ghost" story?"
- Discuss the merits of this genre. Specifically, why humans are fascinated with such tales?
- Write your own supernatural/ghost story. Include the elements of a story: exposition, rising action, climax, falling action, and resolution
- Share your story with your peers
Outcome: Students will study the supernatural writing genre and discuss its relevance. They will also write and publish their own supernatural/ghost story
Related Activities: Students and teacher compile all student-authored stories, bind them, and share them with the middle school(s) in their district
Standard Date: Approved 1998
Content Standard(s):
- NL-ENG.K-12.1: Reading for Perspective
- NL-ENG.K-12.2: Understanding the Human Experience
- NL-ENG.K-12.3: Evaluation Strategies
- NL-ENG.K-12.4: Communication Skills
- NL-ENG.K-12.5: Communication Strategies
- NL-ENG.K-12.6: Applying Knowledge
- NL-ENG.K-12.8: Developing Research Skills
- NL-ENG.K-12.11: Participating in Society
- NL-ENG.K-12.12: Applying Language Skills
Performance Indicators:
- At Level 1, the student is able to:
- Identify a specified genre of literature
- At Level 2, the student is able to:
- Analyze the specified genre of literature and discuss its relevance
- At Level 3, the student is able to:
- Emulate the writing style of the specified genre of literature
Computer Literacy and Usage Standards 9-12:
- The student will demonstrate proficiency in the care and use of computer based technology
- The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research and improve communications
ISTE NETS for Students
- Creativity and Innovation
- Communication and Collaboration
- Research and Information Fluency
- Critical Thinking, Problem-Solving & Decision-Making
- Technology Operations and Concepts
Information Power; Information Literacy Standards 1-4:
- The student who is information literate accesses information efficiently and effectively
- The student who is information literate evaluates information critically and competently
- The student who is an independent learner is information literate and appreciates literature and other creative expressions of information
- The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation
- The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society
- The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information