Gothic Literature Unit Plan (Grades 6–8 & 9–12): Edgar Allan Poe Short Stories with Differentiated Texts

A Gothic literature unit plan built for real classrooms: use differentiated Poe texts (Accessible/HILO, Leveled, Original) so mixed reading levels can follow the same storyline, discussion routines, and exit quizzes.

Gothic fiction is a perfect unit for middle school and early high school because it naturally teaches theme, tone, and structure: fear, suspense, symbolism, and how settings can feel like characters. The usual problem is access—Poe’s original language can be challenging for some students, and mixed-level classes can splinter quickly.

This unit plan solves that with a repeatable mini-unit structure. Students read the same story at different levels, then complete the same discussion and quick assessments.

Free Entry Point (Start Here)

Free download: The Tell-Tale Heart Differentiated Study Guide (FREE)

What Students Practice in a Gothic Unit

• Suspense mechanics: pacing, sensory detail, and rising tension
• Unreliable narrators: point of view, bias, self-justification, missing truth
• Symbolism: objects, settings, and recurring images that carry theme
• Tone and mood: how diction creates fear, dread, or irony
• Theme development: guilt, identity, mortality, revenge, and fear

The Differentiated Model (One Plan, Three Text Levels)

For each story, you can assign:

• Accessible Text (HILO): for students who need maximum readability support
• Leveled Text: for on-grade readers who benefit from simplified syntax and clarified references
• Original Text: for extension reading, quoting practice, and original-language exposure

Then students complete shared discussion prompts and a shared exit quiz that are designed to work across all versions. This keeps pacing unified and makes your instruction more efficient.

Unit Structure: 1–2 Day Mini-Units (Recommended)

Mini-Unit Template (Works for Every Poe Story)

• Read: Accessible/HILO, Leveled, or Original (same story)
• Discuss: 1 theme block using shared Discussion Questions
• Assess: 10-question Exit Quiz (printable or self-graded)
• Extend: Vocabulary + Short Answer + 1 Challenge Question (as time allows)

Suggested Story Sequence (Build Skills Intentionally)

Week 1: Unreliable Narrators + Guilt

• The Tell-Tale Heart (FREE)
• The Black Cat

Week 2: Irony + Revenge + Moral Blindness

• The Cask of Amontillado
• The Imp of the Perverse

Week 3: Symbolism + Mortality

• The Masque of the Red Death
• The Fall of the House of Usher

Week 4: Suspense + Sensory Imagery

• The Pit and the Pendulum
• The Premature Burial

Teacher Moves That Keep Discussion High-Level (Even with Differentiation)

• One shared claim: Ask one core question for all students (theme, motive, or craft), then require one piece of evidence from their version.
• Short excerpt rereads: Choose one short excerpt (or paraphrase) to reread together to practice quoting and analysis.
• Skill spiral chart: Track one skill per story (tone, symbolism, POV, structure) so students see growth across the unit.
• Exit quiz routine: Use the same quiz structure to build confidence and speed across texts.

More Differentiated Poe Study Guides (All 14 Titles)

• The Tell-Tale Heart
• The Black Cat
• The Cask of Amontillado
• The Masque of the Red Death
• The Pit and the Pendulum
• The Fall of the House of Usher
• The Murders in the Rue Morgue
• The Facts in the Case of M. Valdemar
• The Premature Burial
• The Imp of the Perverse
• William Wilson
• Ligeia
• Morella
• Berenice

Common Core State Standards

• RL.8.1 / RL.9-10.1 / RL.CCR.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.8.2 / RL.9-10.2 / RL.CCR.2 — Determine a theme or central idea of a text and analyze its development over the course of a text; provide an objective summary of the text.
• RL.8.3 / RL.9-10.3 / RL.CCR.3 — Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
• RL.8.4 / RL.9-10.4 / RL.CCR.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of word choice on meaning and tone.
• RL.8.5 / RL.9-10.5 / RL.CCR.5 — Analyze how an author’s choices about structure and sequencing create effects such as mystery, tension, or surprise and contribute to meaning and style.
• RL.8.6 / RL.9-10.6 / RL.CCR.6 — Analyze how point of view and perspective shape what the reader knows and how the text creates effects such as suspense or irony.
• RL.8.10 / RL.9-10.10 / RL.CCR.10 — Read and comprehend literature at the appropriate grade-level text complexity band independently and proficiently.
• W.8.1 / W.9-10.1 / W.CCR.1 — Write arguments to support claims with clear reasons and relevant evidence.
• W.8.2 / W.9-10.2 / W.CCR.2 — Write informative/explanatory texts to examine a topic and convey ideas clearly through selection, organization, and analysis of relevant content.
• W.8.9 / W.9-10.9 / W.CCR.9 — Draw evidence from literary texts to support analysis, reflection, and research.
• SL.8.1 / SL.9-10.1 / SL.CCR.1 — Engage effectively in collaborative discussions, building on others’ ideas and expressing one’s own clearly.
• L.8.4 / L.9-10.4 / L.CCR.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases using context and a range of strategies.

Next Step

Start with the free Tell-Tale Heart guide, then build your Gothic unit with the same repeatable routine across additional Poe stories.

Free starting point: The Tell-Tale Heart Differentiated Study Guide (FREE)