Whether you’re a newbie or a veteran to AP Lit instruction, the biggest question always lies in what titles to teach. Unfortunately, an AP Lit teacher cannot just teach books all year long (as much as we want to), as poetry and writing need equal time and instruction. With the new CED’s emphasis on short fiction being factored in, there is even less time to teach in-class novels and plays. Because of this, many of us integrate independent reading requirements in our classes.
Over the years I’ve attempted a few independent reading strategies to my various classes. It began with suggested reading, which, unsurprisingly, almost no one completed. I knew that this strategy wasn’t working, but I was green and in over my head in so many areas that independent reading seemed like the least of my worries.
After four years at one school, I moved to a different state with my husband to be closer to family. I was hired at my current school in a unique part-time position. Although my pay was drastically decreased, this posting was a blessing in disguise, as the only class I had to prep for was AP Lit. This extra time allowed me to make improvements to my AP curriculum that I hadn’t had time for yet, and one of the things I developed was what I called the INP, the independent novel project. My students were expected to read one novel per semester independently, and compose a 3-4 page paper on a prompt as the end assessment. This prompt was selected during a one-on-one meeting that we set up when each student finished reading. We chose from released Q3 prompts for our paper topics and I used a custom rubric for scoring.
This project began to lost its luster in the past couple of years, as I noticed fewer and fewer of my students practicing strong time management skills. Too many of them put off reading their novels (or simply read SparkNotes instead) and scrapped their paper together at the very last minute. I was also reconsidering the use of a long paper as the project’s summative assessment, as the AP Lit exam made use of on-demand writing only.
I was disappointed with my students’ use of time, but I also wasn’t considering how to give them that time back.
This summer, I approached my independent reading strategy with a fresh perspective. I had been reading about different teachers doing genius hours and “Starbucks modes” in their classrooms, which inspired me. However, I was also apprehensive. How could I consider giving up precious classroom time for independent reading, when I was already feeling like I’d never get it all done?
In the end, I took the risk. I laid out our new independent reading strategy, which was as follows:
2019 Independent Reading Strategy
Each student had to read a novel or play off of an approved list, compiled from former AP Lit exams and my own personal reading. They were expected to read one title per quarter, increasing our independent reading quota from 2 to 4 books.
Students were given 30 minutes per week to get comfortable and read their book.
When students completed their independent read, they composed a Q3 (open question style) timed writing, which I had them type for the sake of time. I permitted these to be written at home and even with their books if necessary, but restricted them at a 40 minute time limit. The prompts were selected from released AP Lit tests for each title uniquely, so students weren’t aware of their particular prompt until they began the assignment.
I required students to pick from some parameters in certain quarters. For example, in Quarter 2 they had to pick a “classic text” (composed before 1900) or a play. In Quarter 3 they had to pick a contemporary text, meaning it had to be written in the past 40 years.
In exchange for quiet and respectful use of time, students were given permission to access my Keurig coffeemaker, a prized possession in my classroom. Students kept personalized mugs and their favorite K-cup flavors stashed away until our independent reading time rolled around. Surprisingly, this was by far their favorite part of the activity.
As I look back on the end of the year, I’m happy to report that our new independent reading strategy is a vast improvement over our former ways. I’ve always told my students that if they want to be a better writer, they need to be a better reader. By prioritizing reading during class time, students are learning that reading is really that important. I’ve also been surprised and impressed that my students are using their independent reading time wisely, and so far this year no one has forgotten their books on independent reading days.
As an AP Lit teacher in a parochial school, I’ve constantly had to walk the tightrope between books that are rigorous and books that are “parent-approved.” It’s no secret that most of the books published in the past 40 years contain some element of strong language, violence, drug abuse, or sexual activity. There are also so many wonderful books that have some or even all of these elements that are great reads for AP Lit students. When making a book list or recommending a title to a student for independent reading, I usually have to know that student’s parents before I can recommend some of my more “colorful” titles.
For those who don’t have to worry about parental concerns, there are still some books that are dark or disturbing enough to trigger some students. Despite the freedom we have as advanced literature teachers, I believe some element of sensitivity is needed when recommending a book to a teenager. Recommending a book is like arranging a setup, so it’s important to ask yourself, is this a book that will hurt this student or a relationship in that student’s life? Or am I recommending a title that could deepen their empathy, widen their view into the world, and strengthen their feelings of kindness and humanity?
Once you think about it, recommending a book to a student is a pretty big responsibility.
In the fall of last year, I tried a new strategy that completely erased all parental concerns for the entire school year and helped me get to know my students’ comfort levels in reading during the first few weeks. It also increased my students’ interests in independent reading. Here’s what you need to get started:
A roll of masking tape or washi tape
A permanent marker
A classroom library (even small collections are great for a start!)
Next, go through and label each book with a 1, 2, or 3 by putting a small strip of tape on the spine. Here’s a breakdown of what each number means:
1 –Little to no objectionable material. Some infrequent uses of “TV-level cursing” (words you can say on television) or mild acts of violence may be used. (examples: Pride and Prejudice, Fahrenheit 451, Animal Farm, etc.)
2 –Infrequent objectionable material, which may include frequent “TV-level cursing,” infrequent stronger curse words, plot events relating to sexual activity (but not graphic portrayals), and some strong acts of violence (examples: Brave New World, The Road, 1984)
3 –Objectionable material, which may include regular use of stronger curse words, plot events relating to sexual activity which may be graphic or violent, and several strong acts of violence (examples: Beloved, Atonement, The Things They Carried)
In the first week of the school year, I send an email home to my AP Lit students’ families, explaining the 1-2-3 system. However, I also use this as an opportunity to explain why 2- and 3- level titles are worth reading, despite having a strong religious or moral stance against some of the content within. In my first year of doing this, all but one family gave me the okay for their child to read 3-level books at my discretion.
That discretion is important; it’s a tool that AP and other advanced literature teachers should practice before doling out any title. For example, my student who loves animals more than humans would perhaps not do well with a title that contains animal abuse. And a child that you know struggles with an eating disorder should stay away from a narrative that has an unhealthy relationship with food. And obviously, students who have shared with you a struggle with an abusive relationship should avoid reading about a similar relationship, unless they particularly request this.
Obviously these details will not be apparent in the first few weeks of school (and sometimes not even in the final few weeks), but I’ve learned that students open up in surprising ways when they’re asking for a book recommendation. This is a special gift bestowed unto few people, but particularly English teachers.
We can take measures to respect this special relationship and endorse titles that are rigorous and even provocative, as long as we know our students can handle it.
Implementation of this system shows a respect for both higher literature and the emotional development of your students. It also keeps parents informed, which is an added bonus. I can attest that I did not have a single challenge from an AP parent all year, and several came forward to appreciate this approach in particular.
If you’re interested in implementing this system you can access my AP Lit parent email here, just copy and change the text to match your own voice or decisions in the classroom. And to learn more about my independent reading strategies in AP Lit you can explore some of my other blog posts on the topic, or get a jump-start by purchasing my Independent Novel Project on TpT.
It’s the end of July and teachers are preparing to move back into their classrooms. A good portion of these teachers are first timers, which could mean several things. Some are bright-eyed twenty-two-year-old grads, eager to step into their first job. Some are new to the teaching field after making a career shift. And others have been teaching for years but are approaching a new grade level or subject for the first time. Teachers who are new to AP Lit often feel intense pressure to meet high standards and produce high-scoring students in their first year. Furthermore, there are countless ways to structure an AP Lit class and no standardized reading list, so many new teachers feel completely lost.
For this post I’ve teamed up with another AP Lit teacher, Ashlee Tripp, to provide two different perspectives. We asked new AP Lit teachers for some burning questions they had as they readied for the new school year, and we actually got so many that we created two blog posts to answer them all! I’ll cover half of them here, and make sure you click here to access the other half of the material on Ashlee’s blog!
Q: How many books do I teach, and which ones?
Gina: These are the top two questions I see in the AP Lit Facebook groups. I think the number of texts we teach, an achievement that used to be competed about among AP Lit teachers, is becoming arbitrary. A teacher could teach 15 books but if her students never write then what’s the point? I say, teach as many books as it takes to do it well. For the upcoming school year, I’ll be teaching six texts (two plays, two novels, a novella, and How to Read Literature Like a Professor). I did eliminate two from last year’s list to make room for short fiction units. As for which books to pick, the College Board answer would be to find books that are complex, diverse, and engaging. However, I think it’s equally important to teach books you love. Students can sense when you’re teaching a book because you have to, making them less likely to read it. I would encourage new AP Lit teachers to stick to some “safe” texts, but don’t be afraid to take risks. If there’s a new book that you think would be perfect for AP Lit but you don’t know if it’s “AP approved,” take a leap and try it out! And also, don’t forget to let us know how it went! AP Lit teachers are always looking for books to add to our must-read list.
Ashlee: I think you have 3 camps on this—those who read more than 10, those who read 5-10, and those who read 3-4, and you just have to decide which camp you would excel in as a teacher! I give a summer survey, and consistently over 80% of my kids identify themselves as readers. It just makes sense to me to push my kids to read a wide range of texts. I constantly get e-mails from graduates thanking me for making them read more because it helps them manage the reading load of college. We’ll be doing nine novels (three choice, two book club, and four whole class) and two plays this upcoming year. That’s cutting three books from last year to include even more poetry and short fiction than I have ever done! My first year teaching AP Lit, we did all whole class reading chronologically: Oedipus Rex, Beowulf, The Canterbury Tales, King Lear, Paradise Lost, Candide, Frankenstein, Crime and Punishment, Heart of Darkness, The Handmaid’s Tale, and A Thousand Splendid Suns. Last year, I let the kids choose their whole class texts; out of a list of ten, they chose eight, had one book club, and three choice books. This year, I’m still thinking about it, but there have been major curriculum changes in our lower grade levels, so I’ll be adjusting for that and the new standards. As of now, I’m thinking we’ll move thematically and do dystopian book clubs (previously summer reading) followed by a whole class read of 1984, a Shakespeare play (I’ll probably let them choose), Frankenstein, The Great Gatsby, Invisible Man, The Importance of Being Earnest, and a Contemporary option in book clubs. I may end up cutting Invisible Man in favor of something shorter depending on how the year is going, but I like to have them read a longer text if time allows. My kids have never had a year where they took the exam and didn’t have at least five of the texts we read listed for Q3 (though I don’t think it’s that big of a deal if you don’t cover the listed books).
Q: How much do my students’ scores matter?
Gina: It depends on your school and your administrator. Most administrators will look at your scores and possibly discuss them, but from a data standpoint. I think you should always look at your scores and learn from them, but never define your teaching ability or your students by their scores. Keep them tucked away in a file or file cabinet, make any necessary changes to the following year, and move on.
Ashlee: My admin looks at our AP scores, but I don’t think they matter as much as we sometimes think they do. My principal sends congratulatory texts to anyone over the national averages in July, and we get our essay exams back, but that’s about it. I think it depends on your school and your state. I use the scores to plan and set goals for the following year… last year I wanted to improve Q2 responses and multiple choice averages, and we drastically improved on each because I was more intentional on planning for those things! I also let kids talk me into doing a poetry standalone unit instead of weekly poems last year, and our Q1 responses went down by 0.2 points. Never again! LOL Just remember you can always do more poetry, and poems are short and sweet and oh so complex.
Q: How much of my time should be devoted to test prep?
Gina: The answer to this question depends on how much of your course is driven by the exam. If your test double duties as a dual enrollment or Brit Lit course, the exam may not be the best assessment for the work you do. But if you teach the AP Lit course at your school and the exam is the ultimate end goal for the course, I’d recommend at least 20% of class time be spent on test-prep activities and assessments. My class is strictly an AP class so we do multiple choice practice tests at least every quarter and timed writings each month. With the new AP Classroom resources being posted, I am hoping to do shorter multiple choice activities each week if possible. My literature units are also driven by the new AP Lit standards and many of our activities are filled with close reading and analysis activities. Some of my units, like my prose analysis unit and my test prep unit, are purely driven by the exam, but could apply to SAT and ACT preparation as well.
Ashlee: We spend April specifically on test prep, but I do go over the format of the exam and the expectations at the beginning of the year, and the kids do a mock exam in August, in December, and again in April. Otherwise, we’re just a college-level English class, and I treat it as such. If you’re teaching your kids how to think critically as they read and write, then you’re preparing them for the test the entire year.
Q: How often should students practice timed writing?
Gina: My students complete a timed writing about every two weeks. I’d actually like to do it weekly but I can’t handle the grading load. One way to incorporate more on-demand writing is to scale it down. Sometimes I just ask students to produce a thesis statement or a short outline for a text we’re studying. I give them a few minutes and we share in class. This only takes about 10 minutes in total, rather than spending an entire class period on a timed essay.
Ashlee: I do a full timed write about as often as Gina, maybe a little less. And we do tons of thesis statements, outlines, paragraphs or discussions of released prompts throughout the year. I’d rather get through more texts than spend an entire class period every week doing a full essay. That said, they read, write, and discuss at least one text every single day in class.
Q: Can I see a sample syllabus?
We got so many requests for this! I recently moved from a written syllabus to a visual one, and Ashlee has explored this as well. The links to all four examples are included below:
Ashlee – Written Syllabus Remember, these syllabi are designed for in-class use. These are not submitted to College Board and are not to be confused with the AP Audit, which is standard-driven and much more intensive!
Q: What does a typical class period look like?
Gina: My lessons vary depending on what we’re studying and what day of the week it is. Our school is on a modified block, so once a week I get them for a block period. On these days we start with a vocabulary quiz and a poem study. This takes up about half of the class period, so most of my classes are structured to last about 45 minutes. I’m not nearly as structured as Ashlee, and my lessons vary by what we are reading. Sometimes we spend almost an entire period in small and whole group discussion, other times we move from lecture to discussion to independent reading. I’m usually pretty amped up to start each lesson so I prefer to begin with bell-ringers or introductory activities and conclude lessons with independent reading.
Ashlee: I wish I was more structured! I’d love to model my class after Penny Kittle and Kelly Gallagher’s 180 Days, but that’s still goals for me. I do start with 10 minutes of reading every day, and then from there it depends on the day! I use the same strategies in AP that I use in all of my classes: learning stations, gallery walks, Socratic seminars/discussions, think pair share, silent discussions, speed dating, circles, etc. I have 50-minute classes three days a week and an 80-minute block once a week. Ideally? It would probably look something like this (though it doesn’t always): 10 min. free reading 10-15 min. text study/mini-lesson (longer on block days) 20-25 min. writing/discussing/practicing (longer on block days) 5 min. sharing/closure
Q: How do you vary your teaching patterns to avoid monotony, but encompass recurrent practice of the same skills?
Gina: I pick different summative assessments for each long fiction unit we complete. They vary between a test, Socratic Seminar, long essay, project, and more. Each one has a timed writing, but everything else varies. I have also begun pairing literature lessons with mini-lessons on certain skills or materials pertaining to the text. For example, in Frankenstein we explore Paradise Lost and foils, whereas in Things Fall Apart we study proverbs and folk tales. Honestly, every unit seems pretty different in my AP class! The things that do become a routine are our weekly vocab quizzes and poem studies. Those are ever present, no matter what unit we’re in.
Ashlee: One way is through the volume of texts we read and study, but I also try to change up how we’re interacting with a text from day to day, how we’re responding, how we’re learning… and I’m always trying new strategies and adjusting!
Q: What’s the best wine to pair with essays?
Gina: I’m not an avid wine drinker, so I’m going to defer to a fellow Facebook member for my answer. She said: Persuasive Essays: Merlot or rosé Narrative Essays: Sauvignon blanc or pinot noir Expository Essays: Chardonnay or cabernet
Ashlee: Where’s the moscato? Actually, Hemingway said to write drunk and edit sober, so I don’t tend to pair grading essays with wine. Maybe that’s why I despise grading so much!
Want to see more questions answered? Head over to Ashlee’s blog to read the rest!
Gina Kortuem has a Masters in education from Bethel University and is going into her 14th year of teaching AP English Lit. She works in a parochial K-12 school in St. Paul, MN where she teaches AP Lit, Brit Lit, Shakespearean Lit, and the sophomore English 10 classes. In addition to teaching the class she has worked as an AP Reader five times and has scored for each essay type. She teaches full time and also runs the Teachers Pay Teachers store AP Lit & More.
Ashlee Tripp is a high school English teacher in Douglas County School District, just south of Denver, CO. She has an MAT English and BA in psychology with a focus in neuroscience. She currently teaches AP Lit (seniors), College Composition I and II (juniors and seniors), and Young Adult Literature elective (juniors and seniors). This is her fourth year teaching AP Lit, but she’s been teaching for a decade, two years at the college level and eight years at the high school level. In all of her spare time she enjoys reading every genre of literature and writing for her blog. You can find her blog, Life’s a Tripp, at http://www.ashleetripp.com and purchase AP Lit and other teaching resources from her TpT store that she recently started.
In my AP Lit class we do independent reading each semester. The students get to choose a book off an extensive list of titles, which can sometimes be overwhelming. Despite my emphasis on student choice, many of my students in the past have chosen haphazardly or without thinking, leading to disappointment or abandoned reading later on in the semester. For that reason, I reexamined my introduction to the unit and changed it a up a little bit. The result was our very first Book Tasting, which was a huge success! This activity can be done for any grade in middle or high school, as long as there is student choice and an organized reading list. Here’s how you can put on a book tasting in your own class.
For this lesson, you will need the following:
A list of titles that students can choose from, organized logically (I choose by date), printed out for them to keep
A copy of each book
Short plot summaries or plot premises (such as what would be on the back of a book jacket), printed and posted next to the book
Space in your room for conferencing and quiet reading
Instructions, printed out or displayed on a PowerPoint
Book Review sheets – On these sheets, students had to indicate the title, author, and year published. Then they had to indicate what kind of book review they completed (see below). Finally they had to write 3-5 sentences explaining their opinion on this book and whether they might read it or not. My book review sheets are a free download!
Optional: One-Pagers or Student Reviews – Before I did this activity, I assigned my students to create a short book review, or a one-pager if they were more visual learners, for the book they read for summer reading, which was off of the same reading list. I placed the book review next to my prepared written summary. The students enjoyed hearing feedback from people other than the teacher.
Display your books, either on a shelf or on tables. Place your written summaries next to each book, then a Post-It on each summary. If you like you can organize the books by genre or date. Mine were ordered chronologically by date of publication.
As students walked in to class, I handed out the written instructions and explained briefly the purpose behind the activity. I had spent the day before explaining the project behind these novels since I wanted this day to be purely focused on finding the right book. Before they could begin browsing, I asked each student to go around and indicate which books they had read. They did this by writing their name on the Post-it note next to the book. This only took a minute or two.
The goal of the day was to review seven different books. In order to complete a review, they had to “sample” or “taste” them. There were three different ways to “sample” a book:
Book Review – Students read the printed premise, and any corresponding student book reviews.
Reading – Students read the first 5-10 pages of the book.
Interview – On the post-it next to the book, they could find a student who had read that book. In one of our conferencing areas, they paired off or got into small groups and spent some time learning about the book. The student who read it was asked to give concise and honest feedback on the book, as well as supplying their own version of a plot premise. The student completing the review took notes on their review sheet.
I also made it mandatory that they read the back cover or jacket of the book for each book review, as well as the first paragraph of each novel.
Completing these book reviews took about an hour. Asking students to complete seven reviews quickly proved too ambitious and I lowered it to five, which was much more manageable. Since our block periods are an hour and half long, this left the last half hour for quiet reading time. Most students were cemented and confident with their choice after an hour of browsing and a half an hour of reading.
Other than needing to reduce the number of book reviews I required, this was a perfect lesson. My students reported that they enjoyed the time to browse and appreciated the different styles of “tasting” they were able to do. And now that the semester is over, I also noticed that fewer students abandoned their books or reported disliking them. This means the lesson really did meet my goal of helping students make more informed choices in their independent reading.
To access the book review files just click here for the free file. This resource is not available through Teachers Pay Teachers, only for my blog readers! For AP Lit teachers interested in learning more about the independent reading project my students are doing in these pictures, all of the materials are for sale through my Teachers Pay Teachers store. Click here to learn more.
My first year in the teaching field was also my first year teaching AP Lit. Being a new teacher, I relied on a lot of trial-by-basis lessons and also made use of most of what the previous teacher had left behind for me. While I did eventually survive that first year (by some miracle), I buckled down in the summer months and made necessary changes to my AP curriculum.
And the very first thing I did was added Frankenstein.
Mary Shelley’s gothic classic has always been one of my favorite books to teach to AP Lit students. Not only do I personally enjoy it, but I love watching my students approach the text and react to the novel’s two polarizing main characters and the horrific actions that both commit.
If you’re considering adding Frankenstein to your curriculum, or even just to your reading list, here are some benefits I can point out for you:
Gothic Novel – If you go back and look at the open question prompts over the past few years (free list here!), you can see that many of the questions apply to gothic novels and Byronic heroes. In fact, there were four gothic titles suggested in the 2018 question alone. Gothic novels are loved by literature teachers and professors because they balance suspense, characterization, and descriptive imagery in an accessible, but not-too-easy, combination. While there are many gothic novels that are absolutely wonderful, Frankenstein seems the most exciting to most teenagers because of their prior knowledge of the story based on Hollywood interpretations. Which leads me to my next point…
Complexity – This novel may seem easy because they have made so many movies about it, but it is startlingly complex. To start with, the book has three narrators, organized in a frame narration. Secondly, there is no clear villain. In fact, debates over who is responsible for the death of William can get pretty heated in my classroom. Another complicated factor is the diction, which is elevated and somewhat archaic. AP Lit students absolutely must be exposed to language like this in preparation for the exam. While it can be a struggle, the complexity of this novel helps prepare them for the AP Lit exam and its language better than many modern texts. Click here for a Frankenstein AP Lit style multiple choice assessment, with a detailed answer key!
“When falsehood can look so like the truth, who can assure themselves of certain happiness?”
Frankenstein, Mary Shelley
Allusions – One thing my AP Lit students struggle with in older texts is identifying allusions. While I often have to point them out, Frankenstein helps them find meaning and purpose behind allusions in order that they may start finding them on their own. There are two prevalent allusions in Frankenstein (among others). The first is indicated in Shelley’s subtitle, calling Frankenstein “The Modern Prometheus.” There are actually several myths about Prometheus that connect to Frankenstein. In Hesiod’s version, Prometheus stole fire from Zeus, who had retracted the gift of fire from mankind after some displeasing sacrifices. Prometheus stole the fire back and dispensed it among humans, resulting in Pandora’s creation, and we all know how that ended. In a later variation of Hesiod’s myth and another by Plato, Prometheus used fire to bestow life on clay figures, resulting in the birth of mankind. The other central allusion is to John Milton’s Paradise List, which contains more direct references. When the creature learns the English language, one of his three texts is Paradise Lost. As he reads, the creature relates to Adam for being the first of his kind. However, he also empathizes with Satan, wondering why he was abandoned by his creator and set at enmity from him. These two allusions not only reference older, historical texts, but leave enough room for interpretation and debate among AP Lit students.
“I ought to be thy Adam, but I am rather the fallen angel…”
Frankenstein, by Mary Shelley
Prior Knowledge – So many students come in on our first day of Frankenstein with an attitude that they already know the story. I like to put them in their place (you know, who doesn’t like a power trip?) by giving them an introductory quiz. This quiz points out that there is no Igor, that the bride of Frankenstein was not a real thing, and that nowhere in the text does it say the creature fears fire more than anything. In fact, most don’t even know that Frankenstein is the name of the creator rather than the monster! This little activity piques their interest and opens doors for real and true Frankenstein knowledge to enter in. If you’re interested in this introductory quiz, I have it for sale on my TpT store for only $1.00.
Modern Connections – One last benefit of Frankenstein is the plethora of ethical and scientific debates that stem from the text. Was it wrong for Victor to try and defeat death? When it comes to the creature, is he murderous because of nature or nurture? When does medical research cross the boundaries of ethics? Is it wrong to attempt to create a more perfect creature, such as what is being done with gene therapy?
Frankenstein is not only the first creation story to use scientific experimentation as its method, but it also presents a framework for narratively examining the morality and ethics of the experiment and experimenter.
Audrey Shafer, Stanford Medicine
Audrey Shafer discusses the ongoing debates going on in the minds of researchers in the scientific and medical fields, constantly at war between beating time and obeying the rules of ethics. To read more about her take on Frankenstein from the point of view of a doctor, click here for the article. But whether or not your students pre-med or future philosophy majors, most cannot resist the bait to discuss what Victor could have done if he had continued with his experiment, and what the ramifications of those actions might have been.
For these reasons and many others, I absolutely adore teaching Frankenstein to my AP Lit students. The text is relevant, challenging, relatable, and interesting. Furthermore, College Board’s recent writing prompts rely heavily on the gothic style, so a gothic novel is an absolute must in current AP reading lists. I highly suggest you add Frankenstein or a gothic book like it to your AP Lit curriculum if you teach the course. If Frankenstein is off the menu for whatever reason, I’m also fond of the following gothic titles:
Jane Eyre by Charlotte Brontë
Dracula by Bram Stoker
Wuthering Heights by Emily Brontë
The Picture of Dorian Gray by Oscar Wilde
The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson (this one is a novella, but could be a good option if there is no time to add a longer text)
The Turn of the Screw by Henry James
If you like thinking outside the box, these modern texts contain many similarities to gothic novels and could be great suggestions for hesitant or struggling readers:
The Shining by Stephen King
The Thirteenth Tale by Diane Setterfield (a personal favorite!)
‘Salem’s Lot by Stephen King
The Sound and the Fury by William Faulkner
In a Dark, Dark Wood by Ruth Ware
The Winter People by Jennifer McMahon
If you are looking to add Frankenstein to your curriculum but need AP-level resources in a hurry, I sell several standalone products in my TpT store, including Guided Reading Notes, quizzes, a Socratic seminar, a unit test, and a full unit bundle with all of these and more. See below for a full list!
I have also created a Gothic Novel book club resource, which focuses on group discussion activities and pushing students toward literary self-discovery. Click here to learn more!