Gothic Literature
Course Description:
This one-semester course is intended to familiarize you with the different conventions, themes, and elements of Gothic literature through the analysis of representative literary works. The course discusses classics such as Mary Shelley’s novel Frankenstein, Ann Radcliffe’s novel A Sicilian Romance, Nathaniel Hawthorne’s novel The Scarlet Letter, Robert Louis Stevenson’s Gothic Novella Strange Case of Dr. Jekyll and Mr. Hyde, and Bram Stoker’s Dracula. It also analyzes Edgar Allan Poe’s Gothic short stories, Robert Browning’s Gothic poems, and Emily Dickinson’s poems about death, mortality, and spirituality. Finally, you get a glimpse of Matthew Lewis and Percy Bysshe Shelley’s Gothic dramas, learn about Gothic parodies and Gothic subgenres, and discuss contemporary Gothic literature.
Course Details:
| Course Title (District): | Gothic Literature | ||||||||||
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| Course Title (NCES SCED) : | Literature of a Genre | ||||||||||
| Course Provider : | Mancelona Public Schools | ||||||||||
| Content Provided By : | My Virtual Academy | ||||||||||
| Online Instructor Provided By : | My Virtual Academy | ||||||||||
| Standards Addressed : | Common Core State Standards | ||||||||||
| Academic Terms : | Open Entry / Open Exit | ||||||||||
| NCES SCED Code : 01061 |
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How To Enroll:
| Enrollment Website : | https://www.myvirtualacademy.com/programs/specialized-programs/specialized-programs-application/ |
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| Email : | [email protected] |
| Phone : | 800-297-2119 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: 800-297-2119
By the end of this course, you will be able to do the following: ❖ Identify the elements of Gothic literature. ❖ Analyze the Gothic elements and themes in Mary Shelley’s novel Frankenstein. ❖ Identify the characteristic elements of Gothic romance and analyze the works of prominent writers in this genre. ❖ Analyze Gothic elements and themes in the works of Edgar Allan Poe. ❖ Analyze Gothic elements and themes in Robert Browning and Emily Dickinson’s poetry. ❖ Examine the Gothic elements and themes in Robert Louis Stevenson’s novella Strange Case of Dr. Jekyll and Mr. Hyde. ❖ Describe the historical and cultural significance of Bram Stoker’s Dracula and examine the novel’s themes and literary elements. ❖ Trace the origins of Gothic theater and identify early works in this genre. ❖ Examine the emergence of Gothic parodies in response to the popularity of the Gothic genre. ❖ Examine prominent themes and elements in American Gothic literature. ❖ Identify prominent themes and writers of contemporary Gothic literature.
NSQ National Standards for Quality Online Courses: Fourth Edition (2025)
| Rating | Comments | |
|---|---|---|
| A1: A course overview and syllabus are included in the course. | Fully Met | Syllabus provided to students upon enrollment with standard alignment. |
| A2: Minimum computer skills and digital literacy skills expected of the learner are clearly stated. | Fully Met | |
| A3: The instructor’s biographical information and information on how to communicate with the instructor are provided. | Fully Met | Email is sent to students, parents, and mentor which includes email and a telephone number to reach the online instructor and course provider. |
| A4: Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. | Fully Met | Syllabus and course goals are provided to students upon enrollment in course |
| A5: Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided. | Fully Met | |
| A6: Grading policies and practices are clearly defined in accordance with course content learning expectations. | Fully Met | Students are able to see a progress report in Edmentum 24/7. |
| A7: The course instructions articulate or link to a clear description of the technical support offered and how to obtain it. | Fully Met | |
| A8: Learners are offered an orientation prior to the start of the course. | Fully Met | Students are provided with an orientation for every course. |
| Rating | Comments | |
|---|---|---|
| B1: The course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course. | Fully Met | Syllabus and course goals are provided to students upon enrollment in course |
| B2: Where applicable, the course content is aligned with accepted state and/or other accepted content standards. | Fully Met | All courses are aligned to state standards. |
| B3: Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum. | Fully Met | |
| B4: Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned with the content delivered. | Fully Met | Resources are available for students in the software program and teachers can upload notes in individual assignments. |
| B5: The course content and supporting materials reflect different perspectives and provide non-stereotypical forms of representation. | Fully Met | |
| B6: The course materials (e.g., textbooks, primary source documents, Open Education Resources “[OER])” that support course content standards are accurate and current. | Fully Met | Edmentum reviews and updates course curriculum annually to remain current and accurate to state standards. |
| B7: The course is free of adult content and avoids unnecessary advertisements. | Fully Met | |
| B8: Copyright and licensing status for any third-party content is appropriately cited and easily found. | Fully Met | |
| B9: Documentation and other support materials are available to support effective online course facilitation. | Fully Met |
| Rating | Comments | |
|---|---|---|
| C1: The course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. | Fully Met | Courses are self-paced which allows students to spend more time on difficult material. This allows the student to take the lead in their education. |
| C2: The course’s content and learning activities promote the achievement of the stated learning objectives or competencies. | Fully Met | The course syllabus outlines the courses goals and stated learning objectives to ensure all state standards are being met. |
| C3: The course is organized by units and lessons arranged in a logical sequence. | Fully Met | |
| C4: The course content is appropriate to the reading level of the intended learners. | Fully Met | The course includes a translator, dictionary and read to me function to engage learners at their reading level. |
| C5: The course design includes introductory assignments or activities to engage learners within the first week of the course. | Fully Met | |
| C6: The course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. | Fully Met | Multiple learning resources and materials such as individual assignments, videos, quizzes and discussions are included to increase individual student success. |
| C7: The course provides regular opportunities for learner-learner interaction. | Fully Met | The course contains discussion posts where learners can read/comment on other learners' posts. |
| C8: The course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress. | Fully Met | |
| C9: Course instructional materials and resources present content in an effective, engaging, and appropriate manner. | Fully Met |
| Rating | Comments | |
|---|---|---|
| D1: Learner assessments align with stated course, unit, or lesson-level objectives or competencies. | Fully Met | |
| D2: Valid course assessments measure learner progress toward understanding of content. | Fully Met | Short Mastery Tests are given after each Tutorial. Unit tests provide an assessment of the entire unit and there are discussions and check ins along the way prior to the final exam. |
| D3: Assessment practices provide frequent and varied opportunities for self-monitoring and reflection of learning. | Fully Met | |
| D4: Assessment materials provide the learner with the flexibility to demonstrate their understanding in a variety of ways. | Fully Met | |
| D5: Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners. | Fully Met | All course projects and discussions have a clearly stated rubric to allow students to understand expectations prior to completing the assignment. |
| Rating | Comments | |
|---|---|---|
| E1: Course navigation is logical, consistent, and efficient from the learner’s point of view. | Fully Met | |
| E2: The course design facilitates readability. | Fully Met | The course syllabus and course outline page provide the student an outline of the entire course at all times. This allows the student to track their individual progress 24/7. |
| E3: The course provides accessible course materials and activities to meet the variable needs of learners, following Universal Design for Learning principles. | Fully Met | |
| E4: Multimedia in the course is easy to use. | Fully Met | |
| E5: Vendor accessibility statements are provided for all technologies required in the course. | Fully Met |
| Rating | Comments | |
|---|---|---|
| F1: All technologies and tools included for use as part of the course ensure that learner privacy is protected in accordance with the Acceptable Use Policy and applicable law. | Fully Met | |
| F2: The course tools further the learning objectives and course competencies. | Fully Met | |
| F3: The course technology allows for customization and personalization. | Fully Met | Teachers are able to add in projects, outside links, and alternate assignments to the course material to individualize the course. |
| F4: The course operates within a platform to score and record assessments and calculate earned course points or grades. | Fully Met | |
| F5: Courses utilize emerging technologies that can enhance the learning experience, prioritizing learners and outcomes. | Fully Met |
| Rating | Comments | |
|---|---|---|
| G1: The course uses multiple methods and sources of input for assessing course effectiveness. | Fully Met | Edementum reviews and updates course curriculum annually to remain current and accurate to state standards. |
| G2: The course is regularly reviewed to ensure that the course is current and relevant. | Fully Met | MVA reviews all courses annually to ensure each is relevant and meets all state standards. |
| G3: The course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. | Fully Met | Edmentum reviews each course annually to ensure effectiveness based on their ongoing reviews. |
Review Conducted By: My Virtual Academy
Date of Review:
08/25/2025
Elements of Gothic Literature
Making a Monster
Gothic Romance
Madness and Mayhem
Passion and Obsession
Mortality and Spirituality
Jekyll and Hyde: The Duality of Human Nature
Vampire Tales
Gothic Parodies
American Gothic
Contemporary Gothic Literature
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|---|---|---|---|---|---|---|---|---|
| Open Entry / Open Exit | 12/02/2025 | 04/03/2026 | 500 | $400 |
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|---|---|---|---|
| Must pass course with D- (60%) or higher. | Open Entry / Open Exit | 12/02/2025 | 04/03/2026 |
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