GothicFictionUnitPlan 1

Gothic Fiction Unit Plan
Assessment Objectives (Common Core English Literature Standards):
CCSS W.8.3e, CCSS W.8.3d, CCSS W.8.3c, CCSS W.8.3b, CCSS W.8.3a, CCSS W.8.3
CCSS RL.8.10, CCSS RL.8.9, CCSS RL.8.7, CCSS RL.8.6, CCSS RL.8.5, CCSS RL.8.4, CCSS RL.8.3, CCSS RL.8.2, CCSS RL.8.1
Lesson Learning Student Recommended Differentiation Differentiation Assessment / Recommended Key vocabulary
outcomes engagement activities opportunities (Support) opportunities (Stretch Feedback / resources
and Challenge) Homework
1– To describe Students Starter: Starter: Starter: Opportunities for Gothic

Lesson 1 PowerPoint
Introduction the key complete the questioning Conventions
and handouts (See
to Gothic conventions activity on the Put up Gothic setting Put up Gothic setting (see Put up Gothic setting throughout the lesson Settings
resources pack):
Fiction of Gothic board as soon (see PP). PP). (see PP). and to speak to Characters
fiction as they walk students individually https:// Themes
To explain in. Based on this setting, Based on this setting, what Based on this setting, or in groups www.teacherspayteach Absence
how these what kind of narrative kind of narrative or story what kind of narrative throughout. ers.com/Product/ Melancholy
conventions Differentiated or story would you would you expect to be set or story would you Gothic-Fiction- Despondent
can impact on challenges. expect to be set here? here? expect to be set here? Homework: Students Introduction-7746217 Mystery
a reader What kinds of What kinds of to research a Gothic Forlorn
To evaluate Support for characters, themes or Activity 2: characters, themes or character of their Narrative
the use of students who plots would you expect We will watch a trailer for plots would you expect choice (provide Mood
genre need it. to find in this narrative? the classic Gothic narrative to find in this suggestions) and Atmosphere
conventions Why? ‘Frankenstein’. narrative? Why? discover which
in a piece of As we watch, think about What mood or conventions they
Gothic fiction Activity 2: what makes this story atmosphere would be follow.
We will watch a trailer ‘Gothic’. established in this kind
for the classic Gothic of narrative? How
narrative Activity 3: would it be achieved?
‘Frankenstein’. Around the room are
As we watch, think twelve different pictures. Activity 2:
about what makes this Working in your groups you We will watch a trailer
story ‘Gothic’. are going to decide for the classic Gothic
whether these pictures narrative
Activity 3: show gothic stories or not. ‘Frankenstein’.
Around the room are On your table make notes As we watch, think
twelve different about what you think about what makes this
pictures. Working in Gothic fiction is and why story ‘Gothic’.
your groups you are writers use those
going to decide elements. Activity 3:
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whether these pictures Around the room are
show gothic stories or See worksheet provided twelve different
not. (resource pack). Provide pictures. Working in
On your table make examples for support (see your groups you are
notes about what you worksheet). going to decide
think Gothic fiction is whether these pictures
and why writers use Activity 3: show gothic stories or
those elements. You probably noticed some not.
clear differences between On your table make
See worksheet some of the photos notes about what you
provided (resource compared to others. think Gothic fiction is
pack). Discussion: What kinds of and why writers use
settings, characters and those elements.
Activity 3: tones do you think you are
You probably noticed likely to find in Gothic See worksheet
some clear differences fiction? provided (resource
between some of the pack). Add in new
photos compared to Activity 4: terminology for
others. We’ll read a short extract students to use in their
Discussion: What kinds from ‘Frankenstein’ by analyses (see
of settings, characters Mary Shelley now. worksheet).
and tones do you think Working with the person
you are likely to find in nearest to you, read Activity 3:
Gothic fiction? through the extract and You probably noticed
make notes on: some clear differences
Activity 4: Which parts of the text between some of the
We’ll read a short seem the most ‘Gothic’? photos compared to
extract from Why? others.
‘Frankenstein’ by Mary . Discussion: What kinds
Shelley now. Plenary: Which picture? of settings, characters
Working with the Which picture best and tones do you think
person nearest to you, describes your learning you are likely to find in
read through the today? Why? Be prepared Gothic fiction?
extract and make notes to share your ideas.
on: Bonus thinking points:
Which parts of the text Why are Gothic
seem the most narratives
‘Gothic’? Why? fundamentally
What specific elements different to other types
or genre conventions of story? As readers,
has the writer used to how are we meant to
make the extract seem feel? Why?
Gothic?
Evaluate how the writer Activity 4:
uses language to build We’ll read a short
up a sense of the extract from
Gothic in this extract. ‘Frankenstein’ by Mary
Refer to specific Shelley now.
examples and Working with the
techniques. person nearest to you,
read through the
Plenary: Which picture? extract and make
Which picture best notes on:
describes your learning Which parts of the text
today? Why? Be seem the most
prepared to share your ‘Gothic’? Why?
ideas. What specific elements
or genre conventions
has the writer used to
make the extract seem
Gothic?
Evaluate how the
writer uses language to
build up a sense of the
Gothic in this extract.
Refer to specific
examples and
techniques.
Plenary: Which
picture?
Which picture best
describes your learning
today? Why? Be
prepared to share your
ideas.
Lesson Learning Student Assessment / Key vocabulary

Recommended Differentiation Differentiation Recommended
outcomes engagement Feedback /
activities opportunities (Support) opportunities (Stretch resources
Homework
and Challenge)
2 – Gothic To describe Students Opportunities for Monsters

Starter: List the main Starter: List the main Starter: List the main Lesson 2 PowerPoint
Monsters the key complete the questioning Characters
characteristics of Gothic characteristics of Gothic characteristics of and handouts (See
characteristics activity on the throughout the lesson Conventions
monsters (see PP). monsters (see PP). Gothic monsters (see resources pack):
of significant board as soon and to speak to Archetype
PP).
Gothic as they walk On the left are some of On the left are some of the students individually https:// Evaluation
monsters in. or in groups Symbols
To explain throughout. Writer
the main characteristics main characteristics of On the left are some of www.teacherspayteach
how writers Differentiated Reader
of Gothic monsters. Gothic monsters. the main ers.com/Product/
influence challenges. Language Features
characteristics of Gothic-Monsters-
readers’ Using your template, Using your template, design
Gothic monsters. 7751918
interpretation design your own Gothic your own Gothic monster.
Support for
s of monster. Explain how Explain how you made it Using your template,
students who
antagonists you made it Gothic. Gothic. design your own Gothic
need it.
To evaluate monster. Explain how
how a writer Can you think of any Activity 2:
you made it Gothic.
uses language famous examples of
Complete your Gothic-o-
to present Gothic monsters? Why Can you think of any
meter sheets as you move
Dracula as would you consider famous examples of
around to each Gothic
supernatural them Gothic? Gothic monsters? Why
monster.
would you consider
Activity 2:
Which monster is the most them Gothic?
Complete your Gothic- Gothic? Which is the least?
Evaluate how a writer
o-meter sheets as you Why?
might be able to use a
move around to each
Activity 3: Gothic monster as a
Gothic monster.
symbol for the dangers
So, which of these famous of science or the
Which monster is the
Gothic monsters do you afterlife.
most Gothic? Which is
think is the Gothic monster
the least? Why?
archetype?
Activity 3: Activity 2:
Use the sheets from your
So, which of these group work on the Gothic Complete your Gothic-
famous Gothic monsters to help add in o-meter sheets as you
monsters do you think specific examples and move around to each
is the Gothic monster details as to why you think Gothic monster.
archetype? your chosen monster is the
Which monster is the
archetype.
Use the sheets from most Gothic? Which is
your group work on the Provide a writing frame the least? Why?
Gothic monsters to help (see PP).
Activity 3:
add in specific
Activity 4: Let’s look at a
examples and details as So, which of these
description of Dracula from
to why you think your famous Gothic
Bram Stoker’s original text.
chosen monster is the monsters do you think
archetype. Highlight the words in the is the Gothic monster
description that make archetype?
Activity 4: Let’s look at
Dracula seem different or
a description of Dracula Use the sheets from
unusual.
from Bram Stoker’s your group work on the
original text. Plenary: Learning Drawings Gothic monsters to
help add in specific
Highlight the words in Look carefully at the examples and details as
the description that learning outcomes. Based to why you think your
make Dracula seem on what you’ve learnt chosen monster is the
different or unusual. today, create a quick archetype.
drawing or picture to
Make notes on how as Activity 4: Let’s look at
represent what you feel
readers we feel about a description of
you have learnt from
Dracula through this Dracula from Bram
today’s lesson. Explain why
description and why. Stoker’s original text.
you drew what you did!
Refer to specific
Highlight the words in
examples.
the description that
Plenary: Learning make Dracula seem
Drawings different or unusual.
Look carefully at the Make notes on how as
learning outcomes. readers we feel about
Based on what you’ve Dracula through this
learnt today, create a description and why.
quick drawing or Refer to specific
picture to represent examples.
what you feel you have
How is the writer able
learnt from today’s
to hint at Dracula being
lesson. Explain why you
supernatural in this
drew what you did!
extract? Which
language features help
him to be able to show
this?
Plenary: Learning
Drawings
Look carefully at the
learning outcomes.
Based on what you’ve
learnt today, create a
quick drawing or
picture to represent
what you feel you have
learnt from today’s
lesson. Explain why
you drew what you
did!
Lesson Learning Student Recommended Differentiation Differentiation Assessment / Key vocabulary
Recommended
outcomes engagement activities opportunities (Support) opportunities (Stretch Feedback /
resources
3 – Gothic To describe Students Starter: Starter: Starter: Opportunities for Heroes

Lesson 3 PowerPoint
Heroes the key complete the When you think of the When you think of the When you think of the questioning Conventions
and handouts (See
characteristics activity on the word ‘hero’, what word ‘hero’, what images word ‘hero’, what throughout the lesson Characters
resources pack):
of heroes and board as soon images does it conjure does it conjure up in your images does it conjure and to speak to Expectations
Gothic heroes as they walk up in your mind? mind? up in your mind? students individually https:// Interpretations
To analyse in. What makes someone What makes someone a What makes someone or in groups www.teacherspayteach Evidence
how Victor a ‘hero’? Why? ‘hero’? Why? a ‘hero’? Why? throughout. ers.com/Product/ Gothic
Frankenstein Differentiated What are the main What are the main Gothic-Heroes-7751950 Protagonist
is portrayed in challenges. characteristics of a characteristics of a Antagonist
Activity 2:
Frankenstein ‘hero’? What is the ‘hero’? What is the Messages
To evaluate difference between a Let’s spend some time difference between a Sympathy
Support for
how Gothic hero and a villain? analysing the Gothic hero hero and a villain?
students who
protagonists of Victor Frankenstein. He How do you think a
need it.
can help a Activity 2: is a scientist that aims to ‘Gothic’ hero might be
writer to get Let’s spend some time create life and is successful similar or different to
across their analysing the Gothic in his mission, but comes to any other hero? Why?
key themes hero of Victor regret and detest his
Frankenstein. He is a creation. Activity 2:
scientist that aims to Let’s spend some time
create life and is Complete your table and analysing the Gothic
successful in his use the quote sheet to help hero of Victor
mission, but comes to you find suitable evidence Frankenstein. He is a
regret and detest his to support your scientist that aims to
creation. interpretations. create life and is
Bonus Challenge: If you’re successful in his
Complete your table
feeling super-confident, mission, but comes to
and use the quote
explain how each quote regret and detest his
sheet to help you find
supports your creation.
suitable evidence to
interpretation. Complete your table
support your
and use the quote
interpretations. Activity 3: sheet to help you find
Bonus Challenge: If Focusing on the highlighted suitable evidence to
you’re feeling super- sections (see PP), create a support your
confident, explain how pie chart which explains interpretations.
each quote supports who you feel more
your interpretation. sympathy for: the creature Bonus Challenge: If
or Victor Frankenstein. you’re feeling super-
Activity 2: confident, explain how
Activity 4: each quote supports
your interpretation.
Let’s spend some time Discussion: Why might
analysing the Gothic blurring the lines between
Activity 3:
hero of Victor protagonist and antagonist
Focusing on the
Frankenstein. He is a or hero and villain have
highlighted sections
scientist that aims to helped Mary Shelley get
(see PP), create a pie
create life and is across her ideas to the
chart which explains
successful in his reader?
who you feel more
mission, but comes to
Activity 5: sympathy for: the
regret and detest his
creature or Victor
creation. Discussion: Who is the real Frankenstein.
‘monster’ in this story? Explain the evaluation
Complete your table
What messages might you made: I feel far
and use the quote
Mary Shelley have been more sympathetic for
sheet to help you find
trying to send to her the creature because…
suitable evidence to
society about science? Add in specific quotes
support your
interpretations. Plenary: Learning Pyramid or examples to support
your evaluation.
Activity 3: Fill in your pyramid with
the five most important Activity 4:
Focusing on the
elements you have learnt Discussion: Why might
highlighted sections
from the lesson. blurring the lines
(see PP), create a pie
chart which explains between protagonist
who you feel more and antagonist or hero
sympathy for: the and villain have helped
creature or Victor Mary Shelley get across
Frankenstein. her ideas to the
reader?
Explain the evaluation
you made: I feel far Activity 5:
more sympathetic for Discussion: Who is the
the creature because… real ‘monster’ in this
Activity 4: story? What messages
might Mary Shelley
Discussion: Why might have been trying to
blurring the lines send to her society
between protagonist about science?
and antagonist or hero
and villain have helped Plenary: Learning
Mary Shelley get across Pyramid
her ideas to the Fill in your pyramid
reader? with the five most
Activity 5: important elements
you have learnt from
the lesson.
Discussion: Who is the
real ‘monster’ in this
story? What messages
might Mary Shelley
have been trying to
send to her society
about science?
Plenary: Learning
Pyramid
Fill in your pyramid
with the five most
important elements you
have learnt from the
lesson.
Lesson Student Recommended Assessment / Key vocabulary

Learning Differentiation Differentiation Recommended
engagement activities Feedback /
outcomes opportunities (Support) opportunities (Stretch resources
Homework
and Challenge)
4 – Gothic To describe Students Opportunities for Pace

Starter: Starter: Starter: Lesson 4 PowerPoint
Settings the types of complete the questioning Tone
and handouts (See
setting found activity on the On your sheet you’ve On your sheet you’ve been On your sheet you’ve throughout the lesson Settings
resources pack):
in Gothic board as soon been given six different given six different been given six and to speak to Atmosphere
literature as they walk potential settings for a potential settings for a different potential students individually https:// Interpretations
To explain in. Gothic text. Gothic text. settings for a Gothic or in groups www.teacherspayteach Gothic
how Gothic text. throughout. ers.com/Product/ Writer
writers take Differentiated You are a writer and You are a writer and need Reader
Gothic-Settings-
advantage of challenges. need to choose ONE of to choose ONE of these You are a writer and
7751678
settings to these settings for an settings for an important need to choose ONE of
build tone important part of your part of your narrative. these settings for an
Support for narrative. important part of your
To evaluate Which one would you
students who narrative.
our own use Which one would you choose? Why?
need it.
of setting and choose? Why? Which one would you
tone within a Activity 2:
choose? Why?
short Gothic- Which of these settings
We are going to listen to
style is the most ‘Gothic’? Which of these settings
some music from a Gothic
description Which is the least? is the most ‘Gothic’?
film.
Explain your Which is the least?
interpretations. Discuss: Explain your
interpretations.
Activity 2: How does it make you feel?
Why? Evaluate the decisions
We are going to listen Activity 3: a Gothic writer must
to some music from a make when choosing a
Now let’s think about pace
Gothic film. setting. Do settings
and tone.
change in different
Discuss:
For each of these tones, parts of a narrative?
How does it make you draw a battery bar Why?
feel? Why? depending on how fast they
Activity 2:
would be read. (See PP)
What kinds of sounds
We are going to listen
or tones are created in Activity 4:
to some music from a
this music?
Put up two different Gothic film.
Activity 3: examples of sentences
Discuss:
being used to change pace
Now let’s think about
and tone (see PP). How does it make you
pace and tone.
feel? Why?
Discuss: How does the use
For each of these tones,
of sentences in each What kinds of sounds
draw a battery bar
example affect the speed or or tones are created in
depending on how fast
pace of the writing? Why? this music?
they would be read.
(See PP) Activity 5: How fast or slow is the
music? Does the pace
Activity 4: Using the pictures from the
change? Why might
beginning of the lesson, the
Put up two different this be important?
synonyms above and the
examples of sentences
ideas we have been Activity 3:
being used to change
considering about Gothic
pace and tone (see PP). Now let’s think about
settings today, create a
pace and tone.
Discuss: How does the short description of one of
use of sentences in the pictures. For each of these
each example affect the tones, draw a battery
Peer-/self-assessment
speed or pace of the bar depending on how
opportunity
writing? Why? fast they would be
Plenary: Emojis read. (See PP)
Activity 5:
Draw an emoji to describe Extension: Explain the
Using the pictures from
your learning today. Why choices you made.
the beginning of the
do you feel that way?
lesson, the synonyms Activity 4:
above and the ideas we
Put up two different
have been considering
examples of sentences
about Gothic settings
being used to change
today, create a short
pace and tone (see PP).
description of one of
the pictures. Discuss: How does the
use of sentences in
Peer-/self-assessment each example affect
opportunity the speed or pace of
the writing? Why?
Plenary: Emojis
Activity 5:
Draw an emoji to
describe your learning Using the pictures from
today. Why do you feel the beginning of the
that way? lesson, the synonyms
above and the ideas we
have been considering
about Gothic settings
today, create a short
description of one of
the pictures.
Bonus Challenge: Think
carefully about your
use of pace within
your description. Will
be slow or fast? Why?
What tone are you
Peer-/self-assessment
opportunity
Plenary: Emojis
Draw an emoji to
describe your learning
today. Why do you feel
that way?

Homework
and Challenge)
5 – Gothic To describe Students Opportunities for Narrative hooks

Openings different complete the questioning Openings
and handouts (See
methods for activity on the You have been asked to You have been asked to You have been asked to throughout the lesson Effects
resources pack):
opening a board as soon create the very create the very beginning create the very and to speak to Engagement
Gothic as they walk beginning of a Gothic of a Gothic narrative. beginning of a Gothic students individually https:// Reader
narrative in. narrative. narrative. or in groups www.teacherspayteach Writer
To analyse What is the very first thing throughout. Evaluation
ers.com/Product/
What is the very first you would mention or write What is the very first
how writers Differentiated Character
thing you would about? Write out your thing you would Gothic-Opening-
can open challenges. Plot
mention or write opening sentence. mention or write Homework: Write out Sentences-7752004
Gothic Setting
about? Write out your about? Write out your three different
narratives. Activity 2:
Support for opening sentence. opening sentence. openings to a Gothic
To evaluate
students who Complete your worksheet, story.
the impact of Extra Challenge: Why Extra Challenge: Why
need it. ticking which film clips goes
our own do you think your do you think your Extension: How does
Gothic with which pictures. You
opening sentence is opening sentence is each affect the
opening may tick boxes more than
engaging for the engaging for the reader? Why?
sentences once if you wish.
reader? reader?
through the Activity 3:
use of Activity 2: Mega Challenge: What
narrative All of these openings to other types of ‘hook’
Complete your
hooks. texts are from famous could you use to
worksheet, ticking
Gothic novels, but which do engage a reader in a
which film clips goes
you think is the best narrative piece of
with which pictures.
opening? writing? Which is the
You may tick boxes
most effective? Why?
more than once if you Choose your favourite of
wish. the four and explain why Activity 2:
you think it is the best
Explain your Complete your
opening to a Gothic text. I
interpretations in the worksheet, ticking
chose ___ because it helps
extra column at the end which film clips goes
the reader to… and…
of each table. Why did with which pictures.
you make the choices Activity 4: You may tick boxes
you did? more than once if you
Today you will write the wish.
Activity 3: first sentence to a Gothic
novel. Explain your
All of these openings to
interpretations in the
texts are from famous Choose ONE key aspect to extra column at the
Gothic novels, but introduce at the beginning. end of each table. Why
which do you think is
Will you introduce a did you make the
the best opening?
character, a plot event or a choices you did?
Choose your favourite setting? Evaluate how these
of the four and explain
Think about the kind of opening scenes are
why you think it is the
narrative hook you will use able to engage an
best opening to a
as well. audience and refer to
Gothic text. I chose ___
specific examples.
because it helps the Write out the very first
reader to… and… sentence of your Gothic Activity 3:
What kind of narrative novel. All of these openings to
hook has each writer Plenary: Paper Telephone texts are from famous
used in the four (See PP) Gothic novels, but
openings to texts here? which do you think is
In ___, the writer has the best opening?
employed a
Choose your favourite
__________ hook
of the four and explain
because…
why you think it is the
Activity 4: best opening to a
Gothic text. I chose
Today you will write the
___ because it helps
first sentence to a
the reader to… and…
Gothic novel.
What kind of narrative
Choose ONE key aspect
hook has each writer
to introduce at the
used in the four
beginning.
openings to texts here?
Will you introduce a In ___, the writer has
character, a plot event employed a
or a setting? __________ hook
because…
Think about the kind of
narrative hook you will What factors must a
use as well. Gothic writer consider
when writing the
Write out the very first opening to their novel?
sentence of your Gothic What is the secret to
novel. writing a brilliant
Peer-/self-assessment: opening to a Gothic
text?
Swap sentences with
the person nearest to Activity 4:
you! Today you will write
What narrative hook the first sentence to a
did they use? How does Gothic novel.
it engage you in the Choose ONE key aspect
story? to introduce at the
Plenary: Paper beginning.
Telephone (See PP) Will you introduce a
character, a plot event
or a setting?
Think about the kind of
narrative hook you will
use as well.
Write out the very first
sentence of your
Gothic novel.
Plenary: Paper
Telephone (See PP)

Homework
and Challenge)
6 _ Gothic To describe Punctuation Opportunities for Punctuation

Punctuation our strengths workshop with Students complete a punctuation audit and use this to choose the most questioning
Lesson 6 PowerPoint Capital letters
a choice of helpful punctuation worksheets to them. and handouts (See Full stops
in throughout the lesson
worksheets to resources pack): Commas
punctuation Once they have completed their worksheets, they are given a reward and to speak to
engage Paragraphing
and grammar students individually https://
students and badge depending on the progress they have made. Apostrophes
To explain make tasks or in groups www.teacherspayteach Semicolons
how to use a They also have an opportunity to embed their progress in punctuation throughout.
relevant. ers.com/Product/ Dashes
variety of new into their written work. Gothic-Punctuation-
punctuation 7752038
and grammar
elements
To apply our
new
understandin
g to a short
piece of
narrative
writing

Recommended
resources
7 – Gothic To describe Students Starter: Starter: Starter: Opportunities for Foreshadowing

Lesson 7 PowerPoint
Foreshadowi ways of using complete the Put up an example of Put up an example of Put up an example of questioning Effects
and handouts (See
ng foreshadowin activity on the foreshadowing on the foreshadowing on the foreshadowing on the throughout the lesson Reader
resources pack):
g in Gothic board as soon board (see PP). board (see PP). board (see PP). and to speak to Language
writing as they walk students individually https:// Techniques
To explain in. Read the short Read the short paragraph Read the short or in groups www.teacherspayteach Engagement
how paragraph above. It above. It contains an paragraph above. It throughout. ers.com/Product/
foreshadowin Differentiated contains an example of example of foreshadowing. contains an example of Gothic-Foreshadowing-
g can help a challenges. foreshadowing. What do you think foreshadowing. 7752076
writer to What do you think foreshadowing is? What do you think
engage their Support for foreshadowing is? foreshadowing is?
readers students who How might it help a Activity 2: How might it help a
To evaluate need it. writer engage their Foreshadowing is a writer engage their
the use of readers with their technique used by writers readers with their
foreshadowin story? to hint at or indicate future story?
g in a Gothic events in a novel. It Why do you think
fiction extract Activity 2: provides the reader with foreshadowing is such
Foreshadowing is a clues about what will a prominent technique
technique used by happen later in a text. in Gothic fiction?
writers to hint at or Discuss: Why would a
indicate future events writer want to use this Activity 2:
in a novel. It provides technique in a Gothic Foreshadowing is a
the reader with clues story? technique used by
about what will happen writers to hint at or
later in a text. Activity 3: indicate future events
Discuss: Why would a Today we’ll look at a Gothic in a novel. It provides
writer want to use this short story called ‘The the reader with clues
technique in a Gothic Monkey’s Paw’. about what will happen
story? Look at the beginning of later in a text.
the text up until, “heavy Discuss: Why would a
Activity 3: footsteps came toward the writer want to use this
Today we’ll look at a door.” technique in a Gothic
Gothic short story Highlight any examples of story?
called ‘The Monkey’s foreshadowing you can see
Paw’. being used. Activity 3:
Look at the beginning Today we’ll look at a
of the text up until, Activity 4: Gothic short story
“heavy footsteps came We’ll read through the rest called ‘The Monkey’s
toward the door.” of Chapter One. Paw’.
Highlight any examples Look at the beginning
of foreshadowing you Once we’ve finished of the text up until,
can see being used. reading, work in your group “heavy footsteps came
Explain how these to find all the examples of toward the door.”
examples hint at future foreshadowing that are Highlight any examples
events. included. of foreshadowing you
can see being used.
Activity 4: Activity 5: Explain how these
We’ll read through the Write out the first examples hint at future
rest of Chapter One. paragraph of a Gothic events.
story. You can use one of Evaluate how the
Once we’ve finished your ideas from a previous beginning of the
reading, work in your lesson if you wish. narrative sets us up for
group to find all the In your paragraph you need the rest of the story.
examples of to hint at what is going to
foreshadowing that are happen in the future. Use Activity 4:
included. your notes from this lesson We’ll read through the
Make notes on how to help you do this. rest of Chapter One.
these examples of
foreshadowing help to Provide sentence starters. Once we’ve finished
build up a sense of reading, work in your
anticipation for the Plenary: Head, Heart, group to find all the
reader. Heave, Hold (See PP) examples of
foreshadowing that are
Activity 5: included.
Write out the first Make notes on how
paragraph of a Gothic these examples of
story. You can use one foreshadowing help to
of your ideas from a build up a sense of
previous lesson if you anticipation for the
wish. reader.
In your paragraph you
need to hint at what is Evaluate how effective
going to happen in the the chapter is for
future. Use your notes establishing interest for
from this lesson to help the reader, referring to
you do this. specific examples.
Plenary: Head, Heart, Activity 5:

Heave, Hold (See PP) Write out the first
paragraph of a Gothic
story. You can use one
of your ideas from a
previous lesson if you
wish.
In your paragraph you
need to hint at what is
going to happen in the
future. Use your notes
from this lesson to help
you do this.
Plenary: Head, Heart,

Heave, Hold (See PP)

Recommended
resources
8 – Gothic To describe Students Opportunities for Language
Starter: List common Starter: List common Starter: List common Lesson 8 PowerPoint
Language key language complete the questioning Techniques
language techniques language techniques found language techniques and handouts (See
Techniques features used activity on the throughout the lesson Gothic Horror
found in Gothic settings in Gothic settings and for found in Gothic settings resources pack):
in a Gothic board as soon and to speak to Transformation
and for Gothic Gothic characters (see PP). and for Gothic
extract. as they walk students individually https:// Horror
characters (see PP). characters (see PP).
To explain in. Work with the person or in groups www.teacherspayteach Evaluation
how a writer Work with the person nearest to you. Work with the person throughout. ers.com/Product/ Effects
uses key Differentiated nearest to you. nearest to you. Gothic-Language- Reader
language challenges. Choose three language Writer
Analysis-7752344
features to Choose three language techniques that you know Choose three language
create a sense Support for techniques that you the best and then three you techniques that you
of horror. students who know the best and then feel you know the least know the best and then
To evaluate need it. three you feel you about. three you feel you
our own know the least about. know the least about.
Activity 2:
Gothic horror Activity 2: Activity 2:
transformatio In your group, decide on
ns through In your group, decide the three language In your group, decide
our use of on the three language techniques you would like on the three language
language techniques you would to spend some time on in techniques you would
features. like to spend some time lessons to help you improve like to spend some
on in lessons to help your knowledge and time on in lessons to
you improve your understanding. help you improve your
knowledge and knowledge and
Write your three chosen
understanding. understanding.
techniques on your post-it,
Write your three these will be collected in, Write your three
chosen techniques on collated and used to decide chosen techniques on
your post-it, these will which techniques we will your post-it, these will
be collected in, collated look at in subsequent be collected in, collated
and used to decide lessons! and used to decide
which techniques we which techniques we
Activity 3:
will look at in will look at in
subsequent lessons! On your sheet you will find subsequent lessons!
both the extract and a list
Activity 3:
of techniques used within
Activity 3: the extract. On your sheet you will
find both the extract
We’re going to read Label examples of each
and a list of techniques
through a short extract technique being used in the
used within the
from a classic Gothic extract.
extract.
text.
Activity 4: Students to write
Label examples of each
On your sheet you will out a description of a well-
technique being used
find both the extract respected man
in the extract.
and a list of techniques transforming into a Choose three examples
used within the monster. and explain how they
extract. help to create a sense
You are writing an
of horror in the text.
Label examples of each important part of a Gothic
technique being used in story where a well- Evaluate how the
the extract. respected and influential writer uses language
man suddenly transforms within this extract to
Choose three examples
into a terrifying and create a sense of
and explain how they
disgusting monster right horror. Which
help to create a sense
before your very eyes. techniques do they
of horror in the text.
most employ and why?
Provide success criteria and
Activity 4: Students to Provide specific
sentence starters (see PP).
write out a description examples.
of a well-respected man Peer-assessment (See PP)
Activity 4: Students to
transforming into a
Complete one of the tables write out a description
monster.
for your partner’s of a well-respected
You are writing an description of the man transforming into
important part of a transformation. a monster.
Gothic story where a
Use star ratings and the You are writing an
well-respected and
comments sections to important part of a
influential man
provide helpful advice. Gothic story where a
suddenly transforms
well-respected and
into a terrifying and Plenary: Brain Gain influential man
disgusting monster
In your diagram of the suddenly transforms
right before your very
person’s brain, write down into a terrifying and
eyes.
all the ideas that have gone disgusting monster
Peer-assessment (See into your brain today right before your very
PP) during our lesson. eyes.
Complete one of the Peer-assessment (See

tables for your PP)
partner’s description of
Complete one of the
the transformation.
tables for your
Use star ratings and the partner’s description of
comments sections to the transformation.
provide helpful advice.
Use star ratings and the
Plenary: Brain Gain comments sections to
provide helpful advice.
In your diagram of the
person’s brain, write
down all the ideas that
have gone into your
brain today during our
lesson.
Recommended
Recommended Differentiation Differentiation resources
activities opportunities (Support) opportunities (Stretch
Homework
and Challenge)
9 – Gothic To describe Students Opportunities for Sentence types

Sentences the different complete the questioning Sentence openers
and handouts (See
types of activity on the Starter – pick a Starter – pick a challenge: Starter – pick a throughout the lesson Tone
resources pack):
sentences board as soon challenge: challenge: and to speak to Atmosphere
To analyse as they walk You’ve been asked to students individually Tension
https://
how sentence in. You’ve been asked to describe a very spooky You’ve been asked to or in groups Suspense
www.teacherspayteach
types can describe a very spooky Gothic house. describe a very spooky throughout. Reader
ers.com/Product/
affect a Differentiated Gothic house. Gothic house. Writer
Challenge: What different Gothic-Sentences-
reader challenges. Challenge: What types of sentences might Challenge: What Homework: Students 7752387 Effects
To evaluate different types of you use to help it sound different types of to given a Gothic Interpretations
the Support for sentences might you spooky? sentences might you extract or to find their
effectiveness students who use to help it sound use to help it sound own and explore how
of our use of need it. Activity 2: the writer has used
spooky? spooky?
sentence Read through the sentences for effect.
types in our Extra Challenge: Why Extra Challenge: Why
description of the Gothic
own writing would a writer need to would a writer need to
house provided below.
consider different types consider different types
of sentences in their Discuss: What kinds of of sentences in their
narrative writing? sentences are used here? narrative writing?
Are they long and
Activity 2: Mega Challenge: How
descriptive or short and
might the use of
Read through the precise? Why has the writer
sentences differ
description of the chosen these kinds of
between writing a
Gothic house provided sentences?
description and
below.
Activity 3: creating a sense of
Discuss: What kinds of tension or fear?
Now, let’s look at a
sentences are used
different section of the Activity 2:
here? Are they long and
same story.
descriptive or short and Read through the
precise? Why has the In this extract one of the description of the
writer chosen these main characters learns Gothic house provided
kinds of sentences? about a murder. below.
Activity 3: Look at the last sentence. Discuss: What kinds of
Why do you think the sentences are used
Now, let’s look at a writer chose to make this a here? Are they long
different section of the short, simple sentence? and descriptive or short
same story. and precise? Why has
Activity 4:
the writer chosen these
In this extract one of
Write a description of this kinds of sentences?
the main characters
Gothic setting using long
learns about a murder. Activity 3:
and detailed complex and
Look at the last compound sentences. Now, let’s look at a
sentence. Why do you different section of the
When you get to the door,
think the writer chose same story.
use lots of short, simple
to make this a short,
sentences in a row to In this extract one of
simple sentence?
describe how tense you the main characters
As a writer, how could feel. learns about a murder.
you use short, simple
Look at the last
sentences to create
sentence. Why do you
impact in a narrative Peer-assessment:
think the writer chose
piece?
Swap descriptions with to make this a short,
Activity 4: someone in a different simple sentence?
group.
Write a description of As a writer, how could
this Gothic setting using Go through their work and you use short, simple
long and detailed highlight where they have sentences to create
complex and used shorter sentences for impact in a narrative
compound sentences. impact and where they piece?
have used longer sentences
When you get to the Why are writers more
for effect in different
door, use lots of short, likely to use short,
colours.
simple sentences in a simple sentences when
row to describe how Provide differentiated wanting to change the
tense you feel. success criteria. tone of a narrative
piece?
Activity 4:
Peer-assessment:
Write a description of
Swap descriptions with
this Gothic setting
someone in a different
using long and detailed
group.
complex and
Go through their work compound sentences.
and highlight where
When you get to the
they have used shorter
door, use lots of short,
sentences for impact
simple sentences in a
and where they have
row to describe how
used longer sentences
tense you feel.
for effect in different Provide differentiated
colours. success criteria.
Provide differentiated
success criteria.

Homework
and Challenge)
10 – Gothic To describe a Students Opportunities for Vocabulary

Vocabulary setting use complete the questioning Synonyms
Write a list of words to Write a list of words to Write a list of words to and handouts (See
Gothic- activity on the throughout the lesson Themes
describe this Gothic describe this Gothic setting. describe this Gothic resources pack):
specific board as soon and to speak to Authenticity
setting. . setting.
vocabulary as they walk students individually Conventions
Write a list of adjectives Activity 2: Write a list of https://
To assess our in. or in groups Description
to describe this setting You are in the most Gothic adjectives to describe www.teacherspayteach
use of throughout. Adjectives
and a list of Gothic room you have ever seen. this setting and a list of ers.com/Product/
vocabulary in Differentiated Verbs
objects you can see in Imagine what this room Gothic objects you can Gothic-Vocabulary-
Gothic writing challenges. Settings
this picture. looks like. What objects can see in this picture. 7752449
pieces Improvement
you see? How is the room Write a short
To evaluate Support for Redrafting
Activity 2: laid out? description of this
how we can students who Editing
You are in the most setting using the most
improve our need it.
Gothic room you have Activity 3: Gothic vocabulary
use of
ever seen. Re-read your description of possible.
vocabulary in
Imagine what this room your setting.
our Gothic
looks like. What objects Tick off all of the genuinely Activity 2:
writing
can you see? How is the Gothic objects you You are in the most
further
room laid out? managed to include! Gothic room you have
ever seen.
(See extensive list of
Activity 3: Imagine what this
objects on PP.)
Re-read your room looks like. What
description of your objects can you see?
setting. Activity 4: How is the room laid
Tick off all of the Take one of your previous out?
genuinely Gothic pieces of Gothic writing
objects you managed to from this term and revisit Activity 3:
include! your use of vocabulary. Re-read your
(See extensive list of Use the vocabulary lists description of your
objects on PP.) provided to make changes setting.
and additions to: Tick off all of the
Activity 4: 1) Your use of genuinely Gothic
Take one of your adjectives for objects you managed
previous pieces of people and places to include!
Gothic writing from this 2) Your use of verbs
(See extensive list of
term and revisit your for actions and
objects on PP.)
use of vocabulary. sounds
Use the vocabulary lists Activity 5:
provided to make Turn to the back pages of Activity 4:
changes and additions your exercise book. Take one of your
to: Write the numbers 1 – 10. previous pieces of
1) Your use of I am going to give you 10 Gothic writing from this
adjectives for very ordinary Gothic words term and revisit your
people and and I want you to upgrade use of vocabulary.
places them using our learning Use the vocabulary lists
2) Your use of from today. You may speak provided to make
verbs for to the person nearest to changes and additions
actions and you to discuss ideas. to:
sounds 1) Your use of
Plenary: Plenary: Four adjectives for
Activity 5: Corners people and
Turn to the back pages Choose one of the four places
of your exercise book. words on the board that 2) Your use of
Write the numbers 1 – you think best represents verbs for
10. your learning from today. actions and
I am going to give you Move to that corner of the sounds
10 very ordinary Gothic room. Activity 5:
words and I want you Turn to the back pages
to upgrade them using of your exercise book.
our learning from Write the numbers 1 –
today. You may speak 10.
to the person nearest I am going to give you
to you to discuss ideas. 10 very ordinary Gothic
words and I want you
Plenary: Plenary: Four to upgrade them using
Corners our learning from
Choose one of the four today. You may speak
words on the board to the person nearest
that you think best to you to discuss ideas.
represents your
learning from today. Plenary: Plenary: Four
Move to that corner of Corners
the room. Choose one of the four
words on the board
that you think best
represents your
learning from today.
Move to that corner of
the room.

Homework
and Challenge)
11 – Gothic in To describe Students Opportunities for Gothic

Starter: Put up a picture Starter: Put up a picture of Starter: Put up a Lesson 12 PowerPoint
Jekyll and what Gothic complete the questioning Conventions
of a Gothic setting. a Gothic setting. picture of a Gothic and handouts (See
Hyde means and activity on the throughout the lesson Atmosphere
setting. resources pack):
how it can be board as soon Look at this setting. Look at this setting. and to speak to Settings
applied to the as they walk Look at this setting. students individually https:// Elements
opening of in. What kind of story What kind of story would or in groups Effects
Jekyll and would you expect to be you expect to be set here? What kind of story throughout. Reader
ers.com/Product/Jekyll-
Hyde Differentiated set here? Why? Why? would you expect to be Writer
and-Hyde-Gothic-in-
To explain challenges. set here? Why? Language
What does the word What does the word Chapter-2-7752721
how the use ‘Gothic’ mean to you? ‘Gothic’ mean to you? How What does the word
of Gothic Support for How is this picture is this picture ‘Gothic’? ‘Gothic’ mean to you?
helps to build students who ‘Gothic’? How is this picture
a terrifying need it. What elements of the
‘Gothic’?
atmosphere What elements of the ‘Gothic’ have we seen in
for the reader ‘Gothic’ have we seen Jekyll and Hyde so far? What elements of the
To evaluate in Jekyll and Hyde so ‘Gothic’ have we seen
the impact of far? in Jekyll and Hyde so
imagery Activity 2: far?
during Mr We’ll watch two quick film Activity 2:
Utterson’s Activity 2:
clips from a film called
dream We’ll watch two quick
We’ll watch two quick ‘Sleepy Hollow’.
film clips from a film
film clips from a film
What type of film is this? called ‘Sleepy Hollow’.
called ‘Sleepy Hollow’.
Why do you say that?
What type of film is
What type of film is
Activity 3: this? Why do you say
this? Why do you say
that?
that? Use the pictures provided
to you to create an What genre does this
What genre does this
analytical representation of film belong to and
film belong to and what
the use of language in this what key features tell
key features tell you
extract. you this?
this?
Match up the pictures to How might this clip be
Activity 3:
key quotes or key ideas. similar or different to
Use the pictures Dr Jekyll and Mr Hyde
Describe the Gothic in terms of genre?
provided to you to
imagery the writer has
create an analytical
representation of the used. Activity 3:
use of language in this
Plenary: Acrostic Use the pictures
extract.
Write an acrostic poem provided to you to
Match up the pictures based around your learning create an analytical
to key quotes or key today for the word representation of the
ideas. ‘GOTHIC’. use of language in this
extract.
Describe the Gothic
imagery the writer has Match up the pictures
used. to key quotes or key
ideas.
Explain what effects
these have on the Describe the Gothic
reader. imagery the writer has
used.
Plenary: Acrostic
Write an acrostic poem Explain what effects
based around your these have on the
learning today for the reader.
word ‘GOTHIC’.
What kind of
atmosphere do the
Gothic images build up
in the readers’ mind?
Why?
Plenary: Acrostic
Write an acrostic poem
based around your
learning today for the
word ‘GOTHIC’.

Homework
and Challenge)
12 – Gothic To describe Students Opportunities for Genre

Endings different complete the questioning Tone
and handouts (See
endings to activity on the What different ways What different ways can What different ways throughout the lesson Endings
resources pack):
Gothic board as soon can you end a Gothic you end a Gothic narrative? can you end a Gothic and to speak to Structure
narratives as they walk narrative? narrative? students individually https:// Effects
To explain in. Activity 2: or in groups Readers
what different What do you think is What do you think is throughout. Writer
Each of these symbols ers.com/Product/
endings are Differentiated the best way to end a the best way to end a Symbols
represents a type of ending Gothic-Endings-
suitable for challenges. Gothic narrative? Why? Gothic narrative? Why?
to a narrative. (See PP) 7752471
Gothic texts
Activity 2: Working in your groups, Why do endings differ
and why Support for
decide what each symbol according to genre and
To evaluate students who Each of these symbols
represents. tone?
the need it. represents a type of
effectiveness ending to a narrative. Activity 3: Activity 2:
of our own (See PP)
endings based Complete the worksheet Each of these symbols
on success Working in your groups, with the three different represents a type of
criteria decide what each endings. Tick off which ending to a narrative.
symbol represents. endings are used in each (See PP)
example.
Activity 3: Working in your
Activity 4: groups, decide what
Complete the
each symbol
worksheet with the You’re going to write the
represents.
three different endings. ending to a Gothic narrative
Tick off which endings now. Extension: What
are used in each different genres might
Take a narrative or
example. these endings usually
description from a previous
be found in? Why?
Activity 4: lesson and write out your
final paragraph. Activity 3:
You’re going to write
the ending to a Gothic What kind of ending will Complete the
narrative now. you give it? Why? Think worksheet with the
carefully. This is the final three different endings.
Take a narrative or
idea your reader will leave Tick off which endings
description from a
with when they finish are used in each
previous lesson and
reading your story – it is a example.
write out your final
lot of responsibility!
paragraph. How good do you
Self-assessment think each ending is
What kind of ending
opportunity for readers? Why?
will you give it? Why?
Think carefully. This is Plenary: Blind Vote (See PP) Activity 4:
the final idea your
You’re going to write
reader will leave with
the ending to a Gothic
when they finish
narrative now.
reading your story – it is
a lot of responsibility! Take a narrative or
description from a
Self-assessment
previous lesson and
opportunity
write out your final
Plenary: Blind Vote (See paragraph.
PP)
What kind of ending
will you give it? Why?
Think carefully. This is
the final idea your
reader will leave with
when they finish
reading your story – it
is a lot of
responsibility!
Self-assessment
opportunity
Plenary: Blind Vote
(See PP)

Homework
and Challenge)
13 – Gothic To describe Students Opportunities for

Narrative our complete the Starter: Today you’re going to write out your own Gothic narrative. questioning
Lesson 13 PowerPoint
and handouts (See
Writing characters, activity on the Work with the person nearest to you to complete your Gothic narrative throughout the lesson
resources pack):
monsters, board as soon planning pack. Each person should complete their own pack but work and to speak to
settings and as they walk students individually
with each other to provide inspiration, guidance and suggestions.
plots in detail in. or in groups
To explain throughout. https://
Activity 2:
how we will Differentiated www.teacherspayteach
structure and challenges. Using your planning sheets and your notes, write out your Gothic Homework: Students ers.com/Product/
order our narrative now to write a review of Gothic-Narrative-
ideas for Support for their completed Writing-7752497
maximum students who
Activity 3: Gothic narrative,
effect need it. Complete your self-reflection sheet and make changes or additions to explaining what it is
To evaluate your own answer in red pen. about, why it is a
the good read and what
effectiveness could be improved
of our Gothic about it for readers.
narratives
based on
success
criteria
Homework
and Challenge)
14 – The To describe Students Opportunities for Tone

Yellow how the complete the questioning Quotations
and handouts (See
Wallpaper narrator is activity on the Read through the short Read through the short Read through the short throughout the lesson Analysis
resources pack):
presented in board as soon extract provided to you. extract provided to you. extract provided to and to speak to Language
the Yellow as they walk you. students individually https:// Effects
Wallpaper in. Write down four Write down four different or in groups Analytical
extract different facts we learn facts we learn about the Write down four throughout. Paragraphs
ers.com/Product/
To assess how Differentiated about the narrator (the narrator (the person telling different facts we learn Explanations
Yellow-Wallpaper-
the writer challenges. person telling the the story). about the narrator
Language-7752543
uses language story). (the person telling the
Activity 2:
to create Support for story).
Activity 2:
these students who List five key quotations
Bonus Challenge:
impressions need it. List five key quotations from the extract (see
Based on what you’ve
of the from the extract (see resource pack).
read, what kind of a
narrator resource pack).
In each of the boxes, draw person would say the
To evaluate In each of the boxes, an emoji or smiley to narrator is? Why?
the draw an emoji or smiley represent how the narrator Provide at least one
effectiveness to represent how the feels when she says that quotation as evidence.
of our narrator feels when she quotation.
analytical Activity 2:
says that quotation.
paragraphs Activity 3:
List five key quotations
For each one, explain
Now let’s focus on how the from the extract (see
the choice you made:
writer has used language resource pack).
Activity 3: techniques to convey ideas
In each of the boxes,
about the narrator’s
Now let’s focus on how draw an emoji or
thoughts and feelings to
the writer has used smiley to represent
us, the readers.
language techniques to how the narrator feels
convey ideas about the Choose one quote, explain when she says that
narrator’s thoughts how the technique helps to quotation.
and feelings to us, the emphasise or accentuate
For each one, explain
readers. the narrator’s feelings.
the choice you made:
Choose one quote, Activity 4:
What kind of tone does
explain how the
Using your notes, complete the narrator use in her
technique helps to
at least one analytical writing? How does this
emphasise or
paragraph. help to hide her true
accentuate the
feelings?
narrator’s feelings. “How does the writer use
Activity 4: language here to describe Activity 3:
the narrator to us?
Using your notes, Now let’s focus on
complete at least one You could include the how the writer has
analytical paragraph. writer’s choice of: used language
techniques to convey
“How does the writer words and phrases
ideas about the
use language here to
language features and narrator’s thoughts
describe the narrator
techniques and feelings to us, the
to us?
readers.
sentence forms
You could include the
Choose one quote,
writer’s choice of: [8 marks]” explain how the
words and phrases Provide success criteria and technique helps to
sentence starters (see PP). emphasise or
language features and accentuate the
techniques Plenary: Peer assessment. narrator’s feelings.
sentence forms Bonus Challenge: Look
[8 marks]” at the last quote. Why
does this part sound
Extra Challenge: Refer different in tone to the
to at least two quotes rest? Why does the
in your paragraph from narrator change her
the extract voice here?
Plenary: Peer Activity 4:
assessment.
Using your notes,
complete at least one
analytical paragraph.
“How does the writer
use language here to
describe the narrator
to us?
You could include the
writer’s choice of:
words and phrases
language features and
techniques
sentence forms
[8 marks]”
Extra Challenge: Refer
to at least two quotes
in your paragraph from
the extract.
Mega Challenge: Talk
about at least two
quotes and two
techniques in your
paragraph.
Plenary: Peer
assessment.

Homework
and Challenge)
15 – Gothic To describe Students Opportunities for Language

Starter: Lesson 15 PowerPoint
Assessment the ways the complete the questioning Interpretations
and handouts (See
Preparation characters are activity on the Highlight all the words and phrases which show the man dislikes this place. throughout the lesson Convey
resources pack):
presented in board as soon and to speak to Reader
the extract as they walk How does the writer use language to get across the man’s dislike for this place? students individually Writer
https://
To explain in. Evaluate how the woman’s opinions appear to differ to the man’s. How does the or in groups www.teacherspayteach Characters
why the writer convey this to the reader? throughout. ers.com/Product/ Gothic
characters Support for Gothic-Reading- Genre
show students who Activity 2: Assessment-7746180 Quotations
different need it. Discuss: Where would you put the two characters on these feeling scales? Why? Assessment
expectations (See PP.) Planning
about Analysis
reactions in Activity 3:
the text Which of these words best describes the extract above? Why?
To evaluate
how the How well does this part of the story fit into a Gothic style? Why?
writer uses
Evaluate how this part of the text might change the story, with reference to
language to
specific quotes.
present the
characters Activity 4:
and the key
Draw emojis to represent the reactions of both Mr and Mrs Fairbank to
themes in the
discovering this man and his dreams.
text
How does Mr Fairbank feel about his wife’s reaction? How do you know?
Evaluate how this part of the text might change the story, with reference to
specific quotes.
Activity 5:
Now use your time to make notes and plan ideas to answer this assessment
task (see resource pack).
Remember:
• Mr and Mrs Fairbank have different expectations about the town.
How does the writer get these across to us?
• Mr and Mrs Fairbank react differently to seeing the dreaming man.
How does the writer get across these different opinions to us?

Homework
and Challenge)
16 – Gothic To describe Opportunities for Conventions

Escape room Students work in groups or can work as individuals as they try to ‘escape the Lesson 16 PowerPoint
Escape Room key events, questioning Themes
style lesson to room’. and handouts (See
characters throughout the lesson Characters
recap and resources pack):
and themes As part of this resource, they must complete a series of challenges or ‘mysteries’ and to speak to Elements
review the
within Gothic in order to find the key and escape. students individually https:// Revision
term’s
Horror or in groups www.teacherspayteach Analysis
learning and Challenges cover a variety of topics, including key terminology, skills and
To explain the throughout. ers.com/Product/
consolidate concepts.
significance of Gothic-Escape-Room-
learning.
contextual 7752644
and thematic Homework: Students
links around to create a revision
Gothic Horror guide that recaps all
To evaluate their learning from
the the past term.
importance of
characters in
relation to
plot and
themes
Other resources available
Full unit of work pack which includes all these resources:
https://www.teacherspayteachers.com/Product/Gothic-Fiction-Complete-Unit-7761164

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Gothic Fiction Unit Plan

Assessment Objectives (Common Core English Literature Standards):

1– To describe Students Starter: Starter: Starter: Opportunities for Gothic

Lesson Learning Student Assessment / Key vocabulary

2 – Gothic To describe Students Opportunities for Monsters

3 – Gothic To describe Students Starter: Starter: Starter: Opportunities for Heroes

Lesson Student Recommended Assessment / Key vocabulary

4 – Gothic To describe Students Opportunities for Pace

Lesson Learning Student Assessment / Key vocabulary

5 – Gothic To describe Students Opportunities for Narrative hooks

Lesson Learning Student Assessment / Key vocabulary

6 _ Gothic To describe Punctuation Opportunities for Punctuation

Lesson Learning Student Recommended Differentiation Differentiation Assessment / Key vocabulary

7 – Gothic To describe Students Starter: Starter: Starter: Opportunities for Foreshadowing

Plenary: Head, Heart, Activity 5:

Plenary: Head, Heart,

Lesson Learning Student Recommended Differentiation Differentiation Assessment / Key vocabulary

Complete one of the Peer-assessment (See

9 – Gothic To describe Students Opportunities for Sentence types

Lesson Learning Student Assessment / Key vocabulary

10 – Gothic To describe a Students Opportunities for Vocabulary

Lesson Learning Student Assessment / Key vocabulary

11 – Gothic in To describe Students Opportunities for Gothic

Lesson Learning Student Assessment / Key vocabulary

12 – Gothic To describe Students Opportunities for Genre

Lesson Learning Student Assessment / Key vocabulary

13 – Gothic To describe Students Opportunities for

14 – The To describe Students Opportunities for Tone

Lesson Learning Student Assessment / Key vocabulary

15 – Gothic To describe Students Opportunities for Language

Lesson Learning Student Assessment / Key vocabulary

16 – Gothic To describe Opportunities for Conventions

Full unit of work pack which includes all these resources:

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