Introduction to GCSE literature Analysing texts for meaning and writer s intention. Being able to respond to a GCSE exam question (new curriculum)

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1 Year group: 9 Title Gothic Horror Autumn 2 Gothic Horror - C19th Novel Frankenstein Unit description - Tier 4-7 Length 7 weeks Introduction to GCSE literature Analysing texts for meaning and writer s intention. Being able to respond to a GCSE exam question (new curriculum) Learning objectives Level or Grade Learning outcomes Assessment Focuses: EN1 Speaking and Listening group presentation of horror extract. EN2 Reading How does Shelley present tension and horror at the beginning of Chapter 5? Focussing on inference and deduction, writer s intension and context (AF3/5/7) EN3 Writing Descriptive writing to create tension and horror (AF5/6) (Enter KS3 level or GCSE grades for objectives, where appropriate.) 4 7 G A* Phase 1: To establish what pupils already know about the horror genre. Introduction to Frankenstein. Phase 2: To contextualise Frankenstein with modern times. Phase 3: Phase 4 Phase 5: Revision of SAMOSAP, punctuation and sentence structure for effect. Planning for a writing assessment. Writing assessment. Phase 6: To explore the genre of murder mystery and the ingredients that make for an effective murder mystery. (This is a link GCSE unit so pupils will be assessed using the English Literature GCSE exam mark criteria) Prior knowledge Summer term Year 7 and 8 novel studies. Reading for meaning and understanding the author s craft in both Year 7 and 8. Keywords Genre, Gothic, Tension, Structure, Context, Pathetic fallacy, Foreboding, Foreshadowing, Writer s Craft, PEEEWE. What comes next connections to other topics and units This is a building unit to prepare pupils for the new GSCE English Literature Pupils will study a C19th novel in the new Literature GCSE (in fact Frankenstein is on the syllabus).

2 Phase 1 Year 9 Autumn 2 Overview of this phase How will the pupils learn? e.g. tasks/activities, starters, plenaries To establish what pupils already know about the horror genre. Introduction to Frankenstein. Speaking and Listening task: series of prompting questions about the horror genre and films and books that students have seen/read, for example: What is your favourite horror movie/book and why? Think of 3-5 reasons why people enjoy horror films. Do they appeal to certain audiences? Why do you think the horror genre is so controversial? Can you recall any horror films that have caused media debates? Students look at pictures concerning horror (weather, colours, etc) and sounds. They explain what we would expect to find in the horror genre. Students learn/revise about the techniques of foreshading, pathetic fallacy and foreboding. Students watch video clips and identify features of horror in the clips (all non-violent and checked for any bad language). Group task: There are two horror extracts. Each group will analyse and extract. Class will read both extracts together first, then in groups: annotate together to find as many things from the list as possible in the story extract THAT CREATES TENSION. Extension task question: Can you write a comment about the effect of any of the elements you find above (HOW does it create tension)? Students introduced to the idea of a moral dilemma. Background to Frankenstein. Watch the cartoon version of Frankenstein. How will the learning emerge? e.g. key questions, assessment points What do we already know about the horror genre? Can we define the ingredients (conventions) of horror? What makes a horror story a horror story? Can we make decisions about what makes horror effective (effect on an audience?)these have? Do any lines link together in terms of ideas or techniques? Do you have any questions around certain lines/images/ideas? What techniques do horror writers use to keep their readers in suspense? Can we identify them through annotations of horror extracts? Can we evaluate the effect of certain conventions or techniques on the reader? What techniques might you also be looking for in a written horror story? How will this be adjusted? e.g. support/extensio n Differentiated. Extension tasks for higher ability classes/individu al students. Resources PPT Text extract for Speaking and Listening task.

3 Phase 2 Year 9 Autumn 2 Overview of this phase To contextualise Frankenstein with modern times. How will the pupils learn? e.g. tasks/activities, starters, plenaries Discuss the relevance of Frankenstein with the world of today. Students read a plot summary of Frankenstein and make note of the key characters in the novel. Students write a brief explanation of the key characters in the novel. Students watch the film version up to the point in chapter 5 where the monster comes alive (permission will have to be gained from parents by a note in the students planners, as the film is rated 15). Students use a grid to help them explain how horror and tension is created in the film. Students read the start of chapter 5 of Frankenstein and highlight all the parts where horror and tension is created. Students annotate their highlighted sections from chapter 5. Students create a table from their annotations. This is peer marked. How will the learning emerge? e.g. key questions, assessment points How is Frankenstein still relevant today? Do I understand the sequence of events in the story (plot)? Do I understand who all of the characters are? What scientific advances can you think of that remind you of the story Frankenstein? How are human beings messing about with nature/god s will? How does Shelley use the conventions of horror writing to create an effective chapter? How does Shelley produce tension and horror at the beginning of Chapter 5 of the novel Frankenstein? How will this be adjusted? e.g. support/extension Class discussion. Modelling. Peer marking. Resources PPT Synopsis of Frankenstein. Chapter 5 summary of Frankenstein.

4 Phase 3 Year 9 Autumn Overview of this phase To prepare for the reading assessment How will the pupils learn? e.g. tasks/activities, starters, plenaries -Revise PEEEWE grid from last lesson. Demonstrate to the class how can they can extend their skills and knowledge for challenge and higher levels. -Introduce SMILE (Social and Historical context, Meanings and ideas, evidence)- This is for year 9 and changes in year 10. -Students are to peer mark peers completed grid, give 2*s and a wish and colour code for SMILE as modeled by teacher. This is modeled on the PowerPoint. How will the learning emerge? e.g. key questions, assessment points How can you plan an effective PEEWEWE? Have you answered all prompt questions to complete a successful PEEEWE? Look at some of the peer marking. Do you agree with the target set? How could this person address their target? How will this be adjusted? e.g. support/extension Class discussion. Modelling. Peer marking. Resources PPT Chapter 5 summary of Frankenstein. Planning grids One for SMILE and final planning grid -Show examples under the visuliser and discuss as a class. -With target and SMILE in mind complete new/final planning grid. The first and second rows have been done as models, the third row must be done alone. Do not go ahead and complete any more. Peer assess- what did your partner put in the third row? Do you both agree? Revise and complete final planning grid with targets in mind. Show GCSE modeled PEEEWE Paragraph Colour How can you be sure you write an effective PEEEWE?

5 To prepare for the reading assessment code this PEEEWE model for SMILE. In groups of four, write a PEEEWE paragraph combining the best ideas from each person. Complete the next quotation on the planning sheet: The rain pattered dismally against the panes, and my candle was nearly burnt out - Have you addressed PEEEWE? - Have you addressed SMILE - Have you addressed all the points on the peer marking sheet? GCSE modeled PEEEWE grid Peer Marking sheet Each group swaps their paragraph with another group and peer marks their work using the peermarking sheets and green pens.each group feeds back what target they were given. What do I need to do to improve in my PEEEWE writing ahead of my EUA? Sentence starters Take the fourth quotation on your planning sheet and write a PEEEWE paragraph on your own. You have 15 minutes. How can I describe my emotions at this catastrophe? Swap books and peer mark paragraphs using the peer marking sheet and the green peer marking pens. Colour code your partners work for the SMILE criteria.- Use VIsualiser as a class Assessment task: How does Mary Shelley create tension and horror in chapter 5 of the novel Frankenstein? Choose your three best analyses from your table to write three PEEEWE paragraphs. Show and discuss assessment criteria/ teacher marking sheets.eua: Show and display sentence starters Can you produce GCSE standard PEEEWE paragraphs

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7 Overview of this phase To establish how a courtroom works. How will the pupils learn? e.g. tasks/activities, starters, plenaries S&L Discuss in pairs:discuss the below and decide who is at fault in each scenario and why? Some parents go away for a weekend and leave their teenage son (14) at home alone. He invites his friends round for a party and they get drunk on alcohol from the parents drinks cabinet. One of the friends has to be taken to hospital to have his stomach pumped, he is near to death. A dying man asks his friend to put him out of his misery by handing him a bottle of pills which he takes killing himself. A 14 year old child, whose mother had them at 14 is now pregnant. A man is driving over the speed limit as he is late for work. A woman steps out into the road without looking. The woman in killed and the man is seriously injured. A teenage girl takes drugs at a party. She reacts badly to them and dies. Give the class the context of a courtroom and how it works. Class must fill in a key word list. As a class, we will be putting Victor and the creature on trial to decide who is to blame for the terrible deaths. In this task you will need to work together as a class to show that: -You have prepared for your role effectively -You have used what you know about the plot and characters to get ideas about what your character thinks -You can listen to others ideas and respond to what they say You are realistic in your role and show the correct emotions You take the activity seriously and conduct yourself in a manner fit for a courtroom. Each of you will play a different role. To help you with your How will the learning emerge? e.g. key questions, assessment points Is it always clear who s fault something is? Discuss with your partner what you know about how a courtroom works? I.e. who are the jury? What would you ask the characters in Frankenstein if you could? What do you need to know to decide where the responsibility for the deaths in Frankenstein lies? Who is to blame for the deaths in the story of Frankenstein? Who is to blame for the deaths in the story of Frankenstein? How well did you fulfil your role? How will this be adjusted? e.g. support/extensio n Differentiated parts. Decide which role you would like Teacher has the final say. Think about your strengths. If you are a confident speaker you may wish to go for one of the character roles. If you are more of a thinker, perhaps the Jury is the place for you. Resources ube.com/watch?v=t0u6lmt- 46w Terminology sheet Self assessment sheet of speaking and listening criteria.

8 role you will have a card with some information about your role on it. While you are in court you will have to listen carefully to what is happening and answer questions as your character would. This lesson is your preparation lesson. You must prepare for your role in the court case. Work in groups and share your ideas. Make notes of things you want to say and questions you want to ask. Unlike a real court room in our courtroom the Jury will be able to ask a maximum of three questions to each person on the stand. Use the points on your help cards to help you prepare.

9 Phase 5 Year 9 Autumn 2 Overview of this phase How can sentence structures and punctuation be used to create effect in horror writing? How will the pupils learn? e.g. tasks/activities, starters, plenaries Introduce pupils to the writing assessment task. Revise SAMOSAP might want to test pupils on this. Give pupils the descriptive extract and get them to annotate for SAMOSAP techniques. Show modeled slide Get pupils to discuss which of the techniques add the best effect and why? Look at the horror image and get pupils to annotate with SAMOSAP ideas. Read the private eye extract and write a descriptive paragraph using SAMOSAP to follow on from this. Look at paragraphs under the visualizer. Introduce pupils to the question.. When does writing not make sense? Punctuation game get pupils to imagine they are piece of punctuation and then walk around the room acting like their piece of punctuation would act. Introduce pupils to the writing AFs. Get pupils to discuss the importance of punctuation. Show pupils each of the three versions of Gills letter and then revisit the question of the importance of punctuation. Read the ghost story extract and with your partner How will the learning emerge? e.g. key questions, assessment points Do you know SAMOSAP by heart? Why is SAMOSAP effective in horror writing? Why are some descriptive techniques more effective than others? Can you use the SAMOSAP techniques in a piece of writing? Why is punctuation important? What does it do? What would happen without it? What does each piece of punctuation actually do? How does Gill feel about the person she is writing to in extract 1? Why is this confusing? How does Gill feel about him in extract 2? How does she feel about him in extract 3? How could you use How will this be adjusted? e.g. support/extension Descriptive extract can be edited for weaker pupils. Weaker pupils may only want to focus on some of SAMOSAP, not all of it. Teachers of weaker students may not want to explore all the sentence types and all the forms of punctuation, but limit this the simpler forms. Higher ability pupils should be questioned in regards to the effects created by SAMOSAP, sentence structures and punctuation. Resources Week 5 PP. Model of descriptive writing. Private eye extract. Horror image. Frankenstein sentences. The red room extract. AF sheets.

10 add in punctuation to create a scary, spooky atmosphere. Peer mark and look at the original. Revise the 4 sentence types. Annotate the sentences from Frankenstein for sentence structures and share. Pupils are to draw together their knowledge of sentence structures, punctuation and SAMOSAP. Look at the same descriptive extract from earlier and annotate this time for sentence structures and punctuation. Discuss the model slide and the effect of the punctuation and sentence structure choices. Share the marking sheet and ensure pupils understand what they will be assessed on in this writing assessment. Bring pupils back to the horror image they annotated for SAMOSAP in an earlier lesson. Model a simple plan for a piece of descriptive writing on this image. Show model introduction (may not want to do this for higher abilities). Pupils are to write their opening paragraph and then peer mark. Look at some under the visualizer and then pupils continue with their assessment. Teachers to mark this assessment. punctuation to add atmosphere in a piece of writing? What are the four types of sentence structures? Do you know what they each do and how to use them? What sentence structures have been used and what effect do they create? How do you plan a piece of descriptive writing? Can you put into action your work on sentence structures, punctuation and SAMOSAP and produce a piece of quality horror genre writing? EN3 Writing Descriptive writing to create tension and horror (AF5/6)

11 Phase 6 - Year 9 Autumn 2 Overview of this phase What are the conventions of a murder mystery? How will the pupils learn? e.g. tasks/activities, starters, plenaries Pupils should have now done both their reading and writing assessments. They may well have been assessed for S&L during their Frankenstein court case, but if not then there will be opportunity do assess them this week. Pupils should discuss what they know about murder mysteries and should be given some background information. Do pupils know any authors of murder mysteries? Introduce them to some they may have heard of. Pupils brainstorm the ingredients of a good murder mystery. Feed the ingredients back and get pupils to make notes (they will need these later). Watch the extract from Agatha Christie s Poirot - The disappearance of Davenheim and get pupils to try to identify the ingredients in this extract. In this lesson pupils will work in groups to try to solve a murder mystery. If they did not receive a S&L grade during the Frankenstein court case then they can be graded during this lesson. Discuss what are good speaking and listening skills. As a class read the story Cohan s House of Horrors In groups pupils must discuss the mystery and try to work out who out of the 5 suspects is the How will the learning emerge? e.g. key questions, assessment points What do you know about murder mysteries? Can you name any murder mystery authors? Why do you think this is such a popular genre? What makes up a good murder mystery (ingredients/conventions)? What are the attributes of an effective speaker and listener? Who do you think the killer is and what bought you to this conclusion? Can you use the ingredients of a murder mystery? How will this be adjusted? e.g. support/extension The task to write your own murder mystery is more suited to top sets, who really think carefully through the construction of their mystery. Lower ability sets might opt for the alternative - watching the episode of Death in Paradise and try to solve the mystery. If weaker sets do the writing task, then a structure could be provided. Group work. Resources Week 6 PP Video clip of Poirot and BBCs Death in Paradise.

12 murderer. Pupils must base their prediction on sound logical evidence from the text. Teacher be pick on groups to feedback 2-3 reasons for their choice. On white boards or post-its stuck on the board, groups must share who they think is guilty. Share the real killer with the class and take them through the logic. Pupils evaluate how well this story meets the ingredients of a murder mystery. In groups pupils have a go at writing their own murder mystery, using the ingredients. Groups read out their mystery to the rest of the class and the class tries to identify who the killer is. Watch an episode of the BBC Murder Mystery Death In Paradise As we watch the episode you will need to take notes of the following: Who the suspects are? What their motives are? Where were they at the time of the murder? How do they behave? Do they have access to a murder weapon? And anything else that may help you solve the crime. Before the murderer is revealed the episode will be paused and you will write down your prediction on a post-it note, you cannot change your mind after this point.