In this lesson students are asked to explore what a reader expects from a villain and explain how one is portrayed in an extract (AO2, 3 + 4)
I put this lesson together for a year 9 scheme of work which referred to the AQA English Language marking criteria but the success criteria can be adapted beyond a level 3 so that it's more demanding for a year 10/11 class.
Students are asked to consider what a villain is and what conventions they usually follow with the gothic horror genre. As a challenge task they can consider whether they're always so complicated. After the starter, the class can can feedback and a list of 5 main features can be collated on the next slide.
Next there is a slide which introduces Count Dracula which states some basic facts about him referring to the original novel by Bram Stoker and a link to a video clip. Next students can stick the attached extract into their books which describes Dracula's appearance and in pairs they could highlight key quotes and annotate it with their ideas. On this sheet there is a word box which defines any archaic language.
The lesson ends with a chance for students to write independent essay paragraphs with the AQA English Language GCSE success criteria which can be adapted for your course. There are 3 options on how to approach essay writing: 'layers of meaning', PEA, or the 'reading ladder' which follow the same idea. There is then an opportunity to self or peer assess according to the key skills.
I put this lesson together for a year 9 scheme of work which referred to the AQA English Language marking criteria but the success criteria can be adapted beyond a level 3 so that it's more demanding for a year 10/11 class.
Students are asked to consider what a villain is and what conventions they usually follow with the gothic horror genre. As a challenge task they can consider whether they're always so complicated. After the starter, the class can can feedback and a list of 5 main features can be collated on the next slide.
Next there is a slide which introduces Count Dracula which states some basic facts about him referring to the original novel by Bram Stoker and a link to a video clip. Next students can stick the attached extract into their books which describes Dracula's appearance and in pairs they could highlight key quotes and annotate it with their ideas. On this sheet there is a word box which defines any archaic language.
The lesson ends with a chance for students to write independent essay paragraphs with the AQA English Language GCSE success criteria which can be adapted for your course. There are 3 options on how to approach essay writing: 'layers of meaning', PEA, or the 'reading ladder' which follow the same idea. There is then an opportunity to self or peer assess according to the key skills.
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