Information about Mrs Drablow and the house. Students get to write their own description of Mrs Drablow. Students develop their understanding of gothic characters and how they can be described in writing. Good to start analysing language within the novel.

Introduction to the Gothic and the woman in black <br /> Resource - images of the front cover - use to highlight Gothic themes and also key ideas about the novel

<p>Students begin to develop their plot line of the key events in their short to help form their ideas properly.</p>

<p>A KS3 (year 7) SOL as an introduction to Language Change and the history of the English Language. Key areas that the students focus on are the initial changes to the language from the invasions, through to how writers like Chaucer and Shakespeare change the language. The movement of language is continued into the modern era, looking at the influence of social media and technology.</p> <p>A wide range of skills are covered in the unit for instance: Creative writing, Transactional writing, analytical writing and vocabulary skills.</p>

Close analysis of the funeral and how this effects the reader and why. students should then be able to analyse an exam styled question about this extract. (extract in powerpoint).

Students look at what makes a good Gothic ghost story and how that feeds into the novel. Students will also get to be creative and write their own opening to a gothic story.

Students consolidate their ideas about what makes the text gothic in groups focusing on the different aspects of a Gothic text before sharing their ideas. <br /> <br /> Lesson informs their ideas on their essay for homework - planning sheet and quotes attached.

Assessment question based on literature paper 1. Built up of two lessons one for planning and another for the actual assessment.

Lesson the Woman in Black - first chapter and what we learn about the Gothic in that Chapter.

<p>Students begin to develop understanding of the conventions of the gothic, with a close focus on an extract from Tell Tale Heart.</p>

<p>Beginning of a Gothic Scheme with details about how the gothic came into being as well as some details of the conventions of the gothic.</p>

<p>Students analysis the language and structure of the Tell Tale Heart and how Poe uses that to create suspense tension.</p>

<p>Students use their knowledge of the Tell Tale heart to develop their understanding of writing. Attempting to embed their own skills and devices in a creative writing piece.</p>

<p>Final assessment based on the edxcel board.</p> <p>Students should use their planning for the Gothic SOW</p> <p>Mark sheet should be taken from the edxcel board.</p>

<p>Students use the Red Room to help them develop skills to make a more engaging piece of writing. Students should look at how writers use Language and Structure to accomplish this.</p>

<p>Students use the different extracts about gothic monsters to inform their writing and designing of their own villain.</p> <p>Extracts include<br /> Dracula<br /> Frankenstein<br /> Dr Jekyll and Mr Hyde</p>

<p>Students consider how writers develop fear in their writing. Extract specifically focuses on Dracula and Bram Stoker.</p>

<p>Students use a piece of Gothic writing to develop their transactional writing skills to help prepare them for the language paper 2 paper as well as the paper 1.<br /> Students are given different tasks which can be done through a differentiation task or just personal choice.</p>

<p>Students to look at what makes the Red Room a good gothic short story and how H G Wells has used specific devices to support.<br /> Student then get the opportunity to write a description of their monster. Building up to them writing their own Gothic short story for their final end of term assessment.</p>

<p>Students to discuss what they need to include in their Gothic Story.<br /> Extract is from Portrait of Dorian Grey.<br /> The images are for group work to consider the different imagery they can work.</p>