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

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. A wide range of skills are covered in the unit for instance: Creative writing, Transactional writing, analytical writing and vocabulary skills.

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 Resource - images of the front cover - use to highlight Gothic themes and also key ideas about the novel

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.

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

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. 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.

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

Students get to consider the role of the Zombies and how it links with the Gothic.

Homework - Students to write a letter from Arthur's point of view to Mr Bentley about the events of Eel Marsh house and the Funeral. Students will be working in groups - quotations will need to be selected by teacher or class.

Mini assessment based on an extract for students to attempt. First half of the lesson should be working through the extract as a group then half an hour of writing time. Alternatively this can be broken into two lessons one for planning one for writing. resource is the question and extract for the students to annotate.

Students recall on what they already know about Mrs Drablow and the house. Impact this has had on Arthur. Students discuss the ideas of conspiracy of silence and the impact this has on the reader.

Students analyse the chapter of in the nursery. Close analysis is on the word document and there is an analysed copy for the teacher. Allows students to analyse the language and effect this has on the teacher.

Students to discuss the different ways hill creates suspense thus far within the novel and how this has effected the reader. (resource for this not attached)

Homework to write a diary entry from Arthur's POV - Enables students to focus on their language skills as well. students to complete the table (resource on the powerpoint)

context surrounding the woman in black and the effect this has on the reader. Resources included. Looking at the unmarried mother, Gothic, and Victorian society

Character development within the play - the table is attached for both SEN and non. Students should be able to find quotes to support their ideas at this stages. Inform their learning about the characters and how they change.

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).

Introduction to the woman in black character and how she is portrayed. Students asked to think about what a Gothic character is and what characteristics they have. Homework is attached or can be used as a resource within the lesson. Helps students to consolidate their ideas surrounding the woman in black character.

Consider the documents and the letters used within the novel and the way the reader creates to the sisters story. Close analysis of the extract. Teachers copy attached as well.