Year group: 9
Title
Autumn 2 – Gothic Horror - C19th Novel Frankenstein
Unit description -
Gothic Horror
Tier
4-7
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Introduction to GCSE literature
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Analysing texts for meaning and writer’s intention.
Length

Being able to respond to a GCSE exam question (new curriculum)
7 weeks
Learning objectives
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)
Level or Grade
(Enter KS3 level or
GCSE grades for
objectives, where
appropriate.)
4–7
G – A*
EN3 Writing – Descriptive writing to create tension and horror
(AF5/6)
Learning outcomes
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
Keywords
Summer term Year 7 and 8 novel studies.
Reading for meaning and understanding the author’s craft in both Year 7 and
8.
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 2016. Pupils will study a C19th novel in the new Literature GCSE (in fact Frankenstein is on the syllabus).
Phase 1 – Year 9 – Autumn 2
Overview of
this phase
To establish
what pupils
already know
about the horror
genre.
Introduction to
‘Frankenstein’.
How will the pupils learn?
e.g. tasks/activities, starters, plenaries …
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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 …
How will this be
adjusted?
e.g.
support/extensio
n…
Resources
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?
Differentiated.
PPT
Extension tasks
for higher ability
classes/individu
al students.
Text extract for
Speaking and
Listening task.
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 …
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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 will this be
adjusted?
e.g. support/extension
…
Resources
How is Frankenstein still
relevant today?
Class discussion.
PPT
Modelling.
Synopsis of
‘Frankenstein’.
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’?
Peer marking.
Chapter 5
summary of
‘Frankenstein’.
Phase 3 – Year 9 – Autumn
Overview of
this phase
How will the pupils learn?
e.g. tasks/activities, starters, plenaries …
To prepare
for the
reading
assessment
-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 will this be
adjusted?
e.g. support/extension
…
Resources
How can you plan an
effective PEEWEWE?
Class discussion.
PPT
Modelling.
Chapter 5
summary of
‘Frankenstein’.
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?
-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?
Peer marking.
Planning grids
One for SMILE and
final planning grid
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.
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Complete the next quotation on the planning sheet:
“The rain pattered dismally against the panes, and
my candle was nearly burnt out”
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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.
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Have you addressed
PEEEWE?
Have you addressed
SMILE
Have you addressed
all the points on the
peer marking sheet?
What do I need to do
to improve in my
PEEEWE writing
ahead of my EUA?
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
GCSE modeled
PEEEWE grid
Peer Marking sheet
Sentence starters
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?
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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 …
How will this be
adjusted?
e.g.
support/extensio
n…
Resources
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?
Differentiated
parts.
http://www.yout
ube.com/watch
?v=t0U6lMT46w
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?
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.
Terminology
sheet
Self
assessment
sheet of
speaking and
listening
criteria.
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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.
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 …
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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 …
How will this be
adjusted?
e.g.
support/extension …
Resources
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
Descriptive extract
can be edited for
weaker pupils.
Week 5 PP.
Weaker pupils may
only want to focus
on some of
SAMOSAP, not all of
it.
Model of
descriptive
writing.
Private eye
extract.
Horror image.
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.
Frankenstein
sentences.
The red room
extract.
AF sheets.
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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.
EN3 Writing – Descriptive writing to create tension and horror
(AF5/6)
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?
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 …
How will this be
adjusted?
e.g.
support/extension …
Resources
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?
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.
Week 6 PP
If weaker sets do the
writing task, then a
structure could be
provided.
Group work.
Video clip of
Poirot and
BBCs Death in
Paradise.
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.