Google Expeditions Stage 5 VR Lesson Plan

Lesson Title Lesson Duration Stage- 5 Years- 9-10 Class

Gothic literature and setting Time length of lesson English Standard Course
Rationale Syllabus Outcomes Syllabus Content Resources
-Google Expedition:
This English lesson centres on the archetypal EN5-6C: investigates EN5-6C- Historical Buildings in the
features and conventions of gothic prose fiction the relationships UK
(NESA, 2012). Students investigate and analyse between and among Develop and apply contextual
the distinguishing features between gothic texts texts. knowledge - Student Sheet Gothic
and how extracts from ‘The Mysteries of Udolpho’ - research and explore the texts of Literature & Historical
by Ann Radcliffe, ‘Dracula’ by Bram Stoker, The specific composers, eg a novelist, Buildings
Cask of Amontillado’ by Edgar Allen Poe, and poet, filmmaker or dramatist, https://goo.gl/IOQp8S
‘Jane Eyre’ by Charlotte Bronte use literary (NESA, 2012, p. 149) considering themes, language
conventions and setting to explore thematic techniques and similarities and -Tablets
notions of mystery and terror and the supernatural differences in their works
(Wiseman, 2019). Through explicit and guided -IWB
practice students determine the literal and Understand and apply knowledge
figurative meaning in texts; analyse impact of of language forms and features -YouTube clip- (see link)
word choices on meaning and tone and how gothic
authors use language to evoke place (Tes, 2019). -analyse and evaluate text
To form connections between students’ ideas and structures and language features of
the purpose of setting in Gothic literature students literary texts and make relevant
take a virtual tour around Historical Buildings in thematic and intertextual
the UK on Google Expeditions. For assessment connections with other texts
student are invited to consolidate and apply gothic (ACELT1772, ACELT1774)
literary features to compose a short prose fiction
inspired by 360-degree photos viewed. (NESA, 2012, p. 149)

Learning experience
Introduction
- Watch ‘Gothic Literature and the Gothic Genre explained! YouTube clip (https://www.youtube.com/watch?v=K1fg4y3uHDM).
- As a whole class build a concept map outlining key features of gothic texts and a student-built definition table of unfamiliar words e.g.
 foreboding, tension, bleak, mysterious, supernatural, turmoil, protagonist, melancholy, sinister, medieval etc.
- Host a discussion around gothic literature archetypal settings- including their landscapes, architecture, and weather.
Students join pairs and write answers to the following questions:
● What is the importance of setting in Gothic Literature?
● What are the key features of setting in Gothic Literature?
● What themes/ideas/emotions should the use of setting create for the reader?
-As a class teacher displays an gothic literature extract (see link https://goo.gl/IOQp8S) on the IWB and conducts a teacher-led demonstration,
highlighting, annotating and commenting on tone/emotions the authors word choices evokes and the different literary features they portray
place.
Students work in groups of four to completed a collaborative annotated analysis of each extract (Archer & Hughes, 2011) by:
● selecting a quotate from the text that creates a mysterious/supernatural tone,
● selecting words that have mysterious, supernatural connotations,
● cicling at least two words that are associated with a medieval, sinister, or melancholic setting,
Body
-As a class students are guided through the Google expedition ‘Historical Buildings in the UK’ via the IWB.
-Teacher begins a guided practice by identifying gothic features of the landscapes and architecture and adding ideas to the concept map.
-Students return to groups and answer the following questions whilst they complete the Google expedition on their tablets: ‘What features
stand out?’. ‘Which building seems the most ‘Gothic?’ and ‘Why do you think these landscapes and architecture would be a form of
inspiration of gothic fiction writers during the mid-eighteenth century?’

To synthesise their learning students, draw upon the extracts and concept map activities and choose a landscape or building from the
expedition to create a short prose fiction.
Conclusion
students post their short prose fiction pieces to the class forum and offer peer-feedback.
-students are assessment on their ability to apply gothic features to their writing and how effectively and appropriately they access, create and
communicate information and ideas collaboratively through the use of ICTs (ACARA, 2016).
Google Expeditions Stage 5 VR Lesson Plan

References

Australian Curriculum Assessment and Reporting Authority (ACARA). (2016). Information and Communication Technology (ICT) Capability.
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-
capability/

Archer, A. L., & Hughes, C. A. (2011). Designing lessons: Skills and strategies. In A. L. Archer & C. A. Archer, Explicit instruction: Effective
and efficient teaching (pp. 23-52). The Guildford Press

NSW Education Standards Authority. (NESA). (2012). English K-12 Syllabus. NSW Syllabus for the Australian Curriculum.

Tes. (2019). Gothic Writing #GoogleExpeditions Lesson KS3 KS4. Tes Global Ltd. https://www.tes.com/teaching-resource/gothic-writing-
googleexpeditions-lesson-ks3-ks4-11385042

Wiseman, S. (2019). Introduction: Tracing the Modern Gothic. In Locating the Gothic in British Modernity (pp. 1-12). Liverpool University
Press.