Connect the Learning

Watch the clip from

‘The Woman in Black’.

How does the

Challenge: How does
director/writer create a
the environment meet
tense and unforgiving
or not meet our
atmosphere?
expectations of gothic
literature?
Be exploring the features of Gothic Literature so that we can
complete high quality imaginative writing coursework.

Identify the key Analyse how a writer Apply our Use self/peer-
Click to add text
elements of gothic uses the features of understanding of assessment and
literature and gothic literature how writer’s use reflection to improve
make inferences the features of a and refine our creative
from images genre into our own writing
writing

Currently, we are working AO4 (communicate effectively and imaginatively, writing for
specific purposes and audiences)
Whole Class Feedback
Read back through your descriptive writing pieces.
Use the Whole class feedback sheet to identify your WWW and EBI.
Highlight on the sheet and stick the sheet in your book.
Choose two or three feedforward tasks to improve one of your
descriptive pieces.
Show any changes in purple pen.
What Went Well:
 Some excellent precise choices of vocabulary
 Some interesting uses of imagery
 A range of figurative language techniques
 Some people are starting to think about their sentence
openers and structures
 There were some effective openings
 Using vocabulary accurately from the exemplar texts
Misconceptions:
 Using a thesaurus will always improve your writing –
yes, but only when the word you are using matches
precisely your intended effect.
 Using sentence structure for effect does not mean
your sentences can be grammatically incorrect
SPaG:
 Make sure your tenses agree – some of you are
changing from past to present and vice versa.
 Some avoidable spelling mistakes.
 Run-on sentences
Even Better If:
Class stars:
 Tenses are the same throughout
 Some people still need to consider the variety of Lorenzo PF piece
Well done to our class
Jana, Kareem
their sentence openers Fatima – fantastic character
 Sentence structures used to create particular description
Shadan – use of structure in PF
effects piece
 Avoid repeating vocabulary or sentence openers Rakshit – use of lang from
 Vocabulary choices taken from a thesaurus must sample texts
Emaan—detail in description
stars – look at their
still be accurate and convey the precise meaning
or effect that you intend
 Imagery is appropriate to genre/context
 Formality of language and imagery elevated.
Feedforward tasks (DIRT questions):
Have you read through your work carefully, ensuring that all tenses are in agreement?
Have you included a variety of appropriate sentence openers?
work for excellent
examples.
Do your sentence openers help create, maintain, and build atmosphere? How could
you use the beginnings of your sentences to create more of an effect?
Did you consciously think about the structure of your sentences? How can you use the
structure and punctuation of your sentences to create a particular effect on the
reader?
Have you repeated vocabulary when there are other words that could be more
effective? Can you use a thesaurus to help add variety to your writing?
Are all your vocabulary choices entirely appropriate and precise for the effect you are
trying to achieve? Have you used a thesaurus appropriately?
Is your imagery and vocabulary choice matching the genre or mood your are
using/creating? Can you add in more imagery and vocabulary that is connected to your
genre?
Is your language choice and tone as sophisticated as it can be? Have you used formal
language throughout?
Are your sentences too long? Are they accurately punctuated (no comma splices)?
What Went Well:
 Some excellent precise choices of vocabulary
 Some interesting uses of imagery
 A range of figurative language techniques
 Some people are starting to think about their sentence
openers and structures
 There were some effective openings
 Using vocabulary accurately from the exemplar texts
Misconceptions:
 Using a thesaurus will always improve your writing –
yes, but only when the word you are using matches
precisely your intended effect.
 Using sentence structure for effect does not mean
your sentences can be grammatically incorrect
SPaG:
 Make sure your tenses agree – some of you are
changing from past to present and vice versa.
 Some avoidable spelling mistakes.
 Run-on sentences
Even Better If:
Class stars:
 Tenses are the same throughout
 Some people still need to consider the variety of Lorenzo PF piece
Jana, Kareem
their sentence openers Fatima – fantastic character
 Sentence structures used to create particular description
Shadan – use of structure in PF
effects piece
 Avoid repeating vocabulary or sentence openers Rakshit – use of lang from
 Vocabulary choices taken from a thesaurus must sample texts
Emaan—detail in description
still be accurate and convey the precise meaning
or effect that you intend
 Imagery is appropriate to genre/context
 Formality of language and imagery elevated.
Feedforward tasks (DIRT questions):
Have you read through your work carefully, ensuring that all tenses are in agreement?
Have you included a variety of appropriate sentence openers?
Do your sentence openers help create, maintain, and build atmosphere? How could
you use the beginnings of your sentences to create more of an effect?
Did you consciously think about the structure of your sentences? How can you use the
structure and punctuation of your sentences to create a particular effect on the
reader?
Have you repeated vocabulary when there are other words that could be more
effective? Can you use a thesaurus to help add variety to your writing?
Are all your vocabulary choices entirely appropriate and precise for the effect you are
trying to achieve? Have you used a thesaurus appropriately?
Is your imagery and vocabulary choice matching the genre or mood your are
using/creating? Can you add in more imagery and vocabulary that is connected to your
genre?
Is your language choice and tone as sophisticated as it can be? Have you used formal
language throughout?
Are your sentences too long? Are they accurately punctuated (no comma splices)?
The Woman in Black
Challenge: What do you
Let’s read the extract… notice about the style and
tone Hill uses in this book?
Why might that be
What vocabulary are
you not sure of? interesting?

Can you work out the

meaning from the
context of the
sentence?
The Woman in Black
This could be linguistic (language)
Analysis carousel: or structural devices.
Pick out anything that you think
• Each table will be given a
builds suspense and makes the
paragraph from the extract. reader more tense.
• Go through your paragraph
carefully, identifying the
methods the writer uses to
build tension.
• What is the effect on the reader
of your specific choices?
• Annotate your text.
The Woman in Black

Feedback:
Each table will feedback the
methods they have identified
that the writer uses to build
tension.

Evaluate: Which methods

does each table think are the
most effective? Why?
Review the learning

Choose one or two techniques

we have discovered today that
Read your work out to your
build tension.
partner.
Can they identify the Write 50 words only that focus
method/s you chose? At
which point did they feel
on that/those techniques and
most tense? build tension in your writing.
Connect the Learning

This Photo by Unknown Author is licensed under CC BY-SA

Recap: which methods

discussed last lesson were
most successful at
building tension?
Be exploring the features of Gothic Literature so that we can
complete high quality imaginative writing coursework.

Identify the key Analyse how a writer Apply our Use self-assessment
elements of gothic uses the features of understanding of and reflection to
literature and gothic literature how writer’s use improve and refine our
make inferences the features of a creative writing
from images genre into our own
writing

Currently, we are working AO4 (communicate effectively and imaginatively, writing for
specific purposes and audiences)
The Woman in Black – INVESTIGATION

Task:

In your group, you will given a clip, in

Teams, from the film and an associated
extract from the novel.
Annotate and make
notes on your extract or
Your job is to investigate and compare how the A3 sheet of paper.
the writer and director create and build
tension.
Are there any new methods used that we
have not considered?
Analysing tension
Point: Statement of fact, answer the question in one sentence. As a group on
Example: Quote that supports your point. the A3 paper,
Explain: simply explain what the quote shows/means write a
Develop: Develop your explanation, look at connotations of images, ask yourself ‘how’ paragraph
and ‘why’? Look closely at the language choices.
analysing and
Explore: Link to other parts of the text. Include your other quote. Link to CONTEXT or
GENRE comparing how
Analyse: Effect on the reader/audience, are there any particular language/literary the writer and
techniques being used? How do these support the writer’s message/purpose?
director have
built tension.
Review the learning -- carousel

Carousel: Each table move round

once, read the extract, watch the
clip, read the paragraph and
comment on the WWW and EBI.
Challenge: can you use
purple pen to improve what
they have written? Use the analysis peer
assessment sheet to help you.
Connect the Learning

The Red
Room
Write ‘The Red Room’ in your
book.
Around it write down any Challenge: What
thoughts, feelings or
connotations you can think of
predictions can you
to do with the title. make about the story
from this title?
Be exploring the features of Gothic Literature so that we can
complete high quality imaginative writing coursework.

Identify the key Analyse how a writer Apply our Use self-assessment
elements of gothic uses the features of understanding of and reflection to
literature and gothic literature how writer’s use improve and refine our
make inferences the features of a creative writing
from images genre into our own
writing

Currently, we are working AO4 (communicate effectively and imaginatively, writing for
specific purposes and audiences)
Vocabulary task
In pairs, try to work out the meaning of the underlined words from each
Challenge: Can you use sentence by reading around the word.
the words in a sentence? Once you have an informed predicted for what the word means, use the
dictionary to find the meaning and write the definition underneath your
own.
1. With a cry of terror, I dashed at the alcove, then into the corner and then
into the window
2. and then, perceiving a better way, I dropped matches on the iron-bound
deedbox in the corner
3. I was now almost frantic with the horror of the coming darkness
4. I leaped panting from candle to candle in a vain struggle against that
remorseless advance.
5. Abruptly this was blown out as I swung it off the table
6. And it was not only palpable darkness, but intolerable terror
7. I flung out my arms in a vain effort to thrust that ponderous blackness
away from me
The Woman in Black
• With a cry of terror I dashed at the alcove, then into the corner and then into the window
Alcove – Indent of a wall
• and then, perceiving a better way, I dropped matches on the iron-bound deedbox in the corner
Perceive – become aware of ‘becoming aware of a better way’
• I was now almost frantic with the horror of the coming darkness
Frantic – distraught with fear and/or anxiety
• I leaped panting from candle to candle in a vain struggle against that remorseless advance.
Remorseless – without regret or guilt
• Abruptly this was blown out as I swung it off the table
Abruptly – without warning/suddenly
• it was not only palpable darkness, but intolerable terror
Palpable – so intense you can feel it
Intolerable – too much/unable to be tolerated
• I flung out my arms in a vain effort to thrust that ponderous blackness away from me
Ponderous – heavy/of great weight
The Red Room
The Red Room
by H.G. Wells
Analysing sentence structure and
As I stood undecided, an invisible hand seemed to sweep out the two candles on the table. With a
cry of terror I dashed at the alcove, then into the corner and then into the window, relighting three punctuation:
• Read the extract
as two more vanished by the fireplace, and then, perceiving a better way, I dropped matches on the
iron-bound deedbox in the corner, and caught up the bedroom candlestick. With this I avoided the
delay of striking matches, but for all that the steady process of extinction went on, and the shadows
I feared and fought against returned, and crept in upon me, first a step gained on this side of me,
then on that. I was now almost frantic with the horror of the coming darkness, and my self-
• Circle all the punctuation marks
possession deserted me. I leaped panting from candle to candle in a vain struggle against that
remorseless advance.
• Underline the short, simple
I bruised myself in the thigh against the table, I sent a chair headlong, I stumbled and fell and
whisked the cloth from the table in my fall. My candle rolled away from me and I snatched another sentences
as I rose. Abruptly this was blown out as I swung it off the table by the wind of my sudden
movement, and immediately the two remaining candles followed. But there was light still in the • Highlight the complex sentences
room, a red light, that streamed across the ceiling and staved off the shadows from me. The fire! Of
course I could still thrust my candle between the bars and relight it.

I turned to where the flames were still dancing between the glowing coals and splashing red
Challenge: What do you notice
reflections upon the furniture; made two steps toward the grate, and incontinently the flames
dwindled and vanished, the glow vanished, the reflections rushed together and disappeared, and as I
about the use of sentence
thrust the candle between the bars darkness closed upon me like the shutting of an eye, wrapped
about me in a stifling embrace, sealed my vision, and crushed the last vestiges of self-possession
structure?
from my brain. And it was not only palpable darkness, but intolerable terror. The candle fell from my
hands. I flung out my arms in a vain effort to thrust that ponderous blackness away from me, and
How does it effect the way you
lifting up my voice, screamed with all my might, once, twice, thrice. Then I think I must have
staggered to my feet. I know I thought suddenly of the moonlit corridor, and with my head bowed
read?
and my arms over my face, made a stumbling run for the door.
Review the learning
The Red Room
by H.G. Wells

As I stood undecided, an invisible hand seemed to sweep out the two candles on the table. With a
cry of terror I dashed at the alcove, then into the corner and then into the window, relighting three
as two more vanished by the fireplace, and then, perceiving a better way, I dropped matches on the
iron-bound deedbox in the corner, and caught up the bedroom candlestick. With this I avoided the
Write three to five sentences that
delay of striking matches, but for all that the steady process of extinction went on, and the shadows
I feared and fought against returned, and crept in upon me, first a step gained on this side of me,
explain the effect of sentence
then on that. I was now almost frantic with the horror of the coming darkness, and my self-
possession deserted me. I leaped panting from candle to candle in a vain struggle against that
structure and punctuation and post it
to Teams.
remorseless advance.

I bruised myself in the thigh against the table, I sent a chair headlong, I stumbled and fell and
whisked the cloth from the table in my fall. My candle rolled away from me and I snatched another
as I rose. Abruptly this was blown out as I swung it off the table by the wind of my sudden
movement, and immediately the two remaining candles followed. But there was light still in the
room, a red light, that streamed across the ceiling and staved off the shadows from me. The fire! Of
course I could still thrust my candle between the bars and relight it.

I turned to where the flames were still dancing between the glowing coals and splashing red
reflections upon the furniture; made two steps toward the grate, and incontinently the flames Challenge: Focus on the effect
dwindled and vanished, the glow vanished, the reflections rushed together and disappeared, and as I
thrust the candle between the bars darkness closed upon me like the shutting of an eye, wrapped on the reader and the intended
about me in a stifling embrace, sealed my vision, and crushed the last vestiges of self-possession
from my brain. And it was not only palpable darkness, but intolerable terror. The candle fell from my purpose of the writer.
hands. I flung out my arms in a vain effort to thrust that ponderous blackness away from me, and
lifting up my voice, screamed with all my might, once, twice, thrice. Then I think I must have
staggered to my feet. I know I thought suddenly of the moonlit corridor, and with my head bowed
and my arms over my face, made a stumbling run for the door.
Connect the Learning
Be exploring the features of Gothic Literature so that we can
complete high quality imaginative writing coursework.

Identify the key Analyse how a writer Apply our Use self-assessment
elements of gothic uses the features of understanding of and reflection to
literature and gothic literature how writer’s use improve and refine our
make inferences the features of a creative writing
from images genre into our own
writing

Currently, we are working AO4 (communicate effectively and imaginatively, writing for
specific purposes and audiences)
The Red Room

Figurative Language:
Write definitions for the following figurative language techniques in
your book.
Alliteration
Onomatopoeia Challenge: Write examples
Personification of each technique to go
with your definitions.
Metaphor
Simile
The Red Room

TASK ONE:
From the text, identify and label examples of similes,
metaphors, personification, and pathetic fallacy.

TASK TWO:
In your books, write down three examples and
explain what the image is trying to show. Explain if
and how the writer succeeded in making you scared
and tense?
Analysing language

Choose one of your examples to extend your ideas:

You will need to include:
The quotation
What it means
What technique has been used
Example:
Why the writer used it
How
‘an invisible hand seemed to sweep out the it creates
two candles on thetension
table.’ and fear
Thewent
• This quote means that the candles suddenly out with noof
significance explanation
the key language used within the
• metaphor
example
• The writer used this quote as it creates – what connotations does the language have?
mystery – there is no reasonable
Why
explanation for the candle going out so is thatit must
it suggests significant?
be supernatural
• This makes the reader feel scared and creates tension because it seems as though
something sinister is trying to create darkness in the room
• ‘invisible’ means that you can not see it. This emphasizes the supernatural element
in the room and implies something sinister will happen in the dark.
Analysing language

Choose one of your examples to extend your ideas:

You will need to include:
The quotation
What it means
What technique has been used
Why the writer used it
How it creates tension and fear
The significance of the key language used within the
example – what connotations does the language have?
Why is that significant?
Analysing Language
Point: Statement of fact, Choose
answer one:
the question in one sentence.
Example: Quote that supports your point.
Explain: simply explain what the quote shows/means
Homework:
Develop: Develop How
your explanation, does
look Wells of images, ask yourself ‘how’ and
at connotations
‘why’? Look build
closely attension inchoices.
the language ‘The Red
Explore: LinkRoom’ extract?
to other parts of the text. Include your other quote. Link to CONTEXT or GENRE
Challenge: link and compare to other text.
Analyse: Effect on the reader/audience,
Homework Challenge:areCompare
there any particular
how the language/literary
writer’s usetechniques
language
and
being used? How do these support the writer’s message/purpose?
structural techniques to create and build tension in The Red Room and
Evaluate: What
Thewas the writer’s
Woman intended purpose? Have they succeeded? How? Why? How
in Black?
do you feel reading the text? Challenge: Which text was the more effective? Why?