OHow to get students to work harder than the teacher.

ODevelop transferable skills.

The idea is that pupils cannot rely on asking the teacher to tell them the answers, so everyone has to focus on the learning materials provided.

Works best when pupils are given a variety of forms (images, printed text and moving images).

Limits teacher talk The teacher finds alternative

ways to deliver information. Encourages note-taking,

independent thinking and group work.

Provide a variety of information in a variety of form (images, written texts, film clips)

Pupils work independently to make notes – provide a time limit for each source to prevent pupils simply copying large chunks of text.

Share with another pupil – then share with a group.

Summarise Gothic Literature

Level 4 All will write a simple answer to the statement; with some examples.

Level 5 Most will write a detailed response which explains typical settings and characters.

Level 6 Some will give a complex account of gothic literature – exploring a variety of conventions and some historical facts.

No Questions Allowed!

OYou are going to be given a variety of information about gothic conventions. You need to be working independently and make notes about each. You will have a time limit per slide.

OYou are then going to share information in groups to be preparing to write a summary of the statement.

OYou are going to write 3 definitions – one for a primary aged pupil, one for pupils of your own age, and one for university students.

Look at each of the following images and make notes about gothic characters,

settings and conventions.

Share your notes with your group.

Read the information on the following slides. Make notes.

Conventions of the GothicOGenerally involve elements of the horror and

romance genresOSinister settings – castles, dungeons, secret

passages, winding stairs, haunted buildings.OExtreme landscapes – rugged mountains,

thick forests.OExtreme weatherOOmens, ancestral curses and secretsOAn element of the supernaturalORepresentation and stimulation of fear and

horror.

Gothic Characters Tyrants, villains, maniacs Persecuted maidens, femme fatales, mad

men and women Ghosts, monsters, demons (no zombies)

famous ones include: Jekyll/Hyde, Dracula and Frankenstein

Byronic heroes – intelligent, sophisticated and educated, but struggling with emotional conflicts, a troubled past and ‘dark’ attributes.

Gothic LanguageUsually Dark and

Atmospheric Simile Metaphor Adjectives Emotive Verbs Personification Onomatopoeia Adverbs Oxymoron Repetition

Gothic LiteratureOThe text which is thought to have started the Gothic tradition is The Castle of Otranto by Horale Walpole, written in 1764.

OIt became a popular genre in the late 18th Century, and its conventions have been used by authors ever since.

Reading

Read the extract from Horace Walpole’s ‘The Castle of Otranto’ (1764).

Annotate the text for what have now become typical gothic conventions.

OShare your notes with your group.

OWatch the animated film: ‘One Winter’s Night’.

O Note down gothic conventions.

Summarise Gothic Literature

In your books - write 3 definitions –

OOne simpleOOne detailedOOne complex

Teacher FeedbackO Once prepared – easy to teach and

pupils are engaged.O An effective way to communicate

information.O Allows time for observation of

learning.O Promotes individual responsibilityO A different way of interacting in the

classroom.O Reduces dependency

Student voice

NegativesO Can feel unsure that they are

‘getting it right’.O “But I learn best when I’m talked at”.

Student Voice

PositivesO Can get involved in the lesson

straight away.O Don’t have to worry about being

targeted to answer questions throughout the lesson.

O Enables us to see a wide variety of information.

O Remember the lesson.