1. O How to get students to work harder than the teacher. O Develop transferable skills.

2.  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).

3.  Limits teacher talk  The teacher finds alternative ways to deliver information.  Encourages note-taking, independent thinking and group work.

4.  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.

5. 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.

6. No Questions Allowed! O You 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. O You are then going to share information in groups to be preparing to write a summary of the statement. O You are going to write 3 definitions – one for a primary aged pupil, one for pupils of your own age, and one for university students.

7. Look at each of the following images and make notes about gothic characters, settings and conventions.

12. Share your notes with your group. Read the information on the following slides. Make notes.

13. Conventions of the Gothic O Generally involve elements of the horror and romance genres O Sinister settings – castles, dungeons, secret passages, winding stairs, haunted buildings. O Extreme landscapes – rugged mountains, thick forests. O Extreme weather O Omens, ancestral curses and secrets O An element of the supernatural O Representation and stimulation of fear and horror.

14. 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.

15. Gothic Language Usually Dark and Atmospheric  Simile  Metaphor  Adjectives  Emotive Verbs  Personification  Onomatopoeia  Adverbs  Oxymoron  Repetition

16. Gothic Literature O The text which is thought to have started the Gothic tradition is The Castle of Otranto by Horale Walpole, written in 1764. O It became a popular genre in the late 18 th Century, and its conventions have been used by authors ever since.

17. Reading Read the extract from Horace Walpole’s ‘The Castle of Otranto’ (1764). Annotate the text for what have now become typical gothic conventions.

18. O Share your notes with your group. O Watch the animated film: ‘One Winter’s Night’. O Note down gothic conventions.

19. Summarise Gothic Literature In your books - write 3 definitions – O One simple O One detailed O One complex

20. Teacher Feedback O 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 responsibility O A different way of interacting in the classroom. O Reduces dependency

21. Student voice Negatives O Can feel unsure that they are ‘getting it right’. O “But I learn best when I’m talked at”.

22. Student Voice Positives O 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.