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Year 7 Digital Studies Gothic SOW
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Year 7 Digital Studies Gothic SOW

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Teaching Year 7 pupils the conventions of the Gothic genre and giving them skills to create their own Gothic story as an eBook.

Teaching Year 7 pupils the conventions of the Gothic genre and giving them skills to create their own Gothic story as an eBook.

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  • 1. KS3 Digital Studies Year 7: The Gothic Genre Curriculum Aims: Pupils will be looking at developing their reading, writing and basic ICT skills across a range of curriculum subjects using the Gothic genre. Through using a combination of extracts and short stories, pupils will look at improving their reading for meaning skills. Pupils will also focus on being able to identify and comment on writer’s purpose and viewpoint, and the overall effect of a text on the reader. This unit also provides an opportunity for pupils to explore their imaginative ideas through talk as well as listening and responding to their peers. This will result in the pupils creating their own Gothic eBook and presenting this to their peers. Information: This is a twelve-week SOW with two opportunities for assessment. One in week six and the other in week 12. Students will need time to comprehend both the Digital Studies assessment criteria and the English APP. Assessment Opportunities Digital Studies: AF1 and AF3 English: Speaking and Listening: AF1 English: Writing: AF1 - 8 AF1 - Planning, developing and evaluating AF3 - Finding, using and communicating information AF1: Talking to others Talk in purposeful and imaginative ways to explore ideas and feelings, adapting and varying structure and vocabulary according to purpose, listeners, and content Skills Developed Summative Assessment PowerPoint Planning Assessment 1 (DS: AF1 & 3): All students will plan, create and evaluate a short Gothic eBook. This will be a minimum of 5 chapters and will feature a range of developed skills. A checklist will be provided. Assessment 2 (English S&L AF1): All students will present their eBooks to their Peers. This will be recorded and an evaluation must be evident. Digital Literacy Oracy eBooks Vocabulary (fit for purpose) Word Hyperlinks Zimbra Emails Evaluation
  • 2. KS3 Digital Studies Year 7: The Gothic Genre Title/ geographical question Learning objectives Available resources Possible teaching activities Key Words/Literac y Assessment opportunities Lesson 1 • Introduce the Gothic genre • To be able to understand the meaning of the word ‘Gothic’ and other key terms relating to the ‘Gothic’ genre • To create a Gothic front page using key features of the Gothic genre Exercise books/Folders. Google Computers Homework Template Hook/Starter Give pupils a Gothic word search. All pupils must identify all the words and start creating their own glossary in their exercise books. Main Pupils will create their own Gothic Glossary and use the internet to research their definitions. Using what they have discovered, all pupils will PLAN in their exercise books a front page for this topic. Teacher must also encourage students to plan where and how they will find images to use for their gothic front page. Pupils will need to create the front page from their planning on the computer in this lesson. Plenary Pupils should evaluate their ‘planning’. All pupils will have completed their front page. Did the planning stage help them ensure their work is of a high standard? Homework Pupils to research one of the following Gothic novelists: Jane Eyre, Bram Stoker, Charles Dickens, Mary Shelley or Wilkie Collins and create a synopsis of their life. Use the template to send home with them. Gothic Genre Terror Suspense Unknown Supernatural Nightmares Atmosphere Darkness Glossary Oral feedback. Mini- whiteboards. Mini-plenary. AFL Evaluation Self-assessment Lesson 2 • Explore descriptive language used to create atmosphere. • Understand the historical context of the Gothic genre. Gothic extract Images of Gothic settings Clip of Wuthering Starter: Images of Gothic settings. Describe how atmosphere is created. Main Read a Gothic extract from a chosen text and highlight all of the adjectives and descriptive techniques used to create the setting. As above plus Madness Death Terror Secrets Monsters Compare Mini white- boards Q & A AfL
  • 3. KS3 Digital Studies Year 7: The Gothic Genre • Understand the ingredients needed to create atmosphere. Heights Key questions: What atmosphere is created? Pupils will identify elements of the Gothic genre and record them in their exercise books. This will show them that a story does not need to be a horror story to contain elements of the Gothic genre. Show opening of Wuthering Heights clip to show how the Gothic setting is created to bring fear or uncertainty to the audience. Homework: Pupil’s to create the opening for their own story, containing descriptive language to set the scene and create atmosphere. This will NOT be included in their final eBook, but will give them practice in writing a descriptive and imaginative start to their novel. You will expect two paragraphs approximately 150-200 words. Send home the homework sheet with key terms and sentence starters. Plenary Using whiteboards ask questions about how atmosphere is created in Gothic novels. Pupils must use key terms they have discovered during the lesson. Contrast Oral feedback Lesson 3 • Introduce the epistolary novel • Add to the Gothic glossary • Develop reading skills by analysing diary entries from different characters Word search Extracts from Dracula and Anne Frank’s Diary Whiteboards Computers Google Starter: Epistolary word search Main: Get pupils to add the words they have found into their glossary. They will research the definition and origination of the word epistolary as their eBook will be written in the style of diary entries. They will read 2 extracts from different epistolary novels and analyse what makes the epistolary novel different from others. They will also analyse the characters of those writing the diary entries. They will then find the definitions of the words they found in the word search and add them to their glossary. Epistolary Character Authentic Immediate Accurate Genuine True Whiteboards AfL Self-assessment Presentation
  • 4. KS3 Digital Studies Year 7: The Gothic Genre Plenary: On whiteboards, pupils will write down one key thing they have learnt about the epistolary novel. They will then share this with their neighbour and answer questions about their findings. Lesson 4 • To explore how character is presented in a Gothic story. • Use descriptive language to describe character. • Add to Gothic glossary. The Red Room by HG Wells extract Dracula by Bram Stoker extract Character template Images of Gothic characters Starter: Pupils to look at images of different characters from Gothic novels and describe their character using what knowledge they already have. Main: Read an extract from the Red Room to see how HG Wells presents his characters. Pupils will write down in their exercise books, how character is presented and how HG Wells creates tension and atmosphere. Read an extract from Dracula to see how Stoker presents his characters. Pupils will write down in their exercise books, how character is presented and how Stoker creates tension and atmosphere. Plenary: Pupils to exchange their exercise books with each other to look at the descriptive language used to describe character using WWW and EBI. Homework: Pupil’s will be required to create their own gothic character. NOT a vampire. This will help them understand what is necessary to create a character. In the next lesson, they will start to create their vampire or hunter. A template with pointers will aid the pupil. Portrayal Diary Characterisation Peer Assessment Oral Feedback Mini plenary Lesson 5 • Introduce on the theme of vampires. • Start to create own vampire or vampire hunter character. • Add new words to their Gothic glossary. • Images of vampires through the ages • Extracts from Dracula (one from Starter: Identifying vampires throughout the centuries. Main: Pupils will start to create their own vampire or vampire hunter. Pupils can choose to either to: Write their diary entries as if they’re the vampire. Write their diary entries as if they’re the vampire hunter. Read extracts from Dracula to look at the different perspectives of each character – the vampire and the ebook centuries Written feedback Mini plenary
  • 5. KS3 Digital Studies Year 7: The Gothic Genre Van Helsing’s perspective and one describing Dracula) • Internet hunter. They will plan their character on the character homework template, annotate and stick into their exercise books. They can use the internet to research other vampires through the ages. Plenary: Get pupils to write down in their exercise books how vampires have changed over the last century. Also, remind them to add any new words they have learnt today into their glossary. Lesson 6 • To ensure all pupils are able to recall the many conventions of the Gothic genre • Assessment Booklet In assessment conditions, all pupils will complete the Gothic Assessment Booklet. The questions are designed to ascertain how much the pupil has learnt from the previous five lessons, to ensure they are able to start their Gothic eBook to an excellent standard. STAR Lesson 7 • Plan the storyline for their Gothic eBook • Use descriptive language to create setting and atmosphere • Add new words to their Gothic glossary. Character Word search Storyboard template Starter: Character word search Main: Pupils will plan their whole story by using a storyboard frame. This will have a maximum of 10 chapters allowing G&T to really express themselves. A minimum of 5 chapters will be required from everyone. Pupils will be encouraged to plan the setting, plot and characters for their story. They will be reminded not to include too many characters, which could confuse the plot. Teachers to use exemplar work to aid pupils and to also include sentence starters for those needing extra support. Create chapter 1 of the Gothic eBook. This first chapter will set the tone for the book. Pupils will need to concentrate on the atmosphere and setting for their story, perhaps only introducing their characters at the end of the chapter. Plenary: Pupils to assess their planning. WWW and EBI Self- assessment Mini plenary
  • 6. KS3 Digital Studies Year 7: The Gothic Genre Lesson 8 • Create Chapter 2 of their Gothic eBook following all Gothic conventions. • Introduce their Gothic characters to their audience. Gothic Movie Clip showing a main character Storyboard template Starter: Show a clip from a Gothic movie of your choice. Main: Create chapter 2 of the Gothic eBook. Pupils can now introduce their characters. They need to concentrate on describing the main protagonist (either a Vampire or Vampire Hunter), using descriptive language and lots of detail. They will use their storyboard and previous work they have completed so far to ensure they follow Gothic conventions. They need to plan in their exercise books before using the computer to write their next chapter. Plenary: How useful was the planning stage – WWW and EBI? WWW and EBI Lesson 9 • Create Chapter 3 of their Gothic eBook following all Gothic conventions. • Introduce plot to the audience Gothic Movie Clip showing how plot is Storyboard template Starter: Show a clip from a Gothic movie of your choice. Main: Create chapter 3 of the Gothic eBook. Pupils can now introduce plot. They need to concentrate on building tension and atmosphere surrounding what is going to happen. They will use their storyboard and previous work they have completed so far to ensure they follow Gothic conventions. They need to plan in their exercise books before using the computer to write their next chapter. Plenary: Pupils to swap seats and read this chapter of the eBook and peer assess using WWW and EBI Peer Assessment Lessons 10- 15 • Create the remaining chapters of the eBook following all Gothic conventions. Various Gothic extracts and clips from Gothic movies Starter: Show either clips from Gothic movies of your choice or Gothic extracts to remind pupils how to create tension, atmosphere and mystery. Main: Continue creating the remaining chapters of the Gothic eBook. Pupils can now introduce sub-plots, twists Peer Assessment WWW EBI
  • 7. KS3 Digital Studies Year 7: The Gothic Genre and turns and new characters. They need to concentrate on building tension and atmosphere while ensuring their story is structured correctly and runs smoothly. They will use their storyboard and previous work they have completed so far to ensure they follow Gothic conventions. They need to always plan in their exercise books before using the computer to write their next chapter. Plenary: A mixture of peer assessment, WWW and EBI and other activities.