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A Unit on Gothic FictionStage 1 and Stage 2
Responding to Texts & Creating Texts
Students complete a shared viewing of a ‘gothic’ fiction (film or television series such
as ‘Gotham’, ‘Penny Dreadful’, ‘Sleepy Hollow’, Vampire Diaries’ ‘Once Upon A
Time’ , ‘Grimm’ ‘Wayward Pines’) or any other appropriate text.
Students demonstrate their knowledge and understanding of the conventions of
gothic fiction through their analysis of the use of one or more of the following:
- Gloomy, decaying setting
- Supernatural beings or monsters
- Curses or prophecies
- Damsels in distress
- Heroes
- Romance
- Intense Emotions
1,2,3 2,3 1,3
Written response up to a maximum of
800 words.
Students demonstrate their understanding of the gothic genre and creative
technique to write their own gothic narrative. 2,3 1,2
A written narrative or short story up to
a maximum of 800 words.
In the beginning…
What did we know?
Why Gothic? Introductory PowerPoint covering Gothic ‘Elements’ including…
Darkness within the human soul Light and Dark
Foreshadowing Gothic Architecture
Atmosphere and Mood Heroes and Villains
Creatures Weather
Animals Nature
The supernatural Damsel in Distress
Fact Sheet Task and ‘Gothic Wall’
Text Response
See, Think, Wonder Activity
The Black Cat and The Raven by Edgar Allen Poe The Black Cat Unit on Teachers Pay Teachers – some thoughtful
questions for analysis and reading discussion
Reading of The Raven and The Simpsons episode – lead to discussion about ‘gothic’ and its place within modern society
Supernatural Series, Vampire Diaries & Gotham
Responding to Texts Assessment Task
Creating Texts Project
Project: To create a published anthology of short stories for an authentic audience
Criteria: Had to fit the gothic genre, incorporate gothic elements and meet relevant Performance Standards.
Class A: The Darkness Within
Class B: Beasts
Class C: Gothic Architecture
Student Driven Learning
Team Approach
Students identified and created groups required to get their anthology to publication stage
FORMATTING TEAM
ORDERING STORIES/CONTENTS PAGE
FRONT AND BACK COVER DESIGN
INTRODUCTION AND BLURB
SOURCING PUBLISHER
The members of these teams became the student’s first contact if they needed inspiration, ideas, suggestions for their own narrative. They went to each other first and the teacher second. They were learning from each other and teaching one another.
Over a period of five weeks, students worked on crafting their stories and contributing to their group work.
Peer Drafting
Discussedthe purpose of feedback and what makes effective feedback
Students identified they needed to provide suggestions rather than just say they liked/didn’t like it
Each group had a folder with the stories from another group in the class. Each student had a copy of each story and they worked as a group to provide feedback to each individual. They had post it notes everywhere!
This process took close two hours for them to collectively draft four stories per group!
The Outcome…
3 books
1 Multimedia Presentation at Assembly
A whole lot of kids ordering books to give familymembers forChristmas!
Student Feedback
On Project Based Learning
“It has helped to push me because if I didn’t put effort into the work, I let not just myself down, but also my team and class.”
“I enjoyed that I really had to think and that there was pressure on me tosucceed in my group. I think it has made me appreciate the outcome more.”
“I enjoyed the Project Based Learning. I found it fun and a break from thegeneric assignment tasks we are all used to.”
“It enabled me to establish connections with other students.”
“It made us talk and help other students, something we never do.”
“I learned that group work is beneficial to everyone’s results and learning.”
When asked what learning activities were beneficial, all students listed peer drafting.
What was different?
Students worked collaboratively and supported one another’s learning
The authentic audience gave them a real purpose for the writing process
Provided opportunities for students to use other skills
Students had ownership and responsibility. They weren’t letting the teacher down– the focus was on the ‘team’ as a collective
The students were the ones working the hardest!
Next time? A few kinks to iron out around the groups and ensuring equal contribution.
