O How to get students
to work harder than
the teacher.
O Develop 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!
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.
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
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.
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 Language
Usually Dark and Atmospheric









Simile
Metaphor
Adjectives
Emotive Verbs
Personification
Onomatopoeia
Adverbs
Oxymoron
Repetition
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 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.
O Share your notes with your group.
O Watch the animated film: ‘One Winter’s
Night’.
O Note down gothic conventions.
Summarise Gothic Literature
In your books - write 3 definitions –
O One simple
O One detailed
O One complex
Teacher Feedback
O Once prepared – easy to teach and pupils
O
O
O
O
O
are engaged.
An effective way to communicate
information.
Allows time for observation of learning.
Promotes individual responsibility
A different way of interacting in the
classroom.
Reduces dependency
Student voice
Negatives
O Can feel unsure that they are ‘getting it
right’.
O “But I learn best when I’m talked at”.
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.