Pupils will study the Gothic genre over 12 weeks, creating their own Gothic eBook. They will learn about Gothic conventions like atmosphere, suspense and the supernatural. Pupils will analyze Gothic texts and create characters. They will write their eBook as a series of diary entries in an epistolary style. Throughout the unit, pupils will build vocabulary in a Gothic glossary and receive feedback to improve their writing. Their final eBook will be presented to peers and assessed on Digital Studies and English criteria.

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.