This is the teacher notes page identifying the outcomes addressed in these lessons. Copy each lesson link and send it to your students. For printable versions of these materials log into the teacher information section of the Department of Education.

Introduction

The resources in this booklet will likely take students more than three single lessons to complete. It is recommended that this resource is used over three-five lessons to provide students with sufficient time to engage with each task and complete it to the best of their ability. 

This overview is for lessons 16-18 within the ‘Exploring the gothic genre’ learning sequence. Students will apply the knowledge they have developed and refined throughout the sequence. They will produce a summative task, an imaginative piece of writing. Students will plan their imaginative piece of writing as they engage with setting and character trait activities. Students will develop their characters’ voices to allow them to effectively create a piece of gothic fiction. Their imaginative letter will be based on the werewolf legend. Students will apply their planning in the formation of their letter. Once complete, students will reflect, edit and refine their work.  

Using annotation and critical review prompts students will think critically about their composition. They will use this process of critique to refine their work. At the end of this learning sequence students will have refined a piece of imaginative writing. This will integrate a variety of skills required for refined written expression. 

During these lessons, students will: 

• engage with the planning stage of the writing process by gathering ideas for their piece of gothic fiction 

• apply their knowledge of characterisation to develop a werewolf antagonist 

• apply their understanding of archetypal gothic settings to the planning of their own setting 

• apply their understanding of syntax and the roles of parts of speech to produce a carefully drafted piece of writing 

• engage in the planning stage of the writing process by brainstorming ideas for the focus event of their letter 

• apply their understanding of setting, characterisation and plot to the planning of the contents of their letter 

• apply their planning to the drafting and editing of their imaginary letter 

• draw on the skills and knowledge developed over this sequence of learning to compose and refine a well-crafted imaginary letter 

• reflect on their writing.   

These lessons address the following outcomes:  

A student:  

• EN5-4B – effectively transfers knowledge, skills and understanding of language concepts into new and different contexts  

• EN5-9E purposefully reflects on, assesses and adapts their individual and collaborative skills with increasing independence and effectiveness  

Lesson sixteen – exploring setting and character

Students are given the outline of the writing task that will be the focus of the final three lessons in this sequence. This lesson is dedicated to the planning of setting and the development of students’ protagonist and antagonist. Students will apply their knowledge of the gothic genre to their planning and experiment with language features to craft a description of their chosen setting. They will also draw on their understanding of the mythology surrounding the werewolf to help them to create their antagonist. 

Learning intentions

Students will:

• engage with the planning stage of the writing process by gathering ideas for their piece of gothic fiction 

• apply their knowledge of characterisation to develop a werewolf antagonist 

• apply their understanding of archetypal gothic settings to the planning of their own setting 

• apply their understanding of syntax and the roles of parts of speech to produce a carefully drafted piece of writing.  

Outcome content 

• S504UA4: investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes (ACELT1637) 

• S504UA3: experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and pun and the use of hyperlink (ACELT1638) 

The coding for this content point comes from the English Textual Concepts and Learning Processes resources for Stage 5 English – Stage 5.