Exploring the gothic genre 

Overview

This sequence is for lessons 4-6 within the ‘Exploring the gothic genre’ learning sequence. In these lessons, students will build on their knowledge and understanding of the gothic genre. They will explore the context, audience and purpose of Bram Stoker’s ‘Dracula’ and be led through a step-by-step process on how to annotate texts. They will then apply this understanding to their own reading, annotating and analysis of extracts from Stoker’s novel. Explicit vocabulary instruction is provided through use of the Frayer Model and word web graphic organisers. 

During these lessons, students will:

• review what they already know and understand about the gothic genre

• use the Frayer Model to define metalanguage 

• summarise information on the context, audience and purpose of ‘Dracula’ by Bram Stoker

• explore the vampire myth 

• identify the meanings communicated through novel covers 

• develop understanding of the annotation process 

• apply the annotation process using an excerpt from Bram Stoker’s ‘Dracula’

• complete word webs to extend their knowledge beyond a surface level

• use processes such as predicting, confirming predictions, monitoring, and connecting relevant elements of a text to build or repair meaning.

These lessons address the following outcomes: 

A student:

• EN5-3B: selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaning

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

• EN5-6C: investigates the relationships between and among texts 

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

In this lesson students explore the context, audience and purpose of Bram Stoker’s novel ‘Dracula’. They use the Frayer Model to unpack metalanguage and practise the skill of summarising through the ‘7 strips’ activity. Students also revise the conventions around writing text titles in academic writing.   

Learning intentions

Students will:

• review what they already know and understand about the gothic genre

• use the Frayer Model to define metalanguage 

• summarise information on the context, audience and purpose of ‘Dracula’ by Bram Stoker.  

Outcome content 

• S504RC4: locate, select, synthesise and creatively use information, ideas and arguments from texts to compose new texts

• S506UA11: use appropriate metalanguage to identify, describe and explain relationships between and among texts

• S509DA3: understand the learning purposes, specific requirements and targeted outcomes of tasks

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

In preparation for engaging with extracts from Bram Stoker’s ‘Dracula’, students will explore the vampire myth and examine the covers of past editions of the novel to make connections between the narrative and the gothic genre. Students are also provided with a step-by-step guide to annotating texts to assist them in thinking deeply about the ‘Dracula’ extracts. This annotation process is continued in lesson six. 

Learning intentions

Students will:

• explore the vampire myth 

• identify the meanings communicated through novel covers 

• develop understanding of the annotation process 

• apply the annotation process using an excerpt from Bram Stoker’s ‘Dracula’.

Outcome content 

• S503PE1: engage with a range of increasingly complex language forms, features and structures of texts in meaningful, contextualised and authentic ways 

• S504RC3: use prediction, speculation, hypothesis and paraphrasing as strategies for accessing complex types of texts with unfamiliar ideas or structures

• S506UA5: investigate and describe the recurring features of particular genres, for example westerns or science fiction, focusing on their storylines, iconography, value systems and techniques

• S506UA11: use appropriate metalanguage to identify, describe and explain relationships between and among texts

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

Students will build on their knowledge and understanding of annotating texts to annotate the selected excerpts of ‘Dracula’. Students will use word webs to assist them in unpacking unfamiliar terms and expanding their vocabularies. Students will review their predictions from the previous lesson and compare these predictions to what they have understood in the extracts.

Learning Intentions

Students will:

• complete word webs to extend their knowledge beyond a surface level 

• apply the annotation process  

• use processes such as predicting, confirming predictions, monitoring, and connecting relevant elements of a text to build or repair meaning. 

Outcome content 

• S503PE1: engage with a range of increasingly complex language forms, features and structures of texts in meaningful, contextualised and authentic ways

• S506UA11: use appropriate metalanguage to identify, describe and explain relationships between and among texts

• S509DA3 understand the learning purposes, specific requirements and targeted outcomes of tasks

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

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