Year 7 – The GothicTerm 3b – Week 3

Expectations: When you are answering the questions please use a different

colour so that your teacher can see straight away what you have written.

It is very important that you send the longer pieces of writing to your teacher.

You can complete the booklet on Word or PowerPoint (or Online versions) and email it to your class teacher.

You can type your extended writing answers into an email, with a title and the question and send it to your class teacher.

Staff name Staff emailMs Povey s.povey@khb.bham.sch.ukMs Pattinson r.pattinson@khb.bham.sch.ukMs Bradley- Davies m.bradley- davies@khb.bham.sch.ukMs Vigers e.vigers@khb.bham.sch.uk Mr McMillian a.mcmillian@khb.bham.sch.uk Ms Quinn a.quinn@khb.bham.sch.uk Ms Kirk a.kirk@khb.bham.sch.uk Mr Bagha r.bagha@khb.sch.uk

You can write your answers on a piece of paper, take a picture and send it to your teacher.

Email your work back to your class teacher by the end of the week.

All your self-assessments and reviews are in green. You must reflect on your work every lesson.

Anything highlighted in yellow is a challenge, you should try to complete every challenge.

Anything written in purple is help from your class teacher.

If you do not understand a word or idea use the glossary, a dictionary or the internet to find the answer

You should spend at least 15 minutes on every planning or extended writing task

If you run out of space in the booklet you can use more lined paper or type up your answers.

Lesson 1: Frankenstein Chapter 5

LO: To identify how Shelley creates tension in Chapter 5 of ‘Frankenstein’. To analyse the language used in Chapter 5.

To evaluate the effect on the reader.

Task 1: Starter

What synonyms can you discover for this word?

“Beautiful!”

1. 2. 3. 4. 5.

Task 2: Read the opening of Chapter 5 and answer the questions that follow. Use a thesaurus or google to help with words you don’t understand.

Frankenstein – Chapter 5

IT WAS on a dreary night of November that I beheld the accomplishment of my toils. With an anxiety that almost amounted to agony, collected the instruments of life around me, that I might infuse a spark of being into the lifeless thing that lay at my feet. It was already one in the morning; the rain pattered dismally against the panes, and my candle was nearly burnt out, when, by the glimmer of the half-extinguished light, I saw the dull yellow eye of the creature open; it breathed hard, and a convulsive motion agitated its limbs.

1. 2. 3. 4. 5.

1. Highlight the sections of the text that make you feel tension.

Tension = when the reader doesn’t know what is going to happen.

2. How is the gothic atmosphere created?

How can I describe my emotions at this catastrophe, or how delineate the wretch whom with such infinite pains and care I had endeavoured to form? His limbs were in proportion, and I had selected his features as beautiful. Beautiful! -- Great God! His yellow skin scarcely covered the work of muscles and arteries beneath; his hair was of a lustrous black, and flowing; his teeth of a pearly whiteness; but these luxuriances only formed a more horrid contrast with his watery eyes, that seemed almost of the same colour as the dun white sockets in which they were set, his shrivelled complexion and straight black lips.

The different accidents of life are not so changeable as the feelings of human nature. I had worked hard for nearly two years, for the sole purpose of infusing life into an inanimate body. For this I had deprived myself of rest and health. I had desired it with an ardour that far exceeded moderation; but now that I had finished, the beauty of the dream vanished, and breathless horror and disgust filled my heart. Unable to endure the aspect of the being I had created, I rushed out of the room, continued a long time traversing my bed chamber, unable to compose my mind to sleep. At length lassitude succeeded to the tumult I had before endured; and I threw myself on the bed in my clothes, endeavouring to seek a few moments of forgetfulness. But it was in vain: I slept, indeed, but I was disturbed by the wildest dreams.

I thought I saw Elizabeth, in the bloom of health, walking in the streets of Ingolstadt. Delighted and surprised, I embraced her; but as I imprinted the first kiss on her lips, they became livid with the hue of death; her features appeared to change, and I thought that I held the corpse of my dead mother in my arms; a shroud enveloped her form, and I saw the grave-worms crawling in the folds of the flannel.

3. How do you know Victor Frankenstein is disappointed with his creation?

I started from my sleep with horror; a cold dew covered my forehead, my teeth chattered, and every limb became convulsed: when, by the dim and yellow light of the moon, as it forced its way through the window shutters, I beheld the wretch -- the miserable monster whom I had created. He held up the curtain of the bed and his eyes, if eyes they may be called, were fixed on me. His jaws opened, and he muttered some inarticulate sounds, while a grin wrinkled his cheeks. He might have spoken, but I did not hear; one hand was stretched out, seemingly to detain me, but I escaped, and rushed downstairs. I took refuge in the courtyard belonging to the house which I inhabited; where I remained during the rest of the night, walking up and down in the greatest agitation, listening attentively, catching and fearing each sound as if it were to announce the approach of the demoniacal corpse to which I had so miserably given life.

Oh! no mortal could support the horror of that countenance. A mummy again endued with animation could not be so hideous as that wretch. I had gazed on him while unfinished he was ugly then; but when those muscles and joints were rendered capable of motion, it became a thing such as even Dante could not have conceived.

I passed the night wretchedly. Sometimes my pulse beat so quickly and hardly that I felt the palpitation of every artery; at others, I nearly sank to the ground through languor and extreme weakness. Mingled with this horror, I felt the bitterness of disappointment; dreams that had been my food and pleasant rest for so long a space were now become a hell to me; and the change was so rapid, the overthrow so complete!

4. Why is Victor’s dream significant?

Elizabeth – Dr Frankenstien’s adopted sister and wife

Countenance – a person’s face or facial expression

Dante – A writer from the 13th century who wrote about the Devil and hell

Task 3: In what ways is tension created in the Chapter?

Review:

Tension is created:

With the use of a dream Flashbacks The description of the monster which highlights how much Dr Frankenstein hates

him The contrast between beauty and horror

Task 4: Write two PEEZEL paragraphs in response to the question.

How is tension created in Chapter 5 of ‘Frankenstein’?

Success Criteria:

PEEZEL Gothic conventions Explore the effect on the reader

Challenge: Think about multiple interpretations.

Sentence starters to help –

Tension is created:

Shelley creates tension in chapter 5 of ‘Frankenstein by using ____________________. This is clear in the quote “_____________”. This suggests ________________. The word “_______” emphasises___________. As a result of this, the reader ___________. Shelley does this to _____________________.

Task 5: Self assess your work by giving yourself a WWW and EBI based on the success criteria.

Complete the PEEZEL in the box below, and send it to your English teacher

Lesson 2: Writing to Argue

LO: To consider how suspense is created in a moving horror image. To create a gothic horror scene.

To evaluate your written work against the criteria.

Task 1: Nature vs Nurture.

What is the difference between Nature and Nurture?

Write your definitions below:

Review

Nature = is your genes, the physical and personality traits you are born with

Nurture = refers to your childhood and how you were brought up

Task 2: Research

Did Dr Frankenstein create a monster or did his rejection of the creature make him a monster?

Do some research on the novel Frankenstein and create a research poster (on PowerPoint or word – send this to your English teacher).

Research questions:

How is the monster/creature treated in ‘Frankenstein’? Does Dr Frankenstein like the creation he has made? How does the monster/creature behave when he is first made? How does the monster/creature react to humans?

Nature =

Nurture =

Does Dr Frankenstein teach the monster/creature how to behave ‘normally’?

Is the monster/creature evil?

Task 3: “Nature is all that a man brings himself into the world; nurture is every influence which affects him after birth.”

The statement argues that Nature (your genes and what you are born with) is less influential than nurture (being brought up by your family and experiences in life).

Do you think this is what happens to the creature in Frankenstein?

Is the creature born evil, or does he become evil because he is not taught how to be kind?

Task 4:

You are going to write to argue for or against a statement. What must you include in a writing to argue piece?

Review:

You must include:

I think the monster is born evil because…

I do not think the monster is born evil because….

• Both sides of the argument

• Unbiased

• Support/evidence

• Formal language

• DAFOREST

Task 5: DAFOREST Techniques

Complete the table below with sentences you could use to agree or disagree with the statement.

‘The creature only becomes evil because Dr Frankenstein does not teach him how to be kind.’

The first one has been done for you.

Technique Agreeing with the statement Disagreeing with the statement

Direct Address The statement is true because you should be taught how to be kind. The creature was never taught this.

The statement is incorrect, because you can learn more from life experiences. So, the creature should have realised he was evil when he was scaring people.

AlliterationFactOpinionRhetorical QuestionEmotive LanguageStatisticsTriplets

Task 6: Using your planning table and your research, write an argument for or against the statement.

‘The creature only becomes evil because Dr Frankenstein does not teach him how to be kind.’

Success Criteria:

Both sides of the argument Unbiased Support/evidence Formal language DAFOREST

Task 7: Self assess your work by giving yourself a WWW and EBI based on the success criteria.

Write your argument in the box below and send it to your English teacher.

Lesson 3: Gothic Poetry

Need help starting?

It cannot be argued that the creature in ‘Frankenstein’ is truly evil. He only becomes evil because he was never taught how to be kind by his creator. Dr Frankenstein should have taken responsibility in his creation, seeing the beauty in the awful creature, instead of throwing him away because of his dishevelled skin.

LO: To plan using success criteria.To create your own gothic horror poem.

To evaluate your poem against the success criteria.

Task 1: Corpse Bride

Watch the trailer to Tim Burton’s ‘Corpse Bride’ and list as many gothic images as you can.

https://www.youtube.com/watch?v=FwbvdBzcuIY

The ‘Corpse Bride’ is not a conventional gothic horror because it is a comedy, however, it is full of gothic images.

Task 2: FATSAMO Language devices

Complete the table matching up the definitions and giving an example of each technique. The first one is done for you.

Five senses, Alliteration, Thoughts & feelings, Simile, Adjectives/Adverbs, Metaphors, Onomatopoeia

Technique Definition ExampleAlliteration When two or more

words begin with the same letter

Crows circling, towering tombstones, watching… waiting

Comparing two objects or things using ‘is’ or ‘was’See, smell, hear, taste,

Gothic Images in the trailer:

touchA word that sounds like the noise it makes The inner emotions of a characterA descriptive word/ a word that ends in ‘ly’Comparing two things using ‘like’ or ‘as’

Review:

1. Alliteration2. Metaphor3. Five senses4. Onomatopoeia5. Thoughts & feelings6. Adjectives/adverbs7. Simile

Task 3:

Remind yourself about the poem ‘Spirits of the Dead’ that we analysed last week. You are going to be writing your own poem.

Choose at least five gothic images from your starter list to include in your own ‘Spirits of the Dead’ poem.

Success Criteria:

Gothic horror conventions and imagery Figurative language Pathetic fallacy

Challenge:

Religious language to create an effect Use caesura and enjambment in your poem

Plan your poem:

1. Setting: (Graveyard at night, a park, an alley etc.)

2. Images: (Examples – shallow grave, empty coffin, crows flying above, thunder and lightning, hand coming out of the ground).

3. Five senses:

See –

Hear –

Taste –

Smell –

Touch –

Example FATSAMO

Task 4: Now write your poem.

Your poem does not have to rhyme.

Success Criteria:

4. Language device examples:

F –

A –

T –

S –

A –

M –

O –

F – Five senses See – images, hear – thunder, smell – rotting corpsesA – Alliteration Crows circling, towering tombstones, watching… waitingT – Thoughts & feelings. Is this the end?S – Simile Thunder flashed like a message from God. A – Adjective/Adverb Bony fingers reached slowly out of the grave.M – Metaphor Walking through hell. O – Onomatopoeia Rumble of the thunder

Gothic horror conventions and imagery Figurative language Pathetic fallacy

Challenge:

Religious language to create an effect Use caesura and enjambment in your poem

Task 5: Self assess your work by giving yourself a WWW and EBI based on the success criteria.

Send your poem to your English Teacher.

Lesson 4 – The Vampire

LO: To consider how the image of vampires have changed. To analyse a gothic vampire poem.

To create your own gothic poem.

Task 1: The image of a vampire.

How have vampires changed over time? Why do you think this has happened?

Task 2: ‘The Vampire’ by Madison Julius Cawein

Read the poem below.

Highlight and annotate the poem for language

A lily in a twilight place?A moonflow'r in the lonely night?--

What rhyme scheme is used in the poem?

What is the effect of this?

What technique is being used here? What is the effect of this?

Strange beauty of a woman's face Of wildflow'r-white!

The rain that hangs a star's green raySlim on a leaf-point's restlessness,Is not so glimmering green and gray As was her dress.

I drew her dark hair from her eyes,And in their deeps beheld a whileSuch shadowy moonlight as the skies Of Hell may smile.

She held her mouth up redly wan,And burning cold,--I bent and kissedSuch rosy snow as some wild dawn Makes of a mist.

God shall not take from me that hour,When round my neck her white arms clung!When 'neath my lips, like some fierce flower, Her white throat swung!

Or words she murmured while she leaned!Witch-words, she holds me softly by,--The spell that binds me to a fiend Until I die.

Task 3: How do you know this poem is about a vampire? Does it actually mention vampires?

Write down the techniques used by Cawein and how they are effective.

Complete the sentence starters below.

What rhyme scheme is used in the poem?

What is the effect of this?

What technique is being used here? What is the effect of this?

I know this poem is about a vampire because…

Cawein uses …. to create a poem about a vampire.

The use of these language devices are effective because…

Task 4: Create your own vampire poem.

You need to use imagery and figurative language to ‘show not tell’ that youe poem is about a vampire.

Success Criteria:

Show not tell Figurative language Suspense Gothic conventions

Challenge: Can you vary your stanza length for effect?

Task 5: Self assess your work by giving yourself a WWW and EBI based on the success criteria.

I know this poem is about a vampire because…

Cawein uses …. to create a poem about a vampire.

The use of these language devices are effective because…

Email your poem to your English teacher.