LO: To be able to understand the conventions of

Lesson Objective:To understand the key features of Gothic Fiction Read through the following extract taken from ‘Frankenstein’

In one colour highlight all of the gothic features

In another colour highlight words that show the narrator’s feelings
Annotate your sheets<br>

Lesson Objective:To understand the key features of Gothic Fiction Extract taken from Frankenstein
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 being I had created, I rushed out of the room, and continued a long time traversing my bedchamber, unable to compose my mind to sleep.<br>

Lesson Objective:To understand the key features of Gothic Fiction Highlight and annotate the gothic features in the text ‘The Signalman’

Compare and contrast the two texts – explain how the texts conform to the Gothic genre?

Which text would you say is more Gothic and why?

Look again at the extract from “The Signalman” which words share a semantic field? What do they add to the atmosphere?<br>

Lesson Objective:To understand the key features of Gothic Fiction ‘The Signalman’

“Halloa! Below there!"
When he heard a voice thus calling to him, he was standing at the door of his box, with a flag in his hand, furled round its short pole. One would have thought, considering the nature of the ground, that he could not have doubted from what quarter the voice came; but instead of looking up to where I stood on the top of the steep cutting nearly over his head, he turned himself about, and looked down the Line. There was something remarkable in his manner of doing so, though I could not have said for my life what. But I know it was remarkable enough to attract my notice, even though his figure was foreshortened and shadowed, down in the deep trench, and mine was high above him, so steeped in the glow of an angry sunset, that I had shaded my eyes with my hand before I saw him at all. ..<br>

Lesson Objective:To understand the key features of Gothic Fiction Signalman continued… The cutting was extremely deep, and unusually precipitate. It was made through a clammy stone, that became oozier and wetter as I went down. For these reasons, I found the way long enough to give me time to recall a singular air of reluctance or compulsion with which he had pointed out the path.
When I came down low enough upon the zigzag descent to see him again, I saw that he was standing between the rails on the way by which the train had lately passed, in an attitude as if he were waiting for me to appear. He had his left hand at his chin, and that left elbow rested on his right hand, crossed over his breast. His attitude was one of such expectation and watchfulness that I stopped a moment, wondering at it.<br>

Lesson Objective:To understand the key features of Gothic Fiction I resumed my downward way, and stepping out upon the level of the railroad, and drawing nearer to him, saw that he was a dark sallow man, with a dark beard and rather heavy eyebrows. His post was in as solitary and dismal a place as ever I saw. On either side, a dripping-wet wall of jagged stone, excluding all view but a strip of sky; the perspective one way only a crooked prolongation of this great dungeon; the shorter perspective in the other direction terminating in a gloomy red light, and the gloomier entrance to a black tunnel, in whose massive architecture there was a barbarous, depressing, and forbidding air. So little sunlight ever found its way to this spot, that it had an earthy, deadly smell; and so much cold wind rushed through it, that it struck chill to me, as if I had left the natural world.<br>

Lesson Objective:To understand the key features of Gothic Fiction Read through the two extracts taken from Frankenstein and ‘The Signalman’

Highlight the Gothic features in the ‘The Signalman’.

Now compare and contrast the two texts - How do the texts conform to the Gothic genre?

Which text would you say is more Gothic and why?

Look again at the two extracts: Do they share similarities in language? What does the language add to the atmosphere?<br>

Lesson Objective:To explore the ways in which character, mood and setting are created through a writer’s language choice Read through the passage (extract One)
Choose key words that tell the reader about the character, Miss Havisham, setting and mood – create a word bank on sugar paper
Read through the second extract and repeat the process
Explain the effects of the vocabulary choices<br>

Lesson Objective:To explore the ways in which character, mood and setting are created through a writer’s language choice She was dressed in rich materials -- satins, and lace, and silks -- all of white. Her shoes were white. And she had a long white veil dependent from her hair, and she had bridal flowers in her hair, but her hair was white. Some bright jewels sparkled on her neck and on her hands, and some other jewels lay sparkling on the table. Dresses, less splendid than the dress she wore, and half-packed trunks, were scattered about. She had not quite finished dressing for she had but one shoe on -- the other was on the table near her hand -- her veil was but half arranged, her watch and chain were not put on, and some lace for her bosom lay with those trinkets, and with her handkerchief, and gloves, and some flowers, and a prayer- book, all confusedly heaped about the looking-glass<br>

Lesson Objective:To explore the ways in which character, mood and setting are created through a writer’s language choice It was not in the first few moments that I saw all these things, though I saw more of them in the first moments than might be sup- posed. But, I saw that everything within my view which ought to be white, had been white long ago, and had lost its lustre, and was faded and yellow. I saw that the bride within the bridal dress had withered like the dress, and like the flowers, and had no brightness left but the brightness of her sunken eyes…<br>

Lesson Objective:To explore the ways in which character, mood and setting are created through a writer’s language choice I saw that the dress had been put upon the rounded figure of a young woman, and that the figure upon which it now hung loose, had shrunk to skin and bone. Once, I had been taken to see some ghastly waxwork at the Fair, representing I know not what impossible personage lying in state. Once, I had been taken to one of our old marsh churches to see a skeleton in the ashes of a rich dress, that had been dug out of a vault under the church pavement. Now, waxwork and skeleton seemed to have dark eyes that moved and looked at me. I should have cried out, if I could.<br>

Lesson Objective:To understand how to write an imaginative, interesting and thoughtful text Task:
Your task will be to create two or three paragraphs which will tell all or a part of the story (continuing on from the previous slide.)
Create an effective title for your story
Success Criteria:
I have used a range of sentence structures.
I have varied the openings of my sentences.
I have chosen vocabulary for effect.
I have used a range of punctuation marks (e.g. full stops, apostrophes, speech punctuation, commas, semi-colons)
I have paragraphed my work.
I have used interesting connectives<br>

Lesson Objective:To understand how the writer creates tension through the use of language Bram Stoker’s ‘Dracula’
 
‘Dracula’, a novel by Bram Stoker, published in 1897, the most famous of all tales of vampirism<br>

Lesson Objective:To understand how the writer creates tension through the use of language The story is told through the diaries of a young solicitor, Jonathan Harker, his fiancée Mina, her friend Lucy Westenra and Dr. John Seward, the superintendent of a large lunatic asylum at Purfleet, in Essex<br>

Lesson Objective:To understand how the writer creates tension through the use of language It begins with Harker’s journey to Count Dracula’s eerie castle in Transylvania. After various horrifying experiences as an inmate of the castle, Jonathan goes to a ruined chapel, where he finds fifty great wooden boxes filled with earth recently dug from the graveyard of the Draculas, in one of which the un-dead Count is lying, gorged with blood. The boxes are shipped to Whitby in England, and then to Carfax. Dracula disembarks at Whitby in the shape of a wolf having killed the entire crew. He proceeds to turn Lucy into a vampire and she remains un-dead until staked in the heart.<br>

Lesson Objective:To understand how the writer creates tension through the use of language The rest of the book tells of the attempt to save Mina from Dracula…

What impressions do you get of Dracula from this description? What feeling do you get from him based on how he is described?
 
“Dracula- tall and thin, with his beaky nose, pointed ears, cruel and sensual features and peculiarly shaped white teeth protruding over his lips has since been the subject of many films.”<br>

Lesson Objective:To understand how the writer creates tension through the use of language How does the writer create tension in this extract? Highlight key words/phrases
He turned the handle as he spoke, but the door did not yield. We threw ourselves against it; with a crash it burst open, and we fell headlong into the room. The Professor did actually fall, and I saw across him as he gathered himself up from hands and knees. What I saw appalled me. I felt my hair rise like bristles on the back of my neck, and my heart seemed to stand still.<br>

Lesson Objective:To understand how the writer creates tension through the use of language Using PEEE explain how the writer creates tension

Violent actions (use of verbs)?
Use of figurative language?<br>

Lesson Objective:To understand how the writer creates tension through the use of language Point: Re-word the question into a statement

EVIDENCE: Your selected quotation that demonstrates how the writer creates tension through his use of language

EXPLAIN:What the your evidence shows and how it supports your point

EXPLORE: Analyse individual words and phrases, looking at connotations of language and the effect of language on the reader.
Please come back to the writers purpose and question you are answering – it ties everything together neatly<br>

The moonlight was so bright that through the thick yellow blind the room was light enough to see. On the bed beside the window lay Jonathan Harker, his face flushed and breathing heavily as though in a stupor. Kneeling on the near edge of the bed facing outwards was the white-clad figure of his wife. By her side stood a tall, thin man, clad in black. His face was turned from us, but the instant we saw we all recognized the Count, in every way, even to the scar on his forehead. With his left hand he held both Mrs. Harker's hands, keeping them away with her arms at full tension. His right hand gripped her by the back of the neck, forcing her face down on his bosom. Her white night-dress was smeared with blood, and a thin stream trickled down the man's bare chest which was shown by his torn-open dress. The attitude of the two had a terrible resemblance to a child forcing a kitten's nose into a saucer of milk to compel it to drink. As we burst into the room, the Count turned his face, and the hellish look that I had heard described seemed to leap into it. His eyes flamed red with devilish passion. The great nostrils of the white aquiline nose opened wide and quivered at the edge, and the white sharp teeth, behind the full lips of the blood dripping mouth, clamped together like those of a wild beast. With a wrench, which threw his victim back upon the bed as though hurled from a height, he turned and sprang at us. But by this time the Professor had gained his feet, and was holding towards him the envelope which contained the Sacred Wafer. The Count suddenly stopped, just as poor Lucy had done outside the tomb, and cowered back. Further and further back he cowered, as we, lifting our crucifixes, advanced. The moonlight suddenly failed, as a great black cloud sailed across the sky. And when the gaslight sprang up under Quincey's match, we saw nothing but a faint vapor. This, as we looked, trailed under the door, which with the recoil from its bursting open, had swung back to its old position. Van Helsing, Art, and I moved forward to Mrs. Harker, who by this time had drawn her breath and with it had given a scream so wild, so ear-piercing, so despairing that it seems to me now that it will ring in my ears till my dying day. For a few seconds she lay in her helpless attitude and disarray. Her face was ghastly, with a pallor which was accentuated by the blood which smeared her lips and cheeks and chin. From her throat trickled a thin stream of blood. Her eyes were mad with terror. Then she put before her face her poor crushed hands, which bore on their whiteness the red mark of the Count's terrible grip, and from behind them came a low desolate wail which made the terrible scream seem only the quick expression of an endless grief. Van Helsing stepped forward and drew the coverlet gently over her body, whilst Art, after looking at her face for an instant despairingly, ran out of the room.<br>

Lesson Objective:To understand how figurative language and affects a reader and relate a text to its historical context Re-read the text carefully and make a list of the following:
Physical descriptions of the count
Actions of the count – detail needed
Writer’s use of simile and metaphor<br>

Lesson Objective:To understand how figurative language and affects a reader and relate a text to its historical context Reflect on the descriptions that are used in the extract
Explain in your own words how the writing style reflects the context that it was written
Why does the writer use figurative language? What is the affect on a reader?<br>