Topic title: The Woman in Black – Susan Hill
Year group: 9
When taught: September to Christmas
What are we learning?
- Exploring the plot of The Woman in Black by Susan Hill.
- Reading and analysing the gothic genre, specifically looking at conventions of the genre.
- Developing analytical skills, specifically exploring writer’s intentions and exploring different perspectives of analysis.
- Exploring the importance of language, by developing understanding and appreciation of 19th Century style language.
- Developing creative writing skills, focussing on recreating gothic style works.
Why is this important to know?
- The Woman in Black is a suitable step into 19th century style language, while retaining some modern links to language use.
- It develops students understanding of novel structures, literary conventions in a popular genre.
- It builds students skill base, specifically developing their critical think and analytical process as well as developing creative writing skills.
- It expands students understanding of the use of imagery and symbolism to create effective, emotional pieces of descriptive writing.
- It is an opportunity to facilitate conversations around the impact of the supernatural and pressure on mental health.
Where does this link into our past and future learning?
- This links to students recent learning on sci-fi writing. Students will have an appreciation of genre and conventions, but now looking at it from an analytical perspective.
- Our next topic looks at the theme of diversity and the impact of cultural differences in Britain, by studying ‘Leave Taking’ by Winsome Pinnock. Students will be looking at the religious beliefs of Obeah and be discussing the impact of social pressure on mental health.
- In Year 10 and beyond analytical skills will be used every year, with the challenge increasing in terms of difficulty of the text.
- This topic deepens awareness of literary trends throughout time and also allows for discussion of allusion, through myth and Christian culture.
How will we be assessed on this topic?
- The Year 9 formal assessment will take place after October half-term. This grade will be reported in the Christmas report. For the latter half of the term, students will be informally assessed on their creative writing by their teacher.
What makes a strong piece of work in this topic? What are teachers hoping to see?
- Developing a range of comments of the effect of language, as well as discussing the writer’s intentions.
- Using correct subject terminology where appropriate.
- Giving a diverse range of thoughtful and perceptive suggestions about the effect of quotations.
- At the highest level, pupils will begin to think about how the writer has created meanings through specific word/technique choices and whether these meanings have changed over time. They will also discuss a range of reader’s reactions.
- Giving a range of critical perspectives or possible suggestions about the effect of words/phrases on the audience.
What key words are there in this topic?
Genre, Gothic, Conventions, Protagonist, Fatal flaws, Tragedy, Symbolism, Exposition, Characterisation, Imagery, Criticality, Perspective.
What can I try if I want to stretch and challenge myself on this topic?
- Consider re-reading chapters or reading a chapter in advance before class.
- Research interviews with Susan Hill about the Woman in Black.
- Practice writing analytical paragraphs following the structure explored in class. (What, How, Why).
What wider reading can be done on this topic?
Read a range of gothic texts to explore the genre in more depth (graphic novels or dyslexia friendly versions are also useful) :
- Dracula by Bram Stoker
- Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson
- The Sherlock Holmes stories by Arthur Conan Doyle
- Poetry / Prose of Edgar Allen Poe
- The Picture of Dorian Grey by Oscar Wilde
- Frankenstein by Mary Shelley
- Gothic Poetry
- 19th Century Literature
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