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KS3 · Year 9 - Mastery · Term 1 - Autumn · Week 2
Pages: Pre-reading context pack + "Story of the Door" pp. 1-3
Gothic conventions and Victorian zeitgeist.
Lesson 1
What students do
Annotate context pack; map Gothic conventions onto Stevenson's London.
Task
Identify 6 Gothic conventions in opening; cite 3 with textual evidence.
Success criteria
Cites 3 conventions; uses *gothic*, *zeitgeist* accurately.
Lesson 2
What students do
Socratic seminar: "Why is the city itself a character?"
Task
Build, challenge, extend peer interpretations across 4+ minute discussion.
Success criteria
Develop AND challenge a peer idea; sustained 4+ minute discussion.
Lesson 3
What students do
Deconstruct exemplar topic sentences; identify conceptual framing verbs.
Task
Rewrite 5 weak topic sentences using "Stevenson presents… in order to…".
Success criteria
Topic sentences foreground writer intent, not plot.
Lesson 4
What students do
Annotate Utterson's introduction; draft conceptual topic sentence + supporting analysis.
Task
Paragraph: How does Stevenson present Utterson as the embodiment of Victorian respectability?
Success criteria
One conceptual paragraph with embedded quotation and "This reflects…".
Lesson 5
What students do
25-minute independent extended paragraph, no scaffold.
Task
Explore how Stevenson establishes a Gothic atmosphere in the opening.
Success criteria
200+ words; two embedded quotations; conceptual reading articulated.
AI marking - try this with the English Hub feedback engine
Students can submit their independent paragraph to the AI feedback engine for AO-aligned commentary. Their teacher sees the same feedback alongside their own marking. The task is auto-loaded into the practice surface - students just write and submit.
Open the marking surface with this task pre-loaded →