Gothic Proofing Power

Overview

Lesson 9 builds spelling accuracy and creative expression inside the Gothic Adventure Project. Students will proofread with peer support, then produce an original gothic narrative poem that uses a “learned words” bank and demonstrates correct spelling in context.

Learning intentions

Students will:

• demonstrate spelling accuracy by proofreading and correcting their writing
• use gothic vocabulary from the unit spelling list in context
• create an original gothic narrative poem using clear structure and vivid imagery

Success criteria

“I can…”

• spell all focus words correctly in my final poem (or show evidence of corrections)
• use at least 5 learned words in my poem with correct spelling
• improve my draft through proofreading using a visual checklist
• show gothic mood using imagery (e.g. dark, shadows, haunted, eerie) and strong word choices

Curriculum links

• Literature — AC9E6LE05: create and edit literary texts adapting plot/characters/settings and experiment with literary devices
• Literacy — AC9E6LY05: use comprehension strategies and question/check work during editing
• Language — AC9E6LA04: create cohesion through repetition and word associations
• Language — AC9E6LA08: identify/use vivid, emotive vocabulary such as imagery and personification

Lesson structure (60 minutes)

1. 0–5 min · Mission checkpoint hook (high-dopamine). Teacher displays a “Red Orb Shop Mission: Proof & Poem” card and reads aloud a 30-second gothic excerpt (teacher-produced, non-graphic) showing a mistake and a corrected version. Students point to where the mistake is and say one proofreading strategy they remember (e.g. read it slow, check each learned word).

2. 5–15 min · Spelling warm-up: Word bank sprint. Teacher shows a large word bank on one page (learned words) with colour-coded syllables and pictures (e.g. skull icon for “hollow”, candle icon for “flicker”). Students complete a quick “tap-to-check” activity: they choose 8 focus words and write each once into a provided sentence starter (e.g. “In the ______ corridor, the light ______.”), using a visual cue under each word.

3. 15–22 min · Direct teach: Proofreading checklist. Teacher models proofreading on a mini paragraph written on paper, using a checklist:

• Check focus words spelling (underline them)
• Read aloud (hear mistakes)
• Circle repeated words / synonyms to improve flow
• Check punctuation at sentence ends Students practise with a “correct or not” sorting sheet: they decide if 6 words are spelled correctly and justify by pointing to a rule cue or visual memory.

4. 22–35 min · Draft upgrade (peer support). Teacher pairs students (even with 2 students) as Peer A and Peer B. Students switch roles halfway.

• Peer A reads aloud Peer B’s draft line-by-line while Peer B listens and marks only spelling focus words using sticky dots.
• Peer B corrects using the word bank (no erasing required at first—use a pen pass or correction tape). Students use a simple editing strip: “I changed ___ because it was spelled ___ before.”

5. 35–48 min · Creative expression: Gothic narrative poem. Teacher shows a poem template with low reading friction:

• Stanza 1: Where/when (setting)
• Stanza 2: What happened (mission event)
• Stanza 3: What the character feels/learns (mood + hook) Students write an original poem (8–12 lines) using the learned words bank. They must include:
• at least 5 learned words (correct spelling)
• one imagery phrase (e.g. “shadows stitched the walls”)
• one cohesion move: repeat a key gothic word or associated phrase (e.g. “orb light”, “red orb”, “glow”) Dyslexia-friendly option: students can write the first words only, then the teacher or student adds remaining lines using sentence starters.

6. 48–55 min · Evidence check: Spelling mastery audit. Teacher provides a “magnifying glass” sheet with focus words printed in bold. Students highlight each focus word in their final lines and tick it if it matches the printed spelling.

7. 55–60 min · Exit ticket + home-friendly wrap. Students answer one prompt: “My top spelling win today was…” and one prompt: “One learned word I will practise next is…”. Teacher collects the poem and the spelling audit sheet (photos also acceptable for home-managed assessment).

Resources

• Learned word bank sheet (printed) with images + syllable breaks
• Gothic poem template (stanza headings + line prompts)
• Spelling checklist (visual icons for “underline / read aloud / tick corrections”)
• Sentence starter strips for context sentences
• Highlighter or sticky dots for marking focus words
• Correction tape or erasable pencil (option)
• Dyslexia-friendly option: lined paper with wider spacing, text-to-speech capable device if available
• Teacher read-aloud card (short gothic excerpt with a built-in mistake)

Assessment

• Formative: teacher circulates during peer proofreading, checking whether focus words are being underlined and corrected
• Formative: spelling audit checklist completed accurately (tick/match evidence)
• Exit ticket: identifies one mastered focus word and one next-to-practise word

Differentiation

• Support: provide sentence starters, word bank with pictures, and a poem template with fixed stanza structure (students fill blanks first)
• Support: allow dyslexia-friendly alternate output—students can record the poem read aloud while writing only key lines, then transcribe with teacher/peer support
• Choices: students choose between two gothic settings to begin (castle corridor vs haunted shop), while keeping the same poem structure
• Neurodivergent needs: short burst timers (10–15 min max for writing segments), movement option to “tap out” word syllables, and a sensory break after peer editing (2 minutes)
• EAL/SEN: accept oral rehearsal of each line before writing; provide phoneme-to-grapheme cues for tricky focus words (teacher-made card)