Mood and Language

Overview

This 35-minute session is Lesson 15 of 20 in the unit "Gothic Poetry Exploration" designed for Year 8 students (age 12-13) following the National Curriculum for England’s English programme of study. This lesson focuses on how language creates mood in Gothic poetry, linking specifically to key curriculum aims including comprehension, analysis of language, and appreciation of authorial intent.

National Curriculum Links

English Programme of Study, Key Stage 3
- Reading – comprehension
  - "Analyse the language, form and structure used by a writer to create meanings and effects, using relevant terminology where appropriate"
- Reading – vocabulary, grammar & punctuation
  - "Increase familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions"
- Writing – vocabulary, grammar & punctuation
  - "Consolidate and build on the knowledge and understanding of grammar and vocabulary gained at Key Stage 2"

Learning Objective

To analyse how specific language choices create mood in Gothic poetry.

Success Criteria

Identify at least two examples of language choices (e.g. adjectives, similes, alliteration) that contribute to creating a mood in a Gothic poem.
Explain briefly how these choices influence the reader’s emotional response.

Resources

Copies of an excerpt from a Gothic poem (e.g. an extract from Christina Rossetti’s “Goblin Market” or Edgar Allan Poe’s “The Raven”) printed for each student
Whiteboard and markers
Mood word bank (list of adjectives related to Gothic moods: eerie, mysterious, gloomy, foreboding, melancholic)
Language analysis worksheet
Timer or stopwatch
Pens, notebooks

Lesson Outline

Time	Activity	Teacher Actions	Student Activities	Assessment Opportunities
0-5 min	Starter: Mood Brainstorm	Write the word “Mood” on the board. Ask students what mood means in literature; elicit examples of moods common in Gothic settings. Introduce the mood word bank.	Contribute ideas about moods, relate to prior knowledge of Gothic atmosphere, note words from the word bank.	Informal questioning to check understanding of ‘mood’.
5-12 min	Guided Reading & Initial Response	Distribute poem excerpt. Read aloud with expression, modelling tone to reflect mood. Ask students to underline words or phrases that seem to create the poem’s mood.	Follow along, listen attentively, annotate poem by underlining mood-creating language.	Observe engagement and annotation choices; question individuals on which words stand out.
12-22 min	Language Detective	Introduce the language analysis worksheet; model identifying an example of language (e.g. alliteration “deadly dusk”) and explain how it creates a mood. Facilitate paired work for students to find two more examples.	Work in pairs to identify two language choices; write down examples and explain briefly their effect on mood.	Collect worksheets to assess identification and explanation of language choices. Provide immediate verbal feedback.
22-30 min	Group Sharing & Discussion	Invite each pair to share one language choice and explain its impact. Write examples on the board under categories (e.g. imagery, sound devices, diction). Highlight how different language techniques combine to create mood.	Share findings; listen respectfully; engage in class discussion about overlapping or contrasting ideas.	Assess verbal responses for understanding and use of terminology.
30-35 min	Plenary: Mood Reflection	Pose the question: "How would the poem’s mood change if the language was different? Can you suggest an alternative word that would change the mood?" Call on volunteers to respond. Summarise key points.	Think critically and suggest alternative language; reflect on how subtle changes affect reader’s feelings.	Summative oral assessment of student ability to apply mood and language links creatively.

Differentiation

Support: Provide scaffolded sentence starters on the worksheet (e.g. “The word _____ creates a _____ mood because…”)
Challenge: Encourage more advanced students to identify less obvious devices (e.g. symbolism, connotation) and discuss nuanced effects.

Extension Activities (for homework or early finishers)

Write a short paragraph describing a Gothic setting using mood-enhancing language informed by today’s lesson.
Research another Gothic poet and bring an example of language creating mood to share next lesson.

Teacher Reflection Prompt

Did students manage to link specific language choices to mood effectively?
Were the examples chosen diverse enough to show different language techniques?
How did the pair-share impact student confidence and understanding?
What amendments could increase engagement or understanding in next lessons?

This carefully structured session supports the National Curriculum requirement for analysing language effect with clear success criteria, engages students interactively, and cultivates critical thinking about mood in literature aligned with Gothic poetry’s distinctive style.

Teaching Instructions