Begin the unit by questioning students about genre. Do they know what a genre is? If students are struggling with the concept an easy way for them to come to terms with it is to ask them to think about the way video stores are set out.

Working in small groups, ask students to list their five favourite horor films or five horror films that they know of. Using these selections they can then think about the typical features of horror and list five to ten points explaining how they know that these films are horror films.

What is a genre?

Can you think of any examples of the horror genre? List your five favourite horror films or five horror films that you know of.

How do you know that they are horror? List five to ten points to explain the feature that make these films horror films.

Working in small groups, students view and respond to a data set of images depicting scenes and characters from horror films from the past, present and diverse cultural origins.

To prompt discussion about the nature and impact of horror texts they rank the images from most to least disturbing.

Students then watch and discuss a short clip showing the top 20 horror films at:

http://www.youtube.com/watch?v=HtLzgX9jt-g&feature=fvw

(Downloaded copy available in "Horror Fiction" folder in the Year 9 LBD folder in the Green folder on the share drive - This can be put on a USB for use with a smartboard)

Using this as a prompt using a think/ pair/ share students discuss the best horror film they have seen and the reasons.

Look at the set of images taken from horror films.   What scares you the most?

With your group rank the images from most disturbing to least disturbing.   Justify your decisions.

Watch the clip which depicts one person's view of the top 20 horror films.

Do you agree with the film maker's opinons?

Why/ Why not?

Discuss the best horror film you have seen with your partner and your group.

Students watch the opening segment of the film Scream

Using a think/pair/ share they discuss 'what makes it horror'?

Complete a mode/field/tenor chart analysing this scene - What film elements does the director use to make this scene horror?

Watch the opening segment of the film 'Scream'

Complete a mode/field/tenor chart analysing this scene- What film elements does the director use to make this scene horror? (Use the ideas that you came up with during your think/pair/share)

In small groups students reflect upon Scream or visualise a scene in another scary film or book. Using a Y-Chart they work in small groups to record what it looks like, feels like and sounds like.

Reflect back upon Scream or remember a scene in another scary film or book. Using a Y-Chart they work in small groups to record what it looks like, feels like and sounds like.

Students write an individual journal response reflecting on what scares them in a film or story.

They share their reflection with a partner.

What scares you the most?

Write a journal reflection and share it with a partner.

Using a think pair share students theorise possible reasons for people to want to read and view the horror genre.  

Who would not want to watch?

Students read and respond to Edgar Allen Poe's short story "Tell Tale Heart".

The Tell Tale Heart by Edgar Allan Poe.

Edgar Allan Poe was an American author, poet and literary critic. He is acknowledged as the ‘father’ of the modern short story and of the detective story. His works also incorporate aspects of science fiction and horror.

The Tell Tale Heart was first published 1843 and is regarded as one of Poe's most famous short stories.

Link to:

http://www.literature.org/authors/poe-edgar-allan/tell-tale-heart.html

Read and respond to Edgar Allen Poe's short story "Tell Tale Heart".

Annotate the text as you read and after you have finished reading it:

1. In the margins record a question mark (?) for any questions you have about what is happening or about the vocabulary.
2. Underline aspects of Poe's writing style. This could be a line or phrase that makes you think or is beautifully worded. It could be something about the style or tone that strakes you or that you like or dislike. Put a double line under what you think is the best written sentence in the story.
3. Draw a C for you connections when the story reminds you of something that you have read or seen ot done in your own life.
4. Write ! when something is interesting, important, unusual and it suprises or even shocks you.

Discuss your annotations with a partner. Share any other ideas or predictions about what will happen next. Describe or draw a picture of a character, event or scene from the text.

Students view the 1980's animation of The Tell Tale Heart and The Simpsons episode 'Lisa's Rival' (Season 6, Episode 2).

Following these viewings of modern adaptations of Poe's story students write a journal entry response comparing the three.

View the 1980's animation of The Tell Tale Heart and The Simpsons episode 'Lisa's Rival'.

Write a journal entry comparing the three. Which did you relate to the most? How are elements of horror used to create suspense and fear in the audience?

Orientate the students with the 1950's and particularly a woman's role in the 1950's through the following powerpoint.

This is important so that the students can understand the character's motivations in the film - particularly Marion's.

View the powerpoint 'Psycho' and the 1950's.

Students watch 'Psycho'.

At the end of the film students discuss and reflect on the horror elements present through a journal reflection.

 What did you think of Psycho and why?

How would you compare it to ther horror films and why?

What do you think made it such a popular film at the time?

What elements of horror are presented in the film?

Using a retrieval chart, students identify and record the good and evil elements in Psycho.

What is good and evil?   Working with a partner, fill out the retrieval chart and discuss what the good and evil elements are in Psycho.

Good / Evil/ Why - Retrieval Chart

Students use the following grid to define and identify the parts of the narrative structure in 'Psycho'

Use the grid to identify and label the parts of the narrative structrure in the film.

Students analyse the shower scene in psycho,using a storyboard and the functional grammar of mode, field and tenor.   Mode is used to identify the film techniques used, field is used to identify the action and tenor is used to identify the influences on the audience.

The shower scene is analysed through a powerpoint storyboard, which depicts key shots for students to focus on.

Analyse the story board of the the shower scene.  What film techniques, including music, sound, lighting and shot type, has the director used to create the scene.

Identify the mode, field and tenor in the scene.

What fears are the directors playing on?   And how do they do this in Psycho?

Students analyse the shower scene from Psycho using a Mode/Field/Tenor chart.

Students view M. Night Shyamalan's film The Sixth Sense. During viewing stopping at certain intervals to discuss elements of horror which are present is useful. Following this viewing ask students to write a one page journal reflection answering the question:

What elements of horror does Shyamalan use to create suspense and fear in his audience?

After viewing M. Night Shyamalan's The Sixth Sense write a one page journal reflection answering the question:

What elements of horror does Shyamalan use to create suspense and fear in his audience?

Students create an original storyboard and rationale that shows their understanding of the horror genre and how horror is presented in film. The written reflection should be approximately 400 words in length and should justify their choice of film techniques and clearly explain the effect that these techniques have upon the audience.

Create an original storyboard and rationale that shows your understanding of the horror genre and how horror is presented in film. The written reflection should be approximately 400 words in length and should justify your choice of film techniques and clearly explain the effect that these techniques have upon the audience.