Horror Genre (Middle years) curriculum
Quick and fun. One picture, five exercises in different writing styles: understated, overstated, in the protagonist's head, entering a dark place, and action horror. Students are give a snippet and a worked example, and they write their own version. Who can do the best impression? Each exercise stands alone. Do one each day, or do them all in one go.
Australia
Australian National Curriculum F-10
ACELA1504
Understand how texts vary in purpose, structure and topic as well as the degree of formality
ACELA1518
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects
ACELA1542
Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody
ACELA1543
Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication
ACELA1552
Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor
ACELA1553
Understand that authors innovate with text structures and language for specific purposes and effects
ACELA1556
Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes
ACELA1557
Explain how authors creatively use the structures of sentences and clauses for particular effects
ACELA1566
Compare the purposes, text structures and language features of traditional and contemporary texts in different media
ACELA1569
Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts
ACELY1701
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
ACELY1704
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
ACELY1705
Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features
ACELY1711
Analyse how text structures and language features work together to meet the purpose of a text
ACELY1714
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
ACELY1715
Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices
ACELY1721
Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose
ACELY1725
Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas
ACELY1736
Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate
ACELY1745
Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts
ACELY1746
Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features
ACELY1747
Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features
ACELT1616
Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style
ACELT1618
Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways
ACELT1625
Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition
ACELT1630
Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts
ACELT1632
Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects
ACELT1638
Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and pun and the use of hyperlink
ACELT1768
Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts
ACELT1773
Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by using parody, allusion and appropriation
ACELT1798
Create literary texts that experiment with structures, ideas and stylistic features of selected authors
ACELT1800
Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice
ACELT1805
Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour
ACELT1814
Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts
ACELT1815
Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience
Australian National Curriculum Senior Secondary
ACEEA120
Create a range of texts using some written and oral text forms and grammatical structures, including the linear sequencing of events through the use of simple sentences, conjunctions, punctuation and paragraphs
ACEEA143
Create a range of texts using simple written and oral text forms, punctuation and grammatical structures including graphic representations of information
ACEEA144
Create a range of texts using descriptions of people, places and events
ACEEA171
Create a range of texts using appropriate form, content and style for a range of common purposes and audiences
ACEEA172
Create a range of texts using first-person and third-person narration
ACEEA177
Create a range of texts using description, imagery and an awareness of characterisation
ACEEA178
Create a range of texts using cohesive devices at paragraph level, including anaphoric and cataphoric reference, referential pronouns and common conjunctions
ACEEA200
Create a range of texts using imaginative and descriptive language and growing control over direct and indirect speech
ACEEA201
Create a range of texts using a range of common cohesive devices at sentence, paragraph and whole-text level such as referencing, lexical chains and conjunctions
ACEEA202
Create a range of texts using simple, compound and some complex sentences
ACEEA021
Create a range of texts using appropriate structure and content to communicate ideas and opinions for different purposes and audiences
ACEEA023
Create a range of texts using common language features, for example, subject specific vocabulary, synonyms and antonyms, adjectives and adverbs used to create modality, some nominalisation, common collocations and idioms
ACEEA049
Create a range of texts using different types of texts to present ideas and opinions for different purposes and audiences in a range of digital, multimodal and print-based technologies
ACEEA051
Create a range of texts using a range of cohesive and structural devices
ACEEA052
Create a range of texts using persuasive, descriptive and emotive language as appropriate
ACEEA053
Create a range of texts using experimentation with different registers and tones
ACEEA075
Create a range of texts using a range of genres and digital, multimodal and print-based technologies
ACEEA076
Create a range of texts using language that influences the audience or that privileges certain ideas or perspectives over others
ACEEA077
Create a range of texts using different sentence structures and forms suited to purpose, audience and subject
ACEEA078
Create a range of texts using modality (including modality in a hypothetical past, nominalised language and discourse markers)
ACEEA098
Create a range of texts using a range of types of texts and digital, multimodal and print-based technologies
ACEEA099
Create a range of texts using language appropriate to the context, including imaginative, persuasive and rhetorical forms and features
ACEEA100
Create a range of texts using stylistic and grammatical choices for effect, including complex lexical elements, modality in the past conditional and subject-specific language forms and features
United States
Common Core
CCSS.ELA-LITERACY.L.5.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.L.5.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
CCSS.ELA-LITERACY.L.6.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.L.6.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.L.7.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.L.7.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.L.8.6
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-LITERACY.RL.5.9
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
CCSS.ELA-LITERACY.RL.6.9
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
CCSS.ELA-LITERACY.W.5.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.5.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.6.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.7.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.W.7.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.7.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.8.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.W.8.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
United Kingdom
UK National Curriculum
Key Stage 3 (KS3) – Grammar and vocabulary
Studying the effectiveness and impact of the grammatical features of texts. Drawing on new vocabulary and grammatical constructions from reading, and using these consciously in writing and speech to achieve particular effects.
Key Stage 3 (KS3) – Reading
Knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension. Knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning. Recognising a range of poetic conventions and understanding how these have been used. Studying setting, plot, and characterisation, and the effects of these. Making critical comparisons across texts.
Upper Key Stage 2 (KS2) Reading – comprehension
Identifying and discussing themes and conventions in and across a wide range of writing. Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence. Identifying how language, structure and presentation contribute to meaning. Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
Key Stage 3 (KS3) – Writing
Writing for a wide range of purposes and audiences, including well-structured formal expository and narrative essays, stories, scripts, poetry and other imaginative writing, and a range of other narrative and non-narrative texts, including arguments, and personal and formal letters Applying their growing knowledge of vocabulary, grammar and text structure to writing and selecting the appropriate form. Drawing on knowledge of literary and rhetorical devices from reading and listening to enhance the impact of their writing. Plan, draft, edit and proof-read through: considering how their writing reflects the audiences and purposes for which it was intended; amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness; paying attention to accurate grammar, punctuation and spelling.
Upper Key Stage 2 (KS2) Writing – composition
Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own. In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed. Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action. Using a wide range of devices to build cohesion within and across paragraphs. Assessing the effectiveness of their own and others’ writing. Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.