Objectives

• Analyse how Hill uses the Gothic frame narrative in Chapters 1–2 to position the reader and establish Arthur Kipps as an unreliable, traumatised narrator.
• Analyse how Hill constructs atmosphere through setting in Chapters 5–6, identifying the specific language techniques used to make Nine Lives Causeway and Eel Marsh House sources of dread.
• Explain how Hill builds and releases tension through sound and the supernatural in Chapters 9–10, tracking the escalating pattern of Arthur's encounters with the Woman in Black.
• Evaluate how the revelation of Jennet Humfrye's backstory in Chapter 11 reframes the horror of the novella as rooted in grief, injustice, and maternal loss.
• Write a sustained, evidenced analytical essay arguing how Hill uses at least two of the following — narrative voice, setting, and the supernatural — to explore the theme of grief and loss across the novella as a whole.

The sequence

1. Lesson 1: The Frame and the Fear: How Hill Positions Us in Chapters 1–2

   55 min · ch. 1, 2

   Do now

   Read the opening paragraph of Chapter 1 ('It was nine o'clock on a Christmas Eve…') silently. Write two observations: one about what Arthur doesn’t do, and another about the word Hill uses to describe his reaction when the children ask for ghost stories. You have four minutes—no discussion yet.

   Teacher input

   Model a close reading of the moment in Chapter 1 when Arthur writes: 'I was seized by a spasm of terror' — not from a ghost, but from a memory. Highlight how Hill's use of the verb 'seized' (which implies passivity and lack of control) and the noun 'spasm' (which has a physical, medical connotation) indicates that Arthur's trauma is rooted in his body and is beyond his rational thought. This single sentence works in two ways: it keeps the source of his fear hidden while assuring the reader that it is something genuine. Then, discuss how the framing in Chapter 2 — where Arthur decides to write about this years later — introduces dramatic irony: we know he made it through, yet the fear still lingers.

   Independent task

   Hill skillfully employs Arthur's narrative voice in the first two chapters to instill a sense of fear about the unknown. The use of phrases such as 'seized by a spasm of terror' evokes a visceral reaction in the reader, as it conveys Arthur's intense emotional state. The verb 'seized' suggests a loss of control, making the fear more palpable and immediate. Moreover, when Arthur reflects, 'I wanted to flee from the room,' the simplicity of this statement amplifies its impact; the straightforward language starkly contrasts the complex emotions he feels, enhancing the reader's empathy and fear for him. Hill's choice of the word 'flee' carries connotations of desperation, suggesting that the threat is not just psychological but also tangible, lurking just out of sight. This combination of Arthur's emotional turmoil and strategic word choices immerses the reader in a chilling atmosphere, effectively building apprehension for what has yet to be revealed. Through this, Hill masterfully crafts a narrative that keeps readers on edge, anticipating the unseen horrors to come.

   Exit ticket

   In one or two sentences, explain why Hill's decision to make Arthur an old man writing about his younger self makes the horror more effective, not less — even though we know he survived.

2. Lesson 2: Landscape as Dread: Setting in Chapters 5–6

   55 min · ch. 5, 6

   Do now

   Without opening the text, jot down three adjectives that come to mind when you think of Eel Marsh House and Nine Lives Causeway based on your reading so far. After that, turn to Chapter 5 and locate the sentence that best supports each adjective. You have five minutes — please work independently.

   Teacher input

   Model a close reading of the paragraph in Chapter 5 where Arthur first crosses the causeway: "The water was the color of iron." Explore how this simile functions not only visually but also symbolically, connecting the landscape to themes of industrial coldness, rigidity, and the Victorian backdrop of Jennet's tragedy. Illustrate to students how Hill employs three techniques at once in this passage: the pathetic fallacy of the mist, the auditory detail of Arthur's footsteps being muffled by silence, and the choice of short, declarative sentences that reflect Arthur's hesitant, fearful journey. Emphasize that the setting isn’t just a backdrop; it plays an active role in creating a sense of menace.

   Independent task

   Write two analytical paragraphs (about 250–300 words in total) addressing the following question: How does Hill use descriptions of Nine Lives Causeway in Chapter 5 and Eel Marsh House in Chapter 6 to create a menacing atmosphere? In your first paragraph, concentrate on an extended quotation from Chapter 5 and examine Hill's use of imagery and sentence structure. In your second paragraph, select a different technique from Chapter 6—like the use of pathetic fallacy, personification of the house, or the motif of isolation—and analyze a different quotation. Ensure both paragraphs are submitted as continuous prose on a single sheet.

   Exit ticket

   Write one sentence identifying the single most important technique Hill uses in Chapters 5–6 to make the setting feel dangerous, and one sentence explaining why that technique is more effective than simply describing the house as frightening.

3. Lesson 3: Sound, Silence, and the Supernatural: Chapters 9–10

   55 min · ch. 9, 10

   Do now

   Open to Chapter 9. Read the passage starting with 'And then I heard it' (the sound of the child crying in the marsh) all the way to the end of the paragraph. Write one sentence describing what Arthur hears, and one sentence explaining why Hill's portrayal of this sound feels more unsettling than a visual depiction of the ghost would at this moment in the story.

   Teacher input

   Model a close reading of the moment in Chapter 10 when Arthur hears the pony and trap sinking in the marsh for the second time. Focus on Hill's use of the present participle ('the sucking, pulling, drawing down') to illustrate how the trio of gerunds in a single noun phrase conveys a relentless, ongoing process. The marsh doesn’t act violently; instead, it embodies a patient force, and that sense of patience can be even more unsettling than outright violence. Next, highlight how Hill swiftly undermines Arthur's rational mindset. He tries to convince himself it’s just the wind, but his syntax is fragmented and lacks conviction, revealing his inner turmoil. Here, the structure of his thoughts reflects his psychological state.

   Independent task

   Write two analytical paragraphs (approximately 250–300 words in total) addressing the following question: How does Hill use sound — and the absence of sound — in Chapters 9 and 10 to heighten the reader's sense of fear? In your first paragraph, discuss the moment in Chapter 9 when Arthur hears the child's cries coming from the marsh. Pay attention to Hill's word choices and what they reveal about the connection between grief and the supernatural. In your second paragraph, examine the pony-and-trap sequence in Chapter 10, focusing on Hill's use of syntax, repetition, or accumulation. Each paragraph should include at least one embedded quotation and should be written as continuous prose.

   Exit ticket

   In two sentences, explain why Hill's decision to make the ghost primarily an auditory presence in Chapters 9 and 10 — rather than a visible one — is a deliberate Gothic technique, and name the effect it has on Arthur's state of mind.

4. Lesson 4: The Horror Behind the Horror: Jennet's Story in Chapter 11

   55 min · ch. 11, 9

   Do now

   Before we dive into Chapter 11, take a moment to answer this question in one sentence: up to this point in the novella, does the Woman in Black qualify as a villain? Provide your answer, along with one piece of evidence from Chapters 4–10 that supports your view and another piece that complicates it. You have five minutes — please work independently.

   Teacher input

   Model a close reading of the passage in Chapter 11 where Arthur reads Jennet's letters and encounters the line in which she describes Nathaniel as "my own, my only, my flesh and my blood, taken from me by cruelty and by law." Hill employs the tricolon ("my own, my only, my flesh and my blood") to reflect Jennet's obsessive and repetitive grief — the structure mirrors the very emotions she expresses. Additionally, the phrase "by cruelty and by law" juxtaposes legal systems with moral failures, implicating Victorian society in Jennet's tragedy and reshaping her as a victim before her transformation into a monster. This moment marks a shift in the novella's horror from merely atmospheric to ethical.

   Independent task

   In Chapter 11, Hill masterfully reveals Jennet Humfrye's backstory through her letters, shifting the reader's perception of the Woman in Black from a mere source of terror to a complex embodiment of grief. The language in Jennet's letters is steeped in sorrow, with Hill skillfully employing syntax that mirrors her emotional turmoil. The frequent use of short, fragmented sentences conveys desperation and heartache, while the repetition of words associated with loss illustrates the depth of Jennet's anguish. Phrases like "I lost" and "never again" resonate with the reader, emphasizing her profound suffering and creating a powerful connection to her character. This choice of diction invites the audience to empathize with Jennet, allowing her grief to become palpable and shifting the narrative away from horror and toward a more tragic understanding of her plight.

   This newfound understanding of Jennet Humfrye transforms the earlier scenes in the narrative, particularly those in Chapter 9 involving the haunting sounds of a child and the locked nursery. Initially, these elements evoke fear and dread, but armed with Jennet's backstory, they take on a new layer of meaning. The child's cries, once terrifying, now echo Jennet's lost son, amplifying the sense of her unending sorrow. The locked nursery, previously a symbol of isolation, becomes a poignant reminder of Jennet's lost motherhood and the home she can never return to. By withholding Jennet’s history until this late stage, Hill not only intensifies the emotional impact but also invites the reader to reconsider the nature of the haunting itself, revealing it as a tragic manifestation of a mother’s grief rather than mere malevolence. This shift adds depth to the narrative and enriches the reader's experience, transforming fear into a profound sense of empathy and sorrow.

   Exit ticket

   Write one sentence explaining what the phrase 'by cruelty and by law' in Chapter 11 reveals about Hill's attitude towards the Victorian treatment of women, and one sentence explaining how this changes the moral status of the Woman in Black's curse.

5. Lesson 5: The Curse Completes: Writing About Grief Across the Whole Novella

   60 min · ch. 1, 2, 5, 6, 9, 10, 11, 14

   Do now

   Open to Chapter 14 (the Epilogue). Read the last three paragraphs quietly — from 'We had been happy' to the final line. In one sentence, describe the emotion Hill aims to evoke in the reader at this point, and in another sentence, explain the technique she employs to achieve it. You have five minutes — please work independently.

   Teacher input

   Model how to craft an essay introduction that presents a compelling argument instead of just listing points, using the Epilogue as the focal point. Take the question, "How does Hill use narrative voice, setting, and the supernatural to explore grief and loss?" and illustrate how to create an opening sentence that establishes a clear thesis. For instance, "Hill presents grief not merely as a fleeting emotion but as a relentless force that, much like the Woman in Black herself, resurfaces unexpectedly and wreaks havoc." This thesis should guide the entire essay — every paragraph must support it rather than just reflect it. Then, briefly demonstrate how the Epilogue's closing image of Stella and the baby dying in the park ties together all three elements — Arthur's voice falters, the once-safe domestic setting becomes deadly, and the supernatural disrupts daily life — making the ending feel structurally necessary rather than arbitrary.

   Independent task

   Write a comprehensive analytical essay of 600–800 words that addresses the following question: How does Hill utilize narrative voice, setting, and supernatural elements to delve into the theme of grief and loss in The Woman in Black? Your essay should: begin with a thesis statement that presents a clear argument (rather than merely listing points); incorporate at least four embedded quotations from at least three different chapters (including at least one from Chapters 1–2, one from Chapters 5–6 or 9–10, one from Chapter 11, and one from Chapter 14); analyze each quotation in terms of specific word choices, grammatical structures, or stylistic elements—not just their meanings; and wrap up by discussing what Hill's portrayal of grief reveals about the connection between the past and the present. Ensure your writing is in continuous prose. This essay is due at the end of the lesson and will serve as your summative assessment.

   Exit ticket

   Re-read your thesis sentence. Write one sentence explaining whether your essay actually proved that thesis or drifted away from it — and if it drifted, identify the specific paragraph where it happened and what you would change if you had ten more minutes.

Activities

Assessment

• Chapter 1–2 exit ticket: checks whether students can articulate the dramatic irony of the frame narrative — that Arthur's survival does not reduce fear — rather than simply summarising what happens.
• Chapter 5–6 independent paragraph: checks whether students can identify a specific technique in the setting descriptions and analyse a word or structural choice, not just describe the atmosphere.
• Chapter 9–10 exit ticket: checks whether students understand that Hill's use of auditory rather than visual horror is a deliberate Gothic choice linked to Arthur's psychological state, not an accident of description.
• Chapter 11 exit ticket: checks whether students can connect the phrase 'by cruelty and by law' to a reading of the novella as a critique of Victorian social structures, and whether they can reframe Jennet as a victim rather than a villain.
• Lesson 5 thesis sentence: checks whether students can open with an argument rather than a topic statement before they write the full essay, allowing the teacher to intervene before the essay goes wrong.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
• RL.11-12.3 — Analyse the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g. where a story is set, how the action is ordered, how the characters are introduced and developed).
• RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone.
• RL.11-12.5 — Analyse how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
• W.11-12.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

AP Literature

• Literary Argumentation (Skill 1.A) — Make a defensible claim that requires a line of reasoning about a literary text.
• Textual Evidence (Skill 1.B) — Select and use relevant evidence from the text to support a line of reasoning.
• Explain and Interpret (Skill 1.C) — Explain the function of a literary element or technique in a text, connecting it to the author's overall purpose.
• Character and Narration (Skill 3.A) — Explain the function of point of view and narrative distance, including the effect of an unreliable or retrospective narrator.
• Setting and Atmosphere (Skill 4.A) — Explain the function of setting and its contribution to the meaning of a literary work.

AQA

• AO1 — Read, understand and respond to texts; maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received.
• AO5 — Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.

Edexcel

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse ways in which meanings are shaped in literary texts, with reference to language, form, structure and context.
• AO4 — Explore connections across literary texts, including the ways in which texts relate to their literary and cultural contexts.

IB Lit

• Criterion A — Knowledge, understanding and interpretation: demonstrate understanding of the text and its meaning, supported by relevant references.
• Criterion B — Analysis and evaluation: analyse and evaluate the author's choices of language, structure, technique and style, and explain how they shape meaning.
• Criterion C — Focus and organisation: organise ideas in a sustained, coherent and logical manner with a clear line of argument.