Homework Due: Monday 13th June
Task: To complete your story planning mountain.
Click here to see the Story Mountain
Click here to see the class example
Ext 1: Rewrite the opening of your story in order to hook your reader.
Different ways to open your story:
§Speech
§Rhetorical
question
§Writing
techniques to draw your reader - sounds
§Prologue –
relates to the story – mystery that needs to be solved
§Powerful words
– link them to writing techniques – short sentences
§Start with
action
§Start with the
middle or even the ending and then go backwards.
§Middle,
beginning, back to middle and then end
§End,
beginning, middle and back to end
Ext 2: Draw a mind map for your protagonist (main character) and include every fact about him/her, even facts that you won't use in your story.
Some example questions:
What is your character's full name?
What is your character's date of birth?
What is your character afraid of?
What does your character hope for?
What is your character's favourite chocolate bar?
Does your character wear glasses?
Does your character like winter or summer?
What is your character's favourite TV Show? Why?
Homework Due: Monday 6th June
You have one task and one instruction:
Write a poem.
If you have not already finished this in class, finish the poem you wrote. Annotate it in green pen using the success criteria. Make edits based on your success criteria.
Homework Due Monday 23rd May Bronze:
Complete your mindmaps for your poetry topic choices.
You need three mindmaps with a mini mindmap for each of your individual ideas.
For example:
Chair = comfortable = soft, pillows, after a long day, playing video games, warm
= broken = depression, falling, hurting, leg has broken
= vital = need it to sit on, watch movies, jump on it, part of the family
Silver:
Add facts and research to your topics.
For example: For a chair you might add: The chair was first invented in 2680, The Design Museum exhibits the ten most iconic chairs, the most expensive chair in the world is £6533.
The facts you research must be included in your poem.
Gold:
This is a commentary question, so you must write in paragraphs and explain your opinion in regards to the question.
Question: Explain in detail why you chose these three topics. In your answer consider:
- What interests you about the topics;
- Refer to parts of your mindmap and research;
- Justify that you made the right choice.
Homework Due Monday 9th May
Bronze:
Complete two main paragraphs for the William Blake Essay.
Essay Title: How does William Blake present the tiger in his poem 'The Tyger'?
Sentence starters:
Point:
The tiger is presented as....
The tiger is depicted as....
Blake presents the tiger as....
In stanza... the tiger is portrayed as....
The creator of the tiger is shown to be.....
Evidence:
This is depicted in the quotation....
The quotation which shows this is....
In Stanza .... Blake writes...
The line.....
Explanation: (This is everything from the 1-6 system, but remember you can link the different sections together or reorder them!)
1. Meaning
This quotation means....
The meaning of this...
This means...
The idea demonstrated is...
2. Keyword and effect
The use of 'keyword/key phrase' depicts....
'keyword/key phrase' indicates....
This idea is clearly shown through the use of 'keyword/key phrase'
3. Writing technique and effect
Alliteration has been used because....
Blake uses a simile to show.....
The use of rhetorical questions indicate....
4. Punctuation/ Sentence structure and effect
The question marks demonstrate....... and make the reader......
The exclamation marks illustrates.....
The use of the simple sentence allows the reader to....
5. Reader's reaction and writer's intention
Here, the reader feels...
Blake wants the reader to question.....
The reader must feel....
Blake intends to....
6. Context (Make sure this links to the quotation and your point)
During the Romantic Period it was widely believed that....
Blake believes....
It was unusual for Blake to write like this because....
Success Criteria:
In order to achieve high grades you must include everything below:
- A precise introduction;
- Clear, organised points;
- Quotations which support your points;
- Explanations of quotations;
- Analysis of keywords;
- Identification of writing techniques, and inclusion of the effect on the reader;
- Comments on the effect of punctuation or sentence structure on the reader;
- Comment on the overall structure of the poem;
- Use powerful and sophisticated vocabulary;
- An evaluative conclusion.
Challenge: To include context which relates the quotation.
Model Paragraph:
The tiger is depicted as both beautiful and fearsome. This is clearly depicted in the opening lines of the poem: 'Tyger! Tyger! Burning bright". The first word 'Tyger' demonstrates the subject of the poem. Straight away the audience are pulled in. The use of the exclamation marks implies someone is calling for the tiger, possibly the speaker. The exclamation marks add a sense of urgency to the poem and speeds up the rhythm. The alliteration used in 'Burning bright' is harsh indicating the tiger is harsh. The description of the two words clearly relate to the bright skin of the tiger. However there is a slight juxtaposition here as something 'bright' is usually beautiful but the use of 'burning' connotes fear. 'Burning' can be associated with fire which is also the same colour as a tiger's skin, however fire is a destroyer. Therefore, Blake is trying to indicate that regardless of how beautiful the tiger is, it is dangerous. During the Romantic period there was a belief that nature was dying and industrialisation was growing. Blake was completely against this and he starts his poem by showing nature to be beautiful and evil. Blake is trying to show nature has positives and negatives just like the industrial era. Therefore, Blake is showing the tiger to be aesthetically pleasing and somewhat evil.
Silver:
Complete a conclusion.
A conclusion must summarise your points and directly answer the question. Use the sentence starter: 'In conclusion, Blake presents the tiger as....... This is because....... This makes the audience believe...... Therefore the tiger is.....'
Gold:
Research and add as much context as possible.
Use Sparknotes to look up 'The Tyger' and add some more analysis to your question.
Homework Due: Tuesday 3rd May
Bronze: Complete your quotation explosions.
Include research for context including: Blake's history, the Romantic Period, religion, Blake's religious views.
Silver:
Write one paragraph from your quotation explosion.
Gold:
Research and add reader response theory to your quotation explosion.
Homework Set: Thursday 21st April
Homework Due: Monday 25th April
Bronze:
Write a PEE paragraph explaining what the following quotations from 'The Tyger' mean:
1. 'What immortal hand or eye, could frame thy fearful symmetry?'
2. 'On what wings dare he aspire?'
3. 'Did he who made the Lamb make thee?'
4. 'What immortal hand or eye, dare frame they fearful symmetry'?
If you want to challenge yourself by doing a quote explosion first using the 1-6 system below and then write your paragraphs.
The 1-6 system for analysing a quote:
1.An explanation of what the quotation means;
2.An analysis of a keyword;
3.Identify and comment on the effect of a writing technique;
4.Discuss the effect of sentence length or punctuation;
5.Explore how the audience reacts;
6.Context
Why do you think Blake spelt the name of the poem 'Tyger' with a y? Explain your answer.
Gold:
Research what a Romantic poet is. How can you see that Blake is a Romantic Poet through his use of language and themes in 'The Tyger'?
Homework Set: Thursday 24th March
Homework Due: Tuesday 3rd May
Bronze:
Complete all three quotation explosions.
Make sure you research context about William Blake, the Romantic Period, Blake's views on religion and Christianity. Include two pieces of context in your quotation explosions.
Silver:
Write your introduction and paragraph 1 for one of your own quotation explosions.
Gold:
a.) Can you find the definitions of these phrases and ideas and then include them in your quotation explosions:
- Juxtapose
- Allegory
- Symbolism
- Reader response theory
b.) Change all of your 'baby' words to sophisticated words. For example 'scary' to 'frightening' or 'bad' to 'devilish'.
Use a thesaurus. There is a link to an online one here: http://www.thesaurus.com/
Homework Due: Monday 11th April
After Easter we will be studying Introduction to Poetry
Bronze Task:
Below are names of different types of poems. Find and write the definition of each in your books. Make sure you understand what they are.
- Acrostic
- Ballad
- Ballade
- Blackout Poetry
- Blank Verse
- Cinquain
- Diamante
- Echo Verse
- Epic
- Epigram
- Free Verse
- Haiku
- Horatian Ode
- Irregular Ode
- Kennings
- Kyrielle
- Limerick
- Lyric
- Ode
- Ottava Rima
- Pantoum
- Pindaric Ode
- Renga
- Riddle
- Rondeau
- Senryu
- Shakespearean Sonnet
- Shape Poem
- Sonnet
- Tanka
- Terza Rima
- Tetractys
- Triolet
- Tyburn
Silver:
Pick one or two of the above and write your own poem(s). Once you have written you own poem, write a short commentary explaining what you have written and why.
Gold:
Hawk Roosting by Ted Hughes
I sit in the top of the wood, my eyes closed.
Inaction, no falsifying dream
Between my hooked head and hooked feet:
Or in sleep rehearse perfect kills and eat.
The convenience of the high trees!
The air's buoyancy and the sun's ray
Are of advantage to me;
And the earth's face upward for my inspection.
My feet are locked upon the rough bark.
It took the whole of Creation
To produce my foot, my each feather:
Now I hold Creation in my foot
Or fly up, and revolve it all slowly -
I kill where I please because it is all mine.
There is no sophistry in my body:
My manners are tearing off heads -
The allotment of death.
For the one path of my flight is direct
Through the bones of the living.
No arguments assert my right:
The sun is behind me.
Nothing has changed since I began.
My eye has permitted no change.
I am going to keep things like this.
Inaction, no falsifying dream
Between my hooked head and hooked feet:
Or in sleep rehearse perfect kills and eat.
The convenience of the high trees!
The air's buoyancy and the sun's ray
Are of advantage to me;
And the earth's face upward for my inspection.
My feet are locked upon the rough bark.
It took the whole of Creation
To produce my foot, my each feather:
Now I hold Creation in my foot
Or fly up, and revolve it all slowly -
I kill where I please because it is all mine.
There is no sophistry in my body:
My manners are tearing off heads -
The allotment of death.
For the one path of my flight is direct
Through the bones of the living.
No arguments assert my right:
The sun is behind me.
Nothing has changed since I began.
My eye has permitted no change.
I am going to keep things like this.
Read the poem above and answer the following question:
How does Hughes present the Hawk in this poem?
Consider:
- The choice of vocabulary;
- The writing techniques used and effect;
- The punctuation and sentence structure and effect.
You must write this as an essay. You will need to write an introduction, three main PEE paragraphs and a conclusion. Try to include the 1-6 analysis for some of your quotations.
Enjoy your holidays! :)
Homework Set: Thursday 3rd March
Homework Due: Monday 7th March
Complete the first draft of your essay. You must have completed an introduction, 2 paragraphs about differences and 2 paragraphs about similarities and a conclusion.
Below is the guideline for writing a conclusion:
Conclusion:
What
are the similarities between Lady Macbeth and Juliet?
What
are the differences between Lady Macbeth and Juliet?
Which
woman do you think is more interesting and why?
Sentence
starter: In conclusion, both Lady Macbeth and Juliet….
Homework Set: Thursday 25th February
Homework Due: Monday 29th February
Must do:
All of the tasks here need to be completed or you will lose your lunchtime on Monday:
1. Complete four planning boxes, two for similarities and two for differences.
2. Annotate the example paragraph, underling and numbering the 1-6 system:
1.An explanation of what the quotation means;
2.An analysis of a keyword;
3.Identify and comment on the effect of a writing technique;
4.Discuss the effect of sentence length or punctuation;
5.Explore how the audience reacts;
6.Context
Complete one similarity paragraph or one difference paragraph using the example to help you. Below is a checklist of what should be the paragraph.
Similarity Paragraphs:
- Topic sentence about Lady Macbeth and Juliet;
- A key point about Lady Macbeth – related to the topic sentence;
- A quotation for Lady Macbeth;
- An explanation of what the quotation means;
- Discussed a keyword using single quotations to identify the keyword for Lady Macbeth;
- Discussed a writing technique and effect for Lady Macbeth;
- Discussed the effect of punctuation for Lady Macbeth;
- Included audience reaction for Lady Macbeth;
- Included context for Lady Macbeth.
- Included a comparative connective to compare Lady Macbeth to Juliet.
- A key point about Juliet – related to the topic sentence;
- A quotation for Juliet.
- An explanation of what the quotation means;
- Discussed a keyword using single quotations to identify the keyword Juliet;
- Discussed a writing technique and effect for Juliet;
- Discussed the effect of punctuation for Juliet;
- Included audience reaction for Juliet;
- Included context for Juliet.
- Made a final comparison for Lady Macbeth and Juliet explaining why they are similar.
Difference paragraph:
- Topic sentence about Lady Macbeth and Juliet, with a contrasting connective;
- A key point about Lady Macbeth – related to the topic sentence;
- A quotation for Lady Macbeth;
- An explanation of what the quotation means;
- Discussed a keyword using single quotations to identify the keyword for Lady Macbeth;
- Discussed a writing technique and effect for Lady Macbeth;
- Discussed the effect of punctuation for Lady Macbeth;
- Included audience reaction for Lady Macbeth;
- Included context for Lady Macbeth.
- Included a contrasting connective to compare Lady Macbeth to Juliet.
- A key point about Juliet – related to the topic sentence;
- A quotation for Juliet.
- An explanation of what the quotation means;
- Discussed a keyword using single quotations to identify the keyword Juliet;
- Discussed a writing technique and effect for Juliet;
- Discussed the effect of punctuation for Juliet;
- Included audience reaction for Juliet;
- Included context for Juliet.
- Made a final comparison for Lady Macbeth and Juliet explaining why they are different.
February
Homework Set: Thursday 11th February
Homework Due: Monday 22nd February
Task:
Complete your quote explosions for two similarities and two differences between Lady Macbeth and Juliet.
If you have not chosen your quotations you may pick from the following:
Lady Macbeth:
Act 1 Scene 5: Lady Macbeth thinks Macbeth is too kind and nice to kill King Duncan: "Yet do I fear thy nature; It is too full o' th' milk of human kindness"
Act 1 Scene 5: Lady Macbeth tells Macbeth to be two faced. Be kind to King Duncan but plan to kill him: "look like th' innocent flower, But be the serpent under't."
Act 1 Scene 5: Lady Macbeth wants the spirits to make her a man and to make her cruel: " fill me from the crown to the toe top-full of direst cruelty."
Act 1 Scene 7: Macbeth does not want to kill Lady Macbeth. Lady Macbeth sees this as breaking his promise to her. She claims she would never break a promise even if it meant killing a baby: "Have plucked my nipple from his boneless gums and dashed the brains out, had I so sworn as you have done to this."
Act 1 Scene 5: Lady Macbeth reads the letter from Macbeth and decides to kill Duncan: "The raven himself is hoarse that croaks the fatal entrance of Duncan under my battlements."
Act 5 Scene 1: Lady Macbeth is starting to go mad and is imagining blood on her hands. "Out, damned spot! Out, I say!"
Act 5 Scene 5: Lady Macbeth is hallucinating: "What, will these hands ne'er be clean?—No more o' that, my lord, no more o' that. You mar all with this starting."What, will these hands ne'er be clean?—No more o' that, my lord, no more o' that."
Juliet :
Act 1 Scene 5: Juliet has met Romeo and discovered he is a Montague:
"My only love sprung from my only hate!
Too early seen unknown, and known too late!
Prodigious birth of love it is to me,
That I must love a loathed enemy"
Act 3 Scene 2: Juliet expresses her love for Romeo:
"Give me my Romeo; and, when he shall die,
Take him and cut him out in little stars,
And he will make the face of heaven so fine
That all the world will be in love with night"
Take him and cut him out in little stars,
And he will make the face of heaven so fine
That all the world will be in love with night"
Act 5 Scene 3: Juliet kills herself as she sees Romeo is dead: "O happy dagger."
Act 2 Scene 2: Juliet says goodbye to Romeo at the balcony: "Good night, good night! parting is such sweet sorrow, that I shall say good night till it be morrow.”"
The 1-6 system for analysing a quote:
The 1-6 system for analysing a quote:
1.An explanation of what the quotation means;
2.An analysis of a keyword;
3.Identify and comment on the effect of a writing technique;
4.Discuss the effect of sentence length or punctuation;
5.Explore how the audience reacts;
6.Context
Make sure all quotation explosions are completed. You should have four pairs. An example is shown below:
January
Homework set: Thursday 28th January 2016
Homework Due: Monday 1st February 2016
Bronze task:
Answer the following in your books:
- Write a paragraph summarising the plot of 'Macbeth'.
- Write a paragraph summarising the plot of 'Romeo and Juliet'.
- How does Lady Macbeth treat Macbeth? Explain your answers.
- How does Juliet treat Romeo? Explain your answers.
- List three differences you have noticed between Lady Macbeth and Juliet. Explain your answer. For example, do not just write 'Lady Macbeth is bad whereas Juliet is good'. Explain why Lady Macbeth is bad and why Juliet is good.
- List three similarities between Lady Macbeth and Juliet. Explain your answer.
- Find a list of comparative connectives that you can use when comparing Lady Macbeth and Juliet.
Silver Task:
Using your comparative connectives write down five similarities and five differences between these two images. Think about what the image shows you about the relationship between the two characters in each image.
Image 1: Romeo and Juliet.
Image 2: Macbeth and Lady Macbeth.
Think about how we analysed images and the movie clips in class. Look at body language, colours, facial expressions, costume and how the audience feels watching them.
Gold Task:
Write two paragraphs, using evidence from either the image or the movie clips in class or the text, explaining which relationship (Romeo and Juliet or Macbeth and Lady Macbeth) do you think is stronger? Why?
Bronze task:
Complete your planning sheet.
Homework set: Thursday 14th January 2016
Homework Due: Monday 18th January 2016
Bronze task:
Complete your planning sheet.
Silver Task:
Find powerful words that you can use instead of weak ones. For example instead of using 'bad' you may use 'horrific'.
Use this website to find synonyms for words you have used in your plan.
Thesaurus
If you are stuck for what words to look up, use the following list:
- bad
- hurt
- break
- destroy
- think
- should
- what if
- happy
- sad
Gold Task:
If you really want to push yourself, and possibly earn yourself an LOC, try and find Shakespeare phrases to use in your soliloquy.
The following links may help you:
Find your own website and your own phrases to get that LOC! (Don't forget the insults).
Homework Due: Monday 11th January 2016
Bronze task:
Write a PEE paragraph about your quotation. What does your quotation tell you about Lady Macbeth? What impression do you get of her as a character? Is Lady Macbeth good or bad? Explain your answers.
Silver Task:
Read this soliloquy spoken by Lady Macbeth after she has heard that witches have prophesied that her husband Macbeth will be King:
Lady Macbeth: The raven himself is hoarse
That croaks the fatal entrance of Duncan
Under my battlements. Come, you spirits
That tend on mortal thoughts, unsex me here,
And fill me from the crown to the toe top-full
Of direst cruelty. Make thick my blood.
Stop up the access and passage to remorse,
That no compunctious visitings of nature
Shake my fell purpose, nor keep peace between
The effect and it! Come to my woman’s breasts,
And take my milk for gall, you murd'ring ministers,
Wherever in your sightless substances
You wait on nature’s mischief. Come, thick night,
And pall thee in the dunnest smoke of hell,
That my keen knife see not the wound it makes,
Nor heaven peep through the blanket of the dark
To cry “Hold, hold!”
How does Shakespeare present Lady Macbeth? Use quotations to support your answer. You must also explain and analyse different quotations from the soliloquy.
Gold Task:
Research the role of women during Shakespeare's time. What were women expected to do? What were the superstitious beliefs that applied to women? Looking at your research, what applies to Lady Macbeth and what does not? Why do you think Shakespeare portrayed Lady Macbeth like this?
2015:
Homework Set: Thursday 26th November 2015.
Homework Due: Monday 30th November 2015.
Bronze task:
Create a poster for 'The Boy in the Striped Pyjamas'. Your poster must have an image or drawing, colour and text.
Silver Task:
Create a comic strip for the events up until Chapter 4. You will need to have colour, speech in bubbles and a text. Below is an example of what a comic strip looks like:
Gold Task:
Create a film pitch for 'The Boy in the Striped Pyjamas' (yes I am aware there is already a film, but make a pitch for another.)
Your pitch must include:
- The title of the movie;
- Who you would like to be in the cast and why;
- Who is the target audience;
- Why the audience will want to see this film;
- How similar the events of the novel and the film will be and why.
****************************************************************************************************
Homework Set: Thursday 19th November 2015.
Homework Due: Monday 23rd November 2015.
Complete the homework in your books.
Bronze task:
Looking at the images below, what can you tell about the conditions of Auschwitz?
Silver Task:
What information from the images can you use in your essay? Write it down in your books.
Gold Task:
What lessons have been learnt from Auschwitz that you can see today? What lessons do the world still need to learn from Auschwitz? (Minimum requirement: 1 page)
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