8R2

Homework due: Monday 13th June

You will have an assessment on the first week back. Revise creative writing. This is our success criteria:

•Specific theme;

•Writing techniques: hyperbolic language, alliteration, similes, list of 3, metaphor, rhetorical question, onomatopoeia, personification, sibilance, conditional tense, repetition, euphemism.

•Imagery: colour, audio, visual;

•Show don’t tell;

•Create an atmosphere;

•Adjectives and verbs;

•Imagination and interesting, detailed ideas;

•Sensory language;

•Emotive language;

•Interesting vocabulary;

•Variety of sentence lengths;

•Connectives;

•Hook the reader;

•Include the audience ?

•A variety of punctuation;

•Structure. 

Google images of Victorian upper class and lower class and time yourself to write a description in 45 minutes. 

Extract from A Christmas Carol by Charles Dickens (1843).

At this festive season of the year, Mr. Scrooge,' said the gentleman, taking up a pen, `it is more than usually desirable that we should make some slight provision for the Poor and Destitute, who suffer greatly at the present time. Many thousands are in want of common necessaries; hundreds of thousands are in want of common comforts, sir.'

`Are there no prisons?' asked Scrooge.

`Plenty of prisons,' said the gentleman, laying down the pen again.

`And the Union workhouses?' demanded Scrooge. `Are they still in operation?'

`They are. Still,' returned the gentleman, `I wish I could say they were not.'

`The Treadmill and the Poor Law are in full vigour, then?' said Scrooge.

`Both very busy, sir.'

`Oh! I was afraid, from what you said at first, that something had occurred to stop them in their useful course,' said Scrooge. `I'm very glad to hear it.'

`Under the impression that they scarcely furnish Christian cheer of mind or body to the multitude,' returned the gentleman, `a few of us are endeavoring to raise a fund to buy the Poor some meat and drink and means of warmth. We choose this time, because it is a time, of all others, when Want is keenly felt, and Abundance rejoices. What shall I put you down for?'

`Nothing!' Scrooge replied.

`You wish to be anonymous?'

`I wish to be left alone,' said Scrooge. `Since you ask me what I wish, gentlemen, that is my answer. I don't make merry myself at Christmas and I can't afford to make idle people merry. I help to support the establishments I have mentioned -- they cost enough; and those who are badly off must go there.'

`Many can't go there; and many would rather die.'

`If they would rather die,' said Scrooge, `they had better do it, and decrease the surplus population. Besides -- excuse me -- I don't know that.'

`But you might know it,' observed the gentleman.

`It's not my business,' Scrooge returned. `It's enough for a man to understand his own business, and not to interfere with other people's. Mine occupies me constantly. Good afternoon, gentlemen!

Glossary

Destitute – a synonym for poor Vigour – strength Furnish – provide Abundance – a large quantity

Necessaries – essential items Treadmill – a workhouse punishment Endeavor – try Surplus – unnecessary extra Idle - lazy

Q1:

Reread the section starting from: ‘Both very busy, sir.' Until ‘-- they cost enough; and those who are badly off must go there.'

List four things about Scrooge’s opinions on the poor using bullet points. 

Q2: Reread the following:

`I wish to be left alone,' said Scrooge. `Since you ask me what I wish, gentlemen, that is my answer. I don't make merry myself at Christmas and I can't afford to make idle people merry. I help to support the establishments I have mentioned -- they cost enough; and those who are badly off must go there.'

`Many can't go there; and many would rather die.'

`If they would rather die,' said Scrooge, `they had better do it, and decrease the surplus population. Besides -- excuse me -- I don't know that.'

`But you might know it,' observed the gentleman.

`It's not my business,' Scrooge returned. `It's enough for a man to understand his own business, and not to interfere with other people's. Mine occupies me constantly. Good afternoon, gentlemen!

How does the writer use language here to describe Scrooge?

You could include the writer’s choice of:

·         Words and phrases

·         Language features and techniques

·         Sentence forms 

Spend only thirty minutes on Q2. 

Homework due: Monday 24th May

Ash. Coal. Soot.

Black. Dark.

Death.

The fumes of decay erupted from my clothes every time I hit the shovel against the rigid ground. My muscles ached as I lifted the hundredth shovel of soot.  Beats of sweat poured down my forehead, blinding my eyes. As if there was not enough darkness around me. Moans and groans came from every direction but no one looked up. No one had time to look up.

The fumes from the factories around us always started at noon. Always. The smoke weaved it’s way into the open ‘courtyard’ silently choking each of us…filling our lungs with more poison than we could imagine. Yet we continued to dig and shovel, ignoring our over inflating lungs that may explode at any moment. Not that anyone would notice. Not that anyone would care.

Bronze:

Finish writing the descriptive piece using the image above and your success criteria to guide you.

Silver:

Go through your work, highlight all of the evidence from the success criteria in green pen.

Gold:

Using the image above as a prompt, write a descriptive piece showing what is happening in this image.

Note: Try to avoid too much dialogue. This is descriptive writing. 

Homework Set: Friday 6th May

Homework Due: Monday 9th May

Bronze Task:

Annotate the remaining two paragraphs from the extract. When annotating consider:

• writing techniques and effect;
• specific vocabulary and effect;
• sentence structure and effect;
• overall meaning of the text;
• reader's reaction to each part.

Silver Challenge:

1. Why is mud being compared to money in the opening?

2. What five main points can you make about the description of London from the extract? When doing this try not to be too basic e.g. Instead of: 'London is described as dark' try 'Dickens describes London as gloomy and ready which creates an eerie atmosphere'. Be more specific and use sophisticated vocabulary. 

Gold Challenge:

Does Dickens use humour in this extract? If so, how? How does that change the view of London?

Homework Set: Wednesday 23rd March

Homework Due: Monday 11th April

Bronze:

Research life in 1812-1870 (particularly focusing on the Victorian Era or Dickens England). 

Consider the following:

• Who was the monarchy during this period?
• Who was Charles Dickens? What was his life like? 
• What was the industrial Revolution?
• What were the different class systems of the time?
• What is Marxism and how did it relate to the period?

Silver:

Create a map of Victorian England and label all of the attractions. 

Gold:

Great Expectations is one of Dicken's most famous novels. What other novels has Dickens write? A few are below. They are eBooks.  Start to read one and write a brief review of what you did read. If you have another Dicken's novel, feel free to read that.  

Great Expectations

Oliver Twist

A Christmas Carol

A Tale of Two Cities

Classwork Monday 8th February:

Quote Explosion notes:

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

Homework Set: Friday 5th February 2016 


Homework Due: Monday 8th February 2016

You need to research any context that links to the branches of your trees. Most of your context should be from the Russian Revolution, which was last week's homework. Make sure you come prepared on Monday!

Homework Set: Thursday 28th January 2016
Homework Due: Monday 1st February 2016

There is only one task this week. This task needs to be completed in detail. Your minimum requirement is 1 page in writing.  

Compare the text 'Animal Farm' to the Russian Revolution. Use your notes and worksheets from class to help you. Think about which animals represent real people from the Russian Revolution and what actions in 'Animal Farm' are based on events from the Russian Revolution.

If you are struggling compare the following to the Russian Revolution:

• The character of Old Major and his death;
• Snowball and Napoleon's partnership;
• The Battle of the Cowshed;
• The Windmill project;
• Boxer;
• Benjamin;
• The sheep and their mantra: 'Four legs good, two legs bad';
• Snowball being banished;
• The three dogs;
• Squealer;
• Napoleon being in charge;
• No more debates at the meeting;
• The animals living in the house;
• Napoleon making deals with humans. 

Use your notes from class, your own knowledge and the internet to help you.

Homework Set: Thursday 14th January 2016
Homework Due: Monday 18th January 2016

Bronze Task:

Complete your planning sheet.

Silver Task:

Find contextual information about Capitalism, Communism and the Russian Revolution to use in your manifesto.

Gold Task:

Write a manifesto flashcard for the opposing team. What seven points may Farmer Jones make?

Homework Set: Thursday 7th January 2016
Homework Due: Monday 11th January 2016

Bronze Task:

Find seven differences between communism and capitalism.

Silver Task:

Apply your knowledge of differences to Chapter 1 of 'Animal Farm'. What do you notice about the capitalist 'Man' and Old Major desiring 'Communism'? What does he want to change? (The link for Chapter 1 is at the bottom of this section).

Gold Task:

Analyse what Old Major wants and discuss what problems may occur because of his intentions and wishes?

Chapter 1 of 'Animal Farm'

2015
Homework Set: Thursday 25th November
Homework Due: Monday 30th November 

Speech Research Task

Bronze:

Find 7 facts or statistics to use in your speech. Your facts or stats must be relevant to the point you are trying to make. 

Silver Challenge:

Create a powerpoint, music video (instrumental) or any media resources to use in your speech. Whatever resource you choose, it must help persuade your audience that your topic is important. 

Gold Challenge:

Write a commentary to accompany your speech. The aim of a commentary is to produce a detailed analysis of a passage of text, extracting as much potential meaning as possible and relating it, where relevant, a link to the wider context of the work as a whole. 

You are going to write an evaluative commentary. An evaluative commentary includes explanations about why you have written what you have.

Your evaluative commentary will need to explain the following:

• Why did you choose this topic and why is it important to you?
• Why have you chosen specific vocabulary?
• Why have you chosen a certain writing technique?
• Why have you ended with a question or statement?
• What statistics have you used and why?
• Which pieces of punctuation you have used and why?
• What do you hope to achieve with this speech?

At the end of your commentary you need to explain whether you think your speech will be successful or not. You must explain your answer. 

Your word limit is 650 words. 

Example:

If this is an extract from my speech:  "I genuinely believe that crime is on the rise but victims are not reporting the crime. The victims are sweeping the matter under the rug. This needs to stop! We need to stop this!"

In your commentary I would write: In the second paragraph, I have used the metaphor  "sweeping the matter under the rug". This is a well know maxim and I wanted my audience to relate to my speech and be engaged. I also wanted to address older views in the audience who may have heard this maxim when they were younger, as they may be the people who are victims as 15% of 65 year olds and over do not report crime. 

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Homework Set: Thursday 18th November
Homework Due: Monday 23rd November

'I have a dream' by Martin Luther

Bronze:
Read the extra from Martin Luther's 'I have a dream' speech and answer the following questions in your books in full sentences:

a.) Identify the rhetorical devices used in the speech. List every rhetorical device used and an example of each. 
b.) Pick three different rhetorical devices and discuss the effect of those devices. Why did Martin Luther King decide to use those devices, what was the purpose?
c.) Summarise what the speech is about. 
d.) Look at the vocabulary used in this speech, is it effective? Explain your answer. 

Silver Challenge: How could you improve this speech? You can either write down the different ways to improve the speech or you can rewrite all or parts of the speech.

Gold Challenge: Compare this speech to the speech Winston Churchill made, which we watched in class. (I've attached the link below to the text and the YouTube Clip). What differences and similarities do you notice? Which one is powerful? Explain your answer. 

Minimum requirements: 
Bronze: At least three quarters of a page in writing. 
Silver: At least three quarters of a page in writing. 
Gold: Essay style response, with an introduction, two-three main paragraphs with quotations from both texts or clips, and a conclusion summarising your findings. :) (For the Gold challenge, the deadline is Thursday 26th November 2015)

'I have a dream' speech:

We cannot walk alone.

And as we walk, we must make the pledge that we shall always march ahead.

We cannot turn back.

I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. And some of you have come from areas where your quest -- quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. 

Let us not wallow in the valley of despair, I say to you today, my friends.

And so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.

I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident, that all men are created equal."

I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.

I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.

I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. 

I have a dream today!

I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of "interposition" and "nullification" -- one day right there in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.

I have a dream today!

I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low, the rough places will be made plain and the crooked placed will be made straight; and the glory of the Lord shall be revealed and all flesh shall see it together. 

This is our hope, and this is the faith that I go back to the South with.

With this faith, we will be able to hew out of the mountain of despair a stone of hope. With this faith, we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith, we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.

And this will be the day -- this will be the day when all of God's children will be able to sing with new meaning:

My country 'tis of thee, sweet land of liberty, of thee I sing. 

Land where my fathers died, land of the Pilgrim's pride,

From every mountainside, let freedom ring! 

And if America is to be a great nation, this must become true.

And so let freedom ring from the prodigious hilltops of New Hampshire.

Let freedom ring from the mighty mountains of New York.

Let freedom ring from the heightening Alleghenies of Pennsylvania. 

Let freedom ring from the snow-capped Rockies of Colorado.

Let freedom ring from the curvaceous slopes of California.

But not only that:

Let freedom ring from Stone Mountain of Georgia.

Let freedom ring from Lookout Mountain of Tennessee.

Let freedom ring from every hill and molehill of Mississippi.

From every mountainside, let freedom ring.

And when this happens, and when we allow freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual:

                Free at last! Free at last!

                Thank God Almighty, we are free at last!

If you want to watch the speech, you can here:

Winston Churchill: We Shall Fight on the Beaches

Text:

"I have, myself, full confidence that if all do their duty, if nothing is neglected, and if the best arrangements are made, as they are being made, we shall prove ourselves once again able to defend our Island home, to ride out the storm of war, and to outlive the menace of tyranny, if necessary for years, if necessary alone.

At any rate, that is what we are going to try to do. That is the resolve of His Majesty’s Government-every man of them. That is the will of Parliament and the nation.

The British Empire and the French Republic, linked together in their cause and in their need, will defend to the death their native soil, aiding each other like good comrades to the utmost of their strength.

Even though large tracts of Europe and many old and famous States have fallen or may fall into the grip of the Gestapo and all the odious apparatus of Nazi rule, we shall not flag or fail.

We shall go on to the end, we shall fight in France,
we shall fight on the seas and oceans,
we shall fight with growing confidence and growing strength in the air, we shall defend our Island, whatever the cost may be,
we shall fight on the beaches,
we shall fight on the landing grounds,
we shall fight in the fields and in the streets,
we shall fight in the hills;
we shall never surrender, and even if, which I do not for a moment believe, this Island or a large part of it were subjugated and starving, then our Empire beyond the seas, armed and guarded by the British Fleet, would carry on the struggle, until, in God’s good time, the New World, with all its power and might, steps forth to the rescue and the liberation of the old.”

Clip: