Shakespeare Spellings

Please learn the following spellings INCLUDING capital letters! ūüôā

playwright

Shakespeare

prologue

Capulet

Montague

tragedy

character

scene

themes

ancient grudge

Flies, flies, flies.

 

 

PARA 1:  Flies, flies, flies.  The WHOLE thing needs to be completed.

PARA 2:  A bird soaring across the granite sky would see, far below, hell itself.  Hell with all its fiends and flames.  It might wonder what had become of humanity.  It might be relieved as it views with its beady eye this mess that it can escape.  It could fly on.  Swiftly.  Free.  Or it might  not care.

Framework: A bird VERB across the ADJECTIVE sky would see, far below,METAPHOR. CONTINUATION OF METAPHOR.  It might wonder ….  It might be relieved as it views with its beady eye this mess that it can escape.  SEVERAL SHORT SENTENCES FOR IMPACT.

PARA 3: Consider the man in white. My heart is beating out of time and my stomach lurches.  Blood punching in my ears sounds like a pressure gauge, or an engine at full throttle with the pistons pumping.  My fists clench and unclench as the sweat begins to rip through my pores like an old friend you left for good but still keep coming back to. The panic engulfs me like flames; I am out of control.  REMEMBER TO CHANGE THIS TO THIRD PERSON.  You also MUST adapt this rather than simply copying.    If only…; if only…; if only….  Then…

PARA 4: In years to come ‚Äď perhaps even next month- this will be remembered.¬† Not, perhaps, by the history books, but by those who were there.¬† It will be passed down by word of mouth from person to person to person.¬† It will become a part of social memory, of family pride, of an individual‚Äôs life story.

PARA 5:  For now, though, all I can see is….

 

Y8 Romanticism

Produce a Romanticism information sheet.

One side of A4.

Include what Romanticism is, when it was, who was part of it (in Literature, arts, music, etc), what the main ideas/concerns of the movement was.

Add pictures (especially of art work), key quotations, famous works – make it appealing for display!

Use the following websites to help you:

https://www.bl.uk/romantics-and-victorians

https://www.tate.org.uk/art/art-terms/r/romanticism

https://literarydevices.net/romanticism/

Y11 Joe Le Taxi Paper 1 practice

You all have the short story and the questions.¬† Make sure that each question is complete, with a real focus on evaluating the effectiveness of the impact of writer’s choices on reader response for Q4.

Revise the structure of Joe Le Taxi (opening pathetic fallacy/character development/shift in perspective/dialogue/reveal/mirroring).

Practise¬† ‘Flies, flies, flies’ format in case both questions are descriptive.

Y8 Climate change

Homework: Climate Change

https://www.campaigncc.org/climate_youth_strikes

  1. Write down the main reasons why young people are taking to the streets on Friday 15th March.
  2. Who has been the main inspiration for this and how did she start it?
  3. What are some of the slogans on banners and how are they persuasive? (What techniques are used and what effect do they have?)

Challenge 1: Watch the news on Friday and write down more information/facts about the event.

Challenge 2: Evaluate the impact of the event.  In your opinion, how effective do you think this protest is/has been?

Adverts

Bring to class an advert in print so that we can test our growing critical literacy!  It does not matter what the advert is for.  If you do not have access to a newspaper or magazine, you can google an advert an print the image.

Y11

Decide upon a title for your speaking presentation.  It must be on the area of literature you feel the least confident with in order to force you to revise it and learn themes and ideas in greater depth.  Some examples below.  Sorry about all of the bullet points!  I hope you can navigate your way through.

  • A critical understanding of Gerald is vital to exploring issues of class, age and gender in AIC.
  • Very few literary characters have as much impact on the intended audience as Eva Smith in AIC. Using this as your starting point, examine the impact of Eva‚Äôs role in the story.
    • With great power comes great responsibility.

    Examines the messages Priestley and Shelley present in AIC and F.

    • Explore the similarities and differences in the trangressions of Frankenstein and Macbeth.
  • Explore the role of Romancism in some of the texts you have studied at GCSE.
  • Frankenstein
  • Prelude
  • Ozymandias
  • London
  • Frankenstein ‚Äď villain, victim or victor?
  • Explore the role of the natural world in Shelley‚Äôs Frankenstein.
  • Explore the contribution of gothic ideas to the overall success of Frankenstein.