Any students who were absent on Thursday 6th June – catch up work:
- Read the first poem in the Edexcel Poetry anthology: La Belle Dame Sans Merci
- Copy up annotations from a classmate or use the following link to read and make your own notes: la_belle_dame_sans_merci
Complete answer to: How does Shakespeare present conflict in Act 1 scene 1?
Write a paragraph on Benvolio and Tybalt and another paragraph on Prince Escalus.
Use your booklet, key vocabulary and reading skills ladder to help you:
Reading skills ladder
Please learn the following spellings INCLUDING capital letters! 🙂
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 – 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’s life story.
PARA 5: For now, though, all I can see is….
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:
Complete the article project in full for the first Tuesday back after the holidays.
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.
Homework: Climate Change
- Write down the main reasons why young people are taking to the streets on Friday 15th March.
- Who has been the main inspiration for this and how did she start it?
- 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?
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.