Complete the worksheet about food production for Thursdays lesson.
Complete all the adaptation exam questions. Answers can be written on the sheet.
Use the question sheets I gave you to. 20 mins each night looking at an act a night. Google and add the information you don’t know.
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.
Read to the end of Volume 2, Chapter 3 and put key points in you Little Book of Excellence. LC and CW learn 10 quotations from your texts.
Use a quotation for your home screen which you change every couple of days!
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’s 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 – villain, victim or victor?
- Explore the role of the natural world in Shelley’s Frankenstein.
- Explore the contribution of gothic ideas to the overall success of Frankenstein.
For the two surfing extracts, decide:
What is the writer wanting to tell us?
Why does the writer want us to know?
What does the writer want us to feel about this?
These ideas will help you come up with three or so abstract nouns or adjectives that best sum up the writer’s viewpoints and perspectives on the subject.
Page 56 onwards
Read, identify and write down (at the back of your little book of excellence) 5 sentences from these articles which you could learn and then synthesize into your response under exam conditions.
Transfer key information from your annotated Kamikaze poem to your revision booklet. If you have lost your anthology you can either ask someone to send you an image of their poem or use Mr Bruff to remind yourself of our discussions/notes.
Make sure you have completed this task.
Remember: as well as your books you can use GCSE Bitesize, Mr Bruff or Stacey Reay for revision purpose.
The impression the writer creates in this extract is that/is one of……
Signficantly (or other adverbial opener), the word/phrase/image/metaphor etc evokes a feeling of….
It’s almost as it…