10C1 English
Weekly outline
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING visual texts, identifying author's purpose, main message (s) and text conventions by investigating and interpreting different texts and visual stimulus.
Lesson #1:
View
Making meaning - Analyse the text:
Purpose of the text -
What is the main message the author conveys through this text?
What does the author do to convey the message? Scaffold step by step.
3. Text conventions used -
4. Vocabulary used for text purpose -
5. Personal response to the text -
Lesson #2- Brainstorm symbolic objects in your culture. Choose one to give the audience a blissful taste of the …… culture .
- Creating meaning - Give the audience a blissful taste of the …… culture.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING visual texts, identifying author's purpose, main message (s) and text conventions by investigating and interpreting different texts and visual stimulus.
- Lesson 3
- Create an audio-visual / video depicting 3-5 significant values inspired by this object.
- Research AND Plan your task. (Brainstorming tools - padlet, coggle )
https://padlet.com/auth/login
https://coggle.it/ - Watch the youtube in lesson 1 again as a guide and scaffold the structure of your video.
- What will your video look like? Make some notes in your google.doc
- Text conventions you will use for purpose.
- Script needed - dialogues, narration, subtitles etc.
- Complete in your google.doc
- Camera techniques
https://www.matrix.edu.au/essential-guide-english-techniques/the-film-techniques-toolkit/ - Plan your characters, scenes, setting, background, colour, sound, lighting, etc.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to produce and present a short audio-visual text so that we can give a blissful taste of an aspect our culture.
- We are DEMONSTRATING note-taking skills, such as, Cornell's notes-taking method.
Completing your videos.
Working on the video itself or at least completing a storyboard of what your video will look like.This is the last chance you will get for this.
Or you can use- https://boords.com/ www.storyboardthat.com paper
Tips for storyboarding:
1. FOCUS on the story - Sketch out your most important parts.
2. You don't have to create a masterpiece! Keep in mind that you don't have to put a lot of time or effort perfecting your storyboards. They don't have to be small masterpieces, either. Stick figures or shapes will work just fine, as long as you're conveying your ideas accurately!
3. Make ACCURATE storyboards - think about camera shots and angles needed to highlight the most important aspects.
4. Consider how everything flows between shots. Not only can you plan out perspective, moves, and composition in storyboards, but they are also a great tool to help you see how shots connect.
Does a camera move need to continue between two different shots? Does it your blocking make sense? Are you keeping track of all your characters, even if they're off-screen?
Even though you're drawing in 2D, you still need to be thinking in 3D. It might help you to also have reference photos of your scenes available.PoetryWe are now moving into poetry for the remainder of the term.Refer to the Google Classroom for the Google Slides to be working from.The expectations are that your will complete 6 poems before the end of the term alongside our classroom learning. -
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING visual texts, identifying author's purpose, main message (s) and text conventions by investigating and interpreting different texts and visual stimulus.
Kia ora...
Success Criteria: I can/have...
- To identify what might make a text ‘poetic’.
- To recognise poetic qualities in song lyrics.
- To analyse and evaluate song lyrics.
Activities:
Tuesday - 15th March
Completing Work by Fleur Adcock - Advice to a Discarded Lover
- Questions about Poem
- Redaction of Rejection Letter
- Group Task
On Powerpoint.
Homework:
Write here... -
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING visual texts, identifying author's purpose, main message (s) and text conventions by investigating and interpreting different texts and visual stimulus.
Tuesday.
Defining Poetic Language Techniques
Complete Matching Activity
- figurative language
- similes
- metaphors
- personification
- hyperbole
- symbolism
- Starter – Poetic Thoughts:
Consideration of pop and poetry based on quotations from twentieth-century poets.
Watch videos on Rap and Rhyming
- Figurative Language:
Reiteration of basic poetic techniques and their definitions. - Extended Metaphors:
Extended metaphors are explained with reference to pop songs. - Under My Umbrella:
Pupils analyse Rihanna’s hit Umbrella, looking at symbolism, figurative language and other poetic devices. - Pop Analysis:
Pupils write a paragraph of analysis. - Plenary – Final Thoughts:
Pupils reconsider question of whether pop can be considered poetry.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING film to IDENTIFY an array of teen experiences from which to draw your own personal response.
- We are EXPLORING how techniques are used to manipulate and challenge (if at all) teen representations in film.
- We are RECOGNISING how social beliefs and cultural context can shape representations - through the lens of American, Australian, New Zealand and British culture.
- We are ANALYSING how technical and symbolic elements portray teenage experiences within film.
This week, we are looking at stereotyping in movies, analysing genre and developing ideas of how teenagers are portrayed in movies.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING by viewing and reading short and extended texts based on the context of sustainability.
- We are FOCUSING by unpacking themes and messages, conflict, character development and how setting (time, place and circumstances impact on the choices individuals make in life.
Kia ora koutou.
Library: Thursday Session 2 Even Weeks
This term, our learning context is Sustainable Living where we will explore how effective systems can provide sustainable living.
In English, in the first half of the term, we will engage in viewing and reading short and extended texts based on the context of sustainable living.
We will unpack themes and messages, character development and how setting (time, place and circumstances impact on the choices individuals make in life. We will produce written responses on various elements of the texts such as, author's purpose, crucial events, character development, setting, themes and conflict.
We will also kick-start with public speaking/ speeches in the second half on the term! NCEA for students who elect -remember that depth of ideas is part of speaking assessment, not just verbal fluency. NCEA grading criteria is used for this. Details will be provided.
FOCUS / ARONGA learning intentions:
- We are FOCUSING by viewing and reading short and extended texts based on the context of sustainability.
- We are FOCUSING by unpacking themes and messages, conflict, character development and how setting (time, place and circumstances impact on the choices individuals make in life.
See Google Classroom for the activity on Novel Study.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING by viewing and reading short and extended texts based on the context of sustainability.
- We are FOCUSING by unpacking themes and messages, conflict, character development and how setting (time, place and circumstances impact on the choices individuals make in life.
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EXPLORE / TŪHURA learning intentions:
- We are FOCUSING by viewing and reading short and extended texts based on the context of sustainability.
- We are FOCUSING by unpacking themes and messages, conflict, character development and how setting (time, place and circumstances impact on the choices individuals make in life.
Novel Study
As you read your novel, collect information about your favourite or main character in the novel. We will be writing an essay about the character development through the novel, how they were at the beginning of the novel and the changes through the novel.This document will provide a support and planning for your essay.The essay question may be one of the following:What important relationships does the main character have and how do these affect him/her?
What problems/challenges does the main character face and how does he respond to them/solve them?
How does the character change/develop?
What are the key choices/turning points for the character and how do these choices affect him/her?
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EXPLORE / TŪHURA learning intentions:
- We are FOCUSING by viewing and reading short and extended texts based on the context of sustainability.
- We are FOCUSING by unpacking themes and messages, conflict, character development and how setting (time, place and circumstances impact on the choices individuals make in life.
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EXPLORE / TŪHURA learning intentions:
- We are FOCUSING by viewing and reading short and extended texts based on the context of sustainability.
- We are FOCUSING by unpacking themes and messages, conflict, character development and how setting (time, place and circumstances impact on the choices individuals make in life.
Plot
Check out the different styles of plot in your novel.
Create a plot diagram for your novel to add to your OnePager later.
The components of plot are like puzzle pieces. If you want your reader to see the final picture, you need to see the shape of each component and fit them into their proper place.
Harry Potter and the Sorcerer’s Stone by J. K. Rowling
Also known as Harry Potter and the Philosopher’s Stone to those familiar with the U.K. version.
- Exposition: We’re introduced to the Dursleys and to Harry, our protagonist and main character.
- Inciting Incident: Harry is sent a letter that, we learn later, accepts him into Hogwarts, an academy of magic, sending the Dursleys, who deny the existence of magic, into a fit, and causing Mr. Dursley to confiscate the letters.
- Rising action/progressive complications: We meet Hagrid who puts an end to the Dursley’s reign of terror; we go shopping for school supplies; we learn about Voldemort; we arrive in Hogwarts; and there’s a troll loose in the dungeons. Our heroes realize that all the strange things happening in Hogwarts have to do with Voldemort.
- Dilemma: do Harry and his friends go into the dungeon to save the sorcerer’s stone and risk possible death and almost certain expulsion, or do they turn back and allow Voldemort to capture the stone and return to full strength.
- Climax: Aye Calamity, (SPOILER, if you somehow haven’t read this book) it’s Quirrel! All the conflict and questions have led to this point; we see Ron’s skills with chess and Hermione’s unusual intelligence combined with Harry’s flying skills to lead to this amazing moment, in which Harry has to make a choice: to side with evil and possibly get his parents back, or choose to continue to suffer that grief and fight the evil bad guy.
- Resolution: Harry wakes up in the hospital wing. The major issue of the story was addressed in the climax, but now, Dumbledore wraps up the few loose ends, tells Harry what happened after, and shares some of the consequences of Harry’s decisions. (“What happened down in the dungeons between you and Professor Quirrell is a complete secret, so, naturally the whole school knows” is one of my favourite lines in any book ever.) Oh, and the Gryffindors Win Everything. Then, he’s heading back home, looking forward to next year, and while there are still questions and challenges ahead of him, enough has been resolved that the reader can put the book down with a contented sigh. (Or in my case, turn right back to page one and start again. Ahem.) Harry’s new normal has been established.
See Google Classroom for the Slide Presentation.
For extra reading, see https://www.how-to-write-a-book-now.com/basic-plots.html
Next week, we start with oral language/speeches.
Your speech will be based on our whanau context, 'Effective Systems for Sustainable Living'.
Here is an image on sustainability to get yourself thinking about some interesting topics.
What do we mean by sustainability?
Sustainability is all about making sure our needs are met in the present while also making sure future generations' needs are met. So you can interpret the theme of sustainability in many different ways!; for example, it could be related to a personal journey, whānau, society, economics, the environment, or many more sustainability themes. Watching winning films on our website may help give you ideas. -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING issues that are important to teenagers in order to find an effective speech topic.
- We are collecting information to support our ideas on our chosen issue, and organising these in a way that best meets our purpose.
Speeches/NCEA starts this week.
Your speech will be based on our whanau context, 'Effective Systems for Sustainable Living'.
Timeline:
Week 7- (3 sessions and home): completing research and planning
Weeks 8-9 (in class only) 5 sessions : writing
Week 10 - (3 sessions and home) Proofread and edit, cue cards and presentation practice
Week 1 next term: present your speech for NCEA / Peer Assessment
Success Criteria: I can/have...
- identified a speech topic that is appropriate and engaging for my intended audience
- identified my key message
- completed the brief on my speech topic and had this approved by Mrs Narayan
- completed my ideas gathering and research
- organised my ideas into an effectively structured plan
- began research to find evidence and information which will support my ideas
Activities:
- In class work on your speech research and planning
- Also see student booklet on Google Classroom (note: NCEA booklet can be found at the top of this course page.
Homework:
Ensure research and planning is complete by the end of the week.
Some useful sites:
https://www.conserve-energy-future.com/15-ideas-for-sustainable-living.php
https://www.sustainableschoolsnsw.org.au/manage/young-people/enviro-clubs-manual/project-ideas
https://www.bmeaningful.com/blog/2019/02/personal-sustainability-101/
https://www.transizion.com/persuasive-speech-topics/
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING issues that are important to teenagers in order to find an effective speech topic.
- We are collecting information to support our ideas on our chosen issue, and organising these in a way that best meets our purpose.
Your speech will be based on our whanau context, 'Effective Systems for Sustainable Living'.
Timeline:
Week 7- (3 sessions and home): completing research and planning
Weeks 8-9 (in class only) 5 sessions : writing
Week 10 - (3 sessions and home) Proofread and edit, cue cards and presentation practice
Week 1 next term: present your speech for NCEA / Peer Assessment
Tuesday - You must have you brief completed and submitted to the teacher ASAP. Before you begin research in creating your plan. See Googgle Classroom for exemplars of what a brief should look like.
Success Criteria: I can/have...
- identified a speech topic that is appropriate and engaging for my intended audience
- identified my key message
- completed the brief on my speech topic and had this approved by Mrs Narayan
- completed my ideas gathering and research
- organised my ideas into an effectively structured plan
- began research to find evidence and information which will support my ideas
Activities:
- In class work on your speech research and planning
- Also see student booklet on Google Classroom (note: NCEA booklet can be found at the top of this course page.
Homework:
Ensure research and planning is complete by the end of the week.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING and constructing a persuasive speech fit for our audience and purpose
NCEA / Assessment in progress.
Refer to last week's planning and Google Classroom for details.
You should be researching your speeches and writing in class only, as per our initial discussions.
This week, we will focus on Spoken Language to support you speech writing process.
Wednesday 29th June - you have an extra NCEA Math lesson with Mrs Kaur.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING and constructing a persuasive speech fit for our audience and purpose
NCEA / Assessment in progress.
Refer to last week's planning and Google Classroom for details.
NCEA English/ assessment in progress.
Research and planning must already be done.
Speech writing will take place in class from Monday Week 10. Make sure to complete all research and planning before Monday.
This week's goal: Write your speech. You will use your Maths sessions also this week for speech writing.
IMPORTANT - You must follow this strictly:- All speech writing takes place at school only.
- Write on the doc shared on Google Classroom.
- Turn in the doc at the end of every session. The doc will be reopened at the start of the following sessions.
FOCUS / ARONGA
FOCUS / ARONGA learning intentions:- We are FOCUSING on constructing a persuasive speech fit for audience and purpose.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING and producing written responses on various elements of the text such as author's purpose, crucial events, character development, setting, themes and conflict.
- We are PLANNING and constructing a persuasive speech fit for our audience and purpose
Here is your speech recording schedule:English S2 Wednesday
English S2 Thursday
FFR
Jolie
Connor
Nadia
Nina
Lina
Michael
Ariya
Ivan
Ansh
Aiden
Raymond
Alex
Arshan
Rigi
Sabrina
Michael will assist with the recordings in the whanau cafeteria or a quiet space. Plain, neutral background. Eg. a clean whiteboard in the background is perfectly fine.- Take your cue cards with you.
- You must be prompt so that all members can get their recordings done in the given time frame.
- You have about 7 minutes per person.
- If you muck up for some reason (don't!), you are allowed a maximum of two retakes but not at the cost of another member's time, waiting to have their recording done.
- Just sort this out amongst yourselves and get the job done!
Remember, it's normal to be nervous! But do not let it ruin all the hard work you have put in. Start with ease and confidence, finish with ease and confidence!Give your best! -
Completing our speeches
This is where we are at with our speeches this week. We will be completing these by Thursday.
Once you have completed your speech, you will be working quietly on your One Pager Assessment in Google Classroom.
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING to show our understanding of main issues.
- We are REFLECTING to enable us to make logical opinions.
Opinion Writing
Make a copy of the document - (Names) Russia - Ukraine Invasion.
Change (Names) to your names.Share it with your partner and attach it to the Google Classroom.More information will be added to the Google Classroom as we work through this unit on Opinion Writing.Lesson 1 - TuesdayWatch first video in 'Opinion Writing for Kids - Brainstorming'Work through initial brainstorming task on document. -
EXPLORE / TŪHURA learning intentions:
- We are ANALYSING the literary qualities of text, especially as they relate to audience and purpose
- We are ANALYSING and become proficient in the use of vocabulary and grammar used to write literary essays
- We are EXPLORING language used in short stories to reflect on the writer's purpose and techniques.
Short Stories
By the End of this Unit I will be able to write a formal essay in English
I will know that I will have achieved this when I can complete the following 6 steps:
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Scrutinize the question
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Brainstorm / create a mind map
3
Plan my essay carefully
4
Write an effective introduction that clearly answers the question
5
Write good body paragraphs that include topic sentences, quotations and detailed explanations
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Write a proper conclusion that draws upon my key points and furthers the discussion in an interesting manner.
During this Unit I will also be able to:
Understand the narrative
Explore writers’ effects
Consider the themes
Explore the characterisation
Practise my drama skills
Pre Reading Activity
Quick Research task
Come up with 5 bullet points about Katherine Mansfield - who she is and her life.
Expert groups:
Her early life
Her adult life
Her writing
Read through ‘What makes someone popular’ doc below.
Once you have completed this, in groups of 3, discuss the answers to the scenarios. Share answers with the class.
Can they think of a time when they’ve been bullied? How did it feel?
Can you think of a time when your friends have been acting in a way that is unkind to someone else. How did you feel? Did you join in? Did you do anything? Did you take positive action?
Have you ever been discriminated against because of something that isn’t your fault? When was it and how did it feel?
Our first story is called “The Doll’s House” by Katherine Mansfield.
Make predictions about what you think the story will be about.
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EXPLORE / TŪHURA learning intentions:
- We are ANALYSING the literary qualities of text, especially as they relate to audience and purpose
- We are ANALYSING and become proficient in the use of vocabulary and grammar used to write literary essays
- We are EXPLORING language used in short stories to reflect on the writer's purpose and techniques.
Short Stories
By the End of this Unit I will be able to write a formal essay in English
I will know that I will have achieved this when I can complete the following 6 steps:
1
Scrutinize the question
2
Brainstorm / create a mind map
3
Plan my essay carefully
4
Write an effective introduction that clearly answers the question
5
Write good body paragraphs that include topic sentences, quotations and detailed explanations
6
Write a proper conclusion that draws upon my key points and furthers the discussion in an interesting manner.
During this Unit I will also be able to:
Understand the narrative
Explore writers’ effects
Consider the themes
Explore the characterisation
Practise my drama skills
Read the story in Google Classroom
At the end of Page 3, discuss purpose and tone and mood and how language has been used to create this.
Finish reading the story and answer the comprehension questions.
The Doll’s House Comprehension
Who is the protagonist of this story? (1 mark)
In the paragraph that first describes the Kelvey sisters the writer uses certain descriptive skills to do so. Give two descriptive skills that the writer uses and give a quotation to show this skills being used: (4 marks)
Descriptive Skill:
Quotation:
Descriptive Skill:
Quotation:
The first paragraph sets the scene. The writer gives us clues here that it is set in the past. Give two quotations from the first paragraph that shows that this is set in the past and give an explanation of how your quotation proves that it is set in the past. (4 marks)
Quotation:
Explanation:
Quotation:
Explanation:
Give a definition or synonym for the following words: (2 marks)
Spry:
Conspicuous:
Give one adjective to describe the character of Kezia and a quotation from the story to prove it. (2 marks)
Adjective:
Quotation:
Give one adjective to describe the character of Aunt Beryl and a quotation from the story to prove it. (2 marks)
Adjective:
Quotation:
Give one adjective to describe the character of Lil Kelvey and a quotation from the story to prove it. (2 marks)
Adjective:
Quotation:
Aunt Beryl feels better after reprimanding Kezia.
What does reprimanding mean?
Find a quotation to prove that she feels better after reprimanding Kezia
We get a clue as to why Aunt Beryl seems so angry and unkind at the end of the story.
Explain this clue
Find a quotation to prove your point
10) The Kelvey sisters are poor but they have a close bond and a good relationship. Find a quotation to prove this.
Which object does Kezia like the best in the doll’s house?
Find a quotation to prove this.
12) Why do you think that the little girls discriminate against the Kelveys and exclude them. Give two reasons and find a quotation to back each reason up.
Reason 1
Quotation to prove reason 1
Reason 2
Quotation to prove reason 2
13) Look at the description of Our Else. Can you find a metaphor?
What does this metaphor suggest about Our Else?
14) Why do you think Mansfield describes Our Else wearing a long white dress? What could this suggest? What does she look like?
15) Why do you think Kezia invites the Kelvey’s to see the doll’s house?
Can you find a quotation to back this idea up?
16) Lil initially refuses to go in and see the doll’s house but Kezia gently encourages her. Find a quotation to show Kezia doing this.
17) Why does Lil Kelvey change her mind apart from Kezia’s warm invitation?
Can you find a quotation to back this idea up?
18) As Kezia sees the two Kelvey sisters approaching she is swinging on the gate. Could this symbolise anything?
19) What have Our Else and Kezia got in common?
20) What could the lamp symbolise? Explain your answer.
21) What do you think are the main messages that Mansfield is trying to convey in this short story?
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EXPLORE / TŪHURA learning intentions:
- We are ANALYSING the literary qualities of text, especially as they relate to audience and purpose
- We are ANALYSING and become proficient in the use of vocabulary and grammar used to write literary essays
- We are EXPLORING language used in short stories to reflect on the writer's purpose and techniques.
Library on Wednesday.
Complete The Doll's house Comprehension questions and begin on developing essay writing skills.
Essay topic to be confirmed in Session 3 this week. We will be writing an essay during class to be submitted on Tuesday Week 9, you will have one session to plan and begin writing and the weekend to complete, submit for feedback and resubmit for marking by Tuesday. -
EXPLORE / TŪHURA learning intentions:
- We are ANALYSING the literary qualities of text, especially as they relate to audience and purpose
- We are ANALYSING and become proficient in the use of vocabulary and grammar used to write literary essays
- We are EXPLORING language used in short stories to reflect on the writer's purpose and techniques.
Complete work in Google Classroom on Examination day Short Story
“Examination Day” Project Assignment Sheet
Directions: Choose one of the following project options to complete.
Write a prologue to the story. Choose one of the prompts below.
How did the government get set up this way? What are its rules and what’s the origin of the exam? If the country’s leaders are killing everyone who is smart, then what happens when its current leaders die?
Write what happened on Mr. Jordan’s OR Mrs. Jordan’s twelfth birthday.
Create a backstory about how the man giving the test received his job.
Your prologue should be at least four paragraphs long (between 20 – 28 sentences).
Write an epilogue to the story. Choose one of the prompts below.
Write a scene showing Dickie’s funeral
Imagine a year has passed and it’s what would have been Dickie’s thirteenth birthday. What do his parents do on that day? Do they celebrate or try to forget?
Your epilogue should be at least four paragraphs long (between 20 – 28 sentences).
Come up with the rest of Dickie’s test and provide an answer key.
The test must be between 20 and 30 questions, not including the math question provided in the story.
The Monkey's Paw
Read the story in Google Classroom.
Use Bloom's Taxonomy to analyse the writing. Answer at least 4 questions using complete TEXAS paragraphs
Knowledge – What did the sergeant major say about the monkey's paw?
Comprehension – Describe the physical appearance of the monkey's paw.
Application – Based upon the descriptions you read of the characters during the story, who do you find to be the most sensible character? Why?
Analysis – Compare and contrast the mother with the father.
Synthesis – Explain how you would feel if you were a member of the family in the story. How might your actions differ (or be similar to) those of the other characters?
Evaluation – Assess the mother's mental state at the end of the story.
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EXPLORE / TŪHURA learning intentions:
- We are ANALYSING the literary qualities of text, especially as they relate to audience and purpose
- We are ANALYSING and become proficient in the use of vocabulary and grammar used to write literary essays
- We are EXPLORING language used in short stories to reflect on the writer's purpose and techniques.
The Cask of Amontillado by Edgar Allan PoeAll resources in Google Classroom.First up review lesson on Literary Devices with Memes. Complete exercise at end of Google Slides
Answer questions on 'The Cask of Amontillado by Edgar Allan Poe' Google Slides and complete and essay on one of the following topics.
What if Montresor is a woman? Most people assume Montresor is a man. Why? Would it change the way you think about the story if Montresor is a woman?What kind of clown is Fortunato? We see lots of scary clowns in the movies and in books. Is Fortunato a scary clown? If so, what is scary about him? If not, why?How do you feel when you read "The Cask"? Claustrophobic? Tired? Something else? What about the story makes you feel this way?Could Fortunato narrate this story? Why, or why not? Make an argument for both sides of this debate.
View video of 'The Empire of Death' up to 2 minutes 50 seconds. (The rest of the video is irrelevant to the story)
Extension Exercise: Answer the following questions in your book.1.) What do you think Montresor’s motivation is for killing Fortunato? What do you think Montresor means in the 1st paragraph of the story by “the thousand injuries” and “insult”?
2.) How does Poe motivate the behavior of Montresor? Does the story provide any hints as to the “thousand injuries” he has suffered? Are any hints necessary?
3.) Who do you suppose the “You” is in the 1st paragraph of the story?
4.) Why do you suppose Poe sets this story during “the carnival season”?
5.) Why is the setting of the story appropriate?
6.) What does Montresor’s treatment of his house servants tell us about his knowledge of human psychology, and how does it prepare us for his treatment of Fortunato?
7.) Examine Montresor’s verbal and non-verbal strategies of initially engaging Fortunato and then luring him along throughout the story.
8.) What do you suppose Montresor means when he says, “You are rich, respected, admired, beloved; you are happy, as once I was. You are a man to be missed. For me it is no matter”?
9.) Discuss Montresor’s family’s coat-of-arms and motto.
10.) Discuss the references to “the brotherhood” and “the masons.”
11.) Discuss the section when Montresor is erecting the wall to entomb Fortunato, especially both Fortunato’s and Montresor’s sounds, words, and movements.
12.) How does Poe increase the elements of suspense as Fortunato is gradually walled into the catacombs?
13.) Examine the very last paragraph of the story – especially (1) the phrase, “My heart grew sick …” and (2) the very last sentence.
14.) Do you see any irony in the story?
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We have a very short term and will be focusing on the research task in preparation for our CAT test in a few weeks.
Resources for preparation for CAT.
This is an assignment and must be submitted before the CAT. This shows your understanding of the concepts learned this year and prepares you for your CAT. All resources are in Google Classroom.
RESEARCH: NZ TextsTOPIC: The Representation of New Zealand in text (How New Zealand is represented in text.)
Using the texts provided, select four texts, complete the research activities, then write a report on how NZ is presented in texts.
Research Tasks
You must use at least one poem, short story and short film.
You will need to read your short story and poem at home and bring ears to watch the short film in class, so that you can devote an entire hour in class to writing your notes about the text.
You must complete a recording sheet for each of your four texts. Part of the purpose of this sheet is to record the title and author/director of each text.
You will have time in class to write up about each text.
RESEARCH QUESTIONS
You must answer three questions for each text.
Compulsory question:
1. What was the New Zealand setting (time and place) of the text?
Choose two questions from the list below:
2. Does the dialogue used by the characters give a positive or negative impression of New Zealanders? Give examples and quotes in your answers.
3. How has the author shown us that New Zealand has a beautiful natural environment? Give examples and quotes in your answers.
4. Do the characters in the texts have strong opinions and ideas - or are they pushovers? Give examples and quotes in your answers. What does this tell us about New Zealanders' attitudes and/or culture? Give examples and quotes in your answers.
NOTE: The setting questions is compulsory. It would be a good idea to choose the natural environment question as well. Most texts about New Zealand talk about our environment. It is something we are well-known for. There is not often a lot of dialogue in poetry, so think carefully about your chosen questions. NOTES TO HELP YOU
Setting:
The word 'setting' covers three main areas- Time: past, present, future, real, imaginary? What time period is the text set in? 1900s? 1950s? 1980s? etc
- Place: country, city, rural, urban, region, locality? Where is it set? Are they in the city, country?
- Social background: class, wealth, beliefs, structure, ethnicity?
Dialogue:
Dialogue means the things people say to each other, and the way they say it.
Positive = good
Negative = bad
Study your text closely. Look at how the characters talk to each other. Does it show New Zealanders in a good way or a bad way? Does it show you something about the way New Zealanders talk? Do they use colloquialisms or slang? (g'dday mate, you guys, chilly bin, bro, beaut, good on ya, mate! etc) What would people from overseas assume about New Zealanders after reading/watching the text?
Eg. Some of the minor characters in the novel were not so great when it came to the treatment of the whales. Does their dialogue show something bad about New Zealanders? How is dialogue used to show something good about New Zealanders?
Environment:
What quotes or descriptions are used to show the natural beauty of the New Zealand environment? What does the text say about the New Zealand environment? What impression would it give foreigners? Is the environment rugged and untamed? Is it wild? Is it unspoiled by humans?
Eg. Witi Ihimaera uses very descriptive language to describe the beauty of New Zealand, particularly in the opening prologue. He uses metaphors and similes to paint a picture of a stunning environment, very clean and fresh. This could give foreigners the picture in their minds of an unblemished place. However, the descriptions of whaling could give foreigners a more negative view of the New Zealand environment.
Characters:
How are people portrayed in the text? Are the characters strong characters? Do they stick by their beliefs and stand up for their own opinions? Or are they weaker characters who are pushovers? (Note: a pushover is someone who will crumble when someone else disagrees with them). What do they say or do that shows something about New Zealand's attitude and culture?
Templates
There are some examples of filled in planning sheets below. You can see how the texts are used to answer the questions. Notice that quotes are used to support the points. This is necessary.
FORMAL WRITING ESSAY STRUCTURE
STRUCTURE
Introduction: Use the essay question to make a statement. You will need to list the texts and their authors/directors that you will be discussing. You should also mention the three things that your research focused on. Everyone focused on setting in New Zealand texts. You will then mention your other two points - a choice between dialogue, the natural environment and whether characters were portrayed as strong or weak characters.
Paragraph 1 - State the setting for all four of the texts that you researched. You will have compared and contrasted them (some might have been rural, some might have been city settings etc). What might the settings have said about New Zealand? Remember, your topic sentence should state clearly what the paragraph will be about.
Paragraph 2 - Write about your second question and what you researched in all the texts about this question. Remember, your topic sentence should state clearly what the paragraph will be about.
Paragraph 3 - Write about your last question and what you researched in all the texts about this question. Remember, your topic sentence should state clearly what the paragraph will be about.
Conclusion - Summarise the essay question based on what you have discussed.
Essay questions for the exam
You should learn adjectives to describe a couple of the characters (ones you would be confident writing about). Learn challenges that those characters face and how they face them. Learn key moments that apply to that character and memorise some key quotes. You should also choose a major theme from the novel and why it is important. Learn key moments and quotes for that theme.
It is a good idea to practise planning out, and even writing, essays which answer lots of different questions. This way you will be as prepared as you can for whatever question you are given in your exam. It is a good habit to get in to for next year as well. I am happy to look at and mark any practice essay that you choose to write. I strongly recommend doing this.
Essay questions can sometimes be worded a different way. If the word 'explain' is missing from the essay question, it does not mean that you do not have to explain. You should still stick to the structure we learned in class.
For example:
Describe a character in a text you have studied. Why is that character important? - this question is still asking you to explain why the character is important. The essay question has simply been shortened.
Describe a theme in a text you have studied. Why is that theme important? - this question is still asking you to explain why the theme was important. Again, the essay question has simply been shortened. Do not let this confuse you!
Remember: You DO NOT use contractions or abbreviations in response to text essays or formal writing. Contractions = don't, can't, doesn't, won't, shouldn't etc. Abbreviations = 'LFTI' or 'BILB.'
Remember, you should try to link your ideas to society. this can be done in many ways. If you are writing on a challenge a character faces, discuss how the way the character faces the challenge taught you something about overcoming difficulties. If you are writing about a main idea (theme), explain why it is important in society. Try to think of specific examples of events. If you are writing about a character and what you liked about them, think about why those qualities are important qualities to have in life. -
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on our skills and reviewing our topics in preparation for our CAT.
Resources for preparation for CAT.
This is an assignment and must be submitted before the CAT. This shows your understanding of the concepts learned this year and prepares you for your CAT.
RESEARCH: NZ TextsTOPIC: The Representation of New Zealand in text (How New Zealand is represented in text.)
Using the texts provided, select four texts, complete the research activities, then write a report on how NZ is presented in texts.Research Tasks
You must use at least one poem, short story and short film.
You will need to read your short story and poem at home and bring ears to watch the short film in class, so that you can devote an entire hour in class to writing your notes about the text.
You must complete a recording sheet for each of your four texts. Part of the purpose of this sheet is to record the title and author/director of each text.
You will have time in class to write up about each text.
RESEARCH QUESTIONS
You must answer three questions for each text.
Compulsory question:
1. What was the New Zealand setting (time and place) of the text?
Choose two questions from the list below:
2. Does the dialogue used by the characters give a positive or negative impression of New Zealanders? Give examples and quotes in your answers.
3. How has the author shown us that New Zealand has a beautiful natural environment? Give examples and quotes in your answers.
4. Do the characters in the texts have strong opinions and ideas - or are they pushovers? Give examples and quotes in your answers. What does this tell us about New Zealanders' attitudes and/or culture? Give examples and quotes in your answers.
NOTE: The setting questions is compulsory. It would be a good idea to choose the natural environment question as well. Most texts about New Zealand talk about our environment. It is something we are well-known for. There is not often a lot of dialogue in poetry, so think carefully about your chosen questions. NOTES TO HELP YOU
Setting:
The word 'setting' covers three main areas- Time: past, present, future, real, imaginary? What time period is the text set in? 1900s? 1950s? 1980s? etc
- Place: country, city, rural, urban, region, locality? Where is it set? Are they in the city, country?
- Social background: class, wealth, beliefs, structure, ethnicity?
Dialogue:
Dialogue means the things people say to each other, and the way they say it.
Positive = good
Negative = bad
Study your text closely. Look at how the characters talk to each other. Does it show New Zealanders in a good way or a bad way? Does it show you something about the way New Zealanders talk? Do they use colloquialisms or slang? (g'dday mate, you guys, chilly bin, bro, beaut, good on ya, mate! etc) What would people from overseas assume about New Zealanders after reading/watching the text?
Eg. Some of the minor characters in the novel were not so great when it came to the treatment of the whales. Does their dialogue show something bad about New Zealanders? How is dialogue used to show something good about New Zealanders?
Environment:
What quotes or descriptions are used to show the natural beauty of the New Zealand environment? What does the text say about the New Zealand environment? What impression would it give foreigners? Is the environment rugged and untamed? Is it wild? Is it unspoiled by humans?
Eg. Witi Ihimaera uses very descriptive language to describe the beauty of New Zealand, particularly in the opening prologue. He uses metaphors and similes to paint a picture of a stunning environment, very clean and fresh. This could give foreigners the picture in their minds of an unblemished place. However, the descriptions of whaling could give foreigners a more negative view of the New Zealand environment.
Characters:
How are people portrayed in the text? Are the characters strong characters? Do they stick by their beliefs and stand up for their own opinions? Or are they weaker characters who are pushovers? (Note: a pushover is someone who will crumble when someone else disagrees with them). What do they say or do that shows something about New Zealand's attitude and culture?
Templates
There are some examples of filled in planning sheets below. You can see how the texts are used to answer the questions. Notice that quotes are used to support the points. This is necessary.
FORMAL WRITING ESSAY STRUCTURE
STRUCTURE- Introduction: Use the essay question to make a statement. You will need to list the texts and their authors/directors that you will be discussing. You should also mention the three things that your research focused on. Everyone focused on setting in New Zealand texts. You will then mention your other two points - a choice between dialogue, the natural environment and whether characters were portrayed as strong or weak characters.
- Paragraph 1 - State the setting for all four of the texts that you researched. You will have compared and contrasted them (some might have been rural, some might have been city settings etc). What might the settings have said about New Zealand? Remember, your topic sentence should state clearly what the paragraph will be about.
- Paragraph 2 - Write about your second question and what you researched in all the texts about this question. Remember, your topic sentence should state clearly what the paragraph will be about.
- Paragraph 3 - Write about your last question and what you researched in all the texts about this question. Remember, your topic sentence should state clearly what the paragraph will be about.
- Conclusion - Summarise the essay question based on what you have discussed.
Essay questions for the exam
You should learn adjectives to describe a couple of the characters (ones you would be confident writing about). Learn challenges that those characters face and how they face them. Learn key moments that apply to that character and memorise some key quotes. You should also choose a major theme from the novel and why it is important. Learn key moments and quotes for that theme.
It is a good idea to practise planning out, and even writing, essays which answer lots of different questions. This way you will be as prepared as you can for whatever question you are given in your exam. It is a good habit to get in to for next year as well. I am happy to look at and mark any practice essay that you choose to write. I strongly recommend doing this.
Essay questions can sometimes be worded a different way. If the word 'explain' is missing from the essay question, it does not mean that you do not have to explain. You should still stick to the structure we learned in class.
For example:- Describe a character in a text you have studied. Why is that character important? - this question is still asking you to explain why the character is important. The essay question has simply been shortened.
- Describe a theme in a text you have studied. Why is that theme important? - this question is still asking you to explain why the theme was important. Again, the essay question has simply been shortened. Do not let this confuse you!
- Remember: You DO NOT use contractions or abbreviations in response to text essays or formal writing. Contractions = don't, can't, doesn't, won't, shouldn't etc. Abbreviations = 'LFTI' or 'BILB.
- Remember, you should try to link your ideas to society. this can be done in many ways. If you are writing on a challenge a character faces, discuss how the way the character faces the challenge taught you something about overcoming difficulties. If you are writing about a main idea (theme), explain why it is important in society. Try to think of specific examples of events. If you are writing about a character and what you liked about them, think about why those qualities are important qualities to have in life.
Resources are in GOOGLE CLASSROOM
-
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on our skills and reviewing our topics in preparation for our CAT.
Resources for preparation for CAT.
This is an assignment and must be submitted before the CAT. This shows your understanding of the concepts learned this year and prepares you for your CAT.
RESEARCH: NZ TextsTOPIC: The Representation of New Zealand in text (How New Zealand is represented in text.)
Using the texts provided, select four texts, complete the research activities, then write a report on how NZ is presented in texts.Research Tasks
You must use at least one poem, short story and short film.
You will need to read your short story and poem at home and bring ears to watch the short film in class, so that you can devote an entire hour in class to writing your notes about the text.
You must complete a recording sheet for each of your four texts. Part of the purpose of this sheet is to record the title and author/director of each text.
You will have time in class to write up about each text.
RESEARCH QUESTIONS
You must answer three questions for each text.
Compulsory question:
1. What was the New Zealand setting (time and place) of the text?
Choose two questions from the list below:
2. Does the dialogue used by the characters give a positive or negative impression of New Zealanders? Give examples and quotes in your answers.
3. How has the author shown us that New Zealand has a beautiful natural environment? Give examples and quotes in your answers.
4. Do the characters in the texts have strong opinions and ideas - or are they pushovers? Give examples and quotes in your answers. What does this tell us about New Zealanders' attitudes and/or culture? Give examples and quotes in your answers.
NOTE: The setting questions is compulsory. It would be a good idea to choose the natural environment question as well. Most texts about New Zealand talk about our environment. It is something we are well-known for. There is not often a lot of dialogue in poetry, so think carefully about your chosen questions. NOTES TO HELP YOU
Setting:
The word 'setting' covers three main areas- Time: past, present, future, real, imaginary? What time period is the text set in? 1900s? 1950s? 1980s? etc
- Place: country, city, rural, urban, region, locality? Where is it set? Are they in the city, country?
- Social background: class, wealth, beliefs, structure, ethnicity?
Dialogue:
Dialogue means the things people say to each other, and the way they say it.
Positive = good
Negative = bad
Study your text closely. Look at how the characters talk to each other. Does it show New Zealanders in a good way or a bad way? Does it show you something about the way New Zealanders talk? Do they use colloquialisms or slang? (g'dday mate, you guys, chilly bin, bro, beaut, good on ya, mate! etc) What would people from overseas assume about New Zealanders after reading/watching the text?
Eg. Some of the minor characters in the novel were not so great when it came to the treatment of the whales. Does their dialogue show something bad about New Zealanders? How is dialogue used to show something good about New Zealanders?
Environment:
What quotes or descriptions are used to show the natural beauty of the New Zealand environment? What does the text say about the New Zealand environment? What impression would it give foreigners? Is the environment rugged and untamed? Is it wild? Is it unspoiled by humans?
Eg. Witi Ihimaera uses very descriptive language to describe the beauty of New Zealand, particularly in the opening prologue. He uses metaphors and similes to paint a picture of a stunning environment, very clean and fresh. This could give foreigners the picture in their minds of an unblemished place. However, the descriptions of whaling could give foreigners a more negative view of the New Zealand environment.
Characters:
How are people portrayed in the text? Are the characters strong characters? Do they stick by their beliefs and stand up for their own opinions? Or are they weaker characters who are pushovers? (Note: a pushover is someone who will crumble when someone else disagrees with them). What do they say or do that shows something about New Zealand's attitude and culture?
Templates
There are some examples of filled in planning sheets below. You can see how the texts are used to answer the questions. Notice that quotes are used to support the points. This is necessary.
FORMAL WRITING ESSAY STRUCTURE
STRUCTURE- Introduction: Use the essay question to make a statement. You will need to list the texts and their authors/directors that you will be discussing. You should also mention the three things that your research focused on. Everyone focused on setting in New Zealand texts. You will then mention your other two points - a choice between dialogue, the natural environment and whether characters were portrayed as strong or weak characters.
- Paragraph 1 - State the setting for all four of the texts that you researched. You will have compared and contrasted them (some might have been rural, some might have been city settings etc). What might the settings have said about New Zealand? Remember, your topic sentence should state clearly what the paragraph will be about.
- Paragraph 2 - Write about your second question and what you researched in all the texts about this question. Remember, your topic sentence should state clearly what the paragraph will be about.
- Paragraph 3 - Write about your last question and what you researched in all the texts about this question. Remember, your topic sentence should state clearly what the paragraph will be about.
- Conclusion - Summarise the essay question based on what you have discussed.
Essay questions for the exam
You should learn adjectives to describe a couple of the characters (ones you would be confident writing about). Learn challenges that those characters face and how they face them. Learn key moments that apply to that character and memorise some key quotes. You should also choose a major theme from the novel and why it is important. Learn key moments and quotes for that theme.
It is a good idea to practise planning out, and even writing, essays which answer lots of different questions. This way you will be as prepared as you can for whatever question you are given in your exam. It is a good habit to get in to for next year as well. I am happy to look at and mark any practice essay that you choose to write. I strongly recommend doing this.
Essay questions can sometimes be worded a different way. If the word 'explain' is missing from the essay question, it does not mean that you do not have to explain. You should still stick to the structure we learned in class.
For example:- Describe a character in a text you have studied. Why is that character important? - this question is still asking you to explain why the character is important. The essay question has simply been shortened.
- Describe a theme in a text you have studied. Why is that theme important? - this question is still asking you to explain why the theme was important. Again, the essay question has simply been shortened. Do not let this confuse you!
- Remember: You DO NOT use contractions or abbreviations in response to text essays or formal writing. Contractions = don't, can't, doesn't, won't, shouldn't etc. Abbreviations = 'LFTI' or 'BILB.
- Remember, you should try to link your ideas to society. this can be done in many ways. If you are writing on a challenge a character faces, discuss how the way the character faces the challenge taught you something about overcoming difficulties. If you are writing about a main idea (theme), explain why it is important in society. Try to think of specific examples of events. If you are writing about a character and what you liked about them, think about why those qualities are important qualities to have in life.
Resources are in GOOGLE CLASSROOM
-
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on our skills and reviewing our topics in preparation for our CAT.
Resources for preparation for CAT.
This is an assignment and must be submitted before the CAT. This shows your understanding of the concepts learned this year and prepares you for your CAT.
RESEARCH: NZ TextsTOPIC: The Representation of New Zealand in text (How New Zealand is represented in text.)
Using the texts provided, select four texts, complete the research activities, then write a report on how NZ is presented in texts.Research Tasks
You must use at least one poem, short story and short film.
You will need to read your short story and poem at home and bring ears to watch the short film in class, so that you can devote an entire hour in class to writing your notes about the text.
You must complete a recording sheet for each of your four texts. Part of the purpose of this sheet is to record the title and author/director of each text.
You will have time in class to write up about each text.
RESEARCH QUESTIONS
You must answer three questions for each text.
Compulsory question:
1. What was the New Zealand setting (time and place) of the text?
Choose two questions from the list below:
2. Does the dialogue used by the characters give a positive or negative impression of New Zealanders? Give examples and quotes in your answers.
3. How has the author shown us that New Zealand has a beautiful natural environment? Give examples and quotes in your answers.
4. Do the characters in the texts have strong opinions and ideas - or are they pushovers? Give examples and quotes in your answers. What does this tell us about New Zealanders' attitudes and/or culture? Give examples and quotes in your answers.
NOTE: The setting questions is compulsory. It would be a good idea to choose the natural environment question as well. Most texts about New Zealand talk about our environment. It is something we are well-known for. There is not often a lot of dialogue in poetry, so think carefully about your chosen questions. NOTES TO HELP YOU
Setting:
The word 'setting' covers three main areas- Time: past, present, future, real, imaginary? What time period is the text set in? 1900s? 1950s? 1980s? etc
- Place: country, city, rural, urban, region, locality? Where is it set? Are they in the city, country?
- Social background: class, wealth, beliefs, structure, ethnicity?
Dialogue:
Dialogue means the things people say to each other, and the way they say it.
Positive = good
Negative = bad
Study your text closely. Look at how the characters talk to each other. Does it show New Zealanders in a good way or a bad way? Does it show you something about the way New Zealanders talk? Do they use colloquialisms or slang? (g'dday mate, you guys, chilly bin, bro, beaut, good on ya, mate! etc) What would people from overseas assume about New Zealanders after reading/watching the text?
Eg. Some of the minor characters in the novel were not so great when it came to the treatment of the whales. Does their dialogue show something bad about New Zealanders? How is dialogue used to show something good about New Zealanders?
Environment:
What quotes or descriptions are used to show the natural beauty of the New Zealand environment? What does the text say about the New Zealand environment? What impression would it give foreigners? Is the environment rugged and untamed? Is it wild? Is it unspoiled by humans?
Eg. Witi Ihimaera uses very descriptive language to describe the beauty of New Zealand, particularly in the opening prologue. He uses metaphors and similes to paint a picture of a stunning environment, very clean and fresh. This could give foreigners the picture in their minds of an unblemished place. However, the descriptions of whaling could give foreigners a more negative view of the New Zealand environment.
Characters:
How are people portrayed in the text? Are the characters strong characters? Do they stick by their beliefs and stand up for their own opinions? Or are they weaker characters who are pushovers? (Note: a pushover is someone who will crumble when someone else disagrees with them). What do they say or do that shows something about New Zealand's attitude and culture?
Templates
There are some examples of filled in planning sheets below. You can see how the texts are used to answer the questions. Notice that quotes are used to support the points. This is necessary.
FORMAL WRITING ESSAY STRUCTURE
STRUCTURE- Introduction: Use the essay question to make a statement. You will need to list the texts and their authors/directors that you will be discussing. You should also mention the three things that your research focused on. Everyone focused on setting in New Zealand texts. You will then mention your other two points - a choice between dialogue, the natural environment and whether characters were portrayed as strong or weak characters.
- Paragraph 1 - State the setting for all four of the texts that you researched. You will have compared and contrasted them (some might have been rural, some might have been city settings etc). What might the settings have said about New Zealand? Remember, your topic sentence should state clearly what the paragraph will be about.
- Paragraph 2 - Write about your second question and what you researched in all the texts about this question. Remember, your topic sentence should state clearly what the paragraph will be about.
- Paragraph 3 - Write about your last question and what you researched in all the texts about this question. Remember, your topic sentence should state clearly what the paragraph will be about.
- Conclusion - Summarise the essay question based on what you have discussed.
Essay questions for the exam
You should learn adjectives to describe a couple of the characters (ones you would be confident writing about). Learn challenges that those characters face and how they face them. Learn key moments that apply to that character and memorise some key quotes. You should also choose a major theme from the novel and why it is important. Learn key moments and quotes for that theme.
It is a good idea to practise planning out, and even writing, essays which answer lots of different questions. This way you will be as prepared as you can for whatever question you are given in your exam. It is a good habit to get in to for next year as well. I am happy to look at and mark any practice essay that you choose to write. I strongly recommend doing this.
Essay questions can sometimes be worded a different way. If the word 'explain' is missing from the essay question, it does not mean that you do not have to explain. You should still stick to the structure we learned in class.
For example:- Describe a character in a text you have studied. Why is that character important? - this question is still asking you to explain why the character is important. The essay question has simply been shortened.
- Describe a theme in a text you have studied. Why is that theme important? - this question is still asking you to explain why the theme was important. Again, the essay question has simply been shortened. Do not let this confuse you!
- Remember: You DO NOT use contractions or abbreviations in response to text essays or formal writing. Contractions = don't, can't, doesn't, won't, shouldn't etc. Abbreviations = 'LFTI' or 'BILB.
- Remember, you should try to link your ideas to society. this can be done in many ways. If you are writing on a challenge a character faces, discuss how the way the character faces the challenge taught you something about overcoming difficulties. If you are writing about a main idea (theme), explain why it is important in society. Try to think of specific examples of events. If you are writing about a character and what you liked about them, think about why those qualities are important qualities to have in life.
Resources are in GOOGLE CLASSROOM
Revision Day Friday
Please return your library books to class
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