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English Creative writing - Show, Don't Tell technique intro - Interstellar inspired

English Creative writing - Show, Don't Tell technique intro - Interstellar inspired

Intro lesson to the Show, Don't Tell technique inspired by Interstellar scene. Students will respond well to this thoughtfully structured and Interstellar inspired creative writing lesson. Lesson Objective: To write descriptively using the Show, Don’t Tell Techniques Starter: Describe your thoughts as you are walking towards the spacecraft. Technique 1: Actions Having watched the scene from Interstellar now imagine you are one of the astronauts in the scene and describe some of the actions you took during the scene. Lesson progresses to focus on 3 other techniques: Thoughts, senses and feelings.
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Eilean Ni Chuilleanain Sample Essay - Leaving Cert Poetry - Higher Level - 2015 Question

Eilean Ni Chuilleanain Sample Essay - Leaving Cert Poetry - Higher Level - 2015 Question

Eiléan Ní Chuilleanáin 2015 Higher Level Question: “Ní Chuilleanáin’s demanding subject matter and formidable style can prove challenging.” Discuss this statement, supporting your answer with reference to the poetry of Eiléan Ní Chuilleanáin on your course. Fully worked sample answer/essay in response to the 2015 question. As Eiléan Ní Chuilleanáin is a 2018 female poet, this is the ideal style of essay to prepare for the 2018 exam.
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The Nurse's Song William Blake Year 7 Romantic Poetry #Romanticism #Poetry #English

The Nurse's Song William Blake Year 7 Romantic Poetry #Romanticism #Poetry #English

Lesson 1: Learning Objective: to be able to comment on the language, how it effects the reader and be able to thoroughly analyse the poem. MUST: identify key words in the poem SHOULD: explain the effect on the reader COULD: analyse why this is effective How will we do this All learners are able to pick out key words and contribute to group discussion. All learners are independent and produce a piece of writing from the activity. All learners will be able to reflect on their learning and their next steps in learning. Lesson 2: Learning Objective: to be able to analyse language and explain the meaning behind the poem. MUST: select appropriate evidence from the text to back up your ideas. SHOULD: interpret writer’s ideas and viewpoints. COULD: explain and evaluate how writers use their language to influence the reader. Lesson 3: Learning Objective: To learn how to provide a perceptive/insightful analysis of the differences and similarities between the writer’s choices about language used in both poems. MUST: to explore the writer’s use of language to portray ideas. SHOULD: be able to explain differences and similarities with clear explanation COULD: be able to write in detail and make extended analytical comparison.
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An Idiot Abroad intro to iGCSE #iGCSE #English #Reading #Writing

An Idiot Abroad intro to iGCSE #iGCSE #English #Reading #Writing

L.O: Develop ability to infer meaning in a text. Must: create three questions to ask Karl based on the article Should: find evidence to answer the questions Could: create questions that require you to infer information. Find evidence to support your inferences TASK 1: Answer the questions that you have come up with as if you are Karl Pilkington. Remember the mark scheme Must: read reasonably well, identifying a range of details. Some supporting detail is used Should: interpret the text competently. Some ideas are developed. There is some supporting detail throughout. Could: thoroughly engage with the passage. Integrate an appropriate amount of supporting detail into the response TASK 2: How is language used for effect (Answer in the form of PEEA paragraphs)? What is Karl’s first impression of the place he would be bungee jumping from? What impression are we given of the tribe? How important is the bungee ritual to the people of the tribe? How dangerous is the bungee jumping activity? How did Karl feel about participating in the bungee jump himself?
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Junior Cycle English Romeo and Juliet notes for revision

Junior Cycle English Romeo and Juliet notes for revision

Key moments and give thoughtful value judgements on the character Act 1 Scene 5 - Romeo and Juliet fall in love at the ball Act 2 Scene 1 - The Balcony Scene Act 3 Scene 1 - The Fight Scene (turning point of the play) Act 4 Scene 3 - Juliet’s soliloquy Act 5 Scene 3 - Churchyard scene of tragedy Figurative language - examples from the play Metaphors Similes Personification Irony
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Of Mice and Men reading and writing assessment

Of Mice and Men reading and writing assessment

1. Read pages………….(George’s confession to Slim). (15 marks) Imagine that you have heard the discussion. Write a letter to George expressing your views on the situation. In your letter you should: 2. Read pages……………..(the fight scene) (10 marks) How is Lennie made to seem vulnerable? How is Lennie made to seem dangerous?
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To Kill A Mockingbird reading and writing assessment

To Kill A Mockingbird reading and writing assessment

1. 15 marks Read pages…………. Imagine that you are Scout. Write a letter to Jem, explaining how you feel about that night and how you feel about him as a big brother. In your letter you should: Example of a writing task: Argumentative/discursive writing Either (a) ‘All teenagers need to rebel in order to grow up.’ What do you think? [25] or (b) ‘Equality is a dream – it can never be a reality.’ What do you think? You may focus on one specific area of equality – such as gender or wealth – or deal with the topic more generally. [25]
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Of Mice and Men takeaway homework #OMAM #Homework #Takeaway

Of Mice and Men takeaway homework #OMAM #Homework #Takeaway

1. Why is George and Lennie’s dream so important to them? Use any key terms you have learned, make it informative and remember to quote from the book……………………… 2. Describe how different characters and incidents change the atmosphere in the bunkhouse Write about: • George’s suspicions about the bunkhouse beds • The ranch owner questioning George and Lennie’s late arrival • The killing of Candy’s dog • Curley’s attack on Lennie 3. Write 3 Tweets that could be from one of the characters about events in the book No more than 140 characters (letters, symbols or spaces)) per tweet; use #’s for key words and they must be informative.… 4. Create a mood board about The American Dream Use different sources such as the internet and books to find • Pictures, quotes and facts about this idea that led so many people to seek a better future………………… 5. Discuss the relationship of George and Lennie. Write about: • Their travelling and working together • How they relate to other characters in the novel • Their dream • Incidents that occur on the ranch involving them both • Lennie’s death 6. Write about the importance of the different places in ‘Of Mice and Men’. Remember to link the settings to the themes. Explain how they are important and what they represent………………… 7. Look at the various examples of discrimination in Of Mice and Men • How does discrimination affect different characters? • How do characters respond to discrimination? • How does it affect their lives, and the outcome of the story? 8. How does Steinbeck portray friendship in Of Mice and Men? • How does its presence or absence affect different characters, in their actions and in their relationships? • What does it require of people? • What does it offer them in return? 9. What is the importance of dreams in Of Mice and Men? What role do they play in people’s lives? How do people use dreams, and how do various characters’ dreams affect them? 10. Many of the characters in Of Mice and Men seem lonely Why are various characters lonely, and how does it affect them? 11. Think about different characters in Of Mice and Men, and the power that they have • What different kinds of power do different characters have? • Where does it come from? • What do they do with it? How does it help them, or hurt them? 12. Create a poster advertising for workers for the ranch in Soledad. Think about the layout and what details you would need to include. You must include information about what you expect from the workers as well as what will be provided for them…………………………..
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