Holiday Reading

Merry Christmas Y11

I realise that lots of you are a bit annoyed with me for making you work until the very end of term, but you are in school and, significantly, in Y11. What would be the point in you coming to school if you didn't have work to do? You can watch loads of films over the holidays.

When you're not watching films, you'll be reading Lord of the Flies. You should have a copy of this. If you haven't, a well known internet website will deliver them to your door - here's the link. This won't leave you a massive amount of time so you could also go to a bookshop or ask Santa for one. If this is a problem, let me know as soon as possible. You can email me at school and I will do my utmost to ensure that you get a copy. 

Have a look at sparknotes too.  It's been a Literature text since long I did my GCSEs so there's lots of stuff available to you. If you find a good site, please leave the link in the comments box. Share and care. 

You will love this book by the end of term - I'll make sure of it!

Merry Christmas!

Ms 

next to of course god america i

Hello Y11

In the final few lessons of term we looked at cummings' poem from the Anthology.

We explored patriotism and irony.
Here are the lessons.

Next to god america i 2

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Next to god america i 3

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I think it's fantastic poem and I think we had fun with it.
Here are some of the links that won't work via Slide Share.
Cummings reading the poem.
The world's biggest flag?
The song with Ironic in the title but no actual irony!

Ms :)

Iambic Pentameter

It would be cruel of me knot to share this with you I think! Well done today.

Ms 

Unterstanding Iambic Pentameter - Poets think about this stuff!

Today's lesson as promised....

The lesson from today. Here is the link to the document. If you missed today's lesson, this is excellent revision for you. Note down exactly what you are required to do in each question - this does not change and will be the same in the summer. i.e. Q2 always asks you to look at source 2 and analyse presentational features.
Top tips
Remember, just a little more that an minute a mark. 8 mark question should take about 10 mins... Especially do not spend too long on the first one in section A.
Use a range of sentences in Section B - write down the all the punctuation marks you know in your plan and use them.
Put things, especially rhetorical devices, in the room in your head in your mind's eye!

Final Countdown

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Good luck!
Ms :)

Clauses and Colons

Hello Y11
Revision should be in full swing now... I've uploaded this, which we did at the beginning of Y10, as a useful revision of sentence structures - wow -so many sentences to choose from!
It is quite a long presentation as it is a few lessons in one. You have to practice this; it is sometimes easier to start with the structure rather than the idea particularly if you are stuck.
Finally, it is not easy to try and make these sentences fun, but I have tried.
Sentences clauses and colons

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Happy revision!
Ms 

Sentence Variation 1

Sentence variation 2

Samples (not simples!)

Here is a link to some example answers that the exam board give out. Have a look. There are handy little commentaries at the bottom. Prize for anyone who is able to prove that they've had a look at this information!

Exam Overview

As promised, here is the overview of the exam. It's a bit weighty! However, it will help you know what to expect for every question.

Language exam higher

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Let me know if you have ant comments or queries.
Ms 

Well done on getting through the Controlled Assessment. For most of you, that's all the Controlled Assessment out of the way now. An extra well done!

We've spent the last week looking at what we call Paper 1 - the language exam paper. This is split into Reading and Writing.
In section A (Reading), you'll be asked four questions, which are comprehension/reading questions like we have looked at in class.
In section B (Writing) you are then asked to write to inform/advise for 12 marks (click here for a useful site on information writing). You are then asked to write to persuade for 24 marks.

This is brief, but I'll upload this week's lessons as they happen. You can then use this to revise for next weekend.

Any problems, queries etc, leave a comment (but not your name),
Ms

Nearly there!

Hello Y11

I hope you've enjoyed your first week of work. I've left a picture to alleviate your anxiety - you're welcome!

Right, I had a few problems uploading these, but they should be here now. Let me know if you have problems.

Here is a basic PEE+ handout. This is the last lesson - this brings everything that we've done together so it is good to remind yourselves of it. I've also saved them in the student shared area.

Remember, if you need any help at all, leave a comment here and I will get back to you. You can also leave paragraphs as this will help others. Be brave. It's anonymous (don't leave you name).

Please also look below at the video and the links in the previous post. The pupils who have used this blog are the ones who have really extended their learning - be that pupil.

Looking forward to you coming back to school.

Ms

GCSE English "Of Mice and Men: Friendship

5 minutes well spent...

Of Mice and Men

Hello Y11

Well done. You've worked really well. After reading your paragraphs, it is important to ensure that you stick to analysis and do not get drawn into to telling the story.
Remember, really simply, you're assessed on

• selecting quotes
• analysing language and structure
• linking to the writer's viewpoint.

Your paragraphs should follow PEE+ to ensure that your writing stays focussed and analytical. Therefore:
Point (make sure this is a strong point)
Evidence is your quote.
Explain the language and structure
+ link to the writers viewpoint (messages/themes)

For example, when Curley's wife is killed Steinbeck ensures the reader's sympathy for Lennie is maintained. The reader sees the killing as an inevitable consequence of Lennie's bear-like strength and Curley's wife's desire for attention. The use of simile of Curley's wife 'and he shook her; and her body flopped like a fish' creates an unsympathetic image, further emphasised with the alliterative 'f', as we tend not to feel sorry for dying fish in the way we may for a differnt animal. However, the separated clause with the semi-colon accentuates the seperation of Curley's wife from the men on the ranch; this highlights the lonliness and isolation that she felt and she is only free from 'the ache for attention' in death. The symapathy the reader may feels for Curley's wife is undercut with 'and she was still, for Lennie had broken her neck' as this seems harsh and matter-of-fact. This tone reminds the reader that Lennie would not have wanted to break her neck it was just something that happened so, even though he has commited a terrible act of violence, the reader doesn't blame Lennie.  The repetition of the natural imagery, including the clear link to the animalistic imagery when Curley's hand was crushed as he 'flopped like a fish on a line', both links Curley and his wife as the enemy, but also reminds the reader of Lennie's early despcription as a bear, reiterated with his 'paw'-like hands throughout the novel. Because of this, it seems clear that this was both inevitable and natural as bears do kill fish and Steinbeck could be highlighting the predatory nature of the world; it could also suggest that Steinbeck was trying to show the constance of the natural world and Lennie is a victim in this world.

Here are some good links for you. Sparknotes and Andrew Moore's overview. OMAM has been a GCSE text for many years so there's lots of stuff online. If you find soething really good, please share it in comments.

I'll have to upload PPts later as have other work to do now, but wanted to get this up if some of you were using your afternoon to study! Hope so.

Good luck in your week of work!

Best wishes,
Ms Caldwell

Technical Problems have been resolved

Hello Y11
Well done for working through the heat today.
You should know the text very well by now. You should also know the quotes that you are going to use for your essay. We will sit this assessment in the week between work experience and half term.

For your homework you need to write two PEE+ paragraphs. This should be at least 500 words of analysis (remember not to tell the story. 

Your title is:

Explore the ways that Lennie is presented and explored in Of Mice and Men.

We have looked in detail at the progression of Lennie's violence, but also how the audience remain sympathetic to Lennie. Steinbeck creates this sympathy - how? The murder of Curley's wife helps our understanding Lennie. Whilst she 'flop(s) like a fish' we are concerned about Lennie and fearful for his future. Here is the Powerpoint we looked at in class; look at the very clear success criteria for the paragraphs. The explanation is not written in, but you should look at what you have to do and write it yourself. Ensure you have quotes from other parts of the novella in your analysis. Technical issues have now been resolved and you can access PPt here. It is also available in the Student Shared area.
We will then peer assess on Monday morning. We then only have one more lesson before the CA...

Enjoy the sunshine this weekend.

Ms  

Homework

Find one quote of natural description and include at least 150 words of analysis. Youshould include:

• where it comes in the novel (including pg number)
• use of light,
• symbolism
• notes on the grammatical features

This needs to be in on Monday ready to be used in the lesson.
Ms

Hello Y11

I hope you're now settled in to life as a Y11 student. This year will pass extraordinarily quickly so it's imperative that you focus immediately and get to work. You have done well at this this term. 

Last week we started reading Of Mice and Men, an excellent novel. We will finish reading it this week. As I said in class, you will have a Controlled Assessment on this book and you will answer a question on it in your final English Literature exam. Therefore, it is important that you read and re-read the book. 

You need to come to Monday's lesson having read to the end of Section 3. Look at the questions on page 62, though I don't need you to write written answers.  We'll consider the questions together in class.

Finally, please remember our first lesson of the year on talent and hard word. Hard work is what makes people succeed, as Michael Jordan says, don't make excuses...

Ms Caldwell

Well Done!

Hello Y10
I just want to say how very impressed I, and Mrs Dolan, have been at the way you have approached your Spoken Language study and the range of pressures that have been on you this year. Well done.

You have also matured over the year and are ready for the challenges of Y11. You will not believe how quickly this time next year will come around!

I am very much looking forward to teaching you next academic year. You do deserve a lovely holiday - I hope you all enjoy the break.

READ! (reading list is being made at the moment)

Best wishes,
Ms Caldwell

Wednesday's Cover lesson

PEE+

Hi Y10
I hope the Physics exam went well.

Excellent work this week. Some of you still have work to do so ensure that you get everything you need over the weekend. This is your homework; if you've already done a lot of preparation for this, then you don't have much homework. If you haven't, then you've got much to do over the weekend!

Remember, it's only 1000 words. You just need a few things in order to talk about them at length, but they need to be of high-quality so you can talk about them in detail. It is a bit like the layers of meaning that we focussed on so much in the previous Controlled Assessment.. You MUST give a detailed comment on issues surrounding spoken language.

Here is the PowerPoint from the lesson (it includes a paragraph on Sports Commentary).

Look below for details of the Assessment.

There is also the video from Wednesday's cover lesson below.

Any worries? Leave a comment.

Ms :)

GCSE English Language Unit 3

Spoken Language Study
Controlled Assessment Criteria
A02
Understand variations in spoken language, explaining why language changes in relation to contexts.
Evaluate the impact of spoken language choices in their own and others’ use.
Band 5
‘Sophisticated, perceptive analysis and evaluation of aspects of how they and others use and adapt spoken language for specific purposes
Impressive’ sustained and sophisticated interpretations of key features found in spoken language data
Sophisticated analysis and evaluation of key issues arising from public attitudes to spoken language varieties.
Band 4 
Confident/ assured explanation and analysis of how they and others use and adapt spoken language for specific purposes
Confident analysis and reflection on features found in some spoken language data
confident analysis of some issues arising from public attitudes to spoken language varieties.
Band 3
‘Clear, Consistent’ explanation of how they and others use and adapt spoken language for specific purposes
Exploration of features found in some spoken language data
exploration of some issues arising from public attitudes to spoken language varieties.
Band 2
‘Some’ some awareness of how they and others use and adapt spoken language for specific purposes
some understanding of significant features found in some spoken language data
some awareness of public attitudes to spoken language varieties.
Band 1
‘Limited’ limited awareness of how they and others use and adapt spoken language for specific purposes
description of a limited range of features to be found in some spoken language data
limited awareness of public attitudes to spoken language varieties.

Notes:
1. The phrase ‘spoken language’ here refers to the range of texts which are possible in each of the three categories.
2. Data here can take different forms, such as transcripts, recordings, journalism etc.

Some useful links...

Hello Y10

Lots of you are working really well. This is an independent study focus so you really are showing your skills/ competencies that will serve you well in future study and beyond. 

If you have not got a range of documents, you need to address this urgently. We are going to begin writing our arguments later this week and next ready to write this up formally the week after.

A reminder that you must have transcripts that you have listened to, ergo, have transcribed yourself. You cannot just have transcripts that you have downloaded. These are not transcripts, but scripts.

Here are a few things to help you along:

• the powerpoint from last lesson
• an article on Texting reducing attention spans
• an article on Mutli-modal speech destroying the written words
• a transcript of 1930s children being taught how to speak on the telephone

If you find any articles that are useful, use the comments to share this information. For example, NZ was looking at an article on Hip Hop and changes to language that I would like to read...

LOOK AT THESE FILMS: This is a useful short film about accents, accents and dialect, texting is good for language (this is actually excellent), how the internet changes langauge. If you search Davis Crystal in YouTube it bring up lots of wonderful little films for you. Mkae sur eyou reference these though so save them to your favourites and write down the address.

Here is the teacher in my pocket who gives some guidance on spoken language study; although this is for a different specification, it is really useful for those of you doing political speeches.

If you are stuck in any way, leave a comment.

Ms

Read this carefully - there's a lot of important information in it!

Hello Y10

Firstly, a big well done to you! Most of you have really engaged with this unit and are doing some excellent work.

  

Secondly, there is a mistake in my previous post. The date for Controlled Assessment catch-up is the 10^th June; we’re on holiday in the 3^rd! This will be in the afternoon. Please use the older posts on this blog to revise. It is the best resource that you could have as it follows what we did in lesson time. Do not hesitate to contact me if you feel that you need further help; I will do a revision session in the first week back and I’m happy to give tutorials at lunch or after school. Ensure that you USE THIS TIME OVER THE HOLIDAY, but do not neglect your Spoken Language work.

HOMEWORK – SPOKEN LANGUAGE

You need to have a bank of information for analysis when we come back to school. This will allow you to get straight on to analysis when we return. It also takes a considerable amount of time and I want to use our lesson time on more focussed learning now.

Everyone has chosen a task. I recommend that you do not do one of the tasks about multi-modal talk. These seem a bit limited. I think you’d have more to say if you looked at idiolect and evaluated your own multi-modal language.

To be very clear, you need to have:

• ·         Transcripts (at least three at about three minutes each and correctly transcribed (see the video and PowerPoint below for this information))
• ·         Article about debate surrounding language
• ·         Interviews
• ·         Questionnaire

This is about spoken language. You need to listen to language and record your own transcript so that you can identify aspects of the spoken language. If you think you can just find transcripts online, this will not serve you well. Unless of course you are also watching this speech and annotating the transcript appropriately.

In order to write well, you need to have a debate. There needs to be some difference in what you are discussing. For example, in the soap opera task you could show the differences between the speech of younger characters in Eastenders, Coronation Street and Home and Away. Does Eastenders try to use more colloquialisms than the other two? Is this because of the context? They don’t represent actual speech: they cannot. Why? What would happen if the youths on soaps spoke with the amount of colloquialisms or taboo language that you might use? Here you should also include a transcript of your own speech so that you have something to compare it to. What are the differences? Also, what are the debates around teenagers’ speech? What do adults think of the way you speak?

Below are the videos that we looked at in lesson. They are also available in the Student Shared Area. Remember to pause them at points where you need to engage with what’s on the screen.

Here are some resources that you may want to use: Powerpoint that includes tasksand how to make a transcript document.

There is also a good article on response to language differences and cultural differences. It even mentions phatic talk...

If you are unclear in any way on what you should be doing, let me know as soon as possible. A comment will email me straight away. It is not acceptable that you come back to school without this information.

I'll do another post, probably with a video, so ensure that you check the blog again.

Have a lovely holiday.

Ms :)


P.S. Don't forget to watch the two videos below again

Spoken Language Requirements

Guidance on Internet

Excellent work today Y10. You are really starting to understand how to explain aspects of multi-modal talk.
If you have got time left on your Controlled Assessment, you will finish these on the first Friday back after the break (3rd June). This will give you time to revise. Of course, if you need any support from me you can use this blog to ask questions or get personalised help.
See you on Thursday.
Ms 

Welcome back Y10!

Well, it's been a funny start to the term; we still haven't completed a full week and term ends in two weeks!

Firstly, if you missed some parts of your Controlled Assessment, we are arranging catch up times for you to do this. It is quite difficult, but don't worry - I'll give you a little catch-up session before hand so that you're reminded of where we were. Expect an update on this in the next few days.

Myself and Ms Dolan are both really impressed with how well you have been working. You all worked so well on Macbeth and Frankenstein. If you can keep up the good work, you'll get a lot out of the course.

I hope you are enjoying the Spoken Language unit. It's been refreshing to something more relaxed and more relevant to you and your lives - we all speak! We've looked at a range of different types of language and considered why spoken language is often so controversial. We have looked at Rastamouse particularly and considered the debates around the use of Jamaican Patois in a children's TV programme.

For your homework I would like you to bring a record of spoken language or multi-modal talk. This could be one or more of the following:

• a record of text messages 
• a record of a live chat conversation
• a record of a series of tweets
• a transcript of a sports commentary
• a transcript of a children's programme (such as Rastamouse)
• a transcript of a conversation you've recorded and written out. 

This will ensure we have a bank or corpus of spoken language that we can analyse. 

Let me know if you have any problems or if you need anything.

Ms 

Hello Y10

I have found this site! It's good for grammar exercises. Have a browse and let me know what you think.

Ms

It would be useful for you to make a brief reference to Frankenstein Foods. Here's a link to an article. You don't need to know a lot or write a lot about this, but I think it's a good way for you to comment on the influence of the book in different contexts and times.

Ms :)

Well Done Y10!

Hello all

Myself and Mrs D are really impressed with how well you've approached the Controlled Assessment. You've shown perseverance and commitment to success in abundance. We are nearly there now and your hard work will pay off.

If you've got any problems or questions, we're here to help. A comment emails me straight away and I know some of you have found this very useful.

Keep up the good work!

Best wishes,

Ms Caldwell

The Romantics: Frankenstein

I put a link on to this video some time ago, but thought you'd benefit from a little revision.

The Controlled Assessment

Hello Y10

I hope you've enjoyed the sunshine.

If you've missed a lesson this week, it is important that you are up to where we are in the lesson. Read this carefully.

Due to various trips happening this week, we've decided that you should begin your controlled assessment in the second half of Friday's lesson. Everyone should have their essay written out now. As a rough guide, you should have: an introduction; two paragraphs on Frankenstein; two paragraphs on Macbeth; two comparative paragraphs and a conclusion. It doesn't necessarily need to be in this order (apart from the introduction and conclusion!).

The most common errors are to try to talk about more than one point in each paragraph and to tell the story. We know the story! You need to keep your writing very clear. Following PEE+ will help you with this. You do not need to list all the ways that the character is presented, just pick your best points, ones that you can write a lot about.

After Friday's lesson, rather than come in a do the CA from the beginning of the lesson, you will come in and have 10mins to look at the paragraphs you've already written. Everything will then need to be put away and then we'll start the assessment. Essentially, you are going to try to remember as much as you can of 2-3 paragraphs that you'll write about in the following 45mins. You'll be writing in chunks. This means the CA will go over more than 4 lessons, but I think this will give you the best possible chance at doing well. Remember, this is 25% of your GCSE.

For this to work well, please come to the lesson prepared and ready to focus. Exam conditions will apply so you will need to enter the room silently.

If you have not got your essay written out you need to do this urgently. Ask Ms Dolan or myself if you're on the right track. Everyone should have had their work looked at by us, say urgently if you have not.

Your homework is to complete the essay and revise for the CA. This will be the case for the next couple of weeks.

There is lots of stuff on this blog to support your learning outside of the classroom. Scroll down and have a look at some older posts; it's good revision.

Here are some links for you.

Success Criteria for Introduction and Conclusion.

FRANKENSTEIN

Frankenstein Chapter 5.

Extract Chapter 10.

Extract Chapter 11.

Success Criteria for PEE+ and example Frankenstein

MACBETH

Is this a dagger I see before me?

Act II, Scene II

Act V, Scene VIII.

Success Criteria for PEE+ and example Macbeth

and success criteria for CA.

These are the Assessment Objectives:

AO1 Respond to texts critically and imaginatively, select and evaluate textual detail to illustrate and support interpretations

AO2 Explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings

AO3 Make comparisons and explain links between texts, evaluating writers’ different ways of expressing meaning and achieving effects

AO4 Relate texts to their social, cultural and historical contexts; explain how texts have been influential and significant to self and other readers in different contexts at different times

If you are stuck in any way or have a problem, you can leave a comment on this blog (this then emails me straight away).

Best wishes,

Ms Caldwell

A gift from me via the BBC

Here's a little gem for you!

Hello Y10

You will do your Controlled Assessments this week. This is worth 25% of you overall English Literature GCSE grade so it is imperative that you are committed to success. You are responsible for this!

You will have written your essay now so have a clear idea in your head of what you will put on paper in the actual CA. We'll spend a little time at the beginning of the lesson making sure you know what you're going to write. . I think you should memorise as much of the essay as possible. This might seem huge, but remember you also have time in between the lessons so remember the section you'll write about in that hour. For example, in the first lesson you'll need to know your introduction and the first two paragraphs.

You have a success criteria for every aspect of the essay (the introduction, PEE+ and conclusion: use them. There are links to them in this blog; there are also links to a wealth of information that will support you. Use the the search bar or scroll down.

Here is the PowerPoint from last lesson with me.

You have a fabulous bank of information in you book; ensure that you use this. We've been working on it for a while and the CA is a chance for you to show off the amazing amount of work you have completed and learnt.

After we've finished this, we're going to look at spoken language. Exciting!

Have a wonderful weekend.

Ms Caldwell

Here's a clip of Macbeth. Have a look and let me know what you think.

This is a bit of an experiment so I hope it works! If it does, it will mean more blog videos to come.

Ms

Hello Y10

Some excellent work this week. Most of you are clearly committed to improving your writing: your hard work will pay off.

I have adapted the PowerPoints from this week so you can look at the model paragraphs. They don't need to be exactly like this! The idea is that you can copy some of the techniques such as embedding quotes in your analysis or linking to quotes from other parts of the play.

Next week we are going to work on integrating the work we have done on our texts into one essay. We are very nearly there.

I've spoken to Ms Dolan and we've decided to give you a bit of extra time. You must work well in lessons and out of school to really improve your understanding and writing. We will begin our controlled assessment in the week beginning 21st March.

Use the links on this blog. If you've found a good link, share it in the comments.

Finally, if you have a chance go to the Shelley's Ghost exhibition at the Bodliean.

As always, you can use this blog to contact me if you are stuck in anyway. I am here to help!

Enjoy the weekend,

Ms Caldwell

Hello Y10

This week we have had an easy start back in to Macbeth and Frankenstein. We have made finger puppets for our protagonists. The best ones contained lots of information about our characters with links to contexts.

Next week is going to more be intensive as we'll do some more language analysis and start to put our essays together. Brace yourselves!

Look though this blog for links that will help your understanding of Macbeth and Frankenstein in preparation.

Best wishes,

Ms Caldwell

लुक अत वहत माय ब्लॉग कैन दो!
Here's the link in English!
Ms Caldwell
or
मस काल्डवेल

Hello Y10

Just a few weeks left on Frankenstein and Macbeth. This week we've looked closely at the language and considered how this impacts upon our understanding of the characters.

For your homework, I would like you to do two things:

1, Research the historical context of Macbeth. This should be a bit like your super-document for Frankenstein, which were marvelous. You need to a have an understanding of

• the divine right of Kings and James I
• witches in 16oo
• the rights of women

If you click on them, they'll lead you to some information, but let's remember our Competency of resourcefulness and try to find original information. If you would like to extend your learning, have a look at the links on this site.

2, I would then like you to prepare a Venn Diagram where you note the similarities and differences between the characters. Remember, one of our Assessment Objectives is to be able to compare the presentation of the characters. Here is an example. You should be able to come up with at least three others. We will collaborate and add to this at the beginning of next lesson.

I hope you have a wonderful holiday,

Ms Caldwell

Hello Y10

You're working really well at the moment; many of you are trying exceptionally hard with some difficult texts. Your hard work will pay off.

This week we've looked at the presentation of Macbeth. We've looked at the Act2 Scene 2, one of our key scenes, and have done some dramatic interpretations in order to develop our understanding of the language. You should all now be able to quote from the scene, the words seared into your memory!

There is some help online that will support your learning and understanding of the play. This is a useful overview - if you're unsure about the plot in any way, watch it. There is also some useful information here. I suggest you start by looking at an overview of 2.2.

Let me know if you have any problems or need some help.

Ms Caldwell

The Presentation of Frankenstein

Hello Y10

Some excellent work again this week. Well done.

If you've missed any lessons this week, it is still absolutely essential that you complete this homework. It is due on Monday and everyone needs to have a completed six paragraph essay (intro, 4 points or more and conclusion). The question you are answering is:

• How is Frankenstein presented in Mary Shelley's Frankenstein?

We have looked at the presentation of Frankenstein in class. We came up with a range of different points for this. Some of the points made in class included:

• obsessed
• emotionally fragile
• determined
• reckless
• angry
• careless
• heartless
• consumed

Remember, Frankenstein's treatment of the creature is also how Frankenstein is presented. Here, we could say that Frankenstein is heartless and deserves his downfall; it changes the reader's understanding of Frankenstein (and the creature) and you should analyse this in your essay.

You should have your PEE+ grid completed (here it is); use your annotations to support this. I've added an extra layer to encourage you to develop your analysis and write about context. Have one or two points from Chapter 5, two points from Extract from Chapter 10 and possibly one from Extract 11 (if you only have one from Chapter 5). It is formulaic, but will encourage you to stay on task. The success criteria for the Introduction and Conclusion is here. The success criteria for every aspect of a paragraph is here. How very lucky you are!

If you would like to watch a short, excellent film about Frankenstein, look at this. I think you'll find it informative and interesting.

If you have any problems, then you can leave a comment (an appropriate one of course).

Best wishes,

Ms Caldwell

Hello Y10

Firstly, I want to say how well you're working at the moment. I feel that you've had a very successful turnaround and I very much enjoy teaching you. You are working together well and are clearly committed to doing well in English. Well done. I will bring you a little treat tomorrow as a small reward!

In this week's lessons we have looked at the presentation of both Frankenstein and the monster.

We annotated Extract from Chapter 10 and Extract from Chapter 11 (though there is much more to say about 10). This gives the reader an alternative perspective: the monster's. Here he is presented as benevolent and neglected.

If you weren't in the lesson, you must annotate the Chapter 10 extract. Use this annotation success criteria to guide you. Then write an agony aunt letter from the monster trying to embed quotes from the text. Here is an example and success criteria for this.

Remember to get your planners signed, if you're not 15, so you can watch Macbeth soon.

See you soon

Ms Caldwell