Mayella and Boo: Class notes
After a discussion in y11 around an essay which asked for ‘children who suffer’ in the novel to be compared, we developed this list. I suggest that students find evidence to support these statements and to extend them.
|Single parent family
||Single parent family
|Abusive father (sexually)
||Abusive father (neglect)
|Uneducated (choice of family)
||Uneducated beyond a teen years (father)
|Mother figure to siblings
||No siblings but seems to wish to care for the children
|Coward in the trial (moral)
||Brave at end (physical)
|Tries to improve life for children: geraniums
||Gifts in the tree
|Bigoted –picked up from father
|Appalling living conditions clearly described
||Home likened to Gothic haunted house.
I think that the key to this essay might be to look at how the children cope with their ‘suffering’ – in this case Boo rises above it and does what is right, yet Mayella could be said to lack that moral compass. Setting is relevant as well and students might wish to consider the difference between the Radley house which has the best view of all the events in the novel against the house on the dump.
There is much more to find, but this is a start….
A powerpoint, based on the Edexcel IGCSE materials to assist with teaching and revision of ‘Beyond the sky and the earth: a journey into Bhutan.
Zeppa Tasks for class
This is my powerpoint give back of class improvements for Edexcel IGCSE English Language paper 1 for my Year 11 class.
give backPaper 1
In John Tomsett’s new book This much I know… there is a lovely example of modelling annotation for a class, using a visualiser. I ran this today with my Year 10 class – a set who do not find poetry analysis or discussion easy – and I post the result.
This is a great way to help students who are not necessarily ready to move to annotation or discussion of a text without support. The PDF shows a page from the Edexcel IGCSE anthology which we worked on under the visualiser. When I felt I wished to annotate, they were told to copy and I explained why I was writing what I wrote. Yes this is copying, but it is much more. The discussion element broadens and deepens the understanding and the modeled annotation enables them to confidently annotate their own work. For the first time the discussion was ended by the end of the lesson with much more to say.
We discussed the poem in terms of God/Satan, symmetry of good and evil, metaphors of fire and hell, the power and omnipotence of a God who could create the Tyger, the distinction between God and Satan,. the figurative idea of the heavens watered by tears, the alliteration and the rhythmic patterns, the idea of Innocence and Experience…
So much more was covered than in many lessons. I like this, I had forgotten it and it works.
One of the joys of working in such a strong department as I do is finding evidence of the work left behind. This is Miss Boyle’s classroom wall this morning. I attach a PDF copy for closer scrutiny. Thank you.
My favourite poem in the Edexcel IGCSE anthology…
This is for Year 10 who spent a grand 50 minutes exploring the SCA of SCASI.
One or two didn’t copy it and one was absent.
I can’t summarise a poor photo, but the gist is that the poem is a poem of development from innocence to experience – the childish excitement of the opening becoming more of a sense of “excited and scared” (Sondheim) as the child gains experience. We looked closely at Character to chart this development in the language used around the child and repressive nature of the imperatives which come from his internal voice (?) which add more and more inhibitions to his behaviour.
The overt sensory setting was a rich area of discussion as was the passage of time and the awareness of moving from one state to another after a cocoon-like wrapping in the sacks… The boy emerges with heightened self-awareness as his innocent state is left behind him.
The Action divided between inside the shed and external action – the scuffling laughter suggesting his “friends” conscious rejection of him and the cold “biting at the same time suggesting the emergence of his recognition of his new state.
My boys may not have gone for the Sondheim allusion – this is Red Riding Hood ion Into The Woods – excited and scared as her “experiences” in the woods are considered – the new-found awareness s of sexuality is not really a feature here, but the personified garden of threat at the end seems clearly to signify a frightening new world which awaits our young adolescent.
My Year 11 were revising Refugee Blues (Auden) today. Their work is copied below. Fee free to borrow. They will be downloading and keeping…
A powerpoint resource as a starting point for work on the Benjamin Zephaniah article in the Edexcel IGCSE anthology. Other resources can be found here.
A you tube link to Zephaniah discussing Dyslexia can be found here
A screencast to assist students studying Edexcel IGCSE with the short (20 minute) writing task. Applicable to all and linked to material found here: short task blog post
The screencast is to be found on the department You Tube channel.
A short revision lesson on the two set texts for the Year 10 exams later this summer.
setting in TKAM
other setting links can be found here:https://jwpblog.wordpress.com/?s=setting