Tuesday, 21 February 2017

Literary Essay: Purple Hibiscus

Image result for literary essay cartoon
Remember, a literary essay should have a very clear structure, e.g:

  • Introduction
  • PEE 1
  • (Link)
  • PEE 2
  • (Link)
  • PEE 3
  • Conclusion


Introduction
The purpose of this essay is to...
This essay will attempt to...

Point
Give an answer, explaining the part of the aspect of the character or the theme you are describing and your idea (make sure it is relevant to the question, be concise and careful with expression)

  • Sentence starters: In my opinion/ I think that …/ Firstly/ At the beginning of the novel/ However, the character changes when… / Not only … /Despite the fact that …/ Despite the lack of … / While …
  • Expressions: due to/ especially as/ which (eventually) leads to/ which means that/ not only …. but it is also/ a central issue or character is/ Certainly, this is a main theme in the novel/Certainly, this character is central to the plot because …
Evidence (Quotation)
Try to integrate the quotation – remember it can also be only one word! Use a comma before the quotation and remember to use quotation marks!

e.g.     This is shown in the quote, “…”
            This is suggested with the quote, “…”
            This is implied with the quote, “…”
            When Ishiguro writes, “…”
           
Key words: After / Before / When … (event)... QUOTATION


Explain
This is the difficult part – analysing the quotation and making it relevant to the original question.

Begin with a basic analysis:

ü In this quotation…
ü  From this quotation…
ü The description of … gives an impression/idea about …
ü This quotation suggests/shows/reveals the/how/why …
ü We can infer from this quotation just how ….
ü This line reveals the …
ü Considering the context, this could link to ...
ü However, perhaps this indicates ...
ü Additionally this could be interpreted as ...
ü This writer uses the word which is important because …
ü This implies .../ This suggests .../ This shows .../This reveals
ü However, on the other hand it might suggest that …

ü Alternatively, this could be interpreted as a sign of …
Try to DIG DOWN...
THIS SUGGESTS
THIS MAKES US THINK
THERFORE THE READER UNDERSTANDS
THIS LINKS TO THE SPEAKERS MESSAGE THAT

Conclusion
To sum up...
In conclusion...
To conclude...
Taking everything into consideration...

Tuesday, 14 February 2017

ORALS DAY 2: Individual preparation for our Purple Hibiscus Essay

Tasks to be completed whilst orals are being conducted

YOU MUST REMAIN IN SILENCE. NO WHISPERING, NO GETTING OUT OF CHAIRS.
- So that your classmates can do their best in their orals!
- You were VERY GOOD at this yesterday, keep it up for this second day.


Things to be getting on with:


1. You can continue to revise for your oral.

2. Ensure you have completed the CHAPTER FOUR SUMMARY GAPFILL that can be found below on Friday´s blogpost - The aim is to go through this before the end of the lesson.

3. The vocab test which will be used to help calculate your second AIE grade will be next Tuesday 21st February. This will be based on the quizlet lists for chapters one, two, three and four. You can use this time to study these.

4. The essay you will do will focus on EITHER Kambili or Papa. Use this time to find quotes you could use to write about them. Construct a table like the following, for each character.



Key things to bear in mind:

1. For now, aim to fill two of these tables, one for Papa and one for Kambili. Aim for FIVE adjectives with five different quotes for each character.

2. Consider what you think of these characters; which words and adjectives YOU would use to describe them

Possible ones might be:

Papa: loving, intimidating, religious, an important figure, noble...

Kambili: quiet, isolated, oppressed, loving...

Use these for ideas, but come up with your own too. Original ideas will score higher marks than ones that I have given to you.

3. The best quotes are short and to the point. Ten words is usually more than enough. More than ten can be too much. You only need the precise part of the quote to demonstrate your point and from which you can explain in more detail.

4. In your explanation, you should elaborate on your point. Use different words from the quotation AND choose a particular word from your quote and analyse it, explaining its connotations and its effect on the reader.

Monday, 13 February 2017

Tasks to be completed whilst orals are being conducted

YOU MUST REMAIN IN SILENCE. NO WHISPERING, NO GETTING OUT OF CHAIRS.
- So that your classmates can do their best in their orals! :)



Things to be getting on with:


1. You can continue to revise for your oral.

2. We need to look over the passive voice and irregular past participles and past simple forms in particular.

Use this time to create some HANDY REVISION POSTERS on these irregular verbs and their forms.

A useful way to set it out would be to also use them IN SOME SENTENCES to help you remember their meanings.

Here are the links again. I will want to see your progress on these...

1) IRREGULAR VERBS - AND THEIR PAST TENSE FORMS.

QUIZLET LIST IRREGULAR VERBS DEFINITIONS

2) IRREGULAR PAST PARTICIPLES

TRY THIS QUIZ TO TEST YOUR SKILLS!

3) PASSIVE VOICE!

Use the links below to practice your skills for the passive voice tests this term...







Make sure that you are familiar with passive voice forms in different tenses.

Thursday, 9 February 2017

Purple Hibiscus: Chapter 4



1. Activity 1:

15 minutes on the Quizlet list:


https://quizlet.com/187695034/purple-hibiscus-chapter-four-flash-cards/

We´ll test your knowledge at the end (and don´t forget the vocab test next week!)


2. After finishing chapter 4, read this summary, filling in the gaps with the following words. 

Copy and paste this into a word document and save it as Chapter 4 summary in your Purple Hibiscus folder. 


snob
Idol-worshipping
Exams
Pride
Proud
Praising
Money
Soldiers
British
Second
Whip
Sweating


Chapter 4 summary

It remains difficult for Kambili to read, even though her 1.___________ are approaching, as she keeps seeing Mama’s blood in the letters. One day she is studying in her room when Yewande Coker, the wife of Ade Coker (Papa’s editor at the Standard) comes to the door sobbing. She says that 2.___________ have taken Ade away. Papa comforts her, telling her to repeat a Bible verse. Kambili knows that Ade was arrested because the last Standard had printed a story claiming that the Head of State was drug trafficking, and questioning the earlier execution of the three men.

The next week Kambili takes her exams, and then is horrified to see that she has come 3.____________in her class, even though the teacher has written her a glowing review. Kambili knows that Papa will not be pleased.

She hears Papa come home and go into Jaja’s room. Jaja had come first in his class, so Kambili imagines Papa hugging him and 4.___________ him. Then Papa comes to Kambili’s room and she gives him the report card. He is silent, and then asks about the girl who came first. Papa tells Kambili to come down for dinner.

Later, Papa starts to chide Kambili for her grades, but then the phone rings. Papa seems to forget about Kambili’s punishment for a few days after that. He gets Ade Coker out of prison, but his family only finds out by reading it in the Standard. There Ade praises Papa as a brave “man of integrity.” Kambili feels a rush of 5.___________ as she reads this. Papa says that the paper will have to publish underground now.

There is a two-week break from school, and during a trip to the market, Kambili notices the poor crowds. Mama tries to shield the children from seeing these scenes. Kambili sees a woman spit on a soldier, and then sees the soldier 6.___________ her. Another soldier kicks down stalls selling fruits. As they drive home Kambili cannot stop thinking about the woman in the dirt.

On Monday, Papa drives Kambili to school, instead of Kevin taking her as he usually does. They pass a beggar and Papa throws some 7.____________ to him. Kambili’s school, the Daughters of the Immaculate Heart Secondary School, is surrounded by high walls with broken glass on top. Papa had decided on this school because he liked the walls, which enforced discipline.

They go into the school grounds and Papa asks Kambili to take him to her class. One of the white nuns sees him and starts talking excitedly. Papa uses a 8.__________ accent when he speaks to her, just as he does with Father Benedict. Papa tells the sister that he is just there to see Kambili’s class. Papa and Kambili go on and come to the group of girls standing outside the door.

Papa asks Kambili to point out Chinwe Jideze for him. Papa says that Chinwe is not more intelligent than Kambili and gives the lecture Kambili had expected, about his own hard childhood, how hard he worked, how he escaped his 9.________________father with the help of the Catholic missionaries.

The class begins with a hymn, a prayer, and then the Nigerian national anthem. Then a student always recites the pledge. Today the sister chooses Kambili to say it. Kambili knows the words, but she cannot make herself speak. She starts 10.______________ as everyone stares at her. Finally she stutters and starts the pledge.

The students go into their classrooms and a girl named Ezinne asks Kambili about her holiday. She brings up the fact that Kambili came in second last term, but says that her parents must still be 11.____________ of her. We learn that Chinwe comes from a rich family just like Kambili, but Chinwe is very popular and the other girls copy her style. Kambili, in contrast, spends all her free time studying.


Ezinne tells Kambili that Chinwe started the rumor that Kambili is a “backyard 12.__________” because she doesn’t ever talk to the other girls, or walk with them after school instead of running off. Kambili does this, though, because she knows that she must run to Kevin’s car and get home on time or Papa will be angry. One time she was late and he slapped her face with both hands. Kambili doesn’t tell Ezinne this, though; she just says that she likes running.





Monday, 6 February 2017

Year 11 Term 2 Speaking exam - Monologues - Criterion A x2







Year 11: Term 2 Speaking Exam

Monologues will last for 2 minutes and should give your personal opinions. Focus on structure and responding to the bullet points with interesting ideas and real facts. In the assessment, you will be asked two different questions.

For the ´real facts´, find real source material using the links above. The Guardian, The BBC and TED talks are excellent sources. Aim for at least two in each monologue to back up your ideas with facts / statistics / opinions etc.



Monologues are very much like a spoken essay - SO,

STRUCTURE AND ORDER OF IDEAS IS KEY!

Features and success criteria:
·         Use a lot of CONNECTIVES
·         Stated sense of purpose / aim : an effective and clear introduction to the issue or question
·         Introduction + conclusion : these should show clearly the 'sense of purpose'
·         Clear organisation: both in terms of the individual steps of the argument, and in terms of the overall pattern of the argument.
·         Formal language
·         Range of aspects considered - There should be a sense that different arguments are explored – if only to disagree with some of them.
·         Touches of rhetorical devices but not as much as in a speech

Introductory phrases
•Nowadays/ Recently, there is widespread concern about …
•Not only do I think (one idea) but I also think (a different idea)
•Throughout history, there has been …
•History has been littered with examples of …
•In the past there has been many examples of …
•In the (near) future, maybe there will be
•Despite (+noun OR + gerund)
e.g.   Despite the protests …
  Despite hating protests …
•It is a vital/ critical/ crucial/ fundamental/ essential/ key  problem or issue in society
•The relevance of/the awareness of this issue is crucial because
•Clearly, it is inevitable/unavoidable/inescapable to be concerned about this issue
•As an engaged/ informed/ educated/ thoughtful/ critical citizen, it is …

Connectives
1) To add: and, furthermore, in addition, what is more, to add, moreover
2) To contrast: but, although, though, despite, in spite of, however, nevertheless, yet, whereas, while
3) To give reason: because, since, due to, as, owing to, because of
4) To give a result: therefore, consequently, so, as a result
5)To show sequence: firstly, secondly, finally, lastly, last but not least
6) To summarise/ conclude: to sum up, in conclusion, in brief, in summary, in short, to conclude

Powerful verbs
•To impact upon/ to affect
•To give rise to …
•To raise awareness  of …
•To give weight to …
•To urge/to encourage
•To retaliate
•To initiate
•To trigger/to spark (something)
•To cost lives
•To take steps towards
•To reach an agreement
•To be declared independent
•To seek/strive for independence
•To solve/ resolve
•To take into account

Linking phrases
•… culminated in… (ended in …)
•…resulted in…
•… led to ….
•… was caused by …
•…was said to be …
•…is still thought to be…

Summarising
- Taking all this into account, it is clear that ...
- All in all, ...
- To sum, this crucial issue needs to be dealt with by implementing ...

- In conclusion, the facts suggest that ...