Vendetta

1. Vendetta Goal: To explore the possible moral purpose of a text. Spelling Starter Writing Returns and target setting – how is it done?

2. Vendetta Goal: To explore the possible moral purpose of a text. • First prediction – what does ‘Vendetta’ mean? What language does it come from? Why might the story be called this? • Reading – first 3 paragraphs – what is your impression of this place? What would it be like to live there? • Reading – next section. What might the idea be? Write a prediction about how you think this story will end in your books. • Reading – how close was your prediction? • Guess what – you don’t actually know the end! There is one more paragraph. Write in your book what you think it might be.

3. Vendetta: Features of Description Goal: To understand the techniques used to establish an atmosphere, and show this understanding in your own writing. Spelling Starter Re-read the first two paragraphs – in your group come to a consensus about the 3 most descriptive sentences. Feedback and discussion. Your turn – use the features of descriptive writing we've identified to create your own description of one of the following places. Best sentence feedback

4. The widow of Paolo Saverini lived alone with her son in a poor little house on the outskirts of Bonifacio. The town, built on an outjutting part of the mountain, in places even overhanging the sea, looks across the straits, full of sandbanks, towards the southernmost coast of Sardinia. Beneath it, on the other side and almost surrounding it, is a cleft in the cliff like an immense corridor which serves as a harbor, and along it the little Italian and Sardinian fishing boats come by a circuitous route between precipitous cliffs as far as the first houses, and every two weeks the old, wheezy steamer which makes the trip to Ajaccio. On the white mountain the houses, massed together, makes an even whiter spot. They look like the nests of wild birds, clinging to this peak, overlooking this terrible passage, where vessels rarely venture. The wind, which blows uninterruptedly, has swept bare the forbidding coast; it drives through the narrow straits and lays waste both sides. The pale streaks of foam, clinging to the black rocks, whose countless peaks rise up out of the water, look like bits of rag floating and drifting on the surface of the sea.

5. Vendetta: Exploring Style Goal: To understand the effects created by the style of language in this story. Reading Language questions: Feedback Letter to a Guy de Mapassant forger. Dear Sir Though I don’t agree with your morals, should you wish to forge a ‘missing’ short story by the above author, I suggest you use the following language techniques … (How the writer likes to write, with examples and effects)

6. Language Questions

7. Examination Day Goal: To understand what the purpose of this text is – i.e the message the author is trying to get across. Assessment Returns Vocabulary unscramble: these two key words are scrambles. What are they? res / fo / ing / ow / had ism / an / ri / lita / tota Copy these definitions into your books Foreshadowing – To hint at the ending of a story Totalitarianism – A government that has total power and control over every part of its citizens’ lives

9. Reading and Discussion • What does the ending mean? • How can that make sense? • Questions to check for sense. • What happens to Dickie at the end of the story? • Why does this happen to Dickie? • Why does the government want to kill people like Dickie? • What might this story be a warning about?

10. Examination Day Goal: To be able to find examples of foreshadowing Spelling Discussion – how does the following sentence foreshadow the ending of ‘Examination Day’? ‘Go read your comic books Dickie’ Dickie’s father encourages him to read comic books because you don’t learn anything from them, so therefore it won’t increase Dickie’s intellect and he’ll ‘pass’ the test, G/W: Quotation Search – find and copy quotations that foreshadow the ending MUST – 5 Quotes, all explained Should -8 Quotes, all explained Could – 15 Quotes, all explained Jigsawing – most subtle to groups, most obvoius, from groups

11. What does this image suggest

12. Examination Day: Characterisation Goal: To be able to identify how the author creates his character. Reading Key Word: Tragic flaw – what do you think this might mean? Copy the definition below into your books Definition: Tragic flaw is a quality a character has that brings about his or her own downfall. Discussion – how can a writer create our view of a character?

13. Understanding Character Explain what the following quotations suggest about Dickie.

14. Understanding Character Explain what the following quotations suggest about Dickie.

15. Show don’t tell… Write your own description of a character who would ‘pass’ (i.e fail) the government intelligent test. Try to be subtle – show the reader your character is not very clever – don’t tell them. Optional starter: Craig sat in the corner, concentrating hard on his comic book. He had been looking at the same page for … Feedback.

16. Shared Character Profile Jimmy-Bob sounded out his name as he spelt it on the front of his book. After one hour, he finally finished his ‘Biff and Chip’ book. He bit his lip, nibbling the loosening flap of skin, as he told his teacher he, ‘Don’t get it.’ for the 20th time that morning. Later that day, when he got home, he ran straight to the kitchen and ate his usual after school snack: three packets of Hob-Nobs, dipped in hommous.

17. Killers • Goal: To understand the message the author was trying to communicate through this story. Key Word: Irony Definition – when the opposite meaning of what is said, is the true meaning, like subtle sarcasm, OR when the outcome of a situation is the opposite of what was hoped for. Reading ‘Killers’ Comprehension questions – next slide

18. Comprehension Questions

19. Killers: Kill or be killed? Goal: To understand the message the writer of this story was trying to communicate. Reading G/W: List all the people or creatures that kill, or try to kill, in this story (Look carefully, there might be more than you think.) For each one give their killing a rating out of 10 – 10 being a horrible thing to do, one being completely understandable. Write a reason below each to explain. E.g. The hawk is a killer because it has killed a rabbit. 1/10 – The hawk kills to feed itself – it’s a predator and must hunt to survive.

20. Paragraph response Regular question: I think that the point that O. E. Middleton was trying to make in ‘killers’ is that … OR Challenging question: The quotation, ‘Why were such murderous creatures ever made’ hints at the point of O. E. Middleton’s ‘Killers’ because … Plenary – In what way is Killers ‘ironic’??

21. The Sniper Goal: To understand the effects achieved by different sentence structures in this story Reading Discussion – The troubles Reading – The Sniper

22. Comprehension Questions

23. Comprehension Questions

24. Your turn … Write a paragraph about somebody being caught doing something they shouldn’t. Use … • Some long sentences to build description • Some middle length sentences • Some short sentences to build tension • A really short sentence (One or two words) for real impact.

25. The Sniper • Goal: To be able to identify and comment on the purpose of the writer. • Skim reading – how to be a champion reader • Skim read ‘The Sniper’ • Discussion – what point is the writer of this story trying to communicate??? (Listen, speak and learn) • PEAing

26. Sniper PEAingMUST 1 PEA, Should 2 PEA, Could 3 PEA The main point that writer of ‘Sniper is trying to communicate is that …………………………………….. The quotation ‘ ………………………………..’ shows this point clearly. This line implies that …………… ………………………………………………………………… Another aspect of the story that hints at this message is when ………………………………………………….. A good example of this is in the quotation ‘ ………………… ……………….’ Here the writer’s words suggest that ……………................................................................... One further aspect of the story …..

27. Perfect P.E.A The main point that writer of ‘Sniper is trying to communicate is that civil war is perhaps the worst sort of war. The quotation ‘The sniper turned over the dead body and looked into his brother’s face’ shows this point clearly. This line implies that no-one knew who it was they were fighting, it could literally tear families apart, as it could result in brother killing brother.

28. Conclusion. Rewrite the last paragraph of the story to completely reverse the purpose of the story - - that is rather than it being a lesson in the horrors of civil war, make it a story which glorifies battle.

29. The Last Spin Goal – to be able to identify the way the author creates tension in the story. Reading The Last Spin G/W: Tension techniques Tension Graphing Feedback

30. Find and label an example of each of the techniques listed below that are used to create tension • Strings of short sentences • Pauses and hesitations • Threats and peril • Ellipsis (…) • Onomatopoeia • Sudden shocks

31. Exploring Narrative Tension • Narrative means story – so narrative tension means tension that comes from the plot or storyline. • Divide the story into 8 -12 sections for you. Plot each section on the graph to trace the development of tension in this scene. • Danny describes Tigo as ‘The Enemy Narrative Tension Tension 1 2 3 4 5 6 7 8 9 10 11 12 Part of the scene

32. PEA Task: How does Evan Hunter create tension in ‘The Last Spin’? Challenging Task – complete three – five PEA paragraphs on the above topic. Regular task – do the same using the skeleton below: One technique Hunter uses to create tension is …………. A quotation which shows this is ‘ ……………………………… …………………….. This creates tension because ……… ………………………………………………………………………………. Another technique Hunter uses is ………… (Repeat this structure three times!) Feedback – share with group and pick best paragraph to share with class

33. The Last Spin - Comprehension Goal: To be able to demonstrate an understanding of the purpose and ideas in this story.

34. Exploring Tigo Write the next section of the story, - what will Tigo say to the rest of his club? To Danny’s club? What would he be thinking that night? How would he act when he saw Juana? His Mother? First Line: After what seemed to be an eternity, Tigo stood up from the table and slowly, slowly walked towards the door

35. Assessment: Answer ONE question • Describe an important character from TWO short stories and explain why each is interesting • Describe an important challenge faced by a character form TWO stories and explain why the challenge was interesting. • Describe ONE significant detail from each text and explain why it was interesting. Reminder = spend ONE sentence describing. Try to give THREE reasons why it’s interesting You could start sentences like this: One interesting thing about this character / detail / challenge is … A further interesting thing is …. Additionally, this was also interesting because ….

36. Revision • Goal: To revise the main parts of each short story • To learn how to plan for P.E.A. tests

37. Exemplar Analysis • Goal: to critically assess models of PEA essays • In your group, read both examples of PEA essays. Pick which one is better and give 3 – 5 reasons why

38. Exemplar One Describe an important character in the text and say why he/she is important. The Whole of the Moon - Ian Mune Kirk is a memorable character because he learns a lot about himself from meeting Marty. When Kirk a roller blade champ is in an accident, put in hospital and diagnosed with cancer, he has to deal with Marty a girl who is in hospital already with cancer - and life with a stiff leg. When Kirk is put in hospital, told he has cancer and has to amputate his leg, he becomes very distressed. He loses his friends and a recent girlfriend. He is memorable because he is determined not to lose his leg. When he meets Marty, she is very mean to him. She pushes him into the pool with a wheelchair and tells him to get on with his life. She despises Kirk, as she comes from a background of abuse, and Kirk is a city rich boy. She steals his roller blades and his walkman. But Kirk, determined to get his rollerblades, begins to learn to walk. This is how Kirk and Marty's relationship starts to build up from love to hate. They rely on each other. Kirk becomes dependent on Marty's friendship - and Marty on Kirk's love. Together they fight the battle of cancer - and help each other through life. Kirk learns to walk with a stiff leg, and Marty gains a friend. Marty helps Kirk deal with fighting the battle of cancer and a stiff leg. Kirk is memorable because he becomes accepting of what has happened to him - and learns to face the worries of life.

39. Exemplar Two Describe an important idea dealt with in the text. Why is this idea important? Utu - Geoff Murphy. This is a perfect film to study, as it has a great theme and is very exciting to watch. The overall theme of the film is revenge, and how easy it is to get sucked into trying to get your revenge - "utu". Several characters aim to gain utu for a range of different reasons. Straight away when watching, you will agree that the theme is still relevant today. The main character Te Wheke returns to his village to find it has been destroyed, and its inhabitants murdered, by the same army that Te Wheke has been fighting in. He gets his utu by attacking pakehas but his actions also give other characters a reason for utu. Other characters try to get their revenge on him, like Williamson whose wife was murdered by Te Wheke and Captain James Scott, whose lover, Kura, is killed by Te Wheke. Te Wheke is eventually captured and tried and sentenced to death. Wiremu an army scout who turns out to be Te Wheke's brother ends up shooting him. One important message in the film is that no one wins. Williamson goes mad because of utu and many people including Te Wheke end up dead because of it. A great theme and breathtaking action scenes make Utu a great film to watch.

40. Shared Writing • Describe an important idea and say why it was interesting • Homework: Prepare one page of notes and useful quotations for the three short stories.

41. Exploring the Conventions of Short Stories Spelling Recap – What are the titles of all the short dark tales we’ve read? Conventions of short stories • About how main characters have each of our short stories had in them? • About how many minor characters have they each had? • About how many places have they each been set in? • Over what sort of timeframe are they usually set? • About how many themes (important ideas) have each of our short stories explored? Consolidation – Use the answers to the above questions to create either a mind-map or a list or a recipe of typical features of short stores

42. My Short Dark Tale • Initial Planning – sorting a plot. • You have a choice: You can either • use some or all of the plan below for your own Short Dark Tale • OR make up your own (As long as it has the features of a typical short story) Goal: To structure a story effectively to build tension Teenager alone in house parents are out – thinks he might have heard a noise Ignores it – it’s probably nothing – Noise heard again, louder Very reluctantly goes to investigate – noise is coming from bedroom – Opens door to bedroom – very loud noise coming from wardrobe – strange smell too Peer Assessment – does your story fit into the typical features of short stories? Walks over to cupboard – opens it AND…

43. Short Dark Tales: My Setting • Goal: To use language features to create strong imagery and appeal to the senses Starter: One person face the screen (A), one the back of the class (B). A’s job is to describe the setting on the screen in as much detail as possible – help your B imagine it as clearly as possible. Feedback – who did a good job? How did they do it?

44. Setting Questions Key word Pathetic Fallacy When the weather and atmosphere reflects the mood of the characters in a story. i.e if the character was bored the weather would be… If it was warm and sunny, the character would be … Key challenge – avoid the cliches • What time of day will your story be set at? Why?? • What sort of weather will there be? Why? Will it say constant or change? Why? • Describe in as much detail as possible , the setting your story will take place in. Try to do it so somebody could read your description and create an accurate picture of it. Eg. A tattered brown chair, with stuffing coming out of the arm and springs poking through the rear of the back.

45. What makes this description of the setting effective? Model Beginning The winter sun was slowly fading as a dull rainbow of colours filtered through the haze. The dying rays casts long, slender shadows across the floor of the living room. Dull rumbling was emanating from the screen, as the fast paced images of the game flashed and switched. Attached, as if by an umbilical cord to the screen, the figure twitched and flinched on the overstuffed, aging sofa.

46. What makes this description of the setting effective? Model Beginning The winter sun was slowly fading as a dull rainbow of colours filtered through the haze. The dying rays casts long, slender shadows across the floor of the living room. Dull rumbling was emanating from the screen, as the fast paced images of the game flashed and switched. Attached, as if by an umbilical cord to the screen, the figure twitched and flinched on the overstuffed, aging sofa. Adverb to add detail Metaphor for originality and imagery Adjectives to add description Onomatopoeia to appeal to our sense of sound Pair of verbs to capture the action Metaphor to emphasize how ‘into’ the game the character is Adjectives to add description

47. Your Turn Begin your short story with a paragraph or two to describe the setting Use a range of descriptive writing techniques to create a really clear impression of the place and it’s atmosphere Optional starter: There was a slightly odd quality to the sunset …

48. Character: Show don’t tell • Goal: To describe characters effectively • Spelling Starter • Character planning • Hand exploring • Shared writing – focussing on details, show don’t tell • Your turn – introduce your main character / characters • Editing for accuracy • G/W: Share, compare, choose favourite and then jigsaw.

49. Shared Show Don’t Tell • Character – not too bright, doesn’t know when to keep his mouth shut, has a skin head hair cut, is a bit paranoid. Stefan’s eyebrows wore an angry expression. His arms were folded tightly and his mouth held the suggestion of a snarl. He just couldn’t stand his parents. They were hypocrites. Everything seemed unfair. What was wrong with a skin head cut anyway? He squeezed his stress ball long and hard, slowly feeling the tension abating. Maybe he shouldn’t have yelled at his mum. He definitely shouldn’t have called her a stupid cow. His mouth had run away from him. Again.

50. If you want to do this as a list or a mind-map, feel free!