- This topic has 31 replies, 4 voices, and was last updated February 4, 2026 by
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Summary for Lesson 1
In today’s lesson, we began our study of Roll of Thunder, Hear My Cry, sharing our initial reactions to the novel- what drew us in, what surprised us, and what we found challenging. We researched Mildred D. Taylor’s background and considered how her personal and family history, as well as the Civil Rights Movement, shaped the story she tells. We discussed the significance of the novel’s 1933–34 setting and its 1976 publication, reflecting on how both time periods inform its themes of racism, resilience, and justice. The class engaged brilliantly with these contexts and with Taylor’s powerful storytelling, wonderful work today, everyone 🙂
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Summary for Lesson 2
In today’s class we continued Roll of Thunder, thinking today about character. We looked at which characters the students felt drawn to, digging into the deeper psychologies behind their behaviours, and discussed elements such as the way these characters acted as symbols in the story. The class shared some excellent ideas about T.J. and how he is a victim of society and reflected very poignantly on Cassie’s place in the story. I was super impressed by their engagement and the sophistication of their character analysis today, particularly when thinking about tricky subjects such as racism. Very well done everyone, keep it up 🙂
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Summary for Lesson 3
In today’s class we completed our work on Roll of Thunder, finishing with reflections on the meaning of the story and with some creative tasks. Finally we reflected on the critical reception of the novel, with the class thinking about their own interpretations of why this is an important book. Very well done everyone- you all came up with some particularly beautiful pieces of writing today. Keep up the wonderful work 🙂
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Hi there Beth, sorry my homework is slightly late
https://docs.google.com/document/d/1YSfcB_NyjypmKqqbL2NXdpzUnRxkv-UQNCNo5z8NU9Q/edit?tab=t.0
Thank you,
Isabella
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Summary for Lesson 4
In today’s class we looked at character voice and perspective, thinking about grounding stories in a complex understanding of character. We spoke about ‘voice’ and why it matters, thinking about how treating characters like real-life people whose personalities have to be coaxed out of them can be revealing. We read an example of an interesting character monologue and thought about how to communicate a character’s secrets and the class designed some characters of their own to test out the bounds between their private and public personas. Well done everyone, super work today and really brilliant engagement. Very well done and keep it up 🙂
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Hi Beth this is my hw for this week:
https://docs.google.com/document/d/1vfXPYxQSrWYfC23Ju7MQYglci84fyp0gBmn_yUsKOtU/edit?tab=t.0
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Summary for Lesson 5
In today’s class we focused on tone, atmosphere and mood, playing around with different ways of setting the same scene. We spoke about word choice and its importance, digging into how it can subtly shift atmosphere, and tested out examples of changing word choice for effect. We then looked at applying this to wider scenes through genre work and thought about the creation of atmosphere and mood. Well done today class, brilliant writing and focus from everyone. Keep up the wonderful work! 🙂
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Hi Beth, heres my homwork for this week
https://docs.google.com/document/d/12XFWOE7mMs8jNKmSWbVL_ejjv_k_3U5LsCM-wkKJZfA/edit?tab=t.0
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Summary for Lesson 6
In today’s class we explored how to write the intangible- emotion, memory, and dreams- through symbolism and metaphor. We discussed how writers translate the unseen into vivid imagery, using objects, landscapes, and recurring motifs to express what can’t be said directly. The class looked at examples where memory and feeling blur into dreamlike narration, and considered how writers can mirror the subconscious. Students then experimented with crafting symbolic scenes drawn from their own experiences, focusing on mood, texture, and atmosphere. Beautifully thoughtful and imaginative work today- your writing captured such striking emotional depth. Well done everyone 🙂
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Summary for Lesson 7
In today’s lesson we began our study of Lord of the Flies by William Golding. We worked on the historical context of the novel and how it connects to the central themes and motifs of the novel, thinking particularly about the life of the author and how his experiences influenced the view of human nature that pervades the novel. It also contains our work on the wider historical context of the 1950s, and on the key themes of Lord of the Flies and what lies within the book’s semantic field. We also looked at the theme of good and evil in the book, and how it is reflected in the characters, talking about whether the labels of ‘good’ and ‘evil’ can be applied in situations of survival. The class shared their thoughts on the view of human nature that Golding subscribes to, with the students offering some really sophisticated and mature opinions on whether Golding’s quote about “the terrible disease of being human” fits their own worldview. Really well done everyone, I loved hearing all of your wonderfully thoughtful contributions. Keep up the incredible work and I will see you all next week! 🙂
P.S. Homework is due Sunday, not Friday like it says on the PPT
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Summary for Lesson 8
In today’s lesson we explored Lord of the Flies with a focus on disorientation, symbolism, and the novel’s complex layers of satire and allegory. We began by thinking about the unsettling, disorienting atmosphere Golding creates from the opening pages- how the lack of adults, the unfamiliar island, and the boys’ shifting sense of identity all contribute to a world where normal rules no longer apply. We discussed how this disorientation is not just a setting choice but a deliberate technique that mirrors the boys’ psychological unraveling. We then moved into symbolism, unpacking key objects and images such as the conch & Piggy’s glasses. The class did excellent work considering how these symbols evolve over the course of the novel, and what they represent about civilisation, fear, and power. Finally, we turned to the question of satire and allegory, asking whether Lord of the Flies should be read purely as a story about boys on an island or as a wider critique of human nature, society, and post-war politics. Fantastic work today- well done, everyone. See you next lesson! 🙂
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Absolutely brilliant analysis here, Cynthia- well done! I am so impressed by your knowledge of symbolism and your ability to trace the significance of Piggy’s glasses throughout the novel. You explain not only what the glasses represent, but how their meaning shifts as the boys’ society breaks down, which shows a really mature understanding of how symbolism works in literature. Your use of quotations is fantastic and supports your ideas with precision and confidence, and you integrate them smoothly into your sentences. To push this even further, you could comment a little more on how Golding’s language within those quotations reinforces the symbolic meaning (i.e., the mocking tone of ‘ass-mar’ suggested by the hyphen and purposeful misspelling of the word), but overall this is insightful, sophisticated work that demonstrates excellent critical thinking. Keep it up! 🙂
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Summary for Lesson 9
In today’s lesson we explored Lord of the Flies through Freudian, political, and religious lenses, examining how different critical interpretations can deepen our understanding of the novel. The class considered how Freud’s ideas about the id, ego, and superego illuminate the boys’ behaviour, and we discussed the political and religious symbolism embedded in the story. Students engaged in lively debate, sharing their own perspectives and challenging Golding’s interpretations, which helped to uncover the novel’s complex themes and moral questions. Brilliant engagement today, your analytical thinking and discussion really brought the text to life. Keep up the fantastic work and see you next week 🙂
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Summary for Lesson 10
In today’s lesson we explored unusual narrative structures and how writers can break traditional storytelling rules to create fresh, engaging effects. We looked at techniques such as telling a story in reverse chronology, building a narrative from vignettes, and crafting pieces that rely on dialogue only. The class analysed examples of certain forms, discussing how structure shapes meaning, tension, and the reader’s experience. Students then experimented with these approaches in their own writing, thinking through their own approach to this. Fantastic work today- your willingness to experiment and play with form was brilliant. See you next week! 🙂
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Summary for Lesson 11
In today’s lesson we explored minimalism in writing, scriptwriting techniques, and Waiting for Godot, focusing on how simplicity, restraint, and repetition can be used to create meaning. We discussed how minimalist writing strips language back to its essentials, and how this links with the way scriptwriting relies on action and dialogue to convey character and tension. The class then applied these ideas in their own writing experiments, carefully considering what to include, what to leave out, and how form shapes impact. Wonderful work today from Cynthia, well done! See you next week and Happy Christmas everyone 🙂
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Summary for Lesson 12
In today’s class we completed our mini writing mock, with the class asking final questions and clarifications before we sat our writing exam in exam conditions. Wonderful work today everyone, keep up the fantastic job and remember to post your mocks here. See you next week for our three final reading lessons 🙂
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Summary for Lesson 13
Today we began our work on I Am Malala, focusing on the historical background of the text. Students explored the political and social context of Pakistan and the place of the Taliban within this, developing an understanding of how these events shaped Malala Yousafzai’s experiences. The lesson also examined why Malala is an important figure, highlighting her activism for girls’ education, and her global impact as a symbol of resistance and human rights. Really fabulous work today everyone, you were so analytical and deep-thinking, and I loved our discussion on the perils of autobiography. Well done and see you next week 🙂
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Summary for Lesson 14
The lesson focused on developing students’ understanding of I Am Malala through creative and reflective tasks. Students designed thoughtful interview questions for Malala, encouraging them to engage closely with her experiences, motivations, and values. They then wrote a diary entry from Malala’s perspective, exploring her thoughts and emotions at key moments in the text and practising empathetic, first-person writing. Additionally, students reflected on what they felt was the most powerful part of the book, justifying their choices with clear explanations and references to the text. Wonderful and meaningful ideas today everyone, particularly when thinking about the power of the written and spoken word. Very well done, keep up the amazing work! 🙂
Homework vid: https://www.youtube.com/watch?v=FBHwFV8ybnM
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Summary for Lesson 15
In today’s lesson, we explored I Am Malala, reflecting on what we learned from Malala’s story and the importance of standing up for what you believe in. We shared our own ideas about causes we would like to campaign for, with a strong focus on the power of young voices to create change. We also read and discussed a Guardian review of the book, considering different perspectives on Malala’s story, before finishing with an introduction to key speech-writing tips and testing these out. Your participation and insights throughout the lesson were outstanding, showing real curiosity and thoughtfulness. Across these fifteen weeks, you have shown incredible dedication, producing impressive work in writing, discussion, and analysis. Take a moment to appreciate everything you’ve accomplished & well done, everyone! 🙂
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