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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 worked wonderfully today, digging deep into the ways in which the ramifications of racism can be seen throughout the novel. Fantastic research and sharing today everyone, keep up the great work 🙂
Homework
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Hi Beth,
Here’s my HM. Thanks for a great lesson:)
https://docs.google.com/document/d/1Q7oplmfhAesINcqwGdC-zNgX1v0chDULoMRRXoQWol0/edit?usp=sharing
Julia
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This is a clear and thoughtful piece of writing that demonstrates a fantastic understanding of both the novel and the historical context in which it was written- well done, Julia! You show strong awareness of how literature is shaped by its time, linking the book’s exploration of racism, family pride, and justice to the flourishing of Black culture in the 1970s and the aftermath of the Civil Rights Movement. The inclusion of Shirley Chisholm’s presidential bid is really interesting, showing how real-world activism and political progress might have inspired Taylor’s work. You also engage beautifully with the text by quoting the scene of the school bus prank, grounding your argument in evidence. To make this even better, have a think about analysing the meaning of events a little more, i.e., instead of simply stating that the prank marks the beginning of the Logan family’s fight for pride, you could explore why this moment matters, how it symbolises Cassie’s developing awareness of injustice. Overall super work, well done 🙂
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Corrections:
“black community were faced with” → should be “black community was faced with”
“During the 1970s, when “Roll of Thunder, Hear my Cry” was published” → “Hear my Cry” → capitalise My → “Hear My Cry”.
“This change in how black culture and pride was being spread” → should be “were being spread”
“the struggles for colored people” → “coloured people” is an old-fashioned term that people don’t tend to use today- you can use people of colour or Black communities
“are the progress” → should be “is the progress”“first colored and first woman” → “first person of colour and the first woman”
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This is a lovely piece of writing that shows a solid understanding of the historical importance of the book. Well done Jessica! You demonstrate a good awareness of the context, particularly how the legacy of racism continued even after the Civil Rights Movement, and you explain Taylor’s motivation to preserve the stories of Black families and educate younger generations very nicely. I love how you have highlighted her personal connection to this, that she wanted to write about her family’s struggles over time. The point about the lack of Black main characters in literature at the time is particularly strong, as it highlights the cultural significance of Taylor’s work and its role in broadening representation. To make this even better, could you connect Taylor’s aims to specific themes or moments in the novel? For instance, you could mention Cassie’s experiences with racism and how they teach young readers about injustice, or discuss the significance of land ownership as a symbol of dignity and resistance. Overall great work, well done 🙂
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Corrections:
“that even though the Civil Rights Movement stopped segregation there was still a lot of racism left” → needs a comma: “that even though the Civil Rights Movement stopped segregation, there was still a lot of racism left.”
“those stories weren’t forgotten even after the times were over” → this is a little vague phrasing (“the times were over”) — better: “those stories weren’t forgotten even as times changed.”
“how good they have it” → this is a little informal for an essay, try “how much progress has been made.”
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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. Very good work today everyone, particularly in your group work which you fed back on beautifully. Keep it up and see you soon 🙂
Homework
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Hi, Beth So sorry I didn’t attend these two class because I was on vacation
This is my first class HW:
The book Roll of Thunder, Hear My Cry was written in the background of 1933 years when the great depression happened. At that time, the black people’s unfairness became the worst period. The author chose to write this story in the background of this period is because, it can fully express the black American’s state. Not only the period effects this book, also about Mildred D. Taylor’s own family background, she was a black American and was lived in a life that wasn’t fair enough to let her live, so she create this novel actually similar to her life.
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Hi Beth,
Here’s my HM for this week:)
https://docs.google.com/document/d/1xAg0cozGq3OFnmtwm9pwwWzVa0odyuOgAksZbSVuO7E/edit?usp=sharing
Thanks,
Julia
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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. Superb work everyone, particualrly when reflecting on the ending of the novel and thinking about the cultural and historical significance of this novel. I was super impressed with your work today, keep it up and see you next week 🙂
Homework
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Hey Beth,
Great Lesson:) Here’s my HW for this week.https://docs.google.com/document/d/1gFj6klpxt1WsjI1UY1tLltoK2BBRcYoZyp8Wy-6L8SU/edit?usp=sharing
Thanks,
Julia
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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 through writing monologues. Lovely ideas everyone, very well done for your fantastic engagement throughout 🙂
Homework
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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. Super ideas today everyone, and lovely thinking about the crucial importance of word choice and your workshopping of description. See you next week and well done! 🙂
Homework
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Hello Beth,
Thanks for the lesson! Would it be OK if we spent more time on writing activities and less time on videos?
Or instead of videos would we read out documentaries about the writing technique. But I like the part about writing comedy, romance and horror.
Thanks
Jasmine
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Hey Jasmine, gorgeous work today, well done 🙂
In answer to your other question, thank you so much for asking about this and bringing up an important point! So, the atmosphere video in this lesson is an important one because it teaches us the techniques we need in order to do this homework based on tone & atmosphere, so we need to have a really solid framework of what atmosphere is and how to create it. A lot of these lessons don’t have any video, but just for this one it was important; and we have max one a class just on occasions when we need to learn some specific techniques such as the ones she talks about (i.e., creating atmosphere through a colour palette, or through the names of characters and places). Sometimes it is good to have a visual reference point, rather than just reading off a screen, and to hear the examples she gives in order to inspire your own use of those techniques.
It is also always good for our learning and memory to have a mix of visual learning (reading), kinesthetic learning (writing and ‘doing’) and auditory learning (podcast and video), so I try to make sure every lesson has a little bit of each learning style. I hope that makes sense as to why we have a mix of different inspirations and stimuli in class, so we can learn in all the different styles and ways (but with a majority focus on the writing side of things, of course)! Very glad you enjoyed the writing task too. Let me know if you do have any more questions, though I am always happy to talk about why we do things to way we do in our classes and also very much open to giving activities etc. that can support everyone’s particular learning style, just drop me a message anytime 🙂
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Hi Beth,
Sorry for not doing my homework for a long time,
Here is my homework.
Amanda’s dream
Amanda had Broken her legs, the tibia and the fibula bones on each leg. The doctors and her family are debating whether she would live until 40 years old. It was certain that her legs won’t recover anymore, her toes are always pale, and hard as a rock. More surprisingly, she said herself, that she would never give up living.
Not long after, her mother gave birth to a baby girl, her name was Claire. Her mother and father thought that if Amanda has Claire, Claire can help Amanda put on her clothes for her. Claire is an expert at helping Amanda, she washed the clothes, played games with Amanda to get her entertained, and even helped her shower!
After a year, Claire was seven years old and Amanda was nine. Every day, all Amanda prayed for is to stand up on two legs. Her dream was to become a gymnast. That night, she went to bed, she slept instantly, and fell into a dream.
Amanda was born, and not like before with soft bones that break instantly when you fall, this time her bones were stronger than ever! She felt like she could jump off a super high cliff without breaking her bones! But this time, she was not only strong, she was smarter than Albert Einstein. She was able to go to The University Of Cambridge at the age of 4!
Because her biggest dream was to be a gymnast that will receive a gold medal in The Olympic Games. She started practicing gymnastics at the age of 5, and was able do different kinds of flips at the age of 7. She started competing at the national championships at the age of 12. And went to the Olympics at the age of 18. She got second place, and we all know who got first place (Simone Biles). But in Amanda’s heart, she got gold because she knew she would not be able to compete with Simone Biles.
And just like that, Amanda lived her life in her wonderful dream, and never woke up, and will never wake up.
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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 scenes drawn from their own experiences, focusing on mood, texture, and atmosphere. Excellent writing today everyone, very well done for your hard work. See you next week 🙂
Homework
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Hello Beth,
This is my last two weeks homework.
<p style=”text-align: left;”>Thanks for your help.</p>
Cynthia -
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Hi Beth
Sorry for turning my HW in late. These two are for lesson 4 and lesson 5. Thanks so much,
Julia
https://docs.google.com/document/d/1mOIAV9Jat84tSgA_1l5IcGHaaRQGUBwFkFqqQgbIO4g/edit?usp=sharing
https://docs.google.com/document/d/1GyWbsWtL7CNTAhWAo4_fZrfDQ72G715LhvwiKHRWu6E/edit?usp=sharing
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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. Super work everyone, you all had some really interesting analyses of Goldings’ ideas and I loved hearing your interpretations. Well done 🙂
Homework
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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. Lovely ideas everyone, well done for all your hard work 🙂
Homework
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Dear Beth,
Please find Livvie’s Howemwork 7 and 8 both in the attachment, thanks!
Best Regards
A. Clark
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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. Very nice work today everyone, well done for all your hard work and fantastic ideas about the different ways we can understand Golding’s message. Keep up the great analytical thinking and see you next week 🙂
Homework
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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. Wonderful job today everyone, really focused and concentrated work! See you next week 🙂
Homework
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Hi, Beth, This is my favorite structure technique, thanks for your lesson.
12. UNRELIABLE NARRATOR I’m not sure how unconventional this is anymore, since it’s been widely used across literature and film. I write using unreliable narrators all of the time, but if you haven’t before, certainly try it out. It’s been used in everything from the films The Sixth Sense and The Usual Suspects to the novels One Flew Over the Cuckoo’s Nest and Will Christopher Baer’s Phineas Poe trilogy (Kiss Me Judas, Penny Dreadful, and Hell’s Half Acre). The idea is that your narrator can’t be trusted, whether the delusion or false information is because of insanity, alcohol, a lying nature, a complicated plot, greed, or a hidden agenda. A twist ending is a popular way of wrapping up a story with an unreliable narrator, but there are a lot of ways of utilizing this technique.
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Hi Beth,
Sorry for not turning in my HW for a long time. I was really busy and totally forgot.Here’s lessons 7 and 8.
https://docs.google.com/document/d/1D0DOya5SMCJoDWP15p1nYk2uKEAcX4JvFo5TDd_GsfY/edit?usp=sharing
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Hi Beth,
This is my answer to the HW about my favourite endings.
I really enjoyed the HW.
Thanks,
Jasmine
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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. Fantastic focus and thoughtful engagement today, well done everyone! See you next week 🙂
Homework
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Summary for Lesson 12
In today’s lesson we explored the many different ways a story can be ended, looking at how writers use techniques such as cliffhangers, punchlines, ambiguity, and quiet, reflective endings to leave a lasting impression on the reader. We discussed how endings can shift the meaning of an entire piece, heighten tension, or offer surprise, resolution, or uncertainty. The class analysed examples of different ending styles and reflected on what makes an ending feel satisfying or intentionally unresolved. Students then wrote and experimented with alternate endings to their own stories, thoughtfully considering how each choice changed the impact of their work. Really engaged, focused writing today, well done everyone and Happy Christmas!
Homework
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Summary for Lesson 13
The lesson began with a 20-minute writing mock, allowing students to practise exam-style writing under timed conditions and apply previously learned skills independently. This was followed our initial 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. Good work today class on some challenging subjects, keep up all the fantastic ideas and see you next week 🙂
Homework
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Hi Beth,
I really enjoyed the writing prompts in the first half of the lesson. Here’s my homework from before. I’ll be sure to turn in the rest as well.
https://docs.google.com/document/d/10clJW4OnvCakRK1_cgS_25Yzz67_boNnnhf5crR70FI/edit?usp=sharing
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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. This led to meaningful discussion around courage, education, and standing up for one’s beliefs. Good work today class on some challenging and important ideas, keep up all the fantastic thinking, and see you next week 🙂
Homework vid: https://www.youtube.com/watch?v=FBHwFV8ybnM
Homework
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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. Fantastic engagement and thoughtful contributions throughout. You have done an absolutely excellent job over the past fifteen weeks and worked super hard to come up with amazing pieces of writing, discussion and analysis. You should be very proud of all you have achieved- well done everyone! 🙂
Homework
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Hi Beth,
Sorry for this extremely late homework from Lesson 10.
I chose the choose your own path story.
Choose your own path (story)
Linda spoke
Linda’s mum and dad are very lively and were class clowns every year when they were younger, still now, they’re already 50 years old and still, they bounce, shout, and throw airplanes to the neighbors everyday. So everybody predicted that their child, Linda, was going to be incredibly competitive and lively as well. But nobody would’ve ever imagined that Linda would be a quiet, short, well-behaved little 16 year old that looks like a 5 year old. Everybody couldn’t believe their eyes, not even her mum and dad! The people in her tiny little town looked stunned. Linda goes to The Hallon’s high school right next to her house. Linda doesn’t have a single friend there, everyday, it was just her alone, sitting there in the middle of the cafeteria. The worst thing is that nobody even felt bad for her. The popular girls even pranked her, which was rude. Until one day everything changed. Go to line 13 for Linda to have a friend. Go to line 17 for Linda to become a scientist. Go to Line 22 For Linda to become a singer.
L13. Linda made a friend! It was a kind-hearted girl called Ellen. She let Linda join her friend group and allowed Linda to enjoy her life. After this successful friendship, Linda became braver and braver, until she managed to get everyone’s attention, and became friends with everyone.
L17. Linda has changed her mind, she wanted to do something, something meaningful to the world, and something that will actually help her develop. Linda studied very hard, she reviewed her noted from school everyday and found a job to work at a supermarket as a 17 year old to earn some money for the family. Soon, she managed to get an invitation from Harvard. Linda then went to study there for 3 years and became a very successful scientist.
L22. Linda wanted to be a better version of herself, and motivated herself to earn lots of money for her poor family. The best thing she thought was to be a famous singer. So she developed her singing skills and dancing skills. They unintentionally, she got invited to a K-pop training school to learn K-pop. Linda loved it there, although she was not used to singing so loudly on stage. After the first tine she performed in front of a big audience, everyone was so impressed that they immediately decided to give up on their old favorite, and change it into Linda. She became a celebrity, and earn more than 100 million dollars per year!
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Hi Beth, sorry I didn’t successfully post this homework, but this is the homework for Lesson 4.
(When my Private self finally became friends with my public self).
Pri: private self.
Pub: public self.
Pri: I’m getting very tired, my eyelids are getting heavy.
Pub:(talking to my friend) Let’s go surf!
Pri: what the heck bro, I can’t even move…
Pub: RUN!
Pri: Am I just lazy or what?!?! I feel like I’m a ghost and can’t do anything!
Pub: I guess I can hear you but shut up.
Pri: excuse me, I don’t know what I did wrong and you’re just patronizing me!
Pub: Ugh fine geez.
Pri: THANK YOU.
Pub: (talking to the friend) I think we can rest for a bit because I’m tired.
The friend: Yeah sure, I’m a bit hungry let’s go eat!
Pri: Ok at least I can rest in the restaurant.
Pub: Yeah you should be grateful.
Pri: …yeah thanks.
Pub: fine I’ll be friends with you as long as you agree.
Pri: fine.
Since then, they became best friends, collaborating together and getting what each of them wishes for. If my private self wants something, my public self would try my best to do it. It’s the same with the public self! Overall, now they will be together for my whole life, even if I get to become a ghost! They will never be a step away from me. And they will never be a step away from eachother.
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Hi Beth, this is my homework for Lesson 5.
The Endless Dream
Fiona had a very painful life. She sat by the street, willingly to fly up to the sky and meet the God of happiness in order to plead for him and set her free. Fiona’s face was hard and pale, with dusty ash. People walking by even laughed at her ashy black jacket with ripped holes.
Little did Fiona know, the God of sadness had been controlling her the moment she was born. That is the main reason why she is an orphan that lives by the street. There was a myth going around the country that the God of happiness is having a coma these days, technically nobody is having a very good life. Although there are a few people that have an okay life now, these people have the best luck of all, because the God of Sadness doesn’t care about them unlike Fiona.
Everyday, Fiona sat by the street, hearing everyone beside her talking about how utterly disgusting she was. Until one day, she fell into a deep, magical sleep. It was like another life, or just a new self. Fiona was born, she had parents and money. It felt like the God of happiness woke up!
Not long after, Fiona felt like somebody pushed her, a big powerful, and strong person. They pushed her crib up into the sky, but it didn’t drop, the crib just floated above the gentle, marshmallow-like clouds, and stayed there. Just one hour later, the crib stayed there, but Fiona flied up high into the sky, and became a god.
Sadly the God of Happiness died from the coma, so the Heavenly Lord did an arrangement and decided to let Fiona be the brand new God of Happiness. And everything became more peaceful and perfect than ever.
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