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Summary for Lesson 1
In today’s lesson we began our work on 11+ comprehension, beginning by developing a “big picture” framework to analyse the 11+ with an overview of four key skills (connotation, imagery, structure & theme), discussing what literary analysis required of us and how we can think about viewing literature through a lens. Then, we focused on the key skill of connotation analysis, digging into the way connotation and denotation differ and how this can be used symbolically, metaphorically, and to create negative/positive associations. We practiced thinking about symbolic associations of imagery and then analysed a passage from a text together, unpicking the hidden meaning behind the text. I was super impressed by the level of analysis the class exhibited today, particularly when it came to thinking about underlying imagery being used and how this could create a particular atmosphere. Very well done everyone, keep up the wonderful job! 🙂
Connotation: https://www.studiobinder.com/blog/what-is-connotation-definition-examples/
Homework
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The author describes Crabby as a small person in size however she is also described as a terror. It also says that she had a bunched little body with has a bad connotation instead of saying small which has a better connotation. She is also described to have a sour look, floppy hair and skin and voice like a turkey which has a bad connotation. It makes us feel like she is rude and her parent don’t care about her. If the author wants to make Crabby feel like a good student he/she could say, she had loose hair not floppy hair.
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