- This topic has 34 replies, 7 voices, and was last updated February 20, 2025 by
.
-
Posts
-
-
-
Summary for Lesson 1
In today’s class we started our work on A Wrinkle in Time learning about science fiction, the author’s life and Einstein! We began by discussing how we felt about the story before working through the scientific ideas in the story such as time travel. We watched a video on whether it was possible and then discussed how this connected to the plot overall. Finally we learned about the author and her approach to writing and the students came up with some amazing ideas for science fiction plots. Excellent and energetic work everyone, you were all fantastic today. Keep up the brilliant work and see you next week 🙂
Homework
-
-
-
-
-
-
-
Beth, this is my homework:
Erika: Welcome to the interview Madeleine L’engle. I’m going to ask you a few questions. So, what gave you the inspiration to write this book?
ML: Sergei Krikalev inspired me to write this book. Lots of children wonder about time traveling and I thought that if I used time travelling as my solution then the book would be very intriguing to read and it would teach them to always be curious and they can discover fascinating things that they thought were impossible.
Erika: Ok. When you tell people not to think when they write, is it because of the scientist? Why do you follow his story?
ML: No, I follow his story because I can feel that God wants me to. The scientist’s story has shown that without your stressful thinking, life will be easy as ideas or thoughts. I want to help the people around me by sharing that message.
Erika: Final question. Where did you get the idea of the characters and their names?
ML: Firstly, a key ingredient in writing a story is adding characters, as it makes the storyline more tense and exciting. I selected the names from literary, religious and symbolic sources.
Erika: Well, that’s the end of the interview. Thank you for your wonderful responses.
-
-
Summary for Lesson 2
In today’s class we continued our reading lessons on A Wrinkle in Time, thinking about the philosophies in the book and what we can learn from comparing the world of IT to the ideas of Mrs Who, Which and Whatsit. We began by discussing the idea of difference vs. normality and how the idea of what is normal can be quite controlling- trying to get people to conform to a particular way of being. We then looked at different themes such as freedom, difference, love, and thought about what IT would say vs. what the others would say about these ideas. We analysed how IT’s world is different from our own ideal worlds and thought about how the people of Camazotz could resist IT’s vision. Finally we looked at the concept of faults being useful to us in some way and finished with a discussion of the homework. Well done class, lovely ideas today about the philosophy and deeper ideas behind this story. Keep up the good work! 🙂
Homework
-
-
-
-
-
Hello Beth,
I really like the group work activity, hope we can do more of it!
Here is my homework.
Thanks,
Jasmine -
-
Hi Beth this is my homework:
“Remind me, what are we doing here again?” asked Oliver. “For the one millionth time, we are here to destroy the most powerful jewel in the entire universe!” cried out Lily exasperated. She rolled her eyes. “Look, there’s a group of ladies there with children! Let’s go and ask where their leader is!” suggested Sam. The three kids dashed down the emerald green hill to the group. “Excuse me, could you kindly guide me to the main office please,” questioned Lily. “Do you have a kid and why are these boys doing here?” interrogated a plump lady. “Pftt, and why do YOU need to know?” interrupted Sam. The trio suddenly noticed that the offended lady’s eyes were turning into a blazing red colour. Oliver pretended that he forgot something and the petrified trio ran away. “Why on earth did you say that for, Sam! Didn’t you read the book I told you to read? Aarggh! This planet’s rule is that men aren’t allowed and all women have to give birth to a girl! I was about to improvise when you interrupted!” uttered Lily. A deafening silence suffocated the three children. “What are ….. the.. the.. consequences?” stammered Sam slowly. “I don’t want to talk about it! It’s gruesome!” whispered Lily. “ Few things guys. Number one, we need to accomplish our mission, number two, that lady is still staring at us and number 3, RUN!” uttered Oliver.
-
-
Hi Beth this is my homework:
“Remind me, what are we doing here again?” asked Oliver. “For the one millionth time, we are here to destroy the most powerful jewel in the entire universe!” cried out Lily exasperated. She rolled her eyes. “Look, there’s a group of ladies there with children! Let’s go and ask where their leader is!” suggested Sam. The three kids dashed down the emerald green hill to the group. “Excuse me, could you kindly guide me to the main office please,” questioned Lily. “Do you have a kid and why are these boys doing here?” interrogated a plump lady. “Pftt, and why do YOU need to know?” interrupted Sam. The trio suddenly noticed that the offended lady’s eyes were turning into a blazing red colour. Oliver pretended that he forgot something and the petrified trio ran away. “Why on earth did you say that for, Sam! Didn’t you read the book I told you to read? Aarggh! This planet’s rule is that men aren’t allowed and all women have to give birth to a girl! I was about to improvise when you interrupted!” uttered Lily. A deafening silence suffocated the three children. “What are ….. the.. the.. consequences?” stammered Sam slowly. “I don’t want to talk about it! It’s gruesome!” whispered Lily. “ Few things guys. Number one, we need to accomplish our mission, number two, that lady is still staring at us and number 3, RUN!” uttered Oliver.
-
My dystopian world:
Children were lined up in a queue to get a bit of bread, no emotion on their faces. Anyone who dared to smile or show any emotion was lined up and shot straight away. Newborns were always hidden away until they could control their emotions, not many survive this part of the cycle. The remaining survivors were not always a lot. Any who dared to show any evidence of emotion in private, were publicly executed in gruesome ways and whoever winced or cried were executed with them. They were controlled by THE MIND, which is a brain on a pole. It’s guarded by controlled guards in the deep depths of the control centre. Not one soul has been down there, only the ones who broke all the rules and were ripped apart.
Some people who were born in unsanitary conditions were sometimes sold to others as slaves for hard labour since some jobs would make some wince. The weather’s crazy, with rough temperatures, usual natural disasters and others. Most are used to it, but some with disabilities were more likely to get shot. Everyone have at least one deceased loved ones who were shot or executed.
Everyday in a life of a citizen was all the same, the children woke up at 7am and went to school and came back at 4pm, arriving at their house and doing homework until 9pm then going back to sleep. Adults go to work at 7am until 7pm. If anyone breaks this schedule they’ll be first set off with a warning, and if the6 break it again they will be taken away to, ‘The Fixing Room’. It is where all the people who didn’t break the emotion rule but broke the schedule. They are went there to be forced to do twice the amount of work while they are being burnt by the flames that are on the ground. This world is known as, ‘Viralia’. -
-
Summary for Lesson 3
In today’s class we finished work on A Wrinkle in Time, thinking about the moral to take from the novel. We began by discussing the theme of prejudice and how it is explored in the book, linking this to the symbolism of IT being represented by a brain. We spoke about how the class would design sets based on the sci-fi worlds in the book, imagining them for the stage. Then the class debated questions on the book, thinking about essay structure and the big questions the novel raises. Wonderful creative work today class- well done! I thought your ideas on set design were really beautifully expressed. Well done and see you next week 🙂
Homework
-
-
-
-
-
-
-
-
Hi Beth this is my homework for the week!
https://docs.google.com/document/d/1-ELiWFo5SmfnXXh1eyYuJRzKCYRXPI-SnLiCHK3hWrg/edit?tab=t.0
-
-
Summary for Lesson 4
In today’s lesson we began studying Animal Farm by George Orwell. The lesson contained loads of information on the context of Animal Farm, focusing particularly on how the novel is an allegory for the 1917 Russian Revolution and the events that followed it. We learnt about the core ideas of Communism, and the main actors of the Russian Revolution (Lenin, Trotsky and Stalin), comparing each historical leader to their fictional counterpart in the novel. We also had a great discussion about our favourite and least favourite things about the book, in which students picked out some really important and enlightening features of the novel and its premises. I really enjoyed hearing the class’s idea on what different concepts and characters symbolise in Animal Farm (i.e. Sugar Candy Mountain, Mr Jones, the sheep) and thought that you all dealt with the complicated historical context fantastically. Really well done for your hard work everyone, today was a super information-packed lesson and you were all excellent in class. Well done 🙂
The homework slide show: https://slideplayer.com/slide/9157325/#google_vignette
Homework
-
Summary for Lesson 5
In today’s class we continued our work on Animal Farm, considering elements within the story such as theme, foreshadowing and narrative. We began by thinking about the themes and semantic field of the story, brainstorming as a class, before we moved on to discussing symbolism and its importance in the novella. We analysed some quotations from the book that demonstrated foreshadowing and spoke about the irony behind Orwell’s use of this technique given the fact that readers who know about the Russian Revolution would already be aware of how the story was bound to end. Finally we looked at ‘village voice’, digging into the narrative perspective of the book and what it tells us about the nature of power and the truth. Incredible work everyone, you all came up with some amazingly in depth analyses of the way this story is constructed, very impressive! See you soon 🙂
Homework
-
-
- You must be logged in to reply to this topic.