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Summary for Lesson 1
In today’s lesson we began our work on playwriting, focusing on the central conventions and tropes of writing for the stage. We considered what makes a play a play, discussing the role of performance and the audience, and then considered some examples of famous plays and playwrights. We then considered the history of plays, tracing it all the way back to the Ancient Greeks and thinking about the genres of tragedy and comedy. The class then designed some fantastic comic and tragic characters, thinking about key elements to include such as a fatal flaw for tragic characters and something absurd for comic characters. Finally we spoke about the things that are both easier and more difficult to communicate through drama, considering how much the audience is forced to infer, and began thinking about dramatic elements such as staging, set and lighting. Everyone worked beautifully today, the class were super enthusiastic and had a lot of very creative and interesting ideas to share regarding playwriting, particularly in creating and developing their characters. They grasped some complex dramatic concepts incredibly well, such as the important role a tragic hero’s hamartia plays in a Greek tragedy, and all contributed some excellent knowledge to the discussion. Gorgeous work today everyone, I am really looking forward to seeing what scenes you come up with for homework. Keep it up and I look forward to seeing you all next week! 🙂
Video to watch with the tips from playwights: https://www.youtube.com/watch?v=uS60yAqump0&t=6s
Video we watched on Ancient Greek theatre: https://www.youtube.com/watch?v=GWmfltQOT8U&feature=emb_logo
Homework
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Dear Beth,
(Enter stage )
I am overwhelmed by the exultation to have attended your lesson. The most grateful thanks for keeping my pen sharp in the sense of writing. 😍😁
Have an exceptionally amazing September!
(Exit stage)
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Dear Beth,
Your lessons have been very exciting and fun. I have enjoyed them all. Thank you very much. Please find my work attached. Have a great day!
Yunshu
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Unlucky Unlucky
Act 5, scene 1(The background changes to a school. Dim lights turn on and the spotlights are on Unlucky and Mum.)
Unlucky: Hi mum! Why are you here? I thought you were at work.
Mum: No darling, I don’t work on Fridays. You should know that by now.
Unlucky: I’m not eating fries though, Mum.
(Mum snorts. Unlucky looks hurt and confused.)
Mum: Of course you’re not eating fries. Friday is just a name. It doesn’t mean that you need to eat fries.
Unlucky: Oh. I didn’t know that! That’s very interesting. Cool!
(Suddenly, Unlucky sees his friend and runs to him. On his way, his shoe falls off and he trips over it.)
Unlucky: Ouch! That hurt! Why did you play that horrible trick on me, Abi?
Abi: I didn’t play a trick on you, Unlucky. You just tripped over your shoe.
Unlucky: Bye. I don’t like you any more, you’re too kind.
(Abi rolls her eyes. Mum sees Abi and quickly drags Unlucky away.)
Unlucky: Who’s doing that?! Call the police! Everyone! Help me! Someone is dragging me! Oh no! Help! Stop! Don’t just stand there staring! Come and help! Why are you giggling! Why aren’t you helping? Ahhhhhhhhhhhhhhhhhhh!
(Everyone laughs at Unlucky’s sudden outcry. Abi laughs so hard that she falls over and rolls all over the floor. Mum’s grip on Unlucky’s shirt weakens and Unlucky pulls free with a heave and a sigh. Then, Unlucky turns and realises that it was Mum who had been pulling his shirt.)
Unlucky: Mum! You beast! You’ve been pulling my shirt! Look at my collar now!
Mum: (pretending to look meek and sorry) Sorry, my darling. I’m really sorry, my lamb. Look, why don’t I take you to the shops to get some ice cream to make up for that, my dear. Yes?
Unlucky: OK. I forgive you. But look at my collar. It’s broken!
(Everyone’s gaze floats to Unlucky’s collar which was untouched, not at all worn and looked still fairly new. Suddenly, an angry face peers from a window on the topmost level of the tallest tower.)
Act 5, scene 2
(Unlucky enters the stage, striding great long steps, looking extremely confident, a nervous Abi tails behind. All the lights turn off and the flickering light of candles replace them. The background changes to an unwelcoming room full of pictures and portraits of the same angry, red-faced, muscular woman, the headmistress, or more precisely, Miss Trunchbull.)
Miss Trunchbull: You! What were you doing, you rascal! You wretchs! You troublemakers!
Unlucky: (takes a seat in a big, red, comfy armchair) Mum pulled my shirt, Miss Trunchbull. She pulled it really hard.
Miss Trunchbull: Get of my chair! Now!
Unlucky: Yes, Miss Trunchbull.
Miss Trunchbull: Smith! Why were you rolling on the floor?
Abi: (looks imploringly at Unlucky.) Unlucky…Unlucky looked re…re…really funny. I…I…I…I couldn’t stoppp laughing.
Miss Trunchbull: Right! Detention in here for both of you for the whole of next week. The detention is exactly 2pm. Now! Chop chop! Don’t you dare roll on the floor again, Abi Smith. Hurry up! Go home!
Unlucky and Abi: Yes, Miss Trunchbull.
(Unlucky and Abi leave Miss Truchbull’s office. Miss Trunchbull sighs.)
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Act 1, Scene 1 (Harry Potter and the philosopher stone)
(The background is a neighbourhood)
*Dumbledore arrives in the neighbourhood*
*Professor McGonagall is a cat*
Dumbledore: Fancy seeing you here, Professor McGonagall.
*Professor McGonagall turns into a human*
Professor McGonagall: How did you know it was me?
Dumbledore: My dear Professor, I’ve never seen a cat sit so stiffly
Professor McGonagall: You’d be stiff if you’d been sitting on a brick wall all day,
Dumbledore: All day? When you could have been celebrating? I must have passed a dozen feasts and parties on my way here.
*Professor McGonagall sniffed angrily*
Professor McGonagall: Oh yes, everyone’s celebrating , all right. (Said in a impatiently way)
Professor McGonagall: You’d think they’d be a bit more careful, but no even the Muggles have noticed something’s going on. It was on their news.
Prrofessor McGonagall: I heard it. Flocks of Owls … shooting stars… Well they’re not completely stupid. They were bound to notice something. Shooting stars in Kent-I’ll bet that was Dedals Diggle. He never made such sense.
Dumbledore: You can’t blame them. we’ve had precious little to celebrate for eleven years. (said in a gently way)
Professor McGonagall: I know that. (said in a irritably way)
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Scene 1
( Posidon, Athena and Zeus enter)
Zeus: (Sitting on his throne) we’ve been through this before Posidon, I won’t choose, King Ceropes is! GO!!
Posidon: But…But…
Zeus: I SAID GO!!!
( Posidon jumps to his feet)
Posidon: ( menacingly ) Fine I’ll go! That city will be mine Athena!!
Athena: (Jumping to her feet) we’ll see about that!
(Zeus,Posidon and Athena stomp off)
Scene 2. Athens arrises
Posidon: These beasts I give you Ceropes and all its children evermore.From now on merchants can transport the goods in a cart pulled by horses ,your soldiers can go into war riding them,your chariot can be pulled by them and farmers are able to plough without a pick.
(The audience burst into applause )
(Smoke puffs from the stage and Athena appears )
Athena: (holding up a olive tree) This tree is called a olive tree ,you can eat its’ fruit or crush it to make cooking oil,to flavour meat and bread,it’s leaves are soft and can make pleasant beds,the shade is cool and refreshing .
Ceropes: My city is going to be called Athens….
(On hearing this Posidon dropped his trident and a salt spring formed with a river snaking down)
Posidon: You’ll pay for this Athena!
(Mist sprays and Posidon disappears)
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Summary for Lesson 2
In today’s lesson we continued our work on playwriting, expanding on the work we completed last lesson to think in more depth about specific dramatic techniques and concepts to include when writing a play. We focused on the idea of dramatic conflict, looking at giving characters ‘motivation’, and thought about how to drive the plot through dialogue and suspense. We also consider techniques such as dramatic irony and different forms of suspense, applying this to a section of script that the class had to analyse. The class worked beautifully today, particularly in transforming the script we were working with in their own style and to fit their own conception about what was going on in the plot of the play. Fantastic enthusiasm and energy today everyone, keep up the wonderful work and I’ll see you all next week! 🙂
Video on characterisation: https://www.youtube.com/watch?v=fGRyP3p-YPI
Homework
P.S. Here is a comedy/mystery book that could give you inspiration for prompt number 5 on Slide 8 (it involves a bunch of people who are invited to an island for a reason that is concealed from the reader…)
https://www.google.com/search?q=i+know+what+you+did+last+wednesday&oq=i+know+what+you+did+last+wednesday+&aqs=chrome..69i57j0i271.5832j0j9&sourceid=chrome&ie=UTF-8
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Dear Beth,
Amber: I loved your lesson- it was fab! [Starts typing furiously] 😉
Thank you!
Have a wonderful week😺
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Scene 1
( A man is onstage rushing around )
Man: Oh no, I’ve overslept! And where’s my suitcase and coat!
( Looks around )
Man: There’s my coat!
( Dives under the bed )
Man: ( Emerging from under his bed ) Got it! There’s my suitcase!
( Pointing to a suitcase on a nearby armchair )
( Runs over to the suitcase and grabs it, then rushes over to the door )
Man: I hope I don’t miss the plane!
( He exits )
Scene 2
Receptionist: Good morning sir, how could I help you today?
Man: Hello, my name is Gregory Hilston and I have booked a room here.
( Receptionist types in her computer )
Receptionist: Your room number is 819 and here is your key. Oh, and you will be sharing a room with another person…
Man:Why wasn’t I warned?I Hope your facilities are of good standards otherwise I want my money back!
( He exits )
Scene 3
( Spotlights off )
(The man is in bed ,asleep )
Man: ( mutters nonsense ) Blubber oddments tweet
( A big bang is heard )
Man: ( sitting up )what is going on outside?
( Something enters and clears its throat… )
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Hi Beth,
Thank you for the fab lesson, I really enjoyed it!
Please find my attached homework for writing lesson 2.
Have a nice weekend:)
Yichen
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The Boy who grew up in a bunker in lockdown
There once was a mom who had a little boy, named Matt. Matt was very special because he never grew up in a house or a flat instead he grew up in a bunker while it was in lockdown. Matt never had a dad so it was only his mom but one day his mom got sick so he had to take care of his mom and not thee other way around. The mom grew sick after day and day. But little did Matt know his mom had Cancer and had little time to live. When his mother died he was about 6 years old. While lockdown was happening, Matt always had to get supplies. He always wished he had a better life like the other kids in the neighborhood, all just because they had families, a house, supplies and fun while Matt had such a boring life because her had no mom, no family, no house, not much supplies and no fun. Matt kept growing older but then the World War 2 started. Luckily, Matt lived in a bunker and the other kids and adults didn’t so he had a chance of surviving. All the people asked Matt if they could stay in the Bunker but Matt said no because they were all rude to him. The rude people died. Matt survived and had a happy life from now on and appreciate his bunker more.
The End
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Summary for Lesson 3
In today’s lesson we focused on our second genre of writing: poetry writing. We began by trying to decode what makes a poem a poem, focusing on concepts such as the economy of language a poem uses, squeezing all the excess water out to write very concisely and with a great focus on imagery. The class then discussed the poems and poets they liked and considered their own experience in poetry writing. Finally, we completed a case study of Maya Angelou, studying her poem Still I Rise, which the students wrote their own versions of. Fantastic work today everyone, it was an absolute joy to hear your poetry and your thoughts on how to use symbolism and figurative language effectively. Super impressive work today, really well done! See you next week 😊
What makes a poem a poem video: https://www.youtube.com/watch?v=JwhouCNq-Fc
Maya Angelou: https://www.youtube.com/watch?v=qviM_GnJbOM
Homework
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Dear Beth,
Have a spectacular week,
With sky a-blue,
Grass a-haze,
But for now,
Thank you,
Have a wonderful day.
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Summary for Lesson 4
In today’s lesson we completed our work on poetry writing, thinking about applying all of our knowledge on what makes a poem a poem to our own writing. We began by completing a free-writing exercise, where the class were given the opportunity to figure out where their mind goes to when they think of poetry, and then spoke about the poems they selected for homework that they enjoyed reading. In the second half of the lesson, the class workshopped the free-writing poetry they had written, thinking about how to apply rhythm and meter, before then discussing poetic techniques such as assonance and enjambment. They included these techniques in their writing beautifully and I was really impressed by the speed at which they picked up some complex poetic ideas. Finally we thought about theme and how to establish it in writing. Everyone worked with great energy and enthusiasm today- excellent work guys, well done! I look forward to reading your homework poems and will see you next week 😊
BBC website with info on rhythm, really helpful to have a look at (it’s the one with the video on rhythm that we watched in the lesson): https://www.bbc.co.uk/bitesize/topics/zmbj382/articles/zmpxbdm
Poetic pattern video: https://www.youtube.com/watch?v=URuMb15CWJs
Collection of poetry to look at that spans the history of poetry: https://www.poetrybyheart.org.uk/ks3-timeline/
Homework
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<p style=”text-align: left;”>Hi Beth,</p>
Thank you for the lovely lesson! I really enjoyed it 🙂 even though I don’t particularly like writing poetry and am not very good at it. Here is my poem:
<p style=”text-align: center;”>The woods</p>
<p style=”text-align: center;”>The sound of beavers rolling</p>
<p style=”text-align: center;”> by the babbling, bijou brook, </p>
<p style=”text-align: center;”>a little bird is chirping</p>
<p style=”text-align: center;”>up in a tiny nook.</p>
<p style=”text-align: center;”>The leaves above are whispering </p>
<p style=”text-align: center;”>and murmuring about ground, </p>
<p style=”text-align: center;”>the grass below are swaying </p>
<p style=”text-align: center;”>and twirling round and round.</p>
<p style=”text-align: center;”>And if you enter the woods </p>
<p style=”text-align: center;”>in a summer’s evening late,</p>
<p style=”text-align: center;”>you will hear an otter </p>
<p style=”text-align: center;”>whistling to his mate.</p>
<p style=”text-align: center;”>Now the day is morning, </p>
<p style=”text-align: center;”>the sun is shining on the dew,</p>
<p style=”text-align: center;”>the horses up are up and cantering </p>
<p style=”text-align: center;”>and you might hear a cat’s mew.</p>
<p style=”text-align: center;”></p>
<p style=”text-align: center;”>The day is now darkening</p>
<p style=”text-align: center;”> with faint residues of light, </p>
<p style=”text-align: center;”>the swirling mist is rising,</p>
<p style=”text-align: center;”>it is nearly night.</p>
<p style=”text-align: center;”></p>
<p style=”text-align: center;”>Now everyone is sleeping</p>
<p style=”text-align: center;”>in the pretty, beloved woods,</p>
<p style=”text-align: center;”> you now go home to bed </p>
<p style=”text-align: center;”>with pacified moods.</p> -
<p style=”text-align: left;”>Hi Beth,</p>
Thank you for the lovely lesson! I really enjoyed it 🙂 even though I don’t particularly like writing poetry and am not very good at it. Here is my poem:
<p style=”text-align: center;”>The woods</p>
<p style=”text-align: center;”>The sound of beavers rolling</p>
<p style=”text-align: center;”> by the babbling, bijou brook, </p>
<p style=”text-align: center;”>a little bird is chirping</p>
<p style=”text-align: center;”>up in a tiny nook.</p>
<p style=”text-align: center;”>The leaves above are whispering </p>
<p style=”text-align: center;”>and murmuring about ground, </p>
<p style=”text-align: center;”>the grass below are swaying </p>
<p style=”text-align: center;”>and twirling round and round.</p>
<p style=”text-align: center;”>And if you enter the woods </p>
<p style=”text-align: center;”>in a summer’s evening late,</p>
<p style=”text-align: center;”>you will hear an otter </p>
<p style=”text-align: center;”>whistling to his mate.</p>
<p style=”text-align: center;”>Now the day is morning, </p>
<p style=”text-align: center;”>the sun is shining on the dew,</p>
<p style=”text-align: center;”>the horses up are up and cantering </p>
<p style=”text-align: center;”>and you might hear a cat’s mew.</p>
<p style=”text-align: center;”>The day is now darkening</p>
<p style=”text-align: center;”> with faint residues of light, </p>
<p style=”text-align: center;”>the swirling mist is rising,</p>
<p style=”text-align: center;”>it is nearly night.</p>
<p style=”text-align: center;”>Now everyone is sleeping</p>
<p style=”text-align: center;”>in the pretty, beloved woods,</p>
<p style=”text-align: center;”> you now go home to bed </p>
<p style=”text-align: center;”>with pacified moods.</p> -
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Hi Beth,
Thank you for the lovely lesson! I really enjoyed it even though I don’t particularly like writing poetry and am not very good at it. Here is my poem:The woods
The sound of beavers rolling
by the babbling, bijou brook,
a little bird is chirping
up in a tiny nook.The leaves above are whispering
and murmuring about ground,
the grass below are swaying
and twirling round and round.And if you enter the woods
in a summer’s evening late,
you will hear an otter
whistling to his mate.Now the day is morning,
the sun is shining on the dew,
the horses up are up and cantering
and you might hear a cat’s mew.The day is now darkening
with faint residues of light,
the swirling mist is rising,
it is nearly night.Now everyone is sleeping
in the pretty, beloved woods,
you now go home to bed
with pacified moods. -
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Dear Beth,
Have a loveling day today,
‘Cause there’ll be robins tweetin’ sweet,
And acorns dropping by.
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Dear Beth,
My apologies I have missed the attachment. Attached, is the poem I wrote for homework.
Regards,
Aryan
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A sea is a great place
The sea is a good walk at a steady pace
The beach holds wonders for all and a good place for children to stall- and grab hold of nice ice cream after a day of watching memes !
And everyone loves a day at the beach with your very own space swimming at your very own pace.
And the seagulls stealing your burger then flying away as nothing happened! And the sparkling glassy sea that feels like liquid nitrogen encasing you forever in a relaxing spa.
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When the spidery tangle of trees and bushes smother the path,
When rotting leaves hide wriggling roots, covering the ground,
When tangled branches spread and twist to form dark,
Overhead tunnels,
When the ceiling of branches shut out the light ,
When the creepers strangle all the trees,The forest is an impenetrable maze, soundless.
Until you see the magnificent forest of majestic trees like vivid green umbrellas,
Until you see the creepers,
Dangling like party streamers,
Until you’ve spotted the tide of bluebells,
And the swaying sea of snowdrops,Until then you haven’t seen nature’s beauty.
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Summary for Lesson 5
In today’s lesson we had our first class on speech writing, our third genre that we will be studying in this course. We began by thinking about what makes a speech a speech, discussing the fusion of poetry, politics and philosophy that speeches often encompass. We then spoke about some examples of famous speeches and speakers, ranging from Martin Luther King to Shakespeare to Hilary Clinton. The class learned some top tips of what makes a speech powerful and memorable, such as use of humour, knowledge of the audience and appealing to wider issues and themes. Finally, we focused on a speech made by Greta Thunberg to the UN, evaluating its effectiveness and thinking about the techniques and emotions she uses to get her point across. This fed into a discussion on the power of the spoken word, which the class all articulated their thoughts on beautifully. Excellent work today guys, you all came up with some really fantastic ideas and expressed yourselves beautifully. Keep it up and have fun researching your chosen topics for our speech writing workshop in next lesson 😊
Speech writing tips video: https://www.youtube.com/watch?v=oV1h7n0HcTE
Greta Thunberg at the UN: https://www.youtube.com/watch?v=haewHZ8ubKA&t=2460s
Martin Luther King ‘I Have a Dream’: https://www.youtube.com/watch?v=_yOBncaiito
Homework
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Summary for Lesson 6
In today’s lesson we completed our work on speech writing, thinking about the most important elements a speech should include and thinking carefully about tone and emotion. We began with a piece of free-writing before thinking about the most attention-grabbing ways to hook an audience. We spoke about the structure a speech should follow and considered techniques for evoking the emotions of the audience, discussing how different topics may elicit different responses ranging from hope to laughter through to anger, guilt or regret. We studied how to condense an argument into fewer than fifteen words and spoke about why clarity of argument is so crucial. Finally, we considered the PERFECT acronym which outlines the key techniques of speechwriting. Everyone worked wonderfully today, I particularly liked hearing their one-sentence summaries of their arguments, which were all really strong and heartfelt. Fantastic work today & I really look forward to hearing your speeches 😊
Obama’s powerful speech techniques video to watch for homework prep: https://www.youtube.com/watch?v=OFPwDe22CoY
Video on speech openings we watched in class: https://www.youtube.com/watch?v=7tzentBmmUc
A great revision guide on speech writing that can help you think of some fantastic speech writing techniques: https://www.lovelearningtutors.com/main-blog/2018/4/30/how-to-write-a-speech-english-gcse-exam
Homework
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Dear Beth,
Thank you for the crystal-clear lesson! (^-^)
“Henceforth I declare that speech-writing is non-fictionally and infinitely interesting; ’tis a rainbow of variation, Ladies, and gentleman!”
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My speech would be. “Fish shall not be in bags they are suffocating because of you putting them in bags! Do not do that. The fishes are dieing! Thank you for listening.
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Thank you Beth!
“Henceforth I declare that speech-writing is non-fictionally and infinitely interesting; ’tis a rainbow of variation, Ladies, and gentleman!”
From Mina
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Summary for Lesson 7
In today’s lesson we began our study of the final genre we will be looking at in this course: short story writing. We spoke about what makes a short story different from a novel other than the fact it is shorter, and considered some of the authors famous for writing short stories such as Roald Dahl, Enid Blyton, Hans Christian Anderson and the Brothers Grimm. We then moved on to thinking about how short stories often centre around one unusual, bizarre or unique situation or image in order to hook the reader in, such as a woman picking up roadkill on the side of the motorway. Finally we spoke about minimalism in short story writing and the different ways in which we can implement it through features such as show don’t tell, using fewer characters and ‘locked-room’ settings. The class then wrote their own six-word stories in the style of Ernest Hemingway thinking about how to squeeze a story down to its bare bones. Fantastic work today everyone, really well done! Keep it up and I’ll see you all next week 🙂
Short story tips (we’re watching the second half of this video next lesson, we watched the first four minutes today): https://www.youtube.com/watch?v=ae61kGNpQPs
Homework
The Roald Dahl Stories for Homework
The Landlady (this is the spooky one that’s quite creepy so don’t read it if you’re scared easily): https://www.teachingenglish.org.uk/sites/teacheng/files/landlady_text.pdf
The Hitchhiker (this is the silliest of all of them & not creepy at all): https://www.tdms.worcs.sch.uk/content/RemoteLearning/english/year7/The_Hitchhiker.pdf
Lamb to the Slaughter (this one is a little creepy but not very scary at all & quite silly/ ridiculous): https://theshortstory.co.uk/devsitegkl/wp-content/uploads/2015/06/Short-stories-Roald-Dhal-Lamb-to-the-Slaughter.pdf
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Here are Ernest Hemingway’s sequels to the six word story we looked at in the lesson:
https://www.newyorker.com/humor/daily-shouts/ernest-hemingways-six-word-sequels
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For the questions: I think it does fit well with the short story. The best part was where he stopped for the hitchhikers because he used to hate how people didn’t notice him. The worst part is he described the car and it was a bit boring. By squeezing in loads of information but simple enough for us to understand.
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Dear Beth,
I made a book review on THE LANDLADY. Please find attached. Thank you!
Kind Regards,
Yunshu
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Summary for Lesson 8
In today’s lesson completed our work on short story writing, thinking about putting into practice the conventions we had learnt last week and reviewing Roald Dahl’s way of telling short stories in order to help us do so. The class began with a great, lively discussion of Dahl’s short stories, where they discussed how effective each story was and why. We then looked at key tips for creating a punchy and powerful short story, such as starting close to the climax, focusing only on necessary detail and creating twists and turns in the narrative. The class then all wrote their own fantastic short stories and self-evaluated them according to a checklist of important things to include. Excellent work today everyone, keep it up and I look forward to reading the stories you end up telling 😊
Short story tips: https://www.youtube.com/watch?v=DLxeTh8QO0o&t=41s
Anti-social writing tips (watch before homework!): https://www.youtube.com/watch?time_continue=2&v=flthk8SNiiE&feature=emb_logo
Short story ideas to inspire you: https://blog.reedsy.com/short-story-ideas/
Video summarising the plot of Lamb to the Slaughter by Roald Dahl: https://www.youtube.com/watch?v=1LA17kEdzoE&t=1s
Homework
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Dear Beth,
For Short Story Writing Part 1:
I wrote the doc. after lesson 7, but I thought that I didn’t need to hand it in-sorry for the delay.
Could you please check up on my use of ; and 😕
Thank you.🎈😍
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Dear Beth,
Short Story Writing 2:
My story is attached, thank you for a blossoming🌺, highly active⏳ lesson.
Unfortunately, I didn’t manage to hear the entire lesson, but I watched the recording. I think it has to do with my camera, so next lesson I may need to shut it off to enable a smooth network.
Happy Halloween!🎃
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The FishKiller
There once was a boy who didn’t have a fish and other people did. Fishes were popular in his place. So he went home and thought of a plan. He thought that if he didn’t have a fish other people can’t have one. Now every night he kills fishes until one day he went to his friend’s house. He knew he didn’t have a fish so he just looked around. He saw that he had a fish, he felt betrayed. He killed him instead and left the fish there and dropped the knife but he thought the fish was lonely so he took it to his home. He now had his own fish. The next morning he saw him on the newspaper and he also saw the picture of his crime. His friend has died. He read a bit and it said “We know it was the FishKiller because he stole the fish until we find him he will be sent to jail immediately.”. When he got out the police was at his door and was arrested.
The end
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Hi Beth,
Thank you for the splendid lesson for short story. please find my attached homework for your comment.
Happy Halloween!
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Dear Beth,
Please find my short story attached. Thank you for the lesson. Happy Halloween!
Kind Regards,
Yunshu
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The hitman’s return
The man headed towards the house of a family he slaughtered everyone except a small, tiny girl.
20 years later
The girl’s name was Myra she was born in Iceland, she was going to work on a train when she saw a man in a black mask coughing. She went over to help when his mask fell. He was instantly recognizable .he was the killer. She confronted him instantly shouting profanities and worse .she was invited to his office for an appointment the very same day. It was an unpleasant meeting with the killer of your family . she was left with more trauma than before. She called the police and they rushed instantly but found nothing.
He was gone with no trace. That was him. He was on the news the next day as a captured criminal. But Myra looked closer and found that it was not the man. She rushed to the police station to report but it was too late. the man had been executed he was framed by the slyest fox, the hitman. She warned the police and they sent a public apology but it was late again the hitman had conquered more victims and he was still an anonymous killer at large. He wasn’t going to be caught. He was alone, no one would be his accomplice. And no witness would see him.
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Summary for Lesson 9
In today’s lesson we completed our writer’s workshop, focusing on consolidating our knowledge from the previous eight lessons and focusing on revising key writing skills. We began with some work on metaphor, thinking about how to use a random word generator to help come up with inventive and unique examples of figurative language, and the class came up with some really fun, fascinating and wonderful metaphors based on this. We then moved on to thinking about the four genres we have learnt over the course of the past eight weeks, revising the key conventions of each and considering which each student liked and disliked the most. Finally, the students asked any questions they had about writing in general and we looked briefly at some checklists that outline what the students should be aiming for in their writing. Amazing work today everyone, well done. Good luck with your revision and I’ll see you next week! 🙂
Random word generator: https://randomwordgenerator.com/
Semi-colon video: https://www.youtube.com/watch?v=th-zyfvwDdI
Colon video: https://www.youtube.com/watch?v=xHa5tWKkvd4
Homework
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Dear Beth,
Thank you for the quick writing workshop! It was splendidly cozy and exceptionally marvelous- thanks for the analogy of semicolons and colons.
Have a trilling week!
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Three things I did well was less characters, had correct punctuation and it is interesting
Three things I improve is make it a little longer cause not that much information and put a little speech in and make the ending really interesting cause my one is boring
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Hi Beth,
Thanks for the marvellous writing workshop. 😀 Have a spectacular week! My homework is below.
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answer for , mock test.
He was trapped one thousand meters under the sea in a submarine pod trying o escape knowing that he would drown even if he broke the pod. Everything was yellow to torture him psychologically. He had not been chained down but ready to die he tried not to hyperventilate because he would run out of oxygen. But there was one thing that kept him sane. A window one at the moon and one in the sea. he stared at the sea and thought I never knew quietness as this. He marvelled at the sea life from whales to glowing shrimp and bioluminescent eels it was all fantastic! he thought about what he’d done in life and his childhood about skating swimming and his friends he reflected on all his sins and thought I was being an absolute idiot for doing unneeded crimes that helped no one except himself he was ashamed of all his crimes to the community but also happy for achieving so much as he had generated 400 pounds for charity and helping cover his friend’s wounds when they bled. it was a good life trying new things, making friends, and helping the charity to benefit everyone. It was a good life as he peered out and thought, I never had the time to enjoy life so much and nature is the most enjoyable watching shrimp scuttle. and as the water crept into the pod and slowly engulfed him, he had one more look at the moon admiring it as he died
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Sorry for the duplicate because when I went to publish it on the website and I thought it said that it had an error so I did it again.
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Dear Beth,
The walls of Autumn shall bear the winter gales
For there we must haste to seek the dales
Then o’er high and low
Now no one’s worry is anyone’s befall.
Then hasten to dream
Hounds that snap and bark
Moons that gleam and glitter dark
Beams that roil,coil and collapse
So hence end-eth the worldly song.
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Dear Beth,
Sorry for the little delay. This website asked me to log in and I had to save the exam document into my folder. Please find it attached below, thank you. I hope to be able to join some other courses that you do and see you again.
Kind Regards,
Yunshu
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Dear Beth,
Please find attached my submission for the mock exam. Thank you for all the lessons, I really enjoyed them.
Regards,
Aryan
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Summary for Lesson 10
In today’s lesson we completed our final mock writing exam, spending the first few minutes of the lesson learning about the trope of the anti-hero before launching into our writing. The class spent thirty-five minutes completing their writing, using an additional five minutes to plan. Everyone worked wonderfully today, the class were very focused, prepared and thoughtful in their approach to their exams. Amazing work over the past ten weeks everyone- it has been a joy teaching you all and I have been really impressed by each and every one of you. Keep up your writing and I hope to see you all in lessons in the future. Congrats on finishing your mock exams and for all your hard workover the past ten weeks. Have a lovely rest of your November 🙂
Antihero video: https://www.youtube.com/watch?v=MEjgDeSnBMs
Homework
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Hi Beth,
Please find my mock test as attached.
Thank you so much for all the lessons, I absolutely loved all of them.
See you soon!
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Hi Beth,
Can I ask you a question?
When you are counting things on your list using you hand, What would you call it?
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