S2 – Mythological Times
What happened? When? Where? Who was involved? Give more detail. Why did it happen? What happens next? Continue reading S2 – Mythological Times
Play texts for next session
Fearless – P.E.E. Paragraphs
Fearless is characterised by Galloway as a deeply unpleasant character, both physically and psychologically. E. She describes his walk as, “the clink and drag, clink and drag, like Marley’s Ghost, coming up the street.” E. The repetition conveys a sense of inevitability – the sense of Fearless drawing closer to the listener. This creates an ominous tone, a feeling of something terrible about to occur. … Continue reading Fearless – P.E.E. Paragraphs
Greek Heroes – Research
How powerful is he/ she? Of what is your god/goddess the ruler? What notable things did he/ she do? What is special about this character? Where does their name come from? Does their name mean something? Who did they kill? Do they have brothers and/ or sisters? Who are they? Do they get on? How old would they be today? What weapons did they have? … Continue reading Greek Heroes – Research
Higher Drama Texts
In the winter term, we will be studying a drama text. Before selecting the text, I would like you to know a little about the plays under consideration, and to state a preference. Over the next couple of weeks, I will try to find time for the class to use computers so that you can do a little research into each before coming to an … Continue reading Higher Drama Texts
Grammar Test
“One Size Fits All” – Close Reading
A quick paper in case you need a last-minute practice. Close Reading – N5 – Higher – One Size Fits All – Text – Questions Continue reading “One Size Fits All” – Close Reading
National 5 – Close Reading Practice
For those of you running out of papers… Close Reading – N5 – Higher – Sexism in football is in stoppage time – text and questions Continue reading National 5 – Close Reading Practice
Tess of the d’Urbervilles – Sample Dice Revision Paragraphs
Heritage/ Alec Alec’s heritage is central to a key misunderstanding in the novel. D’Uurberville’s original family name was Stoke, and his father simply bought the name to give his family an aristocratic history. However, this was unknown to Tess or her father, so Tess effectively seeks a family connection with the wrong family. Her father, drunk, proclaims that his family has “skellingtons” in a tomb … Continue reading Tess of the d’Urbervilles – Sample Dice Revision Paragraphs
Crucible/ Tess of the d’Urbervilles – Dice Revision
The handout from today’s class: The Crucible – Tess of the d’Urbervilles – Revision – Quick Dice Continue reading Crucible/ Tess of the d’Urbervilles – Dice Revision
Quick Technical Terms Test
For each of the following, give the technical term. “Boom!” He has passed away. That is well minging. Caesar was the first to wear the purple. And where do you think you’re going? After what seemed an eternity, they arrived. A chicken crossing the road is truly poultry in motion Betty bought a bit of butter… Each blade of grass was a tiny bayonet pointed … Continue reading Quick Technical Terms Test
Higher – Timed Essays
“Tess of the d’Urbervilles” Choose a novel in which the main character is seen to grow or mature in the course of the story. Show how the novelist engages your interest in the character and his or her development. “The Crucible” Choose from a play a scene in which tension builds to a climax. Explain how the dramatist creates and develops this tension, and discuss … Continue reading Higher – Timed Essays
Montmorency – Conclusions
Your conclusion should: Say whether you think Montmorency deserved a happy ending. Give your main reasons for this. Try to explain why the reader likes Montmorency, even though he does bad things. Continue reading Montmorency – Conclusions
Montmorency – CEL in Progress
Montmorency shows himself to be a dislikeable character when he steals from weak people. “Montmorency might have hopes of becoming a gentleman, but Scarper really wasn’t a very nice man.” Just after his first raid and he has robbed a beggar. This shows that he didn’t care who he hurt in order to get ahead. It is hard to feel sympathy for Montmorency when he … Continue reading Montmorency – CEL in Progress
Close Reading – Five Mark Question
From today’s class. Close Reading – The Five Mark Question – Handcuffed to a Maniac Continue reading Close Reading – Five Mark Question
Brexit – Pupil-Assembled Close Reading
Below is the link to the close reading paper designed by our Higher class. Higher – Close Reading – Handcuffed to a Maniac – Dear Remoaners – Pupil Paper Continue reading Brexit – Pupil-Assembled Close Reading
Higher – Critical Essay Marking
As per today’s class. These must be understood alongside the SQA criteria – they are not at all definitive, rather a way of focusing your attention when assessing an essay. Knowledge and Understanding 20-19 Refers to more than eight key scenes or moments 18-16 Refers to seven or eight scenes or key moments 15-13 Refers to five or six scenes or key moments 12-10 Refers … Continue reading Higher – Critical Essay Marking
Higher – Essays about setting.
Here is today’s presentation. Higher – Essays About Setting Continue reading Higher – Essays about setting.
The Crucible – Setting Essay
Choose a play in which the historical and/or geographical and/or social setting is important to your understanding of the play. Explain how the dramatist presents the setting and discuss why it is important to your understanding of the play as a whole. Setting in both time and geography are key elements to the success for Arthur Miller’s 1953 drama, “The Crucible”. He grafts the … Continue reading The Crucible – Setting Essay
Tess of the d’Urbervilles – Setting Essay
Choose a novel or short story in which the choice of setting is central to your appreciation of the text. Briefly explain how the writer effectively creates setting and, with reference to appropriate techniques, discuss how the writer’s presentation of the setting is central to your appreciation of the text as a whole. A major presence, almost an extra character, setting plays a crucial … Continue reading Tess of the d’Urbervilles – Setting Essay
Oedipus Rex – Leadership
Montmorency CEL
Today’s presentation: Montmorency CEL P We see Montmorency’s better side when he saves Fox-Selwyn’s life. E Updale writes that, “Montmorency instinctively grabbed the reins. The horse gave a gargling splutter and collapsed”. C This event happens while Montmorency is recovering from his near-drowning in the sewers. E By acting “instinctively” we can see that Motmorency acted without thinking – his first decision was to do the … Continue reading Montmorency CEL
National 5 Timed Essay Questions
Choose a novel or short story or non-fiction text which made a strong impact on you. By referring to appropriate techniques, show how this impact was created. or Choose a play where the playwright explores a theme or issue or concern which you feel is important. By referring to appropriate techniques, show how effectively the playwright establishes and explores the theme or issue or concern. … Continue reading National 5 Timed Essay Questions
Stronger Paragraphs
From today’s class: N5 – Higher – Stronger Paragraphs2 Continue reading Stronger Paragraphs
Slavery in Athens
Below is the presentation from today’s class. Slavery in Ancient Athens Continue reading Slavery in Athens
Montmorency – Foreign Politics
The presentation from today’s class: Montmorency – Foreign Politics Continue reading Montmorency – Foreign Politics
National 5 – Better Introductions
The presentation from today’s class is below: national-5-n5-higher-better-introductions Continue reading National 5 – Better Introductions
An Inspector Calls – Refresher
From today’s class. an-inspector-calls-refresher-cloze Continue reading An Inspector Calls – Refresher
National 5 – Final Weeks Timetable
n5-february-timetable Continue reading National 5 – Final Weeks Timetable
Cliché and clichéd…
From class today… A red rose on Valentine’s Day is a cliché. It is so cliché how teachers bang on about uniform. In horror films it is cliché how someone does exactly what they are told not to. There are so many cliché in Twilight that my head melted. Oh, a white dress at a wedding. That’s not a massive cliché. No-o-o-o… A book about … Continue reading Cliché and clichéd…
N5 – Textual Analysis – The Eight Marker
From today’s class (presentation at the end): The theme of relationships is important in this poem. With close textual reference, show how this theme is explored in this poem and in at least one other poem you have read by Duffy. Commonality Duffy explores the idea of presenting relationships in a truthful and non-clichéd way in Valentine. She also explores… In XXXX she uses relationships … Continue reading N5 – Textual Analysis – The Eight Marker
Montmorency – Penny Dreadfuls and Newspapers
The fiend responsible for the shocking murder of an aristocratic lady in Knightsbridge has been tried and sentenced to hang. Frank “Freakshow” Holliday had eluded capture by the constabulary for several weeks following the brutal events of June this year. On the night in question, he intruded into Lady Geraldine Bevington’s residence with the sinister intent of burglarising the establishment. Upon discovering Mr Holliday, Lady … Continue reading Montmorency – Penny Dreadfuls and Newspapers
How to be an Athenian Woman
The example from today’s class: classical-studies-greece-athenian-women-leaflet-how-to-be-an-athenian-woman Continue reading How to be an Athenian Woman
What is a picture?
What is a picture? – “Nighthawks” The diner was nearly empty now, and the assistant continued to wash cups and mop the counter. A couple on the far side stayed, taking their time over their final cups of coffee. On his own, he waited for them to leave. Two hundred dollars were neatly folded inside an envelope in his breast pocket, and his hip … Continue reading What is a picture?
Montmorency – What is the purpose of prisons?
Victorian prisons were built specifically to punish criminals. Modern prisons are designed to rehabilitate. Most people agree that there must be a balance between these two ideas. When someone is sent to prison, we do expect them to be uncomfortable, and to be deprived of luxuries, but this will not make them a better citizen when they leave prison. For this reason, our prison must … Continue reading Montmorency – What is the purpose of prisons?
The Athenian Empire
flowchart-of-the-athenian-empire From today’s class. Continue reading The Athenian Empire
Tess of the d’Urbervilles
As preparation for the podcast task: Tess Durbeyfield is a positive role model for girls What do we mean by “role model”? Someone successful in their chosen field? Someone who overcomes difficulties? Someone who attempts to make the world a better place? Someone who does not give in when life seems against them? Someone willing to take a stand against injustice? What make a … Continue reading Tess of the d’Urbervilles
Latin – Vocabulary
From today’s class, here is the latin-vocabulary which should be up to date in your books. Continue reading Latin – Vocabulary
Prejudice
Notes from class: Do teenagers suffer prejudice from adults? Introduction Anecdote – Parents’ night – very busy – lots of adults – PR exercise – lots of praise – the role of teenagers – is this an example of terrible teenagers? Paragraph 1 Most adults think teenagers are: anti-social. Stay in their rooms Don’t talk to adults much But: playing outside with friends – … Continue reading Prejudice
“To A Mouse”
Notes from class: Socialism Treating everyone the same way? “To A Mouse” is a socialist poem. The poem is based on an extended metaphor – the human character represents the rich, the mouse represents the poor. Burns makes it easy to sympathise with the mouse in the first stanza. He calls the mouse, “wee sleekit cow’rin’ timrous beastie”. This helps us to feel sympathy for … Continue reading “To A Mouse”
