Today we are going to consider which famous inventions came from the Victorians.
to find out about some famous Victorian inventions
to explain how new inventions changed people’s lives during the Victorian period
1.
The most famous and useful inventions from history are ones that solved a common problem or made life better for people. For example, when the telephone was invented it solved the problem of people needing to talk to each other from different locations.
During the Victorian period, many famous inventions were created that solved problems and made life better for people.
Have a look at the pictures on your sheet. With a partner, write down the problem that each one solved or how it made life better.
Let’s see what we can learn about Victorian Inventions from the video below.
Victorian Inventions. (8:21 minutes long)
4.
Mark your task in inventions…
SOLUTION
5.
Read the information below about some of the most famous Victorian inventions:
6.
Do you want to see Queen Victoria in real life? Do you think that is even possible? Have a look at the video – it is real footage of Queen Victoria!
(There is no sound in this video…)
Victorian Inventions. (0:56 minutes long)
7.
Do you know any famous Victorian inventors?
(Make a list on the Inventions worksheet.)
The video below will give you ideas if you get stuck…(If the video is too fast, make use of the slides after the video.)
(Read and Listen only.)
Famous Victorians. (1:27 minutes long)
SOLUTION
8.
9.
Now choose one of the Victorian inventions from your picture sheet. You are going to imagine advertising the idea for your invention to a group of rich investors whose job it is to give you enough money to build the invention for the first time. Work in a small group for this task.
Today we are going to see why exactly Queen Victoria was such a popular monarch.
to think about why Victoria became such a popular monarch
to record our thoughts on Queen Victoria’s achievements
1.
Complete this Fact Match Task:
SOLUTION
2.
A reminder from the previous lesson:
After Victoria died, the newspapers reported how the British empire mourned the loss of a great monarch and paid tribute to her character and achievements.
This quotation is from a real newspaper article published in the London Times in 1901.
3.
You had to imagine that you had to write a news paper report on Queen Victoria’s death.
We discussed that the following information could be included:
4.
If not completed yet, continue to copy the information on Queen Victoria onto your News Sheet.
(Also stick a picture of Queen Victoria in the box provided.)
5.
Class Discussion:
Can you explain why Victoria was such a popular queen?
Copy the following words as well as their meanings onto your vocabulary sheet:
prosperity— “wealth”
empire— “a country with all its land”
monarchy— “kingdom”
3.
After Victoria died, the newspapers reported how the British empire mourned the loss of a great monarch and paid tribute to her character and achievements.
This quotation is from a real newspaper article published in the London Times in 1901.
4.
The Imagine you had to write a news paper report on Queen Victoria’s death. It will be good to include information about her early life, her achievements, and her later life.
Here is what one could include:
Queen Victoria died at the age of 81 on 22 January 1901 at 6.30 pm. She passed away at Osborne House on the Isle of Wight, surrounded by her children and grandchildren.
5.
Divide into three groups. Each group read a paragraph from the text / article on Queen Victoria.
Then, choose one person to share the information (from your paragraph) to the rest of the class.
6.
Finally, copy the information on Queen Victoria onto your News Sheet.
(Also stick a picture of Queen Victoria in the box provided.)
Let’s revise information from the previous lesson, and also see what else we can learn about Queen Victoria!
Queen Victoria. (6:43 minutes long)
3.
Now complete the fact sheet for Queen Victoria.
You may also look at the following video again while completing the fact sheet…
6 Interesting Facts About Queen Victoria. (3:40 minutes long)
4.
Maybe you overlooked important information! Read the following to make sure that you have included the most important information about Queen Victoria.
revisit the task on Renaissance Thinking to improve our source analysis answers
recap Renaissance information from the previous lessons
We will look at:
answers to the task on Renaissance Thinking
a strategy for answering source questions
Follow the instructions step by step:
1.
Previously you completed the following task…
Let’s go over the answers…
Question 1
Question 2
(We will get back to this question as this is the type of question that we will focus on today.)
Question 3
Try to make a positive as well as a negative comment!
Question 4
2.
Now, lets go back to question 2…
For 4 marks you need to give a detailed answer!
Also, when answering source questions you always need to give evidence from the source!
When you have to answer a source question:
1. READ the question very carefully!
2. EXAMINE the source very carefully!
This is how you need to WRITE your answer to the source question:
3.
Let’s look at an example…
Examine the image below. It shows life in Florence during the Renaissance. (The same image is on page 12 in your workbook.)
4.
Imagine you have to answer the following question:
What does this source show us about Renaissance Florence?
Remember, here is how you need to answer a source question!
One could do this in 4 easy steps, using this diagram:
What does this source show us about Renaissance Florence?
5.
See if you can complete step 2 and step 3 for the following statement about this source:
What does this source show us about Renaissance Florence?
6.
Let’s look at another example:
Examine the source below. It is an extract about Cosimo de Medici, one of the rulers of Florence. (The same source is on page 7 in your workbook.)
Imagine you have to answer the following question:
What does this source tell us about wealthy Renaissance people?
When you quote evidence, remember to use quotation marks.
Also make sure that you use a short quote.
7.
What needs doing?
Let’s recap! See if you can recall what needs to be done when answering a source question! Complete the crossword:
SOLUTION
8.
Let’s do it!
Finally, you are going to examine source 9 on page 4 again to try and improve your previous answer. Use the steps-diagrams below to plan how you will answer the question.
9.
RE-do question 2 (p.4). You need to answer the question on a new page in your purple book, using the steps-sheet that you planned your answer on.
10.
Complete one of the two tasks below:
To tests basic information about “The Renaissance starting in Italy”.
Task 1
Complete the crossword puzzle on p.10 in your History Workbook.
SOLUTION
Crossword Puzzle, p.10.
Task 2
Recap what you learnt about the Renaissance so far by completing the Tarsia Puzzle. (The puzzle pieces will be handed out to you.)
Today we are going to examine the poem in a bit more detail.
to explore a cautionary tale
to identify features used by writers
to record our findings with relevant evidence
1.
Make a list of the sort of warnings that parents give their children.
Thinking back to the poem we read last lesson, what warning do you think Jim’s parents would give?
2.
What is a cautionary tale?
cautionary tale: “a story that gives a warning”
For example, “Frankenstein” is a cautionary tale about the dangers of science.
The Frankenstein Story. (2:26 minutes long)
Is the poem about “Jim, the boy who ran away” a cautionary tale? (Explain your answer…)
3.
What do we mean by “the moral of the story”?
Morals are what you believe to be right and wrong.
Your morals are your ideas about right and wrong, especially how you should act and treat other people.
If moral is used as an adjective, it means good, or ethical.
So, the moral of a story is the lesson that story teaches about how to behave in the world. It is a teaching the author is trying to present.
The moral of a story usually revolves around the story’s theme. (The theme is the element of the story which carries the central idea in a story.)
4.
In groups, you are going to explore the text of the poem about “Jim, the boy who ran away”. You are going to examine how it had been put together by the writer.
Look for features used by the writer. Think also about why the writer has used these features in his poem?
What do we mean by features used by the writer?
rhyme
rythm
exclamations
questions
humour
IMPORTANT:
You must use evidence from the poem to support your ideas!
5.
Share your ideas with the rest of the class.
As we listen to each group’s ideas, fill in your table.
Today we are going to read Chapters 6 & 7 of “A Monster Calls”.
to consider the plot of Chapter 6 & Chapter 7
to consider the characters of Grandma, Conor and the Monster
to reflect on events in the form of a diary
1.
“Grandma.”
&
“The Wildness of Stories”
Read Chapters 6 and 7.
2.
This is what we’ve read in Chapters 6 & 7…
Chapter 6:
Chapter 7:
Chapter 6:
Grandma is not your average wrinkly, nice, knitting geriatric. She dyes her hair and refuses to grow old gracefully.
Grandma is confident and strong and ready to take care of things, and almost as soon as she walks through the door, she’s all about solutions.
Conor does not get on with Grandma…
Mum is, surprisingly, still ill from the chemo.
How do we know all of this?
Find evidence / quotes in the chapter.
Chapter 7:
Conor’s relationship with the tree is developing…They are almost getting friendly.
Conor looks for the tree at 12:07, to talk to it.
Conor is not scared of the monster – it seems that he’s developing a trust for it: he wishes the monster would help him.
How do we know all of this?
Find evidence / quotes in the chapter.
Chapter 6:
ANSWER
Chapter 7:
ANSWER
3.
Consider the following and share your ideas with the person next to you:
Stereotype
“An oversimplified image or idea of a particular type of person – it is an expectation that people might have about every person of a particular group.”
4.
Use a new page in your book for this (as shown below):
5.
One of you will be Conor O’Malley and answer some questions…that the class created for Conor!
One of you will be the monster and answer some questions…that the class created for the Monster!
6.
A final task…
Complete the following:
Additional help…
This video gives some useful advice for making a diary entry… (Play this video at the slightly faster speed of 1.25.)
How to Write a diary entry. (1:34 minutes long)
You may use this diary for the task:
Download, print (back to back & flipped on short side) and then fold the page in half…
Today we are going to read Chapter 5 of “A Monster Calls”.
to consider the plot of Chapter 5
to learn more about the Yew tree
to start exploring the symbolism of the yew tree
1.
“Three Stories.”
Read Chapter 5.
2.
This is what we’ve read in Chapter 5…
ANSWER
3.
Here is some interesting information about the monster’s names:
4.
Consider the following and share your ideas with the person next to you:
5.
Writers use symbolism to explain an idea or concept to their readers in a poetic manner without saying it outright. The use of symbolism allows writers to make their stories more complex. People often also use symbolism in everyday life.
The image of the yew tree is repeated throughout the novel, but what is significant about a yew tree and why is it being associated with the monster.
Complete the following task to determine why the author has chosen to use a yew tree to be associated with the monster. Use the diagram to write down interesting facts or ideas about yew trees. (You need to do research on this and complete the task at home!)
Today we are going to plan our first descriptive writing task…
(The writing task will involve describing your house to a pen pal. However, we will first do a few preparatory tasks.)
to recap descriptive techniques
to begin to plan & create descriptive language choices for our next task
1.
What techniques can we use when we want to describe something?
Have you completed your diagram on “Descriptive Writing”?
2.
Another tip for effective descriptive writing is to show your reader what you want to share with them rather than telling them…
How to Write a Descriptive Essay. (1:57 minutes long)
3.
Can you change these sentences into sentences that show rather than tell?
POSSIBLE SOLUTIONS
4.
Watch the following video. It is a detailed tutorial about descriptive writing…
How to Write a Descriptive Essay. (5:40 minutes long)
5.
Complete this quick revision task:
SOLUTION
6.
In the next lesson you are going to write a letter to a pen pal describing your home to them. It is important to plan carefully before you start writing. Therefore, we will complete a planning task: you are going to plan the language / words that you will use in your letter.
First complete the following table:
Test yourself:
Can you match up the techniques below to their definitions?
Can you give examples of each technique?
SOLUTION
7.
Finally… Fill the boxes with as many describing techniques as you can!
Let’s now look at figures of speech. Writers make their writing more interesting by using figures of speech. Figures of speech also helps to get a more personal reaction from readers.
Authors use figures of speech to make their writing more interesting. If an author can make his or her point in a new and fresh way, readers are more likely to remember the point.
In English it is important for you to also make use of figures of speech in your writing.
4.
Watch the following video to learn a bit more about figures of speech.
Figurative Language Devices. (2:49 minutes long)
You may also watch this video as an extension task:
Metaphors, Similes, and Personification. (5:32 minutes long)
5.
Additional Information
Personification
Personification attributes human nature or human qualities to abstract or inanimate objects. For example, we often use the phrases like the howling wind, dancing leaves, time flies etc.
Some examples of personification in a sentence are:
• The opportunity knocked at his door
• The plants in her house silently begged to be watered
• Lightning danced across the sky
• The wind howled in the night.
Alliteration
Alliteration is a sentence that consists of a series of words that have the same consonant sound at the beginning.
Some popular examples of alliteration in a sentence include:
• She sells sea shells on the sea shore
• A good cook could cook as much cookies as a good cook who could cook cookies
• All Adam ate in August was apples and almonds
• Barry bought a book to bring to the backyard barbecue
Simile
A simile is a figure of speech that compares two things that are different from each other but have similar qualities. These are generally formed through the usage of the words ‘as’ or ‘like’.
Some examples of similes in a sentence include:
• He is as brave as a lion
• Her expression was as cold as ice
• Swim like a fish
• As light as a feather
Metaphor
A metaphor is used for implying a comparison between two things that have something in common but are in general different from each other.
Some examples of the usage of metaphors in a sentence is as follows:
• It is raining cats and dogs
• He is the star of our class
• Life is a highway.
• Her eyes were diamonds.
6.
If there is still time, start to complete the missing information on the table below. You will use this as your study notes.
The text is to remind you of our focus for reading. (Stick this on the back of the card.)
The boxes are there for you to draw the monster in this novel as you imagine what it may look like. (Look again at the author’s description of the monster.)
Stick your drawing on the front of the card.
The bookmark is to keep your place in the book!
2.
So, let’s recap what we’ve read in Chapter 1…
3.
Do you know these words?
(We can use a dictionary if we get stuck…)
Click on the image below to access the thesaurus / dictionary:
4.
This is how we will record our focus for reading:
5.
Here is an example of the Chapter 1 focus of reading record:
6.
Let’s make a”focus for reading” page. Divide a new page in your book into quadrants and add the following titles:
7.
Now stick these cards onto your “focus for reading” page, in the correct quadrant. (This is an example of how we can record our focus for reading.)
Today we are going to start reading “A Monster Calls” by Patrick Ness. We are also going to discuss the focus of our reading.
to understand our focus for reading
to read the first Chapter of our novel
1.
What is Literature?
2.
Six Steps in studying a novel…
Below is a brief overview of the 6 aspects involved when we examine a novel in depth:
3.
4.
5.
What does inference mean?
6.
“An inference is an idea or conclusion that’s drawn from evidence and reasoning. An inference is an educated guess. We learn about some things by experiencing them first-hand, but we gain other knowledge by inference — the process of inferring things based on what is already known.”
Here is another explanation (and example) of inference:
Best study methods 