Today we are going to read Chapter 26 of “A Monster Calls”.
to consider the plot of Chapter 26
to consider Conor’s relationship with his mother
to consider Conor’s emotions
to record relevant information for Chapter 26
1.
“100 Years.”
Read Chapter 26.
2.
This is what we’ve read in Chapter 26…
-1- What is Conor’s mum really telling him?
-2- Do you think that Conor finally got the message?
Remember to back up your answer with evidence…
3.
Consider the following and share your ideas with the person next to you:
-1- Why has Conor’s mother waited so long before she finally tells him that she is dying?
-2- Why is Conor asking Grandma to take him back to his mother’s house?
4.
Complete the following task on Conor’s emotions…
Conor has felt a range of emotions throughout these two chapters. Choose five moments and create a timeline from the start of ‘The Note’ to the end of ‘100 Years’. (See the example below.)
Today we are going to read Chapter 25 of “A Monster Calls”.
to consider the plot of Chapter 25
to consider the characters so far
to record relevant information for Chapter 25
1.
“A Note.”
Read Chapter 25.
2.
This is what we’ve read in Chapter 25…
ALSO:
What do you make of this quote:
“The rest of the world that wasn’t waiting…”
Waiting for what?
3.
Consider the following and share your ideas with the person next to you:
-1- Why do you think Lily decided to send Conor the note?
-2- What do you think Lily hoped would happen as a result of sending the note?
4.
Complete the following task about Lily’s note to Conor…
The moment when Lily give Conor the note is a moment of real connection in the story. Conor wants to respond. He says ‘Lily…….’ but is then interrupted. Finish off what you think Conor may have said to Lily…
Today we are going to read Chapter 19 of “A Monster Calls”.
to consider the plot of Chapter 19
to consider the characters so far
to record relevant information for Chapter 19
1.
“Yew Trees.”
Read Chapter 19.
2.
This is what we’ve read in Chapter 19…
3.
Consider the following and share your ideas with the person next to you:
-1- What does Conor find out in this chapter that we already know? (Think about the name of the chapter!)
-2- What do you think went through his mind when he heard this?
4.
Complete the following task about Mum’s illness…
SOLUTION
Chapter 19: Yew Tree
“she struggled to do it” (p.153)
“pushing herself up a bit in her bed” (p.153)
“He went over and sat down next to her, taking care not to disturb either the tube they had stuck in her arm or the tube sending air down her nostrils” (p.154)
“He could see a yellow stain on her arm around where the tube went in and little purple bruises all the way along the inside of her elbow” (p.154)
“It was tired, it was exhausted” (p.154)
“the bright orange chemicals were pumped into her at her treatments” (p.154)
“Are you okay?” Conor asked, and even though the question was in one sense completely ridiculous” (p.154)
“I know I must look a fright” (p.154)
“reaching up a thin hand to brush his hair.” (p.154)
“a couple of different things they’ve tried haven’t worked like they wanted them to” (p.154)
“Things are going a little faster than I’d hoped, He saw her smile get tighter, harder for her to hold.” (p.155)
“her voice was thick, thick in a way that made Conor’s stomach twist even harder” (p.155)
“It was always a possibility, but they were hoping not to have to use it at all” (p.155)
“Does that mean it’s too late?” (p.156)
“And they were hoping not to have to use it this soon” (p.156)
“She took in a deep breath, and it ratcheted slightly as it went in, like there was something heavy in her chest.” (p.156)
“Is it going to save you? I hope so. I believe so.” (p.157)
“She coughed into her hand, then coughed again I hope it would never get this far” (p.157)
5.
Complete the following questions about Conor’s feelings…
“The importance of this story is just how complicated humans can be; the true moral message of the Monster’s second tale is that there is no moral message. Both the apothecary and the parson are in the wrong, yet they are also both in the right: so where does that leave us in determining the relevance of this tale? …it’s not realistic to say that every situation will always have one good guy and one bad guy. It is, however, realistic to point out that we can be good or bad or both or neither, and there’s no clear criteria for any of them. The Monster’s message is brutally truthful- human nature is so complex that it would be impossible to have a one-rule-fits-all morality lesson.”
6.
Now Conor is probably in even more trouble! Consider what will happen to him… Share your ideas with the person next to you.
2. How is ‘The Second Tale’ an allegory for Conor’s life?
Remember this? Have you copied the information below into your book?
Allegory is a narrative, a poem or story, that can be interpreted to reveal a hidden meaning. A moral lesson is often presented in the form of an allegorical story.
Symbolism is a literary device that presents one particular item, like a dove, to represent something else (peace).
In other words, an allegory is a whole story, poem, or book. Symbolism can be just a part of the story, poem, or book.
7.
Write a 5-W Poem for each of the following Characters from the Second Story:
Today we are going to prepare for the speech delivery!
to get advice and tips on public speaking
to begin to practise your speech delivery
1.
You need to prepare yourself to deliver your informative speech on “Literary Devices”… Therefore a number of useful videos on public speaking has been included in this lesson.
-1-
The Importance of Public Speaking Skills. (3:39 minutes long)
view anxiety as energy and excitement
memorize at least the beginning & the end of the speech
pause during the speech – it focuses attention & shows authority
-2-
How to deliver a perfect speech. (3:11 minutes long)
make eye contact!
don’t fidget
don’t fade out at end of sentences…
don’t uhm and aaah
-3-
Four essential body language tips… (2:27 minutes long)
keep your body open to the audience
show your palms (“open palms” helps the audience to connect with you)
know your stage – get comfortable with it
don’t cling to (or lean on) the podium
-4-
Be a more confident Public Speaker. (4:39 minutes long)
prepare! prepare! prepare!
posture & physicality
keep it natural
-5-
Public Speaking Tips. (2:00 minutes long)
know your audience
know your material
know the room
keep eye contact
speak up
concentrate on the message – not the medium
don’t appologize
remember that the audience want you to succeed
2.
Let’s also consider these important tips on Public Speaking!
“Know what you want your audience to do immediately after hearing your speech. If nobody does anything different than they would have done before you spoke – the value of your speech is zero.”
“A personal story, a quote from an expert or a shocking statistic – something that takes a hold of your audience and gets them hooked and opens their mind to your message. Give the audience a chance to see your personal connection to the topic.”
“Structure your material in three sections – grabber, middle, close. Know your material. Get really interested in the topic. Find good stories.”
“Rehearse out loud with all equipment you plan on using. Work to control filler words; Practice, pause and breathe. Use a clock to check your timings and allow time for the unexpected.”
“Try to speak to one or two people in the audience as they arrive – they will be your allies in the audience – it is easier to speak to friends than to strangers.”
“Arrive in good time to check out the speaking area and get practice using the microphone and any visual aids.”
“Begin with a well prepared grabber. A relevant personal story is a great start. It establishes your credibility. It connects you to the audience and creates the right emotional atmosphere (and calms your nerves).”
“See yourself at the end of the speech surrounded by people asking questions, visualize the applause.”
“Include 3-8 second pauses at key moments – just before key statements or just after a story – this really brings the audience into the speech.”
“Don’t apologize – the audience probably never noticed it (when you made a mistake.”
“Look like the content matters to you – if the audience don’t feel that it is important to you, it will be really hard for them to feel that it should be important for them.”
“Take every opportunity you can get to speak (and listen to other speakers). Prepare well ahead of time. Experience builds confidence, which is the key to effective speaking.”
3.
Six more helpful tips!
And, here are a few more tips, taken from an article that you can access here.
1. Write down important points and convey spontaneously
“You can write down small notes that only contain important material points. In making these notes, do not let you write a long narrative. It can be explained naturally and spontaneously, because by dealing with the conversation, it is attempted not to look stiff. It is enough to write a few important points. This will help you remember what you are going to say so you don’t get blank in the middle of the conversation. Keep in mind the order of the points that you will convey.”
2. Deepen Interaction with Your Audience
“You should try to keep your communication alive even when you are speaking in front of many people. Because this also affects your confidence and spirit. You can include a few brief questions for the audience, to encourage them to interact with you. You can also include jokes that are still ethical so that they do not become too stiff. The audience will be interested in the topic of conversation, if you can attentively interact with them.”
3. Speak clearly and with a different intonation
“Before you speak in public, it would be better if you practice first. You can ask friends for help to assess speech style, appearance, intonation, and so on. The intonation when speaking is varied so as not to bore the audience. Each word, you must pronounce it loud and clear so that the material can be conveyed well.”
4. Utilize body language and eye contact
“You can use your body language, especially your hands, to emphasize the material presented. But don’t let your hands move too much, because it can distract the audience. What needs to be noted is, you must pay close attention to the eye contact of the audience. This is so you can control the focus of the audience. If you lose control, then your conversation will go to waste, not being noticed by the audience.”
5. Avoid the words “emmmm” or “ehhhh”
“If you can adjust the pause, for example slow or fast. Then you can set the control of the conversation to be delivered. Because most of them are confused about what to say, so they say “emmm/ehh” that shouldn’t be said. If these words come out, then your level of professionalism will decrease. For example, you need time to think, try not to say the words above.”
6. Get rid of pressure and self-confidence
“It is okay to feel nervous and anxious. Surely almost everyone has felt this way, when speaking in public, but don’t let your nerves and worry get the better of you. In public, you have to show good self-confidence. You don’t have to be concerned about making mistakes, because humans are nature to make mistakes. Therefore, calm yourself and convey as comfortably as possible.”
Now it is time to practise your speech. Work with a partner and go over your speech in preparation for the delivery!
5.
You need to deliver your speech on a date specified by your teacher. Your speech will then be assessed (by your teacher as well as by some class mates) using the criteria below:
Below is a link to a very detailed article on Public Speaking. If you really want to become a pro you may want to read it carefully. (The article also has useful videos to watch.)
Today we are going to read Chapter 14 of “A Monster Calls”.
to consider the plot of Chapter 14
to consider the characters so far
to record relevant information for Chapter 14
1.
“Americans Don’t Get Much Holiday.”
Read Chapter 14.
2.
This is what we’ve read in Chapter 14…
“Conor goes inside alone and then kicks the settee a few times. Then Conor looks up and sees the clock. He reaches up to turn the hands toward the 12, but he accidentally breaks the clock, and it stops. Immediately, he knows he’s done something really, really bad…
Also, he’s stopped the hands at 12:07… So, the monster shows up, right there in the living room. He’s there to tell Conor a story about a man who thought only of himself.”
So, back at Grandma’s house, Conor’s dad says he’s only staying a few days, because “Americans don’t get much holiday”. Conor reminds his dad that he is not an American… Dad says he cannot stay, but he promises to come back “when he needs to”. This makes Conor angry because he knows what it means…
How does the writer show that Conor is angry?
The writer shows Conor’s anger in Conor’s actions: Dad asks if Conor wants company; Conor says no and goes into Grandma’s house alone. Inside, he kicks the settee a few times, leaving “satisfying scratches” on his grandma’s perfect floor.
3.
So… Conor broke the clock! Complete the “think sheet” to predict what will happen next!
Remember, this is how we can record our focus for reading:
Divide a new page in your book into quadrants, add the titles (as shown below) and record your ideas about Chapter 14:
SOLUTION
To be added…
5.
The ways in which an author achieve certain atmospheres in a story is very relevant to your study. Complete this task to investigate how the author makes use of verbs and language techniques…
to find out about typical crimes and punishments in the Victorian period
to compare Victorian punishments to the modern day justice system.
to …record relevant information for Chapter 2
1.
What happens to people when they break the law in today’s society? How many modern day punishments for people who break the law can you think of? Which of the punishments are most severe, and which are least severe?
SOLUTION
to be added
End
What do you think today’s society would be like if we did not have these things?
SOLUTION
to be added
End
Begin
2.
The instruction
End
Begin
Begin
SOLUTION
to be added
7.
The
Crime and Punishment in Victorian Times. (1:45)
3.
The instructionYou are now a judge in a Victorian court of law!With your group, you are in charge of deciding which punishments should fit each of the crimes on your Crimebusters cards.
to find out how rules about who could go to school changed over the Victorian period
to compare Victorian schools with modern day schooling
to …record relevant information for Chapter 2
1.
Think about your school day… Think about these aspects of your experience of school. Make a list, in order of most enjoyable to least enjoyable aspects of school.
End
Begin
2.
Now have a look at these aspects of a school day for Victorian children. List them in order of what you imagine would be most enjoyable to least enjoyable.
End
Begin
Begin
SOLUTION
to be added
The Victorians – The School Room. (3:18 minutes long)
3.
The instruction
End
Begin
4.
Time for School!
Imagine you are part of a Victorian school. Today you are going to try out three different Victorian lesson activities:
•Drill
•Nature drawing
•Handwriting lesson
•
Remember to try your best and obey your teacher – after all, you would not want to end up with a Victorian punishment like the cane!
to find out how rules about who could go to school changed over the Victorian period
to compare Victorian schools with modern day schooling
to …record relevant information for Chapter 2
1.
Think about your school day… Think about these aspects of your experience of school. Make a list, in order of most enjoyable to least enjoyable aspects of school.
End
Begin
2.
Now have a look at these aspects of a school day for Victorian children. List them in order of what you imagine would be most enjoyable to least enjoyable.
End
Begin
Begin
SOLUTION
to be added
3.
The instruction
End
Begin
4.
The instruction
Victorian Schools and Education. (2:08 minutes long)
Begin
5.
The instruction
End
Begin
6.
The instruction
End
4.
Tell your partner:
3 reasons why
3 reasons why
Begin
7.
The
7.
The instruction
Victorian. (7:41 minutes long)
End
7.
The instruction
What was a Victorian school day like? (2:31 minutes long)
to explore why Lord Shaftesbury was an important figure
to find out how Lord Shaftesbury’s campaigns improved children’s lives during the Victorian period
to …record relevant information for Chapter 2
1.
Large numbers of children in Victorian times had to go to work from a young age, often in unpleasant conditions like noisy factories or dark and dangerous coal mines. Watch this video to remind yourself about what it was like for children working in the coal mines:
Horrible Histories Work Terrible Work. (3:45 minutes long)
End
Why did children work? (Jobs from The Past) (5:08 minutes long)
2.
Look at the picture of children working in the coal mines during the Victorian era.
Make a list of reasons why this kind of work might have been unpleasant for children. Think about the effects of the work on their health, happiness and life opportunities.
Make a list of reasons why this kind of work might have been beneficial for children. Think about how the work might have helped them to support their families and whether there are aspects that some children enjoyed.
Make a list of reasons why this kind of work might have been beneficial to adults employing children cheaply to do jobs that are harder for adults to do.
Make a list of reasons why this kind of work might have been concerning to adults sending their children into mines, or how other adults might feel about the long term effects for this generation of children when they grow up.
to find out what sort of jobs were done by Victorian children
to explore what life was like for Victorian working children
to …record relevant information for Chapter 2
1.
Child Labor in the Industrial Revolution. (6:30 minutes long)
Victorian child labour: all work and no play. (3:11 minutes long)
Horrific Working Conditions … During The Industrial Revolution. (4:10 minutes long)
1.
4.
Watch these videos to find out more about what it was like for children working in the coal mines, factories, cotton mills (factories) and on the fields.
Make a paper chain of three Victorian working children. Each child in your chain represents a different child worker from Victorian times. On each one, write a few sentences about what their work is like. Also decorate their faces and clothes.
Watch these videos to find out more about what it was like for children working in the coal mines, factories, cotton mills (factories) and on the fields.
Factories in Victorian Britain. (4:09 minutes long)
The. (4:44 minutes long)
Begin
5.
The instruction
End
4.
Discuss with your partner:
Why did lots of children have to work in Victorian times?
Which type of children did not go to work?
What sort of jobs did children do?
Begin
6.
Who will sit in the hot-seat to pretend to be a working child from Victorian times?
The rest of the class will ask the child worker questions about who they are, what they do for work and what it is like to do this job.
Best study methods 