Transcript The Knife of Never Letting Go

The Knife of Never
Letting Go
Friday, 17 July 2015
Jonathan Peel UCGS 2013
Lessons
O Will begin with reading time until all are in
the room. This means silent reading of the
novel, either reading on, or looking back at
passages you have read.
Jonathan Peel UCGS 2013
Openings: Discussion
O Why do we read novels?
O How do you choose a novel to read?
O How do writers think of titles for their
novels?
O What are the features of a good opening?
Jonathan Peel UCGS 2013
FEATURES
O Establish setting
O Establish character
O Surprise
O Excite
O Engage – language and content
O What else?
Jonathan Peel UCGS 2013
Reading tasks
O Using your reading guides you should:
O List all the vocabulary that is new to you or that
you think is important to remember
O Consider the genre of the novel
O Consider the writer’s technique when storytelling
– show don’t tell.
O The pages are to be written up for homework
each week. There will be other tasks, often in
class. You will be expected to read the novel in
your own time, as well as in class.
Jonathan Peel UCGS 2013
Chapter 1
O What is the purpose of a chapter title?
O What does this title convey?
O Listen while I read the opening of the
chapter to p7.7
O Now, what information have you gathered
about Todd and his world?
O Discuss this in your tables.
Jonathan Peel UCGS 2013
HWK:
O Listen to the screencast in my blog/SGS You
Tube and make notes based on what you
hear.
O link to screencast post
O Read on and list vocabulary in your activity
guide.
O You will need to complete PART 1 (chapters
1-6) by the end of the week.
Jonathan Peel UCGS 2013
Lesson 2
Jonathan Peel UCGS 2013
DYSTOPIA
O What is a dystopia?
O You will need to write a definition in your
activity booklet.
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Dystopian openings
O AIM: to suggest that the setting is negative,
but is also recognisable as a reflection of
our world:
O “It was a bright cold day in April, and the
clocks were striking thirteen.” George Orwell 1984
O Why is this so unsettling as an opening?
Jonathan Peel UCGS 2013
Your Dystopias
O In groups, consider your dystopian setting.
O Remember that this is most effective when
it is recognisable as both “real” and
“possible”.
O Share your thoughts.
Jonathan Peel UCGS 2013
Reading and connotation
O A connotation is a suggestion of an idea,
rather than a definite statement.
O In the film unit you worked on CONNOTATION
in visual images.
O In Chapter 1 what connotations of dystopia
can you find.
O Use the sheet in the reading guide to
respond, with evidence!
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HWK
O To begin the SHOW don’t Tell page of the
reading guide.
O What are the moments in the story that
raise questions?
O Example: What is NOISE?
Jonathan Peel UCGS 2013 ...and carry on reading
Lesson 3
Jonathan Peel UCGS 2013
Reading and discussion
O Reading Chapters 3 &4 in class
O I will stop you from time to time to discuss areas
of interest:
O
O
O
O
O
O
To begin today:
Narrator (TODD): Yasir
Cillian: Jonathan
Ben: Matthew
Manchee: Jaspal
Mr Prentiss Jr: Rohit
Jonathan Peel UCGS 2013
Writer’s Craft
O Look carefully at how the author :
O Presents the relationships within the
“family”
O Creates tension towards the end of Chapter
3
O Begins to answer some of your questions,
and create more to be answered.
Jonathan Peel UCGS 2013
Lesson 4
Jonathan Peel UCGS 2013
Chapters 5&6
O Innocence and experience.
O What do these terms CONNOTE?
O Innocence is childlike; experience is
adulthood
O Why do you think Todd’s age is important
and how has Ness focused the reader on
this feature?
Jonathan Peel UCGS 2013
Theme: LOVE
O “How is the theme of love presented in
Chapter 5?”
O In groups you will work to produce a
chart/diagramme of quotations and
comment which shows the theme of LOVE in
the chapter.
O Love: parental, children, pets, love of life…
Jonathan Peel UCGS 2013
HWK
O Ensure that Part 1 is completely read and
look back over the text.
O Next week you will be writing an assessment
essay in class about the ways in which Ness
writes to create effect.
O Think about the techniques we have
discussed in class and where you have seen
them in use.
Jonathan Peel UCGS 2013
Lesson 5
Jonathan Peel UCGS 2013
Setting
O Focus for writing
O Location
O Time (era)
O Time (of day)
O Other features – imagery based on setting,
Pathetic Fallacy…
O Down to work…
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HOW DOES NESS USE
SETTING TO CREATE A
SENSE OF DYSTOPIA IN
PART 1?
O 3 paragraphs of PEE/PEARL/ZOOM on this title
please.
O Use the text to support your answer and “show
your working”.
O HWK: READ ON!
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Lesson 6
Jonathan Peel UCGS 2013
Close Reading
O We will concentrate on pp67-68.
O In pairs, look at the question in your activity
booklet relating to this section.
O In the booklet, plan your response to this
question, together. What evidence will you use?
O Prepare to feed your responses back to the
class.
Jonathan Peel UCGS 2013
HWK
O Listen again to the introductory screencast
and focus on the section on
INTERTEXTUALITY.
O Research Viola as requested and also
research Aaron in the Old Testament.
O Make notes for next time.
Jonathan Peel UCGS 2013
Lesson 7
Jonathan Peel UCGS 2013
Reading and discussion
O Chapter 10
O What is the significance of the title?
O What is the girl’s relationship to the food
and fire of the title?
O What happens to the narrative on p99.5?
What is the effect of this shift in person?
O What does Todd think he realises at the end
of the chapter?
Jonathan Peel UCGS 2013
HWK
O Read on and develop the vocabulary lists
and the Show, don’t tell tables.
Jonathan Peel UCGS 2013
Lesson 8
OINTERTEXTUALITY
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Think back to the screencast
O What is intertextuality?
O Which characters show INTERTEXTUALITY in this
book, so far?
O Using the page in your activity books, suggest
reasons for Ness using these names…
O Then, complete the role on wall outline for VIOLA at
this stage of the novel.
O Share your outcomes.
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HWK
O This is becoming a bit repetitive – read on…
try to read in long enough chunks to become
involved in the flow of the narrative.
O Can you finish Part 3 over the weekend?
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Lesson 9 - 12
O Character:
O Nothing is accidental.
O Role on Wall for TODD. Inside: his NOISE
Outside: your comments about his character,
with supporting quotations.
Jonathan Peel UCGS 2013
Reading on: discussions
O After the action of Parts 1&2, what do you
think Ness is trying to achieve in Part 3?
O Use this reading to complete your vocab
sheets and Show Don’t Tell tables.
Jonathan Peel UCGS 2013
HWK
O In the activity guide there is a space for a
prediction –It is time to complete it.
O I want your prediction of how the story will
end. If possible I also want you to be able to
justify your answer by referring to events
that have happened in the story –
foreshadowing.
Jonathan Peel UCGS 2013
Lesson 13 (unlucky for some)
O Read p218
O
O
O Read this poem >
O What connection can
Then took the other, as just as fair,
And having perhaps the better claim
Because it was grassy and wanted wear,
Though as for that the passing there
Had worn them really about the same,
you make?
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way
I doubted if I should ever come back.
O What is Ness
suggesting by this
example of
intertextuality?
Jonathan Peel UCGS 2013
The Road Not Taken
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.
O
Robert Frost
Lessons 14-16
O Reading on to the end:
O 2 TASKS.
O Complete the question sheet in the activity guide
O THEN make the storyboard for Chapter 25 as
explained in the guide. I want to see quotations
and as much colour as you think is correct… Be
as creative as you can. One storyboard will be
used by each table, next week – make it yours!
Jonathan Peel UCGS 2013
Lessons 17-20
Jonathan Peel UCGS 2013
A risk, but where is the fun
without one?
O This week you will film the best storyboard in
your group.
O You will also complete ALL the activities for
Part 5 in the activity guide, having read the
whole of the section…
Jonathan Peel UCGS 2013
You will need to:
O Work quickly to choose the strongest storyboard
O
O
O
O
O
O
and give it to me for scanning…
Allocate roles –director, camera and actors.
Write any dialogue (using the text)
Decide on costume (especially for the SPACKLE)
Decide on the location
Work fast to rehearse, film and upload to
EDMODO
Remember your work on camera shots and mise
en scene.
Jonathan Peel UCGS 2013
PART 6: Denouement
Jonathan Peel UCGS 2013