21 Tuesday 12th January week1

Period 1 - Year 7XC English Continue with SOL...

Period 2- Free

Period 3 - Free
Period 4- Year 8YA English
Continue SOL...



Period 5 - Year 10 English
Continue reading Lord of the Flies - annotating in reading book...

21 Monday 11th January - week 1

Period 1 - Year 8XC English
Continue with SOL
Period 2- Year 7 XD Music
- Lesson 6 go through the answer to Page 14 and continue with PP Lesson 6.

Period 3 -Year 7 XB Music

Lesson 6 Go through the answers on slide 15 and continue with Lesson 6 on PP.
Period 4 - Year 10 English




Period 5 - Year 7XC English

Madame Ota re-write has been finished. Up to lesson 11 on Year 7 English SOL on alter egos.

21 Friday 8th January Week 2

Period 1 - Year 8XC English

Continue with SOL Period 2- Year 8YA English

Continue with SOL Week 5 Period 3 - Year 10 English

Lord of the Flies Period 4 - Year 8XB Music

Lesson 5 page 12 Period 5 - Year 8YC Music

Up to Page 39 of booklet. Lesson 5.

21 Thursday 7th January week 2

Period 1 - Year 7YA Music

Next lesson PP lesson 6 Page 33. Period 2 - Year 8XD Music

Next lesson - They need to finish labelling all of the notes to complete the tasks properly, then go through page 14 answers on Lesson 6. Period 3 - Year 10 English

Continue with Lord of the Flies

Period 4 - Free

Period 5 - Year 8XC English

Continue with SOL

21 Wednesday 6th January week 2

Extra assessment sheets for Music are in LFB pigeon hole for those students who were isolating. Period 1 - PSHE Year 9 or free?

Period 2- Year 7YC Music in C16
Lesson 5 Explain what a barline is and then go through the answers on page 31, then continue.

Period 3 -
Year 8 English - Continue with SOL

week 4 - How does the writer use imagery? Period 4 - Year10 English
Re-cap all the chapters so far... Lord of the Flies - Chapter 8 - read from page 149 last paragraph - "At length even this palled...."

Period 5 - Year 7XC English
Continue with SOL

Lesson 3 week 4 - Slide 15 - How does the writer use imagery?

Parrenthorn - Friday 18th December 2020 - Week 1

Period 1- Year 8XC English

Watch the rest of Mission Impossible
Homework - write a review - on blog and Show My Homework

Period 2 - Year 8YA English
Watch the rest of Mission Impossible
Homework - write a review - on blog and Show My Homework

Period 3 - Year 10 English

Reading Lord of the Flies - Chapter 8 - read up to page 149
Homework: To read the links provided on Tuesday's lesson, which gives you an overview of the Lord of the Flies chapters.
Period 4 - Year 8XB Music

Check where they are up to...

FORM MERRY CHRISTMAS AND HAPPY NEW YEAR TO YOU ALL! I've enjoyed teaching each and every one of you! You're all doing an amazing job, especially with what is going on in the world at the moment! Keep going and always try your very best that's all anyone can ever ask of you! :) Mrs Miller

Parrenthorn - Thursday 17th December 2020 week1

Period 1 Year 7YA Music
Page 39 in the booklet lesson 4 go through the answers to that page. Next lesson PP lesson 6 Page 33.

Period 2 - Year 8XD Music
Finish lesson 5 and move onto lesson 6. Next lesson - They need to finish labelling all of the notes to complete the tasks properly, then go through page 14 answers on Lesson 6.

Period 3 - Year 10 English

Page 128 - write down how Ralph and Simon changes... gathering quotes....Read chapter 8

How does Golding explore human nature through violence with reference to killing?

Ben and Sophie we read the rest of chapter 7 - we are now up to chapter 8! :) Please catch up for tomorrow's lesson. And Sophie please fidn a quote for Ralph and for Simon and write a paragraph using PEETIL+C analysing the physical or mental changes in Ralph and Simon.

Period 4 - Free

Period 5 - Year 8XC English
Film review of spy films...
https://www.nme.com/reviews/film-reviews/rebecca-review-netflix-2784792 take a look at Rebecca trailer and go through the review.
Lesson Intention : To understand the codes and conventions of a film review.
Opinion with reference to storyline, comparison/link to other films.
Watching Mission Impossible (12)

Homework: Research the Director (Christopher McQuarrie)of the film, write a list of films he has directed! And watch Mission IMpossible Rogue Nation trailer, also watch the Mission Impossible TV programme - https://www.youtube.com/watch?v=iemY7zkbuo4

Parrenthorn Wednesday 16th December 2020 - Week 1

Period 1 - Free
Period 2 - Year 7YC Music Page 11 finished, still on lesson 4 - Lesson 5 Go through the

Reg
Period 3 - Year 8YA English Film review of spy films...
https://www.nme.com/reviews/film-reviews/rebecca-review-netflix-2784792 take a look at Rebecca trailer and go through the review.
Lesson Intention : To understand the codes and conventions of a film review.
Opinion with reference to storyline, comparison/link to other films.
Watching Mission Impossible (12)
24 mins
Homework: Research the Director (Christopher McQuarrie)of the film, write a list of films he has directed! And watch Mission IMpossible Rogue Nation trailer, also watch the Mission Impossible TV programme - https://www.youtube.com/watch?v=iemY7zkbuo4 Period 4 - PSHE Year 9 - coercive relationships (all relationships PP have been completed). Tomorrow's lesson .... Year 10 English

Page 128 - write down how ralph changes... gathering quotes....Read chapter 8
What has Simon come to realise about the beast?
What is Simon's relationship with the beast?
How does Golding explore human nature through violence with reference to killing?
Period 5 - Year 7 XC English

Watching the film Christmas Carol.

Parrenthorn - Tuesday 15th December 2020 - Week1

Period 1 - Year 7XC English in C20 Lesson 10 Slide 93

Period 2- Free

Reg

Period 3 -Free

Period 4 - Year 8YA English in B4

Poster lesson - Slide 11-13

Period 5 - Year 10 English
Chapter 6

Complete chapter 6 and start chapter 7. Compare the ways in which Golding represtents setting.
Character changes for Ralph in Chapter 7 - What are they? Up to page 127... A PLOTS SUMMARY IS PROVIDED ON THE LINK BELOW! https://www.bbc.co.uk/bitesize/guides/zxckd2p/revision/2 The following link is a summary of each chapter! https://www.brighthubeducation.com/homework-help-literature/34661-lord-of-the-flies-chapter-summaries/

Parrenthorn Monday 14th December 2020 Week 1

Period 1 - Year 8XC English - Lesson 2 week 4. Poster completed

Period 2 - Year 7 XD Music go through answers for page 13 on Lesson 5, then begin lesson 6.

Period 3 - Year 7 XB Complete assessment for Year 7XB - to complete assessment.

Period 4 -10LFB EN

Complete chapter 5... Read Chapter 6
Questions:
What is Sam n Eric's account of the beast?
How does Simon change?
What does the parachutist represent?
Slide 20 discuss the questions.
Period 5 - Year 7XC English - Jacob to re-do the assessment with TA.

Lesson 9 Slide 83

Parrenthorn - Friday 11th December 2020 week 2

Period 1 - Year 8 XC English
Assessment

Period 2 - Year 8 YA Englsih
Assessment
Period 3- Year 10 English
Bullet point chapter 4 - How is violence and savagery described? SAvagery (pig) Violence (piggy) - foreshawdowing things to come?

Read Chapter 5 - highlighting quotes depicting symbolism. allegory and micrcosym.

Period 4 - Year 8XB Music
Assessment

Period 5 Year 8YC Music (Kay's class)
Assessment Up to page 39 of booklet. - Tests to be completed today.

Parrenthorn - Thursday 10th December 2020 Week 2

Period 1
- Year 7 YA/Music - Assessment Page 39 in the booklet lesson 4 go through the answers to that page.

Period 2 - Year 8 XD Music - Assessment - Lesson 6

Period 3- Year 10 English

Mind map of Simon what he looks like. - Slide 18 of Chapter 3. Then read Chapter 4

Period 4 free

Period 5- Year 8XC English - Spy Fiction Lesson 1 week 4.

Parrenthorn - Wednesday 8th December 2020 - Week 2

Period 1 - PSHE Year 9

Period 2- Year 7YC Music in C16
Assessment Page 11 finished, still on lesson 4
Period 3
our homework was: For those of you that didn't complete the work: RED, Natoyah, Will, Tario, please comeplete the following work for Friday's lesson:

Do Now: Create a vocabulary tree for the word ‘said’

Challenge: Create a sentence with at least two of your words

Watch the following clip (STOP at 7.10) to avoid swear word)https://www.youtube.com/watch?v=gqocrvv26eo

Write a mini spy story about the clip (mission Impossible) using the vocabulary below:
Towering -Incredibly tall
Unbelievable –Hard to believe
Peril – Being in serious or immediate danger
Jeopardy – Being in serious or immediate danger
Precariousness – Being dangerous or likely to collapse
Interlaced –Being interwoven or all mixed up together
Audacious –A willingness to take risks
Valiant - Possessing or showing courage or determination
To help you, please see the sentence starters below: Sentence Starters:
As Ethan looked out at the awe-inspiring view, he thought…
The glove fell and …
Slowly, painfully, he started climbing as …

Lesson 2 of week 4 - Creating a poster



Period 4 - Year10 English

Write a comparison chart in terms of how Jack has changed - picking out quotes from Chapter 1 to Chapter 3. Slide 9 then slide 7, then Slide 12, discussing hte question. Moving on to lesson 2.

Period 5 - Year 7 English Assessment

Parrenthorn - Tuesday 8th December 2020 - week 2

Period 1 - Year 7XC English C20

Lesson 80 continue with story of description of image improving sentences along the way within planning. Period 2 - Free
Reg
Period 3 - Year 7 XD Music
Assessment took place today
Next lesson - go through answers for page 13 on Lesson 5, then begin lesson 6.


Period 4 Year 8 YA
Your homework was to :
You are going to write a short extract from YOUR OWN spy story. In the extract, like Hashim in ‘The Devil May Care, your hero is waiting to meet someone.
Plan your work and then write your extract, focusing on structure, variety and effect of your sentences.
You could include: Short sentences for dramatic impact
A series of coordinate clauses to give a sense of pace
Subordinate clause to add descriptive detail


Starter:
Choose one sentence from your writing and annotate underneath your chosen sentence, write down what you think the effect of the sentence is.
Begin Week 3 PP
Homework: For those of you that didn't complete the work: RED, Natoyah, Will, Tario, please comeplete the following work for Friday's lesson:

Do Now: Create a vocabulary tree for the word ‘said’

Challenge: Create a sentence with at least two of your words

Watch the following clip (STOP at 7.10) to avoid swear word)https://www.youtube.com/watch?v=gqocrvv26eo

Write a mini spy story about the clip (mission Impossible) using the vocabulary below:
Towering -Incredibly tall
Unbelievable –Hard to believe
Peril – Being in serious or immediate danger
Jeopardy – Being in serious or immediate danger
Precariousness – Being dangerous or likely to collapse
Interlaced –Being interwoven or all mixed up together
Audacious –A willingness to take risks
Valiant - Possessing or showing courage or determination
To help you, please see the sentence starters below: Sentence Starters:
As Ethan looked out at the awe-inspiring view, he thought…
The glove fell and …
Slowly, painfully, he started climbing as …
The following students need to hadn in their homework from today in the office before lesson begins in order to prevent a or another detention!
Ethan Alfi Tario Leo Daegan Will Period 5 - Year 10 English

Chapter 3 lessons - exploring Jack's character in more depth. Starter - Re-cap for newcomers -Answer the questions using PEETIL+C on slide 5 of Chapter lesson 5. Our Jack & Sophie - you need to complete all of the questions for homework. Ava and Sophie you also need to read chapters 2 and 3 by tomorrow.

Parrenthorn - Monday 7th December 2020 - Week 2

Period 1 Year 8XC English - Complete PEETIL + C (last part of the lesson is on iphone images of board). Lesson 3 - Slide 24 - Their own example of PEETTIL+C has been completed. Finish off lesson - Period 2 - Year 11 Cover for Ms Keeton - Reg Period 3
Assessment didn't take place - no assessment sheets. Year 7XB - go through the answers to page 33 on Lesson 5. Crochet rests, then continue.
Next lesson: Lesson 6 Go through the answers on slide 15. (DT for issued)
Period 4 - Year 10 English Homework was to finish PEETIL+C answering the following question - How does Golding present the island and the fire? Continue with Chapter 2 lesson - Everybody will be back in class - they need to recap chapter 1 and 2.

Mind map the story to the end of chapter 2 and read chapter 3.

Period 5 Year 7 XC English - onto slide 71 lesson 8.

Lesson 80 next.

Parrenthorn - Friday 4th December 2020

Period 1 - Year 8 XC/En in B2
As soon as you come into lesson get on with annotating the paragraphs you completed in yesterday's lesson.
Terminology re-cap: A co-ordinate clause is the combination of clauses, and the use of a conjunction to introduce one of them.

Slide 18 - Lesson 3 Period 2 - Year 8YA/En in B4

PEETIL+C means the following. Last lesson students were introduced to this and began attempting to answer in this way to reach a higher level.
Point
Evidence
Explain
Terminology (zoom in on language- discuss 1 word from the quote)
Imapact on the reader
Link back to question
Context
Today we will finish off lesson 3 beginning on feedback from slide 24. Then creating own spy extract, then providing feedback. Homework: You are going to write a short extract from YOUR OWN spy story. In the extract, like Hashim in ‘The Devil May Care, your hero is waiting to meet someone. Plan your work and then write your extract, focusing on structure, variety and effect of your sentences. You could include: Short sentences for dramatic impact A series of coordinate clauses to give a sense of pace Subordinate clause to add descriptive detail

Period 3 - Year 10 English in B10

Chapter 2 has been read - PP
Period 4 - Year 8XB Music in B1 (first meeting!) Provide blog details to class.

Period 5 - Year 8YC Music in B7

Finish off worksheets for homework: Next lesson on Friday 4th December. - Second time of teaching - start on the Music lessons interactive PP lesson 5/6.

Parrenthorn - Thursday 3rd December 2020

Period 1 - Year 7YA/Music in C18 Started on the Music lesson need to see where they are up to again...on lesson 5/6

Period 2- Year 8XD/Music in B3 Begin interactive PP lessons - check where they are up to. (Basil was only student last lesson)

Period 3- Year 10 English in B10
Starter : Foreshawdowing, discuss characters then read chapter 2.
Period 4- Free

Period 5 - Year 8XC/English in B2
Homework: Deadline Thursday
Look again at the sentence from the extract:
‘A short figure in an army greatcoat came into the sodium light.’
Try changing the writer’s choices:
Think of a noun to replace ‘figure’.
Think of a verb to replace ‘came’.
Think of an adjective to replace ‘short’.
Think of prepositional phrase to replace ‘in an army greatcoat’.
Think of an adverb or adverbial phrase to replace ‘into the sodium light’.
What is the effect of the changes you have made.
Now, try reorganising the sentence above. How many different ways can you structure it?

Parrenthorn - Wednesday 2nd December 2020 - Week 1

Period 1 - Free

Period 2 - Year 7YC Music in C16 (changed to PSHE lesson with Year 9 - rota) Page 11 finished, still on lesson 4 (Lesson interrupted with talk)

Lesson 4 page 32, did 11 last lesson.

Period 3 - Year 8YA/English Lesson week 3 slide 18 - Today we got up to slide 24, whereby everyone began analysing the text answering the following question using PEETIL+C
How does the writer create tension and drama?
PEETIL+C means - Point, Evidence, Explain, Terminology (zoom in on language, pick out a word from the quote), Impact on the reader, Link back to the question and Context (what was the world like for the characters or the events, at the period the book is about or the time it was written by the author).
Period 4 - Year 10 English in B10 Slide 17 - Imagery

Period 5 - Year 7XC in C20
Slide 66 - lesson 7 - Read the different styles out...

Parrenthorn - Tuesday 1st December 2020 - week 1

Period 1 - Year 7XC English in C20 Slide 64...

Period 2- Free Year 8 - Music cover for Mr Flynn 8YA in B4
Page 11 re-cap.Lesson 6.
Will and Deagan - your homework is to complete the pages of the music booklet that you didn't complete in lesson.

Period 3 - Free

Period 4 - Year 8YA English in B4 (Red's class)

Spy Fiction week 3 slide 11

Period 5 - Year 10 English on B10
Up to - Slide 11.
Next lesson

starter: recap on the extract and the way in which the author presented it to the reader
Create a response, feedback and work together on exemplar.
How does Golding present the island in Chapter One? - Using PEETTIL + C respond to the question.
Self assess
What has happened so far?
Which characters have we met? What do you know about them?
Can you remember any key words/ phrases from the chapter so far?
What do you think will happen next?
Is the island a utopia? Explain your ideas.

Parrenthorn - Monday 30th November 2020 Week 1

Period 1 Year 8XC- English in B2 Haven't taught yet, they are isolating. - check where they are up to. After a little bit of dispute, some students had got up to this point and beyond, others had not... Lesson 3

Homework: Deadline Thursday Look again at the sentence from the extract: ‘A short figure in an army greatcoat came into the sodium light.’ Try changing the writer’s choices: Think of a noun to replace ‘figure’. Think of a verb to replace ‘came’. Think of an adjective to replace ‘short’. Think of prepositional phrase to replace ‘in an army greatcoat’. Think of an adverb or adverbial phrase to replace ‘into the sodium light’. What is the effect of the changes you have made. Now, try reorganising the sentence above. How many different ways can you structure it? Period 2 - free or Year 7XD / Music - in C17 Lesson 4 completed. Began lesson 5 up to slide 28. Next lesson - go through answers for page 13 on Lesson 5, then begin lesson 6.

Registration

Period 3 - 7XB Music - Up to Slide 24 of lesson 5

Period 4 -10LFB EN - Up to slide 10 - today we went into detail about the extract and created a mind map about the bullet points on slide 9. You will need to copy these up from Sam,Zayna or Freya - perhaps ask them to send you a whatsapp image of the notes and quotes we gathered together.
Up to - Slide 11.
Next lesson
How does Golding present the island in Chapter One? - Using PEETTIL + C respond to the question.

Period 5 - 7CX English -

Lesson 7 of Alter Egos to begin
Those who forgot homework must remember to bring it in tomorrow! Completed extract and picking out the phrases from the text - did PEE. Will begin Slide 64 next lesson.

Parrenthorn - Thursday 26th November 2020

Period 1 - Year 7YA/Music in C18 (Luke's class)

To start music SOL.

Period 2- Year 8XD/Music in B3 Only student was Basil, I gave him the Tempo, Dynamics and Articulation worksheets to work on, so everyone can start at the same place next lesson.

Period 3- Year 10 English in B10

Powerpoint Chapter 1 Starter - Discuss the map of the island and read out what is on it. Main - Go through the PP - lots of discussion on what Utopia is and how it's represented in the book. plenary feedback the quote found in all of chapter 1 on evidence that represents Uptopia and quotes which tell the reader something may not be as it seems or something bad might be about to happen.
Intro - Sir Thomas More (1477 - 1535) was the first person to write of a 'utopia', a word used to describe a perfect imaginary world. More's book imagines a complex, self-contained community set on an island, in which people share a common culture and way of life. He coined the word 'utopia' from the Greek ou-topos meaning 'no place' or 'nowhere'. It was a pun - the almost identical Greek word eu-toposmeans 'a good place'. So at the very heart of the word is a vital question: can a perfect world ever be realised? It is unclear as to whether the book is a serious projection of a better way of life, or a satire that gave More a platform from which to discuss the chaos of European politics.

Today we cut out the quotes and stuck them into our exercise books creating a diamond shape. Then we went through the PP. The quotes we looked at are as listed below:
"The shore was fledged with palm trees. These stood or leaned or reclined against the light".
"The shimmering water".
"A school of tiny fish flickerd hither and thither".
"Beyond the platform there was more enchantment".
"(The water) was clear to the bottom and bright with the efflorescence of tropical weed and coral".
"The incredible pool, which clearly was only invaded by the sea at high tide, was so deep at one end as to be dark green".
"The water was warmer than his blood and he might have been swimming in a huge bath".
"Here and here, little breezes crept over the polished waters beneath the haze of heat".
"The palm fronds would whisper, sp that spots of blurred sunlight slid over their bodies or moved like bright, winged things in the shade".

Label these from 1 - 9 and put in a diamond shape in your books. Which quote is the most like a description of Utopia (1) and which one least represents Uptopia (9)

Next you need to pick out quotes which descibe utopia and quotes that foreshadow (hint) that something bad is about to happen. next lesson we will start by discussing the quotes found in chapter one and then start on Slide 7. Period 4- Free

Period 5 - Year 8XC/English in B2 (not in)

Parrenthorn LFB - Wednesday 25th November 2020

Period 1 - Year 9 Form - PSHE - discuss remote learning and Lesson on Age of consent and communication

Period 2 - Year 7YC Music in C16 Use booklets - homework was to complete the worksheet. Page 11 finished, still on lesson 4 (Lesson interrupted with talk)

Year 9 Reg

Period 3 - Year 8YA/English (Red's class)

(Slide 8 week 3) Starter Re-cap on Hashim story Intro - change words of writer's and improve Main - write the next part of the story. Plenary - Students read out and fedback.

Period 4 - Year 10 English in B10 PP lesson 1. Read through chapter 1 to draw a map of the island and label it!
Hi Class, I'm sorry you weren't in today! The four of us missed you all! :) So, in tomorrow's lesson we will start the PowerPoint lesson 1, which will be on the school remote learning site (what's my homework?)! For those of you at home, I'll let you know where we get up to! So please keep your eye on this blog! See you soon hopefully Mrs M:)

Period 5 - Year 7XC in C20


Lesson 6 of alter egos SOL. A great lesson today Year 7! Well done! I was totally blown away by you all and I'm looking forward to our next lesson! Your homework is as follows: Homework: To finish off the second part of the Darren Shan story including the present participle verbs through the voice of the narrator (the vampire)!

Here are examples of verbs you could use: Murdering Frightening Helping Doing Waiting Watching Peering Approaching Reasoning

Parrenthorn - Tuesday 24th November 2020 - Week 2

Period 1 - Year 7XC English in C20 Continue with PP - lesson 5 - Slide 46 Starter :Recapped yesterday's lesson, watching clip of The Witches Development: Discussed different language devices to include within the creative task on writing about a teacher who removes a mask and become beautiful or ugly. Main : Writing task (20 mins) Plenary: Mark own work for corrections and peer assessed work.

Period 2- Free

Period 3 - Year 7XD Music(first teaching). Lesson 4 - Page 32 - Lesson 4 completed. Began lesson 5 up to slide 28.

Period 4 - Year 8YA English in B4 (Red's class) Year8 YA/EN B4 Spy Fiction Continued from last lesson - Creating a character.

Your homework was to complete the following

: Deadline next English lesson - Tuesday 24th November Period 4.

Using the plan you have created for your villain, now write a short story where your villain meets the hero in a difficult situation.

Sentence Starters: As I prepared to shoot _______ I felt … _____ had cold blue eyes and looked like a killer, he … Whilst wondering whether or not to kill the innocent children in front of her, … Starter: Feedback homework examples. Discuss spies and spy codes Main : complete tasks and read the extract... Answer questions re: extract Plenary: introduce task for next lesson. (Slide 8 week 3)

Period 5 - Year 10 English on B10
Reading Lord of the Flies.

Re-cap of the storyline so far Chapter 1 read. intermittent discussion about what's happening in the storyiline. Homework: For those who are still unsure of what the island looks like, please go over the chapter one tonight.

Parrenthorn - Monday 23rd November 2020 - Week 2

Period 1 Year 8XC- English in B2 Haven't taught yet, they are isolating (class absent)

Period 2 - Free

Registration

Period 3 - 7XB Music - (first teaching)Started the PP, they are up to Slide 24 of lesson 5. Some work from this lesson had already been completed as they worked through the booklet in a linear fashion with the last cover teacher.

. Period 4 -10LFB EN - Today we went through a model answer using PEETTIL+C of the assessment question A4. And then compared this response with our own A5. Re-writing the response to improve it.

Homework: Re-write and improve last quesiton from assessment. Deadline tomorrow. Period 5 - 7CX English - Lesson 5 of Creative Writing

Parrenthorn LFB - Friday 20th November 2020

Period 1 Year 8XC/EN B2 = Spy Fiction - check where they are up to

Period 2 Year8 YA/EN B4 Spy Fiction Continued from last lesson - Creating a character.

Homework: Deadline next English lesson - Tuesday 24th November Period 4.

Using the plan you have created for your villain, now write a short story where your villain meets the hero in a difficult situation.

Sentence Starters: As I prepared to shoot _______ I felt … _____ had cold blue eyes and looked like a killer, he … Whilst wondering whether or not to kill the innocent children in front of her, …

Registration

Period 3 - Year 10 English B10- Section A: 40 marks 1 hour...Obed Ramotswe from Botswana. Complete the assessment (gave extra 10 mins as not all had completed) - going through model answer next lesson and then make another start on Lord of the Flies - page 14.

Period 4 - Year 8XB / Music B1 - Tempo Dynamics and articulation. Class Absent.

(Teacher Lunch)

Period 5 - YEAR 8YC/ Music B7 - Completed the sheets on Dynamics and articulation.

Finish off worksheets for homework: Next lesson on Friday 4th December. (Teacher training day next Friday)

Parrenthorn LFB - Thursday 19th November

Period 1 Year 7YA / Music in C18- Treble/Bass Clef work https://www.bbc.co.uk/bitesize/guides/zbvpd6f/revision/1 Homework: Complete sheet 1

Period 2 Year 8XD Music in B3 Year 8 Absent - Tempo, Dynamics and Articulation lesson for this time next week.

Year 9 Reg

Period 3 Year 10LFB/EN in B10 - Assessment - half completed, second half next lesson. Point Evidence Explain Terminology Theory Impact on the reader Llink to question + Context Next lesson we will finish the assessment you will have 1/2 an hour and then we will go through a model answer.

Period 5 Year 8XC.EN in B2 Absent - Not been taught yet need to catch up on where they are up to...Spy Fiction.

Parrenthorn LFB - Wednesday 18th November

Year 7YC/Music - C16 Need to complete the booklets on treble / bass clef

Year 9 reg - no work

Year 8YA/EN Spy Fiction - Homework: Complete 5 sentences. Compare the 2 paragraphs of 1st and 3rd person.

Year 10 / LFB/EN - B10 English - Read up to Johnny arriving on the scene. Chapter 1 needs completing on Friday.(Assessment Thursday)

Year 7X/C EN - Completed the lesson on noun phrases. Ready to start the next lesson.

Useful links, including articles for No Country for Old Men

Hi Year 12,

I have included a few links which will be useful for you in terms of context and analysis. If you make notes on the key points, it will provide you with more depth and understanding of the text.

• https://www.independent.co.uk/arts-entertainment/books/reviews/no-country-for-old-men-by-cormac-mccarthy-324490.html 
• Interview with Tommy Lee Jones Characterisation Watch the first 4 minutes to understand the character being portrayed. If there are any words used to describe his character in Tommy Lee Jones that you don't understand. Google them first, if still unsure ask me next lesson please.
• Don't underestimate the audience

Remember if you need any of the information from any of lessons, make copies of them.

All the best with your studies...

Emma

👍

Tuesday 4th February 2020

Period 2 - Year 12 Block A

Objective: To analyse the characters within the text.
To identify cinematic techniques within the film, paying close attention to specific scenes and shots.

• Complete characterisation of Ed (sheriff)

• Begin booklet on page 9

Period 4 - Year 12 Block E
Objective: To identify mise-en-scene and cinematic techniques within the film, paying close attention to specific scenes and shots.

• Students to complete the question on page 15 - How does the visual aesthetic compliment the notion of a changing West?

On slide 28

Monday 3rd February 2020

Period 3 - Year 12 Block E

Objective : To analyse key scenes within the text.

• Continue going through the booklet and PP. Page 12 Needs copying from the slide.

Friday 31st January 2020

Period 3 - Year 12 Block A 3N5

Watch the rest of No Country for Old Men.

• Half an hour left. 1.22

Discuss the themes of the film and the characteristics of the main characters.

Page 9 second question how does the visual aesthetic of the film replicate the traditional Western Genre?

Homework deadline Monday:

1) Make notes about the key points made and connections presented within the text. Answer the question, why did the film end in the way it did?

No Country For Old Men - Ending explained


2)
Watch this clip and make notes on the key points and the comparison of the French film. Make sure you write the film title: No Country for Old Men - Another explanation
Analysis of No Country For Old Men

(Eli's class) For those of you on the Art trip can you please ask someone to photograph their notes on themes and characters, and send it to you so you can write your own notes, as we shall be continuing with that on Monday.

Period 6 - Year 12 Block E 3N5

Continue with the PP and making notes.



(Nerea's class) For those of you on the Art trip, this is what you missed. Please copy the notes into your booklet so you are up to date by Monday's lesson. No Country for Old Men catch up for Art Students in period 6 lesson only

Thursday 30th January 2020

Period 1 - Year 12 Film Block A

• Watch Old Country for Old Men from 23.00 minutes.

Homework deadline tomorrow: Write about the themes presented within the film and the characteristics of the main characters - Ed (Sheriff), Lewellyn Moss (Josh Brolin) and Chigurh (Javier Bardem). What is their perspective on life?

Period 2 - Year 12 Block E  
Watch the rest of No Country for Old Men.

• 1.30 mins - half an hour left.

Page 9 second question how does the visual aesthetic of the film replicate the traditional Western Genre?

Homework deadline tomorrow:
1) Make notes about the key points made and connections presented within the text. Answer the question, why did the film end in the way it did?

No Country For Old Men - Ending explained

2) Watch this clip and make notes on the key points and the comparison of the French film. Make sure you write the film title: No Country for Old Men - Another explanation
Analysis of No Country For Old Men

Friday 24th Jan 2020

Just wanted to send you a quick message to say best of luck in your exams next week!

Prepare well, try your hardest and I'm sure you'll reap the rewards :) 

Friday 24th January 2020

Similarities and differences of Vertigo and Apocalypse Now

Period 3 - Year 12 Film - Block A

Objective: To apply an essay structure when answering essay questions.


Tips on essay writing based on the essay your wrote -  'Eduqas examiner's report Summer 2019'.

Essay feedback : - 

Compare how far your chosen films reflect their different production contexts.

• Make sure your comparisons are even.
• Don't use the same download of information. Do your own background research.
• Longer responses gave more evidence (therefore greater marks were awarded). The examiners is looking for detail and depth of knowledge.
• Auteur theory not enough to provide a checklist, you need to have a deeper understanding, 'blonde women'. Stereotype of dumb blonde women a are weaker less intelligent. (patriarchal society, post war representation)
• You need to show how the studio was restricted by the Hays Code, compared to Independent production companies.
• Auteur theory needs to be included such as Bazin, Cahiers, Kael, Sarris).
• Directors working against the system - auteur response.
• Study production process of the films in details and auteur signatures: What they look like + why they included what they did, what was their style?
• Weaker responses simply stated that the films were different or the same.
• Outstanding responses discussed the cinematic comparison of cinematography and editing. i.e. 'Some Like It Hot' influenced by classical style - Bonny & Clyde were influenced by the French New Wave.
• Similarly, there were some very exciting comparisons of how particular cultural and political events had influenced anti authoritarian figures in Apocalypse Now. (Personified in Rick and Willard)
• Weaker responses were sweeping generalization of those time periods.
• Don't confuse the times they were made with the times they were set.
•  There were some excellent responses on Vertigo and Some Like It Hot that showed how modern some aspects of these films are and how unusual they are, in many respects, for the Classical period. Likewise, there were some good responses that discussed whether gender representations in films like Apocalypse Now and One Flew Over The Cuckoo’s Nest reflected a supposedly post-Feminist America.
• Some responses chose to examine a particular aspect of the films to compare such as cinematic style, and related this to contextual pressures.
• Some candidates confused “the times they were made” with the times in which the narratives are set. This was particularly noticeable with Some Like It Hot and Bonnie and Clyde, in some instances candidates thought that Apocalypse Now had been made during the Vietnam War, which led to much confused writing.
• http://www.screenonline.org.uk/film/id/592022/ - The Hays Code and impact on studios - Censorship

Mock exam breakdown
Example of a mock exam
What are the key areas to discuss in the question? How do we go about answering a question like this?

Essay writing techniques - The perfect paragraph

PEETTIL+C 

Point

Evidence

Explain

Terminology

Theory

Impact

Link back to question

Question : Compare how masculinity in your chosen films reflects the contexts in which they were made. Refer to particular sequences within your response. (40)

Let's create a perfect paragraph as a class together and then you can continue your comparison thereafter and then you can swap it and mark it, against the mark scheme on the links below:

     


Mark your partners work constructively, what were they particularly good at and what were they missing?

Period 6 - Year 12 Film - Block E

Objective: To apply an essay structure when answering essay questions.

Tips on essay writing based on the essay your wrote -  'Eduqas examiner's report Summer 2019'.

Essay feedback : - 

Compare how far your chosen films reflect their different production contexts.

• Make sure your comparisons are even.
• Don't use the same download of information. Do your own background research.
• Longer responses gave more evidence (therefore greater marks were awarded). The examiners is looking for detail and depth of knowledge.
• Auteur theory not enough to provide a checklist, you need to have a deeper understanding, 'blonde women'. Stereotype of dumb blonde women a are weaker less intelligent. (patriarchal society, post war representation)
• You need to show how the studio was restricted by the Hays Code, compared to Independent production companies.
• Auteur theory needs to be included such as Bazin, Cahiers, Kael, Sarris).
• Directors working against the system - auteur response.
• Study production process of the films in details and auteur signatures: What they look like + why they included what they did, what was their style?
• Weaker responses simply stated that the films were different or the same.
• Outstanding responses discussed the cinematic comparison of cinematography and editing. i.e. 'Some Like It Hot' influenced by classical style - Bonny &Clyde were influenced by the French New Wave.
• Similarly, there were some very exciting comparisons of how particular cultural and political events had influenced anti authoritarian figures in Apocalypse Now. (Personified in Rick and Willard)
• Weaker responses were sweeping generalization of those time periods.
• Don't confuse the times they were made with the times they were set.
•  There were some excellent responses on Vertigo and Some Like It Hot that showed how modern some aspects of these films are and how unusual they are, in many respects, for the Classical period. Likewise, there were some good responses that discussed whether gender representations in films like Apocalypse Now and One Flew Over The Cuckoo’s Nest reflected a supposedly post-Feminist America.
• Some responses chose to examine a particular aspect of the films to compare such as cinematic style, and related this to contextual pressures.
• Some candidates confused “the times they were made” with the times in which the narratives are set. This was particularly noticeable with Some Like It Hot and Bonnie and Clyde, in some instances candidates thought that Apocalypse Now had been made during the Vietnam War, which led to much confused writing.
• http://www.screenonline.org.uk/film/id/592022/ - The Hays Code and impact on studios - Censorship

Mock exam breakdown

Example of a mock exam 

Essay writing techniques - The perfect paragraph

PEETTIL+C 

Point

Evidence

Explain

Terminology

Theory

Impact

Link back to question

Question : Compare how masculinity in your chosen films reflects the contexts in which they were made. Refer to particular sequences within your response. (40)

Let's create a perfect paragraph as a class together and then you can continue your comparison thereafter and then you can swap it and mark it, against the mark scheme on the links below:

Thursday 23rd January 2020 lesson 2 of mock exam prep

Period 1 - Year 12 Block A - 3N5

Objective: To revise the historical context of the films.

Lesson 2) Historical Context revision and breaking down the exam questions.

Task 1 ) Complete auteur and representation of Apocalypse Now...

Task 2 ) The similarities and differences in themes within both films?

Task 3 ) Test on Industry - ALL NOTES AWAY! -  swap and mark

Period 2 - Year 12 Block E - 3N5

Objective: To revise the historical context of the films.

Lesson 2) Historical Context revision and breaking down the exam questions.

Complete representation of Apocalypse Now...

Task 1 ) Complete representation of Apocalypse Now...

Task 2 ) The similarities and differences in themes within both films?

Task 3 ) Test on Industry - ALL NOTES AWAY! -  swap and mark

Wednesday 22nd January 2020

Period 3 - Year 12 Film, Block A 3S1 - Mock exam prep - Lesson 1

Lesson 1

Objective: To revise the films Vertigo and Apocalypse Now in preparation for mock exams. 

Lesson 1) Spider diagram including Film Form, Representation, Auteur with class feedback.

Lesson 2) Historical Context revision and breaking down the exam questions.

Lesson 3) Structure – class example of a perfect paragraph.

Film Form:

Genre : Vertigo - FILM NOIR & Apocalypse Now - WAR FILM

https://www.youtube.com/watch?v=Et0pa8FVsV8&safe=active

This is a film by the filmaker Sergei Eisenstein who influenced Francis Ford Coppola -  https://www.youtube.com/watch?v=hG_yM7We0C8&safe=active

Style of both auteurs

Spider diagram - revision of the films

Auteur and Representation referring to the following:

Micro and macro elements
Cinematography
Sound
Editing
Mise-en-scene
Performance
Genre
Narrative

REVISION

VERTIGO

 The ending of Vertigo explained

Vertigo Renegade Cut

Vertigo-Close Up

Vertigo - Spot the subliminals

The Auteur
Hitchcock as an auteur

APOCALYPSE NOW
Apocalypse Now Interview with Walter Murch

Apocalypse Now analysis

Tuesday 21st January 2020

Period 2 Year 12 Film - 

Complete feedback first...
Block A class High Noon class notes

I shall provide you with a copy of my teacher notes too.
Teacher notes High Noon

Objective: To gather evidence of all micro and macro elements of the film. 

Task 1) Watch the film and make notes in your booklets regarding the film - analysing it.

Task 2) What have you noticed about the narrative and characters so far?
How do the codes and conventions differ from classical Hollywood western?

The film will take 2 lessons to watch.

Homework: Revise for Vertigo and Apocalypse Now

Period 4 Year 12 Film

Objective: To revise the films Vertigo and Apocalypse Now in preparation for mock exams. 

Lesson 1) Spider diagram including Film Form, Representation, Auteur with class feedback.

Lesson 2) Historical Context revision and breaking down the exam questions.

Lesson 3) Structure – class example of a perfect paragraph.

Film Form:

Genre : Vertigo - FILM NOIR & Apocalypse Now - WAR FILM
https://www.youtube.com/watch?v=Et0pa8FVsV8&safe=active

This is a film by the filmaker Sergei Eisenstein who influenced Francis Ford Coppola -  https://www.youtube.com/watch?v=hG_yM7We0C8&safe=active

Style of both auteurs

Spider diagram - revision of the films

Auteur and Representation referring to the following:

Micro and macro elements
Cinematography
Sound
Editing
Mise-en-scene
Performance
Genre
Narrative



Links for revision on Vertigo and Apocalypse Now reminder - see below!

REVISION

VERTIGO

 The ending of Vertigo explained

Vertigo Renegade Cut

Vertigo-Close Up

Vertigo - Spot the subliminals

The Auteur
Hitchcock as an auteur

APOCALYPSE NOW
Apocalypse Now Interview with Walter Murch

Apocalypse Now analysis

REVISION FOR VERTIGO AND APOCALYPSE NOW

REVISION FOR YOUR MOCK EXAMS TAKING PLACE THE WEEK AFTER NEXT. NEXT WEEK WE SHALL SPEND 3 LESSONS PREPARING FOR THE SYNOPTICS, IN THE MEANTIME YOU NEED TO WATCH THE FOLLOWING CLIPS OVER THE NEXT WEEK, IN ORDER TO HELP REFRESH YOUR MEMORIES! :) 

VERTIGO

 The ending of Vertigo explained

Vertigo Renegade Cut

Vertigo-Close Up

Vertigo - Spot the subliminals

The Auteur

Hitchcock as an auteur

APOCALYPSE NOW
Apocalypse Now Interview with Walter Murch

Apocalypse Now analysis

Friday 17th January 2020

Period 3 -  Year 12 Film Studies 3N5 Block A

Objective: To present analysis of the codes and conventions and ideologies of the micro and macro elements within High Noon.

What does High Noon tell us about the codes and conventions of the traditional Western?

What does High Noon suggest about the ideological messages and values of the traditional Western?

Task 1 ) Present in pairs, making notes at the same time.

Homework (deadline tomorrow, Friday):
Watch the following clip (22mins long) for some historical context of Hollywood film. Make notes on the key points made. Deadline tomorrow. Key points feedback on entry to lesson please. 'The Making of High Noon' https://www.youtube.com/watch?v=Tb0ugVibNhM


Class Feedback Block A High Noon


Be prepared to feedback in class. 

Period 6 - Year 12 Film 3N5 Block E

Year 12 Film 3N5 E Block

Complete feedback first...
Block A class High Noon class notes

I shall provide you with a copy of my teacher notes too.
Teacher notes High Noon

Objective: To gather evidence of all micro and macro elements of the film. 

Task 1) Watch the film and make notes in your booklets regarding the film - analysing it.

Task 2) What have you noticed about the narrative and characters so far?
How do the codes and conventions differ from classical Hollywood western?

The film will take 2 lessons to watch.

Homework (deadline tomorrow, Friday):
Watch the following clip (22 mins long) for some historical context of Hollywood film. Make notes on the key points made. Deadline tomorrow. Key points feedback on entry to lesson please. 'The Making of High Noon' https://www.youtube.com/watch?v=Tb0ugVibNhM

Thursday 16th January 2020

Period 1 - Year 12 Film Block A 3N5

Objective : To continue to analyse the film high noon with reference to your micro/macro element of film.

Task 1)Watch the film making notes on the analysis of the film referring to your particular micro/macro aspect of film.

Task 2) Prepare feedback responses to the 2 questions.

Homework: Prepare your presentations - deadline tomorrow Period 5


Period 2 -  Year 12 Film Studies 3N5 Block E

Objective: To present analysis of the codes and conventions and ideologies of the micro and macro elements within High Noon.

What does High Noon tell us about the codes and conventions of the traditional Western?

What does High Noon suggest about the ideological messages and values of the traditional Western?

Task 1 ) Present in pairs, making notes at the same time.

Wednesday 15th January 2020

Period 3 - Year 12 Block A Film 3S1 
Homework feedback: Circulate the room and add to your notes 5 minutes... Complete a list of the codes and conventions of western genres. Use the micro and macro elements:
Cinematography
Setting
Props
Costumes
lighting
Sound
Editing
Narrative
Representation
"High Noon (1952)
Director:  Fred Zinnemann

Writers:

Carl Foreman (screenplay by), John W. Cunningham (based on the magazine story "The Tin Star" by) 

Stars:

Gary Cooper, Grace Kelly, Thomas Mitchell..."  |(IMDB)

Objective : To identify the micro and macro elements and codes and conventions of the western genre.
To explain the ideological messages and values of the traditional western with reference to High Noon.

Task 1) Make notes as class feedback on history of the Classic Hollywood Western.
1st western
Where were they filmed and why? When were they most popular?


Task 2) Feedback opinion of the great train robbery - what is the difference between that and High Noon?


Task 3) Read the booklet together  - slide 3 PP.


Task 4 ) Watch the rest of high noon and make notes on the codes and conventions of westerns and the micro/macro elements of film and what they say about the ideological messages and values of the traditional western.

Task 5 )- Complete page 6 of booklet and feedback answers...

Tuesday 14th January 2020

Period 2 - Year 12 Block A Film 3S1

Objective: To gather evidence of the codes and conventions of Westerns, whilst watching High Noon.

Task 1) Feedback the history of Westerns - making notes.

Task 2) Thoughts and feedback on The Great Train Robbery.

Task 3) Watch and make notes on the codes and conventions of the western genre. Did you notice anything particularly different within the narrative or the characters compared to what you would expect from a Western?

Task 4 ) Feedback

Homework: Complete a list of the codes and conventions of western genres. Use the micro and macro elements:
Cinematography
Setting
Props
Costumes
lighting
Sound
Editing
Narrative
Representation


Period 4 - Year 12 Block E Film 3S1 
Objective: To continue to analyse the film referring to micro/macro elements.

Task 1) Firstly, feedback list of the codes and conventions of western genres. Use the micro and macro elements:
Cinematography
Setting
Props
Costumes
lighting
Sound
Editing
Narrative
Representation

Task 2) Watch the final part of the film : Working in pairs, you need to make sure that you analyse the film in relation to your micro/macro element and where it is seen as a code and convention, and how it creates an ideology for audiences.

Homework (deadline Thursday):
Watch the following clip (22mins long) for some historical context of Hollywood film. Make notes on the key points made. Deadline tomorrow. Key points feedback on entry to lesson please. 'The Making of High Noon' https://www.youtube.com/watch?v=Tb0ugVibNhM

• Be prepared to present your analysis to the rest of the class.

Monday 13th January 2020

Period 3 - 11.30 - 12.40  Year 12 Film Studies - E Block 3S1 

"High Noon (1952)
Director:  Fred Zinnemann

Writers:

Carl Foreman (screenplay by), John W. Cunningham (based on the magazine story "The Tin Star" by) 

Stars:

Gary Cooper, Grace Kelly, Thomas Mitchell..."  |(IMDB)

Objective : To identify the micro and macro elements and codes and conventions of the western genre.
To explain the ideological messages and values of the traditional western with reference to High Noon.

Task 1) Make notes as class feedback on history of the Classic Hollywood Western.
1st western
Where were they filmed and why? When were they most popular?


Task 2) Feedback opinion of the great train robbery - what is the difference between that and High Noon?


Task 3) Read the booklet together  - slide 3 PP.


Task 4 ) Watch the rest of high noon and make notes on the codes and conventions of westerns and the micro/macro elements of film and what they say about the ideological messages and values of the traditional western.

Task 5 )- Complete page 6 of booklet and feedback answers...