never let me go edusites sow hw
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- 1. Lesson 1
- 2. AO1 Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations. AO2 Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3 Show understanding of the relationships between texts and the contexts in which they were written. AO4 Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Assessment Objectives (AOs)
- 3. Year 9 Never Let Me Go Lesson 1 1. Which of the book covers here do you think best fits the novel? You have three minutes to decide and jot down your reasons. 2. Group discussion: In groups, discuss your choices and decide overall which cover you would choose.
- 4. Debate You are going to explore the issue of cloning as seen in the film Never Let Me Go. One table will support the cloning One table will argue against the cloning Use your own ideas about cloning and use the information from the film
- 5. FOR AGAINST Now take one point each and expand them for the debate itself we will do an example together.
- 6. Format One person from Team 1 One person from Team 2 One person from Team 1 One person from Team 2 Etc... Then at the end, each team has two minutes to question each other on the points made You should make notes during the other teams speech so you can challenge them!
- 7. Learning Objective To establish an idea of Kathy as a narrator and as a character in the novel To have notes on the narrative devices used at the beginning of the novel to revise from later Key words: retrospective narrative, diction, first person narrator, direct address, symbolism
- 8. Remind yourselves of this passage from the end of the novel. Look hard at the passage and write down one word, which best represents your feelings about what you have read. Dont discuss this yet. When everyone is ready simply go round the class noting everyones word: then briefly discuss the results and what they might mean in terms of the passage and the book. Make sure that a summary of this discussion is recorded: we shall return to it right at the end of our study of the novel. I found I was standing before acres of ploughed earth. There was a fence keeping me from stepping into the field, with two lines of barbed wire, and I could see how this fence and the cluster of three or four trees above me were the only things breaking the wind for miles. All along the fence, especially along the lower line of wire, all sorts of rubbish had caught and tangled. It was like the debris you get on a sea- shore: the wind must have carried some of it for miles and miles before finally coming up against these trees and these two lines of wire. Up in the branches of the trees, too, I could see, flapping about, torn plastic sheeting and bits of old carrier bags. That was the only time, as I stood there, looking at that strange rubbish, feeling the wind coming across those empty fields, that I started to imagine just a little fantasy thing, because this was Norfolk after all, and it was only a couple of weeks since Id lost him. I was thinking about the rubbish, the flapping plastic in the branches, the shore-line of odd stuff caught along the fencing, and I half-closed my eyes and imagined this was the spot where everything Id ever lost since my childhood had washed up, and I was now standing here in front of it, and if I waited long enough, a tiny figure would appear on the horizon across the field, and gradually get larger until Id see it was Tommy, and hed wave, maybe even call. The fantasy never got beyond thatI didnt let itand though the tears rolled down my face, I wasnt sobbing or out of control. I just waited a bit, then turned back to the car, to drive off wherever it was I was supposed to be.
- 9. Remind yourselves of this passage right at the start of the novel. My name is Kathy H. Im thirty-one years old, and Ive been a carer now for over eleven years. That sounds long enough, I know, but actually they want me to go on for another eight months, until the end of this year. Thatll make it almost exactly twelve years. Now I know my being a carer so long isnt necessarily because they think Im fantastic at what I do. There are some really good carers whove been told to stop after just two or three years. And I can think of one carer at least who went on for all of fourteen years despite being a complete waste of space. So Im not trying to boast. But then I do know for a fact theyve been pleased with my work, and by and large, I have too. My donors have always tended to do much better than expected. Their recovery times have been impressive, and hardly any of them have been classified as agitated, even before fourth donation. Okay, maybe I am boasting now. But it means a lot to me, being able to do my work well, especially that bit about my donors staying calm. Ive developed a kind of instinct around donors. I know when to hang around and comfort them, when to leave them to themselves; when to listen to everything they have to say, and when just to shrug and tell them to snap out of it. Anyway, Im not making any big claims for myself. I know carers, working now, who are just as good and dont get half the credit. If youre one of them, I can understand how you might get resentfulabout my bedsit, my car, above all, the way I get to pick and choose who I look after. And Im a Hailsham student which is enough by itself sometimes to get peoples backs up. Kathy H., they say, she gets to pick and choose, and she always chooses her own kind: people from Hailsham, or one of the other privileged estates. No wonder she has a great record. Ive heard it said enough, so Im sure youve heard it plenty more, and maybe theres something in it. But Im not the first to be allowed to pick and choose, and I doubt if Ill be the last. And anyway, Ive done my share of looking after donors brought up in every kind of place. By the time I finish, remember, Ill have done twelve years of this, and its only for the last six theyve let me choose. And why shouldnt they? Carers arent machines. You try and do your best for every donor, but in the end, it wears you down. You dont have unlimited patience and energy. So when you get a chance to choose, of course, you choose your own kind. Thats natural. Theres no way I could have gone on for as long as I have if Id stopped feeling for my donors every step of the way. And anyway, if Id never started choosing, how would I ever have got close again to Ruth and Tommy after all those years? Look at the five pieces of it that are underlined. Work in pairs to decide both what they tell us about Kathy and the way she speaks and make a note of your conclusions. Go round the pairs and discuss differences and similarities: note down the points people agree on and the points that you found striking but hadnt thought of. Now go back to the passage and see if you can get to another five things she says and another five aspects of her diction (the way she talks) and her character.
- 10. Note on Structure Remind yourselves what you learnt about structure before the exams: Chronological (time sequence) Comparison and contrast Cause and Effect Inductive (specific to general) Deductive (general to specific) What can you say about the structure of the opening passage of the novel? Consider that this style is called a retrospective narrative. It starts off at the end of the story, with the grown-up narrator looking back on the past. The narrator is also a character in her own story, so we get to see things from her point of view.
- 11. This is Hailsham as it appeared in the film version of the book. There is a real place called Hailsham (its in Sussex) and it has a School. Look it up and see whether you think it looks more like the Hailsham of the novel or less so and why that might be. Then split the word into its two components: Hail and Sham. Think about the CONNOTATIONS of these two words. Go to the dictionary or search engine and see how many different definitions of each of these words you can find. Write them down in your notebook and see what sort of impression they give of Hailsham in the novel and what is going on there.
- 12. Lesson 2 Learning Objective To be able to discuss and find examples of the use of IRONY in the novel Key Words: irony, technical lexis, semantic field, connotation
- 13. What is irony? Consider the following definitions of irony (there are plenty more, you can look them up). a pretence of ignorance and an apparent willingness to learn from others in order to make their false conceptions conspicuous the use of words to express something other, often the opposite, of the literal/assumed meaning. incongruity between a developed situation for a character in drama (or prose fiction) and the audiences (wider, better) understanding of it. Now: go back to passage from the opening chapter we looked in the previous lesson. In pairs consider and note down the ways the ways in which the following words (technical lexis) that the passage introduces are used ironically in the novel. Think about the semantic field these words come from and their connotations: Carer Donor Recovery Time Finish Privileged Estates When, and only when everyone has worked on all five, go round the class and make notes ensuring that the ironies have been clearly nailed and recorded
- 14. Are there more of the same in the passage you can locate and define as ironic? There are at least two more clusters to look at: Agitated do much better than expected Your own kind. thats natural HOMEWORK Before the next lesson: read/ remind yourself of Chapters Two and
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