Opening Pages Scan through the text and write the following on sticky notes: Personal information about the protagonist (family, friends, home, hobbies) Information about the dystopian culture (rules, organisations) Mentions of unfamiliar and unknown places, professions, or events Phrases using colour

"I would write a book, or a short story, at least three times—once to understand it, the second time to improve the prose, and a third to compel it to say what it still must say. Revision works with that knowledge to enlarge and enhance an idea, to reform it. Revision is one of the exquisite pleasures of writing." - Bernard Malamud https://www.youtube.com/watch?v=lUtnas5ScSE#t=192 https://www.youtube.com/watch?v=heAVOA8iyCw

The Giver The Hunger Games Divergent Protagonist Has working parents and a sister, Lily Asher, best friend Has a mother and a younger sister, Primrose; father died in a mining accident A hunter and supplier 16 years old Has parents and a brother named Caleb Culture/society Communications through speakers Pilots, Street Cleaners, Landscape Workers, Food Delivery people Childcare Centre Lives in District 12/The Seam, home for miners A field, the Meadow, behind gates Electric fence to keep wild animals away Three hours of electricity Trespassing and poaching is illegal Execution for rebels Not allowed to regularly look in the mirror/cut her hair Does not celebrate birthdays Aptitude test, choosing ceremony The Hub Takes place in Seattle Lower, Middle and Upper levels Unfamiliar The community Release The reaping Districts Flesh-eaters Peacekeepers Faction Abnegation Candor Dauntless Colour Eyes the colour of rotting squash Muddy yellow coat Black cinder streets Squat gray houses Dull, blond hair Grey robe Dark hair, green eyes Black suit, white tie A black pillar

Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. Level 4 19-24 marks Content • Communication is convincing and compelling throughout • Tone style and register assuredly matched to purpose, form and audience; manipulative, subtle and increasingly abstract • Extensive and ambitious vocabulary with sustained crafting of linguistic devices Organisation • Highly structured and developed writing, incorporating a range of integrated and complex ideas • Fluently linked paragraphs with seamlessly integrated discourse markers • Varied and inventive use of structural features Level 3 13-18 marks • Communication is consistently clear and effective • Tone, style and register matched to purpose, form and audience • Increasingly sophisticated vocabulary and phrasing , chosen for effect with a range of appropriate linguistic devices • Writing is engaging with a range of detailed connected ideas • Coherent paragraphs with integrated discourse markers • Effective use of structural features

If not, where can they use them? Reviewing a Story Does the story… Feature a protagonist? What do we learn about their lives? Introduce us to the dystopian society? What sense do we get of that future? Present us with unknown concepts? What questions are raised by the end of the story? Feature colour? Which one, and how is it used? If not, what can they add? Does the writer use… Noun phrases? Adverbials? Propositions? Relative/subordinate clauses? If not, where can they use them?

Length of a sentence For example… Tell a story in 10 sentences Every sentence must contain a specific number of words All of the numbers must be used, but the order is up to you For example… 3 · 5 · 1 5 That pizza was so delicious. 1 Ouch! 3 Bit my tongue.