1. The Knife of Never Letting Go
Thursday, 06 December 2018
Jonathan Peel UCGS 2013

2. Lessons
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

3. Openings: Discussion Why do we read novels?
How do you choose a novel to read?
How do writers think of titles for their novels?
What are the features of a good opening?
Jonathan Peel UCGS 2013

4. FEATURES Establish setting Establish character Surprise Excite
Engage – language and content
What else?
Jonathan Peel UCGS 2013

5. Reading tasks Using your reading guides you should:
List all the vocabulary that is new to you or that you think is important to remember
Consider the genre of the novel
Consider the writer’s technique when storytelling – show don’t tell.
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

6. Chapter 1 What is the purpose of a chapter title?
What does this title convey?
Listen while I read the opening of the chapter to p7.7
Now, what information have you gathered about Todd and his world?
Discuss this in your tables.
Jonathan Peel UCGS 2013

7. HWK:
Listen to the screencast in my blog/SGS You Tube and make notes based on what you hear.
link to screencast post
Read on and list vocabulary in your activity guide.
You will need to complete PART 1 (chapters 1-6) by the end of the week.
Jonathan Peel UCGS 2013

8. Lesson 2
Jonathan Peel UCGS 2013

9. DYSTOPIA What is a dystopia?
You will need to write a definition in your activity booklet.
Jonathan Peel UCGS 2013

10. Dystopian openings
AIM: to suggest that the setting is negative, but is also recognisable as a reflection of our world:
“It was a bright cold day in April, and the clocks were striking thirteen.” George Orwell 1984
Why is this so unsettling as an opening?
Jonathan Peel UCGS 2013

11. Your Dystopias In groups, consider your dystopian setting.
Remember that this is most effective when it is recognisable as both “real” and “possible”.
Share your thoughts.
Jonathan Peel UCGS 2013

12. Reading and connotation
A connotation is a suggestion of an idea, rather than a definite statement.
In the film unit you worked on CONNOTATION in visual images.
In Chapter 1 what connotations of dystopia can you find.
Use the sheet in the reading guide to respond, with evidence!
Jonathan Peel UCGS 2013

13. HWK To begin the SHOW don’t Tell page of the reading guide.
What are the moments in the story that raise questions?
Example: What is NOISE?
Jonathan Peel UCGS and carry on reading

14. Lesson 3
Jonathan Peel UCGS 2013

15. Reading and discussion
Reading Chapters 3 &4 in class
I will stop you from time to time to discuss areas of interest:
To begin today:
Narrator (TODD): Yasir
Cillian: Jonathan
Ben: Matthew
Manchee: Jaspal
Mr Prentiss Jr: Rohit
Jonathan Peel UCGS 2013

16. Writer’s Craft Look carefully at how the author :
Presents the relationships within the “family”
Creates tension towards the end of Chapter 3
Begins to answer some of your questions, and create more to be answered.
Jonathan Peel UCGS 2013

17. Lesson 4
Jonathan Peel UCGS 2013

18. Chapters 5&6 Innocence and experience. What do these terms CONNOTE?
Innocence is childlike; experience is adulthood
Why do you think Todd’s age is important and how has Ness focused the reader on this feature?
Jonathan Peel UCGS 2013

19. Theme: LOVE “How is the theme of love presented in Chapter 5?”
In groups you will work to produce a chart/diagramme of quotations and comment which shows the theme of LOVE in the chapter.
Love: parental, children, pets, love of life…
Jonathan Peel UCGS 2013

20. HWK Ensure that Part 1 is completely read and look back over the text.
Next week you will be writing an assessment essay in class about the ways in which Ness writes to create effect.
Think about the techniques we have discussed in class and where you have seen them in use.
Jonathan Peel UCGS 2013

21. Lesson 5
Jonathan Peel UCGS 2013

22. Setting Focus for writing Location Time (era) Time (of day)
Other features – imagery based on setting, Pathetic Fallacy…
Down to work…
Jonathan Peel UCGS 2013

23. HOW DOES NESS USE SETTING TO CREATE A SENSE OF DYSTOPIA IN PART 1?
3 paragraphs of PEE/PEARL/ZOOM on this title please.
Use the text to support your answer and “show your working”.
HWK: READ ON!
Jonathan Peel UCGS 2013

24. Lesson 6
Jonathan Peel UCGS 2013

25. Close Reading We will concentrate on pp67-68.
In pairs, look at the question in your activity booklet relating to this section.
In the booklet, plan your response to this question, together. What evidence will you use?
Prepare to feed your responses back to the class.
Jonathan Peel UCGS 2013

26. HWK
Listen again to the introductory screencast and focus on the section on INTERTEXTUALITY.
Research Viola as requested and also research Aaron in the Old Testament.
Make notes for next time.
Jonathan Peel UCGS 2013

27. Lesson 7
Jonathan Peel UCGS 2013

28. Reading and discussion
Chapter 10
What is the significance of the title?
What is the girl’s relationship to the food and fire of the title?
What happens to the narrative on p99.5? What is the effect of this shift in person?
What does Todd think he realises at the end of the chapter?
Jonathan Peel UCGS 2013

29. HWK
Read on and develop the vocabulary lists and the Show, don’t tell tables.
Jonathan Peel UCGS 2013

30. Lesson 8
INTERTEXTUALITY
Jonathan Peel UCGS 2013

31. Think back to the screencast
What is intertextuality?
Which characters show INTERTEXTUALITY in this book, so far?
Using the page in your activity books, suggest reasons for Ness using these names…
Then, complete the role on wall outline for VIOLA at this stage of the novel.
Share your outcomes.
Jonathan Peel UCGS 2013

32. HWK
This is becoming a bit repetitive – read on… try to read in long enough chunks to become involved in the flow of the narrative.
Can you finish Part 3 over the weekend?
Jonathan Peel UCGS 2013

33. Lesson 9 - 12 Character: Nothing is accidental.
Role on Wall for TODD. Inside: his NOISE
Outside: your comments about his character, with supporting quotations.
Jonathan Peel UCGS 2013

34. Reading on: discussions
After the action of Parts 1&2, what do you think Ness is trying to achieve in Part 3?
Use this reading to complete your vocab sheets and Show Don’t Tell tables.
Jonathan Peel UCGS 2013

35. HWK
In the activity guide there is a space for a prediction –It is time to complete it.
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

36. Lesson 13 (unlucky for some)
Read p218
Read this poem >
What connection can you make?
What is Ness suggesting by this example of intertextuality?
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;  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, 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. 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. 
Robert Frost
Jonathan Peel UCGS 2013

37. Lessons 14-16 Reading on to the end: 2 TASKS.
Complete the question sheet in the activity guide
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

38. Lessons 17-20
Jonathan Peel UCGS 2013

39. A risk, but where is the fun without one?
This week you will film the best storyboard in your group.
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

40. You will need to:
Work quickly to choose the strongest storyboard 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

41. PART 6: Denouement
Jonathan Peel UCGS 2013