Year 7, Term 2:‘Places’

Space Home

Community

SOCIETY

Country

Nation

Family

Ghetto

District

Slum

Township

Parish

Hood

Habitat

DwellingTown

City

Village Hamlet

AbodeArea

Content? Assessment Task? Lessons?

1. Non fiction writing - transactional Rightmove website, Estate Agent details Wuthering Heights quotations and descriptions

Produce a leaflet for an estate agent advertising Wuthering Heights and/or Thrushcross Grange : transactional writing

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2. Concept of home Dickens quotes BBC child refugee story animations Unforgotten Coat opening Grace Nicholls’ poetry – Island Man, Hurricane Hits England Sujata Bhatt – from Search for my Tongue Links to readings of poems and poets’ explanations

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3. Non-Fiction texts Guardian article child asylum seekers in the U.K. – Asylum seekers: nowhere boys

Unseen non-fiction comprehension 3

iPads using: Book Creator App, Explain Everything App, Keynote for creating PowerPoint type slides, Numbers, iBooks , GarageBand, Showbie, Nearpod, Red laser, Note Anytime Lite etc the possibilities are endless!

Create an eBook using sound, film, animation, telling the imaginary story of the experiences of a refugee from another country coming to the U.K.

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5. Laughter Under the Bridge - opening - Ben Okri Comparative prose essay 3

6. Paired team debate 2

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Year 7, Term 2: ‘Place’ Scheme of Work

Section 1

Non-Fiction WritingYou are going to write a leaflet for an Estate Agent describing a property.

Before you begin this task, you need to understand how language is used to make a property sound appealing and to try to sell it.

Look at descriptions of houses for sale, written by Estate Agents.http://www.rightmove.co.uk/

Have a look at some of the brochures and leaflets that can be reached at the end of the property descriptions.

Also read some of the property leaflets your teacher has.

How is the information set out to help the reader?

• Titles• Pictures• Sub-headings• Text boxes• Columns• Anything else?

List any words or phrases that you think are used to make the property sound interesting and attractive.

Can you highlight different word classes?

NounsAdjectivesVerbsAdverbs

Some people think that estate Agents exaggerate the positives and play down the negatives.

e.g.

What an Estate Agents says

Convenient for the station.

What an Estate Agents means

The railway runs along the back garden and it is almost impossible to sleep at night.

Now you have a go.

Says, ‘Scope for improvement.’

Means, ‘The place is falling apart.’

Says, ‘Compact.’

Means, ‘Tiny.’.

Here are a few more:

• Unusual feature.• Thriving part of town• Has a homely feeling• Easily maintained garden• Decorated in a modern style...• On road parking

Wuthering HeightsWuthering Heights is a novel by Emily Brontë, written between October 1845 and June 1846, and published in 1847 under the pseudonym Ellis Bell. It was her first and only published novel: she died the following year, at age 30.

Wuthering Heights is the name of the farmhouse on the North York Moors where the story unfolds. The book's core theme is the destructive effect that jealousy and vengefulness have, both on individuals and on their communities.

Chapter 11801. - I have just returned from a visit to my landlord - the solitary neighbour that I shall be troubled with. This is certainly a beautiful country! In all England, I do not believe that I could have fixed on a situation so completely removed from the stir of society. A perfect misanthropist's heaven: and Mr. Heathcliff and I are such a suitable pair to divide the desolation between us. A capital fellow! He little imagined how my heart warmed towards him when I beheld his black eyes withdraw so suspiciously under their brows, as I rode up, and when his fingers sheltered themselves, with a jealous resolution, still further in his waistcoat, as I announced my name. 'Mr. Heathcliff?' I said.A nod was the answer.

'Mr. Lockwood, your new tenant, sir. I do myself the honour of calling as soon as possible after my arrival, to express the hope that I have not inconvenienced you by my perseverance in soliciting the occupation of Thrushcross Grange: I heard yesterday you had had some thoughts - '

'Thrushcross Grange is my own, sir,' he interrupted, wincing. 'I should not allow any one to inconvenience me, if I could hinder it - walk in!'

Description of Wuthering Heights from the novel:

Wuthering Heights is the name of Mr Heathcliff’s dwelling. ‘Wuthering’ being a significant provincial adjective, descriptive of the atmospheric tumult to which its station is exposed in stormy weather. Pure, bracing ventilation they must have up there at all times, indeed: one may guess the power of the north wind, blowing over the edge, by the excessive slant of a few stunted firs at the end of the house; and by a range of gaunt thorns all stretching their limbs one way, as if craving alms of the sun. Happily, the architect had foresight to build it strong: the narrow windows are deeply set in the wall, and the corners defended with large jutting stones.

Before passing the threshold, I paused to admire a quantity of grotesque carving lavished over the front, and especially about the principal door, above which, among a wilderness of crumbling griffins, and shameless little boys, I detected the date, ‘1500,’ and the name ‘Hareton Earnshaw. ‘

Thrushcross Grange

Description of Thrushcross Grange from the novel:

…We crept through a broken hedge, groped our way up the path, and planted ourselves on a flowerpot under the drawing-room window. The light came from thence; they had not put up the shutters, and the curtains were only half closed. Both of us were able to look in by standing on the basement, and clinging to the ledge, and we saw – ah! It was beautiful – a splendid place carpeted with crimson, and crimson-covered chairs and tables, and a pure white ceiling bordered by gold, a shower of glass-drops hanging in silver chains from the centre, and shimmering with little soft tapers. Old Mr and Mrs Linton were not there. Edgar and his sister had it entirely to themselves; shouldn’t they have been happy? We should have thought ourselves in heaven. And now, guess what your good children were doing?

WUTHERING HEIGHTS (THE FARMHOUSE)

A sixteenth century farmhouse, the grandest building in the neighbourhood except for Thrushcross Grange. The home of the Earnshaws and, later on, owned by Heathcliff.

Position Wuthering Heights ("Wuthering" is a local word, meaning wild, exposed, storm-blown) is in a very exposed position on the moors, a four mile (6.5 kilometre) walk from Thrushcross Grange. The nearest town or village is Gimmerton which has the doctor and parson.The farm sits on the northern side of a hilltop also known as Wuthering Heights (or "the Heights"). This hill prevents it from seeing Thrushcross Grange directly. The road from the farm into Gimmerton valley is steep and winding.

LayoutThe farm is surrounded by a wall with a barred gate secured by a chain. A pathway leads from the garden gate to the main door with gooseberry bushes bordering it.There is a barn nearby with a round window (possibly a pitching window) which is within speaking distance of the main door. The barn has a fairly large porch (big enough to shelter twelve sheep).There are also some stables with a porch and a shed behind the barn which can be used for milking cows.

From the farmhouse entrance, a yard is visible. As well as the front entrance, you can get to the interior by passing through a wash-house and a paved area containing a coal shed, pump and pigeon cot.

The farmhouse has a few stunted trees at the end of the house and a range of thorns, permanently bent by the wind. The trees are firs, one of which damages the kitchen chimney stack during high winds. They are close to the house. One of them breaks Lockwood's window in chapter 2, and Cathy escapes via the trees.

Sitting-Room (The ‘House’)The entrance to the sitting-room has grotesque carving over the front and around the main door. The door has griffins and 'boys' (cherubs?) carved above with the date 1500 and the name 'Hareton Earnshaw'. This leads directly into the family sitting-room, big enough to hold a fifteen-man band. There is a large fireplace. Opposite is a vast oak dresser which reaches to the roof. This dresser has a collection of large pewter dishes with silver jugs and tankards, and space at the bottom for dogs and children to shelter in. Above the fireplace are some old guns and horse pistols. There are three gaudily-painted canisters on the mantlepiece.The floor of the sitting room is of smooth, white stone. There are some high-backed, primitive chairs painted green and one or two heavy black ones in the shadows. It has a side door leading down to a cellar.KitchenThe kitchen has a hearth nearly enclosed by two benches shaped as circular segments. There is a ladder that goes through a trap in the roof, believed by Lockwood to lead to the garret where Joseph sleeps The kitchen has windows which face east or south east to allow in light in the morning.

Other RoomsThere is a small spare room which Hindley considered turning into a parlour.

The main bedroom during Heathcliff's ownership of Wuthering Heights was described thus: "There was a carpet—a good one, but the pattern was obliterated by dust; a fireplace hung with cut-paper, dropping to pieces; a handsome oak-bedstead with ample crimson curtains of rather expensive material and modern make; but they had evidently experienced rough usage: the vallances hung in festoons, wrenched from their rings, and the iron rod supporting them was bent in an arc on one side, causing the drapery to trail upon the floor. The chairs were also damaged, many of them severely; and deep indentations deformed the panels of the walls."Another room, Catherine's, consists of a chair, clothes-press and a large oak case with squares cut near the top resembling coach windows. It has panelled sides which slide back to reveal a couch. It is against a window whose ledge acts as a table. A fir tree is outside, close enough for its branches to touch the latticed window (in 1801).One room upstairs is turned into a parlour for Linton and also used as such by Cathy.

Joseph's room is in the attic (garrets), reached via a ladder. There is enough room for at least four people (the young Cathy, Heathcliff and a plough boy were treated to a service with Joseph).

There are (at least) two garrets, one of which Heathcliff was locked in as a child (and may well have been his room). They have skylights and the young Catherine was able to climb from one garret to the other via the skylights.

THRUSHCROSS GRANGE

The most important building in the neighbourhood; the home of the Lintons and, later on, owned by Heathcliff. He rented it out and the leasing of it by Mr Lockwood begins the book.

Layout of Thrushcross Grange

Layout

PositionEmily Brontë does not describe Thrushcross Grange with the same detail that she applies to Wuthering Heights.Thrushcross Grange lies within a large park, with a two-mile (three kilometer) walk from the main house to the porter's lodge by the entrance. It is a four mile (six and a half kilometer) walk to Wuthering Heights which lies to the north. Wuthering Heights cannot be seen from the Grange although Penistone Crags beyond can.The park is unusally large for an untitled family like the Lintons: Cathy rarely leaves it for the first thirteen years of her life.

The picture above shows the kind of location that the Grange would occupy. The building has numerous projecting sections and surrounds a courtyard that has a high wall around it. In front of the house are the formal gardens.

The Rooms

Some of the rooms mentioned are:A drawing room where the young Heathcliff and Catherine first see the Lintons which has crimson carpets, chairs and tables, a white ceiling bordered with gold, and glass-droplet chandeliersA parlour where Heathcliff meets them on his return which looks out on the garden, the park and the valley of Gimmerton. The moor is in the distance and Wuthering Heights (the hill) can be seen although Wuthering Heights (the house) is hidden on the other side. It is on the first floor and a window on the opposite side also overlooks the courtyard.The kitchen is part of a wing and the rear of the building is used when the Grange is not occupied except by servants. The kitchen leads directly into the entrance hall and has a door into the yard.There is also the hall, the library (which may be another name for the parlour), Edgar and Catherine's bedroom, Isabella's room, Ellen's room.Upstairs, there is a study with a fire (which is used by Lockwood) as well as the main bedrooms used by the family in residence.

Using all of the information you now have have about the two famous fictional houses, choose one, then produce an Estate Agent’s leaflet advertising and describing the property for sale.

Non Fiction Writing Task

If you finish one leaflet easily, you could try to produce one for the other house.

Try to emphasise the contrast between the two properties.

Don’t forget:

• Titles• Pictures• Sub-headings• Text boxes• Columns• Anything else?

Section 2

Now let’s think about the meaning of…

‘Home.’

What makes where you live your home?

List 5 things that make your home your home!

"No matter how dreary and gray our homes are, we people of flesh and blood would rather live there than in any other country, be it ever so beautiful. There is no place like home."

L. Frank Baum

The Wonderful Wizard of Oz

Miss Mills replied, on general principles, that the Cottage of content was better than the Palace of cold splendour, and that where love was, all was.

Charles Dickens

David Copperfield

"When I speak of home, I speak of the place where -- in default of a better -- those I love are gathered together; and if that place were a gypsy's tent, or a barn, I should call it by the same good name notwithstanding."

Charles Dickens

Nicholas Nickleby

In love of home, the love of country has its rise.

Charles Dickens

The Old Curiosity Shop

Imagine you have to leave your home without warning, never to return again.

You have time to grab one small item before you leave.

Write a detailed description of the object and explain its importance to you.

http://www.bbc.co.uk/programmes/b01k7c4q

Watch some of these short animated films that accompany children telling their own stories of becoming refugees.

Imagine how it would feel to have to leave your home in this way.

Now read the opening of this short novel about two Mongolian brothers who seek refuge in England.

The Unforgotten Coat - Frank Cottrell Boyce

I hadn’t seen this photograph since the day it was taken, until now. Even so, I can tell you anything you want to know about it. The boy on the left is Shocky. The one on the right is Duncan, who used to come to school with biscuits in his pocket. He’s married now, inexplicably. The girl on the left is Mimi Toolan and the one on the right is me.

At the moment the picture was taken, I was mostly wondering whether Mimi would ask me back to hers after school. Mimi’s mother let her play with her make-up, which my mother definitely did not, even though I was mature and sophisticated. I was also thinking Oh. My. Days. Shocky has put his hand on my shoulder! Once, just before Christmas, I had managed to manipulate Shocky into being my partner in a classroom activity. This should have resulted in a moment of physical contact because it was a trust game, only it turned out that Shocky was not to be trusted. And by the time this photograph was taken, Shocky had completed an unbroken run of two hundred and thirty-seven days of failing to notice my existence. How do I remember my thoughts so clearly? Because those were the only thoughts I had in the first two terms of Year Six: 1. Mimi, can I come back to yours? 2. Shocky, please notice me.

Also, this photograph was taken in the summer term of Year Six. And doesn’t everyone remember everything about their last summer in primary school? The sports day. The leavers’ trip. The leavers’ photograph. The endless discussion of which school you were going to next, the promise to stay friends even though you were going to different schools. Everyone signing their names on everyone else’s shirts on the last afternoon. And all the time, you had the feeling that day by day, inch by inch, a door was opening and sunshine was pouring in, and any day now you would be allowed out through that door, laughing and yelling so loud that you wouldn’t even hear when it closed behind you, for ever.

I can tell you when it was taken. It was the second week of the summer term. During morning break, Mimi spotted two kids – one big and one little, the big one holding the little one’s hand – staring through the railings of the playground. The little one was wearing a furry hat and they had identical coats. Mad coats – long, like dressing-gowns, with fur inside. But any coat would have looked mad. The sun was beating down. The tarmac in the car park was melting. Everyone else was wearing T-shirts.Mimi went over and said, “What are you two looking at?”

The big one put his finger on his lips, shushing her, and said, “Pay attention to your teacher.” He pointed at Mrs Spendlove, and the very minute he did, she blew the whistle for the end of break, like he knew she was going to do it. When we were all lined up, somehow these two were standing right behind me. I was looking at the littlest one, who had his hat pulled down right over his eyes. It looked so uncomfortable; I wanted to fix it for him – but the big one put his hand under my chin and turned my head away. “Don’t look at him,” he said. He was asking for a slap, quite honestly. But before I could do anything about that, Mrs Spendlove was walking us into class. The two boys went straight to the back and the little one made himself at home in what was supposedly my seat. I stood there, staring right at him, thinking he’d take a hint. But no.

Mrs Spendlove said, “Everyone, I’d like you all to say a big hello to a new face in our class. A happy new face, I hope. This is Chingis.”

 Everyone said hello except me. I said, “What about the other one, Miss? What’s he called?” She hadn’t noticed the little one until then. “Oh. Chingis,” she said, “I’m afraid your little brother isn’t in this class. He’s in Miss Hoyle’s class just along the corridor.” “No,” said Chingis, “my little brother is in this class. Look, he’s here next to me.” Everyone laughed except Mrs Spendlove. “Sorry, sorry,” she said. “I mean he belongs in Miss Hoyle’s class.” She was flapping her hands at the rest of us to be quiet, mortified because she thought we were laughing at him and it was her fault. But I was standing next to him and I could see he hadn’t made a mistake. He was digging in. “Julie, would you show Chingis’s brother to Miss Hoyle’s class?” I certainly would. For one thing, I wanted my seat back. As soon as I stepped towards the little one, though, the big one put his hand up, right in my face, and said, “No.” 

Some poetry about living in a new culture.

Island Man - Grace Nichols Morning And the Island man wakes up To the sound of blue surf In his head The steady breaking and wombing Wild seabirds And fisherman puling out to sea The sun surfacing defiantly From the east Of his small emerald island He always comes back groggily groggily Comes back to sands Of a grey metallic soar To surge of wheels To dull North Circular roar Muffling muffling His crumpled pillow waves Island man heaves himself Another London day

http://www.bbc.co.uk/learningzone/clips/grace-nichols-island-man/

Hurricane Hits England – Grace Nicholls It took a hurricane, to bring her closerTo the landscapeHalf the night she lay awake,The howling ship of the wing,Its gathering rage,Like some dark ancestral spectre,Fearful and reassuring:

Talk to me HuracanTalk to me OyaTalk to me ShangoAnd HattieMy sweeping, back-home cousin.

Tell me why you visitAn English coast?What is the meaningOf old tonguesReaping havocIn new places?

The blinding illumination,Even as you short-Circuit usInto further darkness?

What is the meaning of treesFalling heavy as whalesTheir crusted rootsTheir cratered graves?

O why is my heart unchained?Typical Oya of the Weather,I am aligning myself to you,I am following the movement of your winds,I am riding the mystery of your storm.

Ah, sweet mystery,Come to break the frozen lake in me,Shaking the foundations of the very treeswithin me,Come to let me knowThat the earth is the earth is the earth.

http://www.bbc.co.uk/learningzone/clips/grace-nichols-hurricane-hits-england/10293.html

You ask me what I mean by saying I have lost my tongue. I ask you, what would you do if you had two tongues in your mouth, and lost the first one, the mother tongue, and could not really know the other, the foreign tongue. You could not use them both together even if you thought that way.And if you lived in a place you had to speak a foreign tongue, your mother tongue would rot, rot and die in your mouth until you had to “spit it out.” I thought I spit it out but over night while I dream,

(munay hutoo kay aakhee jeebh aakhee bhasha) (may thooky nakhi chay) (parantoo rattray svupnama mari bhasha pachi aavay chay) (foolnee jaim mari bhasha mari jeebh) (modhama kheelay chay) (fullnee jaim mari bhasha mari jeebh) (modham pakay chay)

it grows back, a stump of a shoot grows longer, grows moist, grows strong veins, it ties the other tongue in knots, the bud opens, the bud opens in my mouth, it pushes the other tongue aside. Everytime I think I’ve forgotten, I think I’ve lost the mother tongue, it blossoms out of my mouth.

http://www.bbc.co.uk/learningzone/clips/sujata-bhatt-search-for-my-tongue/10294.html

from Search For My Tongue - Sujata Bhatt

Section 3

Asylum seekers: nowhere boysAround 1,200 children arrived in Britain seeking asylum last year – often alone, and after long, harrowing journeys hidden in freezers or under lorries. We find out what happened next.

Amelia Gentleman The Guardian, Saturday 22 June 2013

Several times a month, social workers in Kent are called to the port at Dover to collect a child who has turned up, usually hidden in the back of a lorry, to embark on a new life in Britain. Last year they collected an eight-year-old boy from Vietnam, hidden in a box in the back of a white Transit van. From time to time, UK Border Agency staff have fished children out of the water at Ramsgate. Usually, the children are in their teens and are pulled from the undercarriages of articulated lorries or found concealed behind crates in the refrigerated compartments designed to transport fresh produce. Sometimes they have cut through the lorry's canvas coverings with a knife and slipped beneath them.

Young asylum seekers: ‘There were five of us in the fridge, all standing in the dark. I was afraid I might die.’ Photograph: Lydia Goldblatt for the Guardian

A few weeks ago, a boy arrived with a broken hip, caused by falling from a lorry. "Their physical state depends on how clever or lucky they are," says the Kent council official responsible for unaccompanied migrant children (who asked not to be named). "Some arrive in a very poor state, with broken legs and arms. The majority are very, very tired and dishevelled." Last year, 130 of these children arrived in Kent, aged between eight and 18, exhausted by long journeys from some of the world's poorest and most conflict-scarred nations, including 25 from Afghanistan, 15 from Iran, 10 from Eritrea, 10 from Vietnam.

The younger boys, and girls of all ages, are immediately found foster carers. Almost none of the children have documents, so determining their age is a complex process; but those boys who seem to be a bit older (15 or above) are sent to a converted old people's home that has been made into a hostel for unaccompanied asylum seekers.

… Two days spent at the centre reveal the extraordinary difficulties they experienced on their journeys, and the huge challenge their arrival poses for officials in Kent, charged with caring for children who have been sent across the world in search of a better or safer life.

… Kent has more of these children than any other authority in Britain, because it is where so many of the big ports are located, and the county is under pressure to improve the care they are given. Support workers are on hand from 8am to 10pm, trying to help them adjust to their new environment. "They have been on the road for such a long time, getting into all sorts of difficulties with people, that there is a sense of relief at having a roof over their heads, a place that is warm and safe," the Kent official says. "But they quickly move on to the next worry: what is going to happen to me now? The relief is momentary. I don't see any of them jumping for joy."

… One by one, a handful of boys describe their journey here, sitting awkwardly in one of the home's conference rooms, each talking with the assistance of an interpreter. They recount confused stories of travelling through countries and cultures unfamiliar to them, taking extraordinary risks with such frequency that they become unremarkable.

'I had no idea about England,' says Mohammed. 'I didn’t even know that I had arrived in this country. I had to ask the policemen where I was.' Photograph: Lydia Goldblatt for the Guardian

for him to be taken from Iran after his brother was arrested. He doesn't know how much his uncle paid, nor precisely what route he took, although the interpreter says it usually goes through Turkey and Greece, taking more than three months, with 10-day breaks from time to time, staying in houses along the way and surviving mainly on biscuits.

… "Now I am here, I have nowhere to go," he says. "I don't feel young, since I left home: this journey, the difficulty of sleeping rough, cold, snow. I don't feel welcome here. I haven't spoken to anyone, I just have that feeling. I don't know people. I don't speak English." He looks as if he knows how to look after himself, but has unhappy, troubled eyes. He is worried about his future. "What shall I tell you? It is on and off. Sometimes I feel OK, sometimes I don't."An Iranian boy, Mohammed – who, like

everyone interviewed here, asked that his real name should not be printed, and who says he is 14 – describes how his uncle paid

Comprehension Questions

Section 4

Now it’s time for you to get creative!

In groups of three , using an iPad, you are going to create an E-Book about the imaginary story of a child refugee coming to England.

You can use any medium that you wish to but your E-Book should contain film, sound, images, poetry that you have written and music if appropriate.

Decisions you need to make and research you need to do:

Where will your character be coming from and why did they have to leave their own country?

What difficulties will they have faced on their journey and what route would they have taken to England?

Who and what did they have to leave behind? How do they feel about this?

How are they welcomed (or not) to England?Who helps them?Who hinders them?

Make sure you use all of the facilities available to you to research the background to your story.

Keep a record of what you find out so that you can incorporate it into your story.

Think of some imaginative ways to tell you story. Remember this should be a multi-media project. Did you read The Jolly Postman when you were younger? (see link below)http://www.youtube.com/watch?v=rQVYLU153uM

How could you create a multi-media E-Book, using modern techniques , but with same idea of telling the story in an unusual way?

Section 5

Written Task

Write a short essay comparing the following two pieces of writing:

from Laughter Beneath the Bridge – Ben Okri

Those were long days as we lay pressed to the prickly grass waiting for the bombs to fall The civil war broke out before mid-term and the boarding school emptied fast. Teachers disappeared; the English headmaster was rumoured to have flown home ; and the entire kitchen staff fled before the first planes went past overhead. At the earliest sign of trouble in the country parents appeared and secreted away their children. Three of us were left behind. We all hoped someone would turn up to collect us. We were silent most of the time.

Vultures showed up in the sky. They circled the campus for a few days and then settled on the watch-night’s shed. In the evenings we watched as some religious maniacs roamed the empty school compound screaming about the end of the world and then as a wild bunch of people from the city scattered through searching for those of the rebel tribe. They broke doors and they looted the chapel of its icons, statuaries and velvet drapes; they took the large vivid painting of the agony of Christ. In the morning we saw the Irish priest riding furiously away from town n his Raleigh bicycle. After he left, ghosts flitted through the chapel and rattled the roof. One night we heard the alter fall. The next day we saw lizards nodding on the chapel walls.