lack of awareness or consciousness; nothingness

Reading 'The Twisted Tree': exploring and creating similes

English

Reading 'The Twisted Tree': exploring the opening

Reading 'The Twisted Tree': introducing the setting

Reading ‘The Twisted Tree’: the presence of the tree

Reading ‘The Twisted Tree’: Mormor’s letter

Reading 'The Twisted Tree': identifying key themes

Exploring the use of mythology in 'The Twisted Tree'

Reading ‘The Twisted Tree’: explaining the creation of tension

Reading 'The Twisted Tree': the draugr as a villain

Reading 'The Twisted Tree': the theme of fate

Reading ‘The Twisted Tree’: Martha and Stig’s relationship

Reading 'The Twisted Tree': the climax

The resolution of 'The Twisted Tree'

'The Twisted Tree': Consolidating knowledge of the plot

'The Twisted  Tree': understanding narrative arcs

'The Twisted Tree': the novel as a Gothic text

'The Twisted Tree': making impressive inferences about the tree

'The Twisted Tree': Norse mythology

'The Twisted Tree': analysing the dreadful draugr

'The Twisted Tree': creating a newspaper headline about the draugr

'The Twisted Tree': planning a newspaper article about the dreadful draugr

'The Twisted Tree': writing an effective article about the draugr

'The Twisted Tree': symbolism

'The Twisted Tree': how the writer builds tension

'The Twisted Tree': introducing thesis statements

‘The Twisted Tree’: selecting excellent quotes when writing about the novel

'The Twisted Tree': expressing my ideas about the novel

Reporting on Mormor's death in 'The Twisted Tree'

'The Twisted Tree': writing an article about Mormor's death

'The Twisted Tree': introduction to script writing

'The Twisted Tree': Revising inferences

'The Twisted Tree': scripting a scene from the novel

In 'The Twisted Tree', pupils explore Gothic imagery in a contemporary text. In 'Dystopian Settings', pupils use their own dark imagery to write their own descriptive pieces.

In 'Sherlock Holmes: Short Stories', pupils begin to analyse the choices of an author. in 'The Twisted Tree', pupils develop their analytical writing skills. 

In this unit, pupils read, explore and respond to the modern fairytale novel 'The Twisted Tree'. They start by reading the novel before practising writing analytically about the novel's key characters and themes. They finally respond creatively to the novel by writing an article and short script.

'The Twisted Tree': fiction reading

Expressions that are regarded as coarse or otherwise unacceptable, including swear words and rude words.

Subjects which particular individuals may be sensitive to, eg, adoption, migration, bereavement or death, divorce, poverty, deprivation.

Depiction or discussion of sensitive content

Depiction or discussion of violence or fighting, including threats of violence or the aftermath of violence.

Depiction or discussion of violence or suffering

In 'The Twisted Tree' what is the name of the boy that Martha finds living in the cabin?

The sun shone brightly on their wedding day.

Her sadness hung about her, like a restless storm cloud.

He felt lonely while as he walked through the quiet forest.

Which of the following sentences contains a simile?

Which of these words best describes the setting in 'The Twisted Tree'?

In 'The Twisted Tree', the writer uses a simile to describe Stig. What does she compare Stig to?

Which of these definitions best describes the word 'forlorn'?

In 'The Twisted Tree', the writer describes the tree as having "arms" that can "snatch". This is an example of ...

In 'The Twisted Tree' the character Mormor is Martha's ...

'The Twisted Tree' can be described as a {{}} thriller

Which **two** words beginning with 'p' and 'f' can be used to describe a device where the weather reflects the mood of the main character?

Which of these **two** words could be used to describe a typical atmosphere of a Nordic thriller?

Which **two** words does the writer use in 'The Twisted Tree' to describe the tree?

The storm raged on as the battle intensified.

The character felt lonely while walking through the forest.

The thunder roared in anger as the argument escalated.

Which of these sentences would **not** be considered pathetic fallacy?

This lesson was made for home learning during the pandemic.

Reading 'The Twisted Tree': exploring and creating similes

Lesson outcome

Content guidance

This lesson was made for home learning during the pandemic.