Reading ‘The Twisted Tree’: Mormor’s letter

English

Reading 'The Twisted Tree': exploring the opening

Reading 'The Twisted Tree': introducing the setting

Reading 'The Twisted Tree': exploring and creating similes

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

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

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 sound coming from outside does Martha hear in the dark?

In 'The Twisted Tree' what do Martha and Stig discover moving on its own in the house?

In 'The Twisted Tree', which word does the writer use to describe the smell coming from the tree?

In 'The Twisted Tree' Martha discovers a letter from her Mormor. What does it tell her she needs to do?

When writing a letter that is speaking about yourself, you will often use {{}} person.

connected with god or regarded with great respect 

Which answer offers the best description of the word 'sacred'?

What country is 'The Twisted Tree' mostly set in?

Which type of weather does the writer use in 'The Twisted Tree' to symbolise secrecy and mystery?

What is the name of the island in 'The Twisted Tree'?

In 'The Twisted Tree', what is the name of the character who Martha discovers living in her Mormor's cabin?

In 'The Twisted Tree', what "strange" thing does Mormor ask Yrsa to do before she dies?

'The Twisted Tree' could be considered a Nordic thriller. Which of the following, would **not** be considered conventional for this genre?

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