IMPORTANT INFORMATION – PLEASE MAKE SURE THAT YOU EMAIL YOUR ENGLISH

TEACHER IF YOU HAVE ANY ISSUES.

Mrs Barnicoat – Jacinta.barnicoat@stjohnfisherschool.org.uk
Miss Meagher – Genna.meagher@stjohnfisherschool.org.uk
Mr Chesham – James.chesham@stjohnfisherschool.org.uk
Mrs Moore – Claire.moore@stjohnfisherschool.org.uk
Mrs Winlock – lynette.winlock@stjohnfisherschool.org.uk

Year 9 19th Century Project

Week 3&4
Week 3, Task 1: read the extract and highlight/underline quotes that describe
the teacher.

Jane Eyre
by Charlotte Bronte (1847)
Jane Eyre describes Miss Temple, superintendent of Lowood School
I suppose I have a considerable organ of veneration, for I retain yet the sense of admiring
awe with which my eyes traced her steps. Seen now, in broad daylight, she looked tall, fair,
and shapely; brown eyes with a benignant light in their irids, and a fine pencilling of long
lashes round, relieved the whiteness of her large front; on each of her temples her hair, of a
very dark brown, was clustered in round curls, according to the fashion of those times,
when neither smooth bands nor long ringlets were in vogue; her dress, also in the mode of
the day, was of purple cloth, relieved by a sort of Spanish trimming of black velvet; a gold
watch (watches were not so common then as now) shone at her girdle. Let the reader add,
to complete the picture, refined features; a complexion, if pale, clear; and a stately air and
carriage, and he will have, at least, as clearly as words can give it, a correct idea of the
exterior of Miss Temple—Maria Temple, as I afterwards saw the name written in a prayer-
book intrusted to me to carry to church.
The superintendent of Lowood (for such was this lady) having taken her seat before a pair of
globes placed on one of the tables, summoned the first class round her, and commenced
giving a lesson on geography; the lower classes were called by the teachers: repetitions in
history, grammar, &c., went on for an hour; writing and arithmetic succeeded, and music
lessons were given by Miss Temple to some of the elder girls. The duration of each lesson
was measured by the clock, which at last struck twelve. The superintendent rose—
“I have a word to address to the pupils,” said she.
The tumult of cessation from lessons was already breaking forth, but it sank at her voice. She
went on—
“You had this morning a breakfast which you could not eat; you must be hungry: —I have
ordered that a lunch of bread and cheese shall be served to all.”
The teachers looked at her with a sort of surprise.
she added, in an explanatory tone to them, and immediately afterwards left the room.

Task 2: Choose two quotes to explode in the boxes below. You should annotate
the quotes with meaning, language devices, sentence types, keywords (word
classes) and any context links.

Quote 1
“Let the reader add, to complete the picture, refined features; a complexion, if pale,
clear; and a stately air and carriage, and he will have, at least, as clearly as words can
give it, a correct idea of the exterior of Miss Temple.”
It is saying that the reader could visualise how Miss Temple looked. The writer used
imagery telling the reader to imagine how she looked. There was a proper noun used
talking about Miss Temple. There is also an adjective describing the teacher as having
pale clear skin. And also describing how she looks. The context link is that she is the
head teacher and we have to know what she looks like because she is important to the
story later on.

Quote 2
“You had this morning a breakfast which you could not eat; you must be hungry:—I
have ordered that a lunch of bread and cheese shall be served to all.”
This has explained to us that the children have yet not had breakfast suggesting they
do not have enough money to eat at every meal of the day. And that the teacher feels
sympathy for them. And saying no-one will be left out. Allegory was used to show that
the children’s families were poor. They have used diction by the word “shall” saying
you will get food. This is a declarative sentence saying she will get food for everyone.
This is also a complex sentence because it said you didn’t have anything to eat but now
you do. This is a proper noun and a normal noun because Miss Temple is an individual
and the noun was the children but referred to as all. There is a context links as it has to
explain to us why the teacher bought the food.

Task 3: how is the teacher described in the extract? Write two

paragraphs
Task 4: draw a picture of the teacher and label it.

All will draw an image and label it with adjectives

Most will draw an image, label with adjectives and some devices e.g. simile

Some will draw an image label with a range of devices and quotes from the
extract.
Task 5: recap the punctuation list below and then complete the
punctuation tasks on the next page

Full Stops . ~ end of a sentence that is The Dash - ~ separates elements within a
not a question or statement sentence – long,

dramatic pause.
~ abrupt break in sentence, or
a change in thought
~ acts as brackets
~ shows an interruption or
hesitancy in speech

Question Mark ? ~ Indicate a Ellipsis … ~ indicate that a word/words

question/express disbelief: have been left out.
~ Who else will be there?
~ Is this really little
Thomas?
Exclamation Mark ! ~ Brackets (Parenthesis) ~ Enclose separate
Interjection/surprise/strong information.
emotion
~ What a triumph!
~ I’ve just about had
enough!
~ Wonderful!

Comma , ~ separates The Apostrophe ‘ ~ to show that letters have

lists/phrases/words been left out.
~ separates adverbs ~ to show possession.
(‘however’, ‘moreover’ etc.)
from the rest of the
sentence.

Semi-Colon ; ~ Longer stop than a Speech Marks “” ~ indicate quotes (evidence).

comma.
~ direct speech
~ Show thoughts on either ~ indicate slang or foreign
side of it are balanced and phrases.
connected.
~ separates words or items
within the list.

Colon : ~ Introduces a
list/dialogue/definition.
 Punctuation Tasks
Punctuate the following sentences:

1. “leave the room immediately!”.

2. roses are red…

3. we have a lot of trees in our garden, they provide plenty of shade.

4. “they wanted to know when we would visit them again”.

5. the team member, (the one who was injured) was taken to the hospital.

6. If you don’t stop that I’ll – I’ll !

7. he started to draw his discussion to an end,( and then gazed into

space).

8. rhythm refers to the beat ; or the pattern of stresses that occurs in

poetry.

9. we turned on the television, but there was nothing to watch.

10. i saw the humour in the play the : teacher saw the tragedy.

11. Come here - no stay where you are!

12. the main characters in the play are: Macbeth, the tragic hero, his wife,
lady Macbeth, Banquo, his friend MacDuff (who kills Macbeth and
Malcolm the heir to the throne).

Fill in the appropriate apostrophes:

The class didn’t go on the schools trip to the zoo because the school hadn’t ordered the company
buses. However, the next day’s activities proceeded as planned. At the bus stop, before entering
the zoos gates, the teacher said that students shouldn’t fool around, but that they must write down
the animal’s habits. He would mark the pupil’s notebooks. The student’s attitude was positive. At
the day’s end, the teacher felt that the children’s behaviour and discipline had been excellent.
Week 4 Task 1: read the extract and highlight/underline quotes that
describe the teacher.

David Copperfield
by Charles Dickens (1850)
David Copperfield describes his teacher, Mr Creakle.
School began in earnest next day. A profound impression was made upon me, I remember, by
the roar of voices in the schoolroom suddenly becoming hushed as death when Mr. Creakle
entered after breakfast, and stood in the doorway looking round upon us like a giant in a
story-book surveying his captives. Tungay stood at Mr. Creakle’s elbow. He hadno
occasion, I thought, to cry out ‘Silence!’ so ferociously, for the boys were all struck
speechless and motionless. Mr. Creakle was seen to speak, and Tungay was heard, to
this effect. ‘Now, boys, this is a new half. Take care what you’re about, in this new
half. Come fresh up to the lessons, I advise you, for I come fresh up to the punishment. I
won’t flinch. It will be of no use your rubbing yourselves; you won’t rub the marks out that I
shall give you. Now get to work, every boy!’
When this dreadful exordium was over, and Tungay had stumped out again, Mr. Creakle
came to where I sat, and told me that if I were famous for biting, he was famous for biting,
too. He then showed me the cane, and asked me what I thought of THAT, for a tooth? Was it
a sharp tooth, hey? Was it a double tooth, hey? Had it a deep prong, hey? Did it bite, hey?
Did it bite? At every question he gave me a fleshy cut with it that made me writhe; so I was
very soon made free of Salem House (as Steerforth said), and was very soon in tears also.
Not that I mean to say these were special marks of distinction, which only I received. On the
contrary, a large majority of the boys (especially the smaller ones) were visited with similar
instances of notice, as Mr. Creakle made the round of the schoolroom. Half the establishment
was writhing and crying, before the day’s work began; and how much of it had writhed and
cried before the day’s work was over, I am really afraid to recollect, lest I should seem to
exaggerate.
I should think there never can have been a man who enjoyed his profession more than Mr.
Creakle did. He had a delight in cutting at the boys, which was like the satisfaction of a
craving appetite. I am confident that he couldn’t resist a chubby boy, especially; that there
was a fascination in such a subject, which made him restless in his mind, until he had
scored and marked him for the day. I was chubby myself, and ought to know. I am sure
when I think of the fellow now, my blood rises against him with the disinterested
indignation I should feel if I could have known all about him without having ever been in
his power; but it rises hotly, because I know him to have been an incapable brute, who had
no more right to be possessed of the great trust he held, than to be Lord High Admiral, or
Commander-in-Chief – in either of which capacities it is probable that he would have done
infinitely less mischief.
https://www.bbc.co.uk/bitesize/guides/zt2g87h/revision/1 go to this link to learn
about language analysis and how writers use language and structural features.
Task 2: how does Charles Dickens present the teacher in David Copperfield?
Write two paragraphs.

Task 4: Imagine you have just started school in Roman times and you have met
your teacher for the first time. They are a nightmare teacher! Do some
research on teachers and schools in Roman times online to help your description.

Here are some websites:

https://utancientromaneducation.weebly.com/teachers-and-schools.html

https://rome.mrdonn.org/school.html

https://www.historylearningsite.co.uk/ancient-rome/roman-education/

Using your knowledge of context (Roman Times) describe your first meeting
with your nightmare teacher. Pay close attention to how they look, the way they
speak, their actions and any interactions you, or your classmates have with them.

If you need help with creative writing go to

https://www.bbc.co.uk/bitesize/guides/zpp4kqt/revision/1 on this website you
will find lots of ideas on improving you writing. As an extension task you could
take notes and make a revision poster for writing, this will be very beneficial
when you start your GCSE’s in year 10.

https://www.bbc.co.uk/bitesize/articles/zh3q7nb this link will lead to a lesson

on how to start a story, using hooks to engage the reader at the start of your
story. It also has links to using structure and language for effect at the bottom
of the page.

Pay close attention to how they look, the way they speak, their actions and any
interactions you, or your classmates have with them.