Opening Pages
• Scan through the text and
write the following on sticky
notes:
 Personal information
about the protagonist
(family, friends, home,
hobbies)
 Information about the
dystopian culture (rules,
organisations)
 Mentions of unfamiliar
and unknown places,
professions, or events
 Phrases using colour
"I would write a book, or a short story, at
least three times—once to understand it, the
second time to improve the prose, and a third
to compel it to say what it still must say.
Revision works with that knowledge to enlarge
and enhance an idea, to reform it. Revision is
one of the exquisite pleasures of writing."
- Bernard Malamud
The Giver
•
Protagonist
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Unfamiliar
Colour
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Communications through
speakers
Pilots, Street Cleaners,
Landscape Workers,
Food Delivery people
Childcare Centre
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Lives in District 12/The Seam,
home for miners
A field, the Meadow, behind
gates
Electric fence to keep wild
animals away
Three hours of electricity
Trespassing and poaching is
illegal
Execution for rebels
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The reaping
Districts
Flesh-eaters
Peacekeepers
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Faction
Abnegation
Candor
Dauntless
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Eyes the colour of rotting
squash
Muddy yellow coat
Black cinder streets
Squat gray houses
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Dull, blond hair
Grey robe
Dark hair, green eyes
Black suit, white tie
A black pillar
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The community
Release
Divergent
Has a mother and a younger
sister, Primrose; father died in
a mining accident
A hunter and supplier
16 years old
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Culture/society
Has working parents and
a sister, Lily
Asher, best friend
The Hunger Games
•
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Has parents and a brother
named Caleb
16 years old
Not allowed to regularly
look in the mirror/cut her
hair
Does not celebrate
birthdays
Aptitude test, choosing
ceremony
The Hub
Takes place in Seattle
Lower, Middle and Upper
levels
Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for
different forms, purposes and audiences.
Organise information and ideas, using structural and grammatical features to support coherence and
cohesion of texts.
Level 4
19-24 marks
Content
• Communication is convincing and compelling throughout
• Tone style and register assuredly matched to purpose, form and audience;
manipulative, subtle and increasingly abstract
• Extensive and ambitious vocabulary with sustained crafting of linguistic devices
Organisation
• Highly structured and developed writing, incorporating a range of integrated and
complex ideas
• Fluently linked paragraphs with seamlessly integrated discourse markers
• Varied and inventive use of structural features
Level 3
13-18 marks
Content
• Communication is consistently clear and effective
• Tone, style and register matched to purpose, form and audience
• Increasingly sophisticated vocabulary and phrasing , chosen for effect with a range of
appropriate linguistic devices
Organisation
• Writing is engaging with a range of detailed connected ideas
• Coherent paragraphs with integrated discourse markers
• Effective use of structural features
Reviewing a Story

Does the story…
Feature a protagonist? What do we learn about their lives?
 Introduce us to the dystopian society? What sense do we get
of that future?
 Present us with unknown concepts? What questions are
raised by the end of the story?
 Feature colour? Which one, and how is it used?
If not, what can they add?


Does the writer use…
Noun phrases?
 Adverbials?
 Propositions?
 Relative/subordinate clauses?
If not, where can they use them?

Length of a sentence



Tell a story in 10 sentences
Every sentence must contain a specific number of words
All of the numbers must be used, but the order is up to you
For example…
5
1
3
3·5·1
That pizza was so delicious.
Ouch!
Bit my tongue.