11.8 p161-177 (ch48-51) by Charlotte Wells https://padlet.com/charlotte_wells/6ft2yqgfqmko Have a Kit Kat; Stones in the Sea; Hot Dogs; Bornholm June 1987 en-us 2018-03-13 04:05:12 UTC 2018-03-21 03:32:27 UTC hello@padlet.com Have a Kit Kat Chapter 48: Summary mullerj19 https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/243314488 throughout this chapter of Have a Kit Kat we read about the forming friendship between Isla and Charlie. The two girls met over the consumption on a Kit Kat whilst sitting in there maths class. as the two girls get to know each other they develop  the slow realisation about how much they like each other even though their personalities are complete opposites. we see this when the two talk about how many times they have been to the principles of which Isla replies with "once" and Charlie replies with "heaps". ]]> 2018-03-19 03:38:24 UTC https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/243314488 Stones In The Sea chapter 49: Summary mullerj19 https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/243316461 throughout this chapter of Stones in the Sea we read about how Isla teacher Mr Wilkins told his class a story about " a crazy dream" that he dreamt about "the most dangerous thing about being at sea". ]]> 2018-03-19 03:47:45 UTC https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/243316461 Hot Dogs chapter 50: Summary mullerj19 https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/243317817 throughout this chapter of Hot Dogs we read about how one day Isla came home to find that her brother was watching TV on the couch. Isla became very curious of her brother and  kept questioning him, until he finally cracked and explained to Isla that he has taken his mother's prized coin collection down to the corner shop to buy "Twenty - three hot dogs". After he committed on what he had done he started worrying about what his mother would do when she found out. Both Isla and her brother concluded at the end that they were not going to tell their mum, and with this "the hot dogs became a memory,...[of which they] chose to forget".


]]> 2018-03-19 03:57:59 UTC https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/243317817 1. Describe Mr Anderson and how he compares to the other teachers that we have met so far. charlotte_wells https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/244344418 Mr Anderson is unlike any of the teachers that we have met so far. we get the idea that Mr Anderson is very old fashioned, plainly spoken and anti - social. we get this idea as we read throughout this chapter as Mr Anderson is described as absent-minded, non caring and well groomed. Mr Anderson's character is very unlike the other teachers that we have met, because as we read through we get the idea that Mr Anderson has taken the death of former student Tom Balinski more personal that the other teachers have.


]]> 2018-03-21 02:43:41 UTC https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/244344418 1. How does Parrett juxtapose “Tasmania” against Mr Wilkinson’s world travels? How does she engage sensory language? charlotte_wells https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/244344517 The repetition of “wind”, “rain”, and its relentless, cold onslaught. “Grey”, “dark” etc. are contrasted with life and warmth and colour. “Luminous green”, sensory language such as “sugar cane to drink”, “sunlight pure and warm” ]]> 2018-03-21 02:44:26 UTC https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/244344517 2. Consider how Einstein’s quote EVERYTHING IS ENERGY AND THAT’S ALL THERE IS TO IT…is relevant to this chapter. What quotes match Einstein’s ideas? charlotte_wells https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/244344565  
It seems that this was (and will be) Mr Wilkinson’s theory as these descriptions are very energetic “…nonstop motion…moving…” lots of repetition and short, truncated sentences. 

]]> 2018-03-21 02:44:48 UTC https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/244344565 3. The adventure story is described very much “like it had been a movie” and comes to an abrupt close. What techniques does the author utilise to compound a sense of loathing for (this place) Tasmania? charlotte_wells https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/244344618  
The insidious and repetitious “cold” returns. Single words as sentences “Hobart. Tasmania.” Reflect profound disappointment. The foreboding tone of “Advanced Maths.”, again, a word on its own. 

The solemn depiction of Mr Wilkins’ whisper, “Just a crazy dream”. 
]]> 2018-03-21 02:45:13 UTC https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/244344618 1. How does the author build a suspenseful tone at the start of this chapter? charlotte_wells https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/244344662  “Quiet”, “dark”, bag fell from shoulder and “thudded to the floor”. ]]> 2018-03-21 02:45:35 UTC https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/244344662 2. Plainly, Isla’s little brother has stolen and done the wrong thing. Using examples, explain how the author has managed to still build sympathy for this character. charlotte_wells https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/244344693  He’s been “hungry”, emotionally neglected by his mother, “nearly got hit by a car”, he is remorseful and has been crying… ]]> 2018-03-21 02:45:51 UTC https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/244344693 3. Why does Isla conspire with him to hide the truth? What line do you think best articulates her defence of him? Can you align a technique with this example? charlotte_wells https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/244344755  
“I couldn’t argue. I was hungry too.” Short, powerful sentence. 
“I shut the lid” [on the box] symbolic of her silence. 
“We should never have to be sorry” unrepentant, conspiratorial tone. 

]]> 2018-03-21 02:46:15 UTC https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/244344755 4. What does she do to help him? charlotte_wells https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/244344814  
Promises silence, hides the box, shows him how to cook noodles. 

]]> 2018-03-21 02:46:34 UTC https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/244344814 5. Describe the representation/s of the children’s mother. What do these add to the story? charlotte_wells https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/244344884   
Short tempered, neglectful, emotionally and physically absent “maybe she’d pat his hair” the “fed up” in italics should be raised, she cannot or will not properly feed the children (is it clear?). 
Adds profound sympathy for the children 
The mother as villain? 
Builds resentment for mother from Isla 
Fortifies bond of siblings 


]]> 2018-03-21 02:47:04 UTC https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/244344884 question 2. There have been many instances of Isla confessing her anxiety about her schoolwork and its demands (page 152, 157, 161-164). List a few examples. Why do you think she worries so much? https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/244346158 there are many times throughout this chapter that Isla talks about the stress of the year 7 workload. some examples of this is when Isla states "I could feel the pressure, the clock ticking" this text gives us the idea that this clock is consistently chiming in her head like a sort of schizophrenic voice that she is unable to get out. another time that we read about Isla staying "up until two a.m. trying to keep on top of it all at home." this part of the text explains to the readers that Isla feels the stress of the overload of work, with this causing her not being able to sleep. 

I think the reasoning behind Isla's stress of school is it allows her not to think about the death of Tom as she does not have time with all of this work to finish. ]]> 2018-03-21 02:56:02 UTC https://padlet.com/charlotte_wells/6ft2yqgfqmko/wish/244346158