Monsters
Extension Booklet
Level 5-8
Produced by Edmonton County Secondary School
Task 1
Level of difficulty: Moderate
Read the following extract which describes the monster
using basic vocabulary. Your task is to rewrite the
extract, improving the adjectives and adding a range of
descriptive techniques, including all of the following:
similes, metaphors, personification and alliteration. Use a
thesaurus to extend your vocabulary.
Huge teeth stick out from the top of his large mouth, while minute blunt
teeth sit on the bottom. His gums are red and soft. His nose is six long lines
which breathe out hot, dirty air. Saliva drips from his long, thick tongue. Above
his nose there are two round eyes which pop out while he looks at you. Around
his face, rough pointy hair sticks out from his cheeks, eyebrows and chin. On
the top of his bald round head there are small spots dotted around his green,
hard skin.
Task 2
Level of difficulty: Tricky
Study the web page and magazine cover on the next 2
pages. Compare how monsters are presented (Aim to
write one paragraph for each bullet point making sure you
compare item 1 with item 2):
-Images of the monsters,
-Colour,
-Font (The size and style of writing)
-Text (What is written),
-How they appeal to difference audiences.
Item 1
The text reads: “Since the very first bedtime, children around the world have
known that once their parents tuck them into bed and shut off the light,
monsters lie waiting behind closet doors, ready to emerge. But what they don’t
realise is that these monsters scare children because it’s their job.”
Item 2
Task 3
Level of difficulty: Tricky
Read the page below about Mewtwo, taken from a Pokemon
handbook.
It has been annotated to highlight various
descriptive techniques.
Your task is to create four similar pages describing each
member of the Elite Four (These must be original ideas).
Ensure that you use a range of descriptive techniques as
listed for task 1.
Task 4
Level of difficulty: Difficult
Read the extract below taken from Shelly’s Frankenstein.
Before attempting the task below look up the meaning of
any words you don’t know.
It was on a dreary night of November that I beheld the accomplishment
of my toils. With an anxiety that almost amounted to agony, I collected
the instruments of life around me, that I might infuse a spark of being
into the lifeless thing that lay at my feet. It was already one in the
morning; the rain pattered dismally against the panes, and my candle
was nearly burnt out, when, by the glimmer of the half-extinguished
light, I saw the dull yellow eye of the creature open; it breathed hard,
and a convulsive motion agitated its limbs.
How can I describe my emotions at this catastrophe, or how delineate
the wretch whom with such infinite pains and care I had endeavoured to
form? His limbs were in proportion, and I had selected his features as
beautiful. Beautiful!--Great God! His yellow skin scarcely covered the
work of muscles and arteries beneath; his hair was of a lustrous black,
and flowing; his teeth of a pearly whiteness; but these luxuriances only
formed a more horrid contrast with his watery eyes, that seemed almost
of the same colour as the dun white sockets in which they were set, his
shrivelled complexion and straight black lips.
The different accidents of life are not so changeable as the feelings of
human nature. I had worked hard for nearly two years, for the sole
purpose of infusing life into an inanimate body. For this I had deprived
myself of rest and health. I had desired it with an ardour that far
exceeded moderation; but now that I had finished, the beauty of the
dream vanished, and breathless horror and disgust filled my heart.
Unable to endure the aspect of the being I had created, I rushed out of
the room, and continued a long time traversing my bedchamber, unable
to compose my mind to sleep. At length lassitude succeeded to the
tumult I had before endured; and I threw myself on the bed in my
clothes, endeavouring to seek a few moments of forgetfulness. But it
was in vain: I slept, indeed, but I was disturbed by the wildest dreams.
Task 4 (continued)
1)
In paragraph 1, how does Shelly use setting to create
a negative atmosphere? (Think about the weather, light, etc)
Quote...................................................................................................................
Explanation.........................................................................................................
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2) Read the description of the monster in paragraph 2.
From the description, what can you tell about Frankenstein’s
opinion of the monster? (Remember that Frankenstein is the
scientist, not the monster!)
Quote...................................................................................................................
Explanation.........................................................................................................
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3)
Select words / phrases from paragraph 3 and explain
how they reveal Frankenstein’s disgust.
Quote...................................................................................................................
Explanation.........................................................................................................
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Task 5
Level of difficulty: Will blow your mind... good luck!
1) Carry out some research on the Kraken (a mythical
creature) to help you work out the story of the poem
below.
The Kraken
Below the thunders of the upper deep;
Far far beneath in the abysmal sea,
His ancient, dreamless, uninvaded sleep
The Kraken sleepeth: faintest sunlights flee
About his shadowy sides; above him swell
Huge sponges of millennial growth and height;
And far away into the sickly light,
From many a wondrous grot and secret cell
Unnumber'd and enormous polypi
Winnow with giant arms the slumbering green.
There hath he lain for ages, and will lie
Battening upon huge seaworms in his sleep,
Until the latter fire shall heat the deep;
Then once by man and angels to be seen,
In roaring he shall rise and on the surface die.
2)
Research another mythical creature who you think
can
defeat the Kraken. Write ‘The Battle of the Kraken
verses .............’ ( Insert the name of your
creature here). You should aim to write one side of A4
paper and no more. Make the battle exciting by using a
range of descriptive techniques and focus on using
interesting verbs.
Self and Peer Assessment grid
Use the grid below to work out your level (SA). Once you have done this, get someone else to check
your work also, e.g. parent, brother/sister, friend (PA).
Task
Task 1
Level 5
Level 6
Level7
Level8
I have
consistently used
interesting
adjectives and
used at least 2
descriptive
techniques.
As well as using
interesting
adjectives, I
have used a range
of techniques
including similes,
metaphors,
personification
and alliteration.
I have chosen
sophisticated
adjectives which
are picked for
effect. I’ve used
all of the
techniques in a
way which
engages the
reader.
Assessment focus:
Descriptive writing
SA
SA
SA
I have used
vocabulary
imaginatively and
with precision.
As well as using a
range of
techniques in an
original way, I
have considered
the effect on the
reader.
SA
PA
Task 2
I am able to
discuss each
bullet point,
supporting my
ideas with
evidence from
the text.
Assessment focus:
Reading
SA
Task 3
Assessment focus:
Writing for effect
SA
PA
PA
I am able to
explain how my
evidence
supports my
points. I am
beginning to
compare
effectively by
using connectives.
SA
PA
I can interpret
the connections
between
different texts
by precise
textual
reference.
I have
consistently used
interesting
vocabulary and
used at least 2
descriptive
techniques.
As well as using
interesting
vocabulary, I
have used a range
of techniques
including similes,
metaphors,
personification,
alliteration and
triples.
I have chosen
sophisticated
vocabulary and
used a range of
punctuation for
effect. I’ve used
all of the
techniques in a
way which
engages the
reader.
SA
SA
SA
SA
SA
PA
SA
PA
PA
I have used
vocabulary and
punctuation
imaginatively and
with precision.
As well as using a
range of
techniques in an
original way, I
have considered
the effect on the
reader.
SA
PA
Task 4
I am able to
select quotation
which answer the
question and give
some explanation
of why I chose
this quotation.
I am able to
explain how my
quotation
supports my point
in detail by
identifying key
words and
discussing their
effect.
Assessment focus:
Reading
SA
SA
Task 5
I can select
appropriate
quotations and
can explain, in
detail, the effect
of words and
some techniques.
Assessment focus:
Reading and writing
SA
SA
SA
I have begun to
interpret the
text and its
language, making
connections
between insights,
teasing out
meanings and
weighing up
evidence.
SA
PA
I have a clear
appreciation and
understanding of
how the text
structure and
language supports
the writer’s
purpose and
contribute to
meaning.
SA
PA
I can select
relevant and
effective
quotations. My
explanations
consider the
effect of words,
techniques,
sentence
structure and
punctuation.
I have begun to
interpret the
text and its
language.
I have chosen
sophisticated
vocabulary and
used a range of
punctuation for
effect. I’ve used
all of the
techniques in a
way which
engages the
reader.
SA
SA
I have a clear
appreciation and
understanding of
how the text and
language supports
the writer’s
purpose and
contribute to
meaning.
I have used
vocabulary and
punctuation
imaginatively and
with precision.
As well as using a
range of
techniques in an
original way, I
have considered
the effect on the
reader.
SA
PA
PA
PA
PA