year group 9 - carr manor community school · (metaphor/simile/ personification/ alliteration) -...

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9SUMMER 24TH JUNE -20TH JULY

YEAR GROUP 9

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Table of Contents

ENGLISH 3 - 4

ART 5

MATHS 6 - 7

SCIENCE 8 - 10

GEOGRAPHY 11

HISTORY 12

RE 13

MFL 14 - 15

PE 16

MUSIC/DANCE/DRAMA 17

RECOMMENDED READING 18 - 19

YEAR GROUP 9

The aim of Further Learning is to help improve pupil confidence and reinforce their knowledge and understanding within subjects. It provides the opportunity for pupils to both challenge themselves in areas they find difficult and pursue areas they are passionate about.

Pupils are encouraged to attempt as many activities as they feel appropriate each week. They may wish to focus in one particular subject area or complete a variety of tasks from throughout the subjects they study. Any completed work should be handed into subject teachers at the start of lessons so they can receive feedback and epraise rewards.

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The War of the Worlds – HG Wells

Here the inhabitants of London realize the danger posed by the Martians and start to flee the city.

“London in danger of suffocation! The Kingston and Richmond defences forced! Fearful massacres in the Thames Valley!”

And all about him – in the rooms below, in the houses on each side and across the road, and behind in the Park Terraces and in the hundred other streets of that part of Marylebone, and the Westbourne Park district and St. Pancras, and westward and northward in Kilburn and St. John’s Wood and Hampstead, and eastward in Shore-ditch and Highbury and Haggerston and Hoxton, and, indeed, through all the vastness of London from Ealing to East Ham – people were rubbing their eyes, and opening windows to stare out and ask aimless questions, dressing hastily as the first breath of the coming storm of Fear blew through the streets. It was the dawn of the great panic. London, which had gone to bed on Sunday night oblivious and inert, was awakened, in the small hours of Monday morning, to a vivid sense of danger. Unable from his window to learn what was happening, my brother went down and out into the street, just as the sky between the parapets of the houses grew pink with the early dawn. The flying people on foot and in vehicles grew more numerous every moment. “Black Smoke!” he heard people crying, and again “Black Smoke!” The contagion of such a unanimous fear was inevitable. As my brother hesitated on the door-step, he saw another news vender approaching, and got a paper forthwith. The man was running away with the rest, and selling his papers for a shilling each as he ran – a grotesque mingling of profit and panic.

And from his paper my brother read that catastrophic despatch of the Commander-in-Chief:

“The Martians are able to discharge enormous clouds of a black and poisonous vapour by means of rockets. They have smothered our batteries, destroyed Richmond, Kingston, and Wimbledon, and are advancing slowly towards London, destroying everything on the way.”

ENGLISH

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ENGLISH

SIDES

Define the following terms:- Contagion- Vender- Grotesque- Catastrophic- Smothered

MAINS

Mains PQES (1 and 2) hit:- Each PQE in AO5 and AO6.

Mains PQES (3) hit:- Each PQE in AO1 and AO2.1) Using the success criteria, write a persuasive speech, persuading the government that students are being over-worked at school- AAFORREST Techniques- Varied sentence types- Varied punctuation (; : , !)2) Using the success criteria, can you write a descriptive narrative, describing a frightening scene.- Descriptive language techniques (metaphor/simile/ personification/ alliteration)- Varied sentence types- Effective paragraphing- Varied punctuation (; : , !)3) Go to the following link and answer the GCSE style questions.i) Identify one quote that shows that the people of London should be fearful (lines 1-5).ii) Give two example of how people of London are panicking.iii) Analyse how the author uses language and structure to show how frightened the people of London are.Write two PETERs on language used and 2 PETERs on structural techniques used.Look out for:- Metaphor- Sentence structure- Simile- Listing- Contrast- Emotive language- Adjectives/adverbs/verbs

iv) Evaluate how successfully the author shows the theme of panic.

Summer Holidays:Write a short biography of an inspirational person using the following:- Formal tone- Varied sentences- Varied punctuation- Paragraphing- Ambitious vocabulary

STARTERS

Starter PQES hit:- Each PQE in AO3.

Can you identify 3 similarities between the extract and another story of your choice?

Things to consider:- GAP- Context- Themes- Actors/actresses- Narration style (1st/3rd person)

DESSERTS

Draw an image to accompany the extract, using quotes from the text to guide it.

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ART

Independent study STARTERS

Expected: To use some keywords in sentences to describe elements in Art work with the assistance of work aids1. Choose an artwork by Ian Murphy and describe what you see in one short paragraph.

Embedded: To use some keywords in sentences to describe elements in Art work2. Discuss in greater detail the mood of the image, how does the artwork make you feel? Use the formal elements in your writing.

Exceptional: Ability to reproduce an image & alter the scale (enlarge/shrink); keeping all proportions.Use only lines to enlarge one section of the image.

SIDES

DESSERTS

Work in different scales keeping perspective and proportion.

SCALE

Embedded: Can work in different scales competently keeping proportions.

Observational work

1) Copy a primary composition, enlarging the scale to create a close-up, highlighting detail, tone and form.

Challenge:

2) Find the perimeter of one shape in your composition.

Create a mind map follow the theme ‘ Close-ups’

Investigate topics to demonstrate a wider con-textual knowledge of Art.

Choose an Art Movement (Pop Art, Cubist, Surrealist, Fauvism, Arts and Crafts) Analysis

1. Choose an art movement and analyse one painting. Make clear critical judgements and research any political, social or economic links.

2. Copy the image you have chosen using at least two different media.

Development of Ideas Compare and make critical judgements about Art using the ‘formal elements’.

3. Choose at least five secondary images, cut out and create your own composition.4. Copy this composition in the style of the artist you have researched.5. Enlarge one section of your composition and work in another media.6. Annotate your work, making critical judge-ments. Discuss, how you can develop your work, change your choice of media.

Summer Holidays(Flipped Learning/Extension Tasks)

Mini project:

1) Use the Artist Framework to research the work of Marcia Baldwin.

2) Copy two different sections from one painting. Use media that complements the Artist’s style.

3) Use a camera to take pictures of primary im-ages. Including flowers, animals, food.

4) Copy one image in the style of Marcia Bald-win.

MAINS

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Review of the year

STARTERS

Grade 1-21) Simplify 2x + 4y + 3x – y2) Simplify 3a – 2b + 5a – 4b3) Simplify 3x2 x 5x44) Expand 4(e + 3)5) Expand y(3y – 6)

SIDES

Grade 3Explain in words what the following terms mean:1) x < 52) x > - 43) 3 < x < 10

DESSERTS

Grade 3Write down the first 5 terms of the following sequence:1) 4n + 5

2) 3n – 1

Write down the Nth term for the following sequence:3) 2, 5, 8, 11, 14….

4) 4, 14, 24, 34….

MATHS -FOUNDATION

Log in to MyMaths to practice more of these examples.

Main

Grade 31) Solve 6x – 4 = 32 2) Solve 7a + 5 = -23) Solve 5x + 8 < 23

Grade 44) Solve these equations:

a) 5x + 2 = 2x + 23

b) 4(2x – 3) = 4x + 20

Grade 55) Which of the following is the equation of a line that is parallel to the liney = 2x + 5?

a) y = 4x + 5 b) 2y = 4x + 10 c) y = 2x - 3


Grade 4

1) In a bag there are only red sweets and yellow sweets. Of the sweets are red. Write down the ratio of red sweets to yel-low sweets?

2) Alex and Ben were given a total of £240 They shared the money in the ratio 5 : 7 Work out how much money Ben received.

3) Tania went to Italy. She changed £325 into euros (€). The exchange rate was £1 = €1.68 Change £325 into euros (€).

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Review of the year

STARTERS

Grade 2/3

1) Simplify 3a2 x 5a4

2) Evaluate (4x2y)3

3) Expand 4e(e4 + 3)

4) Expand yz3(3yz – 6z2)

SIDES

Grade 3

Explain in words what the following terms mean:

1) x < 5

2) x > - 4

3) 3 < x < 10

DESSERTS

Grade 3Write down the first 5 terms of the following sequence:1) 4n + 5

2) 3n – 1

Write down the Nth term for the following sequence:3) 2, 5, 8, 11, 14….

4) 20, 18, 16, 14…..

MATHS -HIGHER

Log in to MyMaths to practice more of these examples.

MAINS

Grade 41) Solve 9x – 4 = 3x +32

2) Solve 7a + 5 = -2

3) Solve 7x + 8 < 23

Grade 4/5

4) Solve these equations:

a) 5x + 2 = 2x + 23

b) 4(2x – 3) = 4(x + 5)

Grade 5Which of the following is the equation of a line that is perpendicular to the line : y = -0.5x + 5

a) y = 4x + 5 b) 2y = 4x + 10 c) y = 2x - 3


Grade 4/5

1) In a bag there are blue sweets, red sweets and green sweets. The ratio of blue sweets to red sweets to green sweets is 5:3:2 What fraction of the sweets are green?

2) In a cinema the ratio of adults to children is 3:1 The ratio of boys to girls is 3:2 What fraction of all the people in the cinema are girls?

3) Tania went to Italy. She changed £325 into euros (€). The exchange rate was £1 = €1.68 (a) Change £325 into euros (€).

When she came home she changed €117 into pounds. The new exchange rate was £1 = €1.50

(b) Change €117 into pounds

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PQEs in Biology

STARTERS

Grade 1-31. Give the differences between a plant and animal cell.2. Give the word equation for respiration and photosynthesis.3. What is the role of the mitochondria and ribosomes?4. How many chambers are in the heart?5. What is the role of arteries and veins?

SIDES

Grade 3Give definitions for the following key terms• Anaerobic• Aerobic• Cytoplasm• Enzyme• Adaptation• Atria• Ventricle

MAINS

1. Draw and label a plant and animal cell (Grade 4)

2. Name 5 major organs and organ systems (Grade 3)

3. Explain in detail how the circulatory system works – use a diagram if this helps (Grade 6)

4. Research how different types of pollution affect the environment (Grade 5)

5. Explain how a camel and polar bear are adapted to their environments (Grade 4)

6. Name and describe 4 specialised cells. Draw a simple diagram showing what they look like (Grade 3)


1) Research the term “extremophile” and describe how they are adapted to their environment. (Grade 5)

2) Research how a vaccine is used to prevent people from getting certain diseases. (Grade 4)

3) Make a poster of the carbon cycle. Remember to include labels and descriptions. (Grade 5)

SCIENCESCIENCE -BIOLOGY

DESSERTS

Grade 4

1. Write the following numbers in standard form:320000000000000.000030.00000000000006

2. Calculate the mean and medians for the following data set.12,13,14,11,1254,67,55,54,55112,122,109,11,125

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STARTERS (Expected)

Q1. Name three groups in the periodic table Expected

Q2. Calculate the mean of these boiling points for different samples of water102oC, 105oC, 100oC, 101oC Expected

Q3. Sketch a graph and show where the independent and dependent variables would be labelled Expected

SIDES

Define the following key terms:(a) Atomic number(b) Atomic mass(c) Fractional Distillation (d) Simple Distillation

MAINS

Q1. How may protons and electrons does sodium have? Embedded

Q2. Draw and label the structure of the atomEmbedded

Q3. Describe how elements are arranged in the periodic table Embedded

Q4. Write a word equation when sodium reacts with water. What would you expect to see? Embedded

Q5. Explain why an atom has no overall charge Exceptional


Research the uses and properties of group 0 elements (noble gases)?

What is fractional distillation used for? Name several useful products from this process?

Why is chromatography used in the real world?

Draw and label the apparatus set-up to show how you would separate a mixture of salt and sand.

SCIENCE -CHEMISTRY

DESSERTS

Describe the trend show in the table. What happens to the boiling point as the number of carbon atoms increases?

Hydrocarbon (no of carbon atoms)

Boiling pointin °C

Pentane (5) 36Hexane (6) 69Heptane (7) 98Octane (7) 125

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Physics Skills

STARTERS (Grade 1-5)

• Draw the equation triangles for speed and density. Write the three equations that you can find from each of them.

• Draw a bar magnet and the magnetic field around it.

• Calculate the speed of a car that travels 600 metres in 50 seconds.

SIDES

Write definitions for the following:

• independent variable• dependent variable• control variable

DESSERTS

(Grade 3)

1) Plot a graph using this data:

Speed (mph) Stopping distance (m)

20 12

30 23

40 36

50 53

Label the axes carefully.Which is the independent variable?Which is the dependent variable?What variables would you need to control?

MAINS

Describe how you could use a plotting compass to show the field around a bar magnet (grade 4)

What conclusions can you draw from the graph below? (2 marks, grade 4)

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Give some factors that would affect a car’s stopping distance, and say whether they would affect the thinking distance, the braking distance or both (grade 5)

Find out about some ways that car manufacturers use to protect passengers in a collision (e.g. air bags).

SCIENCE -PHYSICS

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Geography GCSE & Skills

STARTERS

PQE = Explain how food, water and energy are essential to human development.Task 1 = Create a spider diagram showing the push and pull factors behind migration.

Task 2 = Write 8 bullet points on the current refugee crisis in Syria.

Task 3 = Describe how do the Middle East provides water for people.

DESSERTS

PQE = Use OS maps, graphs, photos etc to analyse an area.

Task 1 = Locate five features on an OS map. Use the Google search engine to find this.

Task 2 = On a map add annotated arrows showing the flows of migrants into Europe.

Task 3 = Make a bar graph on a subject of your choice. Possible examples could be the world’s highest mountains, world’s longest rivers, world’s largest countries.

MAINS

PQE = Describe how energy demands can lead to conflict.Task 1 = Create a line graph showing how carbon dioxide emissions have changed over the last 100 years.

Task 2 = Research the recent Paris Agreement on climate change. What is it? What did it plan to do? What countries joined it? Who didn’t?

PQE = Draw and annotate sketches.Task 1 = Draw an annotated sketch of a geographical landform in your local area. This could be a hill or a river for example. Annotate the different human and physical things you see.

Task 2 = Find 3 photos of famous places in the world eg Grand Canyon, Sydney Opera House, Eiffel Tower, London Eye. Annotate your photo with reasons to visit these locations.

PQE = Carry out fieldwork and describe, analyse and evaluate the enquiry process.Task 1 = Describe an experiment you could do to find out the busiest places to shop in Leeds City centre. What would you do? How long would you do it? How could you present your data? What would you predict the outcome to be?

Summer TaskIn Year 9 you will be studying Coastal Geography when you return in September. Find out how coastal spits and sea stacks are formed; and the different types of coastal defences that can be used in the UK.

GEOGRAPHY

SIDES

Define the following key words:

Pie chart:Bar chart:Line of best fit:Refugee:Sinkhole:Contours:Relief:

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19th Century Crime

STARTERS

PQE; Pupils can use their knowledge of the period to describe, explain and analyse events, people and factors.

Research the Lombardo Method and how it was used to catch criminals.Extension Challenge- Explain how the above method lead to innocent people being imprisoned.

SIDES Define the following key words:

Crime

Punishment

Slums

Poverty

Industrial Revolution

Cholera

DESSERTS

PQE; Pupils can use contemporary sources to examine change, cause and significance.Analyse the source ‘Gin Lane’. How does it show poor living conditions and crime in the 19th Century.

Draw a map of the East End of London to show where Jack the Ripper committed his crimes.

Create a graph to show how crime has increased in the 21st Century.

MAINS

PQE; Pupils can use their knowledge of the period to describe, explain and analyse events, people and FA

Explain why it was difficult to catch criminals in the 19th Century (e.g. Jack the Ripper).

Who was Jack the Ripper?- research and create a profile on two or more suspects in the Jack the Ripper Case.

Explain how the growth of the industrial revolution led to poorer living conditions and crime?


PQE; Pupils can use secondary interpretations to examine change, cause and significance.What effect does poverty have on crime? Research and create a case study arguing the effects. Ensure you include analysis of key statistics from the 19th Century and now.

PQE; Pupils can use secondary interpretations to examine change, cause and significance.

Explain how technological developments (DNA testing, finger printing, photography etc.) has led to more criminals being caught since the 19th Century.

HISTORY

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RELIGIOUS EDUCATION

Inspirational people

STARTERS

PQE: Assess religious teachings and explain their significance on the lives of followers.

Research ‘the conversion of Paul’ (Acts 9:1-19 from the Bible, Paul the Apostle was originally known as Saul of Tarsus) and write down the various religious experiences he experiences and what impact this had on his faith

Design a poster explaining the difference between ‘moral’ and ‘natural’ evil.

SIDES

PQE: Pupils can define ten key words for each topic

Define the following words:• Religious upbringing• Belief• Believe • Numinous • Conversion • Moral Evil • Natural Evil• Prayer• Miracle

DESSERTS

PQE: Pupils can refer to key sources of wisdom and authority

Find a popular religious teaching from a religious leader and explain its importance.

Take a photo of a someone engaged in a religious act and explain what is happening.

MAINS

PQE: Pupils can identify the different attitudes, including non-religious, towards religious belief and practise

Define the following terms and explain why some people do not believe in God referring to the terms below:

Omnipotent – God is all….Omniscient – God is all….Omnibenevolent - – God is all….Omnipresent -– God is all….

Create a fact file on Mohammed Ali, explaining his reason to change his name and why he remained a strong believer in God having had Parkinson’s disease for over 30 years?


Draw a table showing attitudes to belief in God in the UK over the last 50 years (the Census would be a good tool to use). Write a short commentary on your results.

How does the Media present religion? What impact does this have on religion and belief? (Choose a current example from the media to demonstrate your perspective).

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Les vêtements

STARTERS

Vocabulary: Create 10 flashcards on the topic of clothes

Vocabulary: Create a word search using the vocab you have been using this half term

Vocabulary: Use Memrise or Quizlet to learn 50 words about clothes

SIDES

ARE – Identify basic vocabulary

• Les vêtements – clothes• Je porte – I wear• La mode – fashion• Démodé – old fashion• Le materiel – fabric• À poids – with polka• À carreaux - checked

DESSERTS

ARE - OpinionsPick a fashion picture and give your opinion in French for each item.

ARE - AdjectivesPick a fashion picture and describe each clothing item using adjectives (colours, fabric used, patterns…)

ARE Writing – Translation/contentCan you create mindmaps of vocabulary from memory relating to the topic of clothes?

MAINS

ARE - Writing : Produce an answer (you can make it up!) to the questions in French:- Qu’est-ce que tu aimes porter le weekend? - Comment est ton uniforme scolaire ? - Comment serait on uniforme scolaire idéal ?

ARE – Translation : translate passages 1 and 2 into English (you can collect this from your classroom).

ARE – Translation : translate passage 3 and 4 into French (you can collect this from your classroom).


Write a 40 words paragraph in French about:- tes vêtements préférés- les vêtements que tu n’aimes pas- ton uniforme scolaire- ton uniforme ideal

Research topic of “Home” in French:- Create a vocabulary bank about the topic of house.- Create a vocabulary bank about the topic of town.

MODERN FOREIGN LANGUAGES -FRENCH

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Clothes

STARTERS

PQE - Identify basic vocabulary: Take your vocab book home and learn 15 words by heart this week.

PQE - Identify basic vocabulary: Make a revision mindmap of the words we have learned this half term.

PQE - Identify basic vocabulary: Create a set of flashcards to help you learn the words we have learned this half term.

SIDES

llevar – to wearlos pantalones - trousersla camisa - shirtla camiseta – t-shirtla falda – skirtlos pantalones cortos - shortsel jersey - jumper

DESSERTS

PQE - Identify basic vocabulary: Create your own set of vocabulary games on Quizlet.

PQE - Identify basic vocabulary: Create your own spelling test for people in your class on the vocabulary you have studied.

MAINS

PQE - Writing : Find a picture of your favourite celebrity and label the picture in Spanish with what they are wearing.

PQE - Writing : Draw your ideal school uniform, labelling it in Spanish.

PQE - Writing : Write an article in Spanish for a problem page in a magazine explaining why you don’t like your school uniform and why.


PQE - Writing : Find a picture of a Spanish-speaking sports team and label their kit in Spanish.

PQE - Speaking : Record an interview in Spanish with a friend describing the clothes you like to wear.

MODERN FOREIGN LANGUAGES -SPANISH

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Sports leadership and the Olympics

STARTERS

PQE: Umpire or referee in a small game or competitive situation, showing a good understanding of the rules.Write a detailed list of the rules and regulations of cricket, rounders or athletics. To extend this, why do you think some of these rules are in place?

Describe the different roles of officials in cricket, rounders or athletics. SIDES

PQE: Know a range of skills and techniques needed in competitive situa-tions. Research an athlete who competed at the Rio 2016 Olympic Games. You might want to include:

-Where they are from-The sport they competed in-The disciplines which they competed in-The major skills and techniques required to be successful in their sport.

Research the history of the Olympics Games.

Research a sport in the Olympic Games and cover the history of that sport.

DESSERTS

PQE: Identify benefits of exercise in the long term.Make a poster showing the longer term effects of exercise. What are the main benefits of regular exercise? Think about the heart, lungs and body as a whole.

GCSE PE/Cambridge National linkWhy do we have major sporting events like the Olympics? What are the positives and negatives?

MAINS

PQE: Lead a component of a lesson such as warm up or cool down.Produce a lesson plan for teaching a summer activity such as athletics, rounders, cricket or softball. It should include the following:

-Warm up (3 part)-Skills-Skill developments-Game-Cool down

PQE: Perform a range of skills and techniques in competitive situations.Use the ‘hurdles cards’ document and explain the technique of hurdling and how this could make you a better hurdler at sports day.

PQE: Identify the effects of exercise on the body in the short term.Complete a piece of work describing the short term effects of exercise on the body. Think about the heart, lungs and skin.

PQE: Participate in PE with effort and enthusiasm in all activities. Record your participation in PE over a half term. Write a review of this and comment on your effort, motivation and improvements.


Complete a ‘park run’ activity in Hyde Park or Roundhay Park. http://www.parkrun.org.uk/events/juniorevents/

Keep a diary of the exercise that you do over the summer holidays – include how it made you feel.

Keep a food diary for one week. What are the strengths of your diet and the areas to improve?

PHYSICAL EDUCATION

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STUDY SCHOOL - CREATIVE ARTS

STARTERS

PQE Music – appraising: identify/describe/explain the musical features of 3 different styles of music.

PQE art/music/dance/drama - appraising: - Research into a visual/dance/drama/music artist and find out 6 facts about them.

SIDES

DESSERTSPQE appraising – all skills: Think about the skills you need to improve on (AFD) from your skills sessions. Practise the skills you have learnt in study school during flexible learning:

PQE dance/drama/art – all except appraising: Attend after school dance/drama/music club.

PQE Music – all except appraising: Start music lessons with Mr Herringshaw to boost your knowledge of your instrument.

Time MAINS

PQE ART -scale: recreate/design your own stage set in miniature scale using paper and card materials which could be used in a music concert/dance show/acting play that shows the idea of time. Use the painting attached from our stimulus to help.

PQE Choreography –Create a short movement phrase on a 4/4 time signature (4 beats in a bar). This phrase should be 3 counts of 8 or more. Try to use music without lyrics. It can be in any style. Use the painting attached to help you. Video yourself doing the phrase and show it back to your teacher.

PQE drama – Voice: Write a script for a play that is conducted in a day. E.g. could it be a day at school and what happens? Or a Saturday in which something incredible happens?

PQE art - elements: Create a picture collage based around the idea of time.


Research over the holidays into careers in:

Drama/actingArt/photographyDance/choreographyMusic/Composing

Think about/use research terms:TeachingArts in EducationTherapySocial work in the artsPerforming professionally

Find out:Wages of the careerLength and type of qualificationTraining, skills required to do the jobWorking hours and time of day to workPeople you would usually need to work with

PQE Appraising all skills:

Learn the spelling of these keywords:Physical TheatrePerformanceCompositionArt vocabularyRhythmTime signatureExpressionChoreography

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RECOMMENDED READING

Private Peaceful - Michael Morpurgo

Small Steps - Louis Sachar

Holes - Lois Sachar

The Hunger Games - Suzanne Collins

The Boy in the Striped Pyjamas - John Boyne

Refugee Boy - Benjamin Zephaniah

Noughts and Crosses - Malorie Blackman

Billionaire Boy - David Walliams

Awful Auntie - David Walliams

The Demon Dentist - David Walliams

Lord of the Flies - William Golding

Treasure Island - Robert Louis Stephenson

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FURTHER RECOMMENDED READING

Boy - Roald Dahl

Cirque du Freak - Darren Shan

The Lion, the Witch and the Wardrobe - C.S. Lewis

Alice’s Adventures in Wonderland - Lewis Carol

Northern Lights - Philip Pullman

Stormbreaker - Anthony Horowitz

The Harry Potter Series - J.K. Rowling

The Book Thief - Markus Zusak

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Carr Manor Community School, Carr Manor Road, Leeds, LS17 5DJ (0113) 3368400 www.carrmanor.org.uk

year group 9 - carr manor community school · (metaphor/simile/ personification/ alliteration) -...

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