Week 6: 21st-25th May by 61Q2i5E

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									                       Chipping Campden School

                         English Department

                       Home Learning Workbook

                         Year 10 English J4-K4

                            Autumn Term 2:

               Extended Literary Text & MOCK Exam Prep
                     COMPLETE BY DECEMBER 21




         Spelling                    Syllables      Phonics (how to say it!)
Rhetorical Questions     rhe·tor·i·cal ques·tion    ri-tawr-i-kuhl kwes-chuhn


Personal Pronouns        per·son·al pro·noun        pur-suh-nl proh-noun


Perspective              per·spec·tive              per-spek-tiv


Emotive Language         e·mo·tive                  ih-moh-tiv


Fact                     fact                       fakt


Opinion                  o·pin·ion                  uh-pin-yuhn


Anecdote                 an·ec·dote                 an-ik-doht


Tri-colon                tri·co·lon                 Trahy koh-luhn


Simile                   sim·i·le                   sim-uh-lee


Metaphor                 me·ta·phor                 met-uh-fawr, -fer


Personification          pes·son·i·fi·ca·tion       per-son-uh-fi-key-shuhn


Quotation                quo·ta·tion                kwoh-tey-shuhn


Active Verbs             ac·tive verbs              ak-tiv vurb


Modifier                 mo·di·fi·er                mod-uh-fahy-er
                              Week 1:
                         Facts and opinions
Learning Objective: To be able to identify a fact and opinion and
identify the effect on the reader.


Everyone must complete task A.


Most should complete tasks A and B.


Some will complete tasks A, B and C




Pupil comment on task




Parent comment on task
                                   Tasks


Task A:
   1) Look for the definition of fact and opinion in the dictionary and write
      the definition below:


Fact:

Opinion:




   2) Read the examples below: circle each example as either representing
      a fact or opinion:


Abraham Lincoln was the greatest ever President: Fact/Opinion.

Abraham Lincoln was President of America between 1861-1865: Fact/Opinion.




Task B:

   1) Read through the article on the next page and highlight/underline (in
      different colours) at least 2 facts and 2 opinions.
Article for Tasks B and C
Task C:

   1) Facts and opinions have different effects of the reader. Comment on
      how two facts and two opinions you identified in task two are used in
      the article.

Use the example below as a model.

An example of an opinion is that ‘teenagers may be getting healthier
because mobile phones are replacing cigarettes as symbols of rebellion and
fashion’. This makes the reader associate teenagers use of mobile phones as
being linked to ‘rebellion’; however this is clearly an opinion suggested by the
words, ‘may be’ and the reader is therefore unlikely to take such a statement
seriously without any concrete evidence.


 Fact 1:



 Fact 2:




  Opinion 1:




  Opinion 2:
                              Week 2:
                            Language
Learning Objective: To learn how to identify and analyse linguistic
features.



Everyone must complete task A.


Most should complete tasks A and B.


Some will complete tasks A, B and C.




Pupil comment on task




Parent comment on task
                                  Tasks

Task A: Research the kinds of linguistic devices authors use and make a
revision poster. See the help box below if you need help.

Task B: Annotate (highlight and label) the linguistic devices used in the two
texts on the next few pages. What tone is created by the language used?

Task C: Write a response to the question: ‘Compare how Item 1 and Item 2
use language to inspire pride in the reader.’

Help sheet for task A:


                         Language features

                    •    Archaic/modern
                    •    Colloquial
                    •    Informal/formal
                    •    Rhetorical questions
                    •    Repetition
                    •    Use of quotes
                    •    Sentence Structures
                    •    Punctuation
                    •    Use of lists
                    •    Positive
                    •    Negative
                    •    Emotive
                    •    Defensive
                    •    Jargon/technical
                    •    Alliteration/sibilance
                   Task B – Item 1

http://www.helpforheroes.org.uk/downloads/Leaflets
             /h4h_folded_leaflet.pdf

 Use the link above so you can view the full leaflet
                         Task B – Item 2
        http://mobile.worcesternews.co.uk/archive/2010
        /10/08/Roundup+(stourb_news_roundup)/844092
        8.Harry_s_hero_motivates_Kingswinford_students/




Harry's hero motivates
Kingswinford students
10:39am Friday 8th October 2010
A FORMER Royal Marine hailed a “real hero” by Prince Harry gave an inspiring talk to
students when he stopped off at Crestwood School in Kingswinford.


Ben McBean, who lost his left arm and his right leg when he stepped on a Taliban landmine
while on the frontline in Afghanistan, visited the Bromley Lane school on October 5.

The gutsy 23-year-old from Plymouth described how his life changed forever in 2007 - five
months into his first tour of duty in Kajaki, southern Afghanistan.


But he left year nine and ten students uplifted and encouraged with the tale of his battle back
to fitness - which has seen him complete a number of gruelling challenges including running
the London Marathon twice and trekking to Everest Base Camp in the Himalayas.


Earlier this year he even tried out surfing at Polzeath, Cornwall, where Prince Harry - whom
he met and shared a plane back to the UK with after the blast - learnt to surf.


Crestwood PE teacher Dave Boerm organised the visit to help motivate students to overcome
obstacles and challenges they may face in life.

He said afterwards: “I think we were one of the first schools to have him in. He’s such a
humble man and he gave an amazing talk. It was really hard-hitting stuff and it had a massive
effect both students and staff.”
                            Task C


Compare how Item 1 and Item 2 use language to inspire pride in the
                           reader.
                               Week 3:
           Writer's viewpoint and perspective

Learning Objective: To learn how to identify writer’s viewpoint/
perspective.




Everyone must complete task A.


Most should complete tasks B and C.


Some will complete tasks A, B and C.




Pupil comment on task




Parent comment on task
                                     Tasks
Task A

   1) Which of the following key terms would you link with the statements
      below: perspective, bias, objective, subjective, balanced argument?
      You can choose more than one key term per answer.


   (a) ‘The children make too much noise. The park should close!’ – Perspective,
       bias, subjective.

   (b) ‘88% of the people surveyed want to keep the park open.’

   (c) ‘I can see why parents want the park to stay open. However, it would be
         more useful to more people to have a supermarket there.’



   2) Discuss with your parents who you would expect to make the
      statements above giving a reason as to why. For example: parents,
      elderly people, residents, shop owner.


 (a)

 (b)

 (c)




Task B

   1) A local council has announced the closure of a park. Look at the list
      below and consider the perspective of each group of people. Identify
      whether they are likely to be for or against the park’s closure and what
      their reasons would be.



        dog walkers- Likely to be opposed to the closure of the park as they use
         the park to walk their dogs.


        a supermarket HQ looking to build new premises


        parents of young children


        teenagers

        shoppers who want more local shops
Task C

1) Read the letter on the next page. Summarize the writer’s perspective in
   your own words.




2) Which of the following key terms would you link with the writer’s
   arguments: perspective, bias, objective, subjective, balanced
   argument? Explain why.




3) How would you describe the tone of the letter? Write down the effect
   of the tone on the reader.
                           Letter for Tasks B and C

Dear Mr Walton MP,

I am delighted to hear about the plans to build a wind farm in our constituency and am
writing to support your proposal.

We are living at a time when governments across the world agree that burning fossil
fuels like coal and gas is causing the world’s climate to change dramatically.
It is the responsibility of all of us to find clean, renewable forms of energy, if we are
to tackle this problem.

Placing our area at the forefront of this enormous environmental battle is a wonderful
opportunity for us to make a positive difference to our environment and the attitudes
of our residents towards all environmental issues.

The alternative to wind power is nuclear power, which will leave a legacy of nuclear
waste that may threaten the health and environment of generations to come.
In conclusion, wind farms may change the face of our landscape but they are beautiful
in a way that a nuclear power station never can be. Wind power is also safe, reliable
and abundant.


Yours sincerely,

Karl O’Kane
                             Week 4:
                   Presentational Devices

Learning Objective:     To learn how to identify and analyse
presentational devices.




Everyone must complete task A.


Most should complete task A and B.


Some will complete tasks A, B and C.




Pupil comment on task




Parent comment on task
                            Tasks

Task A: Research what presentational devices are and make
a revision poster. See the help box below if you need some
help.

Task B: Label the presentational devices used on the two
texts on the next few pages. Discuss what you think each of
their effects are. What is the author’s purpose with using
these devices?

Task C: Write a response to: How does each item try to
interest the reader by the use of presentational devices.


Help box for task A:


                   Some presentational devices:
              •   Colour – page/writing/image
              •   Bold
              •   Font – Comic sans/Ariel etc
              •   Layout – where the pictures are/where
                  the writing is.
              •   Purpose – newspaper; letter; website
              •   Images – Where; what they show;
                  connotation.
              •   Headings – question; speech
              •   PAL
              •   Text boxes
              •   Tabs
              •   Bullet-Points
For Tasks B and C
For Tasks B and C:
                         Task C:

How does each item try to interest the reader by the use of
                presentational devices?
                              Week 5:
                         Letter Writing

Learning Objective: To be able to identify and apply the features of
formal letter writing.




Everyone must complete task A


Most should complete tasks A and B.


Some will complete tasks A, B and C.




Pupil comment on task




Parent comment on task
                                   Tasks

Task A

   1) Read through the letter and identify the purpose of the letter.


 The purpose of the letter is...




   2) What features of formal letter writing can you identify from the
      letter.

 The features of formal letter writing included in the letter are...




Task B

   1) Which words or phrases help to create the formal tone of the
      letter? Explain how.




   2) Look at the structure of the letter. Write one or two words to
      explain what each paragraph is about. Do you think this structure
      is effective? If so, why?
   3) What techniques does the writer use to gain the reader’s
      attention and to argue his viewpoint? How effective are these
      techniques?




Task C
Write a letter to the editor of a newspaper asking the newspaper to report on
a topic of your choice. You should:

-be specific about what you would like their reporters to focus on
-give reasons why the newspaper should print the story.
-use Standard English and a formal layout.
                          Letter for Tasks A and B


10th September 2011
                                                                    David Williams
                                                                    13 Crescent Street
                                                                    Leverton
The Editor
The Leverton Guardian
10 Ashworth Road
Leverton

Dear Editor,

I am writing to express my grave concerns about the way your newspaper has been
presenting young people in this area.

It is irresponsible for your paper to suggest that all teenagers cause trouble. I
acknowledge that in recent months there has been a rise in vandalism in our beautiful
local park. I am also fully aware of the distress this is causing the community.
However, I find it ridiculous that your newspaper should label all young people who
use this area as ‘thugs’ and call for a ‘ban on local youths’ in the park. Skateboarding
and playing football are not criminal activities; teenagers have a right to enjoy our
open spaces.

As the head of the Youth Centre that adjoins the park I think the public should be
made more aware of some of the generous and responsible community projects that
many teenagers in the area are involved in. You will find that the majority of our
young people do a great deal to promote sport and culture in our area as well as
helping to protect the environment. Do you think it is responsible for a newspaper to
present all teenagers as dangerous villains?

In future your newspaper should be more sensitive in its reporting. We should
celebrate the achievements of our teenagers and avoid generalizations that cause
needless divisions in our community.


Yours faithfully,

David Williams
                              Week 6:
                           Grammar

Learning Objective: To be able to comment on the effect of
vocabulary, paragraph structure and punctuation linking it to the
purpose of the text.



Everyone must complete task A.


Most should complete tasks A and B.


Some will complete tasks A, B and C.




Pupil comment on task




Parent comment on task
 Task A

   1) Identify at least three words that are spelt incorrectly and write down
      the correct spelling:

         For example: ‘Youre’: correct spelling ‘your’.

            (i)
            (ii)
            (iii)



   2) The structure of a text is important. A good, clear structure has a
      specific opening, middle and end, and each paragraph focuses on a
      specific topic or theme.

         Read the email below and structure the email into paragraphs, using
         the following symbol: ||. You should take into consideration the
         introduction of a specific theme or topic in structuring the text into
         paragraphs.


   3) Label each of the paragraphs that you have created with a title.


For example:
Paragraph 1: Introduction to letter.
Paragraph 2:
Paragraph 3:
Paragraph 4:
Paragraph 5:

Task B

   1) Write a PEE paragraph explaining how the paragraph structures that
      you have included contribute to the purpose of the text. The purpose
      being that the writer is trying to persuade a friend to go to a gig.
Task C

   1) Write a PEE paragraph to explain how the writer makes the email
      persuasive. Comment on the following:


-Vocabulary and phrasing.
-Punctuation
-Tone
-Sentence structure

Use textual evidence to support your points.
                               Text for task A and B
Hi,

What are you up to at the moment? It’s been a while since I’ve seen you. We should
get together to catch up. Have you ever been to the exibition centre in town? It’s
masive. They have all sorts of events there; it’s an ideal place for music. In fact, this
Friday there’s something on. The exhibition people have invited our favourite band.
They will also have loads of other music: new bands and bands looking to be signed.
Before and after the gig, we can get our CDs signed. Haven’t you always wanted to
see them up close? If youre worried about what your parents will say, don’t be. It’s an
event for under 18s. There will be security and no random people or tickets will be
allowed in. I can get my dad to give us a lift and pick us up and don’t worry about the
cost! It’s only a fiver each and Dad giving us a lift will save us money. There will be
CDs and t-shirts on sale but we don’t have to buy any of that. You can come round to
mine and eat before we go. Then we’ll only have to worry about drinks. It’ll be so hot
in there with all those people (the atmosfhere will be wild!); we’ll only need water.
Remember how good the gig in Birmingham was? There were so many people, the
music was live and loud and the experiense was better than anything we’d been to
before. What if we had missed it? Let’s not miss this one! Let me know as soon as
you can so that I can buy the tickets. Say hello to everyone for me. Looking forward
to seeing you,

One of your best mates!
                              Week 7:
                         Writing responses

Learning Objective: To learn how to write an effective written
response


Everyone must complete task 1


Most should complete tasks 1 and 2


Some will complete tasks 1, 2 and 3




Pupil comment on task




Parent comment on task
Task 1

The writing section asks you to answer 1 question out of a choice of 2. One will
usually have a statement that you need to write your views on. The other, will
probably be writing a newspaper or magazine article or letter.

Fill in the first column of the table with what makes effective writing. E.g a full range
of punctuation.

   What I should include in my writing                   Have I included this?




Task 2:

Research what the features of a newspaper and magazine articles are. Fill in the grid
below:


     Features of a newspaper article                Features of a magazine article




Research the features to include for a formal and informal letter. Fill in the grid
below:

          Features of a formal letter               Features of an informal letter
Task 3:
Write a response to one of these past questions. Spend 45minutes on this.

 Question 1:
 A local politician has invited young people to suggest ways to make your local
 area a better place in which to live. Write a letter to the politician in which you
 put forward your proposals.
 You could write about:
    what needs to be improved about your area and why
     the improvements that you think should be made
     how different people would benefit from your proposals

 Begin your letter ‘Dear Sir/Madam...’



Or

 Question 2:
 A local newspaper is featuring a series of light-hearted articles called ‘When
 Things Went Wrong’. Write your account for the newspaper about a time
 when
 Something went wrong for you or for someone you know. The editor has
 suggested that you could use one of the following opening sentences or you may
 start with something completely different.
    ‘If only I’d read the second page of the recipe...’
     ‘I should have known better than to take part in a sponsored walk when…’
    ‘There was no way he could have known that the police car was parked round
 the corner...'
                             Week 8:
                         Writing Revision

Learning Objective: To consolidate learning on how to get a band 1
response for the writing section.


Everyone must complete task 1


Most should complete tasks 1 and 2


Some will complete tasks 1, 2 and 3




Pupil comment on task




Parent comment on task
Task 1: Read the mark scheme attached and highlight what you need to do to get
into band 1.

Task 2: Write in your own words, what the difference between a band 1 and band 2
is.




Task 3: Write a response to one of these past questions. Spend 45minutes on this.
Ask someone at home to read your response and come up with a mark for your
work, a ‘what went well’ and ‘even better if’.



 Question 1:
 ‘Everybody should support at least one charity.’ Write your views.

OR


 Question 2:
 A magazine article has a regular feature entitled ‘If I ruled the world…’
 in which writers put forward their own ideas about how to make life
 better. Write your own article for the magazine.
 You could write about:
 -who you want to make life better for
 -what you would do
 -why you think it matters
                                 Mark scheme

Band 1 Part A:
In this band a candidate’s writing:
       shows sophisticated control of the material and makes effective use of
linguistic devices.
       demonstrates a sophisticated understanding of the task, addressing it
with complete relevance and adapting form and style with flair to suit audience
and purpose.
       uses precise vocabulary which is fully suited to the purpose of the
writing, conveying subtlety of thought and shades of meaning, and where
appropriate is imaginative and ambitious in scope.
       uses structure to produce deliberate effects, developing the writing
coherently and skilfully from a confident opening which engages the reader to
a very convincing and deliberate ending.
Band 1 Part B
       is organised into coherent paragraphs which are clearly varied for
effect and used confidently to enhance the ideas and meaning.
       uses a wide range of sentence structures to ensure clarity and to
achieve specific effects relevant to the task.
       uses ambitious vocabulary with very few spelling errors.
       uses punctuation consciously and securely to shape meaning, with
very few errors


Band 2 Part A:
In this band a candidate’s writing:
       shows full control of the material and makes some effective use of
linguistic devices.
       demonstrates a confident understanding of the task, addressing it with
consistent relevance and adapting form and style with assurance to suit
audience and purpose.
       uses imaginative vocabulary which is appropriate to the purpose of the
writing, conveying some subtlety of thought and shades of meaning, and
where appropriate may show some ambition in scope
       uses structure consciously for effect, developing the writing coherently
from an opening which engages the reader to a convincing and deliberate
ending.
       is organised into paragraphs which have unity, are varied for effect and
are used to control the content and achieve overall coherence
Band 2 Part B
       uses a range of sentence structures to ensure clarity and to achieve
specific effects relevant to the task.
       uses more complex and irregular vocabulary, almost always securely
spelled
        uses punctuation to shape meaning, mainly securely, with errors only
in more complex, irregular structures.

								
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