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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