Year 10 English Toolbox


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Year 10 English Toolbox

  1. 1. Year 10 English Toolbox Parts of Speech Sentences Poetic Techniques Punctuation Speech techniques
  2. 2. Poetic Techniques: Teaching <ul><li>RHYME - Similarity of sound usually found at the end of lines. Examples: late/fate; follow/swallow </li></ul><ul><li>RHYTHM - is the pace or tempo at which a passage moves. Rhythm reflects underlying emotion or meaning of a passage. It is created by the emphasis or stress placed on syllables, or words or groups of words. </li></ul><ul><li>SIMILE - a comparison of two unlike things with one thing in common using &quot;like&quot; or &quot;as&quot;. </li></ul><ul><li>Example: The soldier was lion-like in battle </li></ul><ul><li>METAPHOR - a comparison of two unlike things with one thing in common, saying that one thing is the other. </li></ul><ul><li>Example: The soldier was a lion in battle. </li></ul>
  3. 3. Poetic Techniques: Teaching <ul><li>PERSONIFICATION - This is a type of metaphor in which an abstract or inanimate thing is given human qualities. </li></ul><ul><li>Example: A wave bursts in anger on a rock </li></ul><ul><li>ALLITERATION - The repetition of a sequence of consonant sounds, usually at the beginnings of words or on accented syllables. </li></ul><ul><li>Example: The fair breeze blew, the white foam flew, </li></ul><ul><li>The furrow followed free </li></ul><ul><li>ASSONANCE- The repetition of similar vowel sounds </li></ul><ul><li>Example: Thou foster child of silence and slow time. </li></ul><ul><li>SIBILANCE- is the sss sound produced through the pronunciation of the sibilants: s (as in hiss and his), c ( as in certain), z (as in buzz) and the blend sh (as in whoosh). </li></ul><ul><li>ONOMATOPOEIA - Words which sound like the noise they describe. </li></ul><ul><li>Example: swish, cuckoo, smack. </li></ul>
  4. 4. Poetic Techniques: Practise <ul><li> </li></ul>
  5. 5. Poetic Techniques: Identify 7 poetic techniques from the poem and record examples in your book. <ul><li>The Lighthouse The light house, the guardian angel of the night She shines her light for all the lost sailors passing by Her beam bright as the sun, flashing through the night sky The lighthouse, a soldier during the storms Standing tall, unafraid of the chaos Her light piercing through the storm like sharp knives The light house the night owl of the day Sleeping and cozzed away until the night Her beam off as silent as a deer not wanting to be found Katherine Sessor </li></ul>
  6. 6. Speech Techniques: Teaching <ul><li>Term Definition Example </li></ul><ul><li>Anecdotes </li></ul><ul><li>Intonation </li></ul><ul><li>Gesture </li></ul><ul><li>Facial expression </li></ul><ul><li>Eye contact </li></ul><ul><li>Body language </li></ul><ul><li>Pause </li></ul><ul><li>Posture </li></ul><ul><li>Statistics </li></ul><ul><li>Rhetorical question </li></ul><ul><li>Slogan </li></ul><ul><li>Repetition </li></ul>
  7. 7. Speech techniques: Practise <ul><li>Watch President Kennedy’s speech and notate on the written copy where he uses each of the speech techniques. </li></ul>
  8. 8. Speech techniques: Assessment <ul><li>Write your own speech of at least 250 words. </li></ul><ul><li>Notate the speech techniques you will use in the margin. You must include all 12. </li></ul><ul><li>Your speech should be in the style of President Kennedy’s. Imagine that you have just become the president of a large country. </li></ul>
  9. 9. Parts of Speech: Teaching <ul><li>Verb : An action or doing word. For example, jump; read; run. </li></ul><ul><li>Proper Noun: a word that names a person, place or important event. For example, Bob; Wellington; Christmas. </li></ul><ul><li>Common Noun: a word that names an everyday object. For example, chair; bird; cheese. </li></ul><ul><li>Collective noun: a word used to describe a group of things. For example, a rugby team ; a music group ; a troupe of actors. </li></ul><ul><li>Abstract noun: a word used to describe something that can’t usually be seen such as a feeling. For example, love; pain; sadness. </li></ul><ul><li>Adjective: a word that describes or modifies a noun or a pronoun. For example, extraordinary; colourful; opulent. </li></ul><ul><li>Pronouns: used in place of a noun. They are: I, you, he, she, it, we, they. </li></ul>
  10. 10. Parts of Speech: Teaching <ul><li>Adverb: a word that describes a verb, an adjective or another adverb. For example, quickly; quietly; simply. </li></ul><ul><li>Preposition: a word that shows the position. For example, under; on; in. </li></ul><ul><li>Conjunction: a joining word. For example, and; because; although. </li></ul><ul><li>Article: The part of speech used to indicate nouns and to specify their application. In English, the indefinite articles are a and an and the definite article is the. </li></ul><ul><li>Synonym: a word that has a similar meaning. For example, good and positive. </li></ul><ul><li>Antonym: a word that has the opposite meaning. For example, good and bad. </li></ul>
  11. 11. Complete the chart: <ul><li>Part of Speech Example </li></ul><ul><li>Verb: </li></ul><ul><li>Proper Noun: </li></ul><ul><li>Common Noun: </li></ul><ul><li>Collective noun: </li></ul><ul><li>Abstract noun: </li></ul><ul><li>Adjective: </li></ul><ul><li>Pronoun: </li></ul>
  12. 12. Complete the chart: <ul><li>Part of speech Example </li></ul><ul><li>Adverb: </li></ul><ul><li>Preposition: </li></ul><ul><li>Conjunction: </li></ul><ul><li>Article: </li></ul><ul><li>Synonym: </li></ul><ul><li>Antonym: </li></ul>
  13. 13. Parts of Speech: Practise <ul><li>Complete the Synonyms and Antonyms crosswords. </li></ul><ul><li>Follow the hyperlink and practise by playing Grammar Gorillaz. </li></ul>
  14. 14. Parts of Speech: Assessment <ul><li>Identify an example of each of the parts of speech from the letter and write an example of each in your book: </li></ul><ul><li>Dear Sir/Madam, </li></ul><ul><li>I am writing to complain about the absolutely disgusting state of the streets in Orewa. I was on my daily stroll around the shops on Saturday and I couldn’t help but be offended by the litter in the gutters. I saw (and smelt!) rotten cabbage; cigarette butts; McDonalds wrapper and – the most disgusting of all – used condoms! </li></ul><ul><li>Who is responsible for this appalling problem? Rodney District Council, no doubt. Surely in these times of economic recession someone could be employed to clean the streets of our beautiful town. A team of workers is needed now! </li></ul><ul><li>We need to keep this lovely area from becoming an ugly eyesore. </li></ul><ul><li>Yours Sincerely, </li></ul><ul><li>George Lucas </li></ul>
  15. 15. Visual features: Teaching <ul><li>Copy the chart and complete the definitions: </li></ul><ul><li>Feature Definition </li></ul><ul><li>Audience </li></ul><ul><li>Purpose </li></ul><ul><li>Message </li></ul><ul><li>  Layout </li></ul><ul><li>Lettering </li></ul><ul><li>Colour </li></ul><ul><li>Font </li></ul><ul><li>Dominant feature </li></ul><ul><li>Rule of thirds </li></ul><ul><li>Framing </li></ul><ul><li>Contrast </li></ul><ul><li>Images </li></ul><ul><li>Layering </li></ul>
  16. 16. Visual features: Teaching <ul><li>Discuss the following: </li></ul><ul><li>Audience </li></ul><ul><li>Purpose </li></ul><ul><li>Message </li></ul><ul><li>  Layout </li></ul><ul><li>Lettering </li></ul><ul><li>Colour </li></ul><ul><li>Font </li></ul><ul><li>Dominant feature </li></ul><ul><li>Rule of thirds </li></ul><ul><li>Framing </li></ul><ul><li>Contrast </li></ul><ul><li>Images </li></ul><ul><li>Layering </li></ul>
  17. 17. Visual features: Practise <ul><li>In pairs, identify and describe as many of the visual features as you can. </li></ul><ul><li>Message </li></ul><ul><li>  Layout </li></ul><ul><li>Lettering </li></ul><ul><li>Colour </li></ul><ul><li>Font </li></ul><ul><li>Dominant feature </li></ul><ul><li>Rule of thirds </li></ul><ul><li>Framing </li></ul><ul><li>Contrast </li></ul><ul><li>Images </li></ul><ul><li>Layering </li></ul><ul><li>2. Explain the following terms in relation to the poster: </li></ul><ul><li>Audience - who is the audience? </li></ul><ul><li>Purpose - what is the purpose of the poster? </li></ul>
  18. 18. Visual features: Assessment <ul><li>1. Design and create your own movie poster. Include the following: </li></ul><ul><li>Message </li></ul><ul><li>  Layout </li></ul><ul><li>Lettering </li></ul><ul><li>Colour </li></ul><ul><li>Font </li></ul><ul><li>Dominant feature </li></ul><ul><li>Rule of thirds </li></ul><ul><li>Framing </li></ul><ul><li>Contrast </li></ul><ul><li>Images </li></ul><ul><li>Layering </li></ul><ul><li>2. Explain the following terms in relation to your poster: </li></ul><ul><li>Audience – who is your audience? </li></ul><ul><li>Purpose - what is the purpose of you poster? </li></ul>
  19. 19. Style: Teaching <ul><li>Colloquial language : used in conversation, especially common and familiar conversation; conversational; hence, unstudied; informal. For example, ‘Bert was a bit of a laugh, eh?’ </li></ul><ul><li>Formal language : language that is ceremonial or using a &quot;high&quot; register or hard words, such as a sermon, lecture, or poetry. For example, ‘Robert was a very entertaining young man, don’t you agree?’ </li></ul>
  20. 20. Style: Teaching <ul><li>Tone: the overall mood of the story. In understanding the TONE of the story, we understand the author’s intent. Tone may be formal, informal, intimate, solemn, sombre, playful, serious, ironic, condescending, or many other possible attitudes For example, “ Charlie looked at the hand lying gruesomely in the sand. Was it a shark attack?” </li></ul><ul><li>Emotive language : Words used deliberately to create an emotional impact or response . For example, &quot;I don't care if I never see you again&quot; is emotive, and shows anger. </li></ul><ul><li>Slang: informal expressions that do not belong to standard written English. For example, “flipping out” is slang for “losing one's mind” or “losing one's temper.” </li></ul>
  21. 21. Style: Practise <ul><li>Read the excerpt below. </li></ul><ul><li>Identify the tone and give an example. </li></ul><ul><li>Identify the emotive language and explain what emotion it is linked to. </li></ul><ul><li>Change the following formal language into colloquial language: </li></ul><ul><li>“ Really, Stephen! That behaviour is extremely inappropriate,” exclaimed his mother. Stephen did not understand what his mother was talking about. He had only been constructing a mid-morning sandwich because he was hungry. His mother was constantly complaining about his behaviour when, in his opinion, he very rarely misbehaved. </li></ul>
  22. 22. Style: Practise <ul><li>Read the excerpt below. </li></ul><ul><li>Identify the tone and give an example. </li></ul><ul><li>Identify the slang and give an example. </li></ul><ul><li>Change the following colloquial language into formal language : </li></ul><ul><li>“ Gidday bro! How’s it going?” </li></ul><ul><li>“ Yeah, I’m all good mate, how you doin’?” </li></ul><ul><li>The old mates were rapt to catch up again after what seemed like yonks. They had found each other on Facebook and arranged to have a game of tennis. They used to play a pretty mean game of doubles back in the day when they were at school. </li></ul>
  23. 23. Sentences: Teaching <ul><li>SIMPLE SENTENCE </li></ul><ul><li>A simple sentence, also called an independent clause, contains a subject and a verb, and it expresses a complete thought. A. Some students like to study in the mornings. B. Juan and Arturo play football every afternoon. C. Alicia goes to the library and studies every day. </li></ul><ul><li>Clause: A group of words containing a subject and a predicate and forming part of a sentence. </li></ul><ul><li>Subject: the main subject of a sentence. ‘ Harry is here.’ </li></ul><ul><li>Predicate: a verb describing the action of the subject. ‘Harry is here .’ </li></ul><ul><li>POwerpoint </li></ul>
  24. 24. Sentences: Teaching <ul><li>COMPOUND SENTENCE </li></ul><ul><li>A compound sentence contains two independent clauses joined by a coordinator. The coordinators are as follows: for, and, nor, but, or, yet, so . </li></ul><ul><li>Except for very short sentences, coordinators are always preceded by a comma. </li></ul><ul><li>For example: A.  I tried to speak Spanish, and my friend tried to speak English.  B.  Alejandro played football, so Maria went shopping.  C.  Josh loved Playstation, but Sarah lived for shopping. </li></ul>
  25. 25. Sentences: Teaching <ul><li>COMPLEX SENTENCE </li></ul><ul><li>A complex sentence has an independent clause joined by one or more dependent clauses. A complex sentence always has a subordinator such as because, since, after, although, or when or a relative pronoun such as that, who, or which . </li></ul><ul><li>For example:  A. When he handed in his homework, he forgot to give the teacher the last page.  B. The teacher returned the homework after she noticed the error.  C. The students are studying because they have a test tomorrow. </li></ul>
  26. 26. Sentences : Practise <ul><li>Practise identifying sentences </li></ul><ul><li>Play the sentence types game </li></ul>
  27. 27. Sentences: Assessment <ul><li>Complete the sentence assessment worksheet. </li></ul>
  28. 28. Sentences: Assessment <ul><li>Identify the following sentence types – simple, compound or complex? </li></ul><ul><li>1. Helen Keller was born in Tuscumbia, Alabama, in 1880 and died in 1968. </li></ul><ul><li>2: Until she was 19 months of age, her sight and hearing were normal. </li></ul><ul><li>3: At the age of 19 months, a severe illness left her deaf and blind. </li></ul><ul><li>4: When she was seven, she began her education in reading and writing with Anne Sullivan of the Perkins Institute for the Blind. </li></ul><ul><li>5: Through persistence and stubbornness, Anne breaks through Helen's walls of silence and darkness and teaches her to communicate. </li></ul><ul><li>6: Helen Keller learned to read by the Braille system, and she learned to write by using a specially constructed typewriter. </li></ul><ul><li>7: Later, she entered Radcliffe College and graduated with honors in 1904. </li></ul><ul><li>8: Helen Keller's story needed to be told, so in 1962, a beautiful movie was made about her life. </li></ul><ul><li>9: &quot;If there were only joy in the world, we could never learn to be brave and patient.&quot; -- Helen Keller </li></ul><ul><li>10: &quot;Life is either a daring adventure, or it is nothing.&quot; -- Helen Keller </li></ul>
  29. 29. Punctuation: Teaching <ul><li>Full stop . Used to indicate the end of a sentence. </li></ul><ul><li>Question mark ? Used to indicate a question. </li></ul><ul><li>Exclamation mark ! Used to indicate an extreme emotion. </li></ul><ul><li>Colon : Used before a list or an explanation. </li></ul><ul><li>Semi-colon ; Used to help sort out a list. </li></ul><ul><li>Hyphen - Used to create compound words; when writing numbers; to join words broken at the end of sentence. </li></ul><ul><li>Dash — Used as a super comma to indicate a break in thinking. </li></ul><ul><li>Parentheses ( ) Used to include material that doesn’t fit into the flow of the text. </li></ul>
  30. 30. Punctuation: Teaching <ul><li>Brackets [ ] Used to include explanatory words within a quote. </li></ul><ul><li>Ellipsis … Handy when you are quoting and you want to leave out some words. </li></ul><ul><li>Apostrophe ‘ To create possessive forms; contractions and some plurals. </li></ul><ul><li>Quotation marks “ ” Used to set off material that represents quoted or spoken language. </li></ul><ul><li>Slash / Used to indicate a choice between the words it separates. </li></ul><ul><li>Comma , Used to separate the elements in a series; before a small conjunction to connect 2 independent clauses… </li></ul>
  31. 31. Punctuation: Practise <ul><li> </li></ul><ul><li> </li></ul>
  32. 32. Punctuation: Assessment <ul><li>Complete the punctuation assessment worksheet. </li></ul>
  33. 33. English Toolbox: Assessment <ul><li>You have 1 period to complete the assessment. </li></ul><ul><li>When you have finished, hand your assessment into your teacher. </li></ul>