1. Starter – Responding to feedback ‘DIRT’ in 5!Starter – Responding to feedback ‘DIRT’ in 5!
Your exercise book has been read and marked
You will have received the following in your
books:
1.Baseline Assessment strength and target
and a BAND (this is an AQA, not iGCSE
band).
DO IT NOW:
1)Read all comments and initial to prove you
have read each of my comments.
2)Look for the PINK BOX and
ANSWER/RESPOND to them and DATE.
3) Any VSPAG that is highlighted in PINK
needs correcting.
Marking For Literacy codes
V Inaccurate/ unsatisfactory vocabulary choice –
choose another word
S Spelling error here G Grammar error here
? Express this more
clearly; explain
// Start a new
paragraph
eg Give an example here ^ Add a word, a
paragraph, a topic
* An amendment or
addition later in the
writing
√ Relevant, interesting
comment, well done
!! Careless mistake P Punctuation error
here
M Misconception/not
understood
2. Aspire: Finding out what you knowAspire: Finding out what you know
Activity
All Write 3 sentences describing this image using AMBITIOUS
vocabulary.
Stretch and Challenge Can you create a simple, complex and compound sentence
using your knowledge from Monday?
Spelling Focus: Vocabulary
3. Date: Wednesday 10th
September
Homework: Learn spellings for a test on Monday
Spelling Focus: Evocative
Learning
Journey
Learning Objectives
ALL Will be able to use a wide range of vocabulary
and literary devices to engage the reader.
MOST Will be able select the most appropriate
devices to suit the purpose of your writing.
SOME Will select vocabulary and literary devices
carefully and ambitiously, in order to ensure
writing is evocative.
Title: How can I employ literary devices for effect?
LO: To explore literary devices and their uses
4. Aspire: Identifying different vocabularyAspire: Identifying different vocabulary
Activity
All Group these words and be ready to justify your response.
Stretch and Challenge Can you also rank the words within your chosen groups?
Spelling Focus: Evocative
Landscape Reassuring Hurricane
Earth Rage Fearful
Oya Storm Mysterious
5. Aspire: Categorising different vocabularyAspire: Categorising different vocabulary
Spelling Focus: Vocabulary
Landscape Reassuring Hurricane
Earth Rage Fearful
Oya Storm Mysterious
Emotive
Language
Technical
Vocab
Landscape
Earth Fearful
Oya Rage
Hurricane Reassuring
Storm Mysterious
Technical vocabulary is often used to add
information whereas emotive language is used to
add description.
6. DiscoverDiscover– Identifying VocabularyDiscoverDiscover– Identifying Vocabulary
Spelling Focus: Evocative
Read this text below and identify examples of both
technical and emotive language:
Hurricane Katrina struck the Gulf Coast with devastating force at daybreak on Aug.
29, 2005, pummeling a region that included the fabled city of New Orleans and
heaping damage on neighbouring Mississippi. In all, more than 1,700 people were
killed and hundreds of thousands of others displaced.
Katrina ranks as one of the most punishing hurricanes ever to hit the United States.
Damage, costing billions of dollars, has made it one of the costliest storms on
record. In New Orleans, floodwaters from the breached levee rose to rooftops in the
poorest neighbourhood, and in many areas residents were rescued from roofs of
homes that became uninhabitable. The hurricane’s howling winds stripped 15-foot
sections off the roof of the Superdome, where as many as 10,000 evacuees had
taken shelter. An exodus of hundreds of thousands left the city, many becoming
refugees, finding shelter with nearby relatives or restarting their lives in states as far
away as Massachusetts and Utah.
7. Discover–Improving VocabularyDiscover–Improving Vocabulary
Spelling Focus: Vocabulary
Read this text below and replace the highlighted words
with more powerful vocabulary:
The storm in the desert was very
bad. The sand was thrown up into the
air and got into our ears, eyes and
mouths. The wind made a loud noise
and it was very hard to walk. It really
was so bad.
8. Why didn’t Katy
Perry just sing,
“You’re amazing
and sparkly… Shine
baby, shine…”
Would ‘Firework’ be
as memorable if it
did not use literary
devices?
9. Aspire: how does a writer’s choice of words alter the meaning of a text?Aspire: how does a writer’s choice of words alter the meaning of a text?
Activity
All Add a title and the words/phrases you
feel fit best.
Stretch and
Challenge
Can you use a range of literary
devices for a specific effect?
(You must consider the purpose,
message and tone!)
Spelling Focus: Evocative, literary,
11. The tone of this poem
is…
The message being
conveyed in this poem
is…
Nichols has used
vocabulary such as…
Nichols has used devices
such as…
These language choices
are effective because…
Discover: exploring the languageDiscover: exploring the language
12. Learning Journey Learning Objectives
ALL Will be able to use a wide range of literary devices to
engage the reader.
MOST Will be able select the most appropriate devices to suit
the purpose of your writing.
SOME Will select literary devices carefully and ambitiously, in
order to ensure writing is evocative.
Moving towards achievement: using literary devices
to make writing evocative!
Moving towards achievement: using literary devices
to make writing evocative!
Activity
All Add a stanza that includes assonance and onomatopoeia.
Stretch and Challenge Can you ensure your use of assonance and onomatopoeia fits
the mood of Nichols’ writing and maintains the same effect on
the reader?
13. Achieve–Using evocative and technical vocabularyAchieve–Using evocative and technical vocabulary
Learning
Journey
Assessment Task
ALL Write 100-150 words describing being in a storm.
MOST
Write 100-150 words describing being in a storm using
appropriate language to create an atmosphere.
SOME
Write 100-150 words describing a storm using
sophisticated language for effect.
Spelling Focus: Vocabulary
Remember to use a variety
of sentence types!
Students must be given time to respond to feedback.
The questions or actions stated by the teacher must be acted upon by the student and the teacher must ensure they have seen the response. Provide appropriate time (i.e. at least 5 minutes) for students to respond and complete the set tasks.
Consolidate learning from sentence structure lesson.
Encourage students to share sentences/vocabulary to generate ideas for writing task.
Vocab taken from stimulus material. Get students to group these words however they see fit.
Perhaps lead discussion on dealing with new words and vocab. The ability to infer the meaning of the word “Oya.”
Could change to “Hattie.”
Words can be separated into Technical and Emotive Language.
Discussion of when each type fits the purpose. When is technical vocabulary used in descriptive writing?
Deconstruct the use of different types of vocabulary in this new article from Hurricane Katrina.
Full Article for reference: http://topics.nytimes.com/top/reference/timestopics/subjects/h/hurricane_katrina/index.html?inline=nyt-classifier
Optional.
Gauge class… if your group needs a settler or change of scenery go for it!
Check embed video works!
(Katy Perry’s firework plays as they enter, with a question that encourages them to consider whether ‘Firework’ would be as effective/memorable as a pop song if it did not rely upon metaphor/simile/onomatopoeia)
7 mins
15 mins
Read together. Compare to their own versions and explore the language choices they made and why. Constantly try and encourage them to reflect upon how the words (and devices if they stretched themselves) chosen reflect the mood/tone/purpose of the piece.
Annotate on board with a pupil taking the lead. All pupils should follow and take notes on their own poems.
Hurricane Hits: alliteration – explore why? Consider how the meaning/impact would alter if the poem were entitled ‘A Storm Arrives in England’ and so on with all of the vocabulary and literary choices. Again, constantly discuss how the choices Nichols has made are in tandem with the mood/message/tone she is trying to convey.
In addition to be highlighted/discussed/explored -
Personification
Powerful adjective (e.g. ‘dark ancestral spectre’)
Oxymoron
Energetic verb (e.g. ‘my sweeping, back home cousin’)
Simile
Metaphor
Repetition
10 mins
Popcorn discussion using sentence stems (you can ‘pop’ pupils in or they can choose… you may need to intervene with targeted questions to ensure the lesson objective does not get lost!)
Do not let the fact that they are exploring a poem, detract them from the idea that in any piece of imaginative/descriptive writing, the language choices – as with punctuation yesterday – should be a reflection of the mood you are trying to establish and the effect you are trying to have on your reader.
This is not the final written task, so it can be used as a pit stop to assess how pupils are progressing towards ‘some’. Could possibly be completed on white boards, although may work better if it is written in books and then peer assessed.
Are they still just selecting abstract phrases or using devices without much consideration or thought… or are they beginning to think more carefully about their use of literary devices and the effect that they will have on the reader.
*language – encompasses both vocab and literary devices
I am going to use post-it to generate 10 spellings for the first spelling test.
