Tepe gcse
•Download as PPTX, PDF•
1 like•1,955 views
The document discusses techniques that writers use to create effects in their writing. It provides examples of techniques like word choice, imagery, description, and tone and explores how they are used to achieve certain purposes and effects. The goal is to teach students to analyze writing in terms of the techniques, evidence from the text, purposes of the techniques, and effects on the reader. Students are prompted to explain examples using this framework and given success criteria for skilled versus excellent explanations.
Report
Share
Report
Share
Recommended
Writer’s Effect 2
The second part of the slideshow presentation used to introduce the 'Writer's Effect' exam task at IGCSE
Writers effects 2
The third and sixth sentences are the most successful at analyzing how the writer conveys a sense of horror in the extract. The third sentence specifically discusses how the gradual revealing of information about the man's past builds suspense. The sixth sentence analyzes the writer's use of contrasting adjectives to describe the man, suggesting complexity and uncertainty that builds unease.
Year 10 iGCSE English Language writing
The document provides guidance on developing an argument for the Language Writing exam. It defines key terms such as argue, persuade and advise that are relevant to argumentative tasks. It outlines assessment objectives related to communication, form and language use. Techniques for persuasive writing such as tripling, repetition and emotive language are identified. The importance of planning arguments and structuring responses in paragraphs is emphasized. Students are prompted to discuss questions and ideas in groups to plan a response to the statement "Planet Earth is doomed." The document advises choosing a clear view and developing 6 paragraphs to argue for or against this statement in the exam.
Writer’s Effect 1
The document discusses the concept of "writer's effect" and how writers use language choices purposefully to impact the interpretation of a text. It explains that words have literal meanings as well as shades of meaning influenced by context, sensory associations, and emotional associations. The document provides examples of words with different levels of meaning and discusses how a writer's vocabulary choices can reinforce, modify, contrast or contradict elements of a story like characters, relationships, settings, themes, atmosphere and tone.
Writers effects
The document discusses reading comprehension skills and identifying the effects that writers create. It lists questions about identifying the effect the writer has created, the impression made on the reader, and what specifically caused the effect, such as the meaning, associations, rhythm and structure of words.
Descriptive writing
The document discusses descriptive writing. Descriptive writing uses vivid language to help readers visualize experiences. It provides details about sights, sounds, tastes, smells, and feelings. Good descriptions include interesting opening sentences, important details in a logical order, and a concluding sentence. Descriptive writing aims to paint a picture for readers using exact words that create vivid mental images. Writers can use tools like dictionaries and thesauruses to find precise descriptive words.
Text analysis presentation ppt
This document provides a 3-step process for analyzing texts:
1. Identify the subject, purpose, message, context, audience, and form of the text.
2. Examine how the text creates meaning through literary devices, formatting, language features, and other techniques depending on the type of text.
3. Connect the text to the overarching theme or concept being studied by considering what it says about that theme or concept.
IGCSE FIRST LANGUAGE ENGLISH 0500
This document provides guidance for learners taking the Cambridge IGCSE First Language English exam. It outlines the course content, assessment structure, and skills that will be evaluated. Learners can take either two or three components total, with Component 1 being compulsory. Component 1 involves a reading exam, Component 2 or 3 assess writing, and Component 4 (optional) tests speaking and listening. The guide explains each component in detail and provides sample exam questions, mark schemes, and an annotated example response to help learners understand what is expected. It aims to help learners maximize their preparation and performance on the IGCSE assessment.
Recommended
Writer’s Effect 2
The second part of the slideshow presentation used to introduce the 'Writer's Effect' exam task at IGCSE
Writers effects 2
The third and sixth sentences are the most successful at analyzing how the writer conveys a sense of horror in the extract. The third sentence specifically discusses how the gradual revealing of information about the man's past builds suspense. The sixth sentence analyzes the writer's use of contrasting adjectives to describe the man, suggesting complexity and uncertainty that builds unease.
Year 10 iGCSE English Language writing
The document provides guidance on developing an argument for the Language Writing exam. It defines key terms such as argue, persuade and advise that are relevant to argumentative tasks. It outlines assessment objectives related to communication, form and language use. Techniques for persuasive writing such as tripling, repetition and emotive language are identified. The importance of planning arguments and structuring responses in paragraphs is emphasized. Students are prompted to discuss questions and ideas in groups to plan a response to the statement "Planet Earth is doomed." The document advises choosing a clear view and developing 6 paragraphs to argue for or against this statement in the exam.
Writer’s Effect 1
The document discusses the concept of "writer's effect" and how writers use language choices purposefully to impact the interpretation of a text. It explains that words have literal meanings as well as shades of meaning influenced by context, sensory associations, and emotional associations. The document provides examples of words with different levels of meaning and discusses how a writer's vocabulary choices can reinforce, modify, contrast or contradict elements of a story like characters, relationships, settings, themes, atmosphere and tone.
Writers effects
The document discusses reading comprehension skills and identifying the effects that writers create. It lists questions about identifying the effect the writer has created, the impression made on the reader, and what specifically caused the effect, such as the meaning, associations, rhythm and structure of words.
Descriptive writing
The document discusses descriptive writing. Descriptive writing uses vivid language to help readers visualize experiences. It provides details about sights, sounds, tastes, smells, and feelings. Good descriptions include interesting opening sentences, important details in a logical order, and a concluding sentence. Descriptive writing aims to paint a picture for readers using exact words that create vivid mental images. Writers can use tools like dictionaries and thesauruses to find precise descriptive words.
Text analysis presentation ppt
This document provides a 3-step process for analyzing texts:
1. Identify the subject, purpose, message, context, audience, and form of the text.
2. Examine how the text creates meaning through literary devices, formatting, language features, and other techniques depending on the type of text.
3. Connect the text to the overarching theme or concept being studied by considering what it says about that theme or concept.
IGCSE FIRST LANGUAGE ENGLISH 0500
This document provides guidance for learners taking the Cambridge IGCSE First Language English exam. It outlines the course content, assessment structure, and skills that will be evaluated. Learners can take either two or three components total, with Component 1 being compulsory. Component 1 involves a reading exam, Component 2 or 3 assess writing, and Component 4 (optional) tests speaking and listening. The guide explains each component in detail and provides sample exam questions, mark schemes, and an annotated example response to help learners understand what is expected. It aims to help learners maximize their preparation and performance on the IGCSE assessment.
Writer's effect ppt
The document provides instructions for students to analyze words and phrases from two paragraphs of a text. It instructs students to select four powerful words or phrases from each paragraph, explain how each is used effectively, and discuss the overall impact of the language on the reader in 200-300 words. It then models this process by analyzing example words and phrases from sample paragraphs, explaining their meanings and effects to create impressions of a ferocious storm and awe-inspiring morning scene.
Explicit versus implicit meaning
Explicit meaning comes from information that is directly stated in a text, while implicit meaning comes from information that is suggested or implied. Both types of meaning are valuable - explicit meaning is important for clarity while implicit meaning adds depth and encourages critical thinking. In texts, explicit and implicit meaning are often connected, as explicit details provide context for readers to derive implicit meanings.
Problem Solution Essay
This document provides information about problem-solution essays, including their purpose, structure, and writing process. A problem-solution essay informs readers about a problem and suggests actions to solve it. It should clearly state the problem and its importance, causes and effects, as well as one or more solutions and how to implement them. The writing process involves choosing a problem, brainstorming solutions, drafting with an introduction stating the problem and thesis, body paragraphs explaining solutions, and conclusion reiterating the problem and solution. Sentence combining and revising can improve the essay.
Argumentative Essay - Class VII
This document provides guidance on writing an effective argumentative essay. It explains that the goal of an argumentative essay is to persuade the reader by presenting a claim and supporting it with logical reasons and evidence. The document outlines the key components of an argumentative essay, including introducing the topic, providing background information, stating a clear thesis, using body paragraphs with a topic sentence, concession to an opposing view, assertion of the writer's claim, and refutation of the opposing view, and concluding by summarizing the main points and refutations. It also provides examples of effective and ineffective thesis statements and examples of introducing, body, and conclusion paragraphs. Finally, it suggests practice topics for writing argumentative essays.
DESCRIPTIVE AND NARRATIVE WRITING
Descriptive writing uses vivid language to help readers visualize people, places, or events by appealing to the five senses. It is often used in menus, travel brochures, and posters to make the topic more interesting. Narrative writing tells a story through elements like plot, characters, setting, theme, and point of view, and can be seen in novels, short stories, biographies, autobiographies, historical accounts, poems, and plays. The document provides an overview of descriptive and narrative writing styles.
Writer's Effect Analysis.pptx
The document provides instructions for students to complete Question 2 about analyzing the writer's effect through specific words and phrases. It tells students to identify 4 words/phrases from two paragraphs, explain how each is used effectively, and comment on the overall impact of the language on 200-300 words. It also gives step-by-step guidance, including re-reading the passages, underlining words/phrases, and explaining the meaning and effect of each choice.
Narrative writing
This document provides tips and techniques for narrative writing. It discusses key elements of narratives such as plot structure, use of tenses, sentence structures, and characteristics. The document outlines the writing process which includes prewriting by planning the narrative, writing a draft following the plan, revising the content, and proofreading. Sample narrative writing prompts are also provided.
Essay Writing
This document provides guidance on writing different types of essays. It discusses analyzing the topic, outlining an introduction paragraph with a thesis statement, and using supporting paragraphs with facts and examples. It also covers prewriting steps like collecting facts and ideas, finding the main idea, and organizing the essay. Editing steps include checking grammar, spelling, style, and organization. Finally, it defines and provides examples of definition, classification, description, and compare/contrast essays.
Cambridge Checkpoint
1. The document outlines the content and structure of the Year 9 Checkpoint English curriculum, which prepares students for IGCSE courses.
2. The curriculum covers comprehension, summary writing, writing to inform and persuade, analyzing characters, settings, language use, and narrative development.
3. It provides learning outcomes, teaching activities, and resources for each section, including comprehension exercises, writing prompts, and guidance on summaries, paragraphs, and persuasive writing.
Descriptive writing ppt
This document provides guidance on descriptive writing. It explains that descriptive writing aims to capture details about an object, place or experience using vivid language that engages the five senses. It recommends following steps to write an effective description, including understanding the subject, brainstorming details related to the five senses, writing a first draft, re-reading, proofreading and rewriting. The document also provides a sample topic of describing the bustling city of Hanoi in Vietnam and suggestions for brainstorming and organizing sensory details.
Argumentative essay writing teacher slides
This document provides guidance on writing an effective argumentative essay in 3 paragraphs or less. It begins by explaining the purpose is to convince the reader of a particular point of view using facts and examples. Next, it covers the key components of an introduction, body and conclusion. The introduction should grab attention with a strong opening and state the opinion. The body should make arguments supported by evidence, anticipate counterarguments, and discuss opposing views. The conclusion restates the main points and opinion, and calls the reader to action.
Types of imagery
This document defines imagery and describes the five main types: visual, olfactory, gustatory, tactile, and auditory. Visual imagery involves descriptions that appeal to sight, olfactory imagery relates to smell, gustatory imagery is about taste, tactile imagery deals with touch sensations, and auditory imagery concerns sounds. Examples are given for each type to illustrate how authors can use imagery to engage readers' senses and make descriptions more vivid. The purpose is to help students understand imagery and be able to identify and incorporate different sensory types into their own writing.
How to write a Literary Essay Introduction and Thesis
Adapted Power Point for English 11 relating to essay writing for the short story Mirror Image by Lena Coakley
Credit to http://www.slideshare.net/Jennabates/how-to-write-a-literary-analysis-essay
Common Core Informative/Explanatory Writing
This document provides an overview of informative/explanatory writing standards under the Common Core and guidance for teachers on how to implement these standards in their classrooms. It outlines the essential skills for informative writing, including introducing topics, organizing ideas, developing topics with facts and details, using transitions, precise language, and maintaining a formal style. Teachers are given examples of writing prompts and assignments they can use, as well as guidance on structuring lessons, using rubrics and anchor papers to assess student writing, and electronic resources for additional support.
narrative writing english
The document discusses various narrative writing techniques including narration, point of view, anecdotes, incidents, sketches, and profiles. It explains that narration tells a story from one point of view and can use first or third person point of view. It also discusses omniscient and limited point of view. Additionally, it provides examples and definitions of anecdotes, incidents, sketches, and profiles as forms of narrative writing.
Nonfiction elements
This document defines key terms used in nonfiction writing such as source, subjective and objective details, primary and secondary sources, and different types of nonfiction essays like narrative, humorous, descriptive, expository, and persuasive. It also defines connotations and observation.
PEEL structure for literature essays
This document provides guidance on completing a graphic organizer that depicts the character traits of Greenheart and Poll using the PEEL structure. It explains the PEEL structure, which includes a Point, Evidence and Explanation, and Link. It also provides examples of how to effectively use evidence from the text to support the point and develop the explanation. The skills needed to complete this task are knowledge of the play's storyline, characters, symbols, and how to use evidence to support an argument.
Writer's use of language writer's effect
A writer selects words and shapes them in the same way that an artist mixes particular hues of paint and applies them to a canvas using brush strokes. Writer’s effect is the powerful feeling that writers intend to inspire in their readers, through the use of special words or expressions or some unique patterns of writing. Writers commonly create effect through the use of the following techniques:
- Imagery
- Power/Powerful/Strong words
- Figurative language
- Miscellaneous methods (arrangement of letters and words, shapes of letters, etc.)
Narrative Writing
This document provides an overview of the key elements of narrative writing. It discusses the plot structure, which includes the beginning, middle, climax, and end of a narrative. It also outlines important elements like characters, setting, style, conflict, theme, point of view, sensory imagery, and figurative language. The purpose of the document is to teach students the components that make up a well-written narrative story.
Writer’s Effects
The three friends set off on a walk from a lonely farmhouse, with one friend interested in history, one in birds, and the other enjoying hiking. As they begin their walk, the views are described both positively, likened to a famous painting, and more ominously, with the forest appearing to swallow the path and grey hills resembling guards. However, they become separated after disagreeing about investigating a mysterious village called Malbrun that locals warned them about.
Staff meeting feedback to vulnerable learners
This document discusses strategies for teaching vulnerable students. It emphasizes using clear explanations focused on the point, modeling tasks, and providing valuable feedback. Some risks of feedback include students not understanding it, getting too much, feeling demoralized by comparisons, or not attending feedback sessions. Teachers are asked to do a risk assessment for feedback with one low-progress student, considering these risks. Suggestions are collected to help vulnerable students with feedback and future assessments.
Risk assessment vulnerable learners - staff
This document provides a risk assessment template for teachers to evaluate potential risks students may face from receiving assessment feedback. The risks assessed include students misunderstanding feedback, receiving too much feedback and feeling overwhelmed, becoming demoralized by low scores, feedback not being useful if performance was very low, and students not attending assessment or feedback lessons. For each potential risk, the teacher considers whether it is a significant risk for that student and what mitigating actions could be taken at the lesson, faculty, or whole school level.
More Related Content
What's hot
Writer's effect ppt
The document provides instructions for students to analyze words and phrases from two paragraphs of a text. It instructs students to select four powerful words or phrases from each paragraph, explain how each is used effectively, and discuss the overall impact of the language on the reader in 200-300 words. It then models this process by analyzing example words and phrases from sample paragraphs, explaining their meanings and effects to create impressions of a ferocious storm and awe-inspiring morning scene.
Explicit versus implicit meaning
Explicit meaning comes from information that is directly stated in a text, while implicit meaning comes from information that is suggested or implied. Both types of meaning are valuable - explicit meaning is important for clarity while implicit meaning adds depth and encourages critical thinking. In texts, explicit and implicit meaning are often connected, as explicit details provide context for readers to derive implicit meanings.
Problem Solution Essay
This document provides information about problem-solution essays, including their purpose, structure, and writing process. A problem-solution essay informs readers about a problem and suggests actions to solve it. It should clearly state the problem and its importance, causes and effects, as well as one or more solutions and how to implement them. The writing process involves choosing a problem, brainstorming solutions, drafting with an introduction stating the problem and thesis, body paragraphs explaining solutions, and conclusion reiterating the problem and solution. Sentence combining and revising can improve the essay.
Argumentative Essay - Class VII
This document provides guidance on writing an effective argumentative essay. It explains that the goal of an argumentative essay is to persuade the reader by presenting a claim and supporting it with logical reasons and evidence. The document outlines the key components of an argumentative essay, including introducing the topic, providing background information, stating a clear thesis, using body paragraphs with a topic sentence, concession to an opposing view, assertion of the writer's claim, and refutation of the opposing view, and concluding by summarizing the main points and refutations. It also provides examples of effective and ineffective thesis statements and examples of introducing, body, and conclusion paragraphs. Finally, it suggests practice topics for writing argumentative essays.
DESCRIPTIVE AND NARRATIVE WRITING
Descriptive writing uses vivid language to help readers visualize people, places, or events by appealing to the five senses. It is often used in menus, travel brochures, and posters to make the topic more interesting. Narrative writing tells a story through elements like plot, characters, setting, theme, and point of view, and can be seen in novels, short stories, biographies, autobiographies, historical accounts, poems, and plays. The document provides an overview of descriptive and narrative writing styles.
Writer's Effect Analysis.pptx
The document provides instructions for students to complete Question 2 about analyzing the writer's effect through specific words and phrases. It tells students to identify 4 words/phrases from two paragraphs, explain how each is used effectively, and comment on the overall impact of the language on 200-300 words. It also gives step-by-step guidance, including re-reading the passages, underlining words/phrases, and explaining the meaning and effect of each choice.
Narrative writing
This document provides tips and techniques for narrative writing. It discusses key elements of narratives such as plot structure, use of tenses, sentence structures, and characteristics. The document outlines the writing process which includes prewriting by planning the narrative, writing a draft following the plan, revising the content, and proofreading. Sample narrative writing prompts are also provided.
Essay Writing
This document provides guidance on writing different types of essays. It discusses analyzing the topic, outlining an introduction paragraph with a thesis statement, and using supporting paragraphs with facts and examples. It also covers prewriting steps like collecting facts and ideas, finding the main idea, and organizing the essay. Editing steps include checking grammar, spelling, style, and organization. Finally, it defines and provides examples of definition, classification, description, and compare/contrast essays.
Cambridge Checkpoint
1. The document outlines the content and structure of the Year 9 Checkpoint English curriculum, which prepares students for IGCSE courses.
2. The curriculum covers comprehension, summary writing, writing to inform and persuade, analyzing characters, settings, language use, and narrative development.
3. It provides learning outcomes, teaching activities, and resources for each section, including comprehension exercises, writing prompts, and guidance on summaries, paragraphs, and persuasive writing.
Descriptive writing ppt
This document provides guidance on descriptive writing. It explains that descriptive writing aims to capture details about an object, place or experience using vivid language that engages the five senses. It recommends following steps to write an effective description, including understanding the subject, brainstorming details related to the five senses, writing a first draft, re-reading, proofreading and rewriting. The document also provides a sample topic of describing the bustling city of Hanoi in Vietnam and suggestions for brainstorming and organizing sensory details.
Argumentative essay writing teacher slides
This document provides guidance on writing an effective argumentative essay in 3 paragraphs or less. It begins by explaining the purpose is to convince the reader of a particular point of view using facts and examples. Next, it covers the key components of an introduction, body and conclusion. The introduction should grab attention with a strong opening and state the opinion. The body should make arguments supported by evidence, anticipate counterarguments, and discuss opposing views. The conclusion restates the main points and opinion, and calls the reader to action.
Types of imagery
This document defines imagery and describes the five main types: visual, olfactory, gustatory, tactile, and auditory. Visual imagery involves descriptions that appeal to sight, olfactory imagery relates to smell, gustatory imagery is about taste, tactile imagery deals with touch sensations, and auditory imagery concerns sounds. Examples are given for each type to illustrate how authors can use imagery to engage readers' senses and make descriptions more vivid. The purpose is to help students understand imagery and be able to identify and incorporate different sensory types into their own writing.
How to write a Literary Essay Introduction and Thesis
Adapted Power Point for English 11 relating to essay writing for the short story Mirror Image by Lena Coakley
Credit to http://www.slideshare.net/Jennabates/how-to-write-a-literary-analysis-essay
Common Core Informative/Explanatory Writing
This document provides an overview of informative/explanatory writing standards under the Common Core and guidance for teachers on how to implement these standards in their classrooms. It outlines the essential skills for informative writing, including introducing topics, organizing ideas, developing topics with facts and details, using transitions, precise language, and maintaining a formal style. Teachers are given examples of writing prompts and assignments they can use, as well as guidance on structuring lessons, using rubrics and anchor papers to assess student writing, and electronic resources for additional support.
narrative writing english
The document discusses various narrative writing techniques including narration, point of view, anecdotes, incidents, sketches, and profiles. It explains that narration tells a story from one point of view and can use first or third person point of view. It also discusses omniscient and limited point of view. Additionally, it provides examples and definitions of anecdotes, incidents, sketches, and profiles as forms of narrative writing.
Nonfiction elements
This document defines key terms used in nonfiction writing such as source, subjective and objective details, primary and secondary sources, and different types of nonfiction essays like narrative, humorous, descriptive, expository, and persuasive. It also defines connotations and observation.
PEEL structure for literature essays
This document provides guidance on completing a graphic organizer that depicts the character traits of Greenheart and Poll using the PEEL structure. It explains the PEEL structure, which includes a Point, Evidence and Explanation, and Link. It also provides examples of how to effectively use evidence from the text to support the point and develop the explanation. The skills needed to complete this task are knowledge of the play's storyline, characters, symbols, and how to use evidence to support an argument.
Writer's use of language writer's effect
A writer selects words and shapes them in the same way that an artist mixes particular hues of paint and applies them to a canvas using brush strokes. Writer’s effect is the powerful feeling that writers intend to inspire in their readers, through the use of special words or expressions or some unique patterns of writing. Writers commonly create effect through the use of the following techniques:
- Imagery
- Power/Powerful/Strong words
- Figurative language
- Miscellaneous methods (arrangement of letters and words, shapes of letters, etc.)
Narrative Writing
This document provides an overview of the key elements of narrative writing. It discusses the plot structure, which includes the beginning, middle, climax, and end of a narrative. It also outlines important elements like characters, setting, style, conflict, theme, point of view, sensory imagery, and figurative language. The purpose of the document is to teach students the components that make up a well-written narrative story.
Writer’s Effects
The three friends set off on a walk from a lonely farmhouse, with one friend interested in history, one in birds, and the other enjoying hiking. As they begin their walk, the views are described both positively, likened to a famous painting, and more ominously, with the forest appearing to swallow the path and grey hills resembling guards. However, they become separated after disagreeing about investigating a mysterious village called Malbrun that locals warned them about.
What's hot (20)
How to write a Literary Essay Introduction and Thesis
How to write a Literary Essay Introduction and Thesis
Viewers also liked
Staff meeting feedback to vulnerable learners
This document discusses strategies for teaching vulnerable students. It emphasizes using clear explanations focused on the point, modeling tasks, and providing valuable feedback. Some risks of feedback include students not understanding it, getting too much, feeling demoralized by comparisons, or not attending feedback sessions. Teachers are asked to do a risk assessment for feedback with one low-progress student, considering these risks. Suggestions are collected to help vulnerable students with feedback and future assessments.
Risk assessment vulnerable learners - staff
This document provides a risk assessment template for teachers to evaluate potential risks students may face from receiving assessment feedback. The risks assessed include students misunderstanding feedback, receiving too much feedback and feeling overwhelmed, becoming demoralized by low scores, feedback not being useful if performance was very low, and students not attending assessment or feedback lessons. For each potential risk, the teacher considers whether it is a significant risk for that student and what mitigating actions could be taken at the lesson, faculty, or whole school level.
Gcse preparation for exams 2015final2
This document outlines the timeline and schedule for GCSE exam preparation and revision for students. It provides the dates for upcoming mock exams in various subjects as well as the schedule for targeted revision sessions during the upcoming Easter break. It also discusses various revision strategies and techniques for students to use such as testing oneself, using mnemonics, and making use of online resources. Contact information is provided for those who may have additional questions.
10 mark challenge final
This document provides resources for Year 11 students at Cherwell School to improve their exam skills in preparation for their English Language exam on May 29th. It outlines a 3-week brain training challenge, providing links to video walkthroughs, writing tips, vocabulary development, sentence structure exercises, paragraph structure advice, and reading comprehension strategies. The goal is for students to improve their score by at least 10 marks between their mock exams and the actual exam through utilizing these exam preparation materials and techniques.
Sample mocks marking
This document provides feedback on a mock exam for an English student named XXXXXXXXXXXXXX. It summarizes their performance in the reading and writing sections, giving scores out of total possible points for each question. Overall the student scored 54 out of 80. The feedback identifies areas for improvement in reading such as using more sophisticated language. In writing, targets are to work faster in the first half and use more advanced sentence structures. The student is advised to focus revision on weaker areas using online revision videos and activities.
Professional learning at The Cherwell School
1. The document discusses principles for effective professional learning and development for teachers. It emphasizes focusing on a few high impact areas, ignoring initiatives that are not important, and respecting teachers' capacity and time.
2. It advocates for teacher learning communities that are subject-based, allow teachers to select their own development areas, and involve collaborative working on current teaching practice.
3. Effective feedback is discussed, including moving beyond grades to focusing on thought and quality. Coaching models of feedback that draw out reflection are recommended over directive models.
Modelling – at the heart of teaching
This document discusses the importance of modelling as a way to make implicit thinking explicit for students. It suggests 5 questions to consider when modelling, including how to create conditions for deep thinking. Different types of modelling are presented, such as student-generated, teacher-modelling, and differentiated modelling. Live modelling is described as the "Rolls Royce" approach, showing students how to complete a task excellently. The key message is that modelling clarity, avoiding assumptions, and demonstrating mastery of a skill can help students learn.
Next to god america i 3
While the poem begins with patriotic phrases praising America, it uses them ironically to convey the opposite message. It mocks overly patriotic speeches by politicians and suggests we shouldn't worry about the loss of past centuries. The listing of nonsensical phrases further emphasizes the ironic mocking of blind patriotism. In the end, the speaker dismisses the idea of heroic dead and quickly moves to another topic, underscoring the irony between what is said and what is meant.
Questioning omam2
The document provides guidance on developing students' question asking skills through various activities that have them generate and categorize different types of questions about short stories and characters. It encourages crafting knowledge-based, speculative, and deeper thinking questions and modeling what makes a good question by being accurate yet interesting. Students practice this by writing questions about Of Mice and Men characters and their dreams.
Grammar + analysis to share
TWWL aims to increase confidence with grammar through recognizing how it can be manipulated in texts and explaining how it creates meaning. Key grammar concepts covered include morphology, syntax, semantics, and lexical features. Morphemes, words, phrases, clauses and sentences are defined. Dependent and independent clauses are distinguished, as are the four main sentence types: imperative, interrogative, emphatic, and declarative. Periodic sentences and punctuation of complex sentences are also discussed.
Lonely hearts and coursework Qs
The document provides lesson aims and questions for students to consider how two poems by Tony Harrison, "National Trust" and "Them and Uz", represent the class divide between the wealthy and working classes. Students are asked to analyze how Harrison uses language and structure to portray this divide and to what extent Marxist ideology is present in describing the exploitation of the lower classes. Groups are instructed to collate their research on these poems and topics.
Year 7 curriculum
Year 7 students will study Greek myths and Shakespeare's The Tempest in the first term, exploring characters from works like Perseus and Medusa. In the second term, they will analyze poetry about identity and experiment with writing poetry. The third term focuses on Gothic literature, with students learning how Gothic characters and settings are created by studying famous Gothic texts and practicing creative writing inspired by the Gothic tradition.
Double meanings, ambiguity and manipulation (juliet)
This document contains excerpts from Shakespeare's Romeo and Juliet that demonstrate themes of double meanings, ambiguity, and manipulation through language. The excerpts show characters using layered, nuanced language to express complicated emotions and intentions, often in contrasting or contradictory ways.
1 wss section 1 imagery january
Rhys demonstrates Antoinette's political status and isolation in colonial Jamaica through her use of imagery. In the passage, Antoinette prefers the physical pain of razor grass cutting her or the company of insects and snakes to being around people. This conveys her emotional rejection and sense of social inferiority as a white Creole woman. The swarming ants also suggest the chaotic lives of those without political power and the need for change. The reference to the snake alludes to Genesis and suggests Antoinette is a scapegoat, furthering her isolation through the toxic natural imagery.
8 frankenstein facebook (1)
In Chapter 10 of Frankenstein, the narrative perspective shifts to the monster as he approaches Victor Frankenstein. The monster expects to be received with hatred due to his miserable existence as a wretched creature. When the monster speaks, he bitterly laments his suffering and questions why Victor would create but then reject his own creature when they are bound together. Hearing the monster's story provides more context for its emotions and alters the reader's understanding of it.
5 chart of madness
The document discusses the structure of Jean Rhys's novel Wide Sargasso Sea and how it subverts patriarchal norms of the 19th century novel. The shifts in narrative voice, place, and time give the text complexity. This experimentation with structure and voice explores the unconscious and uses modernist techniques to transform the ending of Jane Eyre and give voice to the marginalized character of Bertha. The structure represents a postmodern form of feminism that examines the complexity of male-female relationships.
Year 8 curriculum
The document outlines the curriculum for Year 8 over six terms. In Term 1, students will study Macbeth and Shakespeare's sonnets, exploring themes in Macbeth like ambition and violence, and analyzing some of Shakespeare's famous poems. In Term 2, students will learn about detective fiction, studying Sherlock Holmes mysteries, how language creates suspense, and the creation of famous villains. In Term 3, students will learn about dystopian fiction, reading works like Animal Farm to understand how settings and characters develop dystopian stories and create their own tales.
Analysis of spoken language+gender (advice)
The document provides guidance on structuring an essay response that analyzes how language is used by speakers to create meaning and build relationships. It recommends introducing the speakers and context, exploring language features and spoken language techniques, and linking the analysis to Lakoff's theory on language and gender from her work "Man Made Language". Specific language elements that could be discussed include fillers, hedges, tag questions, and backchanneling. The document also provides a suggested structure and example for writing about spoken language techniques.
Context modelling
Vultures are typically seen as scavengers that prey on weakness, watching from a distance and being considered cruel or wicked. However, a new context for vultures is possible, as the passage does not define what that new context may be.
Viewers also liked (20)
Double meanings, ambiguity and manipulation (juliet)
Double meanings, ambiguity and manipulation (juliet)
Similar to Tepe gcse
Evaluation Language Paper 1 Q4 AQA
The writer effectively conveys a sense of glamour and excitement of Gatsby's parties through vivid descriptions. Long lists detail the abundant food and drink provided, including fanciful descriptions that emphasize the wealth and luxury. The passage contrasts a typical party with Gatsby's extravagant affairs through references to unusual foods and forgotten drinks. Frequent parties further distinguish Gatsby's luxurious lifestyle from ordinary social gatherings.
How to write an english essay booklet
The document provides instructions on how to write an English essay. It explains that essays should use objective language and avoid first-person pronouns. An essay has an introduction that outlines the topic and thesis, a body with paragraphs analyzing evidence through techniques and their effects, and a conclusion that restates the thesis. Transitional phrases, verbs of doing, and causal conjunctions should be used to link paragraphs and show relationships between ideas and the essay question.
Capers for paper 1 section 1
The document provides guidance on how to structure responses for Paper 1 of the HSC Area of Study on Discovery. It introduces the acronym C.A.P.E.R.S. to guide the response - Concept, Analyze, Prove with Evidence, Respond with Syllabus. For each text, students are instructed to identify a concept of discovery, analyze language techniques used to represent this concept, provide evidence from the text, and relate it back to syllabus concepts. Sample responses demonstrate applying this structure without simply retelling the text. The document emphasizes discovering concepts of discovery represented in the text rather than recounting plot details.
Essay writing guide
The document provides guidance on writing argumentative essays, including the typical structure and components. It discusses that an argumentative essay develops the writer's own argument in response to a general essay question. It then outlines the typical components of an introduction, body paragraphs, and conclusion. The body explains how to write effective paragraphs that use techniques like transitional phrases, topic sentences, examples, and explanation of how the examples relate to the thesis. It provides examples of how to write strong introductions, body paragraphs with the S.T.E.W. method (Statement, Technique, Example, Why), and conclusions that restate the question and key points.
iGCSE Jan Mock Prep Lesson [Question 2 Extended]
The document provides guidance to students on analyzing the effects that word choices create in a paragraph. It instructs students to:
1) Identify 4 powerful words or phrases from a sample paragraph
2) Note what each word or phrase makes them think of to understand the connotations
3) Explain the effect that each word or phrase creates by discussing its connotations and associations
4) Conclude with a statement about the overall effect of the paragraph based on the language choices
The document uses examples and prompts students to practice this analysis to demonstrate understanding of how an author's word choices can create different effects.
A Not Bad Essay
The document provides guidance on writing essays, including introducing topics with profound statements, using evidence to support ideas, and discussing how authors convey meaning and what lessons they aim to teach audiences. It emphasizes explaining the "why" and discussing purpose over just identifying techniques. Well-written paragraphs should define concepts, use evidence to back statements, and discuss societal lessons. A high-quality essay would analyze how texts represent ideas and what human insights readers can gain.
Description
The document describes the patterns of paragraph and essay development for descriptive writing. Descriptive writing relies on details from the five senses to create a clear image of the subject for the reader. It uses vivid language and details to show rather than tell about the subject. There are three main types of descriptive writing: narrative description which tells a story, subjective description which relates details from a biased viewpoint, and objective description which factually describes a subject using sensory details. Effective descriptive writing techniques include using clear and vivid language, appealing to the senses, and leaving the reader with a clear impression of the subject.
English Education
This document provides background information on descriptive paragraphs and the use of pictures to help students write descriptive paragraphs. It defines key terms like writing, paragraphs, descriptive paragraphs, and pictures. It explains that descriptive paragraphs use details that appeal to the 5 senses to help readers visualize what is being described. The document also discusses how pictures can be used in the classroom to model descriptive paragraph writing and help students include more vivid details in their own writing by giving them a visual to describe. It analyzes data from sources on descriptive writing and concludes that using pictures can improve students' descriptive paragraph writing abilities by creating a more interesting learning environment.
Context Clues - By Student of English Literature UIN Sunan Ampel Surabaya
The document discusses context clues, which are hints found within text that help readers understand the meaning of unfamiliar words. It identifies 9 types of context clues, including definition clues, example clues, synonym clues, and inference clues. Context clues are important because they allow readers to determine word meanings without a dictionary by analyzing how the word is used within a sentence or paragraph. Understanding context clues makes readers better able to build vocabulary and comprehend various meanings of words.
unseen+poetry+revision+guide.pdf
The poem explores the speaker's feelings about a child struggling to learn to read. In the first stanza, the child is described as talented in other areas, but the tone shifts as it notes he is "slow to read". The second stanza uses cold imagery to depict the child's lack of interest in reading, as he "toys with words" and lets them "go cold". The speaker tries to push the child to read but eventually lets him "wriggle free". The poem shows the speaker's frustration with the child's struggles and unwillingness to engage with reading.
How To Write A Good Definition Essay.pdf
Good Words For A Definition Essay. 3 Steps to Define 3 Terms in a Definition Essay. Definition Essay Examples sample, Bookwormlab. Your Go-to Guide For Writing a Definition Essay.
Writing Chart
This document provides guidance on writing different types of academic essays, including expository, persuasive, response to literature, and narrative essays. It identifies the purpose, audience, common signal words, and structural elements of each type. Key differences between the essay types are highlighted, such as expository essays explaining processes while persuasive essays aim to convince. Common transitional phrases and language for each genre are also listed. The document concludes by offering advice on supporting the main idea and grabbing the reader's attention for each format.
Becoming A Teacher Essay
Essay- Becoming an excellent teacher. My Best Teacher Essay | Custom Writing Service. Essay on my teacher is the best in 2021 | Essay, College application .... 10 Lines on My ambition to become a teacher ||essay writing My aim in .... Essay about a teacher who inspired you. My Teacher Essay | Essay on My Teacher for Students and Children - A .... Essay on how to become a good teacher - Becoming A Teacher Essay. Being A Teacher Essay – Telegraph. Why you want to be a teacher Essay Example | Topics and Well Written .... My Best Teacher Essay. Why Do You Want to Be a Teacher? | Teachers | Learning. Sample Essay On Why I Want To Be A Teacher. Why do I want to be a teacher Essay - EDUC D097 - WGU - Studocu. essay examples: Why I Want To Be A Teacher Essay. My teacher essay - Purchase Custom Written Essays.. I Want To Be A Teacher Essay – Telegraph. ESSAY - Qualities of A Good Teacher | PDF | Teachers | Action (Philosophy). My Teacher Essay in English (Essay on My Teache
Writers effect.pptx
This document discusses various techniques writers use to affect readers, known as figures of speech. It provides examples of different figures of speech like metaphor ("She was an owl"), personification ("Lightning danced across the sky"), onomatopoeia ("The hiss of the snake"), and alliteration ("Busy buzzing Bee behaved beautifully"). It also discusses denotation versus connotation, the five senses writers can appeal to (sight, hearing, smell, taste, touch), and the technique of "show don't tell" to create vivid imagery for readers rather than just telling them something. It includes interactive elements like fill-in-the-blank questions to test understanding of techniques like metaphor, personification, onomatop
TEXT STRUCTURES, PURPOSE, AND FEATURES (WITH LONG /A/ SOUND)
The document provides information about producing the long /a/ sound in English. It begins by listing example words that contain the long /a/ sound and the letter combinations that can produce this sound, such as a followed by a consonant and e, a followed by y, and a followed by i. It then presents a rhyme about the long a sound. The rest of the document includes riddles with answers containing the long a sound and a list of example words from a paragraph containing the long a sound.
Latin words and prefixes kfbfbewjkfwj fwejkfbew f
wkdjbqwjkbd dqjwkbdakf.anf fajofn afi fo;jfne fwjefb fwen weognwe gwugbw gjg wjgw egwehig ngwah gwj gw giwh gwhig whg we gwe ghwkdjbqwjkbd dqjwkbdakf.anf fajofn afi fo;jfne fwjefb fwen weognwe gwugbw gjg wjgw egwehig ngwah gwj gw giwh gwhig whg we gwe ghwe g wghwebghiw ghw gwuieg wgwi ghw gwyig wgiweug whg weg guiw gi weig wghwg wieg wgiwbgiwe gw guwei giwe gwihg wi giwg iwgwgbw gw gwie gwgh wig iwg iw gweig iewbgkwq dqwhwkdjbqwjkbd dqjwkbdakf.anf fajofn afi fo;jfne fwjefb fwen weognwe gwugbw gjg wjgw egwehig ngwah gwj gw giwh gwhig whg we gwe ghwe g wghwebghiw ghw gwuieg wgwi ghw gwyig wgiweug whg weg guiw gi weig wghwg wieg wgiwbgiwe gw guwei giwe gwihg wi giwg iwgwgbw gw gwie gwgh wig iwg iw gweig iewbgkwq dqwhwkdjbqwjkbd dqjwkbdakf.anf fajofn afi fo;jfne fwjefb fwen weognwe gwugbw gjg wjgw egwehig ngwah gwj gw giwh gwhig whg we gwe ghwe g wghwebghiw ghw gwuieg wgwi ghw gwyig wgiweug whg weg guiw gi weig wghwg wieg wgiwbgiwe gw guwei giwe gwihg wi giwg iwgwgbw gw gwie gwgh wig iwg iw gweig iewbgkwq dqwhwkdjbqwjkbd dqjwkbdakf.anf fajofn afi fo;jfne fwjefb fwen weognwe gwugbw gjg wjgw egwehig ngwah gwj gw giwh gwhig whg we gwe ghwe g wghwebghiw ghw gwuieg wgwi ghw gwyig wgiweug whg weg guiw gi weig wghwg wieg wgiwbgiwe gw guwei giwe gwihg wi giwg iwgwgbw gw gwie gwgh wig iwg iw gweig iewbgkwq dqwhwkdjbqwjkbd dqjwkbdakf.anf fajofn afi fo;jfne fwjefb fwen weognwe gwugbw gjg wjgw egwehig ngwah gwj gw giwh gwhig whg we gwe ghwe g wghwebghiw ghw gwuieg wgwi ghw gwyig wgiweug whg weg guiw gi weig wghwg wieg wgiwbgiwe gw guwei giwe gwihg wi giwg iwgwgbw gw gwie gwgh wig iwg iw gweig iewbgkwq dqwhwkdjbqwjkbd dqjwkbdakf.anf fajofn afi fo;jfne fwjefb fwen weognwe gwugbw gjg wjgw egwehig ngwah gwj gw giwh gwhig whg we gwe ghwe g wghwebghiw ghw gwuieg wgwi ghw gwyig wgiweug whg weg guiw gi weig wghwg wieg wgiwbgiwe gw guwei giwe gwihg wi giwg iwgwgbw gw gwie gwgh wig iwg iw gweig iewbgkwq dqwhwe g wghwebghiw ghw gwuieg wgwi ghw gwyig wgiweug whg weg guiw gi weig wghwg wieg wgiwbgiwe gw guwei giwe gwihg wi giwg iwgwgbw gw gwie gwgh wig iwg iw gweig iewbgkwq dqwh
Gcse english reading
The document provides guidance on skills for answering reading comprehension questions on an exam. It discusses retrieving explicit information from passages, understanding implied meanings, and analyzing how language choices shape the text. Sample questions guide analyzing an article about Jamie Oliver's reaction to a study on school meals. The document emphasizes close reading, using evidence from the text, and comparing presentation across multiple sources.
Gcse english mock exam preparation 2011 single
The document provides guidance on developing reading skills for exams. It discusses four main reading skills: 1) Retrieving explicit information from a text, 2) Understanding implicit meanings, 3) Interpreting deeper layers of meaning, and 4) Analyzing presentational features. For each skill, it offers examples of how to structure answers, the level of detail expected for skilled vs. excellent work, and prompts for practicing the skill. The overall document aims to help students learn and apply different reading strategies to improve their exam performance.
Blue Pink Yellow Pastel Line English Graphic Novel Conventions Presentation (...
Adjectives are used to modify and describe nouns. They provide additional details about qualities like size, color, shape, or other attributes. There are different types of adjectives that serve specific grammatical functions or make comparisons. Adjectives help writing be more vivid, precise, and aid readers in visualizing what is being discussed.
For ___thesis _Defense _ template. Pptx
The document describes the development and validation of instructional materials for teaching unit planning and lesson planning in science. It discusses determining the profile of respondents, including their age, sex, years of teaching experience, and education level. It also discusses determining the validity of the developed instructional materials based on their objectives, content, format, presentation, and usefulness.
Similar to Tepe gcse (20)
Context Clues - By Student of English Literature UIN Sunan Ampel Surabaya
Context Clues - By Student of English Literature UIN Sunan Ampel Surabaya
TEXT STRUCTURES, PURPOSE, AND FEATURES (WITH LONG /A/ SOUND)
TEXT STRUCTURES, PURPOSE, AND FEATURES (WITH LONG /A/ SOUND)
Blue Pink Yellow Pastel Line English Graphic Novel Conventions Presentation (...
Blue Pink Yellow Pastel Line English Graphic Novel Conventions Presentation (...
More from MsCaldwell
Nature and Romanticism
The monster finds joy in nature after awakening alone, cold, and afraid. He takes delight in the birds singing and observing his surroundings. The passage shows the monster experiencing humanity and relief from suffering when in nature, highlighting the Romantic view of nature bringing out our humanity. It generates sympathy for the monster by depicting the beauty of nature that the Romantics celebrated.
Nature and Romanticism
The document discusses Romantic views of nature and their influence on reading Chapter 11 of Frankenstein. It provides context on how the Industrial Revolution impacted imagination and the importance of childhood and nature in Romanticism. Students are asked to analyze passages from Chapter 11 through the lens of Romantic ideals of the sublime in nature and how it relates to emotion and disturbed minds.
7 frankenstein find quotes qqt
Mary Shelley uses powerful descriptive language to portray Frankenstein's emotional state at the moment of creating the creature as dangerous and obsessive. She emphasizes his "anxiety that almost amounted to agony" through alliteration, implying his actions could have dire consequences. This foreshadows the problems to come from Frankenstein overreaching his role and interfering with nature. The subtitle "The Modern Prometheus" further warns of the dangers of mankind thinking they can play God through science.
Context Posters (homework)
The document provides instructions for a controlled assessment project on Mary Shelley's novel Frankenstein. Students are asked to create a detailed resource on the various social, cultural, and historical aspects that were prevalent when Frankenstein was written. This will include commenting on how the context affected the text and linking specific examples to show influences. Students are expected to thoroughly understand the context to avoid missing important influences, such as Romanticism, science, women's issues at the time, and related literary works. The resource will be shared as a class for a comprehensive understanding of the novel's context.
Frankenstein find Quotes
Mary Shelley uses powerful language to emphasize Frankenstein's intense emotions at the moment of creating the monster. The line "With an anxiety that almost amounted to agony, I collected the instruments of life around me" shows his obsession and suggests his actions are dangerous. The alliteration of "anxiety" and "agony" makes the moment more dramatic. This foreshadows that Frankenstein's meddling with nature will have negative consequences, proving he should not have interfered in this way. The story is a warning about the dangers of scientific experimentation and mankind overreaching.
4 frankenstein initial emotion
Here is a TEPEE paragraph analyzing how Shelley uses language to convey emotion in the opening of Chapter 5:
T: The significant use of imagery and setting in this opening establishes the mood of fear and foreboding.
E: We see Victor described as feeling "an anxiety that almost amounted to agony" as he awaits the creature coming to life, conveying his intense dread.
P: Shelley seems to be illustrating the profound terror and apprehension Victor experiences as his creation comes alive for the first time.
E: Words like "dreary," "dismally," and "half-extinguished" imply a sense of gloom and impending doom, evoking the feelings of darkness and misery
4 Crooks
The document provides information about themes in John Steinbeck's novel Of Mice and Men. It discusses how themes are not directly presented in fiction but must be extracted from characters, actions, and settings. Specific themes in Of Mice and Men are mentioned, including dreams, friendship, loneliness, and prejudice. One section analyzes how Steinbeck presents the character of Crooks as lonely through his description of Crooks as "proud" and "aloof" and through Crooks' own bleak view of never achieving the American Dream of owning land.
8 Curley's Wife tepee
The document is a PowerPoint presentation about Curley's wife from Of Mice and Men. It contains learning objectives about selecting quotes that link characters to themes. There are slides with potential quotes from the novel about Curley's wife and instructions on how to analyze how Steinbeck presents her as a lonely character through his use of language. One slide provides an example analysis of how Steinbeck's word choices in describing Curley's wife's speech suggest her desperation and loneliness.
12 friendship omam
George and Lennie have a close friendship in which they rely on and care for each other. In contrast to other lonely characters, George tells Lennie that they have someone who cares about them and gives them a future together. When Lennie asks why they are different, George explains that they look out for each other. Their friendship provides companionship and purpose that sets them apart from the isolated lives of other characters.
13 something that happened
The document discusses John Steinbeck's novel Of Mice and Men and examines whether Steinbeck can be considered a fatalist based on the style and structure of the novel. It notes that the novel was originally titled Something that Happened, which suggests Steinbeck's detached style. It also references the poem "To a Mouse" by Robert Burns which has themes of fatalism. The structure of the novel, with its six chronological sections like a play, builds tension and contributes to a sense of inevitability and loneliness.
Foreshadowing Candy's dog tepee (3)
The document discusses how Steinbeck uses foreshadowing in Of Mice and Men. It provides examples of how Steinbeck foreshadows Lennie's death by drawing parallels between the descriptions of Candy's dog being killed and Lennie being shot and killed by George later in the novel. The document analyzes specific word choices Steinbeck uses, like "wouldn't even quiver", that are applied to both the dog and Lennie to foreshadow a painless death. It suggests the foreshadowing helps readers understand that Lennie's death was necessary and meant to be kind. The links between the two killings ensure readers know George must shoot Lennie, just as Candy felt he should have shot
5 omam top 5
The document discusses themes in John Steinbeck's novel Of Mice and Men, focusing on how Crooks is presented as a lonely character. It provides learning objectives and templates for analyzing quotations that represent Crooks' loneliness. Students are tasked with identifying their top 5 quotes depicting Crooks as lonely and explaining the order, as well as finding quotes showing Curley's wife as lonely for homework.
Feminism and crit anthology
Feminism sees socio-economic ideas as the cause of women's historical disadvantage, unlike Marxism which focused on class. Literature was seen by feminism to construct unfair views of women that reinforced stereotypes. As gender studies developed, notions of both femininity and masculinity, and their representations, were examined.
National trust structure
Tony Harrison's poem "The School of Eloquence" uses its structure and form to convey meaning from a Marxist perspective. The poem is written in a 16-line sonnet form to suggest the oppression of the proletariat through its constraints. Elements like rhyme and meter are used to comment on the silencing of workers' language and the killing of the dialects they spoke. By choosing a less common sonnet form, Harrison distances himself from the literary establishment while still demonstrating his command of form and language.
GCSE Language Revision Super Doc
The document provides guidance on revising for and completing the English Language GCSE exam. It outlines the structure and content of the exam, including:
- Section A contains comprehension questions on sources, assessing understanding, use of presentational features, thoughts and feelings, and comparing language effectiveness.
- Section B consists of two longer writing questions, with 25 minutes for question 5 requiring explanation/description, and 35 minutes for question 6 requiring persuasion/argument.
- Scoring is based on content/communication, organization, and accuracy of sentences, spelling, capitalization, and punctuation.
- Tips are provided for each question type, emphasizing using evidence from sources, structure, variety, and proof
Poetry - How to compare
The document provides guidance on how to compare two poems, including understanding the learning intentions, planning an effective comparison that identifies similarities and differences, using quotations and analysis of language, and writing a comparison that discusses both poems simultaneously through comparative analysis. Key advice includes being precise, using comparative language, and discussing both poems at the same time through a focused analysis. The goal is to skillfully compare how the poets present similar experiences or ideas in the two poems.
Section B Q6 Higher Paper
The teacher apologizes for being absent and encourages the student to practice for their exam, focusing on mastering four key sentence structures. The teacher provides success criteria for a skilled and excellent exam response, including using a variety of sentence structures and ambitious vocabulary, as well as organizing paragraphs to support an argument. Students are then instructed to peer assess a practice response based on the success criteria and improve one paragraph with feedback.
Section B Q6 Language Paper
The document provides instructions for covering a class, including showing a PowerPoint, having students work independently in their books while listening to music, using a C feedback system, and structuring a lesson around exam practice, peer assessment, and rewriting paragraphs using targets.
GCSE Speaking And Listening CA
This document provides guidance for students to learn how to create and sustain roles in improvised drama. It outlines objectives for thinking creatively to devise characters and stay in role. Students will plan, practice, and perform a role-playing scenario of a school exclusion meeting with different characters. Success criteria emphasize developing original stories and complex narratives while appropriately using voice and body language to embody each role.
Futility
The document provides learning objectives and materials for understanding imagery in poetry about conflict. It includes analysis of the poem "Futility" by Wilfred Owen. Students are asked to annotate images in the poem that convey meaning, such as the "kind old sun" representing warmth and life versus the "clay of a cold star" contrasting bitterness and emotional coldness. Explaining how these images are used to comment on the pointlessness of life lost in war.
More from MsCaldwell (20)
Tepe gcse
- 1. Learning Intention: WALT Explain how writers use language to create effects.
- 3. Technique Less Evidence Purpose Effect More
- 4. What techniques are used to describe?
- 6. What is the PURPOSE of this text?
- 8. Top 5Techniques WALT - Explain the ways that a writer‟s language choices can shape reader response
- 9. „Top 5‟ Techniques Choose 5 quotations which are most persuasive / effective List them in your books Choose the top 3 and Explain them Choose the top 1 and Justify your choice
- 10. „Top 5‟ Techniques Choose 5 quotations which are most persuasive / effective List them in your books Choose the top 3 and Explain them Choose the top 1 and Justify your choice
- 11. Explaining Effects „buckets with cool, fresh, clear water‟ – because it sounds good and makes you think. Great explanation will be more detailed by: -Including Purpose and Effect (TEPE) -Commenting with increasing precision on the effect of power words and techniques -Linking to elsewhere in the text
- 12. Explaining Effects „buckets with cool, fresh, clear water‟ – because the use of the three adjectives amplifies the fact that the water is clean.
- 13. Explaining Effects „buckets with cool, fresh, clear water‟ – because the use of the three adjectives amplifies the fact that the water is clean. The alliteration of „cool‟ and „clear‟ reinforces this point, and gives the reader hope that if they give money, good things will happen.
- 14. Explaining Effects „buckets with cool, fresh, clear water‟ – because the use of the three adjectives amplifies the fact that the water is clean. The alliteration of „cool‟ and „clear‟ reinforces this point, and gives the reader hope that if they give money, good things will happen. It also contrasts with the „dirty yellow‟ water of the other field, making it seem even cleaner. Excellent explanation will be more detailed by: -Discussing Purpose and Effect (TEPE) -Commenting with increasing precision on the effect of power words and techniques
- 15. Explaining Effects „buckets with cool, fresh, clear water‟ – because the use of the three adjectives amplifies the fact that the water is clean. The alliteration of „cool‟ and „clear‟ reinforces this point. The alliteration of „cool‟ and „clear‟ reinforces this point, and gives the reader hope that if they give money, good things will happen. It also contrasts with the „dirty yellow‟ water of the other field, making it seem Excellent explanation will be more detailed even cleaner. by: -Discussing Purpose and Effect (TEPE) -Commenting with increasing precision on the effect of power words and techniques
- 16. „Wonder filling her eyes‟ Here they have used strong emotive language to give the reader a better understanding but also give a strong image. It also shows the reader the happiness the little girl had when she saw the clear water.
- 18. Technique Evidence Purpose Effect Using the word Strong word choice “wonder filling her This might be to create ‘wonder’ shows that eyes” a strong sense of she is amazed at the emotion. water pipe and shows us that water is precious to her.
- 19. Technique Evidence Purpose Effect
- 20. One way that the writer uses language to describe in this section is ................... T Another way the writer uses language to describe is ............... The author‟s use of language / words / tone of voice is significant in creating description. The author uses setting to convey ... The characterisation of ... is developed in this section. We can see this in the quotation ... E We hear the scene described as ... This is shown in the line “......................” Arguably, the most significant line is ................ The author seems to be suggesting ... P The author is, perhaps, exploring the idea of ... The author is explaining, illustrating, uncovering, hiding, illuminating, developing, The author is creating a child‟s point of view by.... The words suggest / imply / convey ... E This word / phrase / image / character makes me think of ... This conveys feelings of ... The word / image contains several ideas. For example... The author seems to be exploring the theme / idea of .. Developing the interpretation further, we could argue that...
- 21. Success criteria: Skilled: Excellent: • Knowledge: • Speculation: what Correctly identify might the author‟s several literary purpose be in using techniques that can this technique? be found in the text. • Speculation: what • Comprehension: might the effect on For each one, write the reader be? down a quote from the text as evidence.