Year 10en4 Litpoetry5 9 08
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The document outlines the coursework and exams for a Year 10 English literature and language class. It includes studying novels like Of Mice and Men, poems by Heaney and Clarke, comparing poems, analyzing films, and developing the key skill of comparing texts. Students practice this skill by comparing poems and providing feedback. They also reflect on two key learning points from the lesson.
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The document discusses using proper punctuation, specifically commas, in sentences. It asks students to practice adding commas to sample sentences to make them grammatically correct. It also defines the drama term "tableaux" and instructs students to practice creating tableaux scenes from a story. Finally, it lists characteristics of different types of learners and has students reflect on which types they demonstrate.
Year 10en4 Litpoetry11 9 08
This document provides learning questions and tasks about analyzing imagery in poems about loss and death. It asks how poets use words to create images and what those images reveal about thoughts, feelings, and emotions in the poem. It then discusses Seamus Heaney's poem "Mid Term Break" and asks students to choose images from quotes and explain what they convey about Heaney's perspective.
Year 10en4 Litpoetry12 9 08
This document provides learning questions and tasks about analyzing poetry. It asks how poets use words to create images and what those images reveal about thoughts, feelings, and emotions in the poem. It then provides examples from the poem "Mid Term Break" by Seamus Heaney, asking students to choose images from the poem and explain what they suggest about Heaney's emotions. Finally, it asks students to compare how the poems "On My First Sonne" and "Mid Term Break" explore death and loss from the perspectives of a father-son and brother-brother relationship.
Yr11examprep P1 SecA 17/4/08
This document discusses analyzing the presentational devices used in non-fiction texts and media. It provides objectives around understanding how and why various devices are used and weaknesses to avoid, such as discussing language rather than presentation. Key questions are provided to guide analysis, such as who produced the text, the purpose and audience, how meaning and the subject are presented. The next text discussed is on whether computer games can help learning.
yr11 Litpoetry 27/2/08
The document provides an analysis of the objectives and assessment objectives (AOs) of the Literature exam with a focus on poetry. It then analyzes Alfred Tennyson's poem "The Eagle" through close readings of excerpts from the poem. Key details analyzed include the language, structure, imagery, and themes conveyed in the poem. Comparisons are drawn between the stanzas and suggestions made about potential connections between "The Eagle" and other poems covered in the exam.
yr11 Litpoetry 29/2/08
The document introduces an exam on literature with a focus on poetry. It outlines the key assessment objectives of providing a critical response using evidence from the text, exploring how language and structure contribute to meaning, and considering different interpretations and comparisons within and between poems. It prompts analysis of the sample poem "The Field Mouse" in light of provided historical context about the war in Yugoslavia, and encourages connecting this poem to others such as "The Eagle."
yr11 examprep P1 SecA 23/4/08
The document discusses analyzing language devices and presentation techniques used in non-fiction texts and media. It provides examples of weaknesses seen in previous analysis, including not focusing enough on specific language devices and their effects. Students are instructed to analyze food packaging for intended audiences, messages, and language and presentation choices, noting their observations on a feedback form.
yr11 revision 13/3/08
The document provides guidance on writing to argue effectively for GCSE English coursework and exams. It outlines the assessment objectives, which include communicating clearly for different audiences and purposes, organizing ideas cohesively, and using accurate grammar. It then discusses techniques used in persuasive writing, such as stating opinions clearly, considering alternate views, using rhetorical questions, and concluding by summarizing key points. Students are advised to plan their writing by identifying the audience, purpose, and form, developing a word bank, and outlining their argument structure before composing their response.
Yr10 set1 RandJ 25/2/08
The document discusses Act 1 Scene 1 of William Shakespeare's play Romeo and Juliet. It provides context about the prologue and asks questions about how the scene introduces the characters and builds dramatic tension. Specifically, it asks how the servants' conversation starts the play, what is revealed about Tybalt's character, and what Romeo's dialogue implies about him.
Yr11 Litpoetry 14/3/08
This document provides objectives and assessment objectives for analyzing several poems, including "At a Potato Digging" and "Song of the Old Mother". It aims to explore links between the poems through a close analysis of imagery, language, structure and form. Students should consider different interpretations and evaluate relationships and comparisons within and between the poems.
Yr11 Litpoetry 12/3/08
This document provides objectives and analysis for poems including "At a Potato Digging" by Seamus Heaney. It aims to explore links between poems, analyze "At a Potato Digging" through textual evidence and considering how language, structure and form contribute to meaning. It also explores different interpretations and relationships within and between poems, with a focus on discussing imagery through commentary on the poems.
Yr11 Litpoetry 17/3/08
This document provides objectives and instructions for analyzing several poems, including "At a Potato Digging" and comparing how death is presented in "On My First Sonne" by Ben Johnson and another poem. Students are also tasked with comparing how death is presented in a poem by Seamus Heaney and one by Gillian Clarke. Students are given guidance on writing an essay responding to this prompt, including using a planning grid and writing at least two paragraphs.
Yr11 examprep P1 SecA 8/4/08
The document provides guidance on preparing for an exam that involves analyzing non-fiction and media texts. It discusses weaknesses common in past exams and emphasizes the importance of clearly answering the question, exploring the effect of linguistic devices, and considering who produced the text and its intended audience and purpose. The exam consists of several multi-part questions about two provided texts and accounts for 15% of the final grade. Examinees are advised to spend one hour analyzing and answering all questions, and to annotate the texts before responding.
Yr11 examprep P1 SecA 9/4/08
This document provides guidance for an exam on analyzing non-fiction and media texts. It discusses weaknesses in prior practice exams, such as discussing language when asked about presentation or vice versa. It emphasizes analyzing the effect of linguistic devices. The document lists some common exam themes and instructs students to choose a theme and potential texts. It provides examples of analyzing presentational devices and their effects, and asks students to annotate additional texts to practice.
Yr11 examprep P1 SecA 11-12/4/08
The document provides guidance on analyzing presentational devices used in non-fiction texts. It discusses weaknesses students demonstrated in mocks, such as not focusing on how devices are used to create meaning and effect. Key questions are presented to consider the producer, purpose, genre and audience of a text, and how meaning and subjects are presented. Students are instructed to annotate examples of presentational devices and their effects, and to practice this analysis on sample texts.
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Year 10en4 Litpoetry5 9 08
- 1. Year 10 set 4 HAVE YOU HIT THE GROUND RUNNING?
- 2. GCSE Eng/Eng Lit COURSEWORK EXAMS Original Writing Media Shakespeare 20 th Century Drama (play) Prose Study (Novel) 3 Speaking & Listening Assessments Eng Paper1 Sec A: Questions on Non Fiction & Media texts Sec B: Writing to Argue Persuade or Advise Eng Paper 2 Sec A: Other Cultures Poetry Sec B: Writing Inf/Ex/Descr Lit Paper: ‘Of Mice & Men ’ And Poetry (Heaney & Clarke) Lang: 40% Lit:30% Lang:60% Lit:70% S K I L L S 20% of the 40%
- 3. Now, get into pairs…
- 4. Feedback: Who wants to perform their role play?
- 5. Now look at the poem: ‘ Catrin’ by Gillian Clarke
- 8. Key skill: You will need to COMPARE poems. This is where you look for the similarities and differences…
- 9. Let’s think about these films:
- 11. Now have a go with these:
- 12. Got the skill? Well, let’s try and relate this skill to the poems…
- 13. Try:
- 14. FEEDBACK!
- 15. My learning: Jot down 2 key learning points from today’s lesson…