Yr10 set1 RandJ 22/4/08
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The document provides guidance for students to plan and prepare a drama-focused speaking and listening piece. Students will work in groups to choose a scene from a play, extend or develop that scene, and perform a scripted short scene for their audience. Their scene should create believable roles, use acting techniques like voice and movement to enhance the roles, and be engaging for the audience. They will decide on characters, write an outline and script, rehearse their blocked scene, and perform it.
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Year 10en4 Litpoetry18 9 08
John Clare is thinking about and enjoying the beauty of summer in nature. He lists several images from nature that he finds pleasing - the clouds, wildflowers, water lilies, reeds, and insects. These thoughts and feelings are shown through his detailed descriptions of these natural elements and the joy and happiness he seems to find in observing them.
Year 10en4 Litpoetry4 9 08
This document outlines the expectations, assessments, and course of study for a Year 10 English GCSE class. It includes details on exams, coursework, skills assessments, topics of study like poetry, drama, and novels. Students are asked to discuss poems they've studied and relate pictures to specific poems. The document also prompts students to consider their relationships with parents/guardians and discuss poems like "Catrin" through role plays and analysis of themes.
Read The World23 9 08
The document discusses using the five senses - sight, sound, smell, taste and touch - to provide descriptive writing. It encourages appealing to readers' senses when describing places and experiences. It also provides guidance on using commas properly in sentences with multiple parts or clauses. Examples are given of descriptive phrases that could be used to describe places using the five senses.
Read The World9 9 08
The document introduces the concept of a "dingbat", which is a cleverly hidden word or phrase written in an unusual way that must be deciphered. It provides examples of dingbats like "HOTPETERWASHINGISBALLGOODBYELATESCHOOL" and instructs readers to make their own dingbats using post-its. Readers are then asked to discuss in pairs and see who can decipher the most dingbats. The document raises questions about the importance and value of reading in one's life.
Read The World15 9 08
This document outlines a lesson unit that will teach students how to read different types of texts beyond just books. The unit will explore the question "How can I read the world?" and have students read the story "Journey to Jo'burg" by Beverly Naidoo about apartheid in South Africa. Students will then write about a journey they have taken in the past tense, using careful sentences to explain their thoughts and feelings.
Read The World16 9 08
The document provides instructions and discussion prompts for a lesson on journeys and reading. It asks students to consider journeys they have taken and how to write about them interestingly. It introduces the key word "Apartheid" and the reading "Journey to Jo'burg" by Beverly Naidoo. Students are asked to provide questions or comments and later write about a journey of their own. They are also given a drama exercise to act out still images from the story and reminded of library rules.
Read The World22 9 08
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 Litpoetry5 9 08
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.
Year 10en4 Litpoetry8 9 08
The document discusses an English literature lesson on the poem "On My First Sonne" by Ben Jonson. It prompts the reader to think about how Jonson is feeling in the poem and how he conveys his emotions. Students are asked to analyze the images in the poem and discuss any feelings of loss they have experienced in three paragraphs of independent writing.
Year 10en4 Litpoetry9 9 08
The document provides discussion questions and tasks about poems that deal with themes of loss and death. It asks students to analyze Ben Jonson's poem "On My First Sonne" and discuss how the poet conveys feelings of loss. Students are also asked to write a few paragraphs about a personal experience with loss. Another activity involves finding images to represent quotes from Seamus Heaney's poem "Mid Term Break" that deal with death.
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.
Year 10en4 Litpoetry15 9 08
The document provides learning questions and discusses how poets use words to create images and what those images tell us about the thoughts, feelings, and emotions in a poem. It then asks students to imagine scenarios related to a train accident and references the poem "On the Train" by Gillian Clarke. The document closes by asking a new learning question about how to annotate a poem to help with revision.
Year 10en4 Litpoetry16 9 08
Poets use words to create images that convey thoughts, feelings, and emotions in a poem. This document discusses learning questions about how poets use imagery and what these images reveal about the themes in a poem. It also provides guidance on how to annotate a poem to aid in revision, with an example sonnet excerpt from John Clare included to demonstrate poetic analysis.
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.
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