Yr11 Omam rev 11/1/08
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1) The document outlines the exam focus areas and coursework for a GCSE English literature class studying John Steinbeck's novel "Of Mice and Men". 2) It instructs students to outline the dreams and aspirations of the key characters in the novel, citing relevant quotes, and to analyze what author John Steinbeck may be conveying about dreams. 3) Students are then asked to define the concept of the "American Dream" and link these definitions to themes in the novel.
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The document provides guidance for a student on writing a coursework essay that explores the role of the Inspector in J.B. Priestley's play "An Inspector Calls". It outlines the essay requirements and encourages the student to plan their essay by writing an introduction paragraph and being prepared to discuss their plan. Examples of a possible introduction are given to help guide the student's thinking.
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Yr11 Omam rev 14/12/07
This document outlines the objectives and exam focus areas for studying John Steinbeck's novel "Of Mice and Men". The objectives are to effectively revise key exam topics on the novel, including understanding the relationship between main characters George and Lennie. The document also provides an overview of the coursework and exam breakdowns for GCSE English and English Literature, including assessment areas such as prose, drama, poetry, and original writing. Revision activities are suggested such as watching a film clip and making notes on topics in the novel.
Yr11 Omam rev 7/1/08
The document outlines the key exam focus areas and objectives for studying John Steinbeck's novel "Of Mice and Men". It discusses revising an understanding of the relationship between the main characters, George and Lennie. Several activities are mentioned to help students analyze this relationship, including viewing a film clip, participating in classroom discussions, and considering exam-style questions about how Steinbeck presents George and Lennie's bond.
Yr11 Omam rev 17/12/07
This document outlines the exam focus areas and key learning objectives for studying John Steinbeck's novel "Of Mice and Men". It discusses revising the relationship between the two main characters, George and Lennie, and understanding their dreams and experiences with loneliness. It provides potential exam questions about how Steinbeck presents their relationship and how the characters feel about each other.
Year10 set1 20th Cdrama 7/1/08
The document outlines the coursework and exams for a GCSE English literature class, including analyzing J.B. Priestley's play "An Inspector Calls". Students will explore the characters, themes, social context, and staging of key scenes. They will also consider the role and importance of the Inspector and his effect on other characters by referring to two or three scenes in detail.
Yr11 Omam rev 21/1/08
This document outlines the exam focus areas and key learning points for studying John Steinbeck's novel "Of Mice and Men". It discusses two main themes: loneliness and isolation, and race and racism. It provides potential exam questions on how these themes are explored in the novel and suggests close analysis of specific characters and settings. Students are also instructed to re-read a particular section and given an activity where they must perform a monologue as a character at the end of the novel.
Year10 set1 20thCdrama 1/2/08
The document provides guidance for a GCSE English coursework assignment on J.B. Priestley's play "An Inspector Calls". It asks students to explore the role of the Inspector in the play, considering how he is used by Priestley and his importance and effect on other characters. Students are instructed to refer to two or three specific scenes in detail and to use online resources to help complete a first draft of their response.
Year10 set1 20th Cdrama 15/1/08
The document provides an overview of assessments for a GCSE English/English Literature course, including exams, coursework, and speaking/listening assessments. It then outlines an objectives for an analysis task exploring the role of the Inspector in J.B. Priestley's play "An Inspector Calls" by considering how he is used by the author and his importance/effect on other characters, referring to two or three scenes in detail. It concludes by instructing students to get into larger groups, assign roles from the play, choose a scene to focus on, and plan a performance of it.
Yr11 Omam rev 18/1/08
The document outlines objectives for revising key exam topics on the novel "Of Mice and Men" by John Steinbeck. The main focus is on understanding the themes of loneliness and isolation in the novel. Students are instructed to create a revision page on Publisher about loneliness and isolation in the novel using information from various online sources, including BBC Bitesize, SparkNotes, and CliffsNotes. They should include a mixture of text, graphics, and images and print their finished page.
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 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.
Year10 set1 20thCdrama 30/1/08
The document provides guidance for a student on writing a coursework essay that explores the role of the Inspector in J.B. Priestley's play "An Inspector Calls". It outlines the essay requirements, gives planning materials and tasks, and provides an example introduction paragraph about how the play is a morality play and the Inspector conveys Priestley's messages. The student is asked to plan their essay, write an introduction considering a previous work studied, and be ready to provide feedback.
Year10 set1 20thcenturydrama 19/12/07
The document outlines tasks and requirements for an upcoming GCSE coursework assignment on original writing, media, Shakespeare, and 20th century drama. It prompts the reader to describe a situation where they did the wrong thing and the effects of their words or actions. It then provides definitions and examples of dramatic irony, asking the reader to write a short play script demonstrating dramatic irony through characters' words or actions without making it too obvious.
Year10 set1 20th Cdrama 18/1/08
The document provides guidance for analyzing the role of the Inspector in J.B. Priestley's play "An Inspector Calls". It instructs the student to explore the Inspector's importance in the play, his effect on other characters, and to refer to two or three specific scenes in detail. It also notes that the Inspector does not seem to convey much emotion and prompts the student to consider his characteristics, messages to the audience, and why Priestley uses the character.
Year10 set1 20th Cdrama 28/1/08
The document provides guidance for analyzing J.B. Priestley's play "An Inspector Calls" for a GCSE coursework assignment. It prompts the student to further explore the role of the Inspector in the play, considering how he is used by Priestley and his importance and effect on other characters, referring to two or three key scenes. It also suggests analyzing Priestley's messages conveyed through the characters and how the Inspector might symbolize something for the audience.
Year10 set1 s&L 7/1/08
The document provides an outline for an English course, including assignments on original writing, Shakespeare, 20th century drama, and novels. It then prompts the student to write about a time they did something morally wrong, outlining the situation, immediate and ultimate impacts. It also provides context on dramatic irony, asking the student to write a short play script demonstrating this technique.
Year10 set1 s&L 7/1/08 new
The document provides an outline for an English course, including assignments on original writing, Shakespeare, 20th century drama, and novels. It then prompts the student to write about a time they did something morally wrong, outlining the situation, immediate and ultimate impacts. It also provides context on dramatic irony, asking the student to write a short play script demonstrating this technique.
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.
Year10 set1 s&L 17/12/07
This document outlines the assessments and coursework for an English GCSE, including exams, original writing tasks, and speaking/listening assessments. It provides guidance on peer assessing speaking performances based on grade criteria. Students are asked to describe a situation where they made a bad moral choice and its impacts. Key terms around dramatic irony are defined, and students are tasked with writing a short play script set in 2000 that incorporates dramatic irony without being too obvious.
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.
Year10 set1 20th Cdrama 16/1/08
The document provides guidance for analyzing the role of the Inspector in J.B. Priestley's play "An Inspector Calls". Students are asked to explore the Inspector's importance in the play, his effect on other characters, and refer to two or three key scenes. They are also prompted to consider why Priestley uses the Inspector and the messages he conveys to the audience.
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Year 10en4 Litpoetry18 9 08
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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.
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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.
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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.
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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.
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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.
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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.
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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."
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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.
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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
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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Yr11 Omam rev 11/1/08
- 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%
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- 6. FEEDBACK!
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