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Year 11S1

Year 11S1. PERIOD 1 – 9 th OCTOBER. In each column which response is stronger? Why ?. THE CHALLENGE STEPS. Starter: Semi colons & Colons . COPY OUT THE FOLLOWING SENTENCES AND INCLUDE THE CORRECT PUNCTUATION. Write a sentence about cake that includes both a semi colon and a colon.

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Year 11S1

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  1. Year 11S1 PERIOD 1 – 9th OCTOBER

  2. In each column which response is stronger? Why?

  3. THE CHALLENGE STEPS

  4. Starter: Semi colons & Colons COPY OUT THE FOLLOWING SENTENCES AND INCLUDE THE CORRECT PUNCTUATION Write a sentence about cake that includes both a semi colon and a colon

  5. Question 1

  6. Question 1

  7. Question 1

  8. Question 2

  9. Question 2 1. In your groups annotate your script response by giving a tick for every quote and two ticks for the effect 2. Work out which mark you would give it and give reasons

  10. SMART Targets Specific Measureable Achievable Realistic Timebound e.g. By the end of term I will be able to identify and explain the effects of language in a previously unseen text.

  11. Critical Friends • Read the TWO targets that your critical friend has written and check that each one is a SMART target (i.e. ‘I want to be able to complete coursework’, ‘I want to be able to write more’ are not acceptable) • Write an EBI comment on the targets and return to your critical friend. • Remember to be critical and helpful!

  12. Skills work DUE WEDNESDAY 23rd OCTOBER These clips are great for expanding your knowledge about the world and building your skills in communication and critical thinking

  13. Year 11S1 PERIOD 1 – 9th OCTOBER

  14. Speed Gathering WRITE DOWN THE IMPORTANT PIECES OF INFORMATION FROM THIS EXTRACT YOU HAVE 1 Minute! The short story was invented as soon as human beings could talk. One day, one of the first hunter-gatherers went out and had a close encounter with a sabre-toothed tiger. When he came back he gave his family a lurid account of what had happened, no doubt with a little exaggeration thrown in. Later, his wife told the story to some of the other men’s wives while they were doing the cooking. And so on. In other words, the short story began as a tale told orally, often around the campfire.As soon as civilisation invented writing, stories began to be recorded on paper. The Bible, of course, contains numerous parables and stories which offer moral lessons and judgements. The Greeks had the fables of the slave Aesop, dating from about the sixth century BC. The Arabian Nights is a collection of stories from Persia, Arabia, India, and Egypt, which was compiled over hundreds of years. In the fourteenth century, Chaucer gave us his Canterbury Tales, which are effectively short stories in verse. Boccaccio’s Decameron (1353) is definitely a collection of short stories, by any reasonable definition; one hundred of them. The book relates how a group of young people fled from Florence to avoid the plague. While they waited for the disease to burn itself out, they entertained each other with racy stories about wicked priests and randy nuns.

  15. Speed Gathering WE WILL HAVE ONE MORE GO – WHAT . YOU HAVE 1 More Minute! The short story was invented as soon as human beings could talk. One day, one of the first hunter-gatherers went out and had a close encounter with a sabre-toothed tiger. When he came back he gave his family a lurid account of what had happened, no doubt with a little exaggeration thrown in. Later, his wife told the story to some of the other men’s wives while they were doing the cooking. And so on. In other words, the short story began as a tale told orally, often around the campfire.As soon as civilisation invented writing, stories began to be recorded on paper. The Bible, of course, contains numerous parables and stories which offer moral lessons and judgements. The Greeks had the fables of the slave Aesop, dating from about the sixth century BC. The Arabian Nights is a collection of stories from Persia, Arabia, India, and Egypt, which was compiled over hundreds of years. In the fourteenth century, Chaucer gave us his Canterbury Tales, which are effectively short stories in verse. Boccaccio’s Decameron (1353) is definitely a collection of short stories, by any reasonable definition; one hundred of them. The book relates how a group of young people fled from Florence to avoid the plague. While they waited for the disease to burn itself out, they entertained each other with racy stories about wicked priests and randy nuns.

  16. THE CHALLENGE STEPS

  17. Starter: do ONE of the following The challenge The next step For everyone

  18. Question 3

  19. Question 3 1. In your groups annotate your script response by giving a tick for every piece of correct information. 2. Work out which mark you would give it for reading & writing (look at the criteria).

  20. SMART Targets Specific Measureable Achievable Realistic Timebound e.g. By the end of term I will be able to identify and explain the effects of language in a previously unseen text.

  21. Critical Friends • Read the ONE targets that your critical friend has written and check that each one is a SMART target (i.e. ‘I want to be able to complete coursework’, ‘I want to be able to write more’ are not acceptable) • Write an EBI comment on the targets and return to your critical friend. • Remember to be critical and helpful!

  22. English Literature The brilliant side of English!

  23. Writing a summary Read the extract that you have been given (and with the assistance of the clip) summarise • the development of Steinbeck as a writer • the ways in which Steinbeck’s writing reflects issues and ideas in 1930s America. You should aim to include 5 - 10 pieces of information that are drawn from the text but are not lifted (quoted). Aim to write no more than 8 lines.

  24. Critical Friends: summary Paragraph WRITE DOWN THE CHALLENGE STEP THAT YOU THINK YOUR CRITICAL FRIEND ACHIEVED AND INCLUDE ONE EBI COMMENT

  25. Don’t Forget: skills work DUE WEDNESDAY 23rd OCTOBER These clips are great for expanding your knowledge about the world and building your skills in communication and critical thinking

  26. Year 11S1 Monday 14th October Period 1

  27. Book marking Feedback

  28. STARTER: Synonyms & Antonyms CHOOSE MORE INTERESTING SYNONYMS FOR THE PAST TENSE VERBS IN THE LIST BELOW (write both versions in your book) 1. Walked 2. Said 3. Good Write down the word in capital letters and its antonym from the choice below

  29. CONTEXT • Social: friends, social groups, sporting groups, hobbies etc. • Cultural: beliefs, religion, cultural heritage (e.g. a grandparent who is Italian). • Historical: the period in which you are growing up (i.e. the 21st century). What do this mean for your lifestyle? • Geographical: where you were born and grew up. Describer theses places. • Personal: family, age, appearance etc.

  30. 1930s America What do you know about it?

  31. Group Research • Using the laptops, research the aspect of 1930s America that you have been given. • Be ready in 15 minutes to present your findings to the class (record the information on A3 paper).

  32. Context: 1930s America

  33. Question 1 Writing Task Take on the role of the person who you researched. Use the information that you gathered to describe what life was like in 1930s America from his/her viewpoint. This should be at least ½ A4 page

  34. Critical Friends Feedback The challenge The next step For everyone CORRECT ANY SPAG ERRORS, INDICATE WHICH CHALLENGE STEP WAS ACHIEVED AND INCLUDE ONE EBI COMMENT AT THE BOTTOM

  35. To be able to identify and explain the writer’s use of symbolism and imagery in a text • To be able to identify and explain the writer’s use of juxtaposition in a text Year 11S1 Tuesday 15th October Period 1

  36. Juxtaposition Symbolism

  37. STARTER: The Juxtaposition of symbols • Imagine that you have to explain the terms ‘juxtaposition’ and ‘symbolism’ to a Year 7 student. Write down a very brief definition for each (use examples if necessary). • Draw a symbol to represent the natural and a symbol to represent the manmade/ material

  38. GROUP ANALYSIS • In your groups, highlight and annotate TWO quotes that show the writer’s use of symbolism or imagery. • Annotate each quote to explain the meaning/image that is created through the quote • CHALLENGE: Highlight the juxtaposition of symbols/images in your paragraph. If you are stuck refer to the ‘hint’ questions on the flip side of your analysis sheet.

  39. iGCSE Question 2 Response Compose a paragraph response to the following question Reread the opening passage from ‘Of Mice and Men’ and refer to the descriptions of • the distinctive images of Soledad • the contrast (juxtaposition) between the distinctive images of Soledad Select words and phrases from these descriptions and explain how the writer has created effects by using this language. Refer to the challenge steps on the next slide as you write. These are based on the iGCSE Question 2 marking criteria. Your response should be at least ½ A4 page.

  40. Paragraph Analysis: Opening of the novel Reread the opening passage from ‘Of Mice and Men’ and refer to the descriptionsof the distinctive images of Soledad (symbolism and imagery) the contrast (juxtaposition) between the distinctive images of Soledad Select words and phrases from these descriptions and explain how the writer has created effects by using this language.

  41. Critical Friends Circle swap books in your group • Peermark each other’sparagraphby highlighting in different colours the quote,techniqueand explanation of effects. • Now refer to the challenge steps below and indicate which challenge step your classmate achieved and write one EBI comment at the bottom.

  42. Success Criteria(linked to challenge steps) • To compose a paragraph response using the PEE framework and fulfilling the iGCSE Question 2 expectations • To accurately use the terms symbolism and imagery in responses (students aiming for a Band 1-2 should also include analysis of juxtaposition in their response)

  43. Don’t Forget: skills work DUE WEDNESDAY 23rd OCTOBER These clips are great for expanding your knowledge about the world and building your skills in communication and critical thinking

  44. Express: Student Led Activity

  45. Explore: Teacher Led Activity • For everyone • The next step • Pushing Boundaries

  46. Plenary

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