Y8 – 31/10/16

Due: 7/11 (Issued: 31/10)

Title: Assessment Two

Task: Write four paragraphs answering the question:

How does the writer use language to show the soldier’s experience of war?

Paragraph 1

P) The writer uses language to vividly show the soldier’s experience of war.

E) The writer makes so many references to bullets that they become “part of the general environment”.

A)

  • I) The word “general” is from the _____ word class.
  • D) This usually means a lack of definition.
  • W) The writer is suggesting that there is so many in the air that it becomes…
  • R) The reader feels…

L) The soldier’s experience of war is further brought to life through the writer’s use of onomatopoeia.

Paragraph 2

P) The onomatopoeia gives a sense of the sound and feel of the environment.

E) Throughout the text there are three examples of this literary technique. Firstly, “a whiz close to my ear”, then the “______________” and finally the “___________”.

A)

  • I) The _____”whiz”, “hums” and “zip” create short, sharp sound effects.
  • D) “Zip” in particular means…
  • W) This suggests that the bullets are…
  • R) Hearing the sound of the bullets helps the reader imagine…

L) The soldier also describes the effect of war on others.

Paragraph 3

P) He identifies the devastating effect was has on the bodies of the young soldiers.

E) The soldiers coming out of the trench are described as “haggard, white, and stooped like old men”.

A)

  • I) The ____ “haggard” means…
  • D)  This is used to describe the men as…
  • W) The writer is suggesting that the experience has…
  • R) The reader feels…

L) As well as describing what he heard, the soldier also describes how he felt.

Paragraph 4

P) The writer describes his loathing of war.

E) His feelings are described in the quotation “We all hate the war worse than we thought we could”.

A) <Now complete the rest of this paragraph>

  • I)
  • D)
  • W)
  • R)

 

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Y8 – 13/10/16

Due: 17/10 (Issued: 13/10)

Title: Complete your analysis

Task: Complete two paragraphs that continue to answer the question below:

How does the writer present Hibbert in ‘Journey’s End’? You should write about:
– How the writer presents Hibbert in this extract by the way he writes.
– How the writer presents Hibbert in the rest of the play by the way he writes.

Sentence Starters

Point)        Hibbert is presented as…

Evidence) This is revealed in the line(s)/description: “[quote]”

Analyse)

Identify)   The noun / adjective / verb / metaphor / simile “[quote]” refers to Hibbert as…

Define)      It means…

Writer)     The writer is suggesting / highlighting / emphasizing…

Reader)    From this the audience can infer that…

Link)        However / Further / Additionally / More importantly…

Y10 – 11/10/16

Due: 14/10 (part 1) & 19/10 (part 2) (Issued: 11/10)

Title: Footprints – review and edit

Task

Meet with a partner and review each other’s work. Make corrections (in green pen with www and hti clearly identified) in the following way:

  • SPaG
  • Meaning and understanding
  • Clarity of description
  • Identify SOAPMAPS techniques
  • A narrative with clear drive and purpose

Due: 14/10

Rewrite the first 500 words of your short story, and begin crafting the last 350 words

Due: 19/10

We’re inviting students from all secondary state schools across the UK to submit 850 words or less of poetry or prose on the theme of ‘Footprints’. Students can explore this theme and its associations in any way they choose: we’re looking forward to seeing imaginative and innovative entries! 

Website: http://www.firststory.org.uk/footprints/

Y10 – 05/10/16

Due: 11/10 (Issued: 05/10)

Title: Footprints

Task

Write the first 500 words of your short story

We’re inviting students from all secondary state schools across the UK to submit 850 words or less of poetry or prose on the theme of ‘Footprints’. Students can explore this theme and its associations in any way they choose: we’re looking forward to seeing imaginative and innovative entries! 

Website: http://www.firststory.org.uk/footprints/

 

Y9 – 05/10/16

Due: 10/10 (Issued: 05/10)

Title: To what extent do you agree?

Task

A student having read the different ways that the policeman treats Mrs Johnstone and Mr Lyons, said “These parts of the text, detailing the different ways the policeman talks to both parents, shows how factors such as wealth, education and the use of dialect dictates how the two classes are treated differently.”

To what extent do you agree?

In your response, you could:

  • Consider your own impressions of the policeman in these two extracts
  • Evaluate how the writer shows the policeman’s differing use of language
  • Support your opinions with quotations from the text

Extract A

extract1

Extract B

POLICEMAN: An’ er, as I say, it was more of a prank, really, Mr Lyons. I’d just dock his pocket money if I was you. (Laughs). But, one thing I would say, if y’ don’t mind me sayin’, is well, I’m not sure I’d let him mix with the like of them in the future. Make sure he keeps with his own kind, Mr Lyons. Well, er, thanks for the drink, sir. All the best now. He’s a good lad, aren’t you Adolph? Goodnight, sir. (He replaces his helmet.)
The POLICEMAN leaves.

Y8 – 04/10/16

Due: 07/10 (Issued: 04/10)

Title: Stanhope’s emotional response to the reading of the letter

Task

As you read Raleigh’s letter, imagine what Stanhope is thinking and feeling. Use the Abraham-Hicks Emotional Guidance Scale to identify Stanhope’s feelings to see how they develop during the reading and explain why he would feel like that (as per the example on your handout)

Raleigh’s letter (as read by Osborne)

He says: ‘And now I come to the great news. I reported at Battalion Headquarters, and the colonel looked in a little book, and said, “You report to C Company — Captain Stanhope.” Can’t you imagine what I felt? I was taken along some trenches and shown a dugout. There was an awfully nice officer there — quite old — with grey hair’ — [OSBORNE clears his throat] — ‘and then later Dennis came in. He looked tired, but that’s because he works so frightfully hard, and because of the responsibility. Then I went on duty in the front line, and a sergeant told me all about Dennis. He said that Dennis is the finest officer in the battalion, and the men simply love him. He hardly ever sleeps in the dugout; he’s always up in the front line with the men, cheering them on with jokes, and making them keen about things, like he did the kids at school. I’m awfully proud to think he’s my friend.’

Abraham-Hicks Emotional Guidance Scale

  1. Joy/Appreciation/Empowered/Freedom/Love
  2. Passion
  3. Enthusiasm/Eagerness/Happiness
  4. Positive Expectation/Belief
  5. Optimism
  6. Hopefulness
  7. Contentment
  8. Boredom
  9. Pessimism
  10. Frustration/Irritation/Impatience
  11. Overwhelment
  12. Disappointment
  13. Doubt
  14. Worry
  15. Blame
  16. Discouragement
  17. Anger
  18. Revenge
  19. Hatred/Rage
  20. Jealousy
  21. Insecurity/Guilt/Unworthiness
  22. Fear/Grief/Depression/Despair/Powerlessness

Y7 – 04/10/16

Due: 11/10 (Issued: 04/10)

Title: My Monster

Task

Describe your monster in no less than 20 sentences, bringing to life its features, feelings and mannerisms.

  • How does it look?
  • What does it feel?
  • How does it act / move?

Try to avoid writing a list of characteristics. Use your understanding of your creature to evoke a sense of its presence as if it were real.