All Yeargroups – 28/03/17

Due: (30/03 – Y9) 31/03 (Issued: 28/03)

Title: Wordclasses

Identify all wordclasses for the sentences below

  • Use a dictionary or the Internet: type “<the word> define” into Google.

 

  1. ‘Do you bite your thumb at us, sir?’
  1. ‘My lips, two blushing pilgrims, read stand/ To smooth that rough touch with a tender kiss.’
  1. ‘Unsinkable, absolutely unsinkable’
  1. ‘This is Gerald Croft, the son of Sir George Croft’
  1. ‘There is nothing in the world so irresistibly contagious as laughter and good humour.’
  1. ‘What! Would you so soon put out, with worldly hands, the light I give?’
  1. ‘Cannon in front of them/ Volleyed and thundered’
  1. ‘Into the mouth of hell/ Rode the six hundred.’
  1. ‘The hand that mocked them, and the heart that fed’
  1. ‘Round the decay/ Of that colossal Wreck, boundless and bare/ The lone and level sands stretch far away’
Advertisements

Y7 – 23/03/17

Due: 28/03/17  (Issued: 23/03/17)

Title: “Dangerous Predator” Analysis

Turn the bullet points you have written down into a single paragraph.

You must…

  1. Use a keypoint to agree to the question about Maurice being a “dangerous predator”
  2. Identify and use your evidence
  3. Use discourse markers, determiner and pronouns to turn the separate bullet points into a single unified paragraph
  4. You will have to change some of the words to make the grammar work effectively

Maurice looked like a sleek killing machine.

  • This is a simile
  • “Sleek” is an adjective
  • “killing” is a gerund
  • “machine” is a noun
  • The writer is likening Maurice to a mechanised, unthinking thing
  • The adjective “sleek” suggests Maurice is streamlined and effective at killing
  • The noun phrase “killing machine” represents Maurice as designed to kill
  • Everything about Maurice is described in terms of him being a “dangerous predator”
  • The reader infers that Maurice is very good at the art of murder and therefore is an efficient killer
  • The reader imagines Maurice’s preparations to kill, as if every part of him is now honed and ready to destroy.
  • His dangerous nature is emphasised and his effectiveness seems to consolidate the idea of his being a particularly “dangerous predator”

Y10 – 22/03/17

Due: 24/03/17  (Issued: 22/03/17)

Time: Roughly 25 minutes

Title: Identification

  1. Complete your summaries of each paragraph
  2. Identify as many devices (figurative and rhetorical) on Source B
  3. Answer the question:How does the writer use language to express his views of the war?
  • Identify a quotation
  • Spider diagram your ideas (keywords / connotations)
  • Bullet point collected ideas
  • Write a single paragraph

 

Y10 – 17/03/17

Due: 22/03/17  (Issued: 17/03/17)

Time: Roughly 25 minutes

Title: Connotations

1. Group the words and phrases below according to whether they are examples of alliteration, onomatopoeia, verbs, adverbs, noun phrases or repetition:

  • louder and louder
  • broken trees
  • buzzing
  • dull red clay
  • flop! flop!
  • suddenly
  • jagged little piece
  • crash
  • red flash
  • flare lights
  • hollow bang
  • flat on our faces
  • unlit suburb
  • hissing
  • burst
  • dazzled
  • bump
  • whizzed

2. Develop a spider diagram of connotations for at least five of the words and phrases above (in terms of the context of the extract), to include, but not restricted to identification of:

  • keywords
  • wordclasses
  • effect on reader

Y10 – 14/03/17

Due: 17/03 (Issued: 14/03)

Time: No more than 20 minutes

Title: How does the writer use language to show the soldier’s attitude towards the enemy or the bombs in the extract below?

Task: Use the analysis process to explore one quotation from the extract below

  1. Use a spider diagram
  2. identify keywords,
  3. identify connotations,
  4. identify word classes
  5. List bullet points of why the writer has written this
  6. List bullet points of how it affects the reader

‘They calls them the musical instruments,’ said the sergeant. ‘Damn them,’ said Frank Jones-Bateman, who had a cut in his hand from a jagged little piece, ‘the devils have started on me early.’ ‘Aye, they’ll have a lot of fun with you before they’re done, sir,’ grinned the sergeant.

Y9 – 14/03/17

Due: 16/03 (Issued: 14/03)

Time: No more than 20 minutes

Title: How does the writer use language to show Estella’s feelings towards Pip?

Task: Use the analysis process to explore one quotation from the extract below

  1. Use a spider diagram
  2. identify keywords,
  3. identify connotations,
  4. identify word classes
  5. List bullet points of why the writer has written this
  6. List bullet points of how it affects the reader

To this, she returned: “Don’t be ridiculous, boy; I am not going in.” And scornfully walked away, and – what was worse – took the candle with her.

Y8 – 17/03/17

Due: 17/03 (Issued: 14/03)

Time: No more than 20 minutes

Title: Write your paragraph

Task: Use the bullet points that you have created to write one, whole paragraph that answers the question:

How does the writer use language to show that when the pigs debate, they are always in disagreement?

In your response, you could:

  • write about your own impressions of the characters
    evaluate how the writer has created these impressions
    support your opinions with references to the text.

Order:

  • Start with your keypoint
  • Introduce the full quotation
  • Evaluate each bullet point to ensure it a) supports your keypoint, and b) is in the correct order
  • Write each of your bullet points into the paragraph in an appropriate order
  • Read the paragraph and correct any grammatical issues
  • Ask a parent to help if you need to