Y7 – 20/06/17

Due: 04/07 (Issued: 19/06)

Title: Stories

  1. Create storyboard for the myth of Orpheus and Eurydice.
  2. Write the myth of Orpheus and Eurydice in your own words as either a: story or poem.
  3. Write a diary entry as Orpheus after he fails to bring Eurydice back from the Underworld (before he is torn apart by mad women…)

Extension: Create a poster advertising Orpheus the Movie!


Y7 & Y8 – 25/05/17

Due: 05/06 (Issued: 25/05)

Title: Paper One – Awful Auntie

Spend 15 minutes reading and preparing the extract for your answers (identify which parts are relevant to which questions and identify important subject terminology).

Use the following sentence starters for the following questions:

Question 2: (Write two full paragraphs)

Point: The writer uses language to…
Evidence: This is revealed in the quotation “…”
Identify & Define: The     “…” shows/suggests…
Writer: The writer is signifying / implying / suggesting… because…
Reader: The reader feels / imagines / thinks… because…
Link: Further, the writer… / This is further supported by the quotation “…”

Question 3:  (Write at least two full paragraphs)

Focus: The focus [opens on / shifts / broadens / narrows to]… where the reader learns…
Evidence: The writers states “…” and “…”
Questions & Answers: The reader is questioning / has learned… because…
Effect: The focus [is / has changed] because… to make the reader feel…

Question 4: (Write at least three full paragraphs)

Point: I (dis)agree with X to a [great / certain / minimal] extent because the writer uses language to…
Evidence:This is revealed in the quotation “…”
Identify & Define: The     “…” shows/suggests…
Writer: The writer’s method of… [signifies / implies / suggests]… because…
Reader: [I / This makes me] [feel / imagine / think]… because…
Link: Further, the writer… / This is further supported by the quotation “…”

Section A

Answer all questions in this section.

You are advised to spend about 45 minutes on this section.

  1. Read again lines 1-5.

List four things from this part of the source about Stella.                                (4 marks)


  1. Look in detail at lines 34-39 of the source

How does the writer use language here to describe Aunt Alberta?

You could include the writer’s choice of:

  • Words and phrases
  • Language features and techniques
  • Sentence forms (8 marks)


  1. You now need to think about the whole of the source.

How has the writer structured the text to interest you as a reader?

You could write about:

  • what the writer focuses your attention on at the beginning
  • how and why the writer changes this focus as the source develops
  • any other structural features that interest you. (8 marks)


  1. Focus this part of your answer on the middle part of the source, from line 13 to line 21.

A student, having read this section of the text, said “This part, where Stella recalls being terrified, builds suspense and makes the reader anxious for her”.

To what extent do you agree?

In your response, you could:

  • Consider your own impressions of the growing suspense
  • Evaluate how the writer reveals the suspense through Stella
  • Support your opinions with quotations from the text.                              (20 marks)

Awful Auntie by David Walliams

Stella Saxby is the sole heir to Saxby Hall, but she is also the prisoner of her awful Aunt Alberta, who has other ideas.

Stella felt as if she had been asleep forever. Was it days? Months? Years? Her mouth was as dry as a desert. Her body felt as heavy as stone. As still as a statue.

For a moment the little girl thought she might still be asleep and dreaming. Dreaming she was awake in her bedroom. Stella had experienced that dream before, and it was frightening because try as she might she couldn’t move. Was this the same nightmare again?

Or something more sinister? To test whether she was asleep and dreaming, the girl thought she would try to move. Starting at the far end of her body, first she tried to waggle her little toe. If she was awake and she thought about waggling her toe it would just waggle. But try as she might it wouldn’t waggle, or wiggle. Or even woggle. One by one she tried to move each toe on her left foot, and then each toe on her right. One by one they all point-blank refused to do anything. Feeling increasingly panicked she tried to circle her ankles, before attempting to stretch her legs, then to bend her knees and finally she concentrated as hard as she could on lifting her arms. All were impossible. It was as if she had been buried in sand from the neck down.

Beyond her bedroom door, Stella heard a sound. The house dated back centuries, it had been passed through many generations of the Saxby family. It was so old that everything creaked, and so vast that every noise echoed down the endless labyrinth of corridors. Sometimes the young Stella believed that the house was haunted. That a ghost stalked Saxby Hall in the dead of night. When she went to bed, the little girl was convinced she could hear someone or something moving about behind her wall. Sometimes she would even hear a voice, calling to her. Terrified, she would dash into her mother and father’s room, and climb into bed with them. Her mother and father would hold Stella tight, and tell her she was not to worry her pretty little head. All those strange noises were just the clatter of pipes and the creaking of floorboards.

Stella was not so sure.

Her eyes darted over to the huge oak-panelled door of her bedroom. At waist height there was a keyhole, though she never locked the door and didn’t even know where the key was. Most likely it had been lost a hundred years ago by some great-great-great- grandparent. One of those Saxby lords or ladies whose paintings were hung every few paces along the corridors, captured forever unsmiling in oils.

The keyhole flickered light to dark. The little girl thought she saw the white of an eyeball staring at her through the hole before quickly disappearing out of view.

“Mama? Is that you?” she cried out. Hearing her own voice out loud, Stella knew this was no dream.

On the other side of the door an eerie silence lingered.

Stella plucked up the courage to speak again. “Who is it?” she pleaded. “Please?” The floorboards creaked outside. Someone or something had been spying on her through the keyhole.

The handle turned, and slowly the door was pushed open. The bedroom was dark, but the hallway was light, so at first all the girl could see was a silhouette.

It was the outline of someone as wide as they were tall. Even though they were extremely wide they still weren’t particularly tall. The figure was wearing a tailored jacket and plus fours (those long billowy shorts that golfers sometimes wear). A deer-stalker hat adorned the figure’s head, with the ear flaps unflatteringly down. Jutting out from their mouth was a long thick pipe. Soon plumes of sickly sweet tobacco smoke clouded the room. On one hand there was a thick leather glove. Perched on the glove was the unmistakeable outline of an owl.

Stella knew instantly who this person was. It was her awful aunt, Alberta.

Y7 – 18/05/17

Due: 24/05 (Issued: 18/05)

Title: A student’s perspective

Task: A student having read this section of the extract, said “The racism of others and Sui’s own confusion shows how sad it makes her”. To what extent do you agree?

In your response, you could:

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

Avoid the detention

  1. A minimum of three paragraphs
  2. Each paragraph to include, evidence, identified keyword, defined subject terminology, why the writer has written it, and how it affects the reader

Point: I (dis)agree with X to a [great / certain / minimal] extent because the writer uses language to…
Evidence: This is revealed in the quotation “…”
Identify/Define: The _________ “…” shows/suggests…
Writer: The writer’s method of… [signifies / implies / suggests]… because…
Reader: [I / This makes me] [feel / imagine / think]… because…
Link: This is further supported by the quotation “…”


In 1890, Sui Sin Far wrote her autobiography in which she describes her experience of growing up in England and Canada, the child of a Chinese mother and English father and the racism she encountered.


When I look back over the years I see myself, a little child of scarcely four years of age, walking in front of my nurse, in a green English lane, and listening to her tell another of her kind that my mother is Chinese. “Oh Lord!” exclaims the nurse. She turns around and scans me curiously from head to foot. Then the two women whisper together. Though the word “Chinese” conveys very little meaning to my mind, I feel that they are talking about my father and mother and my heart swells with indignation. When we reach home I rush to my mother and try to tell her what I have heard. I am a young child. I fail to make myself intelligible. My mother does not understand, and when the nurse declares to her, “Little Miss Sui is a story-teller,” my mother slaps me.

Many a long year has past over my head since that day—the day on which I first learned I was something different and apart from other children, but though my mother has forgotten it, I have not.

I see myself again, a few years older. I am playing with another child in a garden. A girl passes by outside the gate. “Mamie,” she cries to my companion. “I wouldn’t speak to Sui if I were you. Her mamma is Chinese.”

“I don’t care,” answers the little one beside me. And then to me, “Even if your mamma is Chinese, I like you better than I like Annie.”

“But I don’t like you,” I answer, turning my back on her. It is my first conscious lie.


I am only ten years old. And all the while the question of nationality perplexes my little brain. Why are we what we are? I and my brothers and sisters. Why did God make us to be hooted and stared at? Papa is English, mamma is Chinese. Why couldn’t we have been either one thing or the other? Why is my mother’s race despised? I look into the faces of my father and mother. Is she not every bit as dear and good as he? Why? Why? She sings us the song she learned at her English school. She tells us tales of China. Though a child when she left her native land she remembers it well, and I am never tired of listening to the story of how she was stolen from her home. She tells us over and over again of her meeting with my father in Shanghai and the romance of their marriage. Why? Why?

I do not confide in my father and mother. They would not understand. How could they? He is English, she is Chinese. I am different to both of them—a stranger, though their own child. “What are we?” I ask my brother. “It doesn’t matter, sissy,” he responds. But it does. I love poetry, particularly heroic pieces. I also love fairy tales. Stories of everyday life do not appeal to me. I dream dreams of being great and noble; my sisters and brothers also. I glory in the idea of dying at the stake and a great genie arising from the flames and declaring to those who have scorned us: “Behold, how great and glorious and noble are the Chinese people!”

Y7 – 12/05/17

Due: 16/05 (Set: 12/05)

Title: Analysis and rewrite of Black Boy

Time: 20-25 minutes

  1. Write out your selected quotation in a spider diagram
  2. Explore keywords, subject terminology and connotations
  3. Complete your rewrite:

Point: The writer uses language to…

Evidence: This is revealed in the quotation “…”

Identify: The         
Define: “…” shows/suggests…

Writer: The writer is signifying / implying / suggesting…

Reader: The reader feels / imagines / thinks…

Link: Further, the writer…
This is further supported by the quotation “…”


Red circles were eating into the white cloth; then a flare of flames shot out. Startled, I backed away. The fire soared to the ceiling and I trembled with fright. Soon a sheet of yellow lit the room. I was terrified; I wanted to scream but was afraid. I looked around for my brother; he was gone. One half of the room was now ablaze. Smoke was choking me and the fire was licking at my face, making me gasp.

Y7 – 11/05/17

Due: 15/05 (Set: 11/05)

Title: Complete Analysis on Hound of the Baskervilles & Rewrite Jaws Analysis

Time: 20-25 minutes

Sentence Starters

Point: The writer uses language to…

Evidence: This is revealed in the quotation “…”

Identify & Define: The       “…” shows/suggests…

Writer: The writer is signifying / implying / suggesting… because…

Reader: The reader feels / imagines / thinks… because…

  1. Complete your Analysis of the Sherlock question:
    How does the writer use language here to develop suspense for the reader?

Very stealthily we heard it pass along until it died away in the distance. Then the baronet gently opened his door and we set out in pursuit. Already our man had gone round the gallery, and the corridor was all in darkness. Softly we stole along until we had come into the other wing. We were just in time to catch a glimpse of the tall, black-bearded figure, his shoulders rounded, as he tip-toed down the passage. Then he passed through the same door as before, and the light of the candle framed it in the darkness and shot one single yellow beam across the gloom of the corridor.

We shuffled cautiously towards it, trying every plank before we dared to put our whole weight upon it. We had taken the precaution of leaving our boots behind us, but, even so, the old boards snapped and creaked beneath our tread. Sometimes it seemed impossible that he should fail to hear our approach. However, the man is fortunately rather deaf, and he was entirely preoccupied in that which he was doing. When at last we reached the door and peeped through we found him crouching at the window, candle in hand, his white, intent face pressed against the pane, exactly as I had seen him two nights before.

2. Rewrite your Analysis of Jaws, responding to the feedback in your books.

Y7 – 04/05/17

Due: 09/05 (Set: 04/05)

Title: Write up & Nouns 2 Revision


Review your bullet points from the lesson and write them up as a single paragraph, choosing which bullet points are correct and relevant to your idea.


  • Point
  • Evidence
  • Analyse – Identify, Define, Writer, Reader

The writer uses language to show that the sea  is acting purposefully and evilly especially when it is described as “playing… the cruel game”.

The writer uses language to show that the sea has no mercy and is controlling the boy.

The writer uses the adjective “cruel” to suggest that the sea is malevolent
because the “game” played by the sea reveals it has a poor or twisted sense of humour in its treatment of Seth.

The writer uses the verb “playing” to show that the sea thinks it is funny to see Seth struggling

The writer personifies the sea as horrible because the sea’s cruel game is going to ultimately kill Seth.

The writer personifies the sea as a twisted, evil individual.

“playing” is a verb

“cruel” is an adjective

“game” is a common noun

This is personification

The reader imagines a boy playing destructively with his toys.

To make the reader feel sorry for Seth because he is used in the game.

The reader imagines Seth’s pain and horror in response to the sea’s great and awful enjoyment

The reader imagines the sea enjoying hurting and tormenting Seth.

The reader feels sorry for Seth as the sea is cruelly controlling him

The adjective “cruel” makes the reader feel pity for the boy, also the verb “playing” has the reader imagining a boy playing destructively with his toys.

Nouns 2 – Revision

1.Define the following wordclasses:

a)Collective Noun – a group of people, places or things (followed by a plural noun)

b)Noun Phrase – one or more words functioning as the subject or object of a sentence.

2.Identify the noun types in these sentences:
Proper Noun   Common Noun
Abstract Noun   [Collective Noun]

The goat’s afternoon was ruined when a [flock] of birds swooped down and snatched the piece of bread from Miss Emily’s hand. She revealed her bravery when she swung her Bible at them in defence.

3.Identify the noun phrases in the above sentences:

a)The goat’s afternoon

b)a flock of birds

c)the piece of bread from Miss Emily’s hand.


e)her bravery

f)her Bible at them in defence.

Y7 – 02/05/17 & Y8 – 03/05/17

Due: 09/05 (Set: 02/05)

Title: Noun Types

Task: Revise from the class questions

1.Define the following wordclasses:

a)Proper Noun

b)Common Noun

c)Abstract Noun


2.Identify the noun types in each sentence:

a)I have baked the pudding.

b)I am in fear of my life.

c)Please, move your elbow.

d)I bought these from Oxfam.

3.Identify the nouns and their types in each sentence:

a)Our partnership was without jealousy

b)The silk handkerchief was white.

c)I left my heart on the doorstep of her beauty.

d)It was only luck that meant the Nova Hreod building was still standing.