Year 11S1
PERIOD 1 – 9th OCTOBER
In each column which response is stronger? Why?
THE CHALLENGE STEPS
For everyone
The Comfort Zone: this is the minimum expectation for each activity
The next step
The Confidence Zone: Push yourself to do a little bit more and take an
extra step to improve your level/ grade
Pushing Boundaries
The Fire Zone: Challenge yourself to go beyond your own
boundaries and see how far you can go!
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
Question 1
Question 1
Question 1
Question 2
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
SMART Targets
S pecific
M easureable
A chievable
R ealistic
T imebound
e.g. By the end of term I will be able to identify
and explain the effects of language in a
previously unseen text.
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!
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
Year 11S1
PERIOD 1 – 9th OCTOBER
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.
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.
THE CHALLENGE STEPS
For everyone
The Comfort Zone: this is the minimum expectation for each activity
The next step
The Confidence Zone: Push yourself to do a little bit more and take an
extra step to improve your level/ grade
Pushing Boundaries
The Fire Zone: Challenge yourself to go beyond your own
boundaries and see how far you can go!
Starter: do ONE of the following
The challenge
The next step
For everyone
Write ONE
complete
sentence using at
least 3 pieces of
information
Write ONE
complete
sentence using at
least 5 pieces of
information
Write ONE
complete
sentence using at
least 7 pieces of
information.
Include semi
colons and colons
Question 3
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).
SMART Targets
S pecific
M easureable
A chievable
R ealistic
T imebound
e.g. By the end of term I will be able to identify
and explain the effects of language in a
previously unseen text.
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!
English Literature
The brilliant side of English!
Writing a summary
Read the extract that you have been given (and with the
assistance of the clip) summarise
a.
the development of Steinbeck as a writer
b.
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.
Critical Friends: summary Paragraph
TICK CHECK: The paragraph has 5 accurate pieces of information
TICK CHECK: The paragraph has 8 accurate pieces of information
TICK CHECK: The paragraph has at least 10 accurate pieces of information
WRITE DOWN THE CHALLENGE STEP THAT YOU THINK YOUR
CRITICAL FRIEND ACHIEVED AND INCLUDE ONE EBI COMMENT
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
Year 11S1
Monday 14th October Period 1
Book marking Feedback
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
APPLYING ADVANCED VOCABULARY
Use at least two synonyms and two antonyms from the tasks
above in ONE sentence.
CONTEXT
1.
Social: friends, social groups, sporting groups,
hobbies etc.
2. Cultural: beliefs, religion, cultural heritage (e.g. a
grandparent who is Italian).
3. Historical: the period in which you are growing up
(i.e. the 21st century). What do this mean for your
lifestyle?
4. Geographical: where you were born and grew up.
Describer theses places.
5. Personal: family, age, appearance etc.
1930s America
What do you
know about it?
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).
Context: 1930s America
Living in 1930s America
Women
African American
Migrant worker
Farm Owner
Child
Key Points
What was life like for these people?
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
Critical Friends Feedback
The challenge
The next step
For everyone
- ¼ A4 page written
- Some details from
research included
- SPAG and structure
may be inaccurate
- 1/2 A4 page written
- 3-4 clear details from
research included
- SPAG and structure
may be inconsistent
at times
- At least 1/2 A4 page
written
- 5-7 clear details from
research included
- SPAG and structure
is accurate
- The piece uses some
advanced vocabulary
CORRECT ANY SPAG ERRORS, INDICATE WHICH CHALLENGE STEP WAS
ACHIEVED AND INCLUDE ONE EBI COMMENT AT THE BOTTOM
1. To be able to identify and explain
the writer’s use of symbolism and
imagery in a text
2. To be able to identify and explain
the writer’s use of juxtaposition
in a text
Year 11S1
Tuesday 15th October Period 1
Juxtaposition
Symbolism
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
Describe these two things in ONE sentence
GROUP ANALYSIS
1. In your groups, highlight and annotate TWO
quotes that show the writer’s use of symbolism
or imagery.
2. Annotate each quote to explain the
meaning/image that is created through the quote
3. 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.
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
a. the distinctive images of Soledad
b. 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.
Paragraph Analysis: Opening of the novel
Reread the opening passage from ‘Of Mice and Men’ and refer to the
descriptions of
a. the distinctive images of Soledad (symbolism and imagery)
b. 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.
The absolute minimum
The next step
(Pushing into C grade)
(Pushing into B grade)
•Some attempt to include
quotes (there may be 2-3
quotes)
•Explanation of
distinctive images mainly
includes the meaning of
words not the effects of
techniques.
•There is little or no
reference to the
contrasting features of
Soledad (juxtaposition)
or the use of other
literary techniques
•The response includes
4-5 accurate quotes
• There is some
explanations of the
images created by
language and the
effects of symbolism
and imagery
•There is some attempt
to explain the
contrasting features of
Soledad (juxtaposition)
Pushing Boundaries
(Pushing into A grade)
•The response includes 5-6
quotes
•The response explain the
writer’s reason for using
particular language and
explains the images/ideas
that are created through
symbolism and imagery.
•Explanations detail the
contrasting features of
Soledad (juxtaposition) and
explain the contrast of
symbols throughout
Critical Friends
Circle swap books in your group
1.
2.
Peer mark each other’sparagraph by highlighting in different colours the
quote, technique and 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.
The absolute minimum
The next step
(Pushing into C grade)
(Pushing into B grade)
•Some attempt to include
quotes (there may be 2-3
quotes)
•Explanation of
distinctive images mainly
includes the meaning of
words not the effects of
techniques.
•There is little or no
reference to the
contrasting features of
Soledad (juxtaposition)
or the use of other
literary techniques
•The response includes
4-5 accurate quotes
• There is some
explanations of the
images created by
language and the
effects of symbolism
and imagery
•There is some attempt
to explain the
contrasting features of
Soledad (juxtaposition)
Pushing Boundaries
(Pushing into A grade)
•The response includes 5-6
quotes
•The response explain the
writer’s reason for using
particular language and
explains the images/ideas
that are created through
symbolism and imagery.
•Explanations detail the
contrasting features of
Soledad (juxtaposition) and
explain the contrast of
symbols throughout
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)
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
Express: Student Led Activity
Explore: Teacher Led Activity
For everyone
The next step
Pushing Boundaries
Plenary
For
everyone
The
next
step
The
challenge