massacre savage barbaric bleak

eradication defeat victory conquest

triumph destruction ruin sad

exterminate failure aggressive unfair

Words to describe the Indian wars.

In pairs, you are going to read through the words on the grid below. One person will read the words; the other person will put their hand up when the person has completed the reading.

Starter: What words would you use to describe this scene?

massacre savage barbaric bleak

eradication defeat victory conquest

triumph destruction ruin sad

exterminate failure aggressive unfair

www.literacyforlife.weebly.com

Aims:• To introduce you to VCOP and

activities which surround their use.

• To (re)introduce you to PEEL.

VCOP

nevertheless

Vocabulary Pyramid

Pass

Distinction

PPass

Merit

An important point… After careful consideration… Similarly… Consequently… Nevertheless… Having considered both sides…

The evidence suggests… In conclusion… It could be considered…I advocate this… Contrary to… It could be argued… Conversely…

Despite this… In comparison…

Although... Therefore… Interestingly…However… In summary… In addition…

My opinion… My first point… Moreover… Furthermore… On the one hand/on the other hand…

Firstly... Next... So...Lastly... After… I think/believe…

In order to… For example…For instance… Lastly…

The...My... I... If... Also…

Openers Pyramid

Use complex sentences appropriately.Vary sentence length and word order to keep the reader interested.

Pass

Distinction

PPass

Merit

Punctuation Pyramid

; : - ‘ “ ” , ... ( ) ? . !

. ‘ , ... ? ! “ ”

? . , !

. ?

.

Pass

Distinction

PPass

Merit

…as can be seen by… ….as revealed by…Take the case of… This can be proven by…

This suggests/demonstrates that…

…in the case of… …as is shown by…

Such as…For instance,

For example,

Illustrating Connectives Pyramid

Pass

Distinction

PPass

Merit

Using the vocabulary

pyramidThe aim of the vocabulary triangle is to: Ensure spelling of keywords is

correct; Ensure that students

understand the meaning of keywords;

Ensure that students use keywords effectively in lessons.

Evidence of VCOP must be demonstrated in every lesson and the vocabulary pyramid is the easiest to embed. So, how can we do it?

Vocabulary Pyramid

Students add keywords to their pyramid throughout the lessons…

…and then can be inserted onto your worksheets…

9. strip of land cutting of Germany with German East Prussia.

10. increasing the size of your army.

11. organised so that only one side will win.

12. Russian leader.

13. part of Czechoslovakia closest to Germany, with 3 million German people living there.

14. land controlled by a country.

15. Peace Treaty signed after World War One.

16. fighting on two opposite sides of the country.

1. modern day Ethiopia, in Africa.

2. an attack against somebody before they have done anything.

3. the joining of Germany and Austria.

4. lightning war – hitting a country hard with tanks and planes to conquer it and control it very quickly.

5. not allowed to have an army there.

6. when people suffer because of a very poor economy.

7. agree not to fight each other.

8. an agreement to work together and support each other.

Causes of World War 2 Vocabulary Pyramid

1. Abyssinia 3. Anschluss 4. Blitzkrieg 5. Demilitarised 13. Sudetenland

2. Aggressive 7. Non-aggression 10. Rearmament 14. Territory

6. Depression 9. Polish Corridor 15. Treaty of Versailles

11. Rigged 16. War on two fronts

12. Stalin

8. Pact

…or can be linked to definitions…

Using the vocabulary

pyramidOnce the process of completing the triangle is in place, they should then have tasks which can be used to use the vocabulary (and any other elements of the other triangles).

RecapWhat defensive features do you remember from last lesson?

1. Can you describe the castle using three words from the top row of the vocabulary

triangle?

2. Can you explain how well the castle could have defended itself using three words from the middle row of the vocabulary triangle?

3. Can you judge how well this castle would have defended itself using three words from the bottom row of the vocabulary triangle

using a dictionary to help you find definitions of any words that you do not know?

EXT: Can you use a thesaurus to find synonyms of some of the words that you have

used?

PlenarySummarise what you have learnt in this lesson using at least one word from each row of the vocabulary triangle.

VCOPDictionary

race

roll- call

barracks sanitatio

nquarantine contagious

concentration camp selection process

Who can find the definitions first?

condemned registration accommodation

water cycle sea

rain

drops

droplets

evaporation

condensation

transpiration

precipitation

transfer

percolates

vapour

liquid

gas

hailsleet

groundwater

storesflows

air

land

surface water

rivers

Dist

Merit

Pass

Write down the

definitions of the 5

hardest words.

snow

hydrological cycle

What are these words describing?

Students use these words to establish what they think the learning objectives and outcomes are.

Totally disagree

Totally agree

Reading books is better than watching TV.

Vocab sophisticated

Connectives whereas

Opening sentence

It is obvious that

Punctuation ?

Punctuation Pyramid

; : - ( )

‘ … “ ”

, !

?

.

EllipsesThree dots together showing missing or unfinished words.

e.g. I’m really scared of the ...

CommaUsed to separate lists or

to show a pause in a sentence.

e.g. I will buy carrots, tomatoes and bananas.

Full stopUsed at the end of sentence to allow a

break before the next one.

e.g. The boy played football.

Semi-colonCan be used instead of a

connective.

e.g. I have finished my work; now I can play.

ColonUsed to show start of a

list.

e.g. Shopping list: pineapple, apples,

bananas and lemons.

BracketsSometimes used instead of a comma, used around text

that gives more detail about something.

e.g. He finally finished his work (after taking 30

minutes).

Inverted commasUsed around words to show that the words are not true,

or to show irony or sarcasm.

e.g. My dad thinks he’s so ‘cool’ when he dances, but

really he’s an embarrassment.

Speech marksShows part of the text

that is spoken.

e.g. “Who are you?” he asked.

ApostropheEither

used to show a noun (person, object) owning something e.g.

This is David’s jumper

or used to show that a letter is

removed to shorten the words e.g. I don’t think I’ll go with

you.

Question MarkReplaces a full stop to show a sentence is a

question.e.g. What is you name?

Exclamation markReplaces a full stop to

give a sentence a stronger feel.

e.g. Help me!

Dear John…

Dear John:I want a man who knows what love is all about. You are generous, kind, thoughtful. People who are not like you admit to being useless and inferior. You have ruined me for other men. I yearn for you. I have no feelings whatsoever when we're apart. I can be forever happy--will you let me be yours?JaneYou have been given a copy of this text without punctuation. Add any of the punctuation you have just learnt about and try to make the letter say the opposite of the original.

Dear John…

Dear John,I want a man who knows what love is. All about you are generous, kind, thoughtful people, who are not like you. Admit to being useless and inferior. You have ruined me. For other men, I yearn. For you, I have no feelings whatsoever. When we're apart, I can be forever happy. Will you let me be?Yours,Jane

Stage 1 Example Task

Punctuate this passage with CAPITAL LETTERS and FULL STOPS. last week i went to london zoo i saw elephants and tigers i ate lunch in the restaurant the best thing about the day was going to the gift shop i bought a poster and a keyring i can’t wait to go again Punctuate this passage with CAPITAL LETTERS, COMMAS, and FULL STOPS. when you have a bad day at school it can seem like everybody is against you especially the teachers being a teenager can be tough but you need to remember that everybody has their ups and downs and you can improve things by having a positive attitude to your work and trying your hardest in every subject

Connectives – the green pyramid.

You should see these in every room and they are themed.

…as can be seen by… ….as revealed by…Take the case of… This can be proven by…

This suggests/demonstrates that…

…in the case of… …as is shown by…

Such as…For instance,

For example,

Illustrating Connectives Pyramid

1. Study Source A.

What does this source tell you about being a soldier

during World War 1?

Merit – will be able to explain in detail what each example shows about what life was life for soldiers.

Speaking Game

Whereas

In contrast

Speaking Game

Similarly

Speaking Game

However

Speaking Game

On the one hand/On the other hand…

Speaking Game

ADVERT FOR A HOUSE

The house is modern in style. It has a kitchen that is sunny. The living room has plenty of space. There are three bedrooms. There is a small room that would make

a good study. The house has a large garden suitable

for children. A bus stop outside gives quick and easy

access to a busy shopping centre.

ADVERT FOR A HOUSE

The house is modern in style. Also, it has a kitchen

that is sunny. Also, the living room has plenty of space. There are three

bedrooms. Also, there is a small room that would make

a good study. The house has a large garden suitable

for children. Also, a bus stop outside gives quick and

easy access to a busy shopping centre.

ADVERT FOR A HOUSE

The house is modern in style. Also, it has a kitchen that is sunny. In addition, the living

room has plenty of space. There are three bedrooms as well as a small room that would make a

good study. Moreover, the house has a large garden suitable for

children. Furthermore, a bus stop outside gives quick and easy

access to a busy shopping centre.

Why is this better?

Have a go yourself…

Cheddar Gorge

We are going to create a paragraph about a topic of my choosing.

You will all say one word each in order to keep the sentence going.

The aim is to try and keep the sentence going as long as possible.

Use the VCOP connectives pyramid to try and extend the sentence further.

Would you rather have feather fingers or foil teeth?

An important point… After careful consideration… Similarly… Consequently… Nevertheless… Having considered both sides…

The evidence suggests… In conclusion… It could be considered…I advocate this… Contrary to… It could be argued… Conversely…

Despite this… In comparison…

Although... Therefore… Interestingly…However… In summary… In addition…

My opinion… My first point… Moreover… Furthermore… On the one hand/on the other hand…

Firstly... Next... So...Lastly... After… I think/believe…

In order to… For example…For instance… Lastly…

The...My... I... If... Also…

Openers Pyramid

Use complex sentences appropriately.Vary sentence length and word order to keep the reader interested.

Student selection

Read through the passage you have been given.

Highlight the openings of the sentences and then rank them in your blank punctuation pyramid

from most straight forward to WOW openings.

My Travel Diary – 12.02.12 – Holi Day

Slowly, I woke up with the sun in my eyes. It was the day I had been waiting for. Smiling, I thought about the photos I had seen of it. I was also nervous because I had never been anywhere like this before.

After breakfast, I walked to the main square excitedly but nobody had gathered yet. I strolled to market in order to pass the time on. Lazily, I wandered around the vibrant market stalls.

Later I returned to the square and it had changed incredibly. To my surprise, it was full of people. The people were dressed in brightly coloured robes and had friendly faces.

Blinking in the sun, I looked at all the petite coloured bags in people’s hands. Suddenly, bang! The colours were being thrown at a terrific speed with cries of laughter.

My Travel Diary – 12.02.12 – Holi Day

Slowly, I woke up with the sun in my eyes. It was the day I had been waiting for. Smiling, I thought about the photos I had seen of it. I was also nervous because I had never been anywhere like this before.

After breakfast, I walked to the main square excitedly but nobody had gathered yet. I strolled to market in order to pass the time on. Lazily, I wandered around the vibrant market stalls.

Later, I returned to the square and it had changed incredibly. To my surprise, it was full of people. The people were dressed in brightly coloured robes with friendly faces.

An hour passed and I waited patiently. Blinking in the sun, I looked at all the petite coloured bags in people’s hands. Suddenly, bang! The paint bombs were being thrown at a terrific speed as cries of laughter filled the air. It was the best day of my life.

Your pyramid might look something like

this…

D – Explain the impact of a factor.

C/B – Evaluate the impact of a factor.

A – Assess the relative importance of a factor.

Creating a specific pyramid.