Year 11S1PERIOD 1 – 9th OCTOBER

In each column which response is stronger? Why?

THE CHALLENGE STEPS

Pushing BoundariesThe Fire Zone: Challenge yourself to go beyond your

own boundaries and see how far you can go!

The next step The Confidence Zone: Push yourself to do a little bit more and take an extra step to improve your level/ grade

For everyoneThe Comfort Zone: this is the minimum expectation for each activity

Starter: Semi colons & Colons

Write a sentence about cake that includes both a semi colon and a colon

COPY OUT THE FOLLOWING SENTENCES AND INCLUDE THE CORRECT PUNCTUATION

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 TargetsS pecificM easureableA chievableR ealisticT imebounde.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 11S1PERIOD 1 – 9th OCTOBER

Speed GatheringWRITE DOWN THE IMPORTANT PIECES OF INFORMATION FROM

THIS EXTRACTYOU 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

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.

WE WILL HAVE ONE MORE GO – WHAT . YOU HAVE 1 More Minute!

THE CHALLENGE STEPS

Pushing BoundariesThe Fire Zone: Challenge yourself to go beyond your

own boundaries and see how far you can go!

The next step The Confidence Zone: Push yourself to do a little bit more and take an extra step to improve your level/ grade

For everyoneThe Comfort Zone: this is the minimum expectation for each activity

Starter: do ONE of the following

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

For everyone

The next step

The challenge

Question 3

Question 31. 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 TargetsS pecificM easureableA chievableR ealisticT imebounde.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 LiteratureThe brilliant side of English!

Writing a summaryRead 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 at least 10 accurate pieces of information

TICK CHECK: The paragraph has 8 accurate pieces of information

TICK CHECK: The paragraph has 5 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 11S1Monday 14th October Period 1

Book marking Feedback

STARTER: Synonyms & Antonyms

APPLYING ADVANCED VOCABULARYUse at least two synonyms and two antonyms from the tasks above in ONE sentence.

CHOOSE MORE INTERESTING SYNONYMS FOR THE PAST TENSE VERBS IN THE LIST BELOW (write both versions in your book)1. Walked2. Said3. GoodWrite down the word in capital letters and its antonym from the choice below

CONTEXT1. 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

Key PointsWhat was life like for these people?

Women

African American

Migrant worker

Farm Owner

Child

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

- 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

For everyone

The next step

The challenge

CORRECT ANY SPAG ERRORS, INDICATE WHICH CHALLENGE STEP WAS ACHIEVED AND INCLUDE ONE EBI COMMENT AT

THE BOTTOM

Year 11S1Tuesday 15th October Period 1

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

Juxtaposition Symbolism

STARTER: The Juxtaposition of symbols

Describe these two things in ONE sentence

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

GROUP ANALYSIS1. 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

The absolute minimum(Pushing into C 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 next step(Pushing into B grade)

• 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)

Reread the opening passage from ‘Of Mice and Men’ and refer to the descriptions ofa. the distinctive images of Soledad (symbolism and imagery)b. the contrast (juxtaposition) between the distinctive images of

SoledadSelect words and phrases from these descriptions and explain how the writer has created effects by using this language.

Critical FriendsCircle swap books in your group

1. Peer mark each other’sparagraph by highlighting in different colours the quote, technique and explanation of effects.

2. 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(Pushing into C 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 next step(Pushing into B grade)

• 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)

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

Pushing Boundaries

The next step

For everyone

PlenaryFor everyone

The next step

The challenge