Thursday, 25 February 2016

Year 9 Poetry Terms homework

Homework for two weeks (I said it was due March 10th, but that's interform, so March 11th)
·        Learn the definitions. You should know what all the terms mean and be able to give an example. Get someone to test you or try here: https://quizlet.com/_ol9je
·        Learn how to spell the terms.
·        Create a beautiful poster on one of the techniques, demonstrating your understanding of it. Include a definition, a way to remember how to spell the term, and some different examples from poetry (plenty of poetry books in library – Mrs Fletcher will help if you ask). You may wish to use your own examples.

Onomatopoeia


Words or groups of words that are used to imitate the natural sounds of things. “the pitter patter of rain on the windows”, “Pow!”,
Repetition

The use of the same words, or phrases, used close together
Rhyme



The echoing of sounds within or at the end of lines
E.g.     I travelled among unknown men,
            In lands beyond the sea;
            Nor, England, did I know til then
            What love I bore to thee.
Pace

The speed of the poem; whether the words and rhythm make you want to read it quickly or slowly

Simile


When one thing is said to be like another; a comparison.
E.g. She was as white as a sheet
It dried up, like a raisin in the sun
Stanza

Another word for verse. It refers to the groups of lines in a poem
Rhythm
The beat of a poem, particularly the arrangement of stressed and unstressed syllables
Personification
An inanimate object is given human qualities
E.g. the wind kicked the window and laughed out loud
Alliteration
The repetition of a letter or letter sound, especially at the beginning of words. Used for emphasis and to link ideas.
E.g. five miles meandering with a mazy motion
Metaphor
When one thing is said to be another.
E.g. The moon was a ghostly galleon
Line
A formal structural division in a poem. May vary in length from one syllable to a large number of words.
EXTENSION:

Assonance


An imperfect form of rhyme which counts only the vowel sound of the chief rhyming syllable: a half-rhyme
Hyperbole
Write your own definition here:


Enjambment
Write your own definition here:




Homework delivered to your inbox?

If you subscribe to this blog, you should get an email every time I post something. Unfortunately I also use this for my year 9 class, so you might get a few things aimed at them too, but the vast majority of posts are for English Language. Might be useful for some of you who are a little... forgetful?

Year 12 Gender Investigations

Year 12 English Language groups have been investigating various issues surrounding language and gender. You can use this page to see what others have found. Hopefully we can get an overview of the issues investigated, the results of your investigations and see if there are some patterns.

Leave your comment below in the following format:
Your name:
What you investigated: (summarise in a couple of sentences)
Your findings: What your results were, any statistics you can provide, anything particularly surprising.
Your conclusion: Your 'golden nugget'. Something to remember in the exam (eg. "Females actually use a greater range of swearwords" or "The number of terms for promiscuous females still outweighs those for males, echoing Stanely's much earlier work".

Saturday, 20 February 2016

Year 12 - more Directed Writing style models.

The more you read, the better you'll write :)

Rhianna and the pop stars who change their accents

Is there such a thing as correct grammar?

Prejudice about accents still exists

Daily Mail style of writing

Women pioneer vocal trends

Last but not least, an article about writing articles!

Summarise the argument of one of the articles in the comments section of this blog for one of my amazing English Language Star Stickers :)


Year 12 - opinion article on Dialect. Useful style model for Paper 2 writing task

http://www.independent.co.uk/voices/comment/saying-no-to-gizit-is-plain-prejudice-8488358.html

This article really nicely blends AO2 (language issues and concepts) with a strong shaping of argument. There'll be prizes for people that leave a comment on this blog, either identifying one of her arguments, or identifying where she would have hit AO2 if this were an exam piece.

Year 12 Revision resources

I've created a new folder where I'm going to put resources that are useful for revision. I have put some glossaries in there, and I've also added a text that might be useful to practice writing about for Paper 1 (representation). I'll add more texts in here as I find them.

Here's the link.


Tuesday, 9 February 2016

Year 9 half term homework on Caliban

I suggest that you do this as quickly as you can after today's lesson - don't leave it until after half-term, or you'll forget what we did in the lesson. Sorry - it looks a bit strange on the page as I've copied it from Word, but you should still be able to follow it.




Act 2, scene 2: Another part of the island. Caliban meets Trinculo and Stephano.


 



Enter CALIBAN with a burden of wood.


CALIBAN


All the infections that the sun sucks up
From bogs, fens, flats, on Prosper fall and make him
By inch-meal a disease!


(A noise of thunder is heard)




His spirits hear me
And yet I needs must curse. But they'll nor pinch,
Fright me with urchin--shows, pitch me i' the mire,
Nor lead me, like a firebrand, in the dark
Out of my way, unless he bid 'em; but
For every trifle are they set upon me;
Sometime like apes that mow and chatter at me
And after bite me, then like hedgehogs which
Lie tumbling in my barefoot way and mount
Their pricks at my footfall; sometime am I
All wound with adders who with cloven tongues
Do hiss me into madness.


Enter TRINCULO


Lo, now, lo!
Here comes a spirit of his, and to torment me
For bringing wood in slowly. I'll fall flat;
Perchance he will not mind me.
 


My notes on text:
Inch-meal = every inch (every bit of him)
What does Caliban want to fall onto Prospero?
(He thinks the thunder is Prospero’s spirits spying on him.)
“yet” = but
“I needs must” = I can’t help myself
“nor” = not
They won’t pinch or frighten me with illusions (urchin-shows)
“firebrand” = piece of wood set alight and used as a torch
“pitch me i’ the mire” = throw me in the swamp
“bid” = commands
“every trifle” = every little thing
“mow” = make faces
“cloven” = forked
"perchance” = maybe
“mind me” = notice me
 
Homework: use my notes, a dictionary, and maybe the internet, to help you understand this small extract. You need to do exactly what we did in class with the first extract.


What are your ideas about Caliban here? My thoughts about Caliban are that…


How does Shakespeare give you those ideas? (find some quotations from the text and underline particular words that give you these ideas)


Make notes on the questions above, then write your ideas into a PEE paragraph, explaining how the quotation you have chosen supports your opinion about Caliban.
Aiming higher? Explore the point (more than one quotation?); offer an alternative view (this could also mean...); link to the audience at the time; link to Shakespeare's viewpoint.


Library homework: learn the following terms and their definitions ready for a test:


Adjective
Describes a noun, eg the horrible cat.
Noun
The name of a person, place or thing, eg Paris, Sarah, table, love, hatred
Adverb
Describes or gives more information about a verb or adjective, eg she swiftly walked, he was very cold.
Verb
The word that carries the action of the sentence (doing or being), eg. She gazed out of the window, he was annoying
Pronoun
Stands in place of a noun, eg he, she, we, it, you, they


 

Thursday, 4 February 2016

Writing about language - lessons for week commencing 1st February

No slides this week, but resources are in the folder: https://drive.google.com/open?id=0B0n14k4_2wH8dFF6MnpTVk8wWU0



Key learning points for this week:

  • Feature articles are 'lively' (this is a key word in the mark scheme) - we looked at what kinds of features constitute a 'lively' style 
  • The structure of your article is really important - the title and subheading should give the reader your controlling idea: what you will be arguing in the rest of the article
  • You should be able to write a summary sentence for each paragraph. Each of these sentences should help to create your overall argument when you put them together. 
  • Think carefully about your audience - remember that the style of an article for The Guardian will be really different from the style of an article for The Daily Mail, or the BBC, or Elle magazine. 

Year 12 Sample responses to mock paper - Proms

Read through the sample response saved in our lesson resources folder, paying particular attention to the examiner's comments.


Notice how focused it is on representation and how it integrates lots of language terminology into the answer.


https://drive.google.com/open?id=0B0n14k4_2wH8dFF6MnpTVk8wWU0

Year 12 work until end of February


Year 12 Work tasks and deadlines - February

Piece of Work
Due Date
Article on language and gender
Thursday 11th February (1 hour)
Mock exam DIRT tasks
(do task on front of your paper, circle all language terminology used in your answer, read the sample response - link below)
Thursday 11th February (30 minutes)
Wider reading (Pegg article and any others given)
Thursday 25th February (30 minutes)
Revise terminology for test
Thursday 25th February (1 hour)
Investigation work
Thursday 25th February (2 hours)

Tuesday, 2 February 2016

Year 9 Sonnet homework due Tuesday 9th February

I can't post the sheet for this one, so if you lose it, you'll have to beg, borrow or... ask for it!

Your task is to familiarise yourself with the form of poetry called the sonnet. Shakespeare loved them. They were usually about love, and it is nearly Valentine's day!