Year 7 Shakespeare Diorama

Please see attached:

Shakespeare In A Box – AMSND Tempest

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Year 7 and 8 Reading HW

This is the first set of work from the snow day work.

If you have already completed it you will not need to do it again.

 

Task 1: Read the passage below and answer the following questions in your exercise books using full sentences.

He sniffed. There was a foreign smell in the Wood … like petrol and fireworks.

Funny – it wasn’t Guy Fawkes yet. Some kids must have been messing about.

As he pressed on, the smell grew stronger. There must be an awful lot of petrol.

Something was blocking out the light through the branches. A new building; a

secret army base; a new anti-aircraft gun? He couldn’t quite see, except that it 5

was black.

And then he saw, quite clearly at the top, a swastika, black outlined in white. He

didn’t know whether to run towards it or away. So he stayed stock-still, listening.

Not a sound … except the buzzing of flies. The angry way they buzzed off dogdirt

when you waved your hand over it. It was late in the year for flies, thought 10

Chas.

He moved forward again. It was so tall, like a house, and now it was dividing

into four arms, at right angles to each other …

He burst into the clearing. It was the tail of an aeroplane: the German bomber

that had crashed onto the laundrette. At least, most of it had crashed on the 15

laundrette. The tail, breaking off in the air, had spun to earth like a sycamore

seed. He’d read of that happening in books. He could also tell from books that

this aeroplane had been a Heinkel HX 111.

Standard Questions:

1) What could the young boy smell? (Paragraph 1)

2) What is the young boy called? (Paragraph 2)

3) Give an example of a simile (Paragraph 3)

4) What type of aeroplane has the young boy found? (Paragraph 4)

5) Where had the German bomber crashed? (Paragraph 4)

Challenge Questions:

6) How does the opening sentence engage the reader?

7) Why has the writer used semi colons in the opening paragraph?

8) How is the writer’s use of ellipsis (…) effective in this

 

Writing Homework: Years 7-11 – Due Tuesday 30th

Task: Write a description as suggested by this picture.

Video to inspire:

https://www.youtube.com/watch?v=p34IxYyI3fc

AQA English Language Writing Practice - HW Jan 22Step 1: Generate ideas

To write an effective description, you need to practise using your imagination to create detailed description from the image. To help with this, it can be useful to ask yourself questions about the image.

Annotate the image with your answers to the following questions to help you to start generating ideas for your description:

  • How are people feeling, thinking, feeling in this situation?
  • Think about the senses – what can be seen, heard, smelt, tasted, felt?
  • What could be the central action happening in the image? Or are a few things happening?
  • What can’t you seen in the picture? What else might be happening?

Step 2: Structure it

To structure a description, it can be helpful to imagine a camera moving around the image.

Your writing might…

  • Gradually zoom in or out of the image
  • Pan around different parts of the image
  • Follow the action (in this case you may follow someone preparing to take a go on the slide, having a go and then consider the reaction to the sight of the sharks or the sounds that would greet them when they emerged from the water, for example)

Decide how you will structure your description in four sections and jot down your key ideas below:

1. 2. 3. 4.

Consider how you open your sentences.  Experiment with the following:

  1. a verb ending in ‘ing’
  2. A sentence containing only three words.
  3. A complex sentence
  4. A rhetorical question
  5. Start with an adverb comma –ly,
  6. A sentence will contain a simile
  7. A sentence that starts with an estimation of time – E.g. Seconds later …
  8. A sentence that uses two of the senses.
  9. A sentence that use an exclamation
  10. A sentence that uses dialogue

Now, think about how you will link your sections – your writing needs to work as one whole piece. Add your ideas for links to your plan above.

Finally, check how you have planned to begin and end. Ensure that your whole description will work together. (Tip: a great idea can be to plan to link your ending back to your beginning (this applies with narrative writing too) as this clearly shows the examiner that you have thought about and planned the overall structure of your piece)

Spend no more than 45 minutes writing up your description, remembering the key skills that the examiner will look for. Hand in your completed work to your English teacher.