extend your thinking@ bishop justus 2013/2014

Miss L. Hamilton

Extend your thinking@ Bishop Justus 2013/2014

Year 11Term 3 – English Language Exam

Lesson 4: Question 2LQ: Am I able to analyse the effect

of a headline and image and explain how they reinforce the

article?

Check out the blog for more revision materials: http://www.justuslearning.com/?p=303

Literary terms: onomatopoeia, adverbs, metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase, pathetic fallacy, emotive language, short sentences, structure, sensuous description, rule of three, extended vocabulary, varied punctuation

Good Progress: I will come up with 3 ways the headline and image support the article and why they are effective

Excellent Progress: I will write a response and explain my ideas in detail using the word ‘reinforces’

Outstanding Progress: I will consider the marking criteria and modelled example and write a response in line with my target grade

How much progress will you make today?

LQ: Am I able to analyse the effect of a headline and image and explain how they reinforce the article?


Literary Techniques: Dramatic irony, imagery, simile, metaphor, oxymoron, rule of 3Formula Words: portrays, suggests, emphasises, represents, reflects, illustrates, highlightsKey Words: Shakespeare, tragedy, character, Verona, interpretation, Elizabethan audience


Miss L. Hamilton



About the exam:2 hours 15 minutes

2 SectionsSection A – Reading (4 questions)

Spend 15 minutes reading the questions and texts and 1 hour answering the 4

questionsSection B – Writing (2 questions)

Spend 1 hour answering the 2 questions(WATCH THE PREZI PRESENTATION FOR

FURTHER INFORMATION)


Miss L. Hamilton




Miss L. Hamilton


LQ:


Starter: Individual Activity

Read source 2, the article and the picture which goes with it called, ‘Trapped Chilean miners: rescue drill reaches their refuge at last by David Batty.’

Consider how the headline and picture are effective and how they link to the text.


Extension Task: Can you think of

something insightful as well as the more obvious

elements?

Miss L. Hamilton


LQ:


Introduction: Paired Exploration Task

In your pairs discuss what you might include within your 3 points when responding to this question and note down your ideas

Then compare to the ideas listed in the marking criteria


Extension Task: Were any of your ideas insightful

and original? If not can you think of

something not on the marking

criteria?

Miss L. Hamilton




Miss L. Hamilton


LQ:


Task 1: Paired Evaluation Task

Read the modelled response – why has this been awarded full marks?


Extension Task: What

improvements could you make to

this?

Miss L. Hamilton


LQ:


Task 2: Individual Writing Task

Pick two of the points you have come up with in your pair that are not contained within the modelled example and each write one up considering the modelled response, marking criteria and own target grade.


Extension Task: Try to use the

word ‘reinforces’ and explain in

detail the effect and link to text

Miss L. Hamilton


LQ:


Plenary: Peer Evaluation Task

Swap paragraphs and mark your partner’s in accordance with the mark scheme.

1. State the mark and band2. WWW/EBI3. Highlight impressive moments4. Correct inaccuracies

Share the highest marked paragraph with the class and set a target for question 2


Extension Task: How could you improve their work and help them address their targets?

Good Progress: I will come up with 3 ways the headline and image support the article and why they are effective

Excellent Progress: I will write a response and explain my ideas in detail using the word ‘reinforces’

Outstanding Progress: I will consider the marking criteria and modelled example and write a response in line with my target grade

How much progress will you make today?

LQ: Am I able to analyse the effect of a headline and image and explain how they reinforce the article?


Literary Techniques: Dramatic irony, imagery, simile, metaphor, oxymoron, rule of 3Formula Words: portrays, suggests, emphasises, represents, reflects, illustrates, highlightsKey Words: Shakespeare, tragedy, character, Verona, interpretation, Elizabethan audience
