Year 10 English Language work

Summer term 1 2020

Aim to work for two hours a week on this booklet. It can be completed as a word document or on paper (if you complete on paper you should take photos to send to your teacher).

Divide your time evenly between the reading and the writing tasks

Your teacher will update Insight each week to keep you on track. You must do your best to share completed work with your teacher via e-mail

You should also be reading a book of your choice for 30 mins a day (there are suggestions at the end of the booklet).

Name _______________________________

Class _______________________________

Week OneHarper Lee: To Kill a Mockingbird

Atticus was feeble: he was nearly fifty. When Jem and I asked him why he was so old, he said he got started late, which we felt reflected upon his abilities and manliness. He was much older than the parents of our school contemporaries, and there was nothing Jem or I could say about him when our classmates said, ‘My father – ’

Jem was football crazy. Atticus was never too tired to play keep-away, but when Jem wanted to tackle him Atticus would say, ‘I’m too old for that, son.’

Our father didn’t do anything. He worked in an office, not in a drugstore. Atticus did not drive a dump-truck for the county, he was not the sheriff, he did not farm, work in a garage, or do anything that could possibly arouse the admiration of anyone.

Besides that, he wore glasses. He was nearly blind in his left eye, and said left eyes were the tribal curse of the Finches. Whenever he wanted to see something well, he turned his head and looked from his right eye.

He did not do the things our schoolmates’ fathers did; he never went hunting, he did not play poker or fish or drink or smoke. He sat in the living-room and read.

With these attributes, however, he would not remain as inconspicuous as we wished him to; that year, the school buzzed with talk about him defending Tom Robinson, none of which was complimentary. After my bout with Cecil Jacobs when I committed myself to a policy of cowardice, word got around that Scout Finch wouldn’t fight any more, her daddy wouldn’t let her. This was not entirely correct: I wouldn’t fight publicly for Atticus, but the family was private ground. I would fight anyone from a third cousin upwards tooth and nail. Francis Hancock, for example, knew that.

When he gave us our air-rifles Atticus wouldn’t teach us to shoot. Uncle Jack instructed us in the rudiments thereof; he said Atticus wasn’t interested in guns, Atticus said to Jem one day, ‘I’d rather you shot at tin cans in the back yard, but I know you’ll go after birds. Shoot all the bluejays you want, if you can hit ‘em, but remember it’s a sin to kill a mockingbird.’

That was the only time I heard Atticus say it was a sin to do something, and I asked Miss Maudie about it.

‘Your father’s right,’ she said. ‘Mockingbirds don’t do one thing but make music for us to enjoy. They don’t eat up people’s gardens, don’t nest in corncribs, they don’t do one thing but sing their hearts out for us. That’s why it’s a sin to kill a mockingbird.’

This extract is taken from To Kill a Mockingbird written by Harper Lee. The novel is set in the American Deep South during the 1930s.

1. Whose perspective is the story told from?

Atticus’s Jem’s Scout Finch’s

Tom Robinson’s

Uncle Jack’s

2. What relationship does Atticus have to Jem and Scout?

Father Brother Uncle Teacher

3. What is the narrator’s attitude towards Atticus in the extract?

Proud Adoring Respectful Afraid Ashamed

4. What does the word ‘feeble’ mean in the sentence ‘Atticus was feeble.’

Strong Clumsy Frail Cowardly Quiet

5. Which adjective best describes the character of Atticus in this extract?

Young Fit Funny Afraid Moral

6. The narrator says about Atticus, ‘With these attributes, however, he would not remain as inconspicuous as we wished him to.’ What does the narrator mean?

Nobody really paid any attention to Atticus

People still noticed and talked about Atticus.

7. Why does Atticus say it is a sin to kill a mockingbird?

Because they do no harm.Because they do the opposite of

harm, they improve people’s lives.

8. Scout Finch will not fight anyone anymore because Atticus has told her not to.

True False

9. Why does Scout listen to Atticus when he says it is a sin to kill a mocking bird?

It is unusual for him to say something is

a sin.Miss Maudie says that she should.

He reads a lot of books.

10. Which of these activities to Jem and Scout admire in a father? (choose as many as appropriate)

Hunting Fishing Work in a garage Read

Drive a dump-truck

11. Which statement best describes how Atticus is presented at the start of the extract?

1 An elderly, physically weak man who isn’t very masculine.2 An intelligent and considerate man.3 A father who never wants to play with his children.

4 A typical father who looks and behaves like all the other classmate’s fathers.

12. Which statement best describes how Atticus is presented by the end of the extract?

1 A foolish man.2 A gentle, wise and moral man.3 A man who plays no part in his children’s lives.4 A man who does not have the respect of those around him.

13. Using all the information gained from completing the multiple-choice questions, answer the following question in no more than two paragraphs. How does Harper Lee present Atticus as a father in this extract?

Creative Writing

You should spend one hour crafting a piece of descriptive writing.

Task: Starting with this image, describe a day spent with someone special.

Tips: Try to use a wide and varied vocabulary; write in paragraphs; use descriptive techniques – simile, metaphor, personification; focus on describing the detail rather than telling a story

Week Two

Stephen Kelman: Pigeon English

You could see the blood. It was darker than you thought. It was all on the ground outside Chicken Joe's. It just felt crazy.

Jordan: 'I'll give you a million quid if you touch it.'

Me: 'You don't have a million.'

Jordan: 'One quid then.'

You wanted to touch it but you couldn't get close enough. There was a line in the way:

POLICE LINE DO NOT CROSS

If you cross the line you'll turn to dust.

We weren't allowed to talk to the policeman, he had to concentrate for if the killer came back. I could see the chains hanging from his belt but I couldn't see the gun.

The dead boy's mamma was guarding the blood. She wanted it to stay, you could tell. The rain wanted to come and wash the blood away but she wouldn't let it. She wasn't even crying, she was just stiff and fierce like it was her job to scare the rain back up into the sky. A pigeon was looking for his chop. He walked right in the blood. He was even sad as well, you could tell where his eyes were all pink and dead.

The flowers were already bent. There were pictures of the dead boy wearing his school uniform. His jumper was green.

My jumper's blue. My uniform's better. The only bad thing about it is the tie, it's too scratchy. I hate it when they're scratchy like that.

There were bottles of beer instead of candles and the dead boy's friends wrote messages to him. They all said he was a great friend. Some of the spelling was wrong but I didn't mind. His football boots were on the railings tied up by their laces. They were nearly new Nikes, the studs were proper metal and everything.

Jordan: 'Shall I t'ief them? He don't need 'em no more.'

This extract is taken from Pigeon English by Stephen Kelman. It is a novel set amongst gang warfare on a south London estate and it is narrated by Harri Opoku an 11 year old Ghanaian immigrant.

I just pretended I didn't hear him. Jordan would never really steal them, they were a million times too big. They looked too empty just hanging there. I wanted to wear them but they'd never fit.

Me and the dead boy were only half friends, I didn't see him very much because he was older and he didn't go to my school. He could ride his bike with no hands and you never even wanted him to fall off. I said a prayer for him inside my head. It just said sorry. That's all I could remember. I pretended like if I kept looking hard enough I could make the blood move and go back in the shape of a boy. I could bring him back alive that way. It happened before, where I used to live there was a chief who brought his son back like that. It was a long time ago, before I was born. Asweh, it was a miracle. It didn't work this time.

I gave him my bouncy ball. I don't need it anymore, I've got five more under my bed. Jordan only gave him a pebble he found on the floor.

Me: 'That doesn't count. It has to be something that belonged to you.'

Jordan: 'I ain't got nothing. I didn't know we had to bring a present.'

I gave Jordan a strawberry Chewit to give to the dead boy, then I showed him how to make a cross. Both the two of us made a cross. We were very quiet. It even felt important. We ran all the way home. I beat Jordan easily. I can beat everybody, I'm the fastest in Year 7. I just wanted to get away before the dying caught us.

1. What detail does the writer use to make the boy’s death seem like this is an ‘everyday’ occurrence.

The darkness of the blood.

The setting ‘outside Chicken Joe’s’.

The comment ‘it was crazy’.

2. Which word or words best describe the narrator’s feelings about the boy’s death? (choose as many as appropriate)

Grief Disinterest Amused Admiration Curious

3. Which two adjectives best describes the dead boy’s mother?

Hysterical Angry Wild Protective Casual

4. What is the effect of the dead boy’s photo showing him wearing school uniform?

It reminds the reader how young he was.

It suggests schools are too blame for knife crime.

5. What is it called when a writer includes dialogue in non-standard English like this: ‘'Shall I t'ief them? He don't need 'em no more.’

Formal English Dialect Bad English Imagery

6. What does the line ‘If you cross the line you’ll turn to dust’ reveal about the narrator’s feelings about the death of the boy?

It frightens him. He thinks it’s a game. It makes him laugh.

7. When the narrator describes a chief who brought his son back to life; this is an example of which device?

Simile Metaphor Personification Anecdote Anaphora

8. Which adjectives best describe the narrator at the end of the extract? (Choose as many as is appropriate).

Respectful Sad Scared Content Remorseful

9. Which detail given about the dead boy’s football boots is symbolic of his wasted potential.

Studs were proper metal. Nearly new Nikes. Tied up by their

laces.

10. What does the fact that the ‘flowers were already bent’ imply?

The boy’s death will be quickly forgettable by the wider

society.The police man has damaged

them.

11. Which two statements best describes how the dead boy is presented?

1 A member of gang who got what was coming to him.2 A popular school boy who was athletic and good at sports.3 A shy boy who worked hard at school.

4 A sympathetic portrayal of a mother’s son, symbolic of lost potential.

12. Which statement does not describe the narrator’s reaction to the boy’s death?

1 He feels very solemn and wants to pay his respect.

2 He wishes that he could somehow bring the boy back to life.

3 He feels frightened that the boy’s death could somehow be contagious.

4 He is utterly devastated that his friend has died.

13. Using all the information gained from completing the multiple-choice questions, answer the following question in no more than two paragraphs. How does Stephen Kelman present the dead boy in this extract?

Creative Writing

You should spend one hour writing a short story

Task: Your school is asking students to contribute some creative writing for its website. Write a short story called ‘The Body.’

Tips:

1. Make sure you show rather than tell2. Avoid too many plot lines and characters3. Try to use a wide and varied vocabulary 4. Write in paragraphs 5. Use descriptive techniques – simile, metaphor, personification

Week Three

Arthur Conan-Doyle: The Hound of Baskervilles

MR. SHERLOCK HOLMES, who was usually very late in the mornings, save upon those not infrequent occasions when he was up all night, was seated at the breakfast table. I stood upon the hearth-rug and picked up the stick which our visitor had left behind him the night before. It was a fine, thick piece of wood, bulbous-headed, of the sort which is known as a “Penang lawyer.” Just under the head was a broad silver band, nearly an inch across. “To James Mortimer, M.R.C.S., from his friends of the C.C.H.,” was engraved upon it, with the date “1884.” It was just such a stick as the old-fashioned family practitioner used to carry–dignified, solid, and reassuring.“Well, Watson, what do you make of it?”Holmes was sitting with his back to me, and I had given him no sign of my occupation.“How did you know what I was doing? I believe you have eyes in the back of your head.”“I have, at least, a well-polished, silver-plated coffee-pot in front of me,” said he. “But, tell me, Watson, what do you make of our visitor’s stick? Since we have been so unfortunate as to miss him and have no notion of his errand, this accidental souvenir becomes of importance. Let me hear you reconstruct the man by an examination of it.”“I think,” said I, following as far as I could the methods of my companion, “that Dr. Mortimer is a successful, elderly medical man, well-esteemed, since those who know him give him this mark of their appreciation.”“Good!” said Holmes. “Excellent!”“I think also that the probability is in favour of his being a country practitioner who does a great deal of his visiting on foot.”“Why so?”“Because this stick, though originally a very handsome one, has been so knocked about that I can hardly imagine a town practitioner carrying it. The thick iron ferrule is worn down, so it is evident that he has done a great amount of walking with it.”“Perfectly sound!” said Holmes.“And then again, there is the ‘friends of the C.C.H.’ I should guess that to be the Something Hunt, the local hunt to whose members he has possibly given some surgical assistance, and

This extract is the first chapter from Arthur Conan-Doyle’s The Hound of the Baskervilles, which is the sixth story to feature Sherlock Holmes and Dr Watson.

which has made him a small presentation in return.”“Really, Watson, you excel yourself,” said Holmes, pushing back his chair and lighting a cigarette. “I am bound to say that in all the accounts which you have been so good as to give of my own small achievements you have habitually underrated your own abilities. It may be that you are not yourself luminous, but you are a conductor of light. Some people without possessing genius have a remarkable power of stimulating it. I confess, my dear fellow, that I am very much in your debt.”He had never said as much before, and I must admit that his words gave me keen pleasure, for I had often been piqued by his indifference to my admiration and to the attempts which I had made to give publicity to his methods. I was proud, too, to think that I had so far mastered his system as to apply it in a way which earned his approval. He now took the stick from my hands and examined it for a few minutes with his naked eyes. Then with an expression of interest he laid down his cigarette, and, carrying the cane to the window, he looked over it again with a convex lens. “Interesting, though elementary,” said he as he returned to his favourite corner of the settee. “There are certainly one or two indications upon the stick. It gives us the basis for several deductions.”“Has anything escaped me?” I asked with some self-importance. “I trust that there is nothing of consequence which I have overlooked?”“I am afraid, my dear Watson, that most of your conclusions were erroneous. When I said that you stimulated me I meant, to be frank, that in noting your fallacies I was occasionally guided towards the truth.”

1. What object has Holmes and Watson’s visitor left in their room?

Brief case Hat Walking stick Wallet Bag

2. How does Holmes know that Watson is looking at the stick?

He deduces it because he knows Watson so well.

He sees it in the reflection on the coffee pot.

3. Whose perspective is the story told from?

Holmes Watson Conan-Doyle

4. What job does the phrase ‘old-fashioned family practitioner’ refer to?

G.P. Teacher Solicitor

5. Which adjective best describes Holmes at the end of this extract?

Kind Encouraging Sardonic Foolish Bored

6. Which adjective best describes Watson’s reaction to Holmes saying “Really Watson, you excel yourself.”

Peeved Irked Annoyed Smug Chuffed

7. What word does Holmes use that means Watson’s ideas were wrong?

Fallacies Erroneous Elementary Interesting 8. What does the line ‘I had often been piqued by his indifference to my admiration and

to the attempts which I had made to give publicity to his methods’ imply about Watson’s feelings about Holmes?

He wants to impress Holmes. He is not impressed by Holmes.

9. What does the phrase ‘you have habitually underrated your own abilities’ mean?

You never recognise your own talents.

You always think you are better than you are.

10. Why does Conan Doyle use a lot of exclamations in Holmes’s speech?

To show he is enjoying himself.

To show he is shocked by

Watson’s abilities.To show he is unimpressed.

11. Which statement best describes how Watson is presented in the extract?

1 A shrewd and cunning detective figure.2 A keen character who aspires to emulate Holmes.3 A character who is bored with Holmes showing off.4 A character who lacks curiosity.

12. Which two statements best describe how Holmes and Watson’s relationship is presented in the extract?

1 Watson is continually impressed by Holmes’s cleverness.

2 Holmes is not attentive to Watson’s tender feelings and mocks him, albeit playfully.

3 Watson is the character who dominates the relationship.

4 Holmes and Watson do not have amiable feelings towards each other.

13. Using all the information gained from completing the multiple-choice questions, answer the following question in no more than two paragraphs. How does Arthur Conan-Doyle present the relationship between Holmes and Watson in this extract?

Creative Writing

You should spend one hour writing a short story

Task: You are entering a short story competition run by your local council. Write a short story about an unsolved mystery.

Tips:

1. Make sure you show rather than tell2. Avoid too many plot lines and characters3. Try to use a wide and varied vocabulary 4. Write in paragraphs 5. Use descriptive techniques – simile, metaphor, personification.

Week Four

Kamila Shamsie: Home Fire

Isma was going to miss her flight. The ticket wouldn’t be refunded because the airline took no responsibility for passengers who arrived at the airport three hours ahead of the departure time and were escorted to an interrogation room. She had expected the interrogation, but not the hours of waiting that would precede it, nor that it would feel so humiliating to have the contents of her suitcase inspected. She’d made sure not to pack anything that would invite comment or questions—no Quran, no family pictures, no books on her area of academic interest—but, even so, the officer took hold of every item of Isma’s clothing and ran it between her thumb and fingers, not so much searching for hidden pockets as judging the quality of the material. Finally she reached for the designer-label down jacket Isma had folded over a chair back when she entered, and held it up, one hand pinching each shoulder.“This isn’t yours,” she said, and Isma was sure she didn’t mean because it’s at least a size too large but rather it’s too nice for someone like you.“I used to work at a dry-cleaning shop. The woman who brought this in said she didn’t want it when we couldn’t get rid of the stain.” She pointed to the grease mark on the pocket. “Does the manager know you took it?”“I was the manager.”“You were the manager of a dry-cleaning shop and now you’re on your way to a PhD program in sociology?”“Yes.”“And how did that happen?”“My siblings and I were orphaned just after I finished uni. They were twelve years old—twins. I took the first job I could find. Now they’ve grown up; I can go back to my life.”“You’re going back to your life . . . in Amherst, Massachusetts.”“I meant the academic life. My former tutor from LSE teaches in Amherst now, at the university there. Her name is Hira Shah. You can call her. I’ll be staying with her when I arrive, until I find a place of my own.”

This extract is taken from Home Fire written by Kamila Shamsie. The novel was published in 2017 and is set in the same time period.

“In Amherst.”“No. I don’t know. Sorry, do you mean her place or the place of my own? She lives in Northampton—that’s close to Amherst. I’ll look all around the area for whatever suits me best. So it might be Amherst, but it might not. There are some real estate listings on my phone. Which you have.” She stopped herself. The official was doing that thing that she’d encountered before in security personnel—staying quiet when you answered their question in a straightforward manner, which made you think you had to say more. And the more you said, the more guilty you sounded.

The woman dropped the jacket into the jumble of clothes and shoes and told Isma to wait.

That had been a while ago. The plane would be boarding now. Isma looked over at the suitcase. She’d repacked when the woman left the room and spent the time since worrying if doing that without permission constituted an offense. Should she empty the clothes out into a haphazard pile, or would that make things even worse? She stood up, unzipped the suitcase, and flipped it open so its contents were visible.

A man entered the office, carrying Isma’s passport, laptop, and phone. She allowed herself to hope, but he sat down, gestured for her to do the same, and placed a voice recorder between them.“Do you consider yourself British?” the man said.“I am British.”“But do you consider yourself British?”“I’ve lived here all my life.” She meant there was no other country of which she could feel herself a part, but the words came out sounding evasive.

1. Through which narrative perspective is the reader given access to Isma’s point of view?

First person Second person Third person

2. Why had Isma not packed a copy of the Quran?

She is not a Muslim. She was worried it would arouse suspicion.

3. Which character does the reader feel sympathy towards during this extract?

The officer Isma

4. Which adjective best describes Isma’s feelings as the officer searches through the contents of her suitcase?

Embarrassed Amused Angry Shocked Terrified

5. Why does Shamsie not give us any description or detail about the officer?

She is not important.

To present her as impersonal.

To present her as likeable.

6. What is the tone of the questions asked by the officer?

Kindly Accusatory Coaxing Irritable7. Which word in the following sentence implies that the officer does not respect

Isma: ‘the woman dropped the jacket into the jumble of clothes and shoes and told Isma to wait.’

jumble told wait dropped shoes

8. What could Isma’s ‘flipped open’ suitcase with its contents fully visible be a symbol of?

How exposed the interrogation makes Isma feel.

How Isma feels relaxed because she knows she has nothing to

hide.

9. What does the phrase ‘the words came out sounding evasive’ mean?

Her response sounded like a clear response to the question.

Her response sounded like she was trying not to answer the

question.

10. What detail tells the reader that Isma had been wrong to hope she would be free to leave when the second official enters?

He carries her laptop, passport

and phone.He asks her to sit

down.He puts a voice

recorder between them.

11. Which two statements best describe how Isma is presented in the extract?

1 An innocent victim of racial prejudice.2 A suspicious character who is trying to hide something.

3 A character who has had a hard life but who is resilient and intelligent.

4 A happy-go-lucky character who moves through life easily.

12. Which statement best describes the relationship between Isma and the officers?

1 A relationship built on equality and trust.2 An unequal power relationship in favour of Isma.3 An unequal power relationship in favour of the officers.4 A volatile and tumultuous relationship.

13. Using all the information gained from completing the multiple-choice questions, answer the following question in no more than two paragraphs. How does Kamila Shamsie present Isma’s reaction to the interrogation in this extract?

Creative Writing

You should spend one hour completing a piece of persuasive writing.

“People in modern Britain are still judged on the basis of their race, ethnicity, gender or religion. We need to do more.”

Task: Write a speech for your year group arguing your point of view on this issue.

Tips:

1. Use persuasive language and techniques – triplet, common address, rhetorical questions, emotive language

2. Write in clear paragraphs 3. Use a wide and varied vocabulary4. Plan your response by breaking your ideas into three to four clear arguments

Week Five

William Golding: Lord of the Flies

Ralph spread his arms.

“All ours.”

They laughed and tumbled and shouted on the mountain.

“I’m hungry.”

When Simon mentioned his hunger the others became aware of theirs.

“Come on,” said Ralph. “We’ve found out what we wanted to know.”

They scrambled down a rock slope, dropped among flowers and made their way under the trees. Here they paused and examined the bushes around them curiously.

Simon spoke first.

“Like candles. Candle bushes. Candle buds.”

The bushes were dark evergreen and aromatic and the many buds were waxen green and folded up against the light. Jack slashed at one with his knife and the scent spilled over them.

“Candle buds.”

“You couldn’t light them,” said Ralph. “They just look like candles.”

This extract is taken from Lord of the Flies. It takes place in the first chapter, after the boys have been gathered by the call of the conch (a large seashell which makes a loud noise if air is blown into it).

“Green candles,” said Jack contemptuously, “we can’t eat them. Come on.”

They were in the beginnings of the thick forest, plonking with weary feet on a track, when they heard the noises — squeakings — and the hard strike of hoofs on a path. As they pushed forward the squeaking increased till it became a frenzy. They found a piglet caught in a curtain of creepers, throwing itself at the elastic traces in all the madness of extreme terror. Its voice was thin, needle-sharp and insistent. The three boys rushed forward and Jack drew his knife again with a flourish. He raised his arm in the air. There came a pause, a hiatus, the pig continued to scream and the creepers to jerk, and the blade continued to flash at the end of a bony arm. The pause was only long enough for them to understand what an enormity the downward stroke would be. Then the piglet tore loose from the creepers and scurried into the undergrowth. They were left looking at each other and the place of terror. Jack’s face was white under the freckles. He noticed that he still held the knife aloft and brought his arm down replacing the blade in the sheath. Then they all three laughed ashamedly and began to climb back to the track.

“I was choosing a place,” said Jack. “I was just waiting for a moment to decide where to stab him.”

“You should stick a pig,” said Ralph fiercely. “They always talk about sticking a pig.”

“You cut a pig’s throat to let the blood out,” said Jack, “otherwise you can’t eat the meat.”

“Why didn’t you—?”

They knew very well why he hadn’t: because of the enormity of the knife descending and cutting into living flesh; because of the unbearable blood.

1. What is the narrative voice of the extract?

First person Second person

Third person

2. Which character is the reader most likely to dislike?

Simon Jack

3. Which adjective best describes Ralph’s feelings towards the others?

Embarrassed Superior Angry Loving Terrified

4. Which word in the following sentence suggests the boys are excited? “They scrambled down a rock slope, dropped among flowers and made their way under the trees.”

made dropped scrambled slope way

5. What might the below extract show us about Jack and what he represents? The bushes were dark evergreen and aromatic and the many buds were waxen green and

folded up against the light. Jack slashed at one with his knife and the scent spilled over them.

Jack represents the threat humans

pose to the beauty of

nature

Jack represents the brave explorer trying to save the rest of the boys

6. Why do you think the writer introduce the pig to this scene?

To create a sense of fear and tension

To illustrate that the

children are unused to the

brutal reality of hunting to

survive

To show that Jack is the most likely

leader in the group.

7. What do you think a ‘creeper’ is?

A plant that climbs around another

plantA group of

snakes A mud puddle

8. What do you think is the meaning of the phrase “because of the enormity of the knife descending and cutting into living flesh”?

The knife is too heavy for the young boys arm

The act of killing a living, innocent animal

is too distressing 9. Why doesn’t Ralph finish the question towards the end of the extract “Why didn’t

you__”?

He is exhausted from the heat and

can’t think straight anymore

He knows that it is because the killing

and the blood would have been

too difficult

He knows Jack is dangerous and doesn’t want to

provoke him

10. Which two statements best describe how Jack is presented in the extract?

1 A show off determined to prove himself superior to other 2 His desire for violence is unnerving

3 A character with generous and kind spirit4 A laid back and mild mannered character

11. Which statement best describes the boys’ attitude towards living on the island?

1 They are calm and In control of their surroundings

2 They are paralysed by fear and incapable of doing anything productive

3 Their enthusiasm for hunting and adventuring is naïve 4 They can’t cope and clearly wish they were at home

12. Using all the information gained from completing the multiple-choice questions, answer the following question in no more than two paragraphs. How does Golding present the relationship between the boys and nature in the extract?

Creative Writing

You should spend one hour crafting a piece of descriptive writing.

Task: Starting with this image, describe an island.

Tips:

1. Try to use a wide and varied vocabulary 2. Write in paragraphs

3. Use descriptive techniques – simile, metaphor, personification 4. Focus on describing the detail rather than telling a story

KS4 Reading List1984 – George OrwellA Farewell to Arms – Ernest HemingwayAdventures of Sherlock Holmes – Arthur Conan DoyleAnita and Me – Meera SyalAtonement – Ian McEwenA Passage to India – E M ForsterBirdsong – Sebastian FaulksThe Book Thief – Markus ZusakBrighton Rock – Graham GreeneCatch 22 – Joseph HellerThe Catcher in the Rye – J.D. SalingerThe Color Purple – Alice WalkerThe Curious Incident of the Dog in the Night-time – Mark HaddonDavid Copperfield – Charles DickensDracula – Bram StokerEnigma – Robert HarrisFever Pitch – Nick HornbyFight Club – Chuck PalahniukFrankenstein – Mary ShelleyGirlfriend in a Coma – Douglas CouplandThe Great Gatsby – F.Scott FitzgerladHitch Hiker’s Guide to the Galaxy – Douglas AdamsJonathan Strange and Mr Norrell – Susanna ClarkeJane Eyre – Charlotte BronteJunk – Melvin BurgessLife of Pi – Yann MartelLord of the Flies – William Golding

Noughts and Crosses – Malorie BlackmanNotes on a Scandal – Zoe HellerOne Flew Over the Cuckoo’s Nest – Ken KeseyThe Picture of Dorian Grey – Oscar WildeRebecca – Daphne Du MaurierRefugee Boy – Benjamin ZephaniaThe Road – Cormac McArthyShadow of the Wind – Carlos Ruiz ZafónThe Bel Jar – Sylvia PlathThe Shining – Stephen KingThe Strange Case of Dr Jekyll and Mr Hyde – Robert Lewis StevensonTo Kill a Mockingbird – Harper LeeTouching the Void – Joe SimpsonThe Turn of the Screw – Henry JamesThe War of the Worlds – H.G. WellsThe Wasp Factory – Ian BanksWhite Teeth – Zadie SmithWoman in Black – Susan Hill