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Year 7 Spring Term Home Learning

FHS English Department

Year 7

Roald Dahl’sTales of the Unexpected

Spring Term

Name: ____________________________________________Teacher: __________________________________________

Websites:Quizlet: https://quizlet.com/Read Theory: https://readtheory.org/auth/loginFHS English Department: https://fazakerleyenglish.weebly.com/ No Red Ink: https://www.noredink.com/

Year 7 Spring Term Home LearningTASK COMPLETE?

1. Learn spellings, vocabulary and quotes for week 1 using LOOK-COVER-WRITE-CHECK method.

2. Complete the Big Question Review for this half term.-Read through and use Quizlet to revise: https://quizlet.com/_87l6kh?x=1qqt&i=24y2vj use the sheet to write the answers.-Use the sheet to write the questions.3. Lamb to the Slaughter-Complete the knowledge quiz on the short story: https://quizlet.com/_87llq0?x=1qqt&i=24y2vj-Complete own of the activities exploring Mary Maloney.-Start planning a news article about the murder.-Collect vocabulary to use in the news article. Add the words to the table but also find your own. Put them into sentences that you could use.-Start planning your news article by answering the questions and collecting ideas. Look at the example plan.-Write your opening paragraph using the guidance to help you.-Look at the three example openings and explain which you think is the best based on the criteria.-Improve the sentences so that they could be used in your news article.-Read the two model examples of news articles and peer assessment them using the success criteria.-Write your full news article using the structure strip and help mat to support you. Tick off everything as you include it.Self-assess using the marking criteria and complete DIRT improvements using the task list.4. Exploring the character of Mary Maloney:-Choose at least one quote form each page that look at Mary at the beginning, middle and end of the story. Write your ideas around the quote explain what the reader thinks about her.-Use the structure strip to write a critical response to Mary and whether she is a victim or a villain. Remember you do not have to decide which, just explore how Roald Dahl presents her in the story and how the reader’s view of her changes as the story goes on.5. Grammar Activities – Work though the different activities to revisit and build your

knowledge:-Nouns-Verbs-Pronouns-Adjectives-Adverbs-Sentences and clauses-Diagraming6. Skills Practice Tasks – Read the text and complete the questions.-Unseen poetry-Analysing Fiction-Analysing Non-Fiction-200 Word Writing Challenge7. Independent Study Tasks-Look at the different tasks. Choose which one you want to complete and colour the square once it is done.

https://quizlet.com/_87llq0?x=1qqt&i=24y2vj


https://quizlet.com/_87l6kh?x=1qqt&i=24y2vj

Year 7 Spring Term Home LearningComplete your 5 a day to keep your knowledge in your long term memory.

Day 11. What does chronological order mean?2. What is an idiom?3. What word means ‘very loving or loyal mean‘: devoted or maternal? 4. What is the missing letter in g_ost?5. What technique is used to start this sentence? Unlocking the door, she left the room.

Day 21. What does ambiguity mean?2. What is a psychopath?3. What word means: ‘feelings typical of a caring mother’: devoted or maternal?4. What is the missing letter in r_yme?5. What technique is used to start this sentence? As brave as a lion, he slayed the evil monster.

Day 31. What is a villain?2. How would you describe Mary Maloney?3. What does ‘feeling or showing fondness or tenderness’ mean, maternal or affectionate?4. What is the missing letter in ve_icle?5. What technique is used to start this sentence? On the top of the hill, there stood an old castle.

Day 41. Name one thing in life in the 1970s that differs from modern life.2. Who was Roald Dahl?3. What does, ‘being far away from other places or people.’ mean, affectionate or isolated? 4. What is the missing letter in ag_ast?5. What technique is used to start this sentence? Lovingly, he stared into her beautiful green eyes.

Day 51. Name one thing in life in the 1970s that differs from modern life.2. What is repetition?3. Use the word ‘peculiar’ in a sentence.4. What is the silent letter in the word ‘catacomb’?5. What technique is used to start this sentence? Although he was hurt, he continued on his quest!

Year 7 Spring Term Home LearningWeek 7 - h Week 8 - k Week 9 -l Week 10 - t Week 11 - t Week 12 - hSpelling:1. Ghost2. Rhyme3. Vehicle4. Aghast Character Vocabulary: Mary Malone5. Devoted6. Maternal7. Affectionate8. IsolatedTechniques:9. Chronological order10. AmbiguityBig Questions:11. What is an idiom?12. What is a psychopath?13. How would you describe Mary Malone?14. Who was Roald Dahl?15. How are Roald Dahl’s adult stories similar or different from his younger fiction?

Spelling:1. Knife2. Knock3. Knowledge4. Knuckle Character Vocabulary: Mary Malone5. Vengeful6. Resourceful7. Aggressive8. RecklessTechniques:9. Discourse markers10. Long sentences listing eventsBig Questions:11. How does Mary kill Patrick?12. How does Mary cover up the murder of Patrick?13. How does Dahl present characters as villains?14. What are language techniques?15. What is a noun phrase?

Spelling:1. Calm2. Could3. Salmon4. FolkCharacter Vocabulary: Patrick Malone5. Selfish6. Domineering7. Stubborn8. neglectfulTechniques:9. General ideas becoming specific10. ContextBig Questions:11. What atmosphere is created at the beginning of Lamb to the Slaughter?12. What is cyanide?13. What is a façade?14. What is taxidermy?15. What is a landlady?

Spelling:1. Bustle2. Castle3. Glisten4. HastenCharacter Vocabulary: Mr Wheeler5. Naive6. Confident7. Sensible8. ObservantTechniques:9. Pathetic fallacy10. ThemeBig Questions:11. What does illuminated mean?12. How would you describe the Landlady?13. What is a villain?14. What is a trilby hat?15. What is foreshadowing?

Spelling:1. Listen2. Rustle3. Soften4. WhistleCharacter Vocabulary: Land Lady5. Admiring6. Infatuated7. Mild-mannered8. Well-meaningTechniques:9. Genre10. Revealing descriptionBig Questions:11. What is an adjective?12. What is an adverb?13. What is a proper noun?14. What are structural techniques?15. What is repetition?

Spelling:1. Whisper2. Ghastly3. Exhausted4. ExhibitionCharacter Vocabulary: Land Landy5.Calculating6. Commanding7. Meddling8. MalevolentTechniques:9. Plot10. Sentence lengthBig Questions:11. What is direct/indirect speech?12. What is setting?13. How can I compare texts?14. What is similar about the landlady and Mary Maloney?15. What is different about the landlady and Mary Maloney?

WEEKLY SPELLING, VOCABULARY, TECHNQIUES AND BIG QUESTIONS: SPRING TERMWeek 7 - h Week 8 - k Week 9 -l Week 10 - t Week 11 - t Week 12 - hSpelling: Spelling:

1. KnifeSpelling: Spelling: Spelling: Spelling:

Year 7 Spring Term Home Learning1. Ghost2. Rhyme3. Vehicle4. Aghast Character Vocabulary: Mary Malone5. very loving or loyal.6. feelings typical of a

caring mother.7. feeling or showing

fondness or tenderness.

8. being far away from other places or people.

Techniques:9. the arrangement of

things following one after another in time.

10. the quality of being open to more than one interpretation; inexactness.

Big Questions:11. a group of words

established by usage as having a meaning not deducible from those of the individual words.

12. a person suffering from chronic mental disorder with abnormal or violent social behaviour.

13. caring loving wife who is betrayed by her husband.

14. A famous author who specialised in children’s literature.

15. He was loved by children and adults for his magical stories. Both have vivid imagery, interesting characters and a darkness about human nature.

2. Knock3. Knowledge4. Knuckle Character Vocabulary: Mary Malone5. seeking to harm someone

in return for a perceived injury.

6. having the ability to find quick and clever ways to overcome difficulties.

7. ready or likely to attack or confront.

8. to not recognise the danger or consequences of one’s actions

Techniques:9. signpost sections of

spoken or written phrases e.g. firstly, next, finally.

10. help to establish the order of events and highlight what has happened.

Big Questions:

11. she hits him over the head with a frozen leg of lamb.

12. she creates an alibi and goes to the shop to cover up the murder.

13. as having two sides to them, they are presented as good people to start before their crimes are committed.

14. the use of words in order to create an impact.

15. 15. a word or group of words containing a noun and functioning in a sentence as subject, object, or prepositional object.

1. Calm2. Could3. Salmon4. FolkCharacter Vocabulary: Patrick Malone5. concerned chiefly with

one's own personal profit or pleasure.

6. assert one's will over another in an arrogant way.

7. Determined not to change one’s attitude or position on something

8. not giving proper care or attention to someone or something

Techniques:9. highlights or

reinforces a section of a story

10. the circumstances that form the setting for an event, statement, or idea, and in terms of which it can be fully understood.

Big Questions:11. a calm and homeless

atmosphere is created.

12. a highly poisonous chemical

13. a deceptive outward appearance.

14. the art of preparing, stuffing, and mounting the skins of animals with lifelike effect.

15. someone who owns a property and rents out a room.

1. Bustle2. Castle3. Glisten4. HastenCharacter Vocabulary: Mr Wheeler5. showing a lack of

experience, wisdom, or judgement.

6. feeling or showing confidence in oneself or one's abilities or qualities.

7. done or chosen in accordance with wisdom; likely to be of benefit

8. quick to notice or perceive things.

Techniques:9. when the weather us used to set a tone, mood or atmosphere10. an idea that recurs in or pervades a work of art or literatureBig Questions:11. to light up12. Friendly and welcoming, sinister and manipulative, cruel and wicked.13. A character in a story or play who opposes the hero or heroine.14. A soft felt hat with a narrow brim and indented crown.15. When what will happen next is hinted at.

1. Listen2. Rustle3. Soften4. WhistleCharacter Vocabulary: Land Lady5. milcharacterized by or

expressive of admiration or warm approval

6. possessed with an intense but short-lived passion or admiration for someone

7. gentle and not given to extremes of

8. emotionwhen someone acts in what they think is in the best interest of others.

Techniques:9. style or category of art,

music, or literature e.g. comedy / tragedy

10. allows the reader to build a picture a clear picture of character and setting

Big Questions:11. a word that describes a

noun. 12. a word that describes a

verb.13. a name of a place or

person.14. how a text is put

together using paragraphs, sentences and punctuation.

15. when a word or phrase is repeated more than once.

1. Whisper2. Ghastly3. Exhausted4. ExhibitionCharacter Vocabulary: Land Landy5. acting in a scheming

and ruthlessly determined way.

6. having a position of authority.

7. intrusive or unwarranted interference

8. having or showing a wish to do evil to others. having or showing a wish to do evil to others.

Techniques:9. the main events of a

play10. minor, simple,

compound, complexBig Questions:11. Direct speech is when a

character is talking to someone, whilst indirect speech is more a thought or statement.

12. the location of a story13. look for similarities and

differences between their: setting, tone, characters, story, language and structure.

14. the are both presented as caring women at the beginning of the story.

15. Mary didn’t intend to commit murder, whilst the Landlady did.


Big Question Review1. Cover the page in half and try to answer the questions without looking at the information.2. Swap over and cover the questions. Read the answers and try to guess what the question could be.3. Go to the Quizlet link to revise: https://quizlet.com/_87l6kh?x=1qqt&i=24y2vj

What is an idiom? a group of words established by usage as having a meaning not deducible from those of the individual words.

What is a psychopath? a person suffering from chronic mental disorder with abnormal or violent social behaviour.

How would you describe Mary Malone? caring loving wife who is betrayed by her husband.Who was Roald Dahl? A famous author who specialised in children’s

literature.How are Roald Dahl’s adult stories similar or different from his younger fiction?

He was loved by children and adults for his magical stories. Both have vivid imagery, interesting characters and a darkness about human nature.

How does Mary kill Patrick? she hits him over the head with a frozen leg of lamb.How does Mary cover up the murder of Patrick?

she creates an alibi and goes to the shop to cover up the murder.

How does Dahl present characters as villains?

as having two sides to them, they are presented as good people to start before their crimes are committed.

What are language techniques? the use of words in order to create an impact.What is a noun phrase? a word or group of words containing a noun and

functioning in a sentence as subject, object, or prepositional object.

What atmosphere is created at the beginning of Lamb to the Slaughter?

a calm and homeless atmosphere is created.

What is cyanide? a highly poisonous chemicalWhat is a façade? a deceptive outward appearance.What is taxidermy? the art of preparing, stuffing, and mounting the skins

of animals with lifelike effect.What is a landlady? someone who owns a property and rents out a room.What is an adjective? a word that describes a nounWhat is a trilby hat? A soft felt hat with a narrow brim and indented

crown.How would you describe the Landlady? Friendly and welcoming, sinister and manipulative,

cruel and wicked.What is a villain? A character in a story or play who opposes the hero

or heroine.What does illuminated mean? to light upWhat is foreshadowing? When what will happen next is hinted at.What is an adverb? a word that describes a verb.What is a proper noun? a name of a place or person.What are structural techniques? how a text is put together using paragraphs,

sentences and punctuation.What is repetition? when a word or phrase is repeated more than once.What is direct/indirect speech? Direct speech is when a character is talking to

someone, whilst indirect speech is more a thought or statement.

What is setting? the location of a storyHow can I compare texts? look for similarities and differences between their:

setting, tone, characters, story, language and structure.

What is similar about the landlady and Mary Maloney?

the are both presented as caring women at the beginning of the story.

What is different about the landlady and Mary Maloney?

Mary didn’t intend to commit murder, whilst the Landlady did.

Big Question Review – Answer the Questions.

https://quizlet.com/_87l6kh?x=1qqt&i=24y2vj

Year 7 Spring Term Home LearningWhat is an idiom?

What is a psychopath?

How would you describe Mary Malone?Who was Roald Dahl?

How are Roald Dahl’s adult stories similar or different from his younger fiction?How does Mary kill Patrick?

How does Mary cover up the murder of Patrick?How does Dahl present characters as villains?What are language techniques?

What is a noun phrase?

What atmosphere is created at the beginning of Lamb to the Slaughter?What is cyanide?

What is a façade?

What is taxidermy?

What is a landlady?

What is an adjective?

What is a trilby hat?

How would you describe the Landlady?What is a villain?

What does illuminated mean?

What is foreshadowing?

What is an adverb?

What is a proper noun?

What are structural techniques?What is repetition?

What is direct/indirect speech?

What is setting?

How can I compare texts?

What is similar about the landlady and Mary Maloney?What is different about the landlady and Mary Maloney?

Big Question Review – Guess the Questiona group of words established by usage as having a meaning not deducible from those of the individual words.a person suffering from chronic mental disorder

Year 7 Spring Term Home Learningwith abnormal or violent social behaviour.caring loving wife who is betrayed by her husband.A famous author who specialised in children’s literature.He was loved by children and adults for his magical stories. Both have vivid imagery, interesting characters and a darkness about human nature.she hits him over the head with a frozen leg of lamb.she creates an alibi and goes to the shop to cover up the murder.as having two sides to them, they are presented as good people to start before their crimes are committed.the use of words in order to create an impact.a word or group of words containing a noun and functioning in a sentence as subject, object, or prepositional object.a calm and homeless atmosphere is created.

a highly poisonous chemical

a deceptive outward appearance.the art of preparing, stuffing, and mounting the skins of animals with lifelike effect.someone who owns a property and rents out a room.a word that describes a nounA soft felt hat with a narrow brim and indented crown.Friendly and welcoming, sinister and manipulative, cruel and wicked.A character in a story or play who opposes the hero or heroine.to light upWhen what will happen next is hinted at.a word that describes a verb.a name of a place or person.how a text is put together using paragraphs, sentences and punctuation.when a word or phrase is repeated more than once.Direct speech is when a character is talking to someone, whilst indirect speech is more a thought or statement.the location of a storylook for similarities and differences between their: setting, tone, characters, story, language and structure.the are both presented as caring women at the beginning of the story.Mary didn’t intend to commit murder, whilst the Landlady did.

Very confidentNot so confidentNeed to revise

The 10 minute knowledge quizQuestion What is your answer? RAG rate your

answer. How What is the actual answer?

Year 7 –Lamb To The Slaughter: Answer the questions and RAG rate your answers. You can mark this yourself using the following Quizlet link: https://quizlet.com/_87llq0?x=1qqt&i=24y2vj Complete one of the extended writing activities that follow in full sentences.


Year 7 Spring Term Home Learningconfident are you that you’re correct?

1 When is Lamb to the Slaughter set? 1950s

2 Who wrote Lamb to the Slaughter? Roald Dahl

3 Where is Mary Maloney at the start of the story?

Living room

4 The word ‘warm’ is repeated, what does this suggest?

Nice/pleasant atmosphere

5 Which method is used when Mary Maloney calls her husband “darling” throughout the story?

repetition

6 List two things Mary Maloney does that is unsettling for the reader

She practices talking to Sam the grocer in the mirror; she cooks the lamb

7 What is the missing word “This is going to be a bit of a _______ to you”?

shock

8 How does Dahl show the reader Mary Maloney is cold hearted?

She ‘simply’ walks up behind him; she seems emotionless

9 Why does she go to Sam at the grocers?

To have an alibi

10 What is one of the main themes in the story?

food

11 When Patrick Maloney drinks more than one drink, what does that tell the reader?

That something is wrong

12 Why does Mary continue to encourage Patrick to eat?

She is fulfilling her wifely role

13 Who does Patrick Maloney abandon? Mary and their unborn child

14 Who is the ‘lamb’ in the story? Mary; she is being abandoned by her husbandPatrick; he is murdered

15 What method is used when the detective says “right under our noses”?

Dark humour

Year 7 Spring Term Home LearningNow complete one of the following activities in full sentences:

Write a detailed summary of how the character of Mary Maloney is shown in the story. OR Mary Maloney asks the detectives for a “small favour” which sows her cunning and manipulative side. Do you agree? Explain your ideas.Extended Writing Task

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Year 7 Spring Term Home LearningLamb to the Slaughter – News Article

Imagine you are a news reporter who has just been informed, by the police, about a murder that has taken place. You arrive on the scene very early. Answer the following questions with the information you have discovered so far.Ideas What do we need to

know?Notes

Who? How old was he?How long had he worked in the police? Which department did he work in?Is his job connected to the murder?Who is his wife?How long has he been married?How many months pregnant is she?Were they happy?

What? What happened that night?Do the police know what weapon they are looking for?What size was it?Are there any clues as to where it could be?What have the detectives found?Are there any witnesses?Did anybody see anything?

Where? Where does he live?Where did the murder happen?Was there any forced entry?Where was his wife?

When? What time did the murder happen?What date?

Why? Are there any leads?Are there any suspects?Are there any ideas about why he was murdered?Is the murder connected to his job?Does he have any enemies?

Year 7 Spring Term Home LearningCollecting Emotive Vocabulary

IT is important that you get the right message across to your readers about this story and your choice of words is key.Task – What words could you use to describe the following?Add the words from below but also find some of your own too.

Mary Patrick Murder

dedicated loyal patient aggressive brutaldevastated cold-blooded evil vicious trustinginnocent devoted loving unexpected

Do you know what these words mean or how to use them correctly?

Using some of the words we have just collected, can you fill in the gaps?

1. Mrs Maloney is devastated to lose her ________________ Patrick.2. She described him as a ____________ husband.3. Detectives are searching for the villain who has committed this _________ murder.4. It was a ____________ and ____________ murder.5. Detective Noonan said, “ Patrick was ……………… At this point we are …”

What could you use to make Mary sound like an innocent victim?

What could you use to show that the Inspector is a good man who is determined to get justice for his friend?

Planning and Writing a News Article

Year 7 Spring Term Home LearningBasic plan: Start collecting some of your ideas below.

Paragraph 1: Who? What? Where? When? Why?

Paragraph 2: Describe in detail what happened the night he was killed.

Paragraph 3: Explain more about Patrick Maloney and his wife Give a comment from her.

Paragraph 4: Why was the crime committed? A comment from a detective.

Paragraph 5: Explain what the detectives know, what they will be doing in the next few days and what they are looking for.

Year 7 Spring Term Home LearningLook at this example plan to help you.

Paragraph 1:Who?What?Where?When?Why?/How?

Patrick MaloneyBrutally murderedIn his own homeLast nightNo known motive

Paragraph 2: Describe in detail what happened the night he was killed.Describe HOW the incident happened (at least three detailed sentences)Describe WHY the crime was committed (give at least two reasons)

Alone at home – his wife had gone to the shops

Suspected somebody was already in the house

Do not know why he was killed but it could be linked to a case he is currently investigating

Or it could be a home invasion gone wrong

Paragraph 3: Explain more about Patrick Maloney and his wifeProvide a quotation from Mary

Patrick – detective – had arrived home, was relaxing with a drink

Mary – devastated, devoted – doesn’t know what happened – 6 months pregnant – worried about being left alone

His wife Mary explained, “I had only gone to the corner shop to get some potatoes. Everything was fine when I left and I returned to find him dead!”


Provide a quotation from a different character

Police are determined to find killer

Explore Patrick’s cases – was it known suspect

Lead investigator Jack Noonan told us, “We suspect an large, metal object killed Mr Maloney so that is what we are searching for at present.”


Provide information about what will follow in the days ahead.

Next few days a close search of the surrounding area will take place in order to find the murder weapon

Police are appealing for any witnesses to come forward.

Writing your opening paragraph:


Look at these 3 examples. Explain which you think is the most appropriate – look at the criteria above.

Explanation: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Improving and Varying SentencesCan you change these sentence so that you could use them in your news article about Patrick Maloney’s murder?

2 ad sentence: Emotional and flabbergasted, the racegoers could not explain how their items had been taken.__________________________________________________________________________________________________________________________________________________________________

3 – ed: Stunned, confused, shocked, the security team could not figure out what had happened.__________________________________________________________________________________________________________________________________________________________________

If… if…if… then: If anybody can remember seeing anything suspicious, if anybody finds any of the valuables, if anybody sees a man of this description, then contact the police.__________________________________________________________________________________________________________________________________________________________________

Some; others: Some people can replace the items that were stolen; others feel that they are too sentimental to replace.__________________________________________________________________________________________________________________________________________________________________

Imagine having your belongings taken without you knowing. Imagine all of your money disappearing into thin air. Imagine losing everything you came to the races with.__________________________________________________________________________________________________________________________________________________________________

We shall be making changes to the entrance policy. We shall try to keep all of the racegoers safe. We shall upgrade our security.__________________________________________________________________________________________________________________________________________________________________

Look out for a metal object. Look out for something covered in blood. Look out for a weapon that could kill.__________________________________________________________________________________________________________________________________________________________________

Beware of opening your doors to strangers. Beware of keeping your windows locked. Beware of dangerous objects.__________________________________________________________________________________________________________________________________________________________________

Year 7 Spring Term Home LearningHow could you use this sentence starter to write a sentence for a news article (think Lamb to the Slaughter)?

According to witnesses…

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It is likely that …

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Nobody knows why…

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Many people believe that…

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He/she confirmed that…

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Hours later…

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Year 7 Spring Term Home LearningModel Answer: What do you think of this example?

Cop Slaughter

No Weapon. No Suspects.

Senior detective Patrick Maloney was murdered last Thursday night in his own home, no suspects have been found yet; search for the murder weapon was unsuccessful.

Apparently the detective had come home soon after 5pm, and was waiting for suppertime, when his wife Mrs. Mary Maloney left for the grocery store across the street. She was away for no more than twenty minutes, and came back home to find her husband dead on the living room floor. No neighbours witnessed the attack. The officer suffered an instant death, leaving behind his poor widow and his unborn child.

According to the coroner’s preliminary report, “Maloney sustained a fatal injury caused by a single blow to the head with a heavy blunt instrument, almost certainly a large piece of metal”. Lead investigator Detective Jack Noonan stated that the key to solving this murder was to find the weapon; officers suspected it might have been thrown away or hidden on the premises. Even though the search went on for hours, police officers were unable to identify said weapon.

After this most tragic event, the community is left to wonder what this means in terms of security. Although the pressure is on the police department to find the murderer, no arrest has been made and any breakthroughs at this point seem unlikely.

How would you rate this news article?

Success criteria:

Used the correct article structure Short opening paragraph Vocabulary for emotive effect Facts to provide truth Direct speech comments Varied sentence openings Varied sentence structures

Peer Assessment

WWW:

1. 2.

EBI:

1. 2.

Year 7 Spring Term Home LearningModel Answer: What do you think of this example?

Maloney Murdered

Murder in the Maloney household. No sign of a murder weapon.

At 6pm on Friday the 3rd January, the Canterbury Police Department (CPD) received a call from Mrs Mary Maloney, reporting the death of her husband. Police have investigated the scene but there is still no sign of the murder weapon. Could the killer still be at large? What became of the oversized murder weapon that caused Mr Maloney his untimely death?

Patrick Maloney was a respected figure of the community and an outstanding police officer. He has been working with the CPD for almost thirty years. His dedication to the force was remembered in a ceremony last year where he received an honourable reward for service. He was looking forward to his early retirement later this year in order to spend time with his wife and child who is due to be born in April. His esteemed colleagues are doing all that they can to bring justice to this terrible crime.

Patrick Maloney left the police station at 5.30pm on the evening of the 3rd. At just before 6pm, the call came through from a distressed Mary Maloney, alerting the police to a murder. In an interview with Mrs Maloney she stated, “I was out buying vegetables and potatoes for our dinner. We were going to have lamb you know, it’s Patrick’s favourite. When I came home I found him just lying there, stone cold dead. I just didn’t know what to do!” At this point the emotion of the situation became too much for Mrs Maloney and we had to suspend the interview.

Jack Noonan, loyal friend to Patrick and one of Canterbury’s best serving police officers, had lots to say on the matter, “This is a devastating turn of events. Our thoughts go out to Mrs Maloney who was so strong throughout the investigation. She even managed to cook the boys a cracking lamb dinner to keep us going. It is a hard time for us all but we will not rest until the murderer has been caught. If anyone knows anything about what happened here this evening, or sees anything suspicious, please contact the police station immediately.”

The police department are doing all that they can. Forensics have said that the murder weapon is likely to be a large blunt object of a considerable weight. It is likely that Mr Maloney’s blood will still be on the end and it could possibly have been disposed of in a rush. If you find anything that matches this description then please contact the Canterbury Police Department on 07765 432798.

How would you rate this news article?

Success criteria:

Used the correct article structure Short opening paragraph Vocabulary for emotive effect Facts to provide truth Direct speech comments Varied sentence openings Varied sentence structures

Peer AssessmentWWW:1. 2. EBI:1. 2.

Year 7 Spring Term Home LearningImagine you are a newspaper reporter and write an account of the murder of Mr Maloney for your newspaper.

SUPPORT AND CHALLENGESentence starters:According to witnesses…He/she claimed that….On the other hand…In addition…It appears that…However…It is surprising that…The following information…Afterwards…Nobody knows why…Many people believe that…Generally…Despite the fact that…He/she confirmed that…Hours later…Later that day…

Connective phrases:To begin with …It is likely that …Following that …I was clear that …According to …Apparently … After a while …At this point …Afterwards …If you find anything…

Vocabulary – Patrick:LovingDevoted VictimWasted lifeInnocentHard workingDetectiveDedicatedLoyalCommitted

Mary as a Victim:Very much in loveTrusted Treated her husband with careDevastating newsIn a state of denialA state of desperationUnder tremendous stressPatientLoving

Witness statements:A spokesman stated that . . .He reported that . . .He also claimed that . . .He went on to state that . . .He emphasised . . . He continued by . . .

Vocabulary - The Murder: BrutalUnexpectedCold-bloodedEvilRegretfulRevengeAggressiveMurderous

Varied sentence structures to use: 2 ad sentence: Emotional and flabbergasted, the racegoers could not explain how their items had been

taken. 3 – ed: Stunned, confused, shocked, the security team could not figure out what had happened. If… if…if… then: If anybody can remember seeing anything suspicious, if anybody finds any of the

valuables, if anybody sees a man of this description, then contact the police. Some; others: Some people can replace the items that were stolen; others feel that they are too

sentimental to replace. Imagine having your belongings taken without you knowing. Imagine all of your money disappearing into

thin air. Imagine losing everything you came to the races with. We shall be making changes to the entrance policy. We shall try to keep all of the racegoers safe. We shall

upgrade our security. Look out for a metal object. Look out for something covered in blood. Look out for a weapon that could

kill. Beware of opening your doors to strangers. Beware of keeping your windows locked. Beware of

dangerous objects.

Year 7 Spring Term Home LearningImagine you are a newspaper reporter and write an account of the murder of Mr Maloney for your newspaper.

Paragraph 1:Who?What?Where?When?Why?/How?

Patrick MaloneyBrutally murderedIn his own homeLast nightNo known motive

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Paragraph 2: Describe in detail what happened the night he was killed. Describe HOW the incident happened (at least three detailed sentences)Describe WHY the crime was committed (give at least two reasons)

Alone at home – his wife had gone to the shops

Suspected somebody was already in the house

Do not know why he was killed but it could be linked to a case he is currently investigating

Or it could be a home invasion gone wrong

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Year 7 Spring Term Home Learning3: Explain more about Patrick Maloney and his wife.

Provide a quotation from Mary

detective – had arrived home, was relaxing with a drink

Mary – devastated, devoted – doesn’t know what happened – 6 months pregnant – worried about being left alone

His wife Mary explained, “I had only gone to the corner shop to get some potatoes. Everything was fine when I left and I returned to find him dead!”

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Provide a quotation from a different

Police are determined to find killer

Explore Patrick’s cases – was it known suspect

Lead investigator Jack Noonan told us, “We suspect an large, metal object killed Mr Maloney so that is what we are

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Year 7 Spring Term Home Learningcharacter

searching for at present.”

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Provide information about what will follow in the days ahead.

Next few days a close search of the surrounding area will take place in order to find the murder weapon

Police are appealing for any witnesses to come forward.

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Year 7 Spring Term Home LearningSELF ASSESSMENT

Use the following tables to self-asses your work and complete the DIRT tasks to redraft. SKILL WRITING MARKING CODES + = GREEN - = PINK DIRT RESOURCES/SUPPORTW8 Organisation

a). TIPTOP paragraphs rules appliedb). Accurate use of paragraphsc). Varied lengths of paragraphsd). Writing has a clear beginning/middle/ende). Detailed coverage of ideasf). One sentence paragraph used

1. Check your plan against your paragraphs.

2. Look at the list of connective phrases

PlanPlan completed in exercise bookConnective phrases

W4 Sentences

a). Simple sentences used correctlyb). Compound sentences used correctlyc). Complex sentences used correctlyd). Varied sentences used across your worke). Sentence have varied openings(fronted adverbials/-ing/sub clause)f). Different types of sentences used across your work

1. Check the deliberate sentences you were supposed to use.

2. Tick off what you have done.3. Add the sentences you had not

included.

Deliberate sentences Sentences completed in exercise book

W3 Punctuation

a). Basic use of full stopsb). Developing use with commas, question marks and exclamation marksc). Good use with accurate rules for a variety of punctuationd). Advanced use including colons and semi-colonse). It is used to add meaning and guide the reader

1. Look at the rule for punctuation.2. Apply these to your work.

Rules for punctuation

W1 Spelling

W2 Vocabulary

a). Basic words are correctb). Common spellings are correctc). Accurate spelling across your workd).Complex words are correct

a). Limited wordsb). Basic wordsc). Simple wordsd). Adventurous wordse). Complex wordsf). Advanced wordsg). Good choices made

1. Check the spellings on the sheet.2. Use a dictionary for any other

spellings.

1. Check the vocabulary table on your mat.

2. Tick off the words you have used.3. Add any others that are suitable.

Spellings

Vocabulary preparationActivity completed in exercise book

W11 Style/form/ appropriacy

a). Rhetoric devices usedb). 5Ws have been explored – Who? What? When? Where? Why?c). Convincing piece of writingd). Strong introductione). Well-developed pointsf). Strong endingg). You have explained the cost of an ideah). Clear understanding of: Text, Audience and Purpose

1. Check you have covered the 5Ws in the first paragraph

2. Check you have developed the 5Ws in the rest of the article.

3. Check you have used direct and indirect speech properly.

PlanDirect speech rulesExamples completed in exercise books

Year 7 Spring Term Home Learningi). Non-fiction conventions have been twisted

English (writing) – Y7 Learning OutcomesSkill Foundation (1 mark) Developing (2 marks) Securing (3 marks) Exceeding (4 marks) Excelling (5 marks)Organisation Your writing has a clear

beginning, middle and end. You are beginning to use paragraphs.

You are beginning to use paragraphs accurately.

Your work is structured and paragraphed.

Your work is structured and paragraphed. You make effective links between paragraphs.

You use paragraphs effectively.

Sentences You use simple sentences and connectives such as: and, but, then so. You can use different sentence types.

You can use a range of sentences including compound and complex sentences.

You sometimes vary sentences for effect, and can use descriptive and exclamatory sentences. You can use a variety of connectives.

You can vary sentences, for dramatic effect. You use a range of connectives for effect.

You regularly choose a variety of sentences, phrases and connectives for impact.

Punctuation You use full stops and capital letters correctly. You sometimes use commas, and can write in different tenses.

You can use capital letters, commas and question marks correctly. You sometimes use speech marks.

You can use punctuation marks with accuracy including apostrophes for possession and omission and speech marks.

You can use a range of punctuation marks accurately.

You can use a full range of punctuation effectively.

Spelling You spell most simple words correctly. You can spell some more complicated words correctly.

You spell simple words, and some complex words, correctly.

Your spelling is mostly accurate. Your spelling is mostly accurate, except for unusual words.

Your spelling is accurate, except for unusual words.

Style, form and appropriacy

You try to make your writing interesting and match the purpose of the task. You have tried to create a narrative voice.

You are aware that your writing needs to meet the needs of the reader, and most of your writing matches the purpose of the task. You have used figurative language.Your narrative voice isn’t fully consistent.

Your writing matches the purpose of the task, and you choose words and sentences for effect. You have used figurative language well.Your narrative voice is mostly correct throughout your writing.

Your writing matches the purpose of the task, and has an appropriate style. You use figurative language effectively. You can consistently use the correct narrative voice throughout.

You use an appropriate form and style, catching the reader’s attention throughout. You can consistently use the correct narrative voice and have made use of direct speech within your writing.

Content focus You can use some description to describe a character or an event.

You can use techniques such as noun phrases and lists to describe a character and some events.

You sometimes use techniques such as noun phrases, lists and lexical verbs to describe characters and events.

You can use a range of techniques including prepositional phrases to describe the admiration for a character or event.

You use a full range of techniques to describe the admiration for a character including foreshadowing future events.

apostrophe Used to indicate possession of something the boy’s book Nicholas’ coatUsed to mark an omission of one or more letters he’s we’ll

colon Used to introduce an example or a list Please send the following items: a passport, two photographs and the correct fee.Comma Used to separate items in a list or clauses in a sentence (extra information) The British flag is red, white and blue.

Zinedine Zidane , the best footballer in the world, was bought recently for 55 million pounds!dash or brackets

Used to interrupt a sentence with a phrase that doesn’t fit grammatically My son — he was here a moment ago — would like to meet you.Buffy the Vampire Slayer (scary stuff!) was on TV last night.

full stop Used at the end of all sentences that are not exclamations or questions I went to the local shop to buy some milk.They can also be used for abbreviations Jan. (January) a.m. p.m. etc. H. G. Wells

semi colon Used to separate parts of a sentence which require a more distinct break than a comma but are too closely connected to be broken by a full stop

Homer Simpson is stupid; he thinks milk comes from trees.

Year 7 Spring Term Home LearningYou have used your news article to explore the idea of Mary being an innocent victim. Here, we are going to explore the story again to show how she is presented as a victim and a villain.

Exploding Quotes1. Highlight a key word in the text.2. Explain the meaning of it.3. Identify the word class or technique.4. Explain what it tells the reader about the character.

“On the sideboard behind her, two tall glasses, soda water, whiskey. Fresh ice cubes in the Thermos bucket.”

“She laid aside her sewing, stood up, and went forward to kiss him as he came in.”

“For her, this was always a blissful time of day.”

“enjoying his company after the long hours alone in the house”

‘"I'll get it!" she cried, jumping up. ‘


“without any pause she swung the big frozen leg of lamb high in the air and brought it down as hard as she could”

“All right, she told herself. So I've killed him.”

“She sat down before the mirror, tidied her hair, touched up her lops and face.”

‘she put on her brightest smile and said, "Thank you, Sam. Goodnight."’

“she was humming a little tune to herself and smiling.”


"I think so," she sobbed. "He's lying on the floor and I think he's dead."

“and through her sobbing she heard a few of the whispered phrases”

"Would you do me a small favour-you and these others?"

‘"Please," she begged. "Please eat it.’

“I know Patrick would never forgive me, God bless his soul,”

“And in the other room, Mary Maloney began to giggle. “

Year 7 Spring Term Home LearningIs Mary Maloney a victim or a villain?

WHAT impression do you get of the character at the beginning?KindMaternalDomesticatedDevotedAffectionateIsolated

At the beginning of the story Dahl gives the impression that …

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HOW does the writer give you this impression?Seems happyHas a neat and tidy homeLooks after her husbandShe enjoys her husband’s company

The reader can see this when …

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WHY does the writer want you to think about the character in this way? Wants us to feel sympathy for MaryPlaying with the reader’s minds

The writer wants us to …

This is important because …

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WHAT impression do you get of the character in the middle of the story?VengefulResourcefulAggressiveImpulsive

In the middle of the story Dahl gives the impression that …

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HOW does the writer give you this impression?Hits her husband Murders her


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Year 7 Spring Term Home LearninghusbandCreates an alibi

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WHY does the writer want you to think about the character in this way? Wants us to be shocked at the change in MaryMakes us feel conflict because she had just received bad news



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WHAT impression do you get of the character in the middle of the story?RecklessPsychoticManipulativeRemorseless

In the middle of the story Dahl gives the impression that …

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HOW does the writer give you this impression?She pretends to find her husband deadShe appears upsetShe makes the detectives eat the murder weapon


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WHY does the writer want you to think about the character in this way? Wants us to see how twisted Mary is



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Year 7 Spring Term Home LearningGrammar

Nouns: Proper and CommonA noun names a person, place, thing, or idea. A singular noun names one person, place, thing, or idea. A plural noun names more than one. Plural nouns are usually formed by adding -s or -es to the singular noun.

SINGULAR: student bench hotel truthPLURAL: students benches hotels truths

A proper noun names a specific person, place, thing, or idea. A common noun names any person, place, thing, or idea.

PROPER: Thomas Alvarez Canada Sears Tower the Bronze AgeCOMMON: man country building age

_ Exercise 1 Write sing. in the blank if the italicized word is a singular noun. Write pl.if it is plural.pl. Juanita suggested that my boys visit the circus.

1. Circus Royale was the name of the circus that came to town last week.2. The opening parade was a great introduction to the event.3. The nine elephants were trained by a man named Zingarelli.4. One of the best acts was a family of acrobats from Paris.5. A juggler managed to juggle eight saucers at once.6. A band played marches by Sousa and rags by Joplin.7. The ringmaster’s voice was loud enough to be heard without a microphone.8. When the wildcat act appeared, the audience applauded with glee.9. Besides lions and tigers, a cheetah and a panther were in the act.10. After the wildcat act, fourteen clowns emerged from a tiny car.11. Do you have any idea how all of them could fit into that tiny car?12. Although they used a net, the Flying Greiners were thrilling on the trapeze.13. My little sister, Nina, wants to learn to perform on the high wire.14. However, my favourite act was the magician.15. I would go to circuses every week if I had the chance.

Exercise 2 Draw one line under each common noun and two lines under each proper noun.

P.T. Barnum has a name that reminds many people of the circus.

1. He was born in Bethel, Connecticut, as Phineas Taylor Barnum.2. In 1841, Barnum began to work in New York City, managing the American Museum.3. Charles Dickens and Edward VII were among those who came to the museum.4. Charles S. Stratton probably brought in the most money.5. Only 25 inches tall, Stratton called himself “General Tom Thumb.”

Year 7 Spring Term Home Learning6. In 1871, William Cameron Coup joined Barnum to take the circus on the road.7. They called it “The Greatest Show on Earth.”8. The two showmen amazed many government leaders, including Abraham Lincoln andQueen Victoria.9. During the run of the circus, Barnum served a term as mayor of Bridgeport, Connecticut.10. After some time in politics, Barnum visited the London Zoo.11. There, he acquired a large African elephant.12. The elephant, named Jumbo, weighed over six tons!13. James A. Bailey, a later partner of Barnum, helped to improve the circus.14. Before his death in 1891, Barnum hosted many famous people, including Mark Twain.15. In 1907, after Bailey died, the Ringling Brothers bought the show.

Writing Link Write two or three sentences about what job you would like to have in acircus. Include both common and proper nouns._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Verbs: Action VerbsAn action verb is a word that names an action and tells what a subject does. It may contain more than one word. Action verbs can express physical actions or mental actions.

She kicks the ball. (physical action) She likes piano lessons. (mental action)

Have, has, and had are often used before verbs. They can also be used by themselves as action verbs when they name what the subject owns or holds.

The sports arena has 20,000 seats. Our coaches had a new playbook.The opponents have blue uniforms. We have played this team before.

Exercise 1 Draw two lines under each action verb. Write physical or mental in theblank to indicate whether the verb expresses physical action or mental action.

physical Many athletes successfully represented the United States in themodern Olympics.1. African American Jesse Owens broke world records in track and field events.2. Owens attended The Ohio State University.3. At a 1935 event in Ann Arbor, Michigan, Owens broke three world records.4. Many people consider Owens the greatest track-and-field athlete ever.5. Owens won four gold medals at the 1936 Summer Olympics in Berlin,Germany.

Year 7 Spring Term Home Learning6. Owens’s strong performance angered Adolf Hitler.7. Owens wore the victor’s oak leaf crown during the presentation ceremony.8. Owens later gave many speeches about values and moral principles.9. Another African American athlete captured the world’s attention in the 1960 Italy games.10. Cassius Clay boxed his way to the light heavyweight gold medal.

Main Verbs and Helping VerbsVerbs have four principal parts that are used to form all tenses.

PRINCIPAL PARTS OF THE VERB CALLBase Form Present Participle Past Form Past Participlecall calling called called

A helping verb helps the main verb tell about an action or make a statement. A verb phrase consists of one or more helping verbs followed by a main verb.

The girl is calling her parents. (Is is the helping verb, and the present participle calling is the main verb. Together they form a verb phrase.)

The most common helping verbs are be, have, and do. Forms of the helping verb be include am, is, and are in the present and was and were in the past. They combine with the present participle of the main verb. Forms of the helping verb have include have and has in the present and had in the past. They combine with the past participle form of a verb.

We have explored this cave. (Have is the helping verb, and the past participle explored is the main verb. Together they form a verb phrase.)

_ Exercise 1 Draw two lines under each participle. Write in the blank whether it is apres. part. (present participle) or a past part. (past participle).

pres. part. The sailor is anchoring the sailboat.

1. Every year my aunts have shopped together on the day after Thanksgiving.2. Wars have claimed countless lives throughout history.3. Advancements in telecommunication technology are enhancing our daily lives.4. Has your father called the bank about your savings account?5. Usually by April, the winter’s snow has melted.6. On the far side of the lake, the two are fishing at their favourite spot.7. The set of instructions with the kit was confusing to everyone.8. The sculptor has moulded the clay into a bud vase.9. The special weather report had advised viewers against unnecessary travel.10. As a special project for school, I am interviewing our state representative.

Year 7 Spring Term Home LearningExercise 2 Draw two lines under the correct form of the helping verb in parentheses.

The children (was, were) playing on the swings.

1. The school (had, have) changed very little over the years.2. Sue (was, were) looking at the beautiful rainbow.3. The bird (is, are) soaring over the purple mountains.4. The determined team (was, had) practicing for two hours each night.5. Environmentalists (were, have) urged people to recycle.6. The owl (were, was) looking for a place to nest in the abandoned barn.7. The cat (was, had) spied a plump mouse scurrying across the floor.8. The home owner (was, were) thinking about tearing down the old garage.9. The cattle (had, were) grazing contentedly in the field.10. The excited children (were, had) watched their favourite movie.

Exercise 3 Draw two lines under the correct form of the helping verb in parenthesesand two lines under each participle to complete each verb phrase. Write in the blankwhether the participle is a pres. part. (present participle) or a past part. (past participle).

pres. part. The soft music (was, had) relaxing to me.

1. Surfers (are, was) riding the waves with abandon.2. Vincent (was, has) putting on his new shoes for the first time.3. The train (have, had) derailed late last night.4. The helicopter (were, is) hovering over the accident.5. The movie (were, has) played for eight weeks.6. The car (has, was) moving very slowly up the hill.7. The grasshopper (has, is) hopping energetically through the field.8. After lunch, the chef (was, are) preparing for dinner.9. The actress (has, is) learned all her lines for the play.10. The nervous speaker (are, was) stumbling over his words.

Writing Link Write a paragraph about going to a music store with a friend. Use mainverbs and helping verbs with both present and past participles.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Year 7 Spring Term Home LearningPronouns: Personal

A pronoun is a word that takes the place of a noun or a group of nouns.A personal pronoun replaces the subject or object in a sentence. It refers to a specific person or thing and can be singular or plural. A subject pronoun is used as the subject of a sentence. An object pronoun is used as the object of a verb or of a preposition.

He enjoys the movie. They enjoy the movie. (used as the subject)Tara opened the book and read it. (used as the object of a verb)David gave the tickets to us. (used as the object of a preposition)

SINGULAR PLURAL SINGULAR PLURALSUBJECT SUBJECT OBJECT OBJECTI we me usyou you you youhe, she, it they him, her, it them

_ Exercise 1 Write in the blank the personal pronoun that replaces the word or phrasein parentheses.

He (Walt Disney) was one of the most famous motion picture producers in history.1. ____(Walt Disney) may be best known for creating Mickey Mouse.2. However, ____(Disney) had many other achievements during his lifetime.3. Some of ____(the achievements) include creating the first cartoon with sound.4. ____(Cartoon characters) made Disney famous around the world.5. Along with his partner, ___(Disney) brought to life characters such as Donald Duck, Goofy, and Pluto.6. ____(The Disney studio) also makes feature-length animated movies.7. ____(Disney) is credited with the first feature-length animated movie.8. _____(That animated film) was called Snow White and the Seven Dwarfs.9. Many other successful movies followed _____(that one).10. ____(Some of the successful films) were Dumbo, Pinocchio, Fantasia, and Bambi.11. In the 1950s, _____(Disney and his partners) began to make films with live actors, too.12. Treasure Island and 20,000 Leagues Under the Sea were some of ____(the films).13. ______(Audiences) loved the musical Mary Poppins in 1964.14. ______(Mary Poppins) was a nanny who could fly.15. All children seem to love ______(Mary Poppins).16. However, _______(Disney’s work) was not limited to films.17. ______(Disney) also developed programs for television.18. ______(The Mickey Mouse Club) entertained many children who watched it on television.19. The Mickey Mouse Club was also a success for ______(Disney).20. _____(Two large amusement parks) also bear Disney’s name.


_ Exercise 2 Write in the blank the personal pronoun that replaces the italicized wordor phrase. Also, write subj. (subject) or obj. (object) to identify its usage.

They, subj. Filmmakers found that animals were easier to draw than people.1. The dictionary defines animation as “to bring to life.”2. Animators give the illusion of life and movement to drawings, cartoons, and other objects.3. Hand-drawn pictures are only a small part of animating.4. Most of today’s animated movies include sound and many special effects.5. Computers help animators give life to cartoons and other objects.6. Animated characters’ movements should look smooth to the people watching.7. To achieve smoothness, animators create one drawing for each frame of film.8. A single word said by a little girl in a cartoon may take as many as eight drawings.

Using Pronouns Correctly

Subject pronouns (I, you, he, she, it, we, you, they) are used in compound subjects.She and Larry planned to sing a duet.

In formal writing and speech, use a subject pronoun after a linking verb.The owner of that jacket is she.

Object pronouns (me, you, him, her, it, us, you, them) are used in compound objects.Mother told Carmen and me to wear our jackets.

An object pronoun should also be used as the object of a preposition.Eric asked someone to ride with him.

_ Exercise 1 Underline the pronoun in parentheses that best completes each sentence.

He and (I, me) played checkers.

1. Inali lent his skateboard to (I, me).2. Should Erica and (I, me) meet you and (her, she)?3. Stacy and (her, she) are making the scenery for the play.4. The teacher told Nancy and (I, me) to work together.5. I used to baby-sit for Jane and (he, him).6. Brad and (I, me) packed our suitcases for vacation.7. I met Joel and (he, him) in the library.8. Uncle Jack brought gifts for Katrina and (I, me).9. The winner of the poetry contest was (her, she).10. Daniel’s pen pal sent a letter to (he, him).

Year 7 Spring Term Home LearningPronouns: Possessive and IndefiniteA possessive pronoun shows who or what has something. Possessive pronouns replace possessive nouns. They may come before a noun or may be used alone.

USED BEFORE NOUNS USED ALONESingular: my, your, his, her, its mine, yours, his, hers, itsPlural: our, your, their ours, yours, theirs

Tara’s teacher was Mrs. Rodriguez. Her teacher was Mrs. Rodriguez.The book was Sara’s. The book was hers.

_ Exercise 1 Underline each possessive pronoun.

Tell them not to wear their hats inside.

1. Her diary was ruined when she dropped it in the mud.2. Chad wants a video game like hers.3. Are these our baseballs or theirs?4. My drawing won an award in the contest.5. The keys on the table are yours.6. Our favourite place to drive is in the country.7. The dog wagged its tail at dinnertime.8. Here is your hockey stick.9. My brother lost his wallet at the football game.10. Our goal was to help the children learn to ice skate.

Pronouns: InterrogativeAn interrogative pronoun is used to introduce an interrogative sentence.

Who and whom refer to people. Which and what refer to things.Whose shows possession.Who will bring Andreas to the dance? To whom should the check be made payable?Which of the poems is your favourite? What is the best way to study for the test?Whose is that?

(Do not confuse whose with who’s, the contraction for who is.)

_ Exercise 1 Underline the word in parentheses that best completes each sentence.

(Which, What) of these medicines is the best remedy for a cold?

1. (Who, Whom) is the girl in the blue dress?2. (Whose, Who’s) is this?3. (What, Which) is the name of the team in red?

Year 7 Spring Term Home Learning4. (Who, Whom) likes to play pinball at the arcade?5. For (who, whom) does Sheila make those cookies?6. (Which, Who) is the story about the future of the planet?7. With (who, whom) does your brother work?8. To (who, whom) does Marcus send letters?9. (What, Which) of the names did you choose for the puppy?10. (What, Which) does your mom like to play on the guitar?11. (Who, Whom) has completed the assignment?12. (Which, What) of the cars is in the driveway?13. (Who’s, Whom) can you see on the stage?14. (Who, Whom) is the highest ranking official in the United States?15. To (who, whom) did Jay lend his video game?

Exercise 2 Fill in the blank with the correct interrogative pronoun.

[ Who is your favourite musical performer?

1. ________ should we do about the broken vase?2. To __________ were you talking when I saw you in the hall?3. ________ of those instruments is yours?4. ________ is playing football after school?5. ________ can I help you do?6. ________ do you call when you need advice?7. ________ are his chances of winning the race?8. ________ of those snakes is poisonous?9. ________ is the language that the people of Borneo speak?10. ________of your new shirts will you wear to the recital?

AdjectivesAn adjective is a word that provides information about the size, shape, colour, texture, feeling, sound, smell, number, or condition of a noun or a pronoun. Most adjectives come before the words they modify.

Bright sunlight bathed the sandy beach.

A predicate adjective always follows a linking verb. It modifies the subject of the sentence.

Movies are popular throughout Europe and America.

The present participle and past participle forms of verbs are often used as adjectives and predicate adjectives. A present participle is formed by adding –ing to a verb. A past participle is usually formed by adding -ed to a verb.

Year 7 Spring Term Home LearningThe sound of a thunderstorm is frightening. (present participle)The varied shapes of pasta do not alter its taste. (past participle)

_ Exercise 1 Underline each adjective.

The beautiful city of St. Petersburg was founded in 1703.

1. St. Petersburg is famous for its architecture.2. Architects were brought from the West to design elegant palaces.3. Peter the Great wanted a magnificent city.4. Impressive St. Petersburg has lush parks and lovely streets.5. Several leaders after Peter added more features to the city.6. Elizabeth, the daughter of Peter, built two palaces.7. Catherine, wife of Peter III, obtained many outstanding pieces of art for the palaces.8. After the death of Vladimir Lenin in 1924, this fascinating city was renamed Leningrad,but in 1991 the name was changed back to St. Petersburg.9. Today, it still contains two major museums.10. Ornate details of the original city grace every corner.11. Gilded statues decorate the bridges and spacious squares.12. In the centre of square stands a bronze statue of Peter the Great.13. Now a museum, St. Isaac’s Cathedral has one of the largest domes in the world.14. The dome is covered with a hundred kilograms of pure gold.15. It is one of the many sights that make St. Petersburg a glorious city.

_ Exercise 2 Write PA above each predicate adjective and part. above each participle. part.

The first Russian ballet school was opened in thriving St. Petersburg in 1738.

1. Nearly 150 years later, a talented ballet dancer appeared in the same city.

2. Anna Pavlova’s family was poor.

3. Nevertheless, she joined into the famed Imperial School of Ballet in St. Petersburg.

4. Anna’s teachers were famous themselves.

5. In 1899 Anna Pavlova became a respected member of the Imperial Ballet.

6. She seemed eager to improve in her art.

7. She was successful in the lead role in Giselle.

8. After several years Pavlova received the desired title of prima ballerina.

Year 7 Spring Term Home Learning9. Her dancing style was classical.

10. While others tried new approaches, she remained faithful to the traditional methods.

11. Pavlova achieved great success in several celebrated tours.

12. Her controlled yet artful movements won her many fans.

13. Her performances were magical to those who had never seen ballet before.

14. A few of Pavlova’s breath-taking performances are still available.

15. You can see them in the enchanting film The Immortal Swan.

AdverbsAn adverb is a word that modifies, or describes, a verb, an adjective, or another adverb.

Jennifer smiled broadly at the audience. (modifies verb)The first-place medal went to a very worthy contestant. (modifies adjective)The conversation ended rather abruptly. (modifies adverb)

When modifying a verb, an adverb may describe how, when, or where the action is done.

Erin approached Mrs. Binder cautiously. (describes how)Try to get to school early. (describes when)Ron and I have looked there. (describes where)

Many adverbs are formed by adding -ly to adjectives. However, not all words that end in -ly are adverbs. The words friendly, lively, kindly, and lonely are usually adjectives. Similarly, not all adverbs end in -ly. The following words are all adverbs that do not end in -ly:

afterward, sometimes, later, often, soon, here,there, everywhere, not, fast, hard, long, and straight.

_ Exercise 1 Underline each adverb.

I went to bed too late last night so now I’m tired.

1. Pedro enthusiastically supported Zach’s bid for student council president.2. Spend your money wisely.3. Marissa waited quietly for the play to begin.4. Lightly underline the words you want to emphasize.5. Now I want everyone to turn to page 36.

Year 7 Spring Term Home Learning6. After surgery Lu Chan stretched his muscles slowly and painfully.7. Ada whispered softly so she would not disturb the other people.8. Will you sit close to me?9. I am terribly confused about the schedule.10. This project is finally and completely finished.11. The sun shone brightly through the thin haze.12. Look around and see what is different.13. Sarah was extremely disappointed when she realized she could not go.14. My horse Buttercup trotted gingerly along the bridle path.15. It often seems like hard work, but I guess it’s worth it.

_ Exercise 2 Draw an arrow from each adverb to the word it modifies.

Do you think we will be received graciously?

1. Mac looked everywhere for his jacket but could not find it.2. Tom threw the ball fast and hard.3. Soon it will be time to go to sleep.4. Dorothy asked her questions firmly but politely.5. Mimi was extremely exhausted after the mile run on a hot day.6. The goalie defended forcefully but gracefully.7. Matt’s parents briefly spoke to his teacher.8. Though the path was marked for beginning backpackers, it seemed rather steep to us.9. Rosemarie is very conscientious about everything she does.10. Who is on the phone now?11. Stacey was somewhat hesitant at first, but now she is enthusiastic.12. The president’s press conference seemed unusually short.13. What did you do next?14. The volunteer coordinator at the library greeted us cheerfully.15. Please carry the tray carefully.

Using Adverbs and AdjectivesAdverbs and adjectives are often confused, especially when they are used after verbs. Use a predicate adjective after a linking verb (such as be, seem, appear, or become) to describe the subject of the sentence. Use an adverb to describe an action verb.

The winner seemed breathless as she crossed the finish line. (predicate adjective)She collapsed breathlessly when the race was over. (adverb)

Good, bad, well, and badly are often used incorrectly. Good and bad are adjectives; use them after linking verbs. Well and badly are adverbs; use them to describe action verbs. Well may also be used as an adjective when describing someone’s health.Sean and Lila should be good after so much practice. (predicate adjective)

Year 7 Spring Term Home LearningThe weather was bad when we left. (predicate adjective)Katie sang well today even though she has a cold. (adverb)The number of absentees badly affected the band’s performance. (adverb)

_ Exercise 1 Underline the word in parentheses that best completes each sentence.

Philo Taylor Farnsworth was an (unusual, unusually) high school student.

1. He worked (careful, carefully) on an idea for a new invention.2. He thought pictures could be sent (easy, easily) through the air like sound.3. Philo was (eager, eagerly) to learn more so he attended the University of Utah.4. However, after his father died, he dropped out of school and searched (quick, quickly)for a job.5. One of his interviewers, George Everson, seemed (great, greatly) impressed with hisinvention.6. Everson and a partner were (possible, possibly) able to help.7. In fact, they were (happy, happily) to provide the money for Philo to develop a workingmodel of his system.8. This system, known as television, was developed (slow, slowly) in a rented house inLos Angeles.9. Neighbours were (suspicious, suspiciously) and called the police.10. The police toured the house but remained (complete, completely) confused aboutwhat Philo was trying to make.11. A new investor, W.W. Crocker, insisted (sudden, suddenly) that Philo move hislaboratory to San Francisco.12. (Simple, Simply) pictures painted on a piece of glass were the first images to appearon television.13. Philo’s efforts to improve his invention went (bad, badly), but he persisted.14. In 1930 Philo’s invention was (good, well) enough to receive patents.15. Then Philo was (glad, gladly) to share his ideas with the companies that wereinterested in it.

_ Exercise 2 Write adv. (adverb) or PA (predicate adjective) in the blank to identify theword in italics.

PA Many television programs are entertaining.

1. From the early days of television, entertainment was frequently found on thesmall screen.2. Singers, actors, and comedians performed well on the new medium.3. Programs varied slightly in length, with many as short as fifteen minutes.4. Famous radio personalities were soon familiar faces on television.5. New stars were born swiftly as well.6. Before long, evenings in front of the television became common.

Year 7 Spring Term Home Learning7. Everyone was fascinated by the live images broadcast into each home.8. News could immediately show important world events.9. Sports fans seemed pleased that they could watch many games in their livingrooms. 10. As the years went by, more and more uses were certainly discovered fortelevision.

Simple and Compound Sentences and Main Clauses

A simple sentence has one complete subject and one complete predicate.

COMPLETE SUBJECT COMPLETE PREDICATEA pretty flower grows in the garden.Roses and tulips grow and bloom in the garden.

A compound sentence contains two or more simple sentences. Each simple sentence within a compound sentence is called a main clause. Main clauses are joined either by a comma followed by a conjunction or by a semicolon. The comma may be omitted if the main clauses are very short.

I watch and I learn.Flowers are delicate, and they need tender care.Flowers are delicate; they need tender care.

_ Exercise 1 Write in the blank simple or compound to identify the type of sentence.

compound Mexican food is very unique, and it has a spicy flavour.1. People across America have developed an appreciation for Mexicanfood.2. We enjoy going to a Mexican restaurant, but sometimes we must wait inline for over an hour.3. The taco is a popular item, and it is easy to prepare.4. A taco usually consists of a folded corn tortilla, ground beef, cheese,lettuce, and tomato.5. Tacos come in two varieties; their shells can be either hard or soft.6. Some cooks buy taco shells already made; others fry and form the shellsthemselves.7. Browning ground beef in a shallow skillet is the first step.8. Drain the grease frequently; too much grease makes tacos unhealthful.9. Spices and chopped onions can be added to the cooked ground beef.10. A layer of ground beef is then spooned into the taco shell.11. I like cheese on top of the beef; some add lettuce.12. Chunks of red tomatoes give the taco a colourful appearance.13. Toppings such as black olives and sour cream can also be added.

Year 7 Spring Term Home Learning14. Some people add hot sauce or salsa.15. Tacos are nutritious, and they are also delicious.

_ Exercise 2 Underline each main clause. Add a comma or a semicolon as needed.

Food from specific countries is known as ethnic food ; a large variety exists.

1. Ethnic foods come from around the world, and they can be found all over the United States.2. World foods add diversity to American cuisine; they provide a flavourful change of pace.3. Many ethnic foods use common ingredients, but they taste different because of the spices.4. Chinese soft noodles are long, thin strips of pasta, and some pasta dumplings contain cheese or meat.5. Regional foods normally use local ingredients; these are fresh and economical.6. The different flavours come from special ingredients; some may not be available in your area.7. Different styles of Chinese cooking include Szechwan, Mandarin, and Cantonese; Szechwan is spicier than the others.8. Chinese food is popular, and fortune cookies are always fun!9. Thai dishes often include rice, but sometimes rice noodles are used instead.10. The names of some Thai dishes begin with the words kin khao; this expression means “come eat.”Complex Sentences and Subordinate ClausesA complex sentence has a main clause and one or more subordinate clauses. A main clause has a subject and a predicate, and it can stand alone as a sentence. A subordinate clause also has a subject and a predicate, but it cannot stand alone as a sentence. It depends on the main clause to complete its meaning. It can act as an adjective, an adverb, or a noun.

MAIN CLAUSE SUBORDINATE CLAUSEThey are playing music that I like to hear. (adjective)We must stop skating when the music stops. (adverb)I will tell you what happened at the rink. (noun)

_ Exercise 1 Write in the blank simple or complex to identify the type of sentence.

complex February 2, which is the midpoint of winter, is an unusual holiday.

1. It is Groundhog Day and is celebrated all over the country.2. The groundhog, which is actually a woodchuck, emerges fromhibernation on that day.3. If the groundhog sees its shadow, there will be six more weeks of winterweather.4. After the groundhog sees its shadow, it returns to its burrow untilspring.

Year 7 Spring Term Home Learning5. If the day is cloudy and the groundhog does not see its shadow, springwill come early.6. The groundhog stays outside because it expects spring.7. People enjoy this custom although most do not believe in it.8. Statistical evidence does not support this popular superstition.9. The groundhog that most people watch for is in Punxsutawney,

Pennsylvania.10. Its name is Phil, probably from the word fillip, which means “anything that stirs or livens up.”11. About seven thousand townspeople gather on February 2 and watch forthe famous groundhog.12. Since the tradition began in 1887, the furry forecaster has seen its shadow all but eleven times.13. Our Groundhog Day tradition is based on an old German fable.14. This fable says that if an animal casts a shadow on February 2, there will be bad weather.15. This fun tradition inspired the 1993 movie Groundhog Day, which takesplace in Punxsutawney.

_ Exercise 2 Underline each main clause. Write in the blank simple or complex to identify the type of sentence.

complex The groundhog, which is also called a woodchuck, is a kind of marmot.

1. This makes it a member of the squirrel family.2. Adult groundhogs are usually two feet long, including their bushy tails, which are about five inches long.3. They have coarse brownish-grey fur with hints of red.4. Groundhogs live in the eastern and central United States where there are open fields.5. They feed on grasses and whatever vegetation they can find.6. They particularly like plants such as clover and alfalfa.7. When groundhogs come out of their holes to look for food, they stop to listen for signs of danger.8. Because groundhogs often sit still on their haunches, they can be easy targets for hunters.9. Groundhogs hibernate in burrows during the winter months.10. Before they hibernate, they eat large amounts of food.11. Groundhogs are able to sleep for most of the winter because the food they ate turns to fat.12. Groundhogs are fun and fascinating animals to observe, especially since there is an annual holiday named after them!


Adjective ClausesAn adjective clause is a subordinate clause that modifies a noun or pronoun in the main clause. An adjective clause follows the word it modifies. As with any subordinate clause, an adjective clause has a subject and a verb, but is not a complete sentence and cannot stand by itself. Generally, an adjective clause begins with a relative pronoun such as that, which, who, whom, whose, whoever, or whomever. It can also begin with where or when. A relative pronoun that begins an adjective clause can be the subject of the clause. This book, which was written in 1915, is very interesting.A railroad flare produces a bright flame that can be seen hundreds of yards away.

_ Exercise 1 Draw one line under each adjective clause. Draw a second line under each word that introduces an adjective clause.

Cartoon characters that were introduced in the 1930s are still popular today.

1. A university is a college where many subjects are studied.2. Cable television, which was originally used to bring in distant stations, provides manytypes of specialized programming.3. Juke boxes that used to play a song for a dime now cost much more.4. Help came at a time when Stan needed it most.5. John Chapman, who was nicknamed Johnny Appleseed, planted apple seeds in Ohio, Indiana, and Illinois.6. Hummingbirds are tiny birds that are less than three inches long.7. The Irish wolfhound, which is a hunting dog, is the tallest breed of the species.8. The diver whose turn it was waved to the crowd.9. Hurricanes are tropical cyclones that have wind speeds of up to 150 miles per hour.10. Abraham Lincoln, who moved from Illinois to Washington, grew up in Kentucky.

Draw one line under each adjective clause. Draw an arrow to the noun that it modifies.

The woman who received the award gave a fine speech.

1. Jacques, whom we haven’t met until now, just enrolled at our school.2. The clock that I just bought has a digital readout.3. Acrobats perform complicated feats that seem to defy gravity.4. Maria is the student whose poetry won a prize.5. Many people in Belgium speak Flemish, which is similar to Dutch.6. The Katzenjammer Kids, which was one of the first comic strips to appear in a periodical, appeared in American Humorist in 1897.7. Mr. Griffin is a teacher whom you will like.8. Can you see the mountain that lies just beyond the tree line?

Year 7 Spring Term Home Learning9. Thuong likes to walk on trails where he can see wildlife.10. Most people have days when they cannot get organized.

Adverb Clauses

An adverb clause is a subordinate clause that often modifies a verb in the main clause of a complex sentence. It can also modify an adjective or an adverb. An adverb clause tells how, when, where, why, or under what conditions the action occurs. When an adverb clause introduces a sentence, it is usually separated from the main clause by a comma. When an adverb clause comes at the end of a sentence, it usually does not take a comma.

Before she signs up for next year’s classes, Deena will talk with her counsellor.Calvin passed the ball because his teammate had an open shot.The first word of an adverb clause is a subordinating conjunction.

COMMON SUBORDINATING CONJUNCTIONSafter before than when whereasalthough if though whenever whereveras since unless where whilebecause so that until

_ Exercise 1 Underline each adverb clause. Circle the subordinating conjunction.

You should count your pages before you begin.

1. Builders use plywood in the construction of small boats because it is easy to shape.2. I haven’t spoken with Jane since she moved.3. Airplanes sometimes fly to unscheduled cities when the weather is bad.4. I’ll wear my sandals if the weather is warm.5. Whenever I walk to school, my cat follows me down the street.6. Please read the book while it’s still available from the library.7. Since it was just painted, don’t lean against the wall.8. Tomatoes taste best when they’re fully ripened.9. Everybody ate dessert after they finished eating the main course.10. Although it was written in 1814, “The Star-Spangled Banner” did not become the official national anthem until 1931.11. Soldiers must stand at attention when they speak to an officer.12. I’ll cut the grass today if it doesn’t rain.13. When they feel threatened, dogs sometimes display aggressive behaviour.14. Incandescent and fluorescent bulbs produce light differently although they both serve the same purpose.15. The concert will end at 10:30 P.M. unless the audience insists on several encores.16. You will receive extra credit if you turn in your project early.17. Grace swims better than she dives.

Year 7 Spring Term Home Learning18. The pep rally won’t begin until the last class of the day has ended.19. Keiko wrote her name on the chalkboard after she finished the problem.20. Elena will groom the horse in the morning so that she can ride it in the afternoon.

_ Exercise 2 Underline each adverb clause. Draw an arrow to the verb that it modifies.

Dad painted the fence because he didn’t want it to rust.

1. When the principal called her name, Rosa stepped up to the podium.2. Binoculars and telescopes magnify images because they have special lenses.3. Whenever I hear the words of Dr. Martin Luther King Jr., I feel inspired.4. Always check the expiration date before you buy perishable food.5. Sprinters run at their limit during their races whereas distance runners pace themselves.6. After the winter sports season ends, the athletes attend a banquet.

Noun ClausesA noun clause is a subordinate clause used as a noun. It may serve as a subject, direct object, predicate noun, or object of a preposition.

Whoever rides in a car should wear seat belts. (subject)Claude said that he is watching television. (direct object)Listening to tapes is how I learned Spanish. (predicate noun)Please listen to what the director says. (object of a preposition)

WORDS THAT INTRODUCE NOUN CLAUSEShow what where who whomeverhowever whatever which whom whosethat when whichever whoever why

_ Exercise 1 Draw one line under each noun clause. Draw a second line under eachword that introduces a noun clause.

You can read whichever book you like.

1. City Hall is where the parade begins.2. I don’t know which one I should choose.3. Jamaal’s little sister likes to do whatever he does.4. When you reach the next grade level depends on how well you study.5. Whoever needs a new locker should sign the sheet outside the office.6. Our science teacher explained why the sun turns shades of pink and red at sunset.7. The clerk said that this was the last sweatshirt in stock.8. Can you please demonstrate how this computer works?9. New York is where people of many nationalities live.10. José couldn’t add any facts to what had already been said.

Year 7 Spring Term Home Learning11. However you want to arrange the living room furniture is okay with me.12. He told me what he wanted for his birthday.13. Whatever you want to eat is fine with me.14. Do you remember when you tried to throw the ball all the way to home plate?15. The test question asked whose ancestors lived in Egypt and Syria.16. The field trip was different from what they had expected.17. Joel said that he will visit his cousin this summer.18. Friday evening is when I watch comedies.19. For your party, you can invite whomever you want.20. Why he dropped that pass is a mystery.

_ Exercise 2 Underline each noun clause. In the blank, identify the clause as subj. (subject), DO (direct object), OP (object of a preposition), or PN (predicate noun).

PN A steep hill and plenty of snow are what we need for sledding.

1. Your athletic skills will be valuable in whichever sport you choose.2. Whoever is waiting for the governor should stand in line.3. When Canadian geese head south is the time of winter’s approach.4. The coach said that this is going to be the best team in several years.5. Choir directors seek whoever has a good voice.6. His problem is that he doesn’t write down his assignments.7. This is how students select their major.8. Pay close attention to what I do.9. Is Lieutenant Blaine the person with whom I’ll be speaking?10. How wars are lost is the subject of the book.11. Doctors can explain why proper nutrition is so important.12. That the politicians differ in opinion is obvious.13. Isaac Newton proved that comets and planets are subject to the laws of gravity.14. A computer will process whatever is entered into it.15. Who sent the yellow roses is a mystery to me.16. The city council will be presenting awards to whoever has made importantcontributions to the community.

Diagraming Simple Subjects and Simple PredicatesDiagram simple subjects and simple predicates by drawing a horizontal line separated by a vertical line.Write the simple subject to the left of the vertical line and the simple predicate to the right of the vertical line. Be sure to write only the simple subject and the simple predicate in this part of the diagram. Capitalize any words that are capitalized in the sentence.A simple predicate may also include helping verbs.

Kittens play. Dogs are barking.

Year 7 Spring Term Home LearningKittens play Dogs are barking

_ Exercise 1 Diagram each simple subject and simple predicate.

1. Snow falls.2. Leaves change colour.3. My bicycle broke.4. The donkey brays.5. The flowers bloom.6. Clouds float.7. The bells are ringing.8. The breezes blow.9. The fence is breaking.10. Takeo is speaking.11. The rabbits hop.12. The glasses broke.13. Jamal laughs.14. Yuri sings.15. The television makes noise.16. She will ask permission.17. Juan has bought a pen.18. Henry writes a story.19. Mr. Reyes said it.20. I called Steven.21. We will attend the concert.22. Peter was playing the guitar.23. He threw the ball.24. I had seen the musical.

Diagraming the Four Kinds of SentencesStudy the diagrams below of the simple subject and simple predicate of the four basic kinds of sentences. Regardless of the word order in the sentence, the location of the simple subject and simple predicate in a sentence diagram is always the same. In an imperative sentence, the subject is often understood and written in parentheses.

DECLARATIVE INTERROGATIVEPeople ride bikes. Is it raining?

People ride it Is raining

IMPERATIVE EXCLAMATORYClean the dishes. I forgot my books!

Year 7 Spring Term Home Learning(you) Clean I forgot

_ Exercise 1 Diagram each simple subject and simple predicate.

1. The sheep are bleating.2. Are you writing poetry?3. Do purchase that CD.4. Our cat is meowing.5. When did you meet him?6. I lost my club badge.7. Candida is singing.8. Give me my tape.9. Hold the net!10. You must study.11. Do you have the phone number?12. The show is starting!13. Wash your face.14. Kelly is here.15. Where are the horses?16. Mow the lawn.17. I laughed out loud.18. The pond froze last week.19. The parakeet is escaping!20. Was that thunder?21. The balloons are drifting away.22. Wait a minute!23. Did Josh find his sneakers?24. The cake is gone!


Skills Practice Tasks

Unseen Poetry

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Unseen Poetry

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Analysing Fiction

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Year 7 Spring Term Home Learning5. _____________________________________________________________________

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Year 7 Spring Term Home Learning___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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200 Word Challenge Writing Task

Year 7 Spring Term Home LearningHere is an example:Write your own:___________________________________________________________________________

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Year 7 Spring Term Home Learning___________________________________________________________________________

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Self-Assess your answer – look back at the list of techniques and vocabulary you had to try and include1. Highlight and label the ingredients that were given in the challenge.2. Circle any errors.3. Give a positive comment (WWW) in terms of content and structure.4. Give a target for improvement (EBI).

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Year 7 Spring Term Home LearningHere is an example:Write your own:___________________________________________________________________________

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EBI:1. 2. 200 Word Challenge Writing Task


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Year 7 Spring Term Home LearningSelf-Assess your answer – look back at the list of techniques and vocabulary you had to try

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Independent Study Tasks

Choose a task from the grid below and complete it.1. Write a poem or song about a personal decision you have had to make.Remember to include key terms and poetic techniques.

2. Write your own entertaining story about a childhood memory.Think carefully about your structure and make sure you use techniques and features that make it entertaining.

3. Write an account of an one of the characters from the texts you have studied.Include specific, accurate facts with good English. You should include quotes and images…

4. Create a table which compares life in the 19th century and 20th century.Think about things like housing, education, travel etc

5. Create a diagram/chart to explain how narratives can be structured. Use pictures and key words to explain the process clearly…

6. Create a comic strip of a scene from Angela’s Ashes, Touching the void, Stone Cold or Oliver Twist.Use pictures and key words to explain the key events.

7. Create a picture of a setting from a story you have studied.Use key terms, make it informative and eye catching…

8. Create a factsheet about life for homeless people in the street, informing people of what the conditions are likeUse the internet to include extra facts (do

Year 7 Spring Term Home Learningnot copy & paste!)

9. Create 10-15 challenging quiz questions about life in the 19th century for children like Oliver Twist.Write the questions with correct answers separate to test a peer…

10. Create a poster explaining the different type of sentences structures and different parts of sentences.Use key terms like subordinate and relative clause .

11. Identify key words that are only used by people in Liverpool and create a dictionary for people from a different part of the country.Find the definitions of key words and write a glossary to help you to learn spellings…

12. Write 3 Tweets that could summarise the key features of using exaggeration and repetition.No more than 140 characters; use #’s for key words and they must be informative…

13. Create a display on your favourite short story, or a book you have read which your really enjoyed. It should contain the following: A summary of what happens in your story A storyboard of your storyA review of your storyA description of the genre of your story

14. Create an analysis of an extract from your story complete with annotations analysing and highlighting the effects of language.Success criteria:•Highlight specific quotes•Explain the effect of these on the reader•Add some terminology (verb, simile etc)•Explain what it shows us about the passage – perhaps about a character/theme/plot…

15. Draw a character from either one of the short stories we have studied in class or a book you have read in your own time.Label the character with quotations from the book.Can you add any extra information such as the way they speak or act?Make sure you draw them exactly as the book describes them!

16. Research the main ‘ingredients’ for the following genres:•Fairytales•Ghost stories•Crime Fiction•Science Fiction•Comedy

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