zilongwang/ReadingBank huggingface dataset:
Sample assessment outline English – ATAR Year 12 Unit 3 and Unit 4 Assessment type type weighting task weighting Semester Week set – week due Content covered Assessment task Responding 35% 5% Semester 1 Set: Week 4 Due: Week 5 Comparing and contrasting distinctive features of genres; comparing texts from similar or different genres; analysing how techniques are used in different genres. Task 2: (Set Week 4, due Week 5) In class You will be provided with three texts – one prose fiction, one prose non-fiction and one multimodal – from a range of genres. Respond in 150–200 words to each of three questions based on the content for Weeks 3–5. 5% Semester 1 Set: Week 6 Due: Week 8 Comparing texts with regard to language, conventions, style, ideas, issues and themes; the role of the audience in Task 3: (Set Week 6, due Week 8) In class and at home Maintain a reflective journal for each text covered in which you: identify any language features and/or generic conventions that impacted on you as a reader/viewer and briefly explain why evaluate the ways in which textual and language features have shaped your responses to ideas/issues/themes for each genre you have studied consider the extent to which responses to your chosen texts may differ over time in different cultural contexts. (Your journal must include one entry for each of five or six text types, such as a feature film, a poem, a short play, a documentary, an episode from a sitcom, a cartoon or comic strip.) 5% Semester 1 Set: Week 6 Due: Week 9 Task 4: (Set Week 6, due Week 9) In-class essay You will be required to write one of the following: Select two texts from different genres and critically appraise how the conventions of each have been used to influence audience response Discuss how and why different audiences/readers may make different meanings of one text you have studied Examine how similar themes/issues/ideas are treated in two texts you have studied. Your response should give some consideration to language features and generic conventions.
according to different contexts and audiences. Each student will then be required to choose another text that in some way relates to the novel. Texts may include short stories, feature films, short films, television programs, comics, graphic novels and picture books. and values in texts discussing and evaluating different readings of texts. Investigate and evaluate the relationships between texts and contexts by: undertaking close analysis of texts examining how each text relates to a particular context or contexts comparing the contexts in which texts are created and received. between the novel and the other texts you have chosen. Focus on representations, issues, attitudes, perspectives, values and/or assumptions of all texts and how different readings of those texts vary according to different contexts and audiences. Each group is to provide a printed handout summarising the group’s findings for distribution to the class. Part B: Individual student work Provide an analysis of the text you chose and the connections with the novel regarding representations, issues, attitudes, perspectives, values and/or assumptions and how different readings of both texts are possible. 12–14 Students examine how arguments are effectively constructed to persuade and engage a particular audience and consider a variety of text types, modes and media such as print and digital newspaper and magazine articles, essays, speeches and non-fiction persuasive texts. Create a range of texts: using appropriate language and stylistic features to sustain a personal voice and perspective using nuanced language synthesising ideas and opinions to develop complex arguments substantiating and justifying their own responses using textual evidence using appropriate quotation and referencing protocols using strategies for planning, drafting, editing and proofreading using accurate spelling, punctuation, syntax and metalanguage. Reflect on their own and others’ texts by: identifying omissions, inclusions, emphases and marginalisations. Task 11: 7.5% Creating (Set Week 12, due Week 14) Preparation in class and at home, final task in class Create a persuasive magazine or newspaper article (digital or print) for a specified audience in which you advocate strongly on behalf of a marginalised group. Your clearly structured article should seek to raise awareness of the issues confronting this group and detail what can be done for these issues to be addressed. Your article should be thoroughly researched and supported with factual evidence. (You are allowed one page of dot-point notes of no more than 200 words.) 15 Examination 20%
To To has two uses: Ellicit/ Illicit Elicit Generally, the elicit means to obtain. However, it has the connotation of actively obtaining something (usually information). It can often be translated as to draw out, to extract, to obtain information, to deduce, or to construe. Examples: Fog always seems to elicit strong feelings of melancholy. His questioning sought to elicit the conclusion he had reached even before the hearing began. Illicit The illicit means illegal or contrary to accepted morality (i.e., naughty) Examples: The act seeks to prevent the illicit trafficking of narcotics. We have been told to expect a purge on illicit file-sharing web sites.
Character Emphasis: Herman Melville, “Bartleby, the Scrivener” (gay criticism) Plot William Faulkner, “A Rose for Emily” Andre Dubus, “Killings” (also see Narrotology chapter) Point of View Anton Chekhov, “The Lady with the Pet Dog” ;Joyce Carol Oates, “The Lady with the Pet Dog” (“Structualism”) Symbolism Colette, “The Hand” ;Ralph Ellison, “Battle Royal” Tenor (Post-structuralism) Raymond Carver, “Popular Mechanics”; Susan Minot, “Lust “ Regional Fiction Flannery O'Connor, “A Good Man Is Hard to Find” ; E. Annie Proulx, “55 Files to the Gas Pump” Nathaniel Hawthorne, “Young Goodman Brown” Xu Xi “Famine”; Jack London, “To Build a Fire” ;Peter Meinke, “The Cranes”; Lydia Davis, “Letter to a Funeral Parlor” Group Work on selected stories [See A Collection of Stories, pp. 641-757] Assignment: Analytical Paper # 1 Due: February 12 Unit: Poetry Bruce Springsteen, “You're Missing” Alfred, Lord Tennyson, “Crossing the Bar” Sound May Swenson, “A Nosty Fright” Emily Dickinson, “A Bird came down the Walk—“ Andrew Hudgins “The Cow” Paul Humphrey, “Blow” Robert Francis, “The Pitcher” Helen Chasin, “The Word Plum” Words (Images and Tropes) Margaret Atwood, “you fit into me” Linda Pastan “marks” Jim Stevens, “Schizophrenia” Matthew Arnold, “Dover Beach” Andrew Marvell, “To His Coy Mistress” Ruth Fainlight “Crocuses” Cathy Song “The White Porch” Jane Kenyon, “Surprise” James Merrill “Casual Wear” Robert Browning, “My Last Duchess” Form:
TERM Year 7 Year 8 Year 9 Year 10 Year 11 Autumn 1 Literature: Coraline Literature: OMAM Poetry: Power and Conflict Literature: The sign of Four/Great Expectations Literature: Poetry Conflict cluster: 8 poems Autumn 2 Language Paper 2: Non-fiction – Anne Frank’s Diary Language Paper 1 section B. Narrative Writing: Crime fiction Literature: Christmas Carol Language: Paper 2 section A and B Literature: Paper 2 Exam prep: Modern Play and Poetry. Spring 1 Poetry: Poems from other culture and exploring personal identity. Poetry: Theme WW1 Poetry Language Paper 1 Narrative Writing: Dystopian fiction Literature: Poetry Conflict cluster: 8 poems Revision: revisit key topics Spring 2 An Introduction to Shakespeare and AMND Shakespeare: Romeo and Juliet Spoken Language: Students need to complete their GCSE award Language Paper 1 Section A and B Exam Practice Summer 1 Language: Paper 2 Speeches and persuasive rhetoric Modern Play: East is East Literature Shakespeare: Macbeth Modern Play: An Inspector Calls EXAM PERIOD Summer 2 Language Paper 1: Descriptive (travel) writing Language: Paper 1 (section A) Language Paper 2: Writing to argue Literature – Paper 1 Exam prep: Novel and Shakespeare
Wrexham’s Participation Infrastructure Senedd yr Ifanc The Senedd yr Ifanc Wrecsam is Wrexham Youth Parliament. The Senedd is made up of young people aged 11- 25 who are elected to represent a group, project or area. The Senedd yr Ifanc works on gathering the views and opinions of young people on specific issues that affect the young people of Wrexham. The Senedd yr Ifanc meets every first Monday of the month in the Guildhall Wrexham; the meetings are structured with formal and informal sections. Senedd yr Ifanc meetings can also include debates, issue based work groups, training and much more. The Senedd yr Ifanc gives young people the chance to have their say and a voice on matters that affect them. Voluntary Sector Section
Text Topic Writer/speaker Audience Purpose Genre Mode Written/spoken Language Features Example Opinion article Text language John Humphreys I h8 txt msgs: How texting is wrecking our language Daily Mail readers Prescriptivists To persuade/inform Newspaper opinion article Written Metaphors Second personal pronoun Formal and informal English Opinion article. Advert that includes written language. Spoken Language Transcript
5. Using information from the paragraph that begins ‘It was hard to believe’ (L16) explain how the house has changed. (2 marks) The house used to be ‘a place of excitement, of happy comings and goings’ = 1 mark ‘Now it felt abandoned and haunted’ = 1 mark Candidates must have both points to gain 2 marks. Candidates may use quotations, or their own words e.g. busy/full of people instead of ‘happy comings and goings’ or lonely instead of ‘abandoned’, or a combination. 6. Look at the paragraph beginning, ‘If ever a house could feel sorry for itself..’ (L31). Write down three other words or phrases that tell us the house has not been properly cared for. (3 marks) 1 mark each for the following up to a maximum of 3 marks brought low by grime and neglect. (It smelt) musty (it was clear that) no one had swept or cleaned here (since Hester had gone). 7. Coriander tells us that she ‘had known the house all my life’(L34). Choose one word from the same paragraph that shows that Coriander knows the house. (1 mark) The word that tells us Coriander knows the house is ‘familiar’. 8. The last paragraph in the passage (beginning L34) describes a tense and exciting moment. Write down two words or phrases from the same paragraph which are tense or exciting and explain how the writer uses language to make them sound tense and exciting. (4 marks) One mark for any two of the following: Suddenly to our consternation, the study door burst open My heart near failed me I was sure that someone had heard us and was coming to see what was going on. We stayed rooted to the spot, hardly daring to breathe
Caring/reassuring/sympathetic/understanding/loyal Clever/cunning/ quick-thinking Curious Observant Careful Award one mark for each quotation which supports a relevant point about the character of Gabriel for example: ‘Gabriel quickly put out our lantern and we moved the boat away from the water gate to have a better look’ for clever/quick-thinking ‘Hell’s bells, what was that?’ said Gabriel, turning round’ for curious/quick-thinking “‘The sooner we find Hester, the sooner we can be out of here,’ whispered Gabriel” for caring/understanding ‘Gabriel carefully put it in the door and turned it’ for careful/courageous/a leader ‘Gabriel … squeezed my arm’ for reassuring/caring ‘slipping up the stairs, as quiet as a cat’ for 11. After reading the passage would you like to read the rest of the story, ‘I, Coriander’? Explain why or why not. (2 marks) 1 mark for an appropriate answer to the question: I would/would not like to read the rest of the story. 1 mark for any appropriate and specific explanation Do not award a mark for an entirely general explanation e.g. to find out what happens next (to find out whether Gabriel and Coriander escape/rescue Hester is acceptable). Total: 25 Marks Paper 2 Mark Scheme
Sample Assessment Schedule (B) English Extension 1 – Year 12 Sample for implementation for Year 12 from Term 4, 2018 Component Task 1 Task 2 Task 3 Weighting % Imaginative presentation Critical response with related text Student-led tutorial (multimodal) Term 1, Week 10 Term 2, Week 9 Term 3, Week 6 EE12-1, EE12-2, EE12-4, EE12-5 EE12-1, EE12-3, EE12-4 EE12-1, EE12-2, EE12-3, EE12-4, EE12-5 Knowledge and Understanding of texts and why they are valued 15 15 20 50 Skills in complex analysis composition and investigation 15 15 20 50 Total % 30 30 40 100
how texts promote values and attitudes. Assessment Task 11: Profile of pet and bibliography. Week 4 Reading* (5%) Semester 2 Week 6 Week 7 how to shape or structure a text to make it work how to use the conventions of a particular form how to use language, including appropriate spelling, punctuation and grammar how to shape language for particular purposes Context: Literacy for Community Module: Researching and analysing the roles and responsibilities of owning a dog or a cat Assessment Task 12, Part A: Report on pet chosen. Week 6 Assessment Task 12, Part B: Create a chart, mindmap or structured overview. Week 7 Reading* (5%) Semester 2 Week 13 how to shape or structure a text to make it work how to use the conventions of a particular form how to use language, including appropriate spelling, punctuation and grammar how to shape language for particular purposes Context: Literacy for everyday personal contexts Module: ‘Out there in the real world’ Assessment Task 14: Write your own ‘How to survive’ guide. Week 13 Oral communication (speaking and listening skills) 30% Oral communication (7.5%) Semester1 Week 4 When speaking and listening, students learn how to shape or structure an oral text how to use the conventions of a particular form how to use spoken language conventions how to listen attentively and with understanding how to engage in a variety of speaking and listening scenarios Context: Literacy for Learning Module: Researching and analysing a television program Assessment Task 2: Two character role plays. Week 4 Oral communication (7.5%) Semester 1 Week 15 how to use spoken language conventions how to listen attentively and with understanding how to promote values and attitudes how to engage in a variety of speaking and listening scenarios how to shape or structure an oral text Context: Literacy for Work Module: Occupational Health and Safety Assessment Task 9: ‘How to call an ambulance’ role play. Week 15 Oral communication (7.5%) Semester 2 Week 9 how to shape or structure an oral text why a particular form is appropriate how to use the conventions of a particular form how to use spoken language conventions how to listen attentively and with understanding how to promote values and attitudes Context: Literacy for Community Module: Researching and analysing the roles and responsibilities of owning a dog or a cat Assessment Task 13: Role play: phone call with a vet. Week 9
how to engage in a variety of speaking and listening scenarios Oral communication (7.5%) Semester 2 Week 15 how to use spoken language conventions how to reflect on the strengths and weaknesses of texts created how texts can be interpreted in different ways Context: Literacy for everyday personal contexts Module: ‘Out there in the real world’ Assessment Task 15: Oral presentation: ‘How to survive interstate’. Week 15 100% 100% *An asterisk next to ‘Writing’ or ‘Reading’ in the table above indicates that a single task involved assessment of both writing and reading so that task is represented twice in the right hand column.
texts and/or computer-video games. understanding of texts. interview or panel discussion which debates the pros and cons of one of the following media codes, standards or guidelines: . Task 6(b): 5% (Set Week 13, due Week 16) Creating: In class, two lessons; notes submitted. Write a letter to the editor arguing for or against one form of censorship. (See ) Unit 2 Students focus on interpreting ideas and arguments in a range of texts and contexts. Week Key teaching points Syllabus content Assessment tasks 1–5 News to me Students read and view news bulletins and publications from local, national and international news sources across a range of media. They compare how any two news sources communicate information, ideas and values to their audiences. Summarise ideas and information presented in texts. Consider the ways in which main ideas, values and supporting details are presented in everyday texts. Use persuasive, visual and literary techniques to engage audiences in a range of modes and media. Consider the effects of media, types of texts and text structures on audiences. Planning, organising, drafting and presenting information or arguments for particular purposes and audiences. Task 7: 7.5% (Set Week 1, due end Week 3) Creating: In class and home. Evidence required of planning, drafting and editing. Create a digital or print feature article for an overseas publication in which you argue for or against a significant issue e.g. censorship in China, gun control in America, whaling in Japan. Task 8: 7.5% (Set Week 2, due Week 5) Responding: In-class essay. Compare how any two news sources communicate information, ideas and values to their audiences. 6–8 Skilling Me Softly Students research and workshop the employability or ‘soft’ skills and attributes required for employment and further learning. Locate and select information from a range of sources. Identify the relevance and usefulness of each source depending on the context in which used. Use a range of strategies for finding information. Speak coherently and with confidence for different audiences and purposes. Be receptive to others’ ways of thinking and learning. Task 9: 10% (Set Week 6, due Week 8) Creating: In class and at home. Pairs or small groups of career interest. Create a presentation to demonstrate employability skills relevant to your chosen potential career area. Each presentation must include at least one role-play scenario featuring relevant employability skills.
CC.1.5.9–10.A - Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively CC.1.5.9–10.B - Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence CC.1.5.9–10.C - Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source CC.1.5.9–10.D - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task CC.1.5.9–10.E - Adapt speech to a variety of contexts and tasks CC.1.5.9–10.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence CC.1.5.9–10.G - Demonstrate command of the conventions of standard English when speaking based on Grades 9–10 level and content Important Standards Addressed in this Unit: CC.1.4.9–10.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction Misconceptions: Students do not understand how propaganda affects their lives. Students do not know how to recognize bias. Students tend to take information presented as factual and do not engage in fact-checking. Concepts/Content: Propaganda techniques Bias Credible research Active fact-checking Writing skills Speaking skills Competencies/Skills: Identify basic propaganda techniques Identify bias and analyze how it affects perception Employ techniques of effective research Demonstrate Description of Activities: Advertising campaign project Propaganda presentation Formative and summative assessments
English Language Arts Common Core Standards Technology Correlation Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade 9th-10th Grade 11th-12th Grade RL Literature Key Ideas and Details (1-3) Craft and Structure (4-6) Integration of Knowledge and Ideas (7-9) Range of Reading and Level of Text Complexity (10) RI Information Text Key Ideas and Details (1-3) Craft and Structure (4-6) Integration of Knowledge and Ideas (7-9) Range of Reading and Level of Text Complexity (10) RF Foundation Skills Print Concepts (1) Phonological Awareness (2) Phonics and Word Recognition (3) Fluency (4) W Writing Text Types and Purposes (1-3) Production and Distribution of Writing (4-6) Research to Build and Present Knowledge (7-9) ; ; ; ; ; ; ; ; Range of Writing (10)
11-12.RI.7-Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. 11-12.W.6-Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 11-12.W.7-Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 11-12.W.8-Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation. 11-12.SL.2-Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. 11-12.SL.4-Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. 11-12.SL.5-Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 11-12.L.4c-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Concepts/Content: The students need to know the techniques of public presentations that subconsciously affect an audience. The students will know techniques to physically overcome the body’s response to nervousness. The students will know techniques utilized to not lose one’s place while talking. The students will know how manipulate language to sound more powerful and effective. Competencies/Skills: The students will identify techniques of speech constructs. The students will write and present a speech that requires action from the audience. The students will edit and use diction appropriate for speech rather than written expression. Students will learn how to read an audience and adjust message to fit to them appropriately. Use the power of precise diction Analyze and utilize rhythm of speech Learn the effect and utilize the skills of economy of movement and gesture Master eye contact Know how particular gestures and physical movements translate and punctuate meanings of messages for an audience Use media to enhance a speaker’s message rather than rely on it to tell the message Understand why some speeches are labeled as great by historians and audiences Description of Activities: The students will analyze a historical speech and rewrite it for a contemporary presentation to gain the speech’s desired effect in a contemporary audience. Using a subject of their choice, the students will create a final project where they are using all the techniques presented in the unit. The students will be filmed and have to turn in a written critique of their performances. Write and perform a closing argument as either prosecutor or defense attorney of the Assessments:
At home, I can improve my skills in English by… At home, I can improve my knowledge and understanding by: At home, I can also learn by… Reading Trying reading as many different types of texts as possible: novels, short stories, magazines, blogs, quality newspaper articles that interest you… Read for enjoyment! Set some personal reading time aside every day; even 20 minutes Try reading genres that you wouldn’t normally read at home, such as plays or anthologies of poetry. Find newspapers aimed at younger readers. These can be borrowed from the school library. Try Try accessing newspapers online Visiting book shops to browse/ see what is new Swap books with friends Why not form a book club with your friends where you meet to talk about your favourite books? Get into the habit of looking up new words to broaden your vocabulary- maybe decide to learn two new words a week. You can use online dictionaries if you don’t own one; or www.collinsdictionary.com Keep a notebook especially for this. Note down the meanings Other websites of interest include: BBC Events- Authors Live www.bbc.co.uk/programmes/p006v267 BBC Authors Live www.bbc.co.uk/events/rhvg9 Writing Talking about books with parents or guardians Visit/ join your local library Take opportunities to hear authors speak about their work (See BBC Authors Live) Ask for help with homework assignments Revise regularly for example new grammar taught in school BBC- Learning: online learning resources – class clips researching the kinds of jobs and careers you can have using English Take opportunities to visit the theatre to see plays being performed Or go to the cinema to see films of novels or plays Interactive Learning Resources Royal Shakespeare Company: www.rsc.org.uk/education class clips
Earn 200 points on the PIXL app. Complete the assignment on GCSE Pod. CHn Year 7: Revising plurals w/sheet Year 8.1 A and 8.1B: Write a letter to Billy telling him why you think he should or should not stay in the B&B Year 9- You are a soldier who has survived the charge. Write a letter to the editor of the Thurrock Gazette stating how you feel after reading the poem The Charge of the Light Brigade. Year 10: You belong to the working class at the time in which AIC is written. Write a diary entry which tells what life is like for you. Year 7: Adjectives worksheet 8.1A and 8.1B Write your own ending or continue the story of The Landlady Year 9: Write a monologue from the point of view of a soldier in the poem ‘Exposure’ Year 10: Do character and plot activities for AIC on the PIXL app Year 7: Write a description of your English classroom from the point of view of a bee. 8.1A and 8.1B Continue the story Skin. What happens to Drioli next? Year 9: Imagine you are the mother in the poem ‘Poppies’. Write a letter to your son as he goes off to war telling him how you are feeling. Year 10; Do Act 1 activities of PIXL for AIC Year 7: Imagine you are Tiffany and you have been chosen by the hat. Describe how you feel. 8.1a and 8.1b: Complete your murder mysteries Year 9: There is a suggestion at the end of the poem Remains that the soldier feels guilty about his role in killing the looter. Do you think he should feel guilty? Do you think Simon Armitage wants us to think he should feel guilty? Year 10: Work through AIC quotation resources on PIXL. VWr
9.3A Poetry Anthology – Poppies Annotate verses 3 and 4 of the poem. 7.1 A Writing Descriptive Writing Task – set in class. You are the son of the mother in the poem. e. You have returned home, as a ghost, to see your family. Write about your experiences as you wander through the house. AGi Spelling words to study for spelling test every Thursday Spelling words to study for spelling test every Thursday Spelling words to study for spelling test every Thursday Spelling words to study for spelling test every Thursday Spelling words to study for spelling test every Thursday Spelling words to study for spelling test every Thursday Spelling words to study for spelling test every Thursday ACK Skillsbuilder Skillsbuilder Skillsbuilder Skillsbuilder Skillsbuilder Skillsbuilder Skillsbuilder JMn 84a-Lamb to the Slaughter- Complete the spelling and meaning work sheet- 94a -Complete the poetry glossary work sheet 84A - Lamb to the Slaughter- 1. Imagine you are Mary Write at least two paragraphs to explain how and what you are going to do after you killed your husband. 2. Complete the sheet about your role play in the court scene. 94A Poetry 1. Complete the Mood of the Mother worksheet 2. Imagine that you are a soldier in WW1 and write a diary entry to say how you are feeling and describe 84A- Sentence structure work sheet Complete the questions that are marked on the sheet 9.4A- Poetry terms and meanings worksheet Complete all of the worksheet writing the spellings three times and write down the meaning of each term
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GRADING RUBRIC Each response will be worth 25 points (for a maximum grade of 50). Responses will be assessed using the rubric below. Exemplary Response 20-25 points Sufficient Response 15-20 points Partially Sufficient 10-15 points Insufficient Response 5-10 points Development of ideas _____The theme is perceptive and reflects text’s complexities _____Text evidence is well chosen and strongly supports the theme. _____Combination of the theme and text evidence reflects a deep understanding of the text. _____The theme is reasonable and goes beyond the literal. _____ Text evidence is accurate and relevant. _____Combination of the theme and text evidence reflects a good understanding of the text. _____The theme is reasonable. _____The text evidence does not adequately support the theme. _____The theme needs more explanation or represents only a literal reading. _____The theme is not relevant. _____Either no text evidence or there is no connection between theme and evidence. _____No idea is present or is too vague. _____Response only repeats or echoes the text evidence. Language and Conventions ____effective word choice varied sentences _____consistent command of grammar and usage _____adequate word choice _____generally controlled sentences _____general command of grammar and usage _____simple word choice _____several awkward sentences _____some distracting errors in grammar and usage _____imprecise word choice _____simplistic or awkward sentences _____persistent errors in grammar and usage ASSIGMENT CHECK LIST -Anticipation Guide (pre and post reading assignments) -Persuasive piece -2 written responses – each one page in length and titled with a relevant theme. -Develop insightful responses that explain the thematic connections between the article and the novel. -Do not merely summarize each text. -Works Cited page in MLA format and includes a citation for each of the articles. GRADING BREAKDOWN Anticipation Guide – 50% Article Responses – 50% Total – 100%
Narrative: 24000.6 Field Experience The program requires the candidate to study a minimum of two semester hours of credit in a field experience with ELLs in an ESL or bilingual education setting for an endorsement. For a major in ESL or bilingual education, the program meets the normal degree requirements for clinical practice (student teaching) in the professional education sequence. Narrative: 24000.7 Technology The program requires the study of current, appropriate instructional technologies. Narrative: 24000.8 Bilingual Education The program requires the study of a variety of methods and strategies of teaching bilingual education, including an understanding of instructional programs in bilingual education. Narrative:
Unit 9: Study skills (12 Lessons) Reading (2 Lessons of 40 minutes) Writing (2 Lesson of 40 minutes) Listening (1 Lesson of 40 minutes) Writing (3 Lessons of 40 minutes) Vocabulary (1 Lesson of 40 minutes) Study skills (1 Lesson of 40 minutes) Language in action (2 Lessons of 40 minutes) Week(s) Comments Unit 10: Health (10 Lessons) Reading (3 Lessons of 40 minutes) Speaking (1 Lesson of 40 minutes) Listening (1 Lessons of 40 minutes Writing (3 Lessons of 40 minutes) Language in action (2 Lessons of 40 minutes) Week(s) Comments Unit 6: Our footprint [10 Lessons of 40 mins] Teacher: Class: Lessons 1-3 CONTENT: Read and summarise TERM 2 DATE _______________ WEEK _____ 3 lessons of 40 minutes Learning Objectives As given in SB on p. 89 and TG on pp. 71-72 Skills Read information and descriptive text closely and accurately Resources/Learning Aids/LTSM English in Action Student’s Book (SB) pp. 75-80 English in Action Teacher’s Guide (TG) pp. 73-75 If possible: gather a range of resources about environmental issues that affect your local area. Students can help you gather those, by clipping articles from newspapers and magazines. Duration Teacher activities Student activities
10. Lab Day 4 Presentations Continue 11. Lab Day 5 No class today 12. Schools Closed 13. Lab Day 6 Presentations Continue/ Review 14. Lab Day 1 No class today 17. Lab Day 2 The Canterbury Tales Quiz 18. Lab Day 3 Shakespeare background: The Reduced Shakespeare Company 19. No class today: PSAT schedule 20. Lab Day 4 Shakespeare background: The Reduced Shakespeare Company Hamlet: 1.1 21. Lab Day 5 No class today 24. Lab Day 6 Hamlet: 1.2-1.4 25. Lab Day 1 No class today 26. Lab Day 2 Hamlet: 1.5-2.1 27. Lab Day 3 Hamlet: 2.2 28. Lab Day 4 Hamlet: 3.1-3.2 Skyler’s bday! 31. Lab Day 5 No class today NOVEMBER MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 1. Lab Day 6 1st Unit Benchmark 2. Lab Day 1 No class today 3. Lab Day 2 Hamlet 3.3-3.4 4. Lab Day 3 Hamlet 3.4 7. Lab Day 4 Hamlet: 4.1-4.7 8. Lab Day 5 No class today 9. Lab Day 6 Hamlet: 5.1 & 5.2 10. Schools Closed Erica gets her wisdom teeth out! 11. Schools Closed 14. Lab Day 1 No class today 15. Lab Day 2 Hamlet review 16. Lab Day 3 Hamlet review 17. Lab Day 4 18. Lab Day 5 No class today
Frankenstein background & the British Romantics Erica’s bday! 21. Lab Day 6 Hamlet Test 22. Lab Day 1 No class today 23. Lab Day 2 ½ Day Have a wonderful Thanksgiving break! 24. Schools Closed 25. Schools Closed 28. Lab Day 3 Frankenstein background & the British Romantics 29. Lab Day 4 Frankenstein background & the British Romantics 30. Lab Day 5 No class today DECEMBER MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 1. Lab Day 6 Frankenstein Reading Check 2. Lab Day 1 No class today Dahyo’s birthday is 12/4 5. Lab Day 2 Debate groups meet to prepare 6. Lab Day 3 Debate #1 7. Lab Day 4 Debate #2 8. Lab Day 5 No class today 9. Lab Day 6 Debate #3 Essay help & suggestions 12. Lab Day 1 No class today 13. Lab Day 2 Essay: First draft due Writing workshop: time to write/draft/revise/ conference 14. Lab Day 3 J.D. Salinger background: Documentary by Shane Salerno 15. Lab Day 4 J.D. Salinger background: Documentary by Shane Salerno 16. Lab Day 5 No class today Kat’s bday! 19. Lab Day 6 20. Lab Day 1 No class today 21. Lab Day 2 22. Lab Day 3 23. ½ Day Happy Winter Break
Happy Spring Break! Happy Spring Break! Happy Spring Break! Happy Spring Break! Happy Spring Break! 17. Teacher In-service 18. 19. 20. 21. 24. 25. 26. 27. 28. MAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 1. AP Exams: Chem & Psych 2. AP Exams: Spanish & Physics 1 3. AP Exams: Eng Lit & Physics 2 4. AP Exam: US Gov 5. AP Exam: US History 8. AP Exams: Bio & Physics C 9. AP Exams: Calc & French Lang & Spanish Lit 10. AP Exams: Eng Lang & Macro 11. AP Exams: World History & Stat 12. AP Exams: Micro & Latin 15. 16. 17. 18. 19. 22. Nir’s bday! 23. 24. 25. 26. 29. Schools Closed 30. 31. JUNE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 1. 2. 5. 6. 7. Final Exams: Blocks A & B? 8. Final Exams: Blocks C & D? 9. Final Exams: Blocks E & F? 12. Final Exams: Blocks G & H? 13. Final Exam 14. Final Exam 15. Graduation? 16. Last Day of School!
English Language Arts K – KDU (*use the planner to adjust Big Ideas, Activities and Content for each of the terms) CORE COMPETENCIES COMMUNICATION CORE COMPETENCIES THINKING (CRITICAL/CREATIVE) CORE COMPETENCIES (PERSONAL/SOCIAL) CURRICULAR COMPETENCIES BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Using oral, written, visual, and digital texts (Text and texts are generic terms referring all forms of oral, written, visual, and digital communication: Oral texts include speeches, poems, plays, and oral stories; Written texts include novels, articles, and short stories; Visual texts include posters, photographs, and other images; Digital texts include electronic forms of all the above; Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements), students are expected individually and collaboratively to be able to: Comprehend and connect (reading, listening, viewing) Use sources of information and prior knowledge (personal stories and experiences) to make meaning Use developmentally appropriate reading, listening, and viewing strategies (distinguishing drawing from writing, asking questions to construct and clarify meaning, using active listening, Language and story (narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers.) can be a source of creativity and joy. Stories and other texts (Text and texts are generic terms referring all forms of oral, written, visual, and Questions to support students: Story structure of story (beginning, middle, end (or first, then, last)) literary elements and devices (examples include sound concepts (e.g., rhyme, rhythm, musical, and poetical qualities of language) and humorous and creative texts (e.g., tongue twisters, nursery rhymes, fables, traditional stories)) Strategies and processes reading strategies (making meaning using predictions and connections; making meaning from story using pictures, patterns, memory, and prior knowledge; retelling some elements of story; and recognizing familiar words/names and environmental print (e.g., street signs, food packaging)) oral language strategies (adjusting volume, pace, tone,
Question 4: 20 marks 25 minutes (30) This question invites you to critically evaluate a part of the text. You will be given a statement like: “A student reading this text said that: they felt like they were there the writer really brought the characters to life the writer created a haunting atmosphere humour really enhanced the characters” To what extent do you agree or disagree with this statement? Your job is to agree with the statement and to explain exactly why this is the case. You are basically being asked “How are characters brought to life? Or how does the writer create a powerful atmosphere? In a really roundabout way… Use PETAL x3 Point (I agree that the write…. because at the beginning of the extract s/he….) Evidence Technique Analysis of effect Link to question (this is especially important in this question) And make sure you focus on the part of the text specified. Aim to write at least 3PETAL paragraphs focussing on the beginning, middle and end of the extract. Wrap the whole answer up with a short personal response addressing the statement. In conclusion I think that the writer has been effective in creating atmosphere and I particularly enjoyed the way….. Question 5: 40 marks 24 marks for content and organisation 16 marks for technical accuracy. 45 minutes (55) You will have a choice of 2 possible tasks. You only need to complete 1. There will be a picture stimulus with a task and another option of a descriptive or narrative task. Allow 5- 10 (6-12) minutes for planning, 10 (12) minutes for proofreading and 25- 30 (30- 35) minutes for writing. Descriptive writing: 5 senses, create a picture in the reader’s mind. Narrative writing: tell a story. Paper 2: Writer’s Viewpoints and Perspectives Question Timing Strategy Reading 10 minutes (13) This exam focuses on non-fiction texts: one will be modern and
Sandra Cornbleet & Ronald Carter The Language of Sport Writing Amanda Coultas Language and Social Contexts David Crystal Rediscover Grammar David Graddol Describing Language Janet Holmes An Introduction to Sociolinguistics 2nd Edition Linda McLoughlin The Language of Magazines Danuta Reah The Language of Newspapers Jean Stilwell Peccei Pragmatics Alison Ross The Language of Humour Francesca Pridham The Language of Conversation LANGUAGE AND GENDER: ENGB1 Deborah Cameron The Myth of Mars and Venus: Do Men and Women Really Speak Different Languages? Jennifer Coates Language and Gender: Amanda Coultas Language and Social Contexts Penelope Eckert & Sally McConnell-Ginet Language and Gender Janet Holmes An Introduction to Sociolinguistics 2nd Edition Angela Goddard and Lindsay Mean Patterson Language and Gender Deborah Tannen You Just Don’t Understand: women and men in conversation Ronald Wardhaugh An Introduction to Sociolinguistics 2nd Edition LANGUAGE AND POWER: ENGB1 Amanda Coultas Language and Social Contexts Norman Fairclough Language and Power Angela Goddard The Language of Advertising Janet Holmes & Maria Stubbe Power and Politeness in the Workplace Almut Koester The Language of Work James Milroy & Lesley Milroy Authority in Language: Investigating Standard English 3rd Edition Linda Thomas, Shan Wareing, Ishtla Singh, Jean Stilwell Peccei, Joanna Thornborrow & Jason Jones Language, Society and Power: An Introduction LANGUAGE AND TECHNOLOGY: ENGB1 Naomi S Baron From Alphabet to Email: How written English Evolved and Where It’s Heading Adrian Beard The Language of Sport Mark Boardman The Language of Websites David Crystal English as a Global Language Geoffrey Finch Word of Mouth: A New Introduction to Language and Communication Jill Marshall & Angela Werndly The Language of Television Tim Shortis The Language of ICT
English Language Introduction The purpose of this document is to define what is acceptable for meeting the University’s English language requirement. GCSE English Language grade C or Grade 4, or above Country equivalencies for GCSE English Language grade C/4 as defined on the Qualification Database iGCSE English as a First Language grade C, Second Language grade B, in all four elements International Baccalaureate English grade 4 at either standard or higher level where the IB meets the normal, academic, entrance requirements AS Level in English Language or English Literature A level in English Language or English Literature European Baccalaureate English 6 (Language 1/2) or 7 (Language 3) Successful completion of a University of Surrey Pre-sessional English Language programme immediately preceding the main degree programme Pearsons Test of English - the test must have been taken within two years of the start of the course IELTS (Academic) - the test must have been taken within two years of the start of the course TOEFL (ibt)- the test must have been taken within two years of the start of the course Trinity College London Integrated Skills in English (ISE) - the test must have been taken within two years of the start of the course Cambridge Certificate of Advanced English Cambridge Certificate of Proficiency in English IELTS (Academic) 6.5 overall with 6.0 in each band 7.0 overall with 6.5 in each band 7.5 overall with 7.0 in each band Cambridge Certificate of Proficiency 176 overall with 169 in each component 185 overall with 176 in each component 191 overall with 185 in each component Cambridge Certificate of Advanced English 176 overall with 169 in each component 185 overall with 176 in each component 191 overall with 185 in each component
HASTINGS HIGH SCHOOL EXAMINATION GUIDE 2015/2017 Subject English Language Course code AQA GCSE English Language 8700 Website address http://www.aqa.org.uk/subjects/english/gcse/english-language-8700 Provisional examination dates Paper 1: 8700(1) English Language Paper One Explorations in Creative Reading and Writing 50%: 6th June 2017 am Paper 2: 8700(2) English Language Paper Two Writers’ Viewpoints and Perspectives 50%: 12th June 2017 am GCSE grade type awarded 9-1 Spoken Language Spoken Language assessments have been completed in class during the autumn term in year 11. Paper 1: 8700(1) English Language Paper One Fiction; 1 hour 45 minutes Paper 2: 8700(2) English Language Paper Two 1 hour 45 minutes Section A Reading (40 marks on each paper) -1 unseen fiction extract -2 unseen non-fiction texts on a similar subject Section B Writing (40 marks on each paper) -descriptive or narrative writing -writing to present a viewpoint Extra Support The class will use specimen papers extensively throughout the course. We will focus on the extended style questions in particular. Revision books CGP New GCSE English Language AQA Revision Guide for the 9-1 Course ISBN 978 1 78294 369 3 CGP New GCSE English Language AQA Workbook for the 9-1 ISBN 978 1 78294 370 9 CGP New GCSE English Language Complete Revision and Practice Grade 9-1 Course AQA ISBN 978 1 78294 414 0 Useful websites
Desirable: Other qualifications relevant to subject specialism Experience Essential: Successful teaching experience of GCSE or functional skills English Ability to identify and support learners with differing needs Ability to manage diverse groups of learners in varying environments Ability to encourage learners and promote the importance of English Demonstrable personal English subject knowledge at L3 or above Desirable: Successful experience in working with students with SpLD Personal Attributes and Qualities Essential: Strong interpersonal and communication skills Seriously committed to quality delivery of education and training and be an active communicator with the ability to interact with a broad community of learners and peers. Enthusiasm, commitment and flexibility to move English forward across the college and within the local community Ability to work with staff and learners providing inspiration and support Ability to work as part of a team but also able to use one’s own initiative Self-motivated, flexible and adaptable. The willingness to embrace processes of change and development College Values In addition to job role competencies Cornwall College values are embedded in all roles. Therefore, all employees will be expected to review the College values document and ensure they understand how the values apply to their role and the wider organisation. Consistent Can do Courageous Creative Connected Caring Celebrating Please note: All employees of Cornwall College are required to undertake mandatory Safeguarding, health and safety, data protection and Equality & Diversity Training. All statutory checks governed by “every child matters” will need to be completed before commencing employment. For minibus driver roles or those required to drive a minibus as part of their role must have their licences (both the photo card and paper counterpart) checked, before an offer and confirmation of employment, to ensure they meet with legislative requirements and The Cornwall College Group policies (). It may also be necessary to check the driving licence of other members of staff, before commencement of employment, where they are required to drive on Cornwall College business to ensure they meet The Cornwall College Group policies (). If the