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English Homework
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Year 7
Term 1 - Two Weeks with the Queen
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| Week 1 |
Write down five facts about Colin. |
| Week 2 |
Write a postcard from Colin home to his parents. Comment on his feelings for his
aunt and uncle. |
| Week 3 |
Create a cartoon strip that shows Colin’s trip across London to Buckingham
Palace. |
| Week 4 |
Draw and label an illustration of the character of Alistair. |
| Week 5 |
Write a paragraph identifying the moral message Gleitzman gives us in his novel. |
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Term 2 or 3 - Newspaper/Group Reading
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| Week 1 |
Create a colourful mind map of the different conventions (characteristics) of
newspaper writing. Show the differences between a tabloid and broadsheet. |
| Week 2 |
Find the same story printed in both a tabloid and a quality newspaper. Identify
and comment on the way that the stories are told and comment on any prejudices
that you may identify. Stick both of the newspaper items onto paper and annotate
the points that you have identified. |
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Term 2 or 3 - Twelfth Night
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| Week 1 |
Create a fact file on Elizabethan England and William Shakespeare. |
| Week 2 |
Create a spider diagram of the different things that make us laugh. |
| Week 3 |
Compare and contrast the characters of Sir Andrew Aguecheek and Sir Toby Belch
using Point, Evidence and Analysis. Use quotations from the play to support your
point. You will need to make notes on this in class or access the text on the
internet. |
| Week 4 |
Illustrate and label a picture of Malvolio. |
| Week 5 |
Write a definition of the word annotation. Complete a mind map of all the
different features we need to annotate in a Shakespeare text e.g. themes,
character, etc. |
| Week 6 |
Using the extracts of the key scenes booklet given in class, develop your
annotation notes using colour and key points. |
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Term 2, 3 or 4 - Short Stories
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| Week 1 |
Create a spider diagram of the various characteristics of a short story. |
| Week 2 |
Write the blurb (short summary on the back cover of a book) to one of the short
stories you have read in class. |
| Week 3 |
Write a one page review comparing two of the short stories you have read in
class. |
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Term 4 or 5 - Non-fiction
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| Week 1 |
Write a definition for 'non-fiction'. Now write a list of all the different
types of non-fiction texts e.g. encyclopaedia. |
| Week 3 |
Devise a table to show the different features of the non-fiction texts you have
studied in class. Use headings such as text types, tense, layout, etc. for each
of the non-fiction types of text e.g. recount. |
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Term 4 or 5 - Pre-1914 Poetry
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| Week 1 |
Write an acrostic poem using your full name. |
| Week 2 |
Write a limerick about something funny. |
| Week 3 |
Research one example of a sonnet by William Shakespeare. Print and annotate a
copy to show your understanding. Why did he write the sonnet? |
| Week 4 |
Create a spider diagram of the conventions (characteristics) of a ballad. |
| Week 5 |
Create a poetic terms revision glossary at the back of your exercise books
including all the features you have learnt this term including:
- Syllables
- Rhyme
- Simile
- Metaphor
- Tone
- Personification
- Alliteration
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Term 5 or 6 - Great Speeches
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| Week 1 |
Write a response to the question 'What makes a good speaker and listener?' |
| Week 2 |
Research and annotate an example of a great speech. |
| Week 3 |
Plan and draft your individual speech in preparation for designing a PowerPoint/
Word presentation. |
| Week 4 |
Write a one page evaluation of your three minute speech in class identifying both
the strengths and H.T.I.s (how to improve). |
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Term 6 - Theme Park
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| Week 1 |
Research two theme parks. Compare and contrast their websites. |
| Week 2 |
You have been asked to make a presentation to the local council to persuade them
to allow you to build a theme park in Swindon borough. Prepare a presentation to
deliver to the council chamber. You may use any visual aids you think are
necessary. |
| Week 3 |
Write a blog entry of a teenager who has just visited your theme park. Write a
minimum of half a page. |
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Year 8
Term 1 – Modern Novel: either Unique, Stone Cold or Face
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Unique:
| Week 1 |
Identify the literary devices in the prologue of the novel. Annotate what the
devices you have identified and comment on what they achieve. |
| Week 2 |
Research gene therapy on the internet. Collect information that shows the
positive and negative points of such research. Tabulate these under headings
Pros and Cons. This will be used to create a balanced argument later. |
| Week 3 |
Prepare a presentation that is either for or against gene therapy and research.
Use a range of persuasive language that helps to support your viewpoint. |
| Week 4 |
Write a character summary on Dominic. |
| Week 5 |
Create a timeline of all the main events in the novel. |
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Stone Cold:
| Week 1 |
Research homelessness on the Internet. Find out facts and figures for Swindon. |
| Week 2 |
What charities exist to assist people who are homeless? Identify at least four
and write a brief summary as to how each charity helps. |
| Week 3 |
What could cause a person to become homeless? Why do you think the author chose
Link’s problem? Is this a common problem for some teenagers? You may have to do
some research on this. |
| Week 4 |
How effective do you think the dual narrative is for building up atmosphere in
this novel? |
| Week 5 |
What a paragraph on what you think are the key messages the writer gives us
through this novel. |
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Face:
| Week 1 |
How does the writer create the sense of boredom in the first page of the novel,
Face? Answer using PEA. |
| Week 2 |
Find a photograph of your local shopping centre or town centre. Describe what it
is like first thing in the morning and during mid day. Use a range of
descriptive language. |
| Week 3 |
Prepare a presentation that shows the effects of an accident that can change a
person's outlook on life. |
| Week 4 |
Create a timeline of the key events in the novel. |
| Week 5 |
What a paragraph on what you think are the key messages the writer gives us
through this novel. |
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Term 2 - The Tempest: Drama Unit
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| Week 1 |
Draw a character map of The Tempest to show the relationship links. |
| Week 2 |
In your own words, using a minimum of one full page write a summary of the plot
of The Tempest. |
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Term 2 - Writing Triplet: Imagine, Explore and Entertain
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| Week 1 |
Create a detailed mind map that lists the key features and points for the
Triplet. |
| Week 2 |
Collect exemplars of the writing triplets. Identify and annotate the key
features in the exemplars. |
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Term 3 - The Tempest
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| Week 1 |
Create character profiles for the main characters in the key scenes. Ensure that
you support your points with quotes from the play. |
| Week 2 |
Draw a cartoon strip showing the main action in the first key scene. |
| Week 3 |
Draw a cartoon strip showing the main action in the second key scene. |
| Week 4 |
Make bright mind-maps for the following key areas on the play:
- Characters
- Language
- Theme
- Plot
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| Week 5 |
In the role of the director, write a two page review showing how you would direct
the performance of a scene of your choosing. |
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Term 4 - Reading Skills for Life
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| Week 1 |
Collate a reading scrap book of articles from magazines and newspapers that are
of interest to you. |
| Week 2 |
Choose a piece of writing that contains descriptive language. Identify and
highlight the descriptive language. Annotate what you have found. Analyse and
comment on the implied and explicit meaning of the descriptive language. Stick
it into your scrap book. |
| Week 3 |
In what ways can a writer use language to persuade the reader? List at least
five ideas. |
| Week 4 |
Using the internet or library, research a selection of short non-fiction texts.
Analyse how these texts are structured. |
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Term 4 - Writing Triplet: Inform, Describe and Explain
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| Week 1 |
Create a revision aid that lists the key features and points for the Triplet.
Use look, cover, write, check to see how many you can recall. |
| Week 2 |
Collect exemplars of the writing triplets. Identify and annotate the key
features in the exemplars. |
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Term 5 - Writing Triplet: Argue, Persuade and Advise
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| Week 1 |
Create revision mind map that lists the key features and points for the Triplet.
Use colour and link ideas. |
| Week 2 |
Begin a reading scrap book. Collect a range of different writing that exemplify
the Triplet style. Annotate the key features. You may find such exemplars in
adverts and promotional publications. |
| Week 3 |
Create a persuasive poster that gives advice on preparing for the Functional
Skills examination in Year 9. |
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Term 6 - Our Day Out
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| Week 1 |
Research the background to the life and works of Willy Russell. |
| Week 2 |
Create a mind map of ideas in the back of your exercise book on the social,
cultural and historical context of the play. Keep adding to it. |
| Week 3 |
Using two full pages of point, evidence and analysis, answer the following
question: "In scene 7-12 do the children behave in a manner that is expected of
them?" |
| Week 4 |
Imagine that you are Mr Briggs. Write an article for the "Times Educational
Supplement" on the ideal approach to teaching in a comprehensive school. |
| Week 5 |
Using one full page of point, evidence and analysis, write a summary on the
character of Mrs Kay. |
| Week 6 |
What message is Russell giving the audience at the end of the play Our Day Out? |
| Week 7 |
Complete a detailed plan for your essay question on:
'A major theme in Our Day Out is the lack of education and opportunity for
young people in the inner city. Using scenes from the play show how Willy
Russell makes the audience aware of this theme.' |
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Year 9
Term 1 - Gothic Reading
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| Week 1 |
Read your allocated Edgar Allen Poe story: look up any words that you do not
understand and create a "Gothic Glossary". |
| Week 2 |
Annotate your story for emotive language and structural techniques the writer
uses to keep you gripped |
| Week 3 |
Type your final draft, with amendments suggested by your teacher, peers and
parents. Perform the final copy to a family member. |
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Term 2 - Great Expectations/Dragon's Den
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| Week 1 |
Research social/historical context of novel. Research Victorian England 1850 - 1890
- Government
- Religion
- Education
- Class system
- Literature
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| Week 2 |
Pip's Expectations Worksheet |
| Week 3 |
Create a rainbow metaphor on A4 paper showing your analysis of the layers of
meaning in Dickens' language. |
| Week 4 |
Keep a "Talk Diary" for one week. Prepare for oral Great Expectations essay. |
| Week 5 |
Watch a soap opera to investigate communication: verbal, non-verbal. |
| Week 6 |
Practice delivering persuasive individual presentation for Dragon's Den. |
| Week 7 |
Write a reflective review of your performance, commenting on delivery and body
language. |
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Term 3 - Romeo and Juliet
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| Week 1 |
Research social/historical context of novel: England 1600s
- Government
- Religion
- Education
- Shakespeare's contemporaries (G&T only)
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| Week 2 |
Based on your understanding of the prologue and the uses of a prologue, what type
of play would Romeo and Juliet's first audience expect? Write a PEAI paragraph. |
| Week 3 |
Find five links (language, structure, dramatic device, character) between the
prologue, Act IV and Act VIII.
Begin first draft of coursework. |
| Week 4 |
Continue first draft of coursework. |
| Week 5 |
Type final draft of coursework with changes recommended by your teacher. |
| Week 6 |
Romeo and Juliet final copy of coursework due 2nd April 2009. |
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Term 4 - An Inspector Calls
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| Week 1 |
Research social/historical context of novel: Research Edwardian England
- Government
- Religion
- Education
- Class system
- Literature (G&T only)
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| Week 2 |
In Act One of An Inspector Calls how does J.B. Priestley use dramatic devices to
convey his concerns and ideas to the members of the audience, as well as interest
and involve them in his play? |
| Week 3 |
Which character do you think is most responsible for Eva Smith’s suicide?
Which character does the Inspector treat worst? Why do you think this?
What outcome do you predict? |
| Week 4 |
Continue first draft of coursework. |
| Week 5 |
Type final draft of coursework with changes recommended by your teacher. |
| Week 6 |
An Inspector Calls final copy of coursework due 11th February
2009. |
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Term 5 - Functional Skills/Travel Writing
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| Week 1 |
Research where you live in Swindon: how long has your house been there? What was
there before your house? Sketch and label an artist's impression of what it may
have looked like. |
| Week 2 |
Find two pieces of writing about your favourite place in the world. It could be
from a newspaper, a website, a book or a leaflet. |
| Week 3 |
Create a display about your favourite place using reading and writing completed
in class. Present this display to a family member. |
| Week 4 |
Write the final draft of your brochure about your favourite place. Ensure you
follow the criteria of FAP and use a variety of sentence structures. |
| Week 5 |
Ensure your presentation and letter are prepared for presentation. |
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Term 6 - Documentary/short film - 2 projects
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| Project 1 |
Write an analytical review of a documentary you have watched and enjoyed. Why
did you enjoy it? |
| Project 2 |
Complete storyboard and script for your documentary/short film. |
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