Our LAST Ever lesson

Final language Resource EVER

View more presentations from MsCaldwell.

Super Language Doc

GCSE Language Revision Super Doc

View more documents from MsCaldwell.

Revision Language Section B

Right - one of the key things here is timing. People are still not allowing themselves enough time: THE MOST MARKS IN THE PAPER ARE AVAILABLE IN THE FINAL QUESTION SO DO NOT RUN OUT OF TIME. You may decide you want to work backwards to avoid running out of time.
Q5 - 25 mins (explain, describe inform)
Q6 - 35 mins (persuade, argue)

What you're marked on.
i, content/communication
ii, organisation
iii, accuracy (sentences and spelling)

i, this is choosing vocabulary and language devices appropriate to purpose. (If you're describing, you're going to sumptuous imagery with similes, metaphors distinctive verbs adjectives etc. If you're informing, depending on the target audience, standard English and statistics etc.etc.)
ii, this is the quality of your paragraphing and text cohesion. You should also use a range of discourse markers.
iii, important marks-wise, spelling and sentences. You know the tasks. It may be that you have a few distinctive words you learn to spell before you get in. Make sure you're not getting your, you're, and they're their, there wrong. Also, capital letters and I not i are important as are apostrophes. Get the basics right as you'll seem like a poor candidate if these are wrong. You need to also have a range of sentence structures too. Write :;,..!?-() at the top of your paper and use them all... One word sentences for impact and embedded clauses are an essential.
If you use the structures I have given you and told you to use again and again - this WILL improve your marks...

Sentences clauses and colons

View more PowerPoint from MsCaldwell

WOW! Even more for you. You can have a full and comprehensive understanding of the exam: lucky you!

Language exam higher

View more PowerPoint from MsCaldwell

REVISION LANGUAGE SECTION A

Hello Y11. Hope you enjoyed the questions Thursday. I think we have been very well prepared for the Literature, especially if you came to the revision sessions.
It's not over yet though and you'll have to study this weekend, despite the sunshine.
There's a lot of writing here, but you'll need to practice your reading skills in preparation for Section A anyway!

Firstly, The 10 Mark Challenge booklet it available on the school home page.

For Section A, the trick is really exam skill. KNOW WHAT YOU ARE being asked to do and when. You need to also be really quick - there's a lot to do in a short space of time - knowing the exam structure will help with your speed. There are videos to guide you here.

Look at a range of articles over the weekend and answer the 4 questions. Here's a comprehensive breakdown of what you are require to do (lucky you):

Section A
Q1 – what do you learn from the article? (8 marks) SOURCE 1	It will not say you do, but you need   to have quotes here. It’s more PE than PEE though.
Q2 – how does the article use   presentational features?           (8 marks) SOURCE 2	This is PEE+ on presentational features. YOU MUST LINK WHAT you are saying back to the   purpose of the text rather than making a general comment about the use of colour, image, strap-line etc. Look at the link to the other blog for some excellent guidance on this. Remember here to focus on presentational features and don’t analyse language. If you write about language here you get 0.
Q3 – how does the writer show thoughts and feelings? (8 marks) SOURCE 3	PEE+ on THOUGHTS AND FEELINGS here, but linking back to the text. Identify what the question is asking you to write about: circle it in the question and use these words in your topic sentences (P).
Q4 – Compare the effectiveness of the language between two sources?	This is the same skill as the poetry. The trick is to find a linked point. REMEBER PEE SANDWICH! Also, don’t make generalised comments about the effect of emotive language or the choice of the word ‘....’ etc. Why are these articles doing this? Link it back to purpose.

To of the stock(s) phrases...

Brutally undercuts

Savagely belittles

Cleverly creates

Skilfully manipulates

Fails to convince

Reinforces the theme of 

The most significant structural point is

Crooks and Of Mice and Men

Look at the below


'I seen hundreds of men come by on the road an’ on the ranches, with their bindles on their back an’ that same damn thing in their heads . . . every damn one of ’em’s got a little piece of land in his head. An’ never a God damn one of ’em ever gets it. Just like heaven. Ever’body wants a little piece of lan’. I read plenty of books out here. Nobody never gets to heaven, and nobody gets no land.'


How does this extract reflect Crooks' repression? What does it show you about dreams, particularly the American Dream? Crooks then goes on to be cruel to Lennie - what does this say about mankind? 


How does Steinbeck use Crooks to show racial inequality in 1930s America? 
(Don't forget that you need to include quotes and analysis in your answer...)


This below is taken from shmoop.com (it's a good site, have a look around!).


Lennie’s brief interaction with Crooks reveals the complexity of racial prejudice in the northern California ranch life. Though Crooks was born in California (not like many Southern blacks who had migrated, he implies), he is still always made to feel like an outsider, even in his home state. Crooks is painfully aware that his skin color is all that keeps him separate in this culture. This outsider status causes him to lament his loneliness, but he also delights in seeing the loneliness of others, perhaps because misery loves company. When Crooks begins to pick on Lennie, suggesting George won’t come home, we discover the slight mean streak that undoubtedly develops after being alone for so long. Lennie unwittingly soothes Crooks into feeling at ease, and Candy even gets the man excited about the dream farm, to the point where Crooks could fancy himself worthy and equal enough to be in on the plan with the guys. 

Crooks’s little dream of the farm is shattered by Curley’s wife’s nasty comments, slotting the black man right back into his "place" as inferior to a white woman. Jolted into that era’s reality by Curley’s wife harsh treatment, Crooks refuses to say the woman is wrong. Instead, he accepts the fact that he lives with ever-present racial discrimination. He dismisses the other men, saying he had "forgotten himself" because they’d treated him so well. It seems Crooks defines his own notion of himself not based on what he believes he’s worth, but on knowing that no matter how he feels, others around him will always value him as less. As quickly as he got excited about the dream, he abandons it, telling Candy he was "Jus foolin" about being interested in his own freedom and happiness.

Women in Of Mice and Men

Look at the presentation of women in OMAM. There's Curley's wife, always only ever a wife as she is not given a name. She is seen as sexually forward and dangerous. Find quotes to support this and learn them. Leave good ones in the comments box to be kind to your peers!
How else are women presented though? There's Curley's wife who is unsympathetically presented; she is  dangerous and ultimately is seen to destroy the dreams of the sympathetically presented ranch workers. In her death she 'flops like a fish' and Candy gets angry with her as she lies there dead. The other women mentioned are Aunt Clara and the 'whores' at the 'cathouse'. These women are not condemned for their occupation, but seen as a necessary and acceptable way for the ranch workers to relax.
How do these representations show attitudes about women in 1930s America?
Research it and then write for 22 minutes answering the question.
It would be really useful if you posted your answers!

Revision 5 LOTF questions

We are so nearly there!
Here are some LOTF exam questions for you to have a go at. You will have looked at some of them before. Think about what you need to include.
Solid point that answers the question.
Quote that you can unpack
Loads said about it including picking out a particular word, and a comment on structure if possible.
Link it all to theme/ messages. Why is Golding doing this? What's he trying to say?
Bosh! Sorted.

·         What do you think is the significance of Jack in Lord of the Flies, and how does Golding present him?

·         What do you think is the significance of Piggy in Lord of the Flies, and how does Golding present him?

·         What is the significance of Roger, Samneric and the Littleuns in Lord of the Flies, and how does Golding present them?

·         How does Golding present the idea of ‘the Beast’ in Lord of the Flies, and how does he use it to explore the boys’ fears?

·         ‘As if it wasn’t a good island’. What is the significance of the setting in Lord of the Flies, and how does Golding use the island to explore different ideas?

·         What is the significance of violence in Lord of the Flies, and how does Golding present and explore the theme.

·         What role do the ‘assemblies’ play in shaping our understanding of Lord of the Flies, and how does Golding use them to explore ideas?

(p85)

·         What role does loyalty play in Lord of the Flies, and how does Golding present and explore the theme?

·         Self-interest plays a crucial role in the events of Lord of the Flies, how does Golding present and explore the idea?

·         How significant are symbols to our understanding of Lord of the Flies, and how does Golding use them to explore themes and ideas?

Post to follow about OMAM! 

Lucky you.

Check out this blog. It is exceptional - devotees will be rewarded!

How to Compare

Hi Y11
If you missed today's lesson, it is imperative you look at this and do the task. This is the least well done exam skill so, if you can really get it down, you'll be sorted!
Don't be intimidated by it - it is an excellent response; however, you have the skills to do this as it is just building on PEE+.
Let me know if you're stuck.
Ms

Poetry - How to compare

View more presentations from MsCaldwell.

Revision 4

Right - final days...

1. Use your 10 Mark Challenge targets. Use CherwellOnline to guide this. All staff know about this so you need to ensure that you are ready to say where you are getting your marks from and what you have done. 
2. Make sure you know 4 poems extremely well. I don't mean just have a general idea, but have quotes you know of by heart that you can say loads about AND link to the ideas in the poem (feelings/experiences of conflict). You then need to also know how these poems link to other poems - use the little booklet you have to guide this. I will, again, test you randomly. Write out a sample response in 45 minutes answering: How is the personal experience of conflict shown in one of your poem and a second? Remember the comparison lesson we did - this skill is transferable to this question too. 
3. Make revision cards on the themes in LOTF - the study guide will be very useful for this, otherwise look online. There are links in previous posts that will help too. 

Let me know if you have a problem or query.

Ms

What is in each exam and when?

Monday 22^nd Literature Modern Texts

Lord of the Flies and Of Mice and Men

1 hour and 30 minutes/ 45 minutes on each

Thursday 24^th Literature Poetry

Conflict Poetry and an Unseen

1 hour and 15 minutes

45 minutes on Conflict comparing two poems (choice of two questions with a named poem in each)

30 minutes on an unseen Poem

Tuesday  29^th Language Exam

2 hours and 15 minutes

15 minutes reading time

Section A – 4 questions and 3 sources (1 hour) You should know this very well by now.

Section B – 2 writing tasks (1 hour)

Revision 3 (inc sentence accuracy)

Hello Y11

This is our final week of lessons before the exam season begins.

We are really nearly there!

Your revision should have a focus on the modern texts exam (2 hours of revision and then AT LEAST one hour language work).

So, some general advice for the exam that came up from our mock papers.

1.       Plan your work. Think, ‘what’s the most significant thing that happens linked to this question or this extract?’ Then plan, with a quote being the basis of your paragraphs.  This will help you maintain focus.

2.       Have clear topic sentences. What is your paragraph about?

3.       Extend your language and structure analysis with an analysis of how it links to themes.

4.       You can pretty much learn the section B of the OMAM paper. Research the context and write about it. Remember the carousel lesson we did? That’s a good basis, but you can find out more specific details.

Your revision should be:

• ·         Write a 45 minute timed essay answering: What do you think is the importance of Ralph in LOTF and how does Golding present him?
• Complete the OMAM exam with your personalised targets. 
• ·         Research the historical context of OMAM. Make revision cards with keys points. Then write out a response for

-          How does Steinbeck use Curley’s wife to convey ideas about America in the 1930s?

-          How does Steinbeck use Crooks to convey ideas about America in the 1930s?

• ·         Look through the sentence accuracy PPt. Then write an article for a newspaper arguing for or against a free bus travel for under 18s. (Don't forget the structures we have used too!)

Bring these to the lesson on Thursday and put them on the desk when you get in to class. Prize for the most effort, C3 for those who don’t...

Comment if you are stuck. Ms :)

Sentences clauses and colons

View more PowerPoint from MsCaldwell