1. Miss L. Hamilton Extend your thinking@ Bishop Justus 2013/2014 Year 11 Term 3 – English Language Exam Lesson 4: Question 2 LQ: Am I able to analyse the effect of a headline and image and explain how they reinforce the article? Year 11 Term 3 – English Language Exam Lesson 4: Question 2 LQ: Am I able to analyse the effect of a headline and image and explain how they reinforce the article? Check out the blog for more revision materials: http://www.justuslearning.com/?p=303 Literary terms: onomatopoeia, adverbs, metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase, pathetic fallacy, emotive language, short sentences, structure, sensuous description, rule of three, extended vocabulary, varied punctuation

2. Good Progress: I will come up with 3 ways the headline and image support the article and why they are effective Excellent Progress: I will write a response and explain my ideas in detail using the word ‘reinforces’ Outstanding Progress: I will consider the marking criteria and modelled example and write a response in line with my target grade How much progress will you make today? LQ: Am I able to analyse the effect of a headline and image and explain how they reinforce the article? Extend your thinking@ Bishop Justus 2013/2014 Literary Techniques: Dramatic irony, imagery, simile, metaphor, oxymoron, rule of 3 Formula Words: portrays, suggests, emphasises, represents, reflects, illustrates, highlights Key Words: Shakespeare, tragedy, character, Verona, interpretation, Elizabethan audience Literary Techniques: Dramatic irony, imagery, simile, metaphor, oxymoron, rule of 3 Formula Words: portrays, suggests, emphasises, represents, reflects, illustrates, highlights Key Words: Shakespeare, tragedy, character, Verona, interpretation, Elizabethan audience Literary terms: onomatopoeia, adverbs, metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase, pathetic fallacy, emotive language, short sentences, structure, sensuous description, rule of three, extended vocabulary, varied punctuation

3. Miss L. Hamilton Extend your thinking@ Bishop Justus 2013/2014 Literary terms: onomatopoeia, adverbs, metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase, pathetic fallacy, emotive language, short sentences, structure, sensuous description, rule of three, extended vocabulary, varied punctuation About the exam: 2 hours 15 minutes 2 Sections Section A – Reading (4 questions) Spend 15 minutes reading the questions and texts and 1 hour answering the 4 questions Section B – Writing (2 questions) Spend 1 hour answering the 2 questions (WATCH THE PREZI PRESENTATION FOR FURTHER INFORMATION) About the exam: 2 hours 15 minutes 2 Sections Section A – Reading (4 questions) Spend 15 minutes reading the questions and texts and 1 hour answering the 4 questions Section B – Writing (2 questions) Spend 1 hour answering the 2 questions (WATCH THE PREZI PRESENTATION FOR FURTHER INFORMATION) Check out the blog for more revision materials: http://www.justuslearning.com/?p=303

4. Miss L. Hamilton Extend your thinking@ Bishop Justus 2013/2014 Literary terms: onomatopoeia, adverbs, metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase, pathetic fallacy, emotive language, short sentences, structure, sensuous description, rule of three, extended vocabulary, varied punctuation Check out the blog for more revision materials: http://www.justuslearning.com/?p=303

5. Miss L. Hamilton Extend your thinking@ Bishop Justus 2013/2014 LQ: Literary terms: onomatopoeia, adverbs, metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase, pathetic fallacy, emotive language, short sentences, structure, sensuous description, rule of three, extended vocabulary, varied punctuation Starter: Individual Activity Read source 2, the article and the picture which goes with it called, ‘Trapped Chilean miners: rescue drill reaches their refuge at last by David Batty.’ Consider how the headline and picture are effective and how they link to the text. Starter: Individual Activity Read source 2, the article and the picture which goes with it called, ‘Trapped Chilean miners: rescue drill reaches their refuge at last by David Batty.’ Consider how the headline and picture are effective and how they link to the text. Check out the blog for more revision materials: http://www.justuslearning.com/?p=303 Extension Task: Can you think of something insightful as well as the more obvious elements?

6. Miss L. Hamilton Extend your thinking@ Bishop Justus 2013/2014 LQ: Literary terms: onomatopoeia, adverbs, metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase, pathetic fallacy, emotive language, short sentences, structure, sensuous description, rule of three, extended vocabulary, varied punctuation Introduction: Paired Exploration Task In your pairs discuss what you might include within your 3 points when responding to this question and note down your ideas Then compare to the ideas listed in the marking criteria Introduction: Paired Exploration Task In your pairs discuss what you might include within your 3 points when responding to this question and note down your ideas Then compare to the ideas listed in the marking criteria Check out the blog for more revision materials: http://www.justuslearning.com/?p=303 Extension Task: Were any of your ideas insightful and original? If not can you think of something not on the marking criteria?

7. Miss L. Hamilton Extend your thinking@ Bishop Justus 2013/2014 Literary terms: onomatopoeia, adverbs, metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase, pathetic fallacy, emotive language, short sentences, structure, sensuous description, rule of three, extended vocabulary, varied punctuation Check out the blog for more revision materials: http://www.justuslearning.com/?p=303

8. Miss L. Hamilton Extend your thinking@ Bishop Justus 2013/2014 LQ: Literary terms: onomatopoeia, adverbs, metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase, pathetic fallacy, emotive language, short sentences, structure, sensuous description, rule of three, extended vocabulary, varied punctuation Task 1: Paired Evaluation Task Read the modelled response – why has this been awarded full marks? Task 1: Paired Evaluation Task Read the modelled response – why has this been awarded full marks? Check out the blog for more revision materials: http://www.justuslearning.com/?p=303 Extension Task: What improvements could you make to this?

9. Miss L. Hamilton Extend your thinking@ Bishop Justus 2013/2014 LQ: Literary terms: onomatopoeia, adverbs, metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase, pathetic fallacy, emotive language, short sentences, structure, sensuous description, rule of three, extended vocabulary, varied punctuation Task 2: Individual Writing Task Pick two of the points you have come up with in your pair that are not contained within the modelled example and each write one up considering the modelled response, marking criteria and own target grade. Task 2: Individual Writing Task Pick two of the points you have come up with in your pair that are not contained within the modelled example and each write one up considering the modelled response, marking criteria and own target grade. Check out the blog for more revision materials: http://www.justuslearning.com/?p=303 Extension Task: Try to use the word ‘reinforces’ and explain in detail the effect and link to text

10. Miss L. Hamilton Extend your thinking@ Bishop Justus 2013/2014 LQ: Literary terms: onomatopoeia, adverbs, metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase, pathetic fallacy, emotive language, short sentences, structure, sensuous description, rule of three, extended vocabulary, varied punctuation Plenary: Peer Evaluation Task Swap paragraphs and mark your partner’s in accordance with the mark scheme. 1.State the mark and band 2.WWW/EBI 3.Highlight impressive moments 4.Correct inaccuracies Share the highest marked paragraph with the class and set a target for question 2 Plenary: Peer Evaluation Task Swap paragraphs and mark your partner’s in accordance with the mark scheme. 1.State the mark and band 2.WWW/EBI 3.Highlight impressive moments 4.Correct inaccuracies Share the highest marked paragraph with the class and set a target for question 2 Check out the blog for more revision materials: http://www.justuslearning.com/?p=303 Extension Task: How could you improve their work and help them address their targets?

11. Good Progress: I will come up with 3 ways the headline and image support the article and why they are effective Excellent Progress: I will write a response and explain my ideas in detail using the word ‘reinforces’ Outstanding Progress: I will consider the marking criteria and modelled example and write a response in line with my target grade How much progress will you make today? LQ: Am I able to analyse the effect of a headline and image and explain how they reinforce the article? Extend your thinking@ Bishop Justus 2013/2014 Literary Techniques: Dramatic irony, imagery, simile, metaphor, oxymoron, rule of 3 Formula Words: portrays, suggests, emphasises, represents, reflects, illustrates, highlights Key Words: Shakespeare, tragedy, character, Verona, interpretation, Elizabethan audience Literary Techniques: Dramatic irony, imagery, simile, metaphor, oxymoron, rule of 3 Formula Words: portrays, suggests, emphasises, represents, reflects, illustrates, highlights Key Words: Shakespeare, tragedy, character, Verona, interpretation, Elizabethan audience Literary terms: onomatopoeia, adverbs, metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase, pathetic fallacy, emotive language, short sentences, structure, sensuous description, rule of three, extended vocabulary, varied punctuation