Attached below is the June mock exam paper which you can use for revision:
Please complete the following by Wednesday 4th November.
Revise the following for your assessment after Half Term:
When you read, the writer often leaves gaps that you need to fill yourself. This is called making inferences. You use the clues and information you are given and read between the lines to work out what the characters are feeling and what is happening in the story.
When we look at language, we are thinking about the words the writer has chosen and working out how they effect the reader and the story itself. We are looking for ways the writer has manipulated language to influence the reader. Some ways writers use language:
If a simile or metaphor has been used, think about why the comparison has been chosen. How does it add to the description or our understanding? If personification has been used, how does this affect the atmosphere?
When we talk about structure, we are talking about how a piece of writing has been put together. It could refer to:
Here is the file that Mr Hoskin has set his class for home learning although it would be useful for all Year 11 students to use to revise Of Mice and Men for the Literature exam.
Who is the most evil literary villain?
You need to decide on who you think is the most evil literary villain and why? Think about those you have looked at in lessons and from the books that you have read, both at school and at home.
You need to choose your villain and then prepare yourself to argue why your villain is the most evil. You will take part in a balloon debate and must be able to explain why your villain should be the one thrown out of the balloon full of villains!
To do this you will need to research the ‘evil’ and ‘bad’ acts that your villain has committed. You will need to think about how they compare to other villains and how you can persuade people that your villain is the one that beats all others when it comes to being evil.
You must put together all of your reasons and be ready to defend your decision in class.
Week One: Choosing and researching your literary villain. Getting your evidence as to why they are the most evil.
Week Two: Put together your arguments and decide how you are going to persuade the rest of the class that your villain is the most evil. You have to be ready to take your role in the debate in lessons.
Your teacher will give you the date you need to be ready for the balloon debate in class.
If you need to download a copy of these instructions, click here: Year 7 Literary Villains ELP.
Leamington Library is running a Young Writers club once a month on Saturdays 1pm – 3pm.
The cost is £4 per session and you need to book in advance. Mr. Moss has some booking forms or you can find out more by emailing firstname.lastname@example.org or calling 0330 555 8171 and asking for Leamington Library.
Mrs Lavender recommended this book to me and I read it one weekend – I couldn’t put it down! It is a story of a privileged, rich family and the teenage cousins who summer together every year.
The protagonist, Cadence, has suffered some kind of brain injury which means she doesn’t remember what happened to her on the island two years ago. She returns to the island aged seventeen and tries to piece together the events that have had such a huge impact on her and her family.
It is emotional and brilliantly told. The characters felt so real and I loved them all. It is poetic and yet realistic and it took my breath away with its ending. I would definitely recommend this Young Adult book which is probably suitable from Year 9.
Favourite quotation: ‘Be a little kinder than you have to’
Phrases, simply speaking, are groups of two or more words.
Therefore, a noun phrase is a noun with its article or pronoun and adjectives which add more detail or information about the noun. In the example above, the noun ‘dog’ has been made more specific: ‘old’, ‘tired’, ‘with no tail’.
The two adjectives themselves form an adjectival phrase. Again, this simply means ‘more than one adjective’ Another adjectival phrase which could replace ‘old, tired’ in the example above could be ‘brown and spotty’, where two adjectives are joined by the connective ‘and’.
A adjectival phrase could also start with a preposition, like ‘with’ above, to add more information answering the question WHICH ONE? As it starts with a prepositional, it is also called a prepositional phrase.
Every sentence must have at least one verb to be a fully formed sentence. Verbs are doing, being or having words. In the example above, ‘slept’ is the verb as it is what the subject of the sentence, the dog, is doing.
To add more information to the verb, we can use adverbs (like ‘soundly’ above which addressed HOW the dog slept) and adverbial phrases. These answer the questions HOW (the manner in which) something is being done, WHERE is it happening or WHEN is it happening. Remember, a phrase is just more than one word so an adverbial phrase is where a group of words act like an adverb. In the example above ‘on the rug’ tells us WHERE the dog slept. As the phrase ‘on the rug’ beings with ‘on’, a preposition, it is also called a prepositional phrase.
Other useful terms:
Definite article: the – refers to a particular noun
The man entered the room.
Indefinite article: a / an – refers to any noun, or it is not important which noun
A dog ran across the road.
Possessive Pronoun: my, your, his, her, our, their
These show ownership of the noun, e.g. my old shoe, his football.
Relative pronoun: that, who, whom, whose, or which
These can introduce adverbial and adjectival phrases, e.g. the book that everyone was talking about…, his sister who was always late…
The subject of the sentence (shown in bold below) is the person or thing which is doing, being or having the verb.
The boy kicked the ball.
The girl was seven years old.
I had no money.
Education is very important.