Category Archives: KDE

9En1 – Mr Dettman – Reading Log Entry

Following Half Term, write a 200-300 word (minimum) Reading Log entry, covering:

  1. What you’ve been reading most recently and how and why you’ve been enjoying it (or not).  (A mini-review.) Extension: Try and practice using Persuasive techniques – I’ll reward you with an Outstanding sticker for the best ones.
  2. To whom would you recommend the book, and why (what is it about the book and the potential reader’s interest in the subject/genre)?
  3. What you’re planning to read next.  Fiction/Non-fiction; same author; genre of novel; recommendation from Mrs Wilson etc.
  4. Whether you’ve just finished a book and what your Accelerated Reader score was (if you’d like to share it).
  5. Anything else you’d like to add.

Folk Tales – Holiday Task

Based on our lesson on Folk Tales, please write your own Folk Tale, from a specific country/culture from round the world.  It could be from Africa; the Americas; Asia; Australasia or even our very own British culture.

You could choose to do a Porqoui Story (Download the help sheet attached.)

Create your own Pourquoi Story_Scaffolded

Izinganekwane_Writing Frame

…or if you’re feeling particularly adventurous, try your very own Zulu folk tale (Izinganekwane) – here are some examples:​  

There is also a help sheet to help you write one of these. (See above).

Please copy and paste your story into the Reply box, and don’t forget to give someone some WWW and EBI feedback on their own story.

8En2 – PSHE – Alcohol Awareness

Go to the charity Drinkaware‘s website, and using the page on the link attached find:

1. 3-5 facts about the risks of Alcohol for young people.

2. Ranking these from what you see as high to low risk, explain why you feel your top two choices are particularly high risk for young people. (Write these in your PSHE red book; we’ll look at these next lesson.)

3. Using some of your facts, prepare a poster for Alcohol Awareness Week (perhaps one that would be appropriate for a teenage/school audience.) You are more than welcome to use the Media room, to get some tips on using Photoshop!

Extension: Read the article attached, and comment on why British teenagers are particularly in danger of exposure to what is often called a ‘Binge drinking culture’.

Pitch your next Chapter!

​Year 7, your Editor is on your back, hounding you for the next part for your story!

Your job is to keep them interested, by writing a short 2-3 paragraph pitch for your story.

You should ‘sell’ your story by not giving away the plot, but…

You should:

– Outline what happens to the character/plot (story).

– Discuss how the character reacts and responds to the situations presented to them.

– Leave the pitch on a cliffhanger or enigma (mystery).

SEA Paragraphs – The Silver Sword

​Read a section of a story (between chapters 10-13) and write 2 to 3 S.E.A. paragraphs about how the author builds anticipation (tension).

S.E.A. Paragraphs:

Statement (make a statement about what is happening in the section you’re discussing.)

Evidence (in the form of a Quote)

Explanation (this could be an explanation of the quote you’ve chosen, or better yet, an analysis of the language used by the author in the quote – that is, by analysing how the language used builds tension).

Extension: Can you include in your comments anything about the specific language or tone used by the author to build suspense?

Here’s an EXAMPLE:

Statement: The boys appear terrified of entering the abandoned building.

Evidence The author, Simon Jones, explains how they ‘shivered’ and ‘gulped’, at the front of the house.

Explanation: He has uses these verbs, to disclose (show) to the reader just how frightened they are.  He has also made use of adjectives such as ‘dark’ and ‘looming’ to personify the house, making it seem a live and threateningly evil force; one that leads to the boys being so afraid.


10En3 – Mr Dettman – Poppies

DUE: Wednesday, 11th November

Download and print (or this can be typed up) Jane Weir’s poem, Poppies. ————-> Poppies by Jane Weir

Level 3-4​Read and annotate the poem for as many poetic features as you can.  (Use the attached poetic terms sheet + examples for help.) Poetic terms

Level 5-6: Pick out three features, and add to your annotations, their effect within the poem (on the reader).

Extension: Download, print and annotate a recent pop song for as many poetic features as you can.

8.2 PSHE – Mr Dettman – Healthy Eating Unit Reflection

Due: Wednesday 18th November

Comment on the following areas, discussing what you have learned during the Healthy Living and Eating unit, taking into consideration your Health Diaries that you completed.

What have you considered about:

The issues behind personal choices regarding healthy eating and healthy living. (i.e. do you feel healthy eating, sleeping patterns, water and sugar intake are important, and if so, why?  Is there a more important one of the above, or are they all important?)

The concepts of the ‘Eatwell Plate’ and the ‘Traffic Light’ system?  (are these useful tools to help prompt people about their diets / food choices?)

The long term consequences of poor diet on young people.  (Are you at risk long term?  What does a poor diet / lifestyle lead to?)

The social (society/people) and economic (money/financial) consequences of poor eating choices for individuals and society.  (What occurs if we eat badly all the time – not just ourselves, but society and our economy?)

Attitudes towards healthy eating.  (How have these changed for you?  What will you, or have you changed?)

Student Voice (give me your feedback)Do you think that this unit is an important one to study?  Has it prompted you to change your lifestyle in any way? Is there anything you think we should have covered – perhaps in more depth?


The impact on advertising on personal eating habits.  (Is the advertising industry partly to blame?)

10En3 – Mr Dettman – Kenning Poem

Due: Friday 6th November

We’re going to analyse, and then write a Kenning poem – print these out at home or at school, and we’ll get these on our new Poetry display in class.

First: re-read our local Totnesian (nationally famous!) Matt Harvey’s poem, Slug. (AttachedSlug – Matt Harvey

Level 3 Target: Pick out 3 Kennings. Suggest how the poet feels about slugs. Respond in SEA paragraphs.

Level 4-5 Target: Pick our 2 Kennings. Comment on how punctuation and structure contributes to the reading of this poem? Can you support your answer with a specific example?

Level 6 Target: Do you spot any similarities in style with another of Matt Harvey’s Two Lovely Black Eyes? Make three comparisons. (AttachedTwo Lovely Black Eyes

Then: Create your own Kenning poem.

8En2 – Mr Dettman – The Silver Sword: Timeline


Create a Timeline of the Novel to date.  This must include the setting; time period and what was happening in the world at the time (i.e. the backdrop of the novel.)

1.Make reference to key events (Level 3/4)

2.Include character names and places (Level 4/5)

3.Create detailed annotations using challenging vocabulary (Level 5/6)   (This might include using imaginative illustrations of characters and places or events that have been important / noteworthy so far.)

7En2 – Mr Dettman – Research your Book’s Author

Due: Monday, 9th November 2015

Research the writer of your novel & be prepared to share this with your table group.

EITHER create a 3-slide PPT (5 words max per slide)

OR create a 1-2 min video clip

SAVE your work onto USB, dropbox or similar so that you can share these with your group.

Use these points to help prompt (guide) you:

  • What interesting facts can you find?
  • How does your book link to any others s/he has written?
  • What does this writer say about reading? Or other writers?
  • How did this writer begin his/her career? Any advice?

Extension: Are you brave enough to present your Author / Research to the class?