Category Archives: Year 7

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:  http://www.canteach.ca/elementary/africa.html​  

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.

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).

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?

7En2 – Mr Dettman – Words Words Words!

Due: Friday – 16th October (4 days)

Dear Year 7, for Friday please complete on the blog, or neatly, on paper, come in having written down:

– 3 words you like (plus a short explanation of why you like using them.)

– 3 words that you struggle with spelling (Discuss what is it that you find hard about spelling these words.)

– 3 new words (Use a dictionary or thesaurus to find them, or ask your parents for some ideas!)

Extension:

  1. Come up with a spelling rule for helping to spell your hard-to-spell words
  2. Look up the term: ‘Neologism‘.  Give me an example of a recent ‘neologism’ in the English language, and how it’s come about.

7En2 – Mr Dettman – Speaking & Listening Self-Assessment

Due: Thursday, 1st October – Reply on the Blog, or written down and presented neatly on Paper.

Following your Speaking and Listening Assessment on the Evolution of the English Language, please write a minimum of half an A4 page (or at least 3 separate paragraphs), reflecting on your Assessment.

I would like the first section to focus on: ‘What makes a stronger Speaking and Listening discussion?  What do you have a responsibility to do, and what does the whole group have a responsibility for?’

Secondly, I would like you to consider the WWW (What Went Well) for yourself.  Reflect on a specific time during the assessment you were pleased about.

Lastly, I would like you to consider what you will do differently next time.  How will you score highly; what would make you stronger at Speaking and Listening?’

VCOP Focus: You should try and use Connectives to link your ideas and build up your sentences. (Not too long though, remember to use Punctuation, like commas and full stops too!)

Connectives Bank: (select a few to use)

and, also, besides, further, furthermore, too, moreover, in addition, then, of equal importance, equally important, for example, to illustrate, for instance, to be specific, such as, moreover, furthermore, just as important, similarly, in the same way, as a result, hence, so, accordingly, as a consequence, consequently, thus, since, therefore, for this reason, because of this e.g. another area where I would like to improve is…

7En2 – Mr Dettman – The Power of Learning

Due: Friday, 18th September 2015

Plan and create a piece of narrative writing (story) called ‘The Power of Learning‘.

This can be fictional (made up), or based on a real event within a class.

I’d like to see a quick PLAN above your work, before you start (this Plan can be written down if your story is being typed up.) which might include a paragraph-by-paragraph idea of how your story will progress (move along.)

Try and incorporate (include) some aspects (parts) of what we have been learning about the ‘Literacy Brain‘ (Remember the rhyme: ‘SPaG and Vocab‘) and ‘What makes an English Expert?’

  • Typed answers minimum half an A4 Word-processed page.
  • Written pieces, a page or more.

Extension: What is an ‘allegory’? How is your story, an ‘allegory’ for the Power of Learning?  What is the message of your story, and how have you conveyed (given) the reader this message?

I look forward to reading your responses, Year 7.

Mr Dettman

7En1 Power tree Due Tuesday 16th June SRA

You need to create a ‘tree of power’ (like a family tree with branches that have names attached) to show the order of power for characters in The Tempest.

At the top needs to be the most powerful (you decide who you think this is), below that should be characters who are less powerful than the one above and so on.

You need to include the character’s name and a brief explanation of why you have put them at that point on the tree eg they are more powerful than…because but less powerful than …because.

You may include details about the characters and their role in the play.

You have 2x home-learning to complete this so take the time to do it well. Make them beautiful!

7En1 The Tempest plot Due Monday 8th June

http://www.sparknotes.com/shakespeare/tempest/summary.html

Follow the link to the ‘No Fear Shakespeare’ section on sparknotes.com

Re-read the plot overview – it is the same one we used in today’s lesson. Summarise the story in no more than 6 key events. You can write these in bullet points or storyboard them if you have time. Focus on getting the most important bits in the right order.