English Language Paper 1 Explorations Power

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1 English Language Paper 1 Explorations Power Year 10: Homework & Flipped Learning workbook. Name:

2 INSTRUCTIONS & EXPECTATIONS Why flipped learning and homework are important: We believe independence is an integral part of your learning in English at Ark William Parker Academy. It is where you will get to practise what you have learnt, stretch your creativity and consolidate your learning. How this booklet works Each week you should complete two pieces of work. One piece will be reading and analysis and one piece will be extended writing. This booklet is designed to help make you interesting and creative writers and prepare you for your language exam. You should spend at least 30 minutes on each piece and use all the space (including the planning space) fully. How long it should take For writing tasks you will need to spend at least: - 5 minutes planning - 20 minutes writing - 5 minutes editing your work and making sure you have addressed your ebi from the previous week. - Do not spend longer than 45 minutes on your writing tasks as this is the amount of time you will have in your GCSE exam. For reading tasks you will need to show evidence of your reading by making notes and answering relevant questions. Homework/Flipped Learning Overview Reading and language analysis homework Extended writing Homework Extract analysis What is your impression of this character? PAGE 4 Extract analysis - How is language used to demonstrate the effects of bombing? PAGE 8 Extract analysis Read extract of The Kite Runner and complete structure mind map of ideas PAGE 14 Image of burning book, describe being here. PAGE 5 Image of war Imagine being here and describe the atmosphere PAGE 11 Create the opening of a story set in an authoritarian society. PAGE 17 Extract analysis - How does the writer use language to show excitement? PAGE 20 Extract analysis How does the writer use language to create a sense of character? PAGE 25 Image of voting Write the opening of short story. PAGE 22 Choice of task write the opening of a story or description using image of powerlessness. PAGE 27 2

3 There are extra images for you to use to complete extra creative writing practice at the back of the booklet. Week 1 - Language Analysis Read the extract below. What is your impression of this character? You should consider the writer s choice of - Words - Techniques - Sentence structures I am in all truthfulness attempting to be cheerful about this whole topic, though most people find themselves hindered in believing me, no matter my protestations. Please, trust me. I most definitely can be cheerful. I can be amiable. Agreeable. Affable. And that s only the As. Just don t ask me to be nice. Nice has nothing to do with me

4 Week 1 Extended Writing EXTENDED WRITING Task: Look at this image. Write a description of witnessing this scene. Plan: Proofreading Checklist: (highlight what you have done) TECHNICAL CREATIVE Full stops and capital letters Commas to mark clauses Range of punctuations ;:?!() Apostrophes for contraction Apostrophes for possession Range of sentence structures Range of sentence openers Ambitious vocabulary Paragraphs Consistent tense Hook opening Interesting adjectives Descriptive techniques simile, metaphor, personification Interesting ending Clear sense of atmosphere Developed characters Show not tell 5 senses

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7 Week 2 - Language Analysis Read the extract below. It is an autobiographical account of a soldier arriving in the trenches, in France, during the First World War. How is language used to demonstrate the effects of bombing? You should consider the writer s choice of - Words - Techniques - Sentence structures Extract from Goodbye to All That Robert Graves Collecting the draft of forty men we had with us, we followed [the man] through the unlit suburbs of the town all intensely excited by the noise and flashes of the guns in the distance. None of the draft had been out before, except the sergeant in charge. They began singing. Instead of the usual music-hall songs, they sang Welsh hymns, each man taking a part. The Welsh always sang when pretending not to be scared; it kept them steady. And they never sang out of tune. We marched towards the flashes, and could soon see the flare-lights curving across the distant trenches. The noise of the guns grew louder and louder. [ ] From about two hundred yards behind us, on the left of the road, a salvo of four shells whizzed suddenly over our heads. This broke up Aberystwyth in the middle of a verse, and sent us off our balance for a few seconds; the column of fours tangled up. The shells went hissing away eastward; we saw the red flash and heard the hollow bang where they landed in German territory [ ] The roadside cottages were now showing more and more signs of dilapidation. A German shell came over and then whoo-oo-ooo-oooooo-bump-crash! landed twenty yards short of us. We threw ourselves flat on our faces. Presently we heard a curious singing noise in the air, and then flop! flop! little pieces of shell-casing came buzzing down all around. They call them the musical instruments, said the sergeant. Damn them, said my friend Frank Jones-Bateman, cut across the hand by a jagged little piece, the devils have started on me early. Aye, they ll have a lot of fun with you before they re done, sir, grinned the sergeant. Another shell came over. Everyone threw himself down again, but it burst two hundred yards behind us. Only Sergeant Jones had remained on his feet. [ ] After a meal of bread, bacon, rum and bitter stewed tea sickly with sugar, we went through the broken trees to the east of the village and up a long trench to battalion headquarters. The wet and slippery trench ran through dull red clay. I had a torch with me, and saw that hundreds of field mice and frogs had fallen into the trench but found no way out. The light dazzled them, and because I could not help treading on them, I put the torch back in my pocket. 7

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10 Week 2 Extended Writing EXTENDED WRITING Task: Look at this image.. Write a description of being in this situation. Focus on creating atmosphere. Plan: Proofreading Checklist: (highlight what you have done) TECHNICAL CREATIVE Full stops and capital letters Commas to mark clauses Range of punctuations ;:?!() Apostrophes for contraction Apostrophes for possession Range of sentence structures Range of sentence openers Ambitious vocabulary Paragraphs Consistent tense Hook opening adjective descriptive techniques simile, metaphor, personification interesting ending clear sense of atmosphere developed characters show not tell 5 senses

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13 Week 3 - Language Analysis Read the extract below. It is taken from the novel The Kite Runner. I opened my mouth, almost said something. Almost. The rest of my life might have turned out differently if I had. But I didn t. I just watched. Paralyzed. Assaf motioned with his hand, and the other boys separated, forming a half circle, trapping Hassan in the alley. I ve changed my mind, Assef said. I m letting you keep the kite, Hazara. I ll let you keep it so it will always remind you of what I m about to do. Then he charged. Hassan hurled the rock. It struck Assef in the forehead. Assef yelped as he flung himself at Hassan, knowcking him to the ground. Wali and Kamal followed. I bit on my fist. Shut my eyes. Complete the mind maps below. You should expand your ideas, not just answer the questions. You should consider the writer s choice of - Words - Techniques - Sentence structures Answer question: Effect created on reader by writer: How does the writer create a sense of regret from the narrator? What evidence is there? Connotations of this: 13

14 Answer question: Effect created on reader by writer: Is the narrator shocked at what he sees? What evidence is there? Connotations of this: Answer question: Effect created on reader by writer: How does the narrator create a sense of detachment between himself, what is going on and the others? What evidence is there? Connotations of this: 14

15 Answer question: Effect created on reader by writer: How does the narrator create a sense of violence in the extract? What evidence is there? Connotations of this: Answer question: Effect created on reader by writer: How do the short sentences effect the reader? What impact do they have? What evidence is there? Connotations of this: 15

16 Week 3 Extended Writing EXTENDED WRITING Task: Create the opening of a story set in an authoritarian society. Focus on: - Character - Atmosphere - Setting - Show not tell Plan: Proofreading Checklist: (highlight what you have done) TECHNICAL CREATIVE Full stops and capital letters Commas to mark clauses Range of punctuations ;:?!() Apostrophes for contraction Apostrophes for possession Range of sentence structures Range of sentence openers Ambitious vocabulary Paragraphs Consistent tense Hook opening adjective descriptive techniques simile, metaphor, personification interesting ending clear sense of atmosphere developed characters show not tell 5 senses 16

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19 Week 4 - Language Analysis Read the extract below. How does the writer use language to show excitement? STRETCH IT: What impression do you get of the mother and why? You should consider the writer s choice of - Words - Techniques - Sentence structures I come home standing up straighter than I have since I was twelve, before my growth spurt. I am buzzing with pride. Even though every cell in my brain says do not, somehow I cannot resist telling Mother. I rush into the relaxing room and tell her everything about how I ve gotten a job writing Miss Myrna, the weekly cleaning advice column.. 19

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21 Week 4 Extended Writing EXTENDED WRITING Task: Look at this image. Write the opening of a short story inspired by this image. Plan: Proofreading Checklist: (highlight what you have done) TECHNICAL CREATIVE Full stops and capital letters Commas to mark clauses Range of punctuations ;:?!() Apostrophes for contraction Apostrophes for possession Range of sentence structures Range of sentence openers Ambitious vocabulary Paragraphs Consistent tense Hook opening adjective descriptive techniques simile, metaphor, personification interesting ending clear sense of atmosphere developed characters show not tell 5 senses... 21

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24 Week 5 - Language Analysis Read the extract below. How does the writer use language to create a sense of character? You should consider the writer s choice of - Words - Techniques - Sentence structures She was as adventurous, as imaginative, as agog to see the world as he was. But she was not sent to school. She had no chance of learning grammar and logic, let alone of reading Horace and Virgil. She picked up a book now and then, one of her brother s perhaps, and read a few pages. But then her parents came in and told her to mend the stockings or mind the stew and not moon about with books and papers. They would have spoken sharply but kindly, for they were substantial people who knew the conditions of life for a woman and loved their daughter indeed, more likely than not she was the apple of her father s eye. Perhaps she scribbled some pages up in an apple loft on the sly, but was careful to hide them or set fire to them. 24

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26 Week 5 Extended Writing EXTENDED WRITING Task: Look at this image. You have a choice to write the opening of a story titled powerlessness OR a description of the image. Plan: Proofreading Checklist: (highlight what you have done) TECHNICAL CREATIVE Full stops and capital letters Commas to mark clauses Range of punctuations ;:?!() Apostrophes for contraction Apostrophes for possession Range of sentence structures Range of sentence openers Ambitious vocabulary Paragraphs Consistent tense Hook opening adjective descriptive techniques simile, metaphor, personification interesting ending clear sense of atmosphere developed characters show not tell 5 sense... 26

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29 EXTRA WRITING TASKS 29

30 Writing tasks Write either the opening of a story or a description inspired by the following power images. 30

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