ESU Public Speaking

Hello everyone!

It's in at last-- the details of our first round.

Date: Wednesday, February 18th
Time: 5:30-9:15 PM
Location: Landau Forte College, Fox Street, Derby

Topic List

Eccentricity is a quality to be valued
Britain should aim to grow its own food
Money is the root of all evil
Political parties should be funded only by the state
Elitism is inevitable and desirable
Road tolls should be introduced on all UK motorways

Speaking candidates-- please choose a topic from the list you'd be most interested in speaking about.

Can everyone begin to confirm whether or not this date/time is possible for them?

Everyone-- please can we have a quick meeting at 1:50 PM in the library this Wednesday 3rd December.

See you there!

Year 8 Macbeth performance

Dear All:

Here's a link to an online version of the play, with your key scene:

http://shakespeare.mit.edu/macbeth/macbeth.1.7.html

Remember-- you're doing from line 58 ("If we fail?") to the end.

Mr H

Year 11- Cover lesson 13/11/08

Hi Y'all!

I'm currently with Year 8 at a performance of Macbeth; sorry to miss you!

I'd like you to scour the internet for resources on Simon Armitage and Carol-Ann Duffy. While both of these poets will get plenty of mentions in an internet search, I'd like you to select the very best- the most helpful websites, etc.-- that could help you revise for your Literature Examination.

Reminder: The poems you need to revise-

Armitage: Mother, Any distance..., Homecoming, Kid, Hitcher ('My Father' is optional)
Duffy: Havisham, Anne Hathaway, Education for Leisure, Before You Were Mine

When you find a resource, copy the address to a Word document; try to print off your lists at the end of the lesson, and bring these to your lesson tomorrow.

If you tire of searching, concentrate on the following task:

Look at 'Hitcher' and 'Havisham'. Compare the methods and language Armitage and Duffy use to create an impression of mentally unstable characters.

Remember-- your Of Mice And Men essay is due in tomorrow!

Ta!
Mr H

PUBLIC SPEAKING UPDATE

Chrystall Prize

Preparations are now underway-- our first round is being held at Central Newcastle High School, on Thursday, November 20th.

The competition is scheduled to commence at 4.15 pm, and all proceedings should be completed by 6pm at the latest.

Light refreshments will be available for you from 3.45 pm onwards in the School Library where the competition will be held; after all girls have delivered their speeches, there will be a break for sandwiches and pastries whilst the adjudicators deliberate.

I'm planning that travel will arranged through the school-- you will be travelling by rail, accompanied by a member of staff, and the cost of a rail ticket will be met by NGHS (yes-- that's right! A FREE trip to Newcastle!). While you will be leaving in the afternoon, you'll be getting back a bit late-- and you'll need to be picked up from Nottingham station.

The topic that has been selected from our shortlist is number 23 – "The cult of celebrity is the death of culture".

Newcastle is already badgering for the name of our candidate, so I'd like all volunteers to prepare about a minute's worth of speaking on this topic, and be ready to go at LUNCHTIME (1:50 PM) on MONDAY, NOVEMBER 3rd. I'll be making a choice quickly!

ESU PUBLIC SPEAKING

As yet, still no word from our organisers-- do look through the packs I gave you, and I'll be looking to arrange a team structure the first week back.

Please ensure you're checking this blog throughout the half-term; there may be some more developments next week!

Mr H

Year 11 - Coursework Titles

Dear All:

Here's a list of coursework titles for those of you redrafting/replacing coursework over half-term.

Much Ado About Nothing

1.

• “O God that I were a man!”(IV, I, l. 301).
  
  Examine the role of gender in Much Ado About Nothing, with especial reference to the characters of Beatrice and Benedick.
  
  Comment on:
  · How Shakespeare portrays these characters
  · How these character’s behaviour conforms to or challenges gender roles—both in Shakespeare’s time and ours
  · The dramatic impact of these character’s speech and actions
  

2.
“In Hero and Beatrice, Shakespeare presents two radically different ideas of femininity.”

Compare the portrayal of Hero and Beatrice, with especial reference to I, I; III, iv; and IV, i.

How does Shakespeare create his female characters, and engage audience sympathies with them?


3.
What is the dramatic contribution of Don John in Shakespeare’s ‘Much Ado About Nothing’? How might this character be presented to an audience?

4.
Examine the roles of Benedick and Claudio as ‘lover’.

· How do these characters compare in speech and actions?
· How does Shakespeare use the conventions of his time in shaping these characters?
· How do these characters add to the dramatic impact of the play?

• 5.
  Re-examine the events in and surrounding Act IV, Scene I of Much Ado About Nothing.
  
  How does Shakespeare make this scene the dramatic ‘high point’ of the play?
  
  In your answer, you should consider:
  
  How Shakespeare presents characters;
  His use of language and dramatic structure;
  The impact of social conventions or ideas—both contemporary and current—on audience reactions.
  

Dr Jekyll and Mr Hyde

1. How does Stevenson engage his readership and establish intrigue/suspense in the novel? Pay especial attention to Stevenson’s use of language, the structure of the story, and his use of character and incident.

2. Select three passages from the novel, and comment on how Stevenson’s use of setting helps the reader to

· Understand the themes or ideas of the novel
· Experience suspense/tension or other effects
· Learn more about nineteenth-century life and society
· Appreciate his skill as a writer


3. Imagine you are Ms Davis, the Head of English at the Girls’ High School. You have just received the following letter from perturbed parents.

Write a response to the Shuckleburgers’ letter, defending the use of Dr Jekyll and Mr Hyde in your GCSE English studies.

In your response, you should consider:

· How Dr Jekyll and Mr Hyde reflects Victorian society or culture, and why it is valuable to learn about such ideas;
· How Dr Jekyll and Mr Hyde is an example of a literary style/genre, and what students could learn from this;
· The quality of Stevenson’s writing—what techniques does he employ, and what could students learn from him?

Remember that the Shuckleburgers are very sceptical, and will need ample proof from the text itself (i.e., quotations!), for you to succeed in quieting their opposition.

Remember to put your response in the form of a letter—a formal, ‘business’ style would work best.

Dear Ms Davis:

As concerned and child-centred parents, we take great interest in our daughter’s schoolwork, and we regularly snoop through, er, examine the contents of her lessons and homework.

We are rather perturbed by the inclusion of the text of Dr Jekyll and Mr Hyde as part of Penelope’s English coursework. We both took turns reading the text, and felt that it was inappropriate for study in this day and age.

Put simply, Dr Jekyll and Mr Hyde strikes us as an irrelevant, outdated Victorian text, with little or nothing of value to offer the student of today. We cannot conceive how our precious Penelope could enjoy this text, or learn anything from a piece of badly-written pulp fiction from 120 years ago.

We do hope that you will swiftly move to replace this text with something a little more contemporary or appropriate: say, Riders by Jilly Cooper, or Dan Brown’s The Da Vinci Code. And sack her dreadful teacher while you’re at it.

Yours sincerely,

Milton and Millicent Shuckleburger

Public Speaking

Hey y'all!

Thanks to those of you who came last Friday for our breaktime meeting... and the rest of you-- do better next time!

1. Chrystall Prize

This is Thursday, November 20th. I will need to know (year 11's only!) if you're available for that date.

Having invited comments on possible topics, I've narrowed it down to:

• The cult of celebrity is the death of culture
• Barack Obama is America’s future
• A woman’s place is where she chooses

I know there were other favourites, but those seemed to get at least 2-3 people agreeing on them!

2. ESU Public Speaking (10's and 11's)

I will be putting some information on the various ESU speaking roles in my pigeon hole in the next couple of days for your perusal.

As of now, I still haven't a date and location confirmed for this yet-- I will be contacting our organiser this week to get a rough idea (certainly, debating first rounds tended to be in late November/early December).

I'd like another meeting-- can I suggest Thursday break?

Ta!

Mr H

Year 8 Book Review Sites

Dear All:

Here are some on-line resources for book reviews. Read a few at random, or search for a book you've read!

The Daily Telegraph Book Reviews:
http://www.telegraph.co.uk/arts/main.jhtml?menuId=570&menuItemId=10050&view=PICHEADLINESUMMARY&grid=F7&targetRule=14

The Times Book Reviews:
http://entertainment.timesonline.co.uk/tol/arts_and_entertainment/books/book_reviews/

The Independent Book Reviews:
http://www.independent.co.uk/arts-entertainment/books/reviews/

The Guardian Book Reviews:
http://www.guardian.co.uk/books/books+tone/reviews

A site for book lovers:
http://www.lovereading.co.uk/

…and for children’s books:
http://www.cool-reads.co.uk/

Hope these help get you started!

Mr H

8H/ 8L Book Discussion

Reading Guide—Roll of Thunder, Hear My Cry

Why do you think TJ acts the way he does?
How does the death of TJ affect you?
Should Miss Crocker have been scared? Why or why not?
The blurb reads “…nobody, no matter what colour, is better than anybody else.” How do you respond to this idea?
Does TJ deserve his fate?
“I was intrigued by the start of the book—I ‘got into’ it right away”. What do you think?
What is the ‘message’ of this book?
How do you respond to Little Man? Why?
I would like to ‘rewrite’ this book from a white person’s point of view. Would you?
How far have race relations improved since the time of the novel?
‘I found the book tedious’. Did you?
Is the ending of the book satisfying? Why or why not?
What is your reaction to the title? Do you think it was a good choice?
Is the book more interesting when ‘action’/violence are used? Why?
What use is Christopher John in the story?
Should we be ‘quiet’ about the past, like Mama? Why or why not?
Are Cassie and Little Man guilty for Mama losing her job? Why or why not?
Should Cassie have tried to teach Lillian Jean a lesson?
How would you respond to Cassie’s stresses? Why?
Is Uncle Hammer an exaggerated character? Why or why not?
How do you respond to Mildred Taylor’s style?
How did you react to the passages in the book about “The Land”?
Should Cassie trust her Mama? Why or why not? How does their relationship affect the novel?
Is TJ a friend or an enemy?
Do you feel sympathy for Stacey?
Is this novel an effective discussion of racism? Why or why not?
Why did Mildred Taylor write this book?
Is there stereotyping in the novel?
Do you think this book could have been written better? Why?
“Taylor’s style made me want to carry on reading”. Do you agree?
After reading this book, would you want to read any more of Taylor’s work? Why or why not?
What was your favourite episode in the book?
How would you respond to segregation? Why?
“This book is boring”. Justified?
Who would you recommend this book to—and why?
Is this book an accurate reflection of racism? Why or why not?
What is the genre of this book? Why?
What was your favourite subplot? Why?
Did this book affect you emotionally? Why?
Is it easy to review this book?
Is this a ‘sad’ or uplifting book?
“This author is brilliant”. Do you agree?
Is this a ‘girl’ book or a ‘boy’ book?

Year 11 Of Mice and Men Homework

A Ranch Welcome Pack

With your partner, create a booklet designed for use by a new arrival at the ranch. The purpose of this booklet is to introduce the novice to the characters he (for it shall inevitably be a he!) will encounter.

Your booklet should include paragraphs on the following:

• the Boss
• Curley
• Curley's Wife
• Slim
• Carlson
• Candy
• George
• Lennie
• Crooks
• Whit

Your introductions to these characters should indicate their personalities, behavioural patterns, and give the prospective rancher some advice on how to 'deal with' the character. Creativity is welcome, but all assertions should be based on your understanding of the text.

Bonus points for attractive presentation!

Due: Friday, September 26th

Mr H

Year 8 Writing homework

Your task is to create a short episode that could 'fit in' to a copy of Roll of Thunder, Hear My Cry.

In it, Cassie will enter the local General Store, buy a new pencil, and leave.

Your task will be to engage the reader's sympathies with Cassie, and focus their antipathies on the shopkeeper; the shopkeeper will not hurt, offend or obstruct Cassie in any way.

Think about:

• how you can convey subtle attitudes;
• how you describe character's appeances, actions, or gestures;
• your use of adjectives.

Try to ensure that your spelling, punctuation and grammar are as accurate as possible!

Length: c. 2 sides

Due date: Friday, 19 September

Year 8 "Essence of Me" Homework task

Dear All:

Having edited your word list down, you now have to do one of two things:

• by hand: get a piece of plain A4, and write out your words-- in any order, orientation, direction, etc. Try to make it colourful. Write your name (first and last) on the back of the sheet.
• by computer: go to http://wordle.net/ and type in your list. You can play around with different colours/fonts, etc. and create a 'word cloud' to print out (in colour, if possible). Again, name (first and last) on the back of the sheet, please.

That's it! Try to have it ready for Monday morning.

Mr H

U6 English Language- Child Language Acquistion

Hey Kids!
Many thanks for the T-Shirt and chocs; by way of thanks, let me direct you to the following site I came across:

http://www.stokesleyschool.org/sub/english/assets/pdf/ENB6%20Language%20Acquisition.pdf

It's a little revision guide, with some additonal theorists for you to consider. Good luck on your exams!

Mr H

L6 English Lit-- Hardy Poem resources

Dear L6:

Here are some Hardy-related web resources to aid you in your revision. if you come across any more, please let me know, and I can add them to the blog!

http://www.universalteacher.org.uk/poetry/hardy.htm

http://www.poetry-archive.com/h/hardy_thomas.html

http://www.newi.ac.uk/englishresources/alevel/poetry.html

http://www.victorianweb.org/authors/hardy/

http://www.todayinliterature.com/biography/thomas.hardy.asp

http://www.andover.edu/english/hardymisc/miscellany.html

http://www.fredonia.edu/hardysoc/Linksfour/INDEX.htm

http://pages.ripco.net/~mws/hardy.html

http://members.aol.com/infoman1979/

GCSE Revision site

Hey kids!

Here's a good site, with lots of resources-- just not much on cluster 2 poems!

http://www.court-moor.hants.sch.uk/english/gcserevis.html

Hope this helps!

Mr H

Year 11-- Cluster 2 Revision sites

Here be the sites you discovered in our lesson a couple of weeks ago.

IMPORTANT: I haven't personally vetted these sites, so their relative usefulness may vary.

Here goes:

Search for My Tongue

Bitesize
http://www.bbc.co.uk/schools/gcsebitesize/english/poemscult/searchrev1.shtml

http://www.johndclare.net/English/Bhatt_Intro.htm


Unrelated Incidents

http://www.bbc.co.uk/schools/gcsebitesize/english/poemscult/unrelatedrev1.shtml

http://www.bbc.co.uk/schools/gcsebitesize/schemes/english/unrelated.shtml

http://www.eastbury.bardaglea.org.uk/folder/english/poetry/unrelated%20incidents.ppt

http://www.coursework.info/GCSE/English_Language/Poems_from_Different_Cultures/Tom_Leonard__from_Unrelated_Incidents/

http://www.coursework.info/GCSE/English_Language/Poems_from_Different_Cultures/Tom_Leonard__from_Unrelated_Incidents/Unrelated_Incidents_L107727.html

Half-Caste

http://www.bbc.co.uk/schools/gcsebitesize/english/poemscult/halfcasterev1.shtml

http://englishgallery.wetpaint.com/page/CGSE+Key+Stage+4

http://www.johndclare.net/English/Agard_Intro.htm

http://www.learninglive.co.uk/teachers/ema/african_caribbean/half_caste.pdf

Love After Love

http://www.universalteacher.org.uk/anthology/differentcultures.htm#loveafterlove

http://www.tusitala.org.uk/blog/blog.php?bid=361

http://www.eliteskills.com/analysis_poetry/Love_After_Love_by_Derek_Walcott_analysis.php

http://www.teachit.co.uk/attachments/5330.pdf

http://www.coursework.info/GCSE/English_Literature/Poetry/Pre-1914/By_Genre/Love_Poetry/This_Room_and_Love_after_Love_-_Comparat_L65391.html

This Room

http://www.helium.com/items/246303-first-stanza-dharkers-creates

http://www.bgfl.org/bgfl/custom/files_uploaded/uploaded_resources/10668/ThisRoomPres2(MT).ppt

http://www.eastbury.bardaglea.org.uk/folder/english/poetry/this%20room.ppt

http://www.universalteacher.org.uk/anthology/differentcultures.htm#thisroom

http://216.239.59.104/search?q=cache:OfUh96vR8WcJ:www.banbury.oxon.sch.uk/faculties/english/resources/poems_from_different_cultures_guide.pdf+this+room+imtiaz+dharker+universal&hl=en&ct=clnk&cd=10&gl=uk

Not My Business

http://en.wikipedia.org/wiki/Not_My_Business
Wikipedia knows everything. And it knows lots about this poem.

http://www.universalteacher.org.uk/anthology/differentcultures.htm
This is nice because it will tell you about lots of other poems as well.

http://www.bbc.co.uk/schools/gcsebitesize/english/poemscult/ferlinghettirev7.shtml
This is quite obviously for stupid people but it is still useful.

http://www.whscms.org.uk/getfile.php?src=754/Niyi+Nosundari%2C+Not+My+Business.pdf
This is extremely exciting because you have to look at it on adobe acrobat.

http://www.whscms.org.uk/getfile.php?src=754/Niyi+Nosundari%2C+Not+My+Business.pdf
A video, it’s boring

http://en.wikipedia.org/wiki/Not_My_Business
- yay~ wikipedia

http://www.bgfl.org/bgfl/index.cfm?s=1&m=166&p=120,view_resource&id=10667
this one is a bit simple, but could be good for revision to get you started.

Presents From My Aunts in Pakistan

http://www.stpetershigh.org.uk/DEPARTMENTS/ENGLISH_DEPT/SLAYHE/2Year11GCSE/Cultures.html


http://learningat.ke7.org.uk/english/ks4/year11/pfmaip.htm


http://canuckenglish.blogspot.com/


http://www.bbc.co.uk/schools/gcsebitesize/english/


http://www.google.co.uk/search?hl=en&q=presents+from+my+aunt+in+pakistan&meta=



http://mrwells.wordpress.com/2007/05/22/presents-from-my-aunts-in-pakistan/

Hurricane Hits England

http://www.bbc.co.uk/schools/gcsebitesize/english/poemscult/hurricanerev3.shtml

http://learningat.ke7.org.uk/english/ks4/year11/hhe.htm

http://66.102.9.104/search?q=cache:p2VVyJ6_angJ:www.heinemann.co.uk/shared/Resources/NonSecure/00000000/GraceNichols.pdf+grace+nichols+hurricane+hits+england&hl=en&ct=clnk&cd=4

http://www.bbc.co.uk/schools/gcsebitesize/english/poemscult/hurricanetest.shtml

http://www.bgfl.org/bgfl/custom/files_uploaded/uploaded_resources/10721/HurricaneHitsEnglandbyGraceNichols.ppt

http://www.eastbury.bardaglea.org.uk/folder/english/poetry/hurricane%20hits%20england.ppt

U6 English Language-- Reading and Writing

Dear All:

Here be links to the National Curriculm website, outlining what children are expected to be learning in infant and juniour school. These will prove useful as benchmarks for analysing examples of reading and writing practice, as well as an example of theory/research. Enjoy (if that's the right word)!

Key Stage 1 Reading
http://www.nc.uk.net/webdav/harmonise?Page/@id=6001&Session/@id=D_F8vQvwadvKn8gWyU512m&POS[@stateId_eq_main]/@id=5875&POS[@stateId_eq_note]/@id=5875

Key Stage 1 Writing
http://www.nc.uk.net/webdav/harmonise?Page/@id=6001&Session/@id=D_F8vQvwadvKn8gWyU512m&POS[@stateId_eq_main]/@id=5924&POS[@stateId_eq_note]/@id=5924

Key Stage 2 Reading
http://www.nc.uk.net/webdav/harmonise?Page/@id=6001&Session/@id=D_F8vQvwadvKn8gWyU512m&POS[@stateId_eq_main]/@id=6048&POS[@stateId_eq_note]/@id=6048

Key Stage 2 Writing
http://www.nc.uk.net/webdav/harmonise?Page/@id=6001&Session/@id=D_F8vQvwadvKn8gWyU512m&POS[@stateId_eq_main]/@id=6111&POS[@stateId_eq_note]/@id=6111

The Curious Incident of the Dog in the Night-time--Reading Notes

Please use the following to discuss in your groups.

1. What would you do if you were in the Boone’s family situation?
2. Do you think Christopher Boone is a realistic character?
3. What would you have done if you discovered the dead dog?
4. If you were Christopher, would you forgive your father?
5. Now that you understand Christopher’s problems, does it make you feel differently about everyday activities that you take for granted?
6. What effect did Christopher’s disability have on his parents’ relationship? Did it contribute to their divorce?
7. What are your perceptions of the Boone family?
8. Did you enjoy this book? Why or why not?
9. Were the digressions interesting or annoying?
10. How would you cope with a child with Asperger’s syndrome? Do you have sympathy for Christopher’s father?
11. Should we hate Mrs Shears?
12. Would you relate better to the book if you had Asperger’s syndrome?
13. If you were CB, would you have run away?
14. What do you think inspired Mark Haddon to write this book?
15. Why does someone as clever as CB behave so foolishly at times?
16. Which part of the book was best? Why?
17. Was it risky for Christopher to go to find his mother?
18. Was CB’s father justified in his actions?
19. Is the swearing effective or necessary in the book?
20. How do you react to the title of the book—it’s quite childish?
21. Did the ‘random information’ help you understand Christopher better?
22. Is this book an accurate portrayal of Asperger’s syndrome?
23. Were you engaged or alienated from the book?
24. How realistic is the novel?
25. Does CB make for a good detective?
26. How do you respond to Mark Haddon’s techniques?

U6 English Language-- useful site

Hey y'all!

Go to: http://www.fathom.com/course/10701036/session1.html

for a nice, extensive series of articles by Jean Aitchison, one of your leading theorists. Thanks, Amreeta!

Sarah Ravensdale: English work

Sarah:

Sorry to hear you're still not well-- but here's some work for you just the same!

This term, we're reading The Curious Incident Of The Dog in the Night-Time. You may have read this before-- if you've got a copy at home, (re) reading it would be the first step. If you need a copy, let the school know, and I'll arrange a copy to be passed on to you.

Writing tasks:

1.
Look at Chapter 3, where Christopher introduces himself. Using Haddon's style, write a short introduction to yourself that Christopher would be able to access.

Style notes:

• Short sentences, interspersed with long, poorly punctuated 'run ons'
• frequent subject changes
• focus on small, seemingly irrelevant details
• use of graphics-- drawings, maps, diagrams-- to express ideas.

Yes-- you can write 'badly', and you'll get rewarded for it!

2.

Read the first chapter of the Sherlock Homes story The Hound of the Baskervilles. An online version can be found at http://sherlock-holmes.classic-literature.co.uk/the-hound-of-the-baskervilles/.

Write a comparison of Christopher and Sherlock Holmes: use the following questions to guide you.

1) Name some of the characteristics of Sherlock Holmes that might suggest that he has Asperger’s syndrome.

2) Take the following quote and relate it to The Curious Incident of the Dog in the Night-time: “Some people without possessing genius have a remarkable power of stimulating it.”

3) Christopher often notices things that other people take for granted. In The Hound of the Baskersville, Sir Arthur Conan Doyle makes a joke of this when Watson asks Holmes how he knew Mortimer had a curly-haired spaniel and the dog is standing at the door. Give an example of something that Christopher notices that others may not.

4) Based on the following sentence, what conclusion can you draw about the similarity between Sherlock Holmes and Christopher?: “Now is the dramatic moment of fate, Watson, when you hear a step upon the stair which is walking into your life, and you know not whether for good or ill.”

5) Remark on the amount of detail Sherlock Holmes notices when first meeting Mortimer. Compare this to the detail Christopher notices when meeting a person.

That should keep you busy. Get well soon!

Mr H

Sarah Ravensdale

Hi Sarah-- hope you're feeling better!

Obviously, I've had some time off for illness this term, too-- so I'm not sure exactly what you've completed or known about, work-wise! Here's a list of things for you to consider:

1. Read some newspapers. If you don't have access to actual newspapers, going online will help.

Broadsheets

http://www.telegraph.co.uk/ (Daily Telegraph)

http://www.timesonline.co.uk/tol/news/ (The Times)

http://www.guardian.co.uk/ (The Guardian)

http://www.independent.co.uk/ (The Independent)

Tabloids

http://www.mirror.co.uk/ (The Mirror)

http://www.dailymail.co.uk/pages/live/dailymail/home.html?in_page_id=1766 (Daily Mail)

http://www.express.co.uk/home (The Daily Express)

Once you're familiar enough with a sense of the differing tabloid/broadsheet style, you can get on with the following:

1. Create a tabloid-style "front page" story for a school newspaper. For hints on tabloid style, go to http://www.teachit.co.uk/attachments/tabloid.pdf. You can 'make up' a story (as long as it's not nasty!), or use an (appropriate!) true incident that you think would appeal to an audience of your peers.

2. You can now create a Broadsheet-style front page article. If you've got a broadsheet newspaper at home, look at how the layout is different from a tabloid. For guidelines on how to structure a news story, go to http://www.explorewriting.co.uk/HowToWriteNewsArticles.html. Remember, your language for broadsheets is going be a little more formal and detailed than the tabloid. Create a news story of national importance-- perhaps a General Election being called, or UFO crashing into Buckingham Palace...

3. If you're getting bored, you can always look at the post that follows this one ('Year 8 Newspaper Work') for another little task that the class did-- but this is optional.

Hope this helps!
Mr H

Year 8-- Newspaper work

Sorry-- I'm now away on a Year 10 trip! I'll see you later on in the week, when we'll get all our work sorted out. Here's what you can do this lesson:

First of all, if you have still to finish your broadsheet-style article, do so now!

If you have finished, work on the following:

Bias

One of the complaints people make about newspapers is that they are biased-- you'll remember that was the basis of your written piece defending teenagers a couple of weeks ago. 'Bias' means that an article subtly manipulates you to feel one way or the other-- to have a specific point of view, to like one person (or group of people), and dislike another, or to make you feel sympathetic to someone/something.

Ways of creating bias:

Descriptive terms-- Look out for words, such as adjectives or adverbs, that make you feel something about a subject. For instance, describing someone as a "troubled teenager" makes you feel one way, while labelling the same person a "menace" makes you feel quite the opposite!

Control of speakers-- Who is allowed to 'speak' in the article? If only one side of a controversial issue is interviewed, it generally means the article is biased in their favour. Watch out for articles that quote from both sides, but 'bury' one side (giving them less time, or placing their views later on or less prominently in an article!).

Selection of facts-- like controlling speakers, if you only allow facts that support one side into your article, chances are you're biasing your reader in one direction. Do stories 'leave out' the other side of a controversial issue?

Her are some links for you to read:

http://www.primaryresources.co.uk/english/docs/Biased_or_Balanced.doc
This shows (very simply!) how a biased article is constructed.

Now, having read that, I'd like you write a biased article on the following subject:

A government minister has announced that he/she intends to shut down all Independent schools in the UK. The minster believes that Independent schools give students unfair advantages, and everyone should go to their local state school.

You either write to support the minister's actions, or to undermine them! You can 'make up' additional facts, and supportive quotations!

Choose a suitable national newspaper to place this article (which newspapers would support independent schools? Which would oppose them?) and write the article in the appropriate style (tabloid or broadsheet). Don't worry about creating a 'front page'; just write the article!

U6 English Language-- Cover for January 29, 2008

Hey y'all!

I know-- he's off for two weeks, and then he's off for a Year 10 Poetry trip. I realise that most of you are pining for a Language lesson, but you'll have to hold out 'till Wednesday afternoon, when I will seek to 'blitz' through an overview of the whole reading/writing shbang, and get us up-to date.

Today, I want you to focus on orthography-- that's the fancy word for 'spelling'. I've attached some online links for you to peruse or download, looking at issues surrounding how children learn (or don't learn!) to spell.

http://www.readingrockets.org/article/267

http://homepage.ntlworld.com/vivian.c/Children.htm

http://www.tda.gov.uk/upload/resources/pdf/t/tta99-16.pdf
Warning: this is government teaching material, so it may prove hard going!

http://www.warwick.ac.uk/staff/D.J.Wray/Articles/spelling.html

http://news.bbc.co.uk/1/hi/education/1796331.stm

http://www.spellingsociety.org/kids/index.html
This is from the Simplified Spelling Society; it highlights the many orthographical inconsistencies of English, and their proposed solutions!

Please feel free to use this as a 'starting point'; seek out other materials on children and spelling/orthography, and bring them to Wednesday's lesson!

Mr H.