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Year 10 Controlled Assessment (one thing I would get rid of)

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Alice Reeve-Tucker

on 10 June 2013

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Transcript of Year 10 Controlled Assessment (one thing I would get rid of)

YEAR 10 CONTROLLED ASSESSMENT Your local newspaper is inviting young people to submit pieces of writing which could be published in a newspaper. They would like young people to write about:
'What I would get rid of to improve life in the 21st Century' Key words? Audience? Purpose? Form? Lesson Objectives:
- understand the nature of the task - what we can write about

-we will analyse one example of this FORM of writing

- we will make notes on: language and vocabulary
sentence structure and punctuation
text organisation (structure)
tone POSSIBLE TOPICS You could choose a place, a situation, an object, a habit, an aspect of society, a TV programme, an aspect specific to your life..... the possibilities are endless!

You may not choose anything personal or that could cause offence – i.e. no specific people/groups of people (the idea of ‘celebrity’ would be fine, however). You will have a CA notes page in advance to contain planning notes – these must not be too detailed.


You will have two hours, over three lessons to write the final piece. Details Topics must have enough mileage in them – you need to be able to make a variety of points in your rant.

The best topics, to allow for ‘sophistication’, will probably be something that allows you to then go on to discuss a wider issue in life/society.

For example, if you chose people who push in queues, you could then go on to consider whether manners, courtesy and patience seem to be disappearing from 21st Century Britain.

Are people who spit in the street more than just a bit disgusting? Is it an example of increasing anti-social behaviour and a sign that people don’t care about their environment any more? Communicate clearly and imaginatively, using suitable style and vocabulary for the task and purpose.


Organise information and ideas into structured and sequences sentences, paragraphs and articles, using a variety of devices to support cohesion and coherence.


Use a range of sentences structures for clarity, purpose and effect, with accurate punctuation and spelling. ASSESSMENT OBJECTIVES LESSON OBJECTIVES:

Read and annotate a selection of articles (language, sentence structure, structure, tone)

Discuss writing techniques, tone, and development of topic - note down key examples you may want to emulate in your own writing Activity: 5 minutes per article

- read through the article and annotate it for use of language, tone, language techniques, structure and organisation

- write down any quotes/techniques that you may want to use in your own work

- be prepared to share your findings with the rest of the class Lesson Objectives

- understand that style is different from organisation and structure

- understand how to use punctuation for effect and synonyms for effect

- collate a list of ideas for making your writing interesting SYNONYMS:
a word that means exactly the same as another word. bus:
four-wheeled monstrosity
overpriced portable cell cigarettes:
cancer sticks
fag
smoke Your turn!

Pizza, homework, chocolate Why use synonyms? 1. The pupils work was excellent
2. The cats bowls were full
3. The boy stood on the burning deck the idiot
4. After lunch stale bread we began work
5. Her home if you could call it that was a tip
6. Jupiter the largest planet is made of gas
7. Dave my youngest brother is still at nursery
8. He had some bad news for me I was an orphan
9. There's one thing I hate injustice
10. Bill caught three fish a cod, a harp, and a minnow
11. Some people hate porridge personally I adore it
12. I want to live in Jamaica. It's warmer there.
13. Losing money is careless stealing it is criminal
14. How would you feel if you were robbed. I went to a fashionable London nightclub on Saturday. Not the sort of sentence I get to write very often, because I enjoy nightclubs less than I enjoy eating wool. But a glamorous friend of mine was there to ‘do a PA’, and she’s invited me and some curious friends along.
Obviously, at 36, I was more than a decade older than almost everyone else, and subsequently may as well have been smeared head to toe with pus. People regarded me with a combination of pity and disgust. To complete the circuit, I spent the night wearing the expression of a man waking up to Christmas in a prison cell. I went to a fashionable London nightclub on Saturday. Not the sort of sentence I get to write very often, because I enjoy nightclubs less than I enjoy eating wool. But a glamorous friend of mine was there to ‘do a PA’, and she’s invited me and some curious friends along. explanation for why he's there

Obviously, at 36, I was more than a decade older than almost everyone else, and subsequently may as well have been smeared head to toe with pus. People regarded me with a combination of pity and disgust. To complete the circuit, I spent the night wearing the expression of a man waking up to Christmas in a prison cell. You have 10 minutes to write an opening paragraph for an article entitled:

'What I would get rid of to improve life in the 21st Century: people who spit in the street'

This will then be peer assessed:

- different sentence structures
- range of punctuation (for effect)
- interesting imagery
- sophisticated vocabulary http://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutorial/page_44.htm
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