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Year 9 - Viewpoints and Perspectives

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on 2 October 2016

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Transcript of Year 9 - Viewpoints and Perspectives

L/J- recognising and describing TONE
Use the alphabet to generate adjectives to describe tone.
A- aggressive
B- bombastic
Grammar definitions
the person or thing performing the action of the verb in the sentence.
-a word used to indicate an action or the existence of a state of being.
-that which receives the action of the verb in the sentence

Exercise A: Identifying Subjects and Verbs
For each of the following sentences, decide whether the word in red is the subject or the verb.
Instead of performing the action, as subjects usually do, objects
receive the action
and usually follow the verb. See if you can identify the objects in the short sentences below:

The girls hurled stones.
The professor swigged coffee.
Gus dropped it.

YR 12 Viewpoints and Perspectives
Inform Describe Explain
Entertain Advise Argue Review Persuade

Who is the target audience? Age/ interests/ gender?
How do you know?
What is the intended effect of the text on the audience? How do you know?
content and style
Who is the target audience?
How is the language chosen appropriate for audience and purpose?
lit up the night.
The dog
The moon
behind the clouds.
For a moment,
even breathed.
A light rain
on our heads.
The leaves
Our hearts
Then the black
opened up.
The objects--stones, coffee, it--all answer the question what: What was hurled? What was swigged? What was dropped?
Mr. Buck
a wishbone to the Museum of Natural History.
(2) After the final song, the
hurled his sticks at the crowd.
(3) Gus smashed the electric
with a sledge hammer.
(4) Felix stunned the
with a ray gun.
(5) Very slowly,
opened the box.
(6) Very slowly, Pandora
the box.
(7) Very slowly, Pandora opened the
(8) Thomas
his moonpie to Bengie.
(9) After breakfast,
drove to the mission with Ted.
(10) Even though it rarely rains here, Professor Legree
his umbrella wherever he goes.
L/J- using knowledge of grammar to improve comments on texts
commenting on the structure of paragraphs and ideas
commenting on sentence structures
commenting on writer's choice of words
Phrases are groups of words that cannot usually stand alone. Here are some examples:
the large ice-cream
on the bus
sitting alone
around the corner
The noun phrase is a group of words built around a naming word, or noun. Noun phrases allow writers to add detail to their nouns, like this:

the cat
the old cat
the old, fat, cat
the old, fat, black, cat

Comment on the effect (what it makes you think of/ feel/ picture) of the following noun phrases:
tiger-skins of sunlight-
tropic heat
snow clouds of elder blossom
sweet and giddy suffocation
frenzied larks
Find the noun phrases in the 'June grass' extract.
Literacy Lesson 1: Apostrophes

Apostrophes are used to show ownership or omission.
They are NEVER used to indicate a plural.

A. As a class, think of as many words as you can that use apostrophes to show omission (when a letter is left out)
Eg That’s Where’s

B1. Apostrophes. Put apostrophes in the following 7 statements to indicate ownership.

1. Look! There are Mr Wattons Ferraris.

2. These are Mrs. Wattons Jimmy Choos.

3. That cricket players bat has broken…

4. These are Mrs. Wattons cakes.

5. Mr. Scarboroughs lessons are always brilliant.

6. I was at James house last night.

7. These are Mr Daleys Faberge eggs.

B2. There is one exception to this rule.

We do not use an apostrophe with its to show ownership; only omission.
Example: The dog chewed its food noisily.

It’s = It is

L/J- to understand the function of different word class.
L/J- Evaluate how language works in context.
Task 1- test on word class and sentence construction.
Non- chronological writing
organises events in a different order from the one in which they happened.

Go through and highlight examples of manner and place adverbials. Use a different colour for each.
L/J to be able to comment on the language of newspaper articles.
L/J- to explore the style of newspaper articles
L/J- using knowledge of grammar to improve comments on texts
While everyone settles:
1. Copy the learning journey.
2. Write down a school rule you were scared of breaking when you first came to the school which you now don't adhere to.
3. Write down the rule you think is THE most important school rule.
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