There is overwhelming evidence that there is a significant - - PowerPoint PPT Presentation

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There is overwhelming evidence that there is a significant - - PowerPoint PPT Presentation

Jul 24, 2023 36 likes •720 views

There is overwhelming evidence that there is a significant relationship between literacy and people's life chances. A person with low literacy is more likely to have reduced work- opportunities Parents / teachers are the most

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 There is overwhelming evidence that

there is a significant relationship between literacy and people's life chances.

 A person with low literacy is more

likely to have reduced work-

  • pportunities
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SLIDE 4  Parents / teachers are the most important

reading role models for children and young people.

 Only 1 in 5 parents easily find the
  • pportunity to read to their children.
 10 to 16 year-olds who read for pleasure

do better at school.

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SLIDE 5  Reading books is the only out-of-school

activity for 16-year-olds demonstrably linked to securing managerial or professional jobs.

 70% of pupils permanently excluded from

school have difficulties in basic literacy skills.

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The ‘British Cohort Study’ compared the vocabulary skills of thousands of five year

  • lds from across a range of social groups,

following them from 1970 and then in their thirties. Predictably, children with a restricted vocabulary at five were more likely to be poor readers as adults, experience higher unemployment rates and even have more mental health issues.

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More changes…

 Only vocational and practical subjects still have

coursework.

 We have moved to linear examinations and new

specifications

 English Language GCSE has two terminal

examinations with a high focus on written accuracy in both. English Literature also has specific marks for written expression.

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Wo Worl rld d Bo Book

  • k Da

Day

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Ho How c w can an we we mak make o e our ur children ‘word rich’?

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Term rm 1 Lovely words Shenanigans, Procrastinate Term rm 2 Tricky words Affect / Effect, Necessary Term rm 3 Borrowed words Faҫade, Mirage Term rm 4 Super subject words Pragmatic, Parliament Term rm 5 Dictionary words Pejorative, Prosaic Term rm 6 Lovely words Perspicacity, Flabbergasted

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Sh She did not shut ut it prope

  • perly

rly be because ause she knew w that at it is very y silly to shut ut

  • neself

self into

  • a w

a war ardr drobe,

  • be, even if it is

not t a m a mag agic one.

Lashings of ginger beer…

Believe eve me, my young ng fr friend, end, the here e is noth thin ing g - abso solutel lutely y not

  • thi

hing ng - ha half f so much w h worth rth doing ing as simply ply messin sing about

  • ut in boat

ats

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“Look like th the in inno nocent cent fl flow

  • wer

er b but t be th the serpen pent t under’t”

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“Wi

Will ll al all gr l grea eat t Neptune’s

  • c
  • cea

ean n wa wash sh thi this s blo lood

  • d

Cl Clea ean n fr from

  • m my

y hand?”

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We feel so strongly about cultural literacy that… …this is the play what I wrote.

The Play’s the Thing By F J Rowberry
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I love the smell

  • f lip-balm in

the morning.

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In this violent and graphic film about the war in Vietnam, a character says ‘I love smell of napalm in the morning.’ Napalm is a chemical weapon. Why is it appropriate (inappropriate?) for Connie, a school girl, to parody this famous line?

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…Incidentally, the film ‘Apocalypse Now’ was, in turn, inspired by the novel ‘Heart

  • f Darkness’

which was first published in 1899.

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Abandon hope all ye who enter here.

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This is said to be the message over the entrance to the gates of hell. It is attributed to the writer Dante from his ‘Divine Comedy.’ Why might a student say this about going to the head teacher?

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…Incidentally, look who this band named themselves after.

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Lowood School.

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In this 19th Century classic text, the eponymous heroine is sent to Lowood School. Lowood is a place of cruelty and deprivation where the girls and always cold and hungry. Why might the school in the play be called Lowood?

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Find out who created these fictional schools and, if it isn’t obvious, the name of the book or books where they feature.

  • Dotheboys Hall
  • Malory Towers
  • Hogwarts
  • Pencey Prep
  • Crossland High School
  • University of Wittenberg
  • Greyfriar’s School
  • The Chalet School
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Magnu Frater Spectat Te

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The school’s motto is in Latin and translates as: Big Brother is watching you. Why is this a strange (or is it) motto for a school?

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Big Brother is the name of a violent dictatorship in the novel 1984. Written in 1948, Orwell writes about a word where people are watched all the time and have to conform to strict rules. If they break the rules they are tortured by being sent to…

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…Room 101! Room 101 is now a comedy panel show but in the novel, 1984, it is a place where you have to suffer the worst thing in the world.

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SLIDE 41 It was a bright cold day in April, and the clocks were striking thirteen. Winston Smith, his chin nuzzled into his breast in an effort to escape the vile wind, slipped quickly through the glass doors of Victory Mansions, though not quickly enough to prevent a swirl of gritty dust from entering along with him. The hallway smelt of boiled cabbage and old rag mats. At one end of it a coloured poster, too large for indoor display, had been tacked to the
  • wall. It depicted simply an enormous face, more than a metre wide: the
face of a man of about forty-five, with a heavy black moustache and ruggedly handsome features. Winston made for the stairs. It was no use trying the lift. Even at the best of times it was seldom working, and at present the electric current was cut off during daylight hours. It was part of the economy drive in preparation for Hate Week. The flat was seven flights up, and Winston, who was thirty-nine and had a varicose ulcer above his right ankle, went slowly, resting several times on the
  • way. On each landing, opposite the lift-shaft, the poster with the
enormous face gazed from the wall. It was one of those pictures which are so contrived that the eyes follow you about when you move. BIG BROTHER IS WATCHING YOU, the caption beneath it ran.
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In this iconic science-fiction novel, it is discovered that the answer to life, the universe and everything is the number 42. Why might the number 42 be on the files?

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Never judge a book by its cover.

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GHOTI GHOTI

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FISH FISH

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SLIDE 52 5 Cons nsis iste tent nt & Develop loped a) a) Writing g is coherent ent and shows s an understanding of readers’ responses and is appropriate te for purpose se and audience b) b) Regist ster er, tone and style e are appropri riate te and consist stent ent. c) c) A devel elop
  • ped
ed range e of devices ces used d to create e cohesion
  • n and s
susta tain purpos
  • se
e and intention tion; ; ideas are logically sequen enced ced. d) d) Writing g is well structu ture red and logically sequen uenced ced; ; consiste stently tly manipulates tes paragraph phs s for effec ect. t. e) e) Writing g is suffi fici cient ently crafted ed and developed to sustain the reader’s intere rest st. S: Occasional errors rs in l less s commonly used d words. P: A v variety ety of punctu tuatio tion n usually used accuratel ely and for effec ect; t; deliber erate te decisi sion
  • ns
s made to define e and separat rate e clauses es in senten tences. ces. V: V Vocabulary ry choices s are creative ve and varied ed. G: A A v variety ety of senten tence e openings gs and length ths s used d through ghou
  • ut
t with some impact for effec ect. t. 4 4 Clear ear a) Ideas are clearly expressed and usually appropriate for purpose and audience. b) Mostly consistent register; choices made to achieve tone and style are clear. c) A range of devices used to create cohesion and sustain purpose and intention. S: Spelling errors evident in less commonly used words P: Punctuation usually used accurately and sometimes for effect. V: Vocabulary is clearly chosen for effect. G: A range of sentence starters and structures used for effect. Inconsistent use of clause demarcation which shows evidence of being chosen for effect.
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SLIDE 53 5 Cons nsis iste tent nt & Develop loped a) a) Writing g is coherent ent and shows s an understanding of readers’ responses and is appropriate te for purpose se and audience b) b) Regist ster er, tone and style e are appropri riate te and consist stent ent. c) c) A devel elop
  • ped
ed range e of devices ces used d to create e cohesion
  • n and s
susta tain purpos
  • se
e and intention tion; ; ideas are logically sequen enced ced. d) d) Writing g is well structu ture red and logically sequen uenced ced; ; consiste stently tly manipulates tes paragraph phs s for effec ect. t. e) e) Writing g is suffi fici cient ently crafted ed and developed to sustain the reader’s intere rest st. S: Occasional errors rs in l less s commonly used d words. P: A v variety ety of punctu tuatio tion n usually used accuratel ely and for effec ect; t; deliber erate te decisi sion
  • ns
s made to define e and separat rate e clauses es in senten tences. ces. V: V Vocabulary ry choices s are creative ve and varied ed. G: A A v variety ety of senten tence e openings gs and length ths s used d through ghou
  • ut
t with some impact for effec ect. t. 4 4 Clear ear a) Ideas are clearly expressed and usually appropriate for purpose and audience. b) Mostly consistent register; choices made to achieve tone and style are clear. c) A range of devices used to create cohesion and sustain purpose and intention. S: Spelling errors evident in less commonly used words P: Punctuation usually used accurately and sometimes for effect. V: Vocabulary is clearly chosen for effect. G: A range of sentence starters and structures used for effect. Inconsistent use of clause demarcation which shows evidence of being chosen for effect.
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Mastering Arden Grammar In Context

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“Perhaps, she told herself, this was what they called the witching hour.”

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What type

  • f sentence

is this?

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“Pe Perhaps haps, , sh she told d hersel self, , this s wa was s wh what at they y cal alled ed the wi witching hing hour hour.” The part in red is the ma main clau ause se. This makes sense on its own. The part in green is the su subordi

  • rdinate

nate claus

  • ause. This adds additional

information and does not make sense without the main clauses

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“Pe Perha haps, , sh she to told he herse self lf, , th this s wa was s wh what t t the hey called d th the wi witc tchi hing ng ho hour ur.” Now have a go at writing your own complex sentences. You could start by using this example but change the main and subordinate clauses.

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“Pe Perh rhaps ps, , she e told ld herself rself, , this is was what they y call lled ed the e wit itching hing hour.”

Why is this the subordinate clause? Why is this separate from the rest of the sentence? Is it because Roald Dahl wants us to understand that Sophie is separate from the other girls and has no one else to talk to?

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Po Point int Ev Evid idence ence Technique chnique Ana Analysis lysis Zo Zoom

  • m
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Po Poin int: : Start with a clear point relating to the writer’s intention and/or links to the question you are being asked

Top p Tip ip: Keep your point brief, to the point and don’t start with a technique. Write about the effect on the reader or the audience.

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Evi Evidence: ce: This is the easy bit. Copy your quotation carefully from the text.

Top Tip ip: Choose a quotation which is a interesting example of language or structure. Sometimes, you just have to choose a quotation which is important.

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Techniq hnique: ue: Name the technique in your quotation or write ‘this is important because…’

Top Tip ip: NEVER start with ‘in this quotation’ or ‘in this quote.’ It is pointless. Blend your technique into your analysis – it should all be part of the same sentence.

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Analys lysis: is: This is the really important bit. You need to analyse how the writer uses language and structure to get their meaning across to the audience – that’s you!

To Top Ti Tip: Start with the main technique or most important technique. Combine your technique into your analysis. Don’t tell me what a metaphor is – I already know. Tell me the effect ct of the metaphor. NEVER write ‘this creates an image in the mind of the reader.’

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Zo Zoom: Now you can zoom in to your quotation and analyse the effect of key words and phrases.

To Top Ti Tip: You can also zoom in on aspects of structure

  • r zoom out to write about another part of

the text or even the context (but we’ll talk about that more later.)

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  • Standard English in speech and writing
  • Get the basics right – capital letters are really

important

  • The struct

ctur ure of written work is as important as its content

  • Make paragraphs very clear
  • Rework/draft/improve short pieces of writing
  • Read, read and read some more
  • Pupils often come back to reading in upper school
  • E-readers can be brilliant
  • Talking books are fantastic
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