2L+2011


 * Summer Term 2012**

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Look at the trailer again. Think about how you might make a trailer for Alone on a Wide Wide Sea. You can jot some ideas down on a piece of paper or in your rough book. If you have a video editing application, you could even put some slides together that might provide suitable images for the trailer (though this is not necessary). Think about making your concept for a trailer interesting ... how would you do it? You need to make a 'treatment.'


 * English Exam**

Would you please remind your forms that, when it comes to English exams, they will be doing the writing (story) paper first and the comprehension paper second. Many thanks – Mrs Olney

Write the part of a story where the main part of the problem is resolved. This is due next week. We will discuss and work on it further next week.
 * Thursday 24 May 2012**


 * Monday 21 May 2012 - Cover Lesson**

Watch this video: http://vimeo.com/39401575

Answer the following questions in a word document.

1. Is the film effective? 2. Which year was the film made? What was happening in the world at this time (roughly). 3. What is the purpose of the video? 4. What is the language in the video like? 5. If you were going to make the video today, how would it be different?

If you finish watch this film. http://vimeo.com/channels/staffpicks/41471703

It is a short film.

6. What it is about and why do you think it was made? 7. Do you think it is good? Why?

Page 75 section on Clauses. Read Alone on a Wide Wide Sea up to page 122 (if you can). This should be done by next week.
 * Thursday 3 May 2012 **

**Thursday 3 May 2012**

Write an obituary for Matilda. An obituary is what is written in a newspaper after someone dies. You can make up some of the facts, but try combine your story with the 'facts,' from the poem. It might be a little humorous if you like, but ot does not need to be. This might be a kind of 'black,' humour that mixes things that are serious and funny. Take care because this can be quite hard to do. Good luck.

You can do this on the computer if you like.

**Thursday 26 April 2012**

Complete the Bishop Hatto comprehension Spelling Lists 15 and 16.

**Monday 5 March Lesson 5 and Prep**

Carefully go through this online tutorial (6 short pages) http://www.bbc.co.uk/schools/ks2bitesize/english/writing/explanation/read1.shtml

Then work through this online exercise.

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Then complete this test, and remember your score. Email your score to me at akl@stpaulsschool.org.uk.

Write an explanation of something. Choose one of the questions below, do some research and write an explanation using all the ideas that have been introduced in the tutorial. Complete this for prep. You can do this work on the computer, but you need to print it and trim it and glue it into your book.

Choose one:

Why is the sky blue? Why do things float in space? Why is the process that makes it rain? Why do birds migrate? How does a stapler work?

If you have a different idea you can email me. If I manage to reply I might give you permission to do something else, or if I can't reply, choose one of these! Make your work thorough and detailed. You may include a diagram.

If you finish work on this: http://www.bbc.co.uk/schools/ks2bitesize/english/spelling_grammar/

**Wednesday 7 March English** **Lesson 1**
 * In this lesson you will find out about Adjectival Clauses, Read about them, and then do a hard online test.**

Watch this:
 * Adjectival Clauses (in the video they call them adjective clauses - they are the same thing)**

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Read this carefully.

An //adjective clause// changes the meaning of a noun. It is possible to combine the following two sentences to form one sentence containing an adjective clause:

The children are going to visit the museum.

They are on the bus.

The children **//who are on the bus//** are going to visit the museum.

**| adjective clause |**

In the sentence above, there are two other ways to write the sentence correctly using the second sentence as the adjective clause.

The children **that are on the bus** are going to visit the museum.

The children **on the bus** are going to visit the museum.

Some other sentences can be combined into a sentence using adjective clauses in a variety of ways, and they are all correct. Note the variety of ways in which the following two sentences can be combined.

The church is old.

My grandparents were married there.

The church __**where** my grandparents were married__ is old.

The church __** in which** my grandparents were married__ is old.

The church __**which** my grandparents were married **in** __ is old.

The church __**that** my grandparents were married **in** __ is old.

The church __my grandparents were married **in** __ is old.

In the sentences above, the adjective clauses are underlined. All answers are correct. Note the use of the word " in " and how and where it is used.

**IMPORTANT NOTE ABOUT PUNCTUATION**

This quiz is very difficult! These sentences are actually the hardest that could be found (in that you need to know ALL the rules in order to get them all correct), so please follow the directions carefully.

1. Do not use commas in any of the completed sentences.

2. Make adjective clauses of the __second sentence__ in every case.

3. Spell correctly! This quiz is "graded" by computer, so any spelling mistake or punctuation error, like forgetting a period at the end of a sentence, will be counted wrong.

When you do the Quiz. DO NOT ENTER YOUR NAME. ENTER YOUR INITIALS ONLY e.g. TF WHEN IT ASKS FOR YOUR EMAIL ADDRESS, PUT MY EMAIL ADDRESS akl@stpaulsschool.org.uk WHEN IT ASKS FOR YOUR SCHOOL, PUT "CC"
 * IMPORTANT **

When you submit your test it will mark it for you! BE VERY CAREFUL ABOUT SPELLING, SPACING etc.

Proceed to the Quiz:

http://eslbee.com/cgi-bin/quiztest.cgi?adjectiveclauses

If you don't get it right, do it again, until you get 100% Good luck.

Send me an email if there are any problems.

If you finish work on this: http://www.bbc.co.uk/schools/ks2bitesize/english/spelling_grammar/


 * Thursday 1 March 2012**

For Prep: Here is a list of English Homophones:

Choose one set of homophones and make a poster with drawings of the words with the word HOMOPHONE written in bold at the top.

EXAMPLE: If you choose liar and lyre, you would draw a picture of a liar, and a lyre bird. Write liar and lyre bird next to the pictures, and in big letters at the top write HOMOPHONE. It would be good if these looked attractive so we could put them up around the classroom. Try to make bold drawings and even ones that are humorous. You could make it in a collage if you want!

Good luck. Any problems ... email me. Dr Lee


 * Monday 27 February (Birthday - woot!) 2012**

Print this page, answer the questions and bring into our next lesson.



Complete this exercise started in class:
 * Monday 30 January 2012**



Onomaptopoeic words are sound words. Sometimes they can be quite amusing when strung together. For prep make tone poem, which is a set of onompatopoeic words strung together. Don't just string completely random words and sounds together, try to make a theme or create surprises in what you write.

Here's an example: Slip, slop, slosh Splatt, splish, splosh Bibble, bubble, drobble Drobble, bubble, bibble.

Write a number of verses using different sounds. Note the pattern above. The second line ends in a familiar onomatopoeic word, that makes it funny and satisfying. Lines 3 and 4 have a structure BBD, DBBm, and ends again in a familiar word. The four lines have a watery theme, and a human theme - it might be your experience in a bath for example.

Read through this document and answer the questions in your big books. At the end of the lesson email this document to yourself. In either case, the work you completed today should be cut and glued into your books.
 * Monday 16 January 2011 Prep**

Write answers out in except for the multiple choice questions.



//**2L Cover Lesson Lesson 1 Wednesday 14 December 2011 PSHE**// //Watch the video on this page:// //http://www.metoffice.gov.uk/climate-change/guide/what-is-it//

//Read this page:// //http://www.metoffice.gov.uk/climate-change/guide/what-is-it/affects//

//And this:// //http://www.metoffice.gov.uk/climate-change/guide/what-is-it/why//

//And this:// //http://www.metoffice.gov.uk/climate-change/guide/how// Also read the links that this page has.

//On a blank Microsoft Word document make a page that is half poster and half fact sheet that issues a warning about climate change, but also gives some of the important facts about climate change. When you get to the end email it to akl@stpaulsschool.org.uk.//

//**Monday 12 December**// //In your big English book write a book review of one of the books you have read this term.//

//**Class Party**// //Boys suggested that they might be able to bring in things of this nature. If you can't provide exactly what is nominiated, choose something of the same 'genre.' Please do not bring too much, otherwise there is substantial wastage.//

//Drinks GMD & TMD - Juice// //Sweet TF- Somethig like donuts// //Drinks BG - Something like Sprite// //Salty CH - Something like pretzels// //Chocs WJ - Mini tubs// //Biscuits LH - Something like choc digestives// //Biscuits GLB - Something like Bourbon Creams// //Fort Cooks DK// //Popcorn HE// //Cheddars LJ// //Paper Plates AD// //Cups TH// //**Friday 8 December 2011**// //Complete play. If you were not in the English lesson today you will need to complete this at school (unless you emailed it home earlier) which might mean a prep holiday this evening.//

//**Thursday 1 December 2011**// //Read the book that you took from the library today, or your normal reading book for half an hour.//

//**Monday 28 November 2011**// //Complete the English Language work from p 20, sections A, B and C. If your stage profile was not properly done, please complete this as well. I will mark the outstanding work in your books when I collect them in on Wednesday.//

//**Tuesday 22 November 2011**// //**Cover Lesson**// //Please download this document. Save it in your user area. Use this document to build your play. Don not change any font or formatting. The document is a template with all the styles you need built in. You can choose from the play writing styles in the styles drop down box in the toolbar of Microsoft Word.//



//During the lesson get a start on your play.//

//**Monday 21 November 2011**// //English Prep: Work on your Second Year Planning Sheet. If you did not take it home with you, here is a copy. Spend half an hour working on it.//



//**Thursday 17 November 2011**// //English Prep: Instructional Texts// //Ask your parents where you keep the instruction books for your home equipment. Choose one of the instruction books and write a review of this book. Is it well set out, are the instructions clear, what do you like about the way it is set out, what do you not like. What else does the instruction book need? Does it have any information that is unnecessary? How would you improve it.//

//Answer in your big English book.//

//**Monday 14 November 2011**// //Learn Spelling List 4.//

//**Monday 7 November 2011**// //Prep: Do the sheet, given out in class. If you didn't get one, here's a copy you can download.//



//**Thursday 3 November 2011**// //Prep: Do some research on the location that you have chosen for the travel writing competition. Talk to you parents about the place you have chosen and get from them some of the place names and other information about where you visited. If you have some photographs, see if you can find them and look at them to refresh your memory about the place. Ask your brother or sister (where appropriate) about their reflections, and have a look on the internet for further information if this makes sense. Make some rough notes in your small English book so you can use this information in your writing, at school.//

//**Monday 31 October 2011**// //Prep: Complete two short descriptive passages (1 or 2 sentences only) one describing a taste and the other describing a smell.// //Then, read through the Nigel Chawner sheet and think about places you have visited. Perhaps look at some holiday pictures and try to remember the detail about a place you visited. We will be writing about places for the competition.//

//HALF TERM//

//**Thursday 13 October 2011**// //Write an entry for the Grapevine explaining what we did today in Oxford. You can type it, and to hand it in, you can email me! (Signed, sealed and delivered). akl@stpaulsschool.org.uk//

//**Monday 10 October 2011**// //Characterisation is the process of writing about someone in a book that makes the person seem real. Good characterisation has the reader feeling as if they know and care about the character. Look through your I am David book for examples of how Anne Holme does this. Choose two passages of one or two sentences length which help you 'feel' for the character. Write out these sentences and explain what they tell you about David. Try to think about all the things the sentence makes you feel about David and explain how they do this.//

//Here's an example://

David had very nearly shown his astonishment, but he had controlled himself and, hiding his feelings, had merely said, "I don't know what a compass is."

//This sentence helps shows us that David had learnt to control his feelings. It also tells us that he was naive (lacking in knowledge). The sentences make David seem vulnerable (weak) especially as he is beginning a big journey. When Anne Holme does this we feel sorry for David, and we wonder how he will be safe as he has so little knowledge of the world. He also seems to be a simple and straightforward person, by the way he speaks - in a short, simple sentence.//

//Good luck!//

//**New and final copy of the class play script. (Top Secret)**// //**Please read through it carefully as there are some slight changes.**//

//**Thursday 6 October 2011**// //Learn Spelling List 3.//

//ALSO: Read this poem carefully.//

//**The Eagle**//

// He clasps the crag with crooked hands; // // Close to the sun in lonely lands, //

// Ring'd with the azure world, he stands. // // The wrinkled sea beneath him crawls; //

// He watches from his mountain walls, // // And like a thunderbolt he falls. //

// - Alfred Tennyson, 1851 //

//**Monday 3 October 2011**// //Learn lines to play. Try to find clothes suitable for your character. Speech Bubbles should wear black, and Boys in suits should wear a non-school jacket and tie. The drama department can provide these if you don't have something like this.//

//Here is the script if you have lost/forgotten it.//



//**Wednesday 28 September 2011**// //Read up to the end of Chapter 4 in I am David.// //Answer the following questions. **Write full and detailed answers.**// //1. Page 80. What does 'spiteful' mean?// //2. Why did David almost think that there were no good people outside of concentration camps?// //3. Why was David afraid of children when he was a child himself?// //4. Why did the girl's hair catch fire?// //5. How did David react to being looked after at the end of the chapter?// //Answer in your big English books.// Spelling test coming soon!

//**English Prep**// //**Monday 26 September 2011**// //Think about these expressions://

a good time a bad time killing time spending time

//What do these things actually mean. In some ways they don't make any sense at all. These are called// idioms.// There are many expressions which not what they seem to mean.

Look at the following expressions and link them up with the right meaning. Write the expression and the correct meaning in your big English book.



Talk to a parent or adult and see if you can make a list of other idioms/expressions.

eg: after the fact, all the rage, argue the toss, a piece of cake etc.


 * 2L English Prep**
 * Thursday 22 September 2011**

Spelling List 2 Read up to the end of Chapter 3 in I am David


 * 2L English Prep**
 * Monday 19 September 2011**
 * Pirates Speaking**

Please do the following on direct speech. Answer in your big English book. Here is an example of how it should be written. REMEMBER TO INDENT YOUR PARAGRAPHS EVERY TIME A SPEAKER CHANGES.

..... "What I would like you to do for Prep," said Dr Lee, "is to write a short passage using direct speech." ..... "Not direct speech," moaned Ben. ..... "Yes," replied Dr Lee. "But, I want you to write like a pirate. To help you, you can find a simple pirate glossary below. You might write a simple and normal conversation, such as what you say to your parents when you get home, but write it as a pirate family would say it. This should make it quite enjoyable. Not everyone has finished their stories, so please finish your story too, as well as writing your 'Pirates speaking' prep. I will collect in both pieces of work tomorrow."



Double up on all your adjectives and you’ll be bountifully bombastic with your phrasing. Pirates never speak of “a big ship”, they call it a “great, grand ship!” They never say never, they say “No nay ne’er!”

Drop all your “g”’s when you speak ll

get words like “rowin’”, “sailin’” and “fightin’”. Dropping all of your “v”’s will get you words like “ne’er”, “e’er” and “o’er”.

Instead of saying “I am”, sailors say, “I be”. Instead of saying “You are”, sailors say, “You be”. Instead of saying, “They are”, sailors say,

“They be”. Ne’er speak in anythin’ but the present tense!

If it be helpin’, start yer sentence wi’ a “Arr, me hearty,” in a deep, throaty voice — ye’ll find that the rest be comin’ much easier.

**GM-D and TM-D: Story**. Write two interesting story beginnings. Choose the one you like the most and write a story based on that story beginning. The story should be 1.5 pages in length.

Please work on the stories we started in class today. Do a solid half hour's work. Try to finish your story, but if you don't complete it you can finish it at school.
 * 2L English Prep**
 * Thursday 15 September 2011**

Write 4 story beginnings. Each story beginning should be up to 4 sentences long. Write it so it is so well writen, you would want to read the whole story. Write it in your big english book.
 * 2L English Prep**
 * Monday 12 September 2011**


 * 2L English Prep**
 * Thursday 8 September 2011**

Read Chapter 2 of 'I am David.'

1. In the first two chapters you have read what has David learnt? 2. In the first two chapters how has David changed? 3. How does the author make you care about the character? 4. Is David someone you think you might like? Why?
 * Answer these questions in the BIG English book.**


 * 2L Prep Timetable**

If you haven't already done so, put this into your prep diary.


 * 2L English Prep**
 * Monday 5 September 2011**

Your prep tonight is to __**learn this poem**__.

**Truth by Barrie Wade**

Sticks and stones may break my bones,

but words can also hurt me.

Stones and sticks break only skin,

while words are ghosts that haunt me.

Slant and curved the word-swords fall

to pierce and stick in side me.

Bats and bricks may ache through bones,

but words can mortify me.

Pain from words has left its scar

on mind and heart that's tender.

Cuts and bruises now have healed;

it's words that I remember.

When you finish the poem think about this question.

What does the poem mean? Why do you think the poet wrote it? You don't need to write the answer, just think about it. We will discuss it in class.

Spelling List 1 Learn words The "Me" poster
 * Thursday 1 September 2011 English**