Summer Workbook - English

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Welcome to your English summer booklet! We hope you enjoy the activities and resources we have prepared for you over the summer break.

In English it is so important for you to regularly read and complete short bursts of writing to ensure you keep developing those key English skills. With this in mind, this booklet has been designed to keep your reading and writing skills in excellent shape.

Remember, it doesn’t matter if you are a Y8 or Y11 student, these resources will allow you to practise responding to questions, composing developed pieces of writing and finding out about some really interesting topics!

Remember to keep in touch with the English team @deltatrusteng or directly to your academy.

We can’t wait to see some of your amazing creations!

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COMPETITION TIME We’d love to see what you have been doing during your summer break. Use the comic strip template below to capture one event or a whole week of your break. Remember comics are often funny. Make sure you include: • Images to show the story/action • Speech bubble or boxes • Check your spelling and punctuation!

Send us a picture of your creation or take it into school on your first day back!

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YEAR 10 All the activities in this booklet will continue to develop the reading and writing skills needed for your GCSE exams. However, if you would like to develop these skills further, please use the ideas on this page to support your revision.

GCSE English Literature Recap your GCSE set text reading by refreshing your knowledge of plot, characters and themes. A great place to start is by re-reading your GCSE set texts. The more you know the better your answers will be!

Choose your academy’s set text from the following lists: Set text 1: Dr Jekyll & Mr Hyde by Robert Louis Stevenson OR A Christmas Carol by Charles Dickens Set text 2: Romeo and Juliet OR Macbeth by William Shakespeare All the above texts can be easily found online at websites such as: www.gutenberg.org Set text 3: An Inspector Calls by J.B Priestly OR Blood Brothers by Willy Russell Check out our Poetry Anthology resources and revision videos: www.deltaenglishspace.weebly.com GCSE English Language This booklet will help you practise your reading skills ready for Year 11, but continuing to develop your writing skills is very important. Use the task titles below to support your development. Remember to try and keep to the exam timings!

Language C1 – narrative writing Using your planned narrative response, adapt your story to meet the following titles. Remember to use the title somewhere in your story to show you are writing to the title!

•

Write about a time you learnt a valuable lesson

•

The lie

•

Write a story which begins: It wasn’t meant to happen….

•

Write a story which ends: ….and I knew it was all because of me!

You will have 45 minutes to complete a plan and your 5 part story.

Language C2 – transactional writing This is the section of the exam with the most variety in how you will need to respond. Thankfully, you can approach each text type in the same way. You just need to make sure it ‘looks’ right e.g. a letter should have addresses; an article will have a bold heading. Use the task titles below to support your development.

Remember to use the exam timings of 30 minutes to produce a plan, introduction, 3 or 4 main paragraphs and a conclusion.

•

You have to give a talk to your classmates about your hobby or special interest to try and encourage others to get involved.

• You are part of the student council and there has been some discussion about extending the school day

to make up for lost learning. Write a letter to your head teacher on the introduction of a longer school day.

•

Your local council has a competition to create web content to boost tourism in your local area. Write a guide to encourage tourists to your local area.

•

This is part of a letter that appeared in a local newspaper. ‘Teenagers today are wrapped in cotton wool. They are not equipped to deal with the modern world’.

Write an article giving your views on the subject.

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WEEK 1: LOCKDOWN EMAILS This week we will be looking at a poem composed in the style of Jessica Salfia’s “First line of emails I’ve received while quarantining” which went viral on social media. Similarly, the poem below is composed of the beginnings and endings of a number of emails sent during the Covid-19 pandemic.

Read Jessica Salfia’s poem here: https://www.theguardian.com/books/2020/apr/12/ poem-constructed-from-emails-during-quarantine-goes-viral You will see that the poem reflects its context, a difficult time for many. You are going to read and analyse the poem using the key questions below. You are then going to write a poem which reflects your own experience of ‘lockdown’.

LOCKDOWN POEM In these unprecedented times What’s your survival plan?

Get top tips, advice and guidance to adapt to a new normal and keep safe and well.

Back to (home) school hope it’s not too stressful hope you’re keeping sane and adapting to the new normal and keeping safe and well.

We’re INN this together! Keep your mind MOTORING! Stay home. Stay Safe.

Our response to government directives to navigate a new normal and keep safe and well.

Protect your staff with confidence!

Our operators have been fully trained in social distancing to help you with the new normal, in keeping safe and well.

Covid-19 Coronavirus update!

Wishing you all the best in this difficult time We’re here to help you find a new normal and keep safe and well.

We wish you all the best.

This is our new normal.

Keep safe and well.

Now have a go at answering the following questions based on the poem: 1.

Why would the writer repeat the phrases “new normal” and “keep safe and well”?

2.

What words/phrases suggest this time has been quite difficult for many?

3.

What word suggests that this time has been unique/once-in-a-lifetime?

4.

Why would the final stanza change in style/tone? What meaning is generated here?

5.

Are there any examples of kindness expressed by others in this poem? If so, where?

Imagine you are a historian reading this poem 100 years from now.

6. What did people do/feel during this time? Extract details from the poem that tell you and explain.

Now write a paragraph which reflects your own experiences of lockdown. This poem may remind you of some of the things you saw/heard/experienced, but try to explain what the experience was like for you.

The lockdown experience was… Because… (difficult/enjoyable/boring/good and bad) There were moments that were…but then…

My favourite part was…

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“The writer paints a clear picture of what life in lockdown was like.” How far do you agree with this statement?

Use quotations from the poem to evidence your points.

I agree/ I disagree…because… It was clear that the time was…because…

WILL YOU TAKE THE CHALLENGE? Now create your own poem in this unique style, capturing your own experiences of things you saw and heard during the lockdown period. Use the example above as a model.

STEP 1: Collect extracts from either emails or Tweets/posts that reflect the lockdown experience. You may even take snippets of things you’ve heard on the TV, or even what you’ve heard people repeatedly say like “stay home, stay safe” for example.

STEP 2: Prioritise the ones that best reflect the time for you. Which ones would sit well in a poem?

STEP 3: Re-organise your extracts/phrases so they make sense. Feel free to add words like ‘and’ and ‘to’ to make the extracts join into full sentences. Aim to pull together several stanzas (poem paragraphs). Repeat the words/ phrases that mean the most the end of each stanza for emphasis.

STEP 4: Try to make your last stanza different to emphasise the point you’re trying to make. Change the number or lines, or the way it is phrased. Make your final line really count! What is the overall message of the poem?

Make sure the last line really means something.

STEP 5: Share your masterpiece @deltatrusteng or with your school.

LITERACY TIME! Spot the word difference Which of the following words is the odd one out and why?

EXAMPLE: you

they

run

‘Run’ is the odd one out because it’s a verb and the others are pronouns. You don’t have to use terminology.

You can explain it – ‘run’ is doing something, the other words indicate people.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

sat

because

leaping

hello

friend

bad

queue

metaphor

sonnet

Shakespeare

red

sprinting

said

hiya

foe

worse

cue

simile

prose

Priestley

jump next laughing good morning companion worser queueing adjective ode Dahl

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WEEK 2: MARCUS RASHFORD - NOT JUST A FOOTBALL HERO! This week we will look at how to use the written word to create change. Read and answer questions on a newspaper article on a hot topic – free school meal vouchers.

Rashford, the Football Hero Who Campaigns for Free School Meals.

Who is Marcus Rashford? Marcus Rashford, 22, is a professional footballer, who plays for Manchester United and England. Rashford, is a talented Manchester United and England footballer, who has persuaded the Government to provide children, who get free school meals, with vouchers over the summer.

At the moment, some children receive free school meals to make sure they have access to healthy food on a daily basis. During the lockdown, these children’s families have been given vouchers to buy food at shops instead. Originally, the government was going to stop giving out these vouchers during the summer holiday which shocked many people. It meant some children would NOT have access to healthy food during the school holidays! When Marcus Rashford heard this, he decided to take action; he decided to actually do something about it! He knew that it was not right to stop providing free school meals for those families that needed them. So he wrote a letter to all MPs in parliament. He urged them to make sure that those in need could get free meals during the summer holidays too. In his letter, he wrote: “Please reconsider your decision to cancel the food voucher scheme over the summer.” He also wrote about how, when he was a child, his family “relied on breakfast clubs [and] free school meals.” This is why he knows how important it is for families continue to get the vouchers over the holiday.

After they received Marcus’ letter, the Government changed its mind. Now, the vouchers will continue be available over the summer holidays. When he heard the news, Marcus said on social media: “I don’t even know what to say. Just look at what we can do when we come together.” We all need to act and help others by being active and doing things like writing to your MP. This shows that it can work if we try and do something! Boris Johnson told journalists on Tuesday that he had phoned the football star. Mr Johnson said he “thanked him for what he had done.” Manchester United, his team, posted that he was “A hero. An inspiration”. Over 1.3m children in England will benefit from what Rashford has done!

“He has changed the lives of so many kids this summer,” said Solskjaer, Manchester United’s manager. “That is more important than any game of football he could play.”

This is not the only action that Marcus Rashford has been taking. He has been working with a charity called FareShare that aims to tackle hunger and food waste. So far, he has helped the charity to raise almost £20 million. The money has been used to feed schoolchildren that get free school meals during the lockdown.

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Now answer the following: 1. What does Marcus Rashford do for a living?

2. What has he campaigned for?

3. What did he do to make the Government change their mind?

4. How many children in England will benefit from what he has done?

5. What does his manager, Solskjaer think about what he has done?

6. What other action has Marcus Rashford taken?

Now, write a newspaper article about something that interests you – it can be anything from, why the football season should restart now, to an article about your favourite famous person.

Have a look at some different articles first to give you some ideas: https://www.bbc.co.uk/newsround

WILL YOU TAKE THE CHALLENGE? Write a letter to your local MP about something you feel strongly about. Some ideas are: the environment, education (should you be back at school every day?), public transport, cruelty to animals.

LITERACY TIME! was/were – when to use them: was is singular that means one person.

Examples – I was going to the shops when I saw my friend who was also going to the shops. (One person in each case.) were is plural that means more than one person We were going to the park to play football when we saw a group of dogs who were running around the pitch. (More than one in each case – there are lots of people and dogs!)

1. Albert was/were running for the bus.

2. The bees was/were buzzing around the flowers.

3. Jake was/were awake and ready for breakfast.

4. Jane was/were painting a picture.

5. Fred and Joe was/were going to play football.

6. It was/were raining yesterday.

7. She was/were sad yesterday but today she

is happy.

8. We was/were boarding a flight to Spain.

9. They was/were going to Alton Towers for the day.

10. December was/were particularly cold this year.

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WEEK 3: ACTIVISM As you have already seen in this booklet, Marcus Rashford’s campaign was covered in the newspapers. Let’s have a look at what he published to his social media pages. Here is an extract from a two-page letter he posted to his Twitter page:

@MarcusRashford Understand: without the kindness and generosity of the community I had around me, there wouldn’t be the Marcus Rashford you see today: a 22-year old black man lucky enough to make a career playing a game I love.

My story to get here is all-too-familiar for families in England: my mum worked full-time, earning minimum wage to make sure we always had a good evening meal on the table.

But it was not enough. The system was not built for families like mine to succeed regardless of how hard my mum worked.

As a family, we relied on breakfast clubs, free school meals, and the kind actions of neighbours and coaches. Food banks and soup kitchens were not alien to us; I recall very clearly our visits to Northern Moor to collect our Christmas dinners every year. It’s only now that I really understand the enormous sacrifice my mum made in sending me away to live in digs aged 11, a decision no monther would ever make lightly.

Can you answer the following questions based on the extract?

1) What does he tell us about his family?

2) How does he feel about his mother?

3) Why do you think he uses examples from his own life?

Lewis Hamilton, the famous F1 driver, also used his Instagram page to support protesters in Bristol who tore down a statue of Edward Colston, a slave trader from Britain’s past. Here is an extract:

“I DO NOT CONDONE VIOLENCE OR CRIMINAL ACTS BUT YOU HAVE HAD PLENTY OF TIME TO DO THIS YOURSELVES AND HAVEN’T. POWER TO THE PEOPLE” “Edward Colston was a monster who bought, sold, and traded Africans, human beings, and forced them into slavery until they died. Nobody who did this should be honoured. It was/is terrorism. Now. Then. He never should’ve had a statue.”

Can you answer the following?

1) Why do you think he described Colston as a “monster”?

2) Why do you think he chose to compare his actions to “terrorism”? Why use that word?

3) What do you think the phrase “power to the people” means?

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WILL YOU TAKE THE CHALLENGE? Your task is to design a logo and a slogan to support a social cause of your choice. Some ideas to might want to consider: • Black Lives Matter • LGBTQ+ rights • Women’s rights • Social equality Once you have designed a logo and a slogan, write a paragraph explaining the reason behind your choices. Comment on your design, your word choice and explain the impact you would hope to have on someone who saw/read it.

LITERACY TIME! Create a web word A web word is where you think of words that start with the same prefix but for different subjects. Look at the example below: Polygon

e

Maths

Scienc

Polysaccharide

Poly = Many Polysyllabic

English

R.E.

Polygamy

Now you try: Geogr

aphy

Maths

Trans = across or change

Scienc MFL e Can you think of any other words beginning with trans?

Which words use ‘trans’ meaning across and which words use it meaning change? Create two lists.

Can you think of any more?

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watching brave souls risk life watching and limbbrave chasing souls after riskalife watching discand of limb brave chasing soulsafter risk life a disc andoflimb chasing after a disc o 7lb/3kg Double Gloucester cheese.

7lb/3kg Double Gloucester7lb/3kg cheese.Double Gloucester cheese.

DEnglish E LTA Academies Trust The event features men’s, women’s The eventand features children’s men’s, races, The women’s though event features and children’s men’s,races, women’s though and children’s races, th the children only race up the the hill. children Up to 30 only competitors race up the thebegin hill. children Up toonly 30 competitors race up the hill. begin Up to 30 competitors beg each race with an exhausting each climb race from withthe anbottom exhausting of each the climb race hill from to with an theexhausting bottom of climb the hillfrom to the bottom of the the top, where they wait asthe thetop, crowd where begins they eagerly wait as the chanting the top, crowd where begins they eagerly wait as chanting the crowd begins eagerly chan 'Roll that Cheese!' and baying 'Roll forthat theCheese!' first cheese andchase baying 'Roll tofor that getthe Cheese!' first cheese and baying chase to forget the first cheese chase to underway. Once the masterunderway. of ceremonies Oncegives the master the signal, underway. of ceremonies the Once the gives master the signal, of ceremonies the gives the signal There are a number of sports and activities which do not appear on our timetables at 7lb Double cheese 7lb let go from Gloucester the top cheese of7lb Double ishill, letat goGloucester from the top cheese the is let hill, go from school,Gloucester and we don’t getisDouble chance to take part inthe them weekends or of watch them on the top of the and television. the race toYour chase and catch and isthe itto israce underway. to chase It and isabout anand catch often the it race is underway. chaseactivities, It and is an catch often it is then underway. It is an ofte challenge find out more some oftothese and disastrous gamble competitors disastrous gamble quickly as lose competitors their disastrous balance, very quickly aslose competitors their veryyou quickly persuade yourasPrincipal, yourvery friends and your families to gamble get involved in onebalance, that are lose their ba tumbling and bouncing on the tumbling steep,and slippery bouncing grass,on with tumbling thesome steep, and slippery bouncing grass, on with the steep, some slippery grass, with so interested in! heading into chaotic rolls head-first heading into through chaotic the rolls nettles. heading head-first The first into through chaotic the rolls nettles. head-first The first throughQuestions: the nettles. Th Questions: Activity: read the text below and answer the questions, which follow, in sentences. competitor to successfully reach competitor the flattoarea successfully at the bottom competitor reach of the flat to successfully area at the bottom reach the of flat area at the bottom 1) When and where did the1) sport Whenbarrier and w the hill and break through the thealmost hill andimpenetrable break through barrier the thehill almost ofand thebreak impenetrable through barrier the almost of the impenetrable localCHEESE rugby teamROLLING takes home local the cheese! team takes home local the rugby cheese! teamoriginate? takes home the cheese! originate?

- rugby CHASING THE CHEESE

WEEK 4: UNUSUAL INTERESTS AND SPORTS

of 2)the Which Hill7lb make qualit it Everyone involved is warned Everyone that theinvolved path ofisthe is warned 7lb cheese Everyone thatcan the involved path2)ofWhich isthe warned 7lbqualities cheese that the canCooper’s path of chees The Gloucestershire tradition of Cheese Rolling one suitable fortothis a suitable venu be very unpredictable the be survived very cheese unpredictable has even been andbe known the very cheese to unpredictable has aeven been and venue the known cheese hasrace? even been know of the oldest customsand to have in Great Britain.

Some say it hasthe its roots in pre-Roman times.side Today itthe course. bounce towards spectators bounce on either towards the ofspectators bounce on The towards either side the of spectators the course. on The either side the course 3) How many competitors might 3) of How take many partc is as popular as ever and the crowds turn out in their lure thousands of watching and participating lure of in watching what could and very participating lure well of be watching in what could and participating very well be in what could very well at the incredibly steep and treacherous in each race? in each race? b incline of Cooper’s Hill, most in anticipation of'sport' watching called Gloucestershire's called extreme Gloucestershire's can bemost put called down extreme Gloucestershire's to 'sport' can be most putextreme down to'sport' can be put do brave souls risk life and limb chasing after a disc of 4) What are the potential dangers 4) What ofare forthe the absolute adrenaline thrill theofabsolute taking onadrenaline such a thrilling thrill the of absolute taking adrenaline on such a thrilling thrill of taking on such a thrilling 7lb/3kg Double Gloucester cheese. and for spectators? competitors an challenge. Some people win,challenge. some merely Somefinish people andwin, many challenge. some get merely Somecompetitors people finish and win, many some get merely finish and many

The event features men’s, children’s injured – every year sees a women’s number injured –and ofevery broken year bones, sees ainjured sprains number –and every of broken year bones, sees a number sprains and of broken bones, sprain 5) According to the article, why 5) According do people to races, though the children only race up the hill. Up to minor injuries but all look minor back on injuries the cheese but all rolling look minor experience back injuries on the cheese but all rolling look back experience on the cheese rolling expe 30 competitors begin each race with an exhausting want to take part? want to take pa withclimb fondfrom memories. with with fond memories. the bottom of the hill fond to thememories. top, where

they wait as the crowd begins eagerly chanting ‘Roll More unusual sports or activities you might explore: toe that Cheese!’ and baying for the first cheese chase to wrestling, snailmight racing, toy competitive dog More sports activities Moreofyou unusual might sports explore: or activities toe More wrestling, unusual you snail sports explore: racing, orvoyaging, activities toy toevoyaging, wrestling, you might competitive snail explore: racing,dog toe toywv getunusual underway.

Onceorthe master ceremonies gives grooming, soap carving, competitive mooing (yes, that the signal, thecarving, 7lb Double Gloucester let go that free to hut for others! )…feel grooming, soap competitive grooming,cheese mooing soap iscarving, (yes, competitive grooming, means imitating soap mooing carving, cows (yes,)…feel competitive that means imitating mooing (yes, cows that me means imitating cows)…feel free to hunt for others! from the top of the hill, and the race to chase and catch it is underway. It is an often disastrous gamble as competitors very quickly lose their balance, tumbling and bouncing on the steep, slippery grass, with some heading into chaotic rolls head-first through the nettles. The first competitor to successfully reach the flat area at the bottom of the hill, and break through the almost impenetrable barrier of the local Questions: rugby team, takes home the cheese!

Everyone involved is warned that the path of the 7lb cheese can be very unpredictable, and the cheese has even been known to bounce towards the spectators on either side of the course. The lure of watching and participating in what could very well be called Gloucestershire’s most extreme ‘sport’ can be put down to the absolute adrenaline thrill of taking on such a thrilling challenge. Some people win, some merely finish and many get injured – every year sees a number of broken bones, sprains and minor injuries - but all look back on the cheese rolling experience with fond memories.

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1) When and where did the sport originate?

2) Which qualities of Cooper’s Hill make it a suitable venue for this race?

3) How many competitors might take part in each race?

4) What are the potential dangers for competitors and for spectators?

5) According to the article, why do people want to take part?

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WILL YOU TAKE THE CHALLENGE? Cheese rolling is too dangerous for us to include in PE lessons, but now it is your chance to persuade the people around you to get involved in another unusual hobby or sport. This means they could participate, or they might spectate, or they might help to organise an event with you.

Things to consider:

Choose how you will present your ideas:

1) Which hobby or sport would you like the Research more about this activity online if possible

opportunity to become more involved with?

– create a fact file.

2) Which skills might be needed and/or developed Create a web page, leaflet or poster providing

through taking part in this unusual hobby? information about your chosen activity.

3) Who is it suitable for? Who might it be unsuitable Write an article or storyboard about taking part in it.

for? Who would want to be involved? Who might Write a letter to your Principal, a parent/carer or

want to spectate or help to organise it? your friends, persuading them to host an event 4) When and where might this take place?

showcasing this activity, and inviting them to take 5) What equipment, permission and/or support might part!

be needed? Who can help with this?

6) What is the outcome – e.g. is it competitive with a

prize? Or is the outcome something that is

produced and can be kept?

7) What are the costs in time, and maybe money?

LITERACY TIME! They’re – contraction of they are Their – shows ownership

They’re delighted with their exam results.

Their books were on their desks with their pens.

There – refers to a location or place

We went to London and stayed there for the weekend.

1. They’re/there/their are 365 days in the year.

2. Tuesday was they’re/there/their anniversary.

3. They’re/there/their going to the swimming pool

because it is so hot.

4. The dogs enjoyed they’re/there/their walk.

5. Christmas was they’re/there/their favourite time of year.

7. They’re/there/their are fifteen students going on

the trip to Whitby.

8. They’re/there/their pleased to be returning to

school after the summer holidays.

9. Let’s be they’re/there/their friends.

10. The birds ruffled they’re/there/their feathers.

6. Forget the trip to Alton Towers, they’re/there/their

not going.

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WEEK 5: DESERT ISLAND DISCS CONVERSATION Desert Island Discs is a radio programme broadcast on BBC Radio 4. It was first broadcast on the BBC Forces Programme on 29 January 1942 and, in February 2019, a panel of broadcasting industry experts named Desert Island Discs the “greatest radio programme of all time.” Each week, a guest, called a ‘castaway’ during the programme, is asked to choose eight single (songs) which they would take if they were to be cast away on a desert island, whilst discussing their lives and the reasons for their choices. Read the extract from the radio interview and answer the questions.

Read this extract from Queen guitarist Brian May as ‘castaway’ discussing one of the songs he would choose.

SUE: So, then, record number 3?

BRIAN: Record number 3 - this doesn’t sound very rock ‘n’ roll really. It’s Smokey Robinson And The Miracles and this really took me all through my college days. I was at Imperial College doing Physics Degree and then Astronomy Second Degree, and I was very lonely. My first proper long-term relationship had broken up and I thought it was the end of the world. This was the girl that I was convinced I was going to marry from the age of sixteen, and - I’m smiling now, but I wasn’t then, you know, [laughs] – I think I saw myself as this great tragic figure and every time I heard this record it seemed to sort of move me into a place where I felt comfortably sorry for myself. It was my first ‘break up’ song. I think it’s one of the most fantastic voices in the history of popular music - Smokey Robinson and the song is called ‘The Tracks of My Tears’. [ The song plays] SUE: That was Smokey Robinson And The Miracles with ‘Track Of My Tears’. You say that song really got you?

BRIAN: Still gets me every time, yeah. That’s what made me want to write songs, you know, that connection from heart to heart that can really grab you.

SUE: You want people to identify with the feelings behind the songs?

BRIAN: Yes, I mean, I was brought up as a scientist. It’s very odd you know. There’s a side of me which is very factual and I can, I can sort out every practical problem. But, of course, the problems you can’t solve are the emotional ones. Yet they turn out to be the most powerful things in your life. You think you can order your life, but you know, the emotional side of my life has always been a roller coaster.

SUE: Bit of a nightmare sometimes, emotions.

BRIAN: Mm yeah, but if you’re hardened and don’t feel the bad with the good, then you’re not really living.

You need to feel to be alive rather than existing. You have to be vulnerable, I think, open to experience and to take the ups with the downs. (Laughs) Funny, it makes me feel better to remember that pain - I thought the world would end when the relationship ended. But life changes and you recover. And then you are more grateful when things are going your way. You appreciate the good times more, I think.

Now answer the following: 1. What did Brian May study at university?

2. What college did Brian attend?

3. How did he feel when the relationship with his girlfriend ended?

4. What did he think about his girlfriend when he was sixteen?

5. What made him want to write songs?

6. What kind of problem is he good at solving?

7. What does it mean that it’s been an emotional ‘roller coaster’?

Why don’t you have a go at interviewing a family member or friend? What songs would they choose and why?

Check out Desert Island Discs at www.bbc.co.uk

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CROSSWORD Have a go at completing the following crossword based on this week’s topic. Remember, answers are in the back:

1

Across 1. A weird metal or his lead singer 5. He thinks Robinson has an amazing...

7. Who sang ‘Another one bites the dust’?

8. What did Brian May study at university 9. Media - where you would hear this transcript 11. His scientific side is very...

12. Host of the radio show 13. Being grateful for the good times 14. Number of songs they got to pick

2

3 4 5

6 7

8

9

10

11 12 13

14

Down 2. His life has ups and downs like one of these 3. Tears of a ___________ 4. How did Brian feel during the break up?

6. Person lost at sea / in a remote place 10. Type of island with nothing on it

LITERACY TIME! Spelling 1. gorgeous 2. tomorrow 3. quiet 4. minute 5. believe 6. appreciate 7. receipt 8. especially 9. occasion 10. queue

Common mistake gorgeous – remember the ‘e’ tomorrow – one ‘m’ two ‘rr’ quiet – ie often confused with quite minute – ute, often confused with uet believe – don’t forget the ‘e’ appreciate – the ‘i’ is often forgotten receipt – ‘i’ before ‘e’ except after ‘c’ especially – the ’i’ is often forgotten occasion – two ‘c’s one ‘s’ queue – often confused with cue. This is for a queue of people.

Now learn the spelling using – Look – Cover – Write – Check.

Write spellings out at least three times and get someone to test you!

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WEEK 6: GOTHIC MONSTERS This week you are going to study Gothic monsters! You will learn about some famous monsters from Gothic novels and analyse how writers use language to present them. Gothic novels began being written because, in the late 18th and 19th centuries, it was a time of great discovery and exploration in the fields of science, religion, and industry; people both admired and questioned the existence of God or a higher power. Gothic novels allowed writers and readers to explore these ideas through the medium of storytelling. Ghosts, death and decay, madness, curses, and so-called ‘things that go bump in the night’ provided ways to explore fear of the unknown and what control we have as humans over the unknown.

Main key features of Gothic monsters: • Dark and mysterious • Related to the supernatural (beyond our

own world or understanding) • Related to science and the dangers of science • Aggressive, violent or confrontational Now answer the following.

1. Can you think of any famous Gothic monsters? Write a list of them and what their key features are.

2. Research Gothic monsters on the internet and write a summary of each one in 100 words.

3. Some key Gothic novels to look up: The Castle of Otranto, Frankenstein, The Strange Case of Dr Jekyll and Mr Hyde, The Mystery of Edwin Drood, Lot No. 249. What are these stories about? Write a paragraph for each one using the 5Ws – who, what, where, when, why?

Dracula by Bram Stoker (Published in 1897) The novel tells of a vampire that moves from his home of Transylvania to England in the hope of finding new blood to drink and spread the curse of the vampire. A small group of people fight against him, including Professor Abraham Van Helsing.

A description of Dracula from the novel – read the description and answer the questions below His face was a strong, a very strong, aquiline, with high bridge of the thin nose and peculiarly arched nostrils, with lofty domed forehead, and hair growing scantily round the temples but profusely elsewhere. His eyebrows were very massive, almost meeting over the nose, and with bushy hair that seemed to curl in its own profusion. The mouth, so far as I could see it under the heavy moustache, was fixed and rather cruel-looking, with peculiarly sharp white teeth. These protruded over the lips, whose remarkable ruddiness showed astonishing vitality in a man of his years. For the rest, his ears were pale, and at the tops extremely pointed. The chin was broad and strong, and the cheeks firm though thin.

The general effect was one of extraordinary pallor.

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KEY WORDS

QUESTIONS:

Aquiline Like an eagle

1. Highlight the words in the description that make Dracula seem different or unusual.

Scantily

Small or insufficient, not enough

Temples Flat part of head between forehead and

ear, either side of the head Profusion An abundance of or lots of Ruddiness Redness Vitality

Life

Pallor

Unhealthy and pale

2. Make notes on how as readers we feel about Dracula through this description and why. Refer to specific examples.

3. How is the writer able to hint at Dracula being supernatural in this extract? Which language features help him to be able to show this?

Why not have a go at creating your own Gothic character?

WILL YOU TAKE THE CHALLENGE? Have a go at writing your own mini Gothic horror comic story which features your monstrous creation!

Remember to send your Gothic creations on Twitter to @deltatrusteng or directly to your academy.

LITERACY TIME! Your/ you’re – when to use them: Your is used for possession – that means something belongs to you.

Examples – Your books are on your table in your bedroom.

All these things belong to you!

You’re is a shortened version of you are You’re really good at sport but you’re not going to be able to play in the final match.

1.

2.

3.

4.

5.

Your/you’re guess is as good as mine.

I’m sorry I broke your/you’re phone.

Time flies when your/you’re having fun.

You’re/your going to regret not completing your/you’re homework.

Is that your/you’re bike over there by the door?

Your

Your bat Your bag

You’re

You’re nice You’re stupid

6. Have fun with your/you’re exams this summer.

7. If your/you’re putting it on your/you’re plate, you had better make sure you eat it all.

8. Your/you’re sure the bus leaves at 8 o’clock?

9. Enjoy your/you’re birthday surprise!

10. Your/you’re my best friend.

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WEEK 7: THRILLERS! THRILLER Everyone loves a good thriller, and not just on television either! James Bond started off in a book, as did Artemis Fowl! A good thriller always has dramatic action scenes … your challenge today is to look at a gripping action scene, work out what makes it tick, and then write your own!

In this extract, DCI Yorke and DS Jake Pettman are pursuing a man wanted for the kidnapping of a young man.

Having completed a high-speed pursuit course last year, DCI Yorke is the one at the wheel…

There was an explosion of green, and Yorke watched open mouthed as the white transit van burst from the bushes lining the car park. The van turned sharply left and Yorke shot out in pursuit.

‘Not sure I’m going to enjoy this,’ Jake said.

With no snow falling, visibility was good, but there was only one lane at this part of the A36, and it had been narrowed significantly by the build-up of snow at the sides of it. It was imperative that Yorke kept his Lexus as straight as an arrow; one false swerve and they would be spinning to a possible death.

Ahead, the van clattered into the bumper of the car in front of it leaving the terrorised driver little choice but to swerve off the road into a car park on the left. Three stores received a sudden influx of customers at terrifying velocities. One Mini took out a trolley of alcohol beside an off-licence; split cans sprayed beer in the air like tiny geysers.

Yorke tensed both hands on the wheel as he dinked the van’s bumper.

‘Brace yourself,’ he said to Jake, and thrust even harder this time, jolting both of them forward.

‘Easy tiger,’ Jake said. ’That’s not going to make him stop.’

Yorke fired up the flashing blue lights on the front grille. The accompanying two-toned siren always charged him with adrenaline: he streaked around a Toyota, an Audi and then rammed into the back of the van again, bringing another mutter of disapproval from Jake. Then, the van’s brake lights glowed; a car in front of it must have slowed. The van zipped to the other lane, leaving Yorke to pound his own brakes to avoid hitting a braking Ford. He screeched into the other lane without checking his mirrors, praying that the traffic behind them had slowed to a crawl to avoid the battle.

Yorke saw the police-bike burst into view. The biker tried to align himself alongside the van.

‘He’s confident,’ Jake said.

The biker thumped the van driver’s door several times. Inevitably, the driver swerved and there was a shower of sparks as both the bike and the man danced along the concrete.

Despite the two tone, Yorke could hear the throbbing of a helicopter descending from the clouds.

The van continued to weave around traffic, sideswiping cars, clipping wing mirrors, and Yorke’s Lexus crunched through the debris left in its wake. A hefty bill would be finding its way to the Wiltshire police force.

Yorke’s speedometer danced around eighty. He showed the back of the van his bumper again; unfortunately, the van also showed its brake lights again and swerved, leaving Yorke hurtling toward a Saxo. He stabbed the pedal. A cry came from Jake as the front wheels locked, and they skidded almost ninety degrees toward a snowy covered barrier. Yorke gagged on the impact of sudden fear.

From the corner of his eye, Yorke saw the van taking a hard left as, unbelievably, the barrier ended, sparing their lives and, with a stroke of good fortune, leaving them facing the right direction to continue chasing the van. Back in control, he accelerated, caught the transit up and breathed in his quarry’s diesel fumes. He could hear sirens raging all around. The idiot was heading into a multi-story car park. What the hell was he doing?

The white van hit the barricade dead on like a homing missile and wood rained down on Yorke’s windscreen.

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Now have a go at answering the following questions: 1.

In the opening lines, what powerful image shows the effect of the transit van emerging from the bushes?

2.

At the beginning of the chase, what is imperative for DCI Yorke? And why?

3.

Re-Read the opening 10 lines, highlight a list of powerful and dramatic words.

4.

In the paragraph beginning, “Yorke fired up the flashing blue lights …” what words are used to show that Yorke is tense and excited?

5.

Why will the Wiltshire police force receive a bill following this car chase?

6.

How fast is Yorke going and what angle does he skid at when he brakes?

7.

Finally, re-read the text from line 11, and highlight another list of powerful and dramatic words.

Now, is your chance to write a dramatic action scene! You could write about a car chase, an alleyway chase on foot, a gunfight, a fist fight … the possibilities are endless. You could even write about two spaceships having a shoot-out if Sci-fi is your thing. If you are short on ideas, fire up Netflix, Amazon Prime, or Disney, and watch an extract from an action movie such as James Bond, Transformers or the Avengers. Then, attempt to retell the sequence.

Things to consider: 1)

2)

The actual action sequence. If it is your first time, keep it simple. Focus on one idea. The above example was just a car chase. No guns were involved.

Think about the process. It is easy to say, ‘James Bond chased him down a couple of alleys and caught him in the final one,’ but that is not exciting! You need to bullet-point the process of the sequence. The longer you spend on this section, the more exciting your sequence will be!

•

James Bond hears a gun shot.

•

He breaks into a run.

•

In the first alley, he has to clamber over a metal fence.

•

In the first alley, he can see his quarry up ahead, punching people and throwing them out of his way.

•

Bond turns into a second alley, and falls …

3)

4)

5)

Set a timer and spend ten minutes writing a draft. Don’t worry about punctuation and amazing vocabulary – that is the point of the second draft!

For your second draft, don’t correct. Rewrite start to finish. Another ten minutes. This time, put in dramatic and exciting words. Use the list from the activity above. There is no need to find new words at this stage, you know enough to make it work.

As you write the third and final draft, pay close attention to grammar, spelling and punctuation.

If you have a computer available, use a word processor. At this point, you can insert new vocabulary too if you feel you have been too repetitive with words.

AND …

First of all, be proud of yourself! Writing an action sequence is no easy task … well done!

Now, you can get some reader feedback.

Ask a parent/carer or friend to read through it. Ask for positive feedback, and a suggestion of how you could improve it.

Then, if you are really getting into this, you could write a fourth draft (although you just edit what you have written now without completely rewriting it). Authors often follow this process over ten times, so the more you do it, the better it will become.

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LITERACY TIME! Fill in the gaps with the correct word.

The words you should use are the ones you learned for your spelling week in week 5. Please look back at those spellings before beginning.

It was a ____________ day when Chloe decided to get help with her homework.

Jack, her friend, was brilliant at history. ________________, they had a history test on the Middle Ages. Chloe had been trying to learn the facts for ages. One _____________ she knew them. The next she had forgotten them. Chloe knew she needed help. She _______________ that the only way to get better was to get help.

She _________________ Jack helping her. On this ______________________, Jack was busy doing the shopping for his mum. So, when Chloe phoned, he was standing in a ________________. He quickly collected the shopping and the ________________ from the shop assistant. Chloe needed a space that was _________________ to work in. _________________ as she found remembering facts so difficult.

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Look at all the AMAZING work you have completed throughout summer. All the skills you have developed will really help you start the new year well. Well done!

Remember, all the answers are in the back of this book.

Use the following links to access electronic reading books. Reading a newspaper or a magazine all counts as reading!

Access over 7,000 fiction and non-fiction books on a range of topics: www.readon.myon.co.uk If you want to stretch your reading further you can access a range of books online as a PDF or audio version.

Record all of your books on the reading log below:

Book Title

Author

Comment

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ANSWERS Use the answers below to check your work.

Week 1: 1.

Why would the writer repeat the phrases “new normal” and “keep safe and well”?

These phrases appeared more than most in the emails, so the repetition reflects the commonality.

2.

What words/phrases reflect that this time has been difficult for many?

Difficult time Survival Stressful Sane 3.

What words suggests that this time has been unique/once-in-a-lifetime?

Unprecedented 4.

Why would the final stanza change in style/tone? What meaning is generated here?

To emphasise the point that this is the “new normal” and that life has changed in the present. The final stanza adapts the words used in the email to make this point. The final message to the reader “keep safe and well” does this also and furthers the point that we’re leaving in a changed world.

5.

Are there any examples of kindness expressed by others in this poem? If so, where?

The repetition of “keep safe and well” suggests the kind sentiments expressed by people. Words like “safe” and “protect” do the same.

6.

Imagine you are a historian reading this poem 100 years from now. What did people do/feel during this time? Extract details from the poem that tell you and explain. “(home) school” “Social distancing” “Following “government directives” “stay home”

Week 2: 1.

He plays football for Manchester United.

2.

He has campaigned for the government to provide children with vouchers over the summer who get free school meals.

3.

He wrote a letter to his MP. 4.

More than 1.3 million children will benefit.

5.

He believes he has changed the lives of many children.

6.

He works for a charity called FareShare that has raised 20 million pounds.

Week 3: Rashford 1.

He wants us to realise that he had the same experience of poverty when he was younger.

2.

He admires how hard his mother worked to bring him up in challenging circumstances.

3.

He wants the world to realise that he has personal experience of what he is talking about and so his thoughts should be valued.

Hamilton 1.

“Monster” suggests that he was evil and exploited black people as a slave trader.

2.

Terrorism is about making people scared by using evil means/trying to impose your will on someone/both of them are horrendous ways

of treating fellow human beings 3.

He thinks that normal people, not politicians or rulers, should be in charge of important issues like this and should be able to remove

statues if they want to.

Week 4: These will be collated at the back of the booklet.

1.

Cheese Rolling originated in pre-Roman times in Gloucestershire, England.

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2.

Cooper’s Hill is a suitable venue because it is a steep incline, so the cheese (and competitors!) will roll easily down it. It also has space for spectators at the top and at each side of the hill, and there is a flat area at the bottom where the local rugby team can form a barrier to halt competitors.

3.

Up to 30 competitors may take part in each of the races.

4.

The potential dangers for competitors include slipping/falling/tumbling on the steep, slippery grass. This can lead to minor and occasionally more serious injuries, such as broken bones and sprains. There are nettles at the side of the course which some competitors roll into, and there is also the potential to be rugby tackled at the finish line. For spectators they could be hit by a bouncing/flying 7lb cheese. Pupils who have watched some of the accompanying videos might write about the more specific injuries shown.

5.

People take part because of the adrenaline rush created by such a thrilling challenge. Pupils might write about the enjoyment of spectating here too.

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Week 5: 1.

What did Brian May study at university? Physics and astronomy

2.

What college did Brian attend? Imperial College

3.

How did he feel when the relationship with his girlfriend ended? Lonely or it was the end of the world or felt comfortably sorry for myself Week 5:

4.

What did he think about his girlfriend when he was sixteen? Convinced that he would 1.

What did Brian May study at university? Physics and astronomy marry her 2.

What college did Brian attend? Imperial College

5.

What made him want to write songs? To create a connection from heart to heart.

6.

3. kind Howofdid he feel when relationship withorhis girlfriend ended? Lonely or it was the end of the world or felt comfortably sorry for myself What problem is he goodthe at solving?

Practical scientific problems

7.

What it did mean it’sabout been an There have been ups that he would marry her 4. does What hethat think hisemotional girlfriend‘roller whencoaster’? he was sixteen?

Convinced and downs.

5.

What made him want to write songs? To create a connection from heart to heart.

6.

What kind of problem is he good at solving? Practical or scientific problems

7.

What does it mean that it’s been an emotional ‘roller coaster’? There have been ups and downs.

Across 1. A weird metal or his lead singer 5. He thinks Robinson has an amazing...

7. Who sang ‘Another one bites the dust’?

8. What did Brian May study at university 9. Media - where you would hear this transcript 11. His scientific side is very...

12. Host of the radio show 13. Being grateful for the good times 14. Number of songs they got to pick

Mercury Voice Queen Astronomy Radio Factual Sue Appreciate Eight

Down 2. His life has ups and downs like one of these 3. Tears of a ___________ 4. How did Brian feel during the break up?

6. Person lost at sea / in a remote place 10. Type of island with nothing on it

Rollercoaster Clown Lonely Castaway Desert

Week 6: Some Gothic monster examples: The Werewolf Back in medieval times, the werewolf was seen as being associated with the Devil and for having a desire to eat humans. Many Gothic writers built on these folklore stories and created darker monsters, who were either half-human and half-beast or a human that would transform into a monster.

Numerous 19th century texts refer to men being transformed into beasts. More modern adaptations and films have added details to the story of the Werewolf. It is a full moon that transforms the person into a monster, only silver bullets can kill them, and that sometimes it is perfectly amiable and friendly people that are transformed into terrifying monsters.

Frankenstein’s monster Mary Shelley travelled through Europe aged 16 and visited different parts of what is now Germany, where she would have heard of the story of Frankenstein Castle, where in the 17th century a scientist was known for unusual experiments. With her writer husband Percy Shelley and English poet Lord Byron, the trio had a competition to see who could pen the best horror story. Shelley came up with the idea of a scientist who created life and was disgusted by his own creation.

Shelley described Frankenstein’s monster as an 8-foot-tall, hideously ugly creation, with translucent yellowish skin pulled so taut over the body that it “barely disguised the workings of the arteries and muscles underneath,” watery, glowing eyes, flowing black hair, black lips, and prominent white teeth.’

The Mummy The word ‘mummy’ comes from the Latin ‘mumia.’ It basically means ‘embalmed corpse’, or a body that has been preserved after death. Many Victorian writers were particularly interested in the idea of mummies somehow being brought back to life and several writers including Sherlock Holmes author Arthur Conan Doyle wrote stories about this.

His book ‘Lot No. 249’ (1892) talks of a sinister and dangerous reanimated mummy.

Ghosts Many writers used ghosts in Gothic stories, particularly Charles Dickens: ‘The Mystery of Edwin Drood’ and ‘A Christmas Carol’ being two famous examples. Gothic literature often contains ghosts because they are symbols of the past and seem out of place or time in our own world. They can demand things from us, place curses on us or beg us for help.

Ghosts can want to help us, they can want to cause us problems, but usually they show themselves to us because something is not right in our world and it needs to be fixed. Ghosts are often associated with the idea of redemption so that they are able to ‘pass on’ or move on to the afterlife, rather than the kind of ‘purgatory’ or ‘limbo’ that they find themselves in.

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Go to the British Library online @ https://www.bl.uk/romantics-and-victorians/themes/the-gothic Dracula description analysis –some points to consider: •

Notice how he repeats strong three times, to emphasise Dracula’s power. Additionally, he also repeats the adverb peculiarly twice. This is someone that is powerful but unusual.

•

Look at how adjectives are used to describe him. Dracula seems both huge in scale (You may have highlighted: aquiline, high, lofty domed, massive, bushy, heavy and broad for his huge size.) but also very thin at the same time, as if not quite fitting in with what we would expect of an ordinary human and therefore seems supernatural. You may also have picked out adjectives such as: pointed, firm, and sharp to highlight his harsh features which makes he seem very cold to us. Adverbs such as profusely and extremely help to exaggerate Dracula’s appearance, reinforcing his difference to ordinary humans.

•

The use of the word pallor reinforces the feeling of a ghostly, spectral appearance

Week 7 1) ‘An explosion of green.’

2)

‘It was imperative that Yorke kept his Lexus as straight as an arrow; one false swerve and they would be spinning to a possible death.’

3) Possible choices: Explosion, open mouthed, burst, sharply, shot out, swerve, spinning, death, clattered, terrorised, terrifying, velocities, sprayed.

4)

‘The accompanying two-toned siren always charged him with adrenaline.’

5)

‘The van continued to weave around traffic, sideswiping cars, clipping wing mirrors, and Yorke’s Lexus crunched through the debris left in its wake.’

6)

80 MPH/ 90 degrees.

7)

Possible choices: Tensed, thrust, jolting, fired up, charged him, adrenaline, streaked, rammed, glowed, zipped, pound, screeched, battle, thumped, swerved, shower of sparks, danced, throbbing, weave, clipping, sideswiping, crunched, debris, stabbed, hurtling, skidded, gagged, impact, sudden, fear, raging, hit, rained.

LITERACY ANSWERS Week 3: Trans = across or change Translation – changing from one language into another.

Scienc

MFL

e

Other words that begin with trans: Transpire Transaction Transform

Trans fatty acid Trans – used to describe an isomer in which the atoms are arranged on opposite sides of the molecule

Which words use ‘trans’ meaning across and which words use it meaning change? Create two lists. across change transatlantic translation trans-Alaskan pipeline transform trans-Siberian transaction transverse translation (maths) transpose (maths) trans (science) transpire

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Week 4 1.

There are 365 days in the year.

2.

Tuesday was their anniversary.

3.

They’re going to the swimming pool because it is so hot.

4.

The dogs enjoyed their walk.

5.

Christmas was their favourite time of year.

6.

Forget the trip to Alton Towers, they’re not going.

7.

There are fifteen students going on the trip to Whitby.

8.

They’re pleased to be returning to school after the summer holidays.

9.

Let’s be friends – they’re.

10. The birds ruffled their feathers.

Week 5 1. gorgeous 2. tomorrow 3. quiet 4. minute 5. believe 6. appreciate 7. receipt 8. especially 9. occasion 10. queue Week 6 1.

Your guess is as good as mine.

2.

I’m sorry I broke your phone.

3.

Time flies when you’re having fun.

4.

You’re going to regret not completing your homework.

5.

Is that your bike over there by the door?

6.

Have fun with your exams this summer.

7.

If you’re putting it on your plate, you had better make sure you eat it all.

8.

You’re sure the bus leaves at 8 o’clock?

9.

Enjoy your birthday surprise!

10. You’re my best friend.

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