Year 9 Travel Writing Extracts and Comprehension Questions
Bill Bryson A Walk in the Woods
Paul Archer and Johno Ellis It’s On the Meter
Paul Archer and Johno Ellis It’s On the Meter
Joe Simpson Touching the Void
Paul Archer and Johno Ellis It’s On the Meter
CCEA GCE ENGLISH LITERATURE: AS Poetry: 1900-Present: Robert Frost and Seamus Heaney Anthology
Resource 1: Sample intro for childhood theme - considering ‘The Railway Children’ by Heaney and ‘Going For Water’ by Frost.
Resource 2: Several essays in which the sample intro is continued to give a comprehensive analysis of the poems. Both essays are of a different calibre but have many positive points. Possible task could be to get the students to mark them as if they are CCEA examiners and draw up pro-con lists.
Resource 3: Sample Self-Discovery essay exploring Personal Helicon and Birches.
Resource 4: Nature Essay
Two sample essays for the new ReVision 2017+ Specification for English Literature.
Here by R.S. Thomas and Belfast Confetti by Ciaran Carson
Kid by Simon Armitage and Piano by D H Lawrence
Colour code the poem analysing and labelling how well the ‘candidate’ met the assessment objectives.
One Essay Plan on Invictus and Kid on the theme of Self-Determination.
Three student created essay plans on:
-Loneliness and the impact on identity
1// A fake past paper question and student response for the new GCSE English Literature paper from CCEA.
Hopefully this is of use to you!
I do a lot of ‘be the examiner’ exercises where the students have to decide which mark they would give it and why.
2// Response to The Red Room by H G Wells - extract found in the fabulous free pack by Shimna Integrated.
CCEA GCSE ENGLISH LITERATURE: The Study of Prose: Paper 1 Sections A and B.
This resource contains two sample essays taken from the 2018 May/June Exam:
Section A: A sample response on Lord of the Flies : Piggy as a victim
Section B: Unseen prose sample response on Twain’s The Adventures of Tom Sawyer extract
CCEA GCSE ENGLISH LANGUAGE: Non-Fiction Texts
To be used for Paper 2 Section B: Tasks 3 and 4.
A re-purposed PPQ from the old specification - designed to be used as a new spec resource to help teach the non-fiction component of paper 2.
Sample Essays based on ‘A Streetcar Named Desire’ answering the question To what extent is Blanche presented as a victim of a male dominated society?
Stella: did she make the right decision?
I usually give students these along with the CCEA Markscheme and Assessment Matrix - then give them the task of colour coding, writing on the assessment objectives achieved and deciding which mark/band to give the piece.
This is a really useful way of letting the students ‘be the examiner’ to see exactly what the exam board are looking for - giving them valuable insight into how to improve their own essays.
A travel writing reading comprehension and writing exercise.
I used this with a Year 9 class who had been studying travel writing to help them practise for their ‘Bill Bryson: A walk in the woods’ comprehension and their ‘creative’ responses where they write their own piece of non-fiction travel writing in the form of a travelogue.
A ‘cheat sheet’ of things that GCSE candidates should hunt for / aim to do in paper 2: section B. Students should be made aware that this is purely to help students hunt for certain things to speed up their analysis time. It does not mean that these things will come up!
Some resources to help with understanding of A Streetcar Named Desire
Warning: these are not complete.
Scenes 1-11 with some ‘opening SD’ commentaries missing as I make videos, notes and sometimes just do discussions where we talk about the importance of the first few pages before distributing notes.
resource 1: Sample response for analysis of the free ‘Black Crow Conspiracy’ resource available as a sample GCSE ENGLISH LANGUAGE PAPER 1 RESOURCE: SECTION B: READING TO ANALYSE MEDIA TEXTS: TASK 4 and a sample answer for Task 5.
resource 2: Mark Scheme for The Black Crow Conspiracy Book Cover - modelled after the CCEA MS but missing the assessment matrix - found easily in their SAM materials or PPQ Mark Scheme (if it has made its way onto the website yet!)
resource 3: Mark Scheme for Something Nasty in the Woodshed - also modelled after the CCEA Specification mark schemes.
Resource 4: Mark Scheme for Thick as Thieves
CCEA GCSE ENGLISH LANGUAGE: Unit 1 - Paper 1 Section B - Book Cover.
This is a sample question created for the new gcse specification. I usually introduce the things they should look out for in book covers:
GENRE, AUDIENCE, PURPOSE (G.A.P.)
sell the book cover/ persuade the reader to purchase
create enigma or intrigue
hints at the narrative structure / plot
endears the reader to the main protagonist
narrative P.O.V. (Is it first person to create a confiding tone?) and tense (present for a sense of immediacy?)
sentence structuring and punctuation for various effects
Then I use the assessment matrix to mark it. I’ll take a good essay, scan it in, share it with the class and give them a matrix, letting the students ‘be the examiner’ and annotate the sample essay explaining why it is good and what they could do to improve.
Hope this helps.
To be used in conjunction with the 2017+ CCEA Specification for GCSE English Language.
Unit 4: Comparing Literary Texts
Resource 1: Use the extract from I am Number Four to encourage students to think about writers’ craft and language techniques; sentence structuring and punctuation.
Resource 2: Comparative Sample Question which could be used as a class tracker to prepare students for their Paper 2 Exam. Stimulus used: Harry Potter and the Chamber of Secrets and The Lion, the Witch and the Wardrobe
Resource 3: Annotated extract from I am Number Four for either teachers or for students who require more scaffolding.
Resource 4: Annotated The Lie Tree extract which should be compared with I am Number Four
Resource 5: Sample comparison essay of ‘The Lie Tree’ and ‘I am Number Four’
Please feel free to adapt and amend to suit the needs of your students.
CCEA GCSE ENGLISH Language: Unit 4 (Paper 2) Section A: Personal or Creative Writing
Here is a sample creative piece in response to one of the mock papers made (and available for download on TES). It is quite dry and whilst the plot line is probably standard enough, it doesn’t really pitch it to the correct audience stipulated in the mock question.
The characters are quite static and need to be developed more, and the piece is too short.
However, I thought students could use it to see the importance of reading the question carefully and consciously trying to engage the target audience you’ve been assigned.
My plan would be that after they in pairs discussed the work, filled in the checklist and gave some feedback on what was good/bad, that we could discuss the stimulus picture and brainstorm some potential plotlines. A lot of them might be inspired to do a Pretty Little Liars style thing where the main character perhaps gets texts from a mysterious unknown person, or perhaps go down a bullying route?
CCEA GCSE ENGLISH LANGUAGE: Paper 2, Section B (Unit 4): Comparison of Literary Texts.
The first resource is an extract from Eragon and an extract from Sabriel which are both fantasy books aimed at a similar aged readership. Students should work through both extracts, annotating them in class (possibly in small groups) and then should complete the compare/contrast grid included. This should be discussed in class so that students can add to their lists before completing the sample question.
The second resource is an extract from The New Recruit and an extract from The Long Way Home which are war/thriller excerpts.
This is to be used as either a class test or a homework to check student understanding of what they have learnt so far about comparing literary texts.
The third resource is an extract from The Hobbit and an extract from Eragon which both contain encounters with dragons. It would be good to use this as a class discussion or mock piece as both dragons are very different. Despite the potential danger of Sapphira she is still young and clumsy, but Smaug is evil and sticks to the traditional dragon lore.
The fourth resource is a sample analysis of The Hobbit and Eragon. I would usually give students something like this and ask them to use Triple Impact Marking e.g. Colour in all quotations yellow; write TS beside the topic sentences; Look for words and phrases which show awareness of authorial intention e.g. ‘Tolkien presents’; Write QT in the margin every time the question terms are used; Highlight all techniques in pink e.g. tone, narrative P.O.V., simile, metaphor, verb choices, dialogue, punctuation, structure etc.; Highlight all explanations in green; double underline any references to intended impact on the audience.
Anything that isn’t there but should be, the students have to add in as they annotate the piece as if they are the examiners.
5th resource is a fake PPQ on Hunger Games and Great Gatsby, comparing district 12 to how the Valley of ashes is presented.
6th: sense of a run down place
7th: Building tension and threat
The ReVision GCSE: Paper 1: Tasks 2 and 3: Reading to Access Non-Fiction
Three mock papers focusing on tasks 2 and 3 of the new CCEA GCSE ENGLISH LANGUAGE specification ‘The ReVision’.
These are to be used for paper 1 for the non-fiction section.
I have used these as trackers / mocks for students, but they could easily be used as a class activity where the students have to present their findings, or perhaps ‘be the examiner’ and create a mark scheme after being shown the kinds of things said for the SAM markscheme and Bryson stimulus.
Hope you find this useful.