Information for Parents/Guardians: Ways in Which You Can Support Your Child

English Homework Project Y7: Shakespeare

Name ……………………….….. Tutor ………..

Teaching Group/Class ……. .

Date set ………………..…….

Hand it in on ……..……….

Information for Students: Complete all tasks in the order that they are set.

Information for Parents/Guardians: Ways in which you can support your child.

 Help students to access the internet and Moodle.

 Check that students are pronouncing words correctly and understand the meaning of the words that they are reading.

 Read the piece of extended writing that your child has produced and discuss with them how they can improve it.

Task 1:

TUDOR TALK Below are some everyday sayings you may hear in your classroom, your task is to match them to their Tudor equivalent.

Good day unto thee childer Listen …

Did I not bid thee hold thy peace? Detention! Tarry not!

Thou art worthy to be hanged! Well done

Now hark …

‘Tis a pretty piece of work Good day children

Anyone need the toilet?

Thou hast done well this day Stop wasting time!

Did I not tell you to be quiet?

Good work Wouldst thou go to the privy?/ Wouldst thou go pluck a rose? Task 2: Use the internet to research the life of William Shakespeare. Read through the statements below and put a tick in the box you think is correct . True False 1. Shakespeare was born on 3rd March, 1971.

2. Shakespeare was born on 23rd April, 1564.

3. Shakespeare’s father was a glove-maker.

4. His father was fined for making a dunghill outside his house. (A dunghill is the polite way of describing what we would flush down the toilet!)

5. He was born in Stratford-upon-Avon.

6. William Shakespeare had 12 brothers and sisters.

7. Shakespeare studied grammar, Latin, Greek, History, Arithmetic (Maths) and RE. He had to learn long passages by heart.

8. Shakespeare couldn’t spell and had awful handwriting.

9. Shakespeare married a woman called Ivy Clare Fishpool.

10. Shakespeare was a toy boy! Shakespeare got married at the age of 17. Ann Hathaway, his wife, was 26.

11. Shakespeare and his wife had twins called Hamnet and Judith.

12. Some of Shakespeare’s most famous plays are called A Midsummer Night’s Dream, Romeo and Juliet and Twelfth Night.

13. Shakespeare died on his birthday aged 52.

14. When he died he left everything to his cat.

15. When Shakespeare died he left his wife the second best bed in the house and nothing else! Add two interesting facts you discovered about Shakespeare whilst researching his life.

1)______

2)______Task 3:

The speech below was written by William Shakespeare catalogues the seven ages of a man’s life. Read the speech and complete the task relevant to your pathway.

The Seven Ages of Man

All the world's a stage,

And all the men and women merely players,

They have their exits and entrances,

And one man in his time plays many parts,

His acts being seven ages. At first the infant,

Mewling and puking in the nurse's arms.

Then, the whining schoolboy with his satchel

And shining morning face, creeping like snail

Unwillingly to school. And then the lover,

Sighing like furnace, with a woeful ballad

Made to his mistress' eyebrow. Then a soldier,

Full of strange oaths, and bearded like the pard,

Jealous in honour, sudden, and quick in quarrel,

Seeking the bubble reputation

Even in the cannon's mouth. And then the justice

In fair round belly, with good capon lin'd,

With eyes severe, and beard of formal cut,

Full of wise saws, and modern instances,

And so he plays his part. The sixth age shifts

Into the lean and slipper'd pantaloon, With spectacles on nose, and pouch on side,

His youthful hose well sav'd, a world too wide,

For his shrunk shank, and his big manly voice,

Turning again towards childish treble, pipes

And whistles in his sound. Last scene of all,

That ends this strange eventful history,

Is second childishness and mere oblivion,

Sans teeth, sans eyes, sans taste, sans everything

Task three

Illustrate the comic book strip with the seven ages of man Shakespeare refers to in the speech. Task three:

Re-write the following stages so they might represent their modern day equivalent.

1) The whining schoolboy with his satchel and shining morning face, creeping like snail unwillingly to school.

______

2) Last scene of all, that ends this strange eventful history, Is second childishness and mere oblivion, Sans teeth, sans eyes, sans taste, sans everything.

______

Write the first verse of a speech entitled ‘The seven ages of Tesco’.

All the world’s a supermarket

______

______Task 4:

Use the five senses to create a sentence describing darkness.

1) Touch______

2) Sight______

3) Hearing______

4) Smell ______

5) Taste______

Task 5: Create a mythical creature, you have the option of drawing a fairy OR a monster. The illustration must be labelled with similes and metaphors.

Task 6:

Underline all of the instances where J.K Rowling uses the senses in the following text:

The moon was bright, but the clouds scudding across it kept throwing them into darkness. Ahead, Harry could see the lighted windows of Hagrid’s hut. Then they heard a distant sound.

‘The forest?’ he repeated, and he didn’t sound quite as cool as usual. ‘We can’t go in there at night – there’s all sorts of things in there – werewolves, I heard.’

Neville clutched the sleeve of Harry’s robe and make a choking noise.

Hagrid seized Harry and Hermione and hoisted them off the path behind a towering oak. He pulled out an arrow and fitted it into the crossbow, raising it, ready to fire. The three of them listened. Something was slithering over dead leaves nearby: it sounded like a cloak trailing along the ground. Hagrid was squinting up the dark path, but after a few seconds, the sound faded away.

They walked on through the dense, dark trees. Harry kept looking nervously over his shoulder. He had the nasty feeling they were being watched. He was very glad they had Hagrid and his crossbow with them. They had just passed a bend in the path when Hermione grabbed Hagrid’s arm.

Harry had only taken one step towards it when the slithering sound made him freeze where he stood. A bush on the edge of the clearing quivered… Then, out of the shadows, a hooded figure came crawling across the ground like some stalking beast. Harry, Malfoy and Fang stood transfixed. The cloaked figure reached the unicorn; it lowered its head over the wound in the animal’s side, and began to drink its blood.

Describe the creature Harry encounters using a simile or a metaphor ………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………

Extended Writing Task:

Imagine that you’re shipwrecked on a desert island. Whilst exploring, you stumble upon a forest.

The further you travel into the forest the more eerie your new environment becomes; you encounter the strange creatures that live there. You have never encountered creatures like this before. Describe your journey.

Success Criteria:

 Paragraphs

 A range of punctuation

 Ambitious vocabulary

 Exploration of the senses

 Range of sentence types

 Check spelling carefully ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………..

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Whole School Literacy- Assessing Extended Writing

Students can STEP 1 - Form and write basic words Students can STEP 2 - Write words of one or more syllable - Spell simple words correctly - Use a full stop at the end of a sentence Students can STEP 3 - Spell words with an –ed or –ing ending - Write in simple sentences - Use some interesting words - Organise ideas into a sensible order Students can STEP 4 - Spell common words with general accuracy - Organise ideas into simple paragraphs - Write simple and compound sentences - Use a suitable vocabulary for a given purpose Students can STEP 5 - Use common and complex words with general accuracy - Join paragraphs together with a connective word or phrase - Use a range of punctuation and sentence types - Vary vocabulary for effect Students can STEP 6 - Spell complex words with a high degree of accuracy - Write and connect a variety of paragraphs with clear cohesion - Use a full range of punctuation including apostrophes, colons and semi colons - Use imaginative and attention grabbing vocabulary Students can STEP 7 - Spell all words, including uncommon and ambitious words, with a high degree of accuracy - Use a full range of punctuation with assurance and control - Connect a range of paragraphs with assurance to create a well-controlled text - Use a complete range of vocabulary, including technical vocabulary, to create an intended effect Students can STEP 8 - Use a full range of punctuation with maturity and style, completing written tasks with exceptional technical accuracy - Ensure extended texts are structured with style and fluency, completing written tasks that are highly engaging - Use an excellent range of vocabulary with flair and maturity

STEP 1 2 3 4 5 6 7 8

Teacher feedback:

Student Reflection

Q1. What skills or knowledge do you now have because you have completed these homework tasks?

Q2. How could you do this type of work better in the future?

Q3. What resources did you use to complete these tasks?

Q4. Can you think of any better resources you would like to use in the future?

Q5. Which parts of this homework booklet did you find hardest?

Q6. How were you resilient in completing the hardest task?

Parent Comment

Parent Signature …………………………………………

Teacher Comment:

Overall Effort Grade = E1 E2 E3 E4 E5