Task Sheet - CCEA Sheets... · 2019-09-27 · Task Sheet Entry Level English: Unit 5 English through Prose 1 Name: Level 1 Learning Outcomes: The learner will 4: Structure a narrative

Task SheetEntry Level English: Unit 5 English through Prose

1

Name:

Level 1

Learning Outcomes:

The learner will

4: Structure a narrative

Assessment Criteria: 4.1/4.2/4.3/4.4

Title: My autobiography – My Life Story

Write your Autobiography.

Discuss with a talking partner about the things below about your life before you write. Ask someone to write down or record what you are saying.

– Name; – Age; – Where you were born; – What town you live in; – Pets; – Family; – School; – Things that have happened to you; – Memories; – Fears; – Hopes and dreams; – What you like; – Interests/Hobbies (things you like to do in your spare time); – Friends.

(Level 1)


2

You should:

1 Tell someone about yourself.2. Spell and write words that you know.3. Ask for words for your word bank that you don’t know.4. Use capital letters and full stops.5. Write sentences that make sense.6. Insert a photograph of yourself.

These sentences below have been started for you.

– You can add in your own too; – You can type or write by hand.

My name is

I am

I was born in

I live in

I have a

He is called

In my family there are people

They are called

My friends are

When I was little

When I grow up

I like

I don’t like

(Level 1)


3

Ask for words you might need:

(Level 1)


1

Name:

Level 2

Learning Outcomes:

The learner will



Title: My Autobiography – My Life Story

Write your autobiography.



(Level 2)


2

You should:

1 Tell someone about yourself.

2. Spell and write words that you know.

3. Ask for words for your word bank that you don’t know.

4. Use capital letters and full stops.

5. Write sentences that make sense.

6. Insert a photograph of yourself.

Ask for words you might need:

(Level 2)


1

Name:

Level 3

Learning Outcomes:

The learner will



Title: My Autobiography – My Life Story

Write your autobiography.



(Level 3)


2

You should:

1. Plan what you are going to write.

2. Write about yourself making it interesting to read.

3. Write in sentences using capital letters and full stops and other punctuation if you can.

4. Say how you feel and what you think.

5. Make sure you write details in your story that help the reader to understand what happened.

6. Try to use at least 3 writing techniques that you have learned.

7. Check your work and make changes to ensure you have done everything you were asked to.

(Level 3)


1

Name:

Level 1

Learning Outcomes:

The learner will



Title: BiographyYou are going to write a biography of someone’s life.

Pick someone in your school (adult or pupil). Remember to ask their permission first and if they say yes then you can go ahead and plan.

1. Decide what you already know about them and then what you need to know. Use the KWL sheet to record.

2. Now decide what questions you need to ask in an interview with the person you have chosen.

3. Then write their life story. You can use the writing frame attached. You can add your own sentences and don’t forget to ask for words you might need.

(Level 1)


2

Here are some questions you could ask the person you are interviewing:

1. What is your name?

3. What age are you, (if you don’t mind me asking?)

4. Where were your born?

5. Where do you now live?

6. What school did you go to?

7. How many are in your family?

8. Tell me one interesting fact about yourself?

9. What are you most proud of?

You, the interviewer, can answer this question:10. What do you think makes this person special?

2. What date is your birthday?

(Level 1)


3

Know/Want/Learn KWL

What do you know already What do you want to know What have you learned

(Level 1)


4

Life Story (Biography)

The person I am going to write about is called

He/she lives in

There are

He/she has a

He/she is special because

Their birthday is on

in their family

Their friends are called

His/her favourite foods are

He/she loves

(Level 1)


5

Words I might need:

Add a photograph of the person

(Level 1)


1

Name:

Level 2

Learning Outcomes:

The learner will







3. Then write their life story.

To do well in this task you should:

• Use capital letters and full stops.• Write sentences that make sense.• Write sentences that relate to each other.

(Level 2)


2












(Level 2)


3

Know/Want/Learn KWL


(Level 2)


4

Life Story (Biography)

(Level 2)


5

Words I might need:


(Level 2)


6

Name:

Level 3

Learning Outcomes:

The learner will







3. Then write their life story.

To do well in this task you should:

• Plan what you are going to write.• Have a beginning, a middle and an end.• Provide detail.• Use interesting words.• Start sentences in different ways. • Use capital letters, full stops, question marks and exclamation marks.

(Level 3)


7












(Level 3)


8

Know/Want/Learn KWL


(Level 3)


9


(Level 3)


10

Name:

Level 1

Learning Outcomes:

The learner will

1: Engage with a prose text using a range of reading strategies and understand

2: Explore events and features of prose

3: Give an opinion about a narrative text

Assessment Criteria: 1.1/1.2/2.1/2.2/3.1

Title: Last Chapter in Of Mice and MenYou have been reading Of Mice and Men with your class. Read the abridged version of the last chapter in Of Mice and Men.

I read on to see if I can work out the meaning of a word I don’t know.

or

Use your reading strategies to guess the words that you do not know.

For example:1.

I go back and read a word or sentence again if I don’t understand it.

or

(Level 1)


11

I read on to see if I can work out the meaning of a word I don’t know.

“C-A-R-P-E-T” “CAR – PET” “CARPET”

or

Break words down into syllables.

“en – joy – able” “Enjoyable”

or

I listen to what I am reading to see if it makes sense.

or

When I read I imagine what is happening and create a picture in my mind.

(Level 1)


12

Please insert your own short version of the last chapter in Of Mice and Men by John Steinbeck.

(Level 1)


13

Answer the questions about what you have read.

You can ask someone to write the answers for you but you tell them what to write.

1. What is the name of the author of this book?

2. What happened in this chapter?

5. What animals were they going to have on the farm?

6. How do you think George felt when he shot Lennie?

3. What was the first question Lennie asked George when George arrived?

4. What was George wearing on his head?

(Level 1)


14

7. Retell the story by cutting out the pictures and putting them in the right order. – Stick them onto a page.

(Level 1)


15

Retell the story by placing the pictures in the right order. – Stick them onto the page.

(Level 1)


1

Name:

Level 2

Learning Outcomes:

The learner will

1: Engage with a prose text using a range of reading strategies and understand.

2: Explore events and features of prose.



Use your reading strategies to guess the words that you do not know e.g. read on and guess, or.

Break words down into syllables.


or

Look for smaller words inside words.

“tEACHer”

or

When I read I imagine what is happening and create a picture in my mind.

(Level 2)


2

(Level 2)



3


1. What is the name of the author of this book?

2. What happened in this chapter?

5. What was George wearing on his head?

6. In your own words, write down what the farm was going to be like?

3. What was Lennie to remember to do?

4. What was the first question Lennie asked George when George arrived?

(Level 2)


4

7. What do you think it means to “live of the fat of the land?”

10. What do you think will happen now?

8. How did you know that George loved Lennie?

9. How do you think George felt when he shot Lennie?

(Level 2)


1

Name:

Level 3

Learning Outcomes:

The learner will

1: Engage with a prose text using a range of reading strategies and understand

2: Explore events and features of prose



(Level 3)


2

(Level 3)



3


1. What was Lennie to remember to do?

2. Why does Lennie think George is angry with him?

5. Why did George want Lennie to take off his hat?

3. Is George angry with Lennie?

4. Why do you think George was ‘silent’?

(Level 3)


4

6. Why was Lennie described as ‘a little boy?’

7. Why did the writer repeat the word ‘very’ when he wrote the men were ‘very, very near?’

8. Why did George sit and look at his right hand after he had shot Lennie?

9. Why do you think George shot Lennie?

(Level 3)


1

Name:

Level 1/2/3

Learning Outcomes:

The learner will

1: Engage with prose text



Title: MyselfSpeaking and Listening:

You will have a conversation about ‘yourself.’

Can you think about:

• Your hobbies/interests.• Favourite pet.• School.• Home/family.• What makes you excited in life.

(Level 1/2/3)


2

Please introduce yourself by saying your name, your age, your class and your school.

Tell me something interesting about your family.

What do you like about school?

Imagine you overhear a conversation between two people talking about you. What would you like them to be saying?

What do you like to do when you are not at school?

Tell me something about yourself that you are proud of.

What do you get most excited about in life?

(Level 1/2/3)


3

Teacher Notes:

• At Level 1 and 2 the learners can communicate with a partner usually an adult. • At Level 3 learners could communicate in a pair or a small group.

It would be helpful to record the conversation and complete the generic form for recording Speaking and Listening Outcomes.


1

Name:

Level 1/2/3

Learning Outcomes:

The learner will



Title: Writing a short story

You are going to write a short story called.

(Level 1/2/3)


2

In your writing your should:

– Plan what you are going to write. – Include characters, setting, plot (what happens) and what it is about. – Use interesting words. – Try to get the reader interested by giving some detail. – Use punctuation.

Planning for extended, creative writing

You need to plan what you are going to write. First of all it is a good idea to communicate with a partner about what you are going to write. You can use one or two of these planning tools.

(Level 1/2/3)


3

Planning tool A: Put the topic that you want to write about in the centre and write all the different things that you want to say around it.

(Level 1/2/3)


4

Planning tool B:

Who? (Beginning)

Where? (Beginning)

Why? (Middle)

When? (Beginning)

What? (Middle)

How? (Ending)

(Level 1/2/3)


5

Planning tool C:

Structure and paragraph openings:

– Your paragraph openings should guide your reader through your writing; – Your paragraphs should also be different lengths.

Section 1 – Introduction

Section 2 – Develop

(Level 1/2/3)


6

Planning tool C:

Section 3 – Detail

Section 4 – More detail

Section 5 – Conclude/End

(Level 1/2/3)


7

Planning tool D:

Plot Setting

Characters Theme

(Level 1/2/3)


8

Use interesting words.

Come up with examples of “s, ing, ly, v and Punctuate”

S: Short sentences to create impact and tension. e.g. The lights went out.

“ly”: Start a sentence with a word ending in “ly” e.g. suddenly, slowly, quickly, etc.

“ing”: Start a sentence with a word ending in “ing” e.g. wandering, staring, shouting, etc.

V - Vocabulary: Think about changing some of your words for better ones. E.g. replace ‘big’ with ‘huge’ or ‘staring’ instead of ‘looking’.

Punctuate

Punctuation to remember:

Write some examples of punctuation you are going to try to use here:

Full Stop .

Commas ,

Apostrophes ’

Exclamation marks !

Speech Marks “...”

Ellipsis ...

Brackets ( )

Semicolon ;

Colon :

(Level 1/2/3)


9

Remember to Check Your Work!

Also if you can, start and end your story with a line, that really stands out. What about using a rhetorical question? Write some practice sentences here:

– Short sentences – “ly” word sentence – “ing’ word sentence – Vocabulary

(Level 1/2/3)


10

Learning notes:

How to write a short story: Characteristics

• Short – Can usually be read in one sitting.• Concise: Information offered in the story is relevant to the tale being told. This is unlike a novel, where the story can diverge from the main plot.• Usually, though not always built around one character, place, idea, or act.• Based on personal experiences and prior knowledge.

Four Major components of the Short Story.

• PLOT• SETTING• CHARACTERS• THEME

1. Plot

This is the action that takes place in the story. You need to have an initial event, or conflict.

Stages of a Plot

– Introduction: introduce characters, setting, time, weather, etc. – Initiating action: the point of a story that starts the rising action. – Rising action: events leading up to the climax or turning point. – Climax: the most intense point or turning point of the story. – Falling action: your story begins to conclude. – Resolution: a satisfying ending to the story in which the central conflict is resolved – or not!

Short stories usually have properties like the following:

• Dramatic conflict. This is usually what the story is all about.• Foreshadowing. May be used to leave clues in the story to lure readers to try to predict the ending.• Repetition. At the least, it helps drive home a point. • Other literary devices such as similes, metaphors, alliteration, personification, rhetorical questions.• Suspense. Gets reader interested enough to want to find out what will happen next.

(Level 1/2/3)


11

2. Setting

This is the background/place and the time in which the events of the story take place. This can include atmosphere, the tone and feeling of a story, i.e. gloomy, cheery, etc..

3. Characters

There must be living beings in the story that think or act in order to keep the story going. They must seem like real, living and feeling people in order for the reader to feel strongly about them.

If the reader does not care for the characters, they are not inclined to keep reading.

Four methods of presenting a character:

• What the character does and thinks.• What the character says.• What other people say about him/her.• Your own opinion about the character in your story.

Points of View: Presentation of a Story

• Author Omniscient (all knowing, all seeing) This is a third person point of view. You write in the third person. You see whatever you want to see, inside or outside his character, in privacy or public. This is a fun thing about creative/story writing as you can make your character do, say or think anything you want him/her to.• Author participant (first person) The author (you) may be the main character, or could be a secondary character. • Author as an observer (3rd, person) You write as if you do not know what the character is thinking or feeling. You only know what they say publicly.• Multiple storytellers (3rd. Person).

4. Theme

This is the total meaning of the story; what it is about?

– The theme could be a moral for people to learn from; – It could be just what happens when someone behaves in such a way; – It could be modeled on a traditional story theme e.g. the Cinderella story or The Boy who Cried Wolf.

(Level 1/2/3)


12

Assessment notes

To do well in this task you will have evidence that you:

• Planned what you were going to write.• Included:

– character(s); – where the story is set; – what happens; – what the story is all about.

• Used interesting words.• Used punctuation.• Included details.• Made changes to your writing by checking if you have done everything you were asked to do.

Self assessment

When you have finished the story and you are happy with it take some time to say why you are happy with it. Why is it your best effort? Record you thoughts here:

This is my best effort because I

(Level 1/2/3)


13

Teacher Notes:

The teacher can choose any theme for this task; preferably something within the learner’s own experience.

For example:

1. The Day I Forgot Something.2. The Night It All Went Wrong.3. My Favourite…Holiday, Event, Day Out. 4. It Was Too Late.

Learners can pick their own theme or you can choose it for them. Level 1 learners can be given sentence starters and/or some other writing frame whilst Level 2 learners could be given a writing frame but if you think they are capable of achieving Entry Level 3 they should not need a writing frame.

For Level 1 learners, it is quite acceptable for someone to scribe for them so that they have a chance to think about what they would like to say. The scribe must write down exactly what they say and record support given on task sheet.

For learners who cannot physically write, it is acceptable to have another person scribe for them provided that the scribe writes down exactly what the learner says.

For learners who cannot speak, it is acceptable for an adult who knows the learner well to give options to the learner who will choose which idea, event, word, phrase they want.

Level 1 and 2 learners can use a word bank that they can use to ask for words they want. They should be encouraged to attempt the words themselves also.

Level 3 pupils should be able to know how to use resources to check spellings and/or meanings of words including asking another person. However, they should be encouraged to use the internet, a dictionary and /or a thesaurus.


1

Name:

Level 1/2

Learning Outcomes:

The learner will


Assessment Criteria: 3.1/3.2

Practise reading these words above and make sure you know what they mean.

Title: BlurbsBlurbs are short pieces of prose at the back of books that tell you a little bit about the book or make you interested enough to read on.

Read the following blurbs and decide what kind of book they come from.

Your choices are as follows:

Murder/Mystery Fantasy/Magical

Non-Fiction (not made up) Romance

Science fiction Ghost

(Level 1/2)


2

Use your reading strategies to guess the words that you don’t know.

For example:

I can break words down into syllables.


or

I look for smaller words inside words.

“tEACHer”

1. This is the ultimate beginner’s guide to the confusing world of computers and how to use them. You will no longer have to call on your child to help you. 2. Adam was a very handsome boy. He was everything Donna thought that she needed right now. If only he knew she existed. Her plan was to make him notice her and notice her he did!

3. When you find a finger in your Bolognese, it is not good. James felt sick at the thought that it might be Roisin’s finger. How it got there and what happened to her was not clear. All he knew was he had to get to the police station and fast.

4. Tia had always wanted to come back but she was afraid. She had not managed yet to work out how to put on her wings or to enter a room without knocking something over. She was desperate to get back to help her Mum but she had to wait to finish her final year at Spook College or should she apply for special release?

5. It was September and Tyler was not sure whether to return to the city. The last time he had been there, it was in ruins…nothing to see for miles but devastation. Could it be that no one had survived except him? And what was that huge shadow over the city? He was scared and hungry but he was certain that there must be others out there so he had to go.

6. ‘And dance’ said Jayne to the little elf who reluctantly stood beside her. ‘You will dance or I will turn you into a mouse’ she said rather crossly. Jayne was not a nice fairy. Ever since her mother had left she has angry and spiteful all the time. Who could possibly help her?

7. John sidled up to his Grandma's home. The air was thick with smoke. He looked decidedly uncomfortable as he put the key in the locked door. What was he going to find? His hand shook a little and he gulped slowly...

(Level 1/2)


3

1. Complete the table below.

Blurb Genre (type) What words or punctuation in the blurb make you think that?

1

2

3

4

5

6

7

(Level 1/2)


4

2. Write down, or get someone to write it down for you, which blurb you liked best? Remember you need to say what you think.

3. Why did you like this one best?

In your answer make sure that you say which words you liked and what they made you think of.

4. Pick one of the blurbs and say what you think will happen next. You can get someone to write down your ideas and thoughts.

(Level 1/2)


1

Name:

Level 3

Learning Outcomes:

The learner will


Assessment Criteria: 3.1

Title: BlurbsBlurbs are short pieces of prose at the back of books that tell you a little bit about the book or make you interested enough to read on.

Read the following blurbs and decide what kind of book they come from.

Your choices are as follows:

Murder/Mystery Fantasy/Magical

Non-Fiction (not made up) Romance

Science fiction Ghost

(Level 3)


2

1. This is the ultimate beginner’s guide to the confusing world of computers and how to use them. You will no longer have to call on your child to help you. 2. Adam was a very handsome boy. He was everything Donna thought that she needed right now. If only he knew she existed. Her plan was to make him notice her and notice her he did!

3. When you find a finger in your Bolognese, it is not good. James felt sick at the thought that it might be Roisin’s finger. How it got there and what happened to her was not clear. All he knew was he had to get to the police station and fast.

4. Tia had always wanted to come back but she was afraid. She had not managed yet to work out how to put on her wings or to enter a room without knocking something over. She was desperate to get back to help her Mum but she had to wait to finish her final year at Spook College or should she apply for special release?

5. It was September and Tyler was not sure whether to return to the city. The last time he had been there, it was in ruins…nothing to see for miles but devastation. Could it be that no one had survived except him? And what was that huge shadow over the city? He was scared and hungry but he was certain that there must be others out there so he had to go.

6. ‘And dance’ said Jayne to the little elf who reluctantly stood beside her. ‘You will dance or I will turn you into a mouse’ she said rather crossly. Jayne was not a nice fairy. Ever since her mother had left she has angry and spiteful all the time. Who could possibly help her?

7. John sidled up to his Grandma's home. The air was thick with smoke. He looked decidedly uncomfortable as he put the key in the locked door. What was he going to find? His hand shook a little and he gulped slowly...

(Level 3)


3

Blurb Genre (type) Why do you think that?

1

2

3

4

5

6

7

Complete the table below.

(Level 3)


4

Write down which blurb you liked best and give good reasons for your choice.

In your answer make sure that you say which words you liked and what they made you think of.

(Level 3)


1

Name:

Level 1

Learning Outcomes:

The learner will

1: Engage with prose texts using a range of reading strategies


Title: Newspaper Article – World Toilet DayRead this story and use the pictures to help you work out what it says. Remember if you are stuck on a word read on and then guess.

(Level 1)


2

WORLD TOILET DAY

World Toilet Day takes place on Friday.

World Toilet Day takes place every year on 19th November.

It makes people think about people who don’t have a toilet.

Some people in Africa and Asia do not have toilets.

Children can get sick and die because they do not have a toilet.

World Toilet Day helps us to think of others with no toilets.

(Level 1)


3

Answer the questions

1. What day does World Toilet Day take place?

2. What date does World Toilet Day take place?

5. What can happen to children with no toilets?

3. In what countries do people not have toilets?

4. Point to or highlight the most important point in this story.

(Level 1)


1

Name:

Level 2

Learning Outcomes:

The learner will



Title: Newspaper Article – World Toilet Day

WORLD TOILET DAY

A day of action for toilets takes place on Friday.

While this may seem funny at first, it is, actually, a serious issue.

World Toilet Day happens every year on 19th November. Its aim is to make people think about the one in three people around the world who don’t have a toilet. Can you imagine not having a toliet?

(Level 2)


2

We take our toilets for granted. For 1.5 billion people across the globe but mainly in Africa and Asia, not having a toilet is normal.

So World Toilet Day tries to get people to think about not having safe toilets to use.

Children who do not have toliets can get ill and die.

Diarrhoea can lead to death of young children in these countries. One child dies every 20 seconds. World Toilet Day is important.


1. What day does World Toilet Day take place?


3. Pick out two of the most important points in this story.

4. What do you think would happen if we did not have toilets in this country?

5. What can happen to children with no toilets?

(Level 2)


1

Name:

Level 3

Learning Outcomes:

The learner will



Title: Newspaper Article – World Toilet Day

(Level 3)


2

WORLD TOILET DAY

A day of action for toilets takes place on Friday.

While this may seem funny at first, it is, actually, a serious issue. World Toilet Day happens every year on 19th November. Its aim is to make people think about the one in three people around the world who don’t have a toilet. Can you imagine not having a toliet? What do you think it would be like not to have privacy when you need to go to the toliet?

Although unthinkable for those living in wealthy parts of the world, this is what it’s like for 1.5 billion people across the globe, mostly in sub-Saharan Africa and Asia.

So World Toilet Day was created to encourage people to think about not having safe toilets to use. The lives of millions of people around the world, especially children, are affected by illnesses that are a result of not having a toilet and poor sanitation.

Diarrhoeal diseases are the second most common cause of death of young children in developing countries, killing more than HIV/AIDS, malaria and measles combined and resulting in one death every 20 seconds. World Toilet Day doesn’t seem so funny after all.

(Level 3)


3


1. What date does World Toilet Day take place?


3. Pick out two of the most important points in this story.

4. Why do you think World Toilet Day is a serious issue?

5. What do you think would happen if we did not have toilets in this country?

6. What do you think World Toilet Day will achieve?

(Level 3)

Documents

Task Sheet - CCEA Sheets... · 2019-09-27 · Task Sheet Entry Level English: Unit 5 English through Prose 1 Name: Level 1 Learning Outcomes: The learner will 4: Structure a narrative