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Year 7 and 8 November Assessment When is the assessment? Year 7 – November 17 th -28th Year 8 – November 17 th -28th How long is the assessment? 50 minutes.

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Presentation on theme: "Year 7 and 8 November Assessment When is the assessment? Year 7 – November 17 th -28th Year 8 – November 17 th -28th How long is the assessment? 50 minutes."— Presentation transcript:

1 Year 7 and 8 November Assessment When is the assessment? Year 7 – November 17 th -28th Year 8 – November 17 th -28th How long is the assessment? 50 minutes What will I need to do? Read two poems and answer questions on them. One poem will be from your KS3 Poetry Anthology One poem will be ‘unseen’. This means you will not have read it in class before. Use Point, Evidence, Explain to analyse the poems.

2 Year 7 and 8 November Assessment How can I revise? Re-read the poems and your annotations in your KS3 Poetry Anthology Read poems in the Learning Lounge or on the internet Practise PEEing!

3 Point – make a clear point which answers the question Evidence – use proof from the text that supports your point. Write it in quotation marks. Explain – explain what your evidence shows. Pick out key words. Analyse the words as fully as possible. Explore other interpretations.

4 Year 7 and 8 November Assessment 1)What structure should you use to answer ‘how’ questions? Point Evidence Explain 2)Your evidence should: a)back up your point b)contradict your point c)back up a different point The correct answer is a) back up your point 3)What punctuation do you always need for quotations, including key words? Quotation marks 4)How do you show perceptive analysis? Pick out and fully analyse key words Explore what the words/images imply

5 Read the poems on the next slides. You may wish to print them out and annotate (text mark) them as practice for the exam. Year 7 and 8 November Assessment

6 Nettles My son aged three fell in the nettle bed. ‘Bed' seemed a curious name for those green spears, That regiment of spite behind the shed: It was no place for rest. With sobs and tears The boy came seeking comfort and I saw White blisters beaded on his tender skin. We soothed him till his pain was not so raw. At last he offered us a watery grin, And then I took my hook and honed the blade And went outside and slashed in fury with it Till not a nettle in that fierce parade Stood upright any more. Next task: I lit A funeral pyre to burn the fallen dead. But in two weeks the busy sun and rain Had called up tall recruits behind the shed: My son would often feel sharp wounds again. Read and annotate the poem carefully and answer the following questions using Point, Evidence, Explain: You should:  support your points with evidence from the poem  explain clearly, using your own words, what your evidence shows. 1)How does the writer show that the father is angry? 2)What image (picture in your mind) is created of the nettles?

7 A HOT DAY Cottonwool clouds loiter. A lawnmower, very far, Birrs. Then a bee comes To a crimson rose and softly, Deftly and fatly crams A velvet body in. A tree, June-lazy, makes A tent of dim green light. Sunlight weaves in the leaves, Honey-light laced with leaf-light, Green interleaved with gold. Sunlight gathers its rays In sheaves, which the wind unweaves And then reweaves – the wind That puffs a smell of grass Through the heat-heavy, trembling Summer pool of air. A S J Tessimond Read and annotate the poem carefully and answer the following questions using Point, Evidence, Explain: You should:  support your points with evidence from the poem  explain clearly, using your own words, what your evidence shows. 1)How does the poet use language to convey the feeling of a hot and heavy day?

8 A HOT DAY Cottonwool clouds loiter. A lawnmower, very far, Birrs. Then a bee comes To a crimson rose and softly, Deftly and fatly crams A velvet body in. A tree, June-lazy, makes A tent of dim green light. Sunlight weaves in the leaves, Honey-light laced with leaf-light, Green interleaved with gold. Sunlight gathers its rays In sheaves, which the wind unweaves And then reweaves – the wind That puffs a smell of grass Through the heat-heavy, trembling Summer pool of air. A S J Tessimond

9 How does the poet use language to convey the feeling of a hot and heavy day? P – The writer uses alliteration and a metaphor to describe the clouds. The poem opens with Ev – ‘cottonwool clouds loiter’ Ex – The alliteration of ‘cottonwool clouds’ is memorable for the reader and the metaphor of ‘cottonwool’ suggests that the clouds are light and fluffy. The key word ‘loiter’ suggests that the clouds are dawdling.

10 P – The writer uses onomatopoeia to describe the sound of the lawnmower. Ev – ‘ ’ Ex – How does the poet use language to convey the feeling of a hot and heavy day?

11 Using your wonderful annotations, write your own PEEs to answer the question. Challenge – Key word analysis Alternative interpretations – e.g the word ‘_________’ could also suggest Comment on the effect on the reader – e.g – This makes the reader think of How does the poet use language to convey the feeling of a hot and heavy day?

12 Useful poetry website:


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