Below is displayed the current homework issued to students. Please note, this page only displays items with a creation date or deadline within 2 weeks of today's date.
Complete your spellings sheet for the following:
1. Adequate (adj) 2. Civil (adj) 3. Contrast 4. Emerge (v) 5. Hypothesis (n) 6. Investigate (v) 7. Option (n) 8. Predict (v) 9. Regime (n) 10. Stress (n)
If you lose your sheet, you must complete the task on paper. Each spelling should be written out three times, a definition given and used appropriately in a sentence.
Please learn the following spellings for next week lesson.
You also need to learn the definitions and put them into your own sentence.
If you would like a new sheet please email Miss Preece- email@example.com
Please complete the proof and refutation section of your speeches if you did not finish it in the lesson.
Rewrite one of your paragraphs to improve it.
1. Access (n) 2. Attribute (n) 3. Confer (n) 4. Domestic (adj) 5. Hence (adv) 6. Internal (n) 7. Occupy (v) 8. Phase (n) 9. Promote (v) 10. Status (n)
If you lose your spelling sheet, you should complete the task on paper. Each word should be written out three times with a definition and a sentence using the word appropriately.
1. Finish copying the following paragrah:
Puck, Oberon’s attendant and jester, is immediately presented as mischievous. The adjectives ‘shrewd’ and ‘knavish’ are used by the Fairy to describe his character. ‘Shrewd’ suggests that he is clever and cunning; ‘knavish’ suggests that he is dishonourable and untrustworthy. This emphasises that Puck has the potential to cause problems for other characters, setting up the conflict later in the play.
2. Label the following: topic sentence, embedded quotations, close analysis, subject specific terminology, explanation of quotation.
3. Find another quote to present Puck and write 1 paragraph answering the following question: How is Puck introduced to the audience.
4. Label the following in your own work: topic sentence, embedded quotations, close analysis, subject specific terminology, explanation of quotation, concluding sentence.
1. Consent (v) 2. Coordinate (v) 3. Demonstrate (v) 4. Framework (n) 5. Instance (n) 6. Maximise (v) 7. Physical (adj) 8. Remove (v) 9. Sufficient (adj) 10. Volume (n)
IF YOU LOSE YOUR SPELLING SHEET, YOU SHOULD COMPLETE THE TASK ON PAPER. EACH SPELLING SHOULD BE WRITTEN OUT THREE TIMES, A DEFINITION GIVEN AND THEN USE THE WORD APPROPRIATELY IN A SENTENCE.
You also need to learn the definitions and put them into your own sentence.
Complete the two homework tasks for next lesson.
1. Using the following success criteria to rewrite your exordium (introduction):
2. Highlight and label the success criteria you have used
Use the data from the table on the Powerpoint (linked in the Revision Session folder, Electricity and Magnetism 1) to plot a graph, draw a line of best fit, and write a conclusion about how length of a wire changes the resistance.
You have been asked by the editor of your newspaper to write up the story of a man who survived in the wilderness. Unfortunately, your editor can only get you a few quotations from the man and the basic outline of the story.
Use your article from on Steven Callahan to help you. Complete in your exercise books or on computer.
The best articles will receive a commendation!
1. Finish writing the survival article that we started in class.
Use the following structure:
2. Proofread your finished article - use a different coloured pen to make at least 3 improvements. Try to include some of the following challenge criteria:
Please read chapter 15 of 'Oliver Twist'.
Remember to bring your copy of 'Oliver Twist' to your lesson next week.
Complete the spellings and definitions sheet for the following:
1. Colleague (n) 2. Enormous (adj) 3. Levy (n) 4. Panel (n) 5. Undergo (v) 6. Compile (v) 7. Forthcoming (adj) 8. Likewise (adv) 9. Persist (v) 10. Whereby (adv)
If you lose your spelling sheet, you should complete the task in full on paper. Each spelling should be written out three times, given a definition and used approriately in a sentence.
Complete the first three panels of your storyboard.
Make them as detailed as possible.
Include a quote from the text for each panel.
Make sure you have completed your paragraph relating to Oliver's innocence.
Read Chapter 11 of 'Oliver Twist' and remember to bring your copy of the text to next lesson.
Please complete your spelling sheet for the following:
1. Assemble (v) 2. Depress (v) 3. Intrinsic (adj) 4. Odd (adj) 5. so-called (adj) 6. Collapse (v) 7. Encounter (v) 8. Invoke (v) 9. Ongoing (adj) 10. Straightforward (adj)
If you lose your spelling sheet, you should complete the task on paper. Each word should be written out three times, a definition given and then the word used appropriately in a sentence.
1) Finish your Fagin mind maps we begun in lesson. You should have at least three quotes closely analysed (zoom in on specific words).
2) Please finish your analytical paragraph on 'How does Dicken's show Oliver's innocence?'. We will be marking these next lesson. You can use the model answer below to help you structure your answer, you should focus on Chapter 10.
To show Oliver’s innocent nature, Dickens frequently uses emotive language in his descriptions. Dickens shows Oliver’s reaction to watching the two boys pick a pocket as being “confused and frightened”. The emotive adjectives “confused and frightened” show Oliver to be in a distressed state at witnessing the theft. He has so far been oblivious to their true nature, which causes him to feel “confused”, perhaps because they are his age. His innocence is shown through his inability to comprehend his mistake.That Dickens also shows him as being “frightened” here shows the reader that this child is not only inexperienced in criminal affairs, but that he is so innocent that they provoke a strong emotional response from him. Dickens has used these adjectives together to show that Oliver is not only inexperienced with recognising crime, but also that he is an innocent character, gullible to the lies of others while having a deep seated fear of crime. Therefore, Dickens uses Oliver to create sympathy for homeless orphans of the time, showing they began as innocent children.
Read Chapter 7 of 'Oliver Twist' - pages 41 to 46. REMEMBER TO BRING YOUR COPY OF 'OLIVER TWIST' TO THE LESSON NEXT WEEK!
1. Adjacent (adj) 2. Conceive (v) 3. Incline (v) 4. Nonetheless (adv) 5. Pose (v) 6. Albeit (c) 7. Convince (v) 8. Integrity (n) 9. Notwithstanding (prep) 10. Reluctance (n)
If you lose your spelling sheet, the task should be completed on paper. Each spelling should be written out three times, a definition given and the word used appropriately in a sentence.
Use the WideWorld article (Feb 2016) to create a poster for ‘Save The Children’, encouraging people to donate and help Syrian refugee children
•Be clear about the push factors driving them away from Syria
•Highlight the impacts that the children and their families are facing, and how they can be supported.
Respond to feedback provided.
Complete the task set in today's session. Ensure you use ACCESS FM for the written information. Complete your final design as an Isometric or 2 point perspective view and render accurately to show colour/texture/shade.
Complete the written information on both modelling pages. Use the Online curriculum to view the information that is needed.
Read Chapter 7 and summarise key plot points in your books.
Read chapter 5 of Wuthering Heights ahead of next lesson.
You will complete a summary task at the start of next lesson.
Finish reading Chapter 9 of Wuthering Heights.
Write 1 paragraph responding to the following question:
How does Steinbeck present the character of Curley at the beginning of ‘Of Mice and Men’?
The model answer that we looked at in lesson is attached below. You should use this to help you to structure your own paragraph.
At the beginning of the novella, Steinbeck presents Curley as someone who is insecure about his stature. This idea is illuminated when the old man remarks that ‘he’s mad […] because he ain’t a big guy’. The reader can infer that Curley struggles with his identity and feels inferior to those who he may perceive to be more typically masculine than himself. The use of the adjective ‘mad’ suggests that Curley’s lack of confidence manifests itself in him losing his temper. Overall, Curley can be described as a product of his time; being overly concerned with how he is perceived by other males and wanting to maintain a strong image.
Find out how the following animals adapt to survive from predators in the Tropical rainforest:
Find an image and write a description
Complete the transpiration and Xylem worksheet here.
You can find supporting documents and the PowerPoint for the lesson here.
Review the marking in your book and respond to teacher comments.
Complete the exam question on guard cells here.
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