CAMBRIDGE
Checkpoint English Lucy Birchenough, Clare Constant, Naomi Hursthouse, Ian Kirby
Series Editors: Julia Burchell and Mike Gould
Stage 8: Teacher’s Guide
Contents Introduction Chapter 1 ● Writing to explore and reflect 1.1 Writing for a purpose 1.2 Finding relevant information and specific detail 1.3 Distinguishing between fact and opinion 1.4 Reflecting on historical writing
1.5 Developing presentation skills 1.6 Adding information with complex sentences 1.7 Using language to reflect and explore 1.8 Writing about significant events
Chapter 2 ● Writing to inform and explain 2.1 Explaining how writers present and organise texts for effect 2.2. Identifying relevant information and distinguishing between fact and opinion 2.3 Responding to informative texts 2.4 Explaining things clearly in speech 2.5 Planning a report
2.6 Using connectives to explain information clearly 2.7 Varying sentence structure to make explanations clear and engaging 2.8 Using colons and semicolons to include more detail 2.9 Writing a report on a recent invention
Chapter 3 ● Writing to argue and persuade 3.1 What is writing to argue and persuade? 3.2 Identifying main ideas and viewpoints 3.3 Exploring how argument texts are organised 3.4 Comparing writers’ points of view
3.5 Preparing a formal debate 3.6 Using phrases to develop persuasive sentences 3.7 Structuring an effective persuasive text 3.8 Writing a persuasive email
Chapter 4 ● Descriptive writing 4.1 Analysing how description shapes character 4.2 Tracing character development using inference 4.3 Exploring responses to description 4.4 Using different levels of formality 4.5 Planning descriptive writing
4.6 Matching descriptive language to speech context 4.7 Varying vocabulary to keep the reader’s interest 4.8 Using sentence lengths and styles for effect 4.9 Writing a character description
Chapter 5 ● Narrative writing 5.1 Exploring narrative structure 5.2 Openings that engage the reader 5.3 Understanding how language creates suspense 5.4 Exploring responses to narrative 5.5 Matching narrative form to purpose 5.6 Investigating character with hot-seating
5.7 Creating characters through voice and vocabulary 5.8 Using punctuation to develop detailed characters 5.9 Structuring diary narrative 5.10 Writing a story with a message
Chapter 6 ● Writing to analyse and compare 6.1 Tracing a writer’s views and ideas across a prose text 6.2 Analysing preferences and opinions 6.3 Analysing how themes are conveyed in a play 6.4 Develop and evaluate drama and discussion skills
6.5 Tracing feelings and perspectives in poems 6.6 Using connectives to compare similarities and differences in texts 6.7 Analysing two poems on the same theme
Chapter 7 ● Testing your skills 7.1 Reading and writing questions on non-fiction texts 7.2 Reading and writing questions on fiction texts
Worksheets Blank Check your progress sheets
7.3 Assessing your progress: non-fiction reading and writing 7.4 Assessing your progress: fiction reading and writing
Introduction Welcome to the Collins Checkpoint English Teacher Guide 8. We hope it will provide useful support to teachers worldwide, as they prepare students for the freedom, challenge and enrichment offered by the Cambridge Secondary 1 course for Stage 8.
Using the Student Book The Student Book is structured so that it builds the fundamental skills that underpin success at the end of Stage 8. It is divided into seven chapters. Each of the first six chapters focuses on a different writing ‘purpose’, while the seventh offers the chance to put all the skills into practice through exam-style tasks. Chapters 1 to 6 address these different purposes in detail and cover the Stage 8 learning objectives that relate to them:
• • • • • •
Writing to explore and reflect Writing to inform and explain Writing to argue and persuade Descriptive writing Narrative writing Writing to analyse and compare
Chapter 6 focuses on literary analysis. While this is not a requirement of the Cambridge Secondary 1 English curriculum framework or assessments, it nevertheless has the benefit both of broadening the range of material students encounter and beginning to embed skills at a basic level, which will be useful in literature studies. Chapter 7 offers a series of resources for assessment practice. While these can be used separately to secure a particular assessment style, as each question type is covered, they could also be set together as a more formal ‘mock’ end-of-stage assessment.
Features of the Student Book Each of the first six chapters is based loosely on a theme such as ‘extreme sports’ or ‘significant moments in history’ and enables students to learn and practise a range of general reading, writing, speaking and listening skills, in particular those that are part of writing for the featured purpose. Students will read a wide variety of texts from writers from many social, cultural and historical backgrounds and will write a wide range of texts themselves. Each chapter provides them with opportunities to complete two substantial tasks to show what they have achieved: one on reading and responding to texts, and one on writing for each type or purpose. From these, you will be able to assess students’ work to see how their abilities are developing across the learning objectives for Stage 8. The book has also been designed so that students revisit particularly important skills several times across the chapters. In some cases, this is to make sure that they can apply the skills in new contexts; in others it will be because a new aspect of the skill has been introduced to help them to progress. Key features of the book include Check your progress panels at the end of each two- or four-page unit. These will help students to assess their own progress. Three other text features to note are Checklists for success, which lists criteria that students should cover when completing a task, Key terms, which define important literary and language terms, and Vocabulary panels to support students when reading an extract.
© HarperCollinsPublishers 2016
Introduction • 1
Using the Teacher's Guide Each two-page (or four-page) section in the Student Book is intended to provide work for one lesson (occasionally two), and is supported in the Teacher Guide by a one- or two-page lesson plan, plus worksheet(s) and PowerPoint slides (PPTs). The Teacher Guide is designed to help you with the following.
Planning
• •
•
Key references to the specification for Stage 8 are listed at the start of each lesson plan, with the learning objectives identified so that the wider application of learning is clear. Detailed, ready-to-use lesson plans offer all you need to teach. These are divided into sections that match the Student Book – Introducing the skills, Developing the skills and Applying the skills – ensuring progression and pace in the activities, as well as opportunities for consolidation of the learning. Worksheets and PowerPoint slides (PPTs) supplement and extend activities in the Student Book. These are itemised in each lesson plan, meaning that timeconsuming preparation is kept to a minimum.
Differentiation
• • •
Each lesson plan begins with learning outcomes differentiated by level of achievement so that you can monitor the level at which students are working and help them progress. Further differentiation opportunities are provided in the Give extra support and Give extra challenge boxes, ensuring that all students are stimulated towards reaching their potential. Worksheets and PPTs offer additional activities and support mechanisms to suit a range of learning styles and abilities.
Assessment
• •
Chapter 8 revisits the assessment questions from the Student Book, offering additional guidance on how to help students self-asses their work. Peer- and self-assessment is regularly used to help students understand how to progress towards their target level of achievement. Any success criteria included in the book are our own.
Our resources are designed to enhance performance so that candidates can work towards the next stage of the Cambridge Secondary 1 course with confidence. We hope you enjoy using them.
Julia Burchell Series Editor
2 • Introduction
© HarperCollinsPublishers 2016
1.1
Writing for a purpose
Learning objectives
Checkpoint progress test
8R02; 8Ri1; 8Rv3; 8Wa2
•
Differentiated learning outcomes
Resources
•
• • • •
• •
Lower: All students must recall different types of texts used to write about different events. Mid: Most students should identify the different types of texts used for writing about different events. High: Some students could apply different purposes when writing about significant events.
Paper 1, Section A
Student Book: pp. 8–9 Worksheet: 1.1 PPT: 1.1 Workbook links: Unit 1.1, p. 5
Introducing the skills Students should work in pairs and spend 1–2 minutes sharing information about the types of texts they have read about significant past events or famous people. They can then complete Question 1 on their own. Give students Worksheet 1.1 to help them when answering Question 2. Give extra challenge by asking students to choose just one of their answers for Question 1 and to note which sources would give them information about it.
PPT
Display slide 1 of PowerPoint 1.1, which shows the list of text types. This will help students in a peer assessment of Question 2 and support class discussion of students’ ideas for Question 3, before they write their own paragraphs independently. You may wish to display the same slide when discussing responses to Question 5.
Developing the skills Spend a few minutes making sure that students are familiar with the meaning of the terms ‘fact’, ‘opinion’ and ‘point of view’. Explain how these features can be recognised in a text. Afterwards, students can work in pairs on Question 4. Students can attempt Question 5 independently, and then peer-assess each other’s ideas, supported by a class discussion.
Applying the skills Students should complete Questions 6 and 7 on their own. Then they can peer-assess each other’s work using the ‘Check your progress’ statements and suggest improvements.
Plenary
Allocate each student one of the text types listed. On a slip of paper, they should write a sentence in that text type which achieves one of the purposes listed in Question 6. Students should then swap slips and work out each other’s text type and purpose. If students disagree they should work together to redraft the text.
© HarperCollinsPublishers 2016
1.1 Writing for a purpose • 3
Stage 8
Give extra support by discussing statements a–c in Question 4 as model texts for students to simulate when they produce their own examples in the assessment task later. These can be displayed using slide 2.
Cambridge Checkpoint English
PPT
Finding relevant information and specific detail
1.2
Learning objectives
Checkpoint progress test
8Rx1; 8Rx2; 8Ri1; 8Rv3
•
Differentiated learning outcomes
Resources
•
• • • •
• •
Lower: All students must work out the overall meaning of a text. Mid: Most students should find specific information in a text. High: Some students could use a variety of techniques to find and categorise information in a text
Paper 1, Section A
Student Book: pp. 10–13 Worksheet: 1.2 PPT: 1.2 Workbook links: Unit 1.2, pp. 6–7
Introducing the skills Display the words: ‘skimming’ ‘scanning’ and ‘context’ on the board and give pairs of students 1–2 minutes to define. They should then share their ideas with the class. In the same pairs, students should complete Question 1. When they have finished, review answers as a class to ensure that all students understand the concept of context – particularly historical context. Some students may not have heard of every person mentioned, but they can still use inference and deduction to match them to the correct context. This is an opportunity to talk to students about the benefits of reading widely and gaining broad general knowledge, as it has been shown that students with prior knowledge of the context of a text achieve higher marks in reading tests than those without, even if they have better reading skills. Recap with students the technique of skimming, then ask them to complete Questions 2 and 3 to practise these skills. It might be helpful to emphasise the different application of the two reading techniques, as students sometimes confuse them.
PPT
When they are confident with skimming, move on to focus on developing students’ scanning skills. Display slide 1 of PowerPoint 1.2 to support your explanation of the technique of scanning and what kind of clues to look for in a text when searching for particular information. Ask students to suggest more examples of things that usually begin with capital letters (e.g. names of events, prizes, etc.). How might they identify a reason? When you are happy that students fully understand the technique of scanning, ask them to complete Question 4. To prepare for the next section, ask students for examples of when and how they might apply the two different reading skills of skimming and scanning in daily life (e.g. skimming DVDs to see which to buy, skimming a news article to see whether to read it or not, scanning a viewing schedule to see whether a film they want to see is on at the local cinema, scanning a menu for favourite foods).
Stage 8
Cambridge Checkpoint English
Give extra support by providing students with wider practice in skimming texts to gain an overview of what they are about. If you have internet access, either display appropriate pages on the BBC news website, or print them out and ask pupils to skim them and sum up what they are about. They should be able to explain to you what clues they used to work this out.
4 • 1.2 Finding relevant information and specific detail
© HarperCollinsPublishers 2016
Developing the skills Read the extract about Tim Berners-Lee on page 12 of the Student Book and point out that a single sentence can contain several facts. Model how these may need rephrasing so that they can be referred to separately, such as the second sentence, which tells readers both what Berners-Lee founded and where the LCS is situated. At this point, ensure students understand the implications of the information well enough to be confident in completing the classification task that follows on their own. Give extra support by first modelling how to re-state the second sentence as two separate facts, then asking students to state the separate facts in the remaining sentences in their own words – either verbally or in writing.
PPT
Use slide 2 to introduce the concept of classifying information and to provide a model of how to select appropriate criteria (such as qualities and features) for classification. Prompt students to suggest real-world applications in which they already use this skill (e.g. choosing the best players for a team, making a list of presents they would like to receive, etc.). Use slide 3 to emphasise the idea that changing the purpose of the classification alters which items are selected. Afterwards, organise students into groups of three or four and give them copies of Worksheet 1.2 to support their work on Question 5. They will need scissors to cut up the statements. They could glue their final solution onto a piece of paper. After working out their solution, students can compare and justify their ideas with those of another group and discuss similarities and differences. Students should then work on their own to complete the paragraph of writing for Question 6. Give extra challenge by asking students with different solutions to work in pairs or small groups to come up with a final agreed classification.
Applying the skills Decide and explain how you would like students to express the outcomes of Questions 7–9 in order for you to assess their skills. Students should then read the text independently and complete these questions. They could peer-assess their responses at this point. Prompt students to re-read the texts on page 13 and check their understanding of unfamiliar vocabulary and concepts, so that this factor does not limit their achievement when responding to Question 10. Then ask students to write their paragraphs about Bletchley Park on their own, using the starter sentences provided. Students can use the ‘Check your progress’ points to self-assess and set themselves goals.
© HarperCollinsPublishers 2016
1.2 Finding relevant information and specific detail • 5
Stage 8
Ask a small group of students to suggest a common reading task that someone might carry out in everyday life (e.g. a doctor checking medicine dosage on a database before writing a prescription, or someone choosing the best three rental flats to view from an estate agents’ list of 20). The rest of the class has to agree the best reading strategy to achieve the task.
Cambridge Checkpoint English
Plenary
1.3
Distinguishing between fact and opinion
Learning objectives
Checkpoint progress test
8Rx1; 8Rx2; 8Ri1; 8Rw1; 8Rv4; 8Rv5
•
Differentiated learning outcomes
Resources
•
• • • •
• •
Lower: All students must identify fact and opinion and use them in their own writing. Mid: Most students should explain the effect of using fact and opinion in a text. High: Some students could use fact and opinion for effect in their own writing.
Paper 1, Section A
Student Book: pp. 14–15 Worksheet: 1.3 PPT: 1.3 Workbook links: Unit 1.3, p. 8
Introducing the skills Read the introductory paragraph to this topic on page 14 of the Student Book aloud to the class, then ask students to complete Question 1 on their own. Read the explanation of fact and opinion with students. Check their understanding of the difference between fact and opinion in a text by asking them to suggest examples of each, explaining how they can tell the difference. Students should then complete Question 2 in pairs.
Developing the skills PPT
Use slides 1 and 2 of PowerPoint 1.3 to support your explanation of the different effects that using opinions and facts can have on readers.
Give extra challenge by giving students Worksheet 1.3 and asking them to use it to write a Point, Evidence, Explanation paragraph in response to Question 3 and as preparation for the response to Question 4. Afterwards, students should annotate each other’s paragraphs using symbols or colours to pinpoint where they have made the point, supplied evidence and explained its significance. Students can use this feedback to establish targets for improvement.
Applying the skills Students should complete Question 4, then use the ‘Check your progress’ points to self- or peer-assess. They can take on this feedback to set their next-step goals.
Plenary
Ask students to work in pairs to produce a single-sentence definition of the difference between fact and opinion. They should try and use their own words rather than copying words from the Student Book.
Stage 8
Cambridge Checkpoint English
Give extra support by asking students to give examples of the different effects that texts have had on them such as films, advertisements, leaflets, etc. and to give reasons for this. This can be done in pairs or small groups.
6 • 1.3 Distinguishing between fact and opinion
© HarperCollinsPublishers 2016
1.4
Reflecting on historical writing
Learning objectives
Checkpoint progress test
8Rw1
•
Differentiated learning outcomes
Resources
•
• • • •
• •
Low: All students must identify some of the facts and opinions used in a text and suggest an effect they have on readers. Mid: Most students should explain how some effects on readers are created through a writer’s use of facts and opinions. High: Some students could explain how different effects are achieved through a writer’s use of facts and opinions.
Paper 1, Section A
Student Book: pp. 16–19 Worksheet: 1.4 PPT: 1.4 Workbook links: Unit 1.4, pp. 9–10
Your task PPT
Display slide 1 of PowerPoint 1.4 and ask students to pinpoint what the task is asking them to do. Discuss how their learning from this chapter so far will help them respond to this task.
PPT
To further consolidate their understanding before they begin the task, display slide 2 and ask students to work in pairs to answer the questions. Join up pairs of students to check each other’s answers before re-forming as a class and eliciting from students which questions were most difficult and assessing whether any learning should be revisited before moving on.
Approaching the task At this point, allow confident students to begin the preparatory tasks while you work with students who still have questions or need further support. Afterwards, all students should work on the preparation tasks. Give extra support by providing students with Worksheet 1.4, which includes a copy of the text that they can annotate instead of working through Questions 1–4.
Give extra challenge by asking students to write their response using Point, Evidence, Explain paragraphs.
Reflecting on your progress Questions 5 and 6 can be completed before or after you have assessed students’ responses to Question 4. If completed before, then students can present and label a ‘before’ and ‘after’ answer (i.e. their original answer and an improved version) so that the progress made in response to these activities can be seen. Note that if teaching these tasks before assessment, students will only improve aspects of their response that they can identify as in need of improvement. In this case, it may be useful to read through the two responses with the annotations and comments, then ask students to identify similar areas in their response and to annotate these before making improvements. You could also emphasise that evaluating a student’s current level is of secondary importance to the progress they can make during this session, and that this will be rewarded by the teacher afterwards. © HarperCollinsPublishers 2016
1.4 Reflecting on historical writing • 7
Stage 8
Before students look at the sample responses, revise how to embed and accurately punctuate quotations in sentences by writing an example on the board. Annotate its features and then leave this on display as a prompt while students write their responses to the task.
Cambridge Checkpoint English
Help students determine how best to record the notes they make in response to Questions 1–4 (such as in tabular form) so that can be easily referenced when they attempt the response questions.
If these tasks are to be completed after teacher assessment, then students can draw on the teacher’s assessment comments to identify where improvements need to be made, as well as the example responses, annotations and comments. Afterwards, students can work in pairs to peer-assess and validate the improvements made. The writer should point out the deficiencies that they recognised in their first attempt and how they improved them. Alternatively, students could be asked to work independently to annotate their improved responses by identifying and labelling the changes they made with an explanation of why what they have done is an improvement. Working in pairs, students should take it in turns to speak for one minute explaining clearly what they have learned during this topic, and demonstrating with their work what progress they have made.
Stage 8
Cambridge Checkpoint English
Plenary
8 • 1.4 Reflecting on historical writing
Š HarperCollinsPublishers 2016
1.5
Developing presentation skills
Learning objectives 8Rx1; 8Rx2; 8SL1; 8SL2; 8SL3; 8SL5; 8SL8
Differentiated learning outcomes
Resources
•
• • • •
• •
Lower: All students must prepare a speech that highlights key points. Mid: Most students should write a presentation and prepare for questions that they might be asked. High: Some students could deliver an engaging presentation, emphasising their key points using tone and body language.
Student Book: pp. 20–21 Worksheet: 1.5 PPT: 1.5 Workbook links: Unit 1.5, p. 11
Introducing the skills Before teaching this lesson, set a pre-learning homework assignment in which students choose and research two famous peoples’ lives and contribution to society, in order to ensure they have plenty of information to include in their two presentations during this lesson. Students should concentrate on their first person during Questions 1–7, and the second person during the ‘Applying the skills’ section.
PPT
At the beginning of the lesson, display PowerPoint 1.5, asking students for their five top tips on how to give an effective speech. Write their best tips on an A3 sheet of paper and display it so that it can be referred to during the lesson. Afterwards, students should complete Question 1 independently, before peer-assessing their responses. Explain how connecting phrases can be used to introduce key points and look at the word bank on page 20 of the Student Book. Students then work in pairs on Question 2. Give extra support by asking students to categorise the word bank’s connecting phrases into: ‘known and regularly used’, ‘sometimes used’ and ‘never used’. Everyone should share examples of how examples they know may be used in sentences.
Developing the skills
Give students the opportunity to rehearse their speeches before presenting them in Question 7. They should do this in small groups, giving each other feedback.
Applying the skills Students should prepare their hot-air balloon talk about the second person they researched for homework, then complete Questions 8–10.
Plenary
Students can demonstrate progress when they give their second talk by responding to the feedback they were given earlier and explaining how they have addressed the points that their classmates raised.
© HarperCollinsPublishers 2016
1.5 Developing presentation skills • 9
Stage 8
Give extra challenge by asking students to develop additional questions and answers.
Cambridge Checkpoint English
Students should complete Question 3 and then agree a key of symbols for each technique they will note on their speech during Question 4. Use Worksheet 1.5 to support students’ response to Questions 5 and 6.