Secondary_English_Year_8_Reading_-_uncle_ifor by hayleyhare

Secondary National Strategy

Uncle Ifor’s Welsh Dresser Year 8 reading task

Guidance Curriculum and Standards

English subject leaders and teachers of English Status: Recommended Date of issue: 01-2006 Ref: DfES 1789-2005 CDO-EN

Teacher pack

Assessing pupils’ progress in English at Key Stage 3

Uncle Ifor’s Welsh Dresser Year 8 reading task Framework objectives Reading 5 Trace the development of themes, values or ideas in texts. Reading 10 Analyse the overall structure of a text to identify how key ideas are developed, e.g. through the organisation of the content and the patterns of language used. Assessment focuses AF2 Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. AF3 Deduce, infer or interpret information, events or ideas from texts. AF4 Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. AF5 Explain and comment on writers’ use of language including grammatical and literary features at word and sentence level. AF6 Identify and comment on writers’ purposes and viewpoints and the overall effect of the text on the reader. Time needed Two consecutive one-hour lessons. Timings will need to be adapted if lessons are longer or shorter than 60 minutes. These timings are estimates for guidance rather than obligatory timings. The most important consideration is that pupils should have sufficient time to complete the task, working independently. Unfinished tasks are unlikely to produce evidence on all the assessment focuses. Teachers may adjust the timings for the task to take account of their particular circumstances, but should bear in mind that spending overmuch time on any section may disadvantage pupils. Pack includes OHT 1 – title from Uncle Ifor’s Welsh Dresser OHT 2 – letter 7 from Uncle Ifor’s Welsh Dresser Teacher sheet – annotations for OHT 2 OHT 3 – story structure sheet Handout – card sort of letters 1 to 6 for photocopying and cutting OHT 4 – letter 8 from Uncle Ifor’s Welsh Dresser Text – Uncle Ifor’s Welsh Dresser Pages of the answer booklet Marking guidelines Exemplar responses Task outline This task requires pupils to read and respond to a short story by Pat Lacey written in letters. The task focuses on the way in which the writer uses letters to structure and shape her narrative, and to convey character and theme to engage the reader. A sequencing activity and explicit attention to reading strategies provide support for pupils. NB This task requires the preparation of six cards for a sorting exercise in Lesson 1. See Handout starting on page 12. 2

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

Teacher notes Teaching sequence LESSON 1 ■ Share the learning objectives with the class, rephrasing as appropriate for the group. Starter (5 minutes) ■ Use OHT 1 to enable pupils to explore the story’s title, and to speculate what the story will be about. ■ Make sure that all pupils understand a Welsh dresser is a sizeable and traditional piece of furniture (you may wish to show a picture). Introduction (20 minutes) ■ Explain that the text they are about to read is a story that has been written in a series of letters, and that this task will explore how a writer structures or organises a narrative to develop a sense of character and theme. Introduce the term epistolary if appropriate. ■ Ask pupils if they have ever read a story that uses letters in this way, and explore some of the advantages and constraints of such a narrative form, for example: – the letters must be realistic as if sent from a real person – the reader has to fill in gaps by questioning, inferring and deducing, visualising – there is no single narrative voice – multiple narrators may be used. ■ Display OHT 2, which is one of the letters that makes up the whole story of Uncle Ifor’s Welsh Dresser. Using the Teacher sheet as a prompt, annotate the text through shared reading as follows: – Underline all the characters mentioned in this letter – piece together known facts and some inferences about these characters. Model questioning as a strategy to extract information (e.g. who is Meredith?) and infer and deduce (who is Mark?). – Prompt pupils to ask and answer other questions to work out what happened the day before. How has David met Jenny? What is their relationship? What is Ashling? What is this to do with a Welsh dresser? Annotate the text accordingly. ■ Use OHT 3 to remind pupils of the typical story structure (opening, a developing plot, one or more complications, a crisis and a resolution). Giving them some time for paired discussion, ask them to speculate on the stage of the story they have been reading. Take feedback from some pairs and ask them to justify their choices. ■ Record key points from their feedback and reserve for future use.

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

Development (30 minutes) ■ Using the cut-up card resources (laminating these cards will enable pupils to highlight and mark the cards, which will be useful) made from Handout 4, ask pupils to: – work in pairs to read and then sort the first six letters of the story into the correct order; – identify whether these letters come before or after the letter studied previously; – explain what helped them decide the order (note, the dates have been blanked out for this exercise). Advise them to look for clues by skimming and scanning and by looking at beginnings and endings in particular. ■

■

In feedback, prompt them to identify: – a coherent chronology of events – second letter replies to first, third to second, etc. – changes in formality that reflect growing acquaintance – evident in letter headings and endings (take pupils through the changes from “Dear Sir” to “Dear David” and “Yours faithfully” to “Yours”, if they do not notice this) – changes in tone created by language choices (letter 1 “particulars”, “adjacent”, letter 6 “It’s nothing that a patch won’t take care of”); punctuation (exclamation marks, question marks) and subject matter (increasingly personal and about shared experience). This is an important teaching point since a question in the task will require pupils to explore some of these language features. Read the resultant text through to check for any misunderstanding and remind them of the typical story structure, OHT 3, they looked at earlier. Ask pupils to identify which stages of the story they think they have been reading. Briefly, remind pupils how they can extract information from texts by modelling the collection of a few key facts about David, Jenny and Ashling and record, e.g. Jenny is a teacher, David is an estate agent, Jenny has a dog called Meredith, David’s grandmother owns Ashling. Ask pupils to suggest several more facts for each character and record these points. Then remind them about inferring and deducing. Ask them what we can deduce about the characters from the letters so far, and model for them how to justify a point by reference to the text using the PEE structure, e.g. Jenny is an open and friendly character because she tells her estate agent “autobiographical details” in her second letter to him. This suggests that she is willing to share quite personal information about herself. Ask pupils to suggest another inference they can make, asking them to prove their point by referring to the text, e.g.: – David and Jenny become more and more familiar with each other – the letter headings and endings show this – David takes every opportunity to see Jenny (letter 6).

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

Plenary (5 minutes) ■ Ask pupils to reconsider what the writer gains, so far, by choosing letters to tell her story. If it is not suggested, mention how the letters make the reader fill the gaps (questioning, inferring and deducing, visualising), e.g. the trouble Meredith seems to get into – in this way, the writer actively engages the reader in the narrative. ■

Explain that in the next lesson an assessment task will be based on their reading of the remainder of the story. Using OHT 3, ask them to identify what stages in the story structure are still to come (crisis/where problems come to a head, and resolution/where problems are resolved or sorted out).

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

LESSON 2 ■ Remind pupils of the learning objectives for these two lessons. Introduction (15 minutes) In quick paired work, ask pupils to remind each other of the story they have read so far. Using OHT 3, prompt them to recall how stories are often structured round an opening and development, one or more complications, a crisis (highest point in the story’s problems) and a resolution (when all problems are resolved/worked out). ■ Use OHT 5 to share the reading of the next letter in the narrative (letter 8 “that was a splendid walk …”) ■ Prompt pupils to recall how the tone and language of this letter differ from the formal letter that opened the story. Read out the first letter again – modelling how reading backwards and forwards informs understanding. Remind them of the changes in the use of punctuation that mark the growing informality and familiarity in the letters. Point out estate-agent jargon in the first letter, and the conversational tone in letter 8. ■ Briefly ask pupils to predict the story’s ending, asking for justification of any ideas, based on the text so far studied. What are the further complications that will arise in this story? How do they think the title might be drawn into the story ending? ■

Development (45 minutes) ■ Hand out the pupil booklet, in which the complete story is printed, and the questions for them to answer. ■ Tell the pupils to number the letters from 1 to 19 so they can use the numbers to save time with their answers. ■ Tell pupils they should read the remainder of the story before tackling the questions in the answer booklet – do not read the text for pupils – they may choose to read the whole text, which includes the familiar sections from the previous lesson. ■ Briefly show them how to use the answer booklet, and advise them to attempt all questions. Explain that the questions are not necessarily in ascending order of difficulty. These are not test conditions so prompt pupils if necessary (e.g. to write more, to explain themselves more clearly and so on). Do not, however, provide support that means that the pupils are no longer responding to the text independently. If this kind of support is necessary for an individual pupil in the context of the lesson, you will need to take the degree of support into account when making your assessment of the work. It is good practice to: ■ tell pupils if they have not written enough or are writing too much ■ prompt them to explain their answer more clearly ■ generally encourage them through praise ■ clarify a question or issue for the whole class if there seems to be a fairly general misunderstanding ■ remind pupils how much time they have to complete the task.

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

Assessment ■ Use the assessment guidelines to judge the pupils’ overall levels on the specified assessment focuses. Highlight, then tick, the sections of the marking guidelines according to the features you find and then consider whether the weight of evidence is secure or low level 3, 4 or 5. ■ Annotated exemplar responses for each question at every level are also included for reference and to give guidance on how the criteria are to be applied.

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

OHT 1 Title from Uncle Ifor’s Welsh Dresser

Uncle Ifor’s Welsh Dresser

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

OHT 2 Letter 7 from Uncle Ifor’s Welsh Dresser

12 The Close 16th February

Dear David, Thank you for yesterday. Meredith and I both adored our walk. I think early spring is always the best time for woods, don’t you? Mind you, in a few months’ time I shall be saying the same thing about the summer! I do hope I shall be able to see the daffodils that you say grow down by the stream. Oh, why didn’t Uncle Ifor make Aunt Hetty a nice little coffee table or a set of dining-room chairs! However, even though we’ve now found out that it’s too high as well as too long, Aunt Hetty is still hopeful! She wants to come down yet again to see if we can take the floor tiles up or cut a hole in the ceiling! Could you bear it? I must say, she and your grandmother seemed to have got on very well. Now she knows there are gentians in the rockery, she’s more determined than ever to live in Ashling. Meredith sends his love and say’s he’s not really afraid of rabbits. But being a town dog, he’d just never seen one before! Yours, Jenny P.S. Mark will be home in a fortnight. Perhaps he will have a bright idea about the dresser.

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

Teacher sheet Annotations for OHT 2 Setting – in open countryside

Use of first name – informal address

Characters: David His Grandmother Jenny Her Aunt Hetty Uncle Ifor – of the Welsh dresser Mark? Meredith – Jenny’s dog

David’s family involved too?

Punctuation – exclamation marks and question marks add to informal tone

Tone is friendly and conversational, mentioning shared experience

12 The Close 16th February

The P.S. is also sign of informality

The verb adored expresses a strong emotion. Does she like David?

we’ve implies joint effort

Is Uncle Ifor’s Welsh dresser too big? Does it have to fit somewhere?

A place? Name of house?

The dog sends his love?

Signed yours – not intimate, but not formal

David and JennySTORY went forSTRUCTURE a walk in the woods with Meredith, who was frightened by a rabbit, while Aunt Hetty and David’s grandmother explored a garden. What is the relationship between them? Is Ashling a place? Or a house? Who is Mark?

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

OHT 3 Story Structure Sheet

STORY STRUCTURE

The opening

The development (plot and characters)

The complication(s)

The crisis

The resolution

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

Handout – Cut into separate strips for pupils to sort into story order

12 The Close London SW ---------Brewsham & Moore, Estate Agents, Farnfield. Dear Sir, Would you please send me particulars of any three bedroomed houses for sale in the Farnfield area which are in a good state of repair, adjacent to the local primary school, near open countryside and have a good garden. Most important of all, they must have a very large kitchen. I do hope you can help me. Yours faithfully, Jennifer Clarke

Brewsham & Moore, Farnfield --------Ms J Clarke, 12 The Close, London SW. Dear Ms. Clarke, Thank you for your letter. I enclose particulars of several properties, but would point out that it was impossible to comply with all your requirements. As you will see, ‘Ashling’, in Meadow Lane, complies with most of them; there is a primary school at the end of the lane for the children, there are open fields, at the other end of the lane, the garden is a reasonable size, although somewhat overgrown, and the kitchen, although you do not give exact specifications, is large (‘Ashling’ was once a farmhouse). However, the house has been allowed to fall into a certain state of disrepair – its previous owner was an elderly lady who is now living with her daughter – although nothing, I would have thought, would be beyond the capabilities of a reasonably competent D.I.Y. enthusiast to manage alone. If you wish to inspect the property, I will be available to show you around all week. Yours sincerely, David Moore

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

12 The Close ----------Dear Mr. Moore, Thank you for your letters and enclosures. My elderly aunt and I will arrive at Farnfield station at 10:45 this Saturday. Unless I hear that you would prefer not to have him in your car, I should like to bring Meredith, my Border Collie. He is not very big, loves trains and sulks if left at home by himself; the last time, he ate the rubber plant and was very ill. The rubber plant was not improved, either. Normally, I would have brought my own car, but it has to go in for servicing. By the way, perhaps I should explain the reasons for my very precise requirements; the primary school is for me, as I am a teacher; the garden is for Aunt Hetty who has wanted one ever since she gave up her own to come and look after me in our flat when my parents died; the open fields are for Meredith; the kitchen is for Aunt Hetty’s Welsh dresser (Uncle Ifor, who died many years ago, made it for her when they were married and she refuses to part with it), and the good state of repair is for my fiancé Mark, who could not, I’m afraid, be described as a ‘reasonably competent D.I.Y. enthusiast’. However, he is a very competent executive with a large oil company and is actually in the Middle East at the moment for a month. Meanwhile, I am fairly competent with a hammer and chisel, and Aunt Hetty is not above holding the nails. I hope you will forgive these autobiographical details, but I thought it might help if you were aware of the situation. Please don’t hesitate to say if you would prefer not to have Meredith. I can always leave the rubber plant with friends! Yours sincerely, Jennifer Clarke

Brewsham & Moore. ------------

Dear Miss Clarke, I shall be at Farnfield station at 10.45 on Saturday, the 8th, and look forward to meeting you. Please bring Meredith – and the measurements of Aunt Hetty’s Welsh dresser. Yours sincerely, David Moore

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

12 The Close. _________ Dear David, Thank you for being so kind to us on Saturday. I had no idea that estate agents could be so helpful. I must apologise again about the hole Meredith made in your car seat. I think he was over-excited after the journey. You must let me pay for it. Both Aunt Hetty and I loved Ashling. And I am sure Mark would, too. If only the kitchen was two inches longer! However, Aunt Hetty still seems to think we can get her dresser in and suggests that she re-takes the measurements and we try again this Saturday. Perhaps I could collect the key from the office this time, to save you the bother? I shall have my car back tomorrow. Yours sincerely, Jenny

Lyndhurst The Rise, Farnfield ________ Dear Jenny, I feel I must write and set your mind at rest about the slight tear Meredith made in my car seat cover. It’s nothing that a patch won’t take care of! I’m so glad you like Ashling. As I explained, the old lady to whom it belongs is my grandmother; she is in no hurry to sell as long as it goes to someone who’ll love it as much as she does. I can quite understand why your Aunt Hetty wants to keep your uncle’s Welsh dresser. Clearly, it was a labour of love. If only he had made it two inches shorter! However, I don’t think the problem is insurmountable. My grandmother tells me that the inside kitchen wall was put up twenty years ago in order to make the breakfast room, and could easily be removed without harming the original structure. Perhaps you and Aunt Hetty would like to come down again and see what I mean. What about this Saturday? Yours sincerely, David

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

OHT 5 Letter 8 from Uncle Ifor’s Welsh Dresser

Lyndhurst, Farnfield, 16th February Dear Jenny, That was a splendid walk we had yesterday! I haven’t been in Bramble Woods for years – not since Gran used to get us to go blackberrying for her. I’m sorry Meredith was frightened by that rather ferocious rabbit. It’s a shame about Uncle Ifor’s dresser. I suppose we couldn’t saw a bit off the bottom? Ask Aunt Hetty what she thinks and then come down and we’ll measure once more. If you could manage Saturday again, there’s an old James Stewart film on at the local cinema club. I remember you saying how much you liked him. Mum says she and Gran would love to look after Aunt Hetty and Meredith. Yours, David

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

Uncle Ifor’s Welsh Dresser Pat Lacey 12 The Close London SW 30th January Brewsham & Moore, Estate Agents, Farnfield. Dear Sir, Would you please send me particulars of any three bedroomed houses for sale in the Farnfield area which are in a good state of repair, adjacent to the local primary school, near open countryside and have a good garden. Most important of all, they must have a very large kitchen. I do hope you can help me. Yours faithfully, Jennifer Clarke

Brewsham & Moore, Farnfield 3rd February Ms J Clarke, 12 The Close, London SW. Dear Ms. Clarke, Thank you for your letter. I enclose particulars of several properties, but would point out that it was impossible to comply with all your requirements. As you will see, ‘Ashling’, in Meadow Lane, complies with most of them; there is a primary school at the end of the lane for the children, there are open fields, at the other end of the lane, the garden is a reasonable size, although somewhat overgrown, and the kitchen, although you do not give exact specifications, is large (‘Ashling’ was once a farmhouse). However, the house has been allowed to fall into a certain state of disrepair – its previous owner was an elderly lady who is now living with her daughter – although nothing, I would have thought, would be beyond the capabilities of a reasonably competent D.I.Y. enthusiast to manage alone. If you wish to inspect the property, I will be available to show you around all week. Yours sincerely, David Moore

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

12 The Close 4th February Dear Mr. Moore, Thank you for your letters and enclosures. My elderly aunt and I will arrive at Farnfield station at 10:45 this Saturday. Unless I hear that you would prefer not to have him in your car, I should like to bring Meredith, my Border Collie. He is not very big, loves trains and sulks if left at home by himself; the last time, he ate the rubber plant and was very ill. The rubber plant was not improved, either. Normally, I would have brought my own car, but it has to go in for servicing. By the way, perhaps I should explain the reasons for my very precise requirements; the primary school is for me, as I am a teacher; the garden is for Aunt Hetty who has wanted one ever since she gave up her own to come and look after me in our flat when my parents died; the open fields are for Meredith; the kitchen is for Aunt Hetty’s Welsh dresser (Uncle Ifor, who died many years ago, made it for her when they were married and she refuses to part with it), and the good state of repair is for my fiancé Mark, who could not, I’m afraid, be described as a ‘reasonably competent D.I.Y. enthusiast’. However, he is a very competent executive with a large oil company and is actually in the Middle East at the moment for a month. Meanwhile, I am fairly competent with a hammer and chisel, and Aunt Hetty is not above holding the nails. I hope you will forgive these autobiographical details, but I thought it might help if you were aware of the situation. Please don’t hesitate to say if you would prefer not to have Meredith. I can always leave the rubber plant with friends! Yours sincerely, Jennifer Clarke

Brewsham & Moore. 6th February Dear Miss Clarke, I shall be at Farnfield station at 10.45 on Saturday, the 8th, and look forward to meeting you. Please bring Meredith – and the measurements of Aunt Hetty’s Welsh dresser. Yours sincerely, David Moore

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

12 The Close. 10th February Dear David, Thank you for being so kind to us on Saturday. I had no idea that estate agents could be so helpful. I must apologise again about the hole Meredith made in your car seat. I think he was over-excited after the journey. You must let me pay for it. Both Aunt Hetty and I loved Ashling. And I am sure Mark would, too. If only the kitchen was two inches longer! However, Aunt Hetty still seems to think we can get her dresser in and suggests that she re-takes the measurements and we try again this Saturday. Perhaps I could collect the key from the office this time, to save you the bother? I shall have my car back tomorrow. Yours sincerely, Jenny.

Lyndhurst The Rise, Farnfield 10th February Dear Jenny, I feel I must write and set your mind at rest about the slight tear Meredith made in my car seat cover. It’s nothing that a patch won’t take care of! I’m so glad you like Ashling. As I explained, the old lady to whom it belongs is my grandmother; she is in no hurry to sell as long as it goes to someone who’ll love it as much as she does. I can quite understand why your Aunt Hetty wants to keep your uncle’s Welsh dresser. Clearly, it was a labour of love. If only he had made it two inches shorter! However, I don’t think the problem is insurmountable. My grandmother tells me that the inside kitchen wall was put up twenty years ago in order to make the breakfast room, and could easily be removed without harming the original structure. Perhaps you and Aunt Hetty would like to come down again and see what I mean. What about this Saturday? Yours sincerely, David

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

12 The Close 16th February Dear David, Thank you for yesterday. Meredith and I both adored our walk. I think early spring is always the best time for woods, don’t you? Mind you, in a few months’ time I shall be saying the same thing about the summer! I do hope I shall be able to see the daffodils that you say grow down by the stream. Oh, why didn’t Uncle Ifor make Aunt Hetty a nice little coffee table or a set of dining-room chairs! However, even though we’ve now found out that it’s too high as well as too long, Aunt Hetty is still hopeful! She wants to come down yet again to see if we can take the floor tiles up or cut a hole in the ceiling! Could you bear it? I must say, she and your grandmother seemed to have got on very well. Now she knows there are gentians in the rockery, she’s more determined than ever to live in Ashling. Meredith sends his love and say’s he’s not really afraid of rabbits. But being a town dog, he’d just never seen one before! Yours, Jenny P.S. Mark will be home in a fortnight. Perhaps he will have a bright idea about the dresser.

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

Lyndhurst, Farnfield. 23rd February Dear Jenny, I hope you enjoyed the film. Too bad Aunt Hetty forgot to bring the new measurements. What about next Saturday? I promise I won’t try and kiss you again. I don’t know what came over me. At least, that’s not strictly true – you looked so pretty in that fluffy thing you were wearing. I just didn’t think twice. I certainly forgot you were an engaged woman. Please forgive me! I’ll make sure it doesn’t happen again. Yours, David

12 The Close, London SW. 27th February Brewsham & Moore, Estate Agents, Farnfield. Dear Mr. Moore, I am writing to make an appointment for my fiancé Mark Johnson to view Ashling, Meadow Lane. I trust 10.30 a.m. next Wednesday would be convenient? If I do not hear to the contrary, I will arrange for him to meet you at the house. Yours sincerely, Jennifer Clarke

12 The Close, London SW. 6th March Brewsham & Moore. Dear Sir, Ashling, Meadow Lane, Farnfield Please note that I am no longer interested in the purchase of this property. Yours faithfully, J. Clarke

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

12 The Close. 6th March David, I am sending this to your home address because there are one or two things I must say that would not be suitable for your secretary to read. To begin with, there was absolutely no need for you to point out to Mark all the things that needed doing at Ashling – and then try to sell him a newer house. You’d never mentioned to me that the roof leaked! And there was no necessity for you to be so pessimistic about Uncle Ifor’s dresser! I’m sure we could have found a way, somehow. Not that we’ll have the chance now, as Mark and I are no longer speaking to each other, and our engagement is off. As I couldn’t possibly manage the mortgage repayments on my own, the purchase of Ashling is off, too. Aunt Hetty has taken to her room and refuses to talk about it. I never though you could be so underhand and deceitful. I can only imagine that your feelings clouded your professional judgement. Jenny P.S. There is no point in coming to see us. Anyway, I won’t be here – I am going to stay with friends in Norfolk.

Lyndhurst 8th March Dear Jenny, I hope that Aunt Hetty will send this letter on to you. I was very sorry indeed that you felt you must break off negotiations for Ashling. And I can assure you I had nothing at all to do with Mark’s reaction. I didn’t even go with him to view it, but sent our junior partner Stephen Watson, instead. I must admit that my feelings for you over the last few weeks have grown far beyond the limits of a business relationship, but your happiness will always come first. Under the circumstances, I quite understand why you do not wish to continue with the purchase of Ashling, but I hope very much that we will not lose touch. David

Norfolk. 13th March Dear David, Aunt Hetty sent on your letter. I’m sorry I’d got it all wrong. It never occurred to me that someone else would show Mark around Ashling and he wouldn’t know you from Adam. I’m still very mixed up about everything. Aunt Hetty says it’s bound to take time. Thank you for everything. Jenny

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

Lyndhurst 8th September Dear Jenny I thought you might like to know that Ashling has now been sold, but that the new owner has had it converted into two separate flats, one of which is available for rent. Would you and Aunt Hetty be interested? I’m sure Meredith would! Please come and see for yourselves. How about Saturday? Yours, David P.S. You missed the daffodils but the blackberries are early this year in Bramble Woods.

12 The Close 14th September Darling David, It was wonderful to see you again. And the blackberries are out of this world. As you say, the ground floor would be best for Aunt Hetty. You didn’t have to be so devious! I would have come to see it, even if I had known you would be our landlord! See you next Saturday. Come for the day, if possible, and I’ll book a theatre. Love, Jenny P.S. Strange – but Aunt Hetty hasn’t even mentioned the dresser!

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

Lyndhurst, 19th September Dearest Jenny I think you know how happy I am that you and Aunt Hetty will be coming to live at Ashling. See you Saturday. All my love, David P.S. I didn’t dare mention the dresser – d’you think Aunt Hetty has forgotten about it?

Lyndhurst. 22nd September My dear Aunt Hetty, Jenny has passed on your congratulations on our engagement. Thank you! You know how pleased I am that you will be occupying the ground floor flat while Jenny and I have the top. It is most kind of you to give us Uncle Ifor’s dresser for a wedding present but I really don’t think we would get it up that narrow staircase. Your affectionate nephew-to-be, David

12 The Close. 24th September Dear David, No one has ever given my Ifor credit for being such the excellent craftsman that he was! The whole thing will take apart and bits can be left out or added, to make it narrower, shorter, taller, without altering its basic design. I never told either you or Jenny this because it made a good excuse for continuing to visit Ashling while you got to know each other better (I never did think Mark was a suitable match for her). Certainly, there would be no problem getting it up your stairs! However, it has served its purpose and I’ve decided to spare you. Much better if you and Jenny buy the furniture you really want. So I shall have it downstairs in my kitchen, and send you a cheque instead. Your devious but loving, Aunt Hetty.

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

1. What is Jenny’s reaction when David tries to kiss her at the cinema and how do you know (AF3)? Jenny’s reaction:

How I know this:

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

2. In letter 11 Jenny writes that she will not be buying Ashling. Which of the following statements play a part in her decision? Tick three choices (AF2).

a) David tries to kiss Jenny at the cinema b) Someone else shows Mark round the house and tells him all the bad points c) Mark and Jenny argue and break off their engagement d) Aunt Hetty and Jenny talk about Ashling, and agree not to buy it e) Jenny cannot afford to buy Ashling without Mark

Choose one of the statements you did not tick and explain why you think it did not play a part in Jenny’s decision not to buy Ashling. You should refer to some of the details in the text in your answer (AF2).

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

3. Why do you think David buys Ashling? Complete the table below (AF3). Reason why I think David buys Ashling

Evidence from the text which makes me think this

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

4. Look again at letters and 10 and 16. Explain how Jenny’s use of language shows her different feelings for David in each letter (AF5). You should write about: • the way she addresses David at the beginning of each letter and the way she signs herself at the end • sentence structure and use of punctuation • choice of words. Jenny’s use of language: Letter 10

Letter 16

What this shows about her feelings for David: In letter 10, Jenny’s feelings for David are…

In letter 16, her feelings for him are…

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

5. Why do you think the story ends with a letter from Aunt Hetty (AF4)?

6. Here are two reasons why a writer might choose to write a story as a series of letters. Tick one reason and explain how it applies to the story of Uncle Ifor’s Welsh Dresser (AF6).

The letters can be written by different characters in the story The letters make the reader put the pieces of the plot together for themselves This reason applies to the story Uncle Ifor’s Welsh Dresser because: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

DfES 1789-2005 CDO-EN

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

An appropriate point is chosen (points a or d). Some generally relevant textual reference or quotation is provided to support the explanation but it may lack focus, e.g. Jenny is very upset with David.

In Q2, at least two of the points are correctly identified.

An appropriate point is chosen (points a or d) with a convincing reason. A relevant quotation or textual reference is given to support the explanation, e.g. Jenny makes an appointment for her fiancé to view Ashling after David has tried to kiss her which shows that she is still keen to buy the house.

In Q2, the three points are correctly identified (points b, c and e).

Assessing pupils’ progress in English at Key Stage 3

Overall assessment (tick one box only)

AF2 – understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text.

Secure 5

Low 5

In Q3, pupils infer that he has bought Ashling in order to be with Jenny. Evidence may not be rooted securely in the text, e.g. he knew that Jenny liked Ashling.

In Q1, answers acknowledge Jenny’s negative reaction, e.g. shock/displeasure/ embarrassment and provide a convincing explanation which may not be rooted securely in the text, e.g. she was unhappy with David because she was engaged to Mark.

In Q3, pupils infer that he has bought Ashling so that Jenny can live there (with him). Stronger answers may also refer to his grandmother (the previous owner). Appropriate textual evidence is provided, e.g. he doesn’t tell her who the owner is/he has turned it into two flats so that Aunt Hetty can have one.

In Q1, answers acknowledge Jenny’s negative reaction, e.g. shock/displeasure/ embarrassment and provide a clear explanation based on textual evidence, e.g. the formal tone in her next letter and the mention of her fiancé. David’s apology may also be provided as evidence of her negative response.

AF3 – deduce, infer or interpret information, events or ideas from texts.

Secure 4

Low 4

In Q5, straightforward comments tend to describe or recount rather than explain, e.g. at the end of the story Aunt Hetty’s letter tells us that Jenny and David get married and that Uncle Ifor’s Welsh dresser is taken to pieces.

Stronger answers might comment on the significance of the part played by Aunt Hetty throughout, e.g. It’s appropriate and amusing that Aunt Hetty gets the final word. The link between Aunt Hetty’s dresser (part of the complication) and the title of the story is also the mark of a stronger answer.

In Q5, answers show a general awareness of the writer’s structural choices, e.g. all loose ends are neatly tied up/resolved. Aunt Hetty can live in the downstairs flat and Jenny and David can live upstairs. The dresser could be made to fit all along.

AF4 – identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level.

In Q4, pupils identify features in at least two of the three areas: openings and endings; sentence structure and punctuation; word choice, e.g. in letter 10 she calls him Mr Moore and signs off ‘Yours sincerely’ but in letter 16 she begins with ‘Darling David’ and signs off ‘Love Jenny’. Some straightforward comments are made on what the features show about her feelings for David.

In Q4, pupils identify features from all three areas: openings and endings; sentence structure and punctuation; word choice. Explanations show some awareness of the effect of the language choices, e.g. in letter 10 her vocabulary is formal (to the contrary) whereas in letter 16 it is informal and chatty (out of this world) to show that she is no longer cross with him. Comments on her feelings for David are clearly linked to Jenny’s use of language.

AF5 – explain and comment on writers' use of language, including grammatical and literary features at word and sentence level.

Pupil name ........................................................................................ Form ................................. Date ...............................

Marking guidelines – Year 8 task – Uncle Ifor’s Welsh Dresser

In Q6, answers show some awareness of the purpose of the epistolary style and provide a straightforward comment on the effect on the reader, e.g. the letters mean that different characters, like Jenny, David and Aunt Hetty, can tell the story. This might not happen in an ordinary story.

In Q6, limited explanation shows a general overview of the purpose of the epistolary style and a general awareness of the effect on the reader, e.g. because you don’t get the whole story, you have to fill in the gaps for yourself, like all the trouble that Meredith seems to get into.

AF6 – identify and comment on writers' purposes and viewpoints, and the overall effect of the text on the reader.

for school improvement

Secondary National Strategy

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

DfES 1789-2005 CDO-EN

An inappropriate point may be chosen. The textual reference may lack relevance or may be paraphrased, e.g. Jenny tells David that she doesn’t want to buy the house anymore.

In Q2, at least one point is correctly identified although there may be obvious misunderstanding.

In Q2, at least two of the points are correctly identified.

Assessing pupils’ progress in English at Key Stage 3

Overall assessment (tick one box only)

AF2 – understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text.

Secure 4

Low 4

In Q3, pupils may respond more literally, e.g. because it still hadn’t been sold/because Jenny didn’t buy it. Evidence may be missing.

In Q1, answers acknowledge Jenny’s negative reaction but explanations may be based on speculation, e.g. she must have been quite surprised/she might not have liked him.

In Q3, pupils infer that he has bought Ashling in order to be with Jenny. Evidence may not be rooted securely in the text, e.g. he knew that Jenny liked Ashling.

AF3 – deduce, infer or interpret information, events or ideas from texts.

Secure 3

Low 3

In Q5, explanation or comment may be very limited. Pupils may respond more at the level of character than story structure, e.g. we don’t know much about Aunt Hetty so it’s good to end the story with her letter.

AF4 – identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level.

Below 3

In Q4, pupils are likely to identify features in only one area: openings and endings of letters, and the explanation of what they show about her feelings may be limited or missing.

AF5 – explain and comment on writers' use of language, including grammatical and literary features at word and sentence level.

Pupil name ........................................................................................ Form ................................. Date ...............................

Marking guidelines – Year 8 task – Uncle Ifor’s Welsh Dresser

In Q6, comments are likely to paraphrase the reason or express a personal or generic response which may not be related to Uncle Ifor’s Welsh Dresser, e.g. it makes it more interesting.

AF6 – identify and comment on writers' purposes and viewpoints, and the overall effect of the text on the reader.

for school improvement

Secondary National Strategy

Exemplar responses 1. What is Jenny’s reaction when David tries to kiss her at the cinema and how do you know (AF3)? Level 3: Response and commentary

By relating Jenny’s reaction to the fact that she “was engaged and was getting married”, this answer implies some awareness of her negative response to the kiss, although no specific evidence for this inference is given. Level 4: Response and commentary

This answer explicitly draws the inference that Jenny’s reaction to the kiss was one of displeasure and provides the supporting explanation that she drops her interest in the house and will not see David again.

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

Level 5: Response and commentary

Jenny’s negative reaction is inferred from a range of precise evidence, including the involvement of her fiancé in future negotiations over the house, her loss of interest in the property and the formal tone of her letters.

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

2. In letter 11 Jenny writes that she will not be buying Ashling. Which of the following statements play a part in her decision? Tick three choices (AF2). Level 3: Response and commentary

Two correct statements are identified, but an inappropriate point is chosen for comment.

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

Level 4: Response and commentary

Three correct statements are identified and point (d) is appropriately chosen for comment. The explanation deals with one of the main contributory factors to Jenny’s decision. Although lacking in focus, it is accurate.

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

Level 5: Response and commentary

Three correct statements are identified and point (d) is appropriately chosen for comment. Aunt Hetty’s enthusiasm for Ashling is cited as evidence that she did not play a part in Jenny‘s decision. Although the quotation is slightly inaccurate and is taken from a letter prior to the attempted kiss, it is still valid as it indicates Aunt Hetty’s enthusiasm for the move.

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

3. Why do you think David buys Ashling? Complete the table below (AF3). Level 3: Response and commentary

This answer is fairly speculative although the reference to the dog is not completely inappropriate. The textual evidence given refers only to the fact that the house has been sold, not to David‘s purchase.

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

Level 4: Response and commentary

There is a clear inference that David hopes that Jenny will join him, but the supporting evidence comprises only a paraphrase that repeats the same point without specific reference to or quotation from the text.

Secondary National Strategy | Assessing pupilsâ&#x20AC;&#x2122; progress in English at Key Stage 3

Level 5: Response and commentary

There is a clear inference drawn that David hopes Jenny will move in with him and this is supported by references to the way he withholds information in his letter – “Ashling has been sold” – and how subsequently it is discovered that the house has been divided into two flats.

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

One key language difference is identified – the formality of the opening of the first letter (“she says sir” – actually this is the following letter; in letter 10 she writes “Mr Moore”) and the warmth of feeling in the second (“darling”). A simple comment then confirms the implications of these language choices – “she’s not bothered about him/she loves him”. © Crown copyright 2006 DfES 1789-2005 CDO-EN

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

Level 4: Response and commentary

This answer clearly identifies the differences in the level of formality in the openings and closures of the two letters and also makes a general comment on word choice – “she is nasty/she is using nise words”. Further comment then attempts to explain how these language choices reflect the way Jenny’s feelings have changed since the irritation she felt over the incident at the cinema. 40

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

Level 5: Response and commentary

Key differences in the use of language are identified across the three designated areas, contrasting the formal usage in the first letter with the informal – “affectionate” – language of the second. Comment on Jenny’s feelings then draws out the contrast between “a seriously BUISNESS relationship” and a “love relationship”. © Crown copyright 2006 DfES 1789-2005 CDO-EN

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

5. Why do you think the story ends with a letter from Aunt Hetty (AF4)? Level 3: Response and commentary

This comment is consistent with the nature of the characters’ relationships/situation at the end of the text, but does not focus on any aspect of structure.

Level 4: Response and commentary

Comment mainly explains Aunt Hetty’s views, but with some implication that the ending is appropriate in the sense that it shows her concerns are resolved – Ashling has provided the opportunity “to find a man that will suit Jenny”.

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

Level 5: Response and commentary

This response, although not fully developed, recognises that this is the one letter Aunt Hetty wrote and so it has enhanced significance and “rounds the whole story up”, thus showing some general awareness of its overall structural impact and the significance of Aunt Hetty herself.

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

6. Here are two reasons why a writer might choose to write a story as a series of letters. Tick one reason and explain how it applies to the story of Uncle Ifor’s Welsh Dresser (AF6). Level 3: Response and commentary

This comment offers a personal response which recognises that Uncle Ifor has made a contribution to the impact of the story although “hes not alive”.

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

Level 4: Response and commentary

There is some rephrasing of the point that the epistolary form makes demands upon the reader, but having “to figure out what has happened” does require a complete reading of the text – “to the end of it” – with the implication that consequently a greater engagement – “become interested in it so they like reading it” – results.

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3

Level 5: Response and commentary

The explanation is quite limited, but does show a general understanding that the epistolary form provides the reader with more than a single perspective on the characters, their feelings and their relationships with each other.

These materials have been developed by QCA in partnership with the Secondary National Strategy. The help provided by the teachers and pupils who have trialled the materials as part of the Monitoring Pupils’ Progress in English project has been invaluable.

Secondary National Strategy | Assessing pupils’ progress in English at Key Stage 3