intelligence typeintelligence type capability and perception and activitiescapability and perception and activities

LinguisticLinguisticwords and language:words and language:write a set of instructions; write a set of instructions;

speak on a subject; edit a written piece or work; write a speak on a subject; edit a written piece or work; write a speech; commentate on an event; apply positive or negative speech; commentate on an event; apply positive or negative 'spin' to a story 'spin' to a story

Logical-Logical-MathematicalMathematical

logic and numbers: logic and numbers: perform a mental arithmetic perform a mental arithmetic calculation; create a process to measure something difficult; calculation; create a process to measure something difficult; analyse how a machine works; create a process; devise a analyse how a machine works; create a process; devise a strategy to achieve an aim; assess the value of a business or strategy to achieve an aim; assess the value of a business or a propositiona proposition

MusicalMusicalmusic, sound, rhythm: music, sound, rhythm: perform a musical piece; perform a musical piece;

sing a song; review a musical work; coach someone to play sing a song; review a musical work; coach someone to play a musical instrument; a musical instrument;

Bodily-Kinesthetic Bodily-Kinesthetic  body movement control:body movement control:create a mime to explain create a mime to explain something; act out , tableausomething; act out , tableau

Spatial-VisualSpatial-Visualimages and space: images and space: design a costume; interpret a design a costume; interpret a

painting; create a room layout; create a corporate logo; painting; create a room layout; create a corporate logo; design a building; pack a suitcase or the boot of a car design a building; pack a suitcase or the boot of a car

InterpersonalInterpersonalother people's feelings: other people's feelings: demonstrate feelings demonstrate feelings

through body language; affect the feelings of others in a through body language; affect the feelings of others in a planned way; coach or counsel another person planned way; coach or counsel another person

IntrapersonalIntrapersonal self-awareness: self-awareness: consider and decide one's own consider and decide one's own position in relation to situationsposition in relation to situations

TechniqueTechnique DefinitionDefinition ExamplesExamples

PrepositionPreposition Prepositions indicate time, Prepositions indicate time, position or direction.position or direction.

in under before outside in under before outside up along beyond up along beyond below at opposite nearby below at opposite nearby by with during while by with during while

Verb ending Verb ending in -ingin -ing

Verbs are words that express Verbs are words that express an action, a happening, a an action, a happening, a process or a state. Verbs process or a state. Verbs ending in –ing indicate ending in –ing indicate continuous action.continuous action.

hoping running strolling hoping running strolling galloping sneering galloping sneering laughing smiling laughing smiling fearing peering fearingfearing peering fearing

Verb ending Verb ending in -edin -ed

Verbs are words that express Verbs are words that express an action, a happening, a an action, a happening, a process or a state. Verbs process or a state. Verbs ending in –ed indicate the ending in –ed indicate the past tense. past tense.

exhausted scared tiredexhausted scared tiredinvigorated placed heatedinvigorated placed heatedopened packed irritatedopened packed irritateddraped cluttered draped cluttered

AdverbAdverb Adverbs provide more Adverbs provide more information about the verb information about the verb (i.e. how the action is (i.e. how the action is done).done).

silently noisily helpfully silently noisily helpfully interestingly hopefully interestingly hopefully expectantly frighteningly expectantly frighteningly

unhappily slowly unhappily slowly

ConnectiveConnective Connectives are words or Connectives are words or phrases that link clauses or phrases that link clauses or sentences. sentences.

meanwhile although despite meanwhile although despite consequently likewise consequently likewise similarly however finally similarly however finally furthermore furthermore

The cat sat on the The cat sat on the matmat

Alter the above sentence in various Alter the above sentence in various ways using the ideas from the ways using the ideas from the previous slideprevious slide

How to make it fun?How to make it fun? How to get them to How to get them to

remember? And use it?remember? And use it?

Resource 2.2aResource 2.2a

To vary my sentences I can start To vary my sentences I can start with:with:

an ‘-ed’an ‘-ed’Click here for an exampleClick here for an example

ExhaustExhausteded, the , the man slumped man slumped onto the chair.onto the chair.

an ‘-ing’an ‘-ing’Click here for an exampleClick here for an example

LookLookinging through through the window, the the window, the girl gazes out at girl gazes out at the world.the world.

The Main ClauseThe Main Clause

The old woman sat on the park bench, her The old woman sat on the park bench, her feet were red and blistered.feet were red and blistered.

The stolen car sped up the hill, chased by The stolen car sped up the hill, chased by two patrol cars.two patrol cars.

The flowers, that had bloomed in the spring, The flowers, that had bloomed in the spring, were fading fast.were fading fast.

Read the following complex sentences. Can you identify the

main clause?

The Main ClauseThe Main Clause

The old woman sat on the park benchThe old woman sat on the park bench, , her feet were red and blistered.her feet were red and blistered.

The stolen car sped up the hillThe stolen car sped up the hill, chased , chased by two patrol cars.by two patrol cars.

The flowersThe flowers, that had bloomed in the , that had bloomed in the spring, spring, were fading fastwere fading fast..

The Main ClauseThe Main ClauseHighlight the main clause in the following Highlight the main clause in the following sentences:sentences:

1.1. The old woman sat on the park bench, her The old woman sat on the park bench, her feet were red and blistered.feet were red and blistered.

2.2. Daniel, who was the bravest of the group, Daniel, who was the bravest of the group, knocked on the door.knocked on the door.

3.3. We found ourselves in a weird room, the walls We found ourselves in a weird room, the walls covered in strange scribbles.covered in strange scribbles.

4.4. As he carried his plate into the kitchen, Amir As he carried his plate into the kitchen, Amir tripped over the carpet.tripped over the carpet.

5.5. After a long day at school I had an After a long day at school I had an appointment with the dentist.appointment with the dentist.

6.6. Before opening the door, I took a deep Before opening the door, I took a deep breath.breath.

7.7. Sarah, the best netball player in the school, Sarah, the best netball player in the school, has been picked to play for England.has been picked to play for England.

Check Your UnderstandingCheck Your Understanding

1.1. The old woman sat on the park benchThe old woman sat on the park bench, her , her feet were red and blistered.feet were red and blistered.

2.2. DanielDaniel, who was the bravest of the group, , who was the bravest of the group, knocked on the doorknocked on the door..

3.3. We found ourselves in a weird roomWe found ourselves in a weird room, the walls , the walls covered in strange scribbles.covered in strange scribbles.

4.4. As he carried his plate into the kitchen, As he carried his plate into the kitchen, Amir Amir tripped over the carpettripped over the carpet..

5.5. After a long day at school After a long day at school I had an I had an appointment with the dentistappointment with the dentist..

6.6. Before opening the door, Before opening the door, I took a deep I took a deep breathbreath..

7.7. SarahSarah, the best netball player in the school, , the best netball player in the school, has been picked to play for Englandhas been picked to play for England..

‘‘Stylish’ writing challenges – choose one of Stylish’ writing challenges – choose one of the 3 in red and have a go! Topic: holidays…the 3 in red and have a go! Topic: holidays…

Write an extended metaphor, which you develop Write an extended metaphor, which you develop throughout a paragraphthroughout a paragraph

Include four similes in a paragraphInclude four similes in a paragraph Write a paragraph that includes five commas, two Write a paragraph that includes five commas, two

colons, two semi-colons and a dashcolons, two semi-colons and a dash Write a paragraph that ends with the topic sentenceWrite a paragraph that ends with the topic sentence Write paragraph that rises to a climaxWrite paragraph that rises to a climax Write a paragraph that uses repetition for effectWrite a paragraph that uses repetition for effect Write a paragraph that is all one sentenceWrite a paragraph that is all one sentence Write a paragraph with five sentences, increasing Write a paragraph with five sentences, increasing

the number of clauses per sentence from one to the number of clauses per sentence from one to five across the five sentencesfive across the five sentences

Write a paragraph in which no sentence has more Write a paragraph in which no sentence has more than six wordsthan six words

Write a paragraph without using the letter ‘e’Write a paragraph without using the letter ‘e’

10 Top Tips for Improving 10 Top Tips for Improving WritingWriting1)1) Use talk to rehearse and clarify ideas prior to Use talk to rehearse and clarify ideas prior to

writingwriting2)2) Use reading as a bridge to writing - ‘writers are Use reading as a bridge to writing - ‘writers are

thieves’thieves’3)3) Use the teaching sequence for writing (esp. model planning, writing Use the teaching sequence for writing (esp. model planning, writing

and redrafting)and redrafting)4)4) Provide opportunities for shared and collaborative writingProvide opportunities for shared and collaborative writing5)5) Explore grammar and punctuation ‘little and often’, in context – NOT Explore grammar and punctuation ‘little and often’, in context – NOT

one-off exercises.one-off exercises.6)6) Use interactive and ‘game-like’ approaches to rehearse ideasUse interactive and ‘game-like’ approaches to rehearse ideas7)7) Provide pupils with a toolkit of short-cuts and strategies (i.e. PAF, A Provide pupils with a toolkit of short-cuts and strategies (i.e. PAF, A

CARP PIE, TipTop, etc.)CARP PIE, TipTop, etc.)8)8) Provide dedicated writing timeProvide dedicated writing time9)9) Give immediate feedback on successes as well as areas for Give immediate feedback on successes as well as areas for

development (i.e. verbal, peer, etc.)development (i.e. verbal, peer, etc.)10)10) Ensure that errors are seen and used as opportunities for learningEnsure that errors are seen and used as opportunities for learning

PoetryPoetry

How to teach poetry???How to teach poetry???

Poetry Ideas (From Zigzag)Poetry Ideas (From Zigzag)– – Use of propsUse of props- Add or remove punctuationAdd or remove punctuation- Tableau or freeze frame Tableau or freeze frame - Relate to other texts being studiedRelate to other texts being studied- Class reading with actors joining inClass reading with actors joining in- Discuss the themes (see Vultures)Discuss the themes (see Vultures)- Cut up poems and match / reorganiseCut up poems and match / reorganise- Use photos to represent (See WWTL)Use photos to represent (See WWTL)- Re-write poem from another point of viewRe-write poem from another point of view- Replace words (especially if words repeated) Replace words (especially if words repeated)

(SFMT)(SFMT)

- Draw the metaphors / imageryDraw the metaphors / imagery- Watch / listen to a performance of it – podcasts Watch / listen to a performance of it – podcasts

etc especially if read by poetetc especially if read by poet- Write a reply to poet addressing issues (HC)Write a reply to poet addressing issues (HC)- Write a letter to future self addressing issues / Write a letter to future self addressing issues /

answering questions / being character answering questions / being character - Describe the place in the poem if part of Describe the place in the poem if part of

students lives e.g a room for This Roomstudents lives e.g a room for This Room- Use real life examples (TR / HHE)Use real life examples (TR / HHE)- Analyse related material especially for context Analyse related material especially for context

understandingunderstanding- Write something related e.g police report for Not Write something related e.g police report for Not

my business showing different point of viewmy business showing different point of view- Be a character in the poem and write / act in Be a character in the poem and write / act in

that waythat way

CrunchingCrunching

Use Teachit worksUse Teachit works Or there is a ‘word’ doc tells you Or there is a ‘word’ doc tells you

how…to collapse a texthow…to collapse a text

What would you do with the What would you do with the crunched words? List 5 activities crunched words? List 5 activities designed to ….designed to ….

air alive all and and and are are air alive all and and and are are arrives bang be bed breaking by ceiling arrives bang be bed breaking by ceiling celebration, chairs clang clapping clouds celebration, chairs clang clapping clouds corners cracking crash crowds daily dark corners cracking crash crowds daily dark door empty excitement fan feet fly for door empty excitement fan feet fly for from furniture garlic hands I’m I’ve from furniture garlic hands I’m I’ve improbable in in in is is is is its its improbable in in in is is is is its its itself left lifting light lives looking my my itself left lifting light lives looking my my nightmares no of of of of of one nightmares no of of of of of one onions our out out outside own pans onions our out out outside own pans past place pots rising room search space past place pots rising room search space spices stirs the the the the the the spices stirs the the the the the the the this this this though through time the this this this though through time to to together up walls when when to to together up walls when when where why wondering where why wondering

10 Top Tips for Teaching 10 Top Tips for Teaching PoetryPoetry

1)1) Don’tDon’t begin with technique-spotting begin with technique-spotting2)2) Use DARTs activities to introduce the poemUse DARTs activities to introduce the poem3)3) Plan activities to elicit personal response and individual Plan activities to elicit personal response and individual

interpretationinterpretation4)4) Model “it could mean…because…” NOT “it means…”Model “it could mean…because…” NOT “it means…”5)5) Encourage collaborative exploration (i.e. pairs, groups)Encourage collaborative exploration (i.e. pairs, groups)6)6) Use visual/aural stimulus and drama techniques for Use visual/aural stimulus and drama techniques for

exploring poems (i.e. still images, rolling theatre, etc.)exploring poems (i.e. still images, rolling theatre, etc.)7)7) When exploring language, use fragments initially to When exploring language, use fragments initially to

prevent pupils from feeling overwhelmedprevent pupils from feeling overwhelmed8)8) Get pupils writing poems in order to understand the Get pupils writing poems in order to understand the

writer’s process (i.e. ‘collapse the text’)writer’s process (i.e. ‘collapse the text’)9)9) Teach PEE/PETAL/hamburger frames for writing responsesTeach PEE/PETAL/hamburger frames for writing responses10)10) Teach pairs of poems to develop comparative skills Teach pairs of poems to develop comparative skills

(required for GCSE) (required for GCSE)

PlenaryPlenary Draw what you have learned todayDraw what you have learned today Or make up a poem /songOr make up a poem /song Or turn your learning into a chart / Or turn your learning into a chart /

graphgraph Or design 5 questions to ask othersOr design 5 questions to ask others List 3 new things, 2 scary things, 1 List 3 new things, 2 scary things, 1

rubbish thing you learnt today!rubbish thing you learnt today! Or draw a poster to advise others to Or draw a poster to advise others to

attend next courseattend next course