Subject: ENGLISH Literacy

Knowledge Organiser

Read Write Speak Listen TYPES OF SENTENCES: Simple- one main clause (also called independent) Compound- two or more main clause + conjunction Complex- main clause + dependent clause

NOUN A naming word. It

names a person, place, feeling, object or idea. E.g. boy, London, love

VERB A verb is a ‘doing’ word. It describes an action or

a state. E.g. run, skip, play, be

PREPOSITION A preposition- a small word that links other words in a sentence.

E.g. under, through, in

PARTS OF SPEECH The parts of speech explain how a word is used in a sentence. There are eight main

parts of speech (also known as word classes) and these can also be divided into sub-

classes. Nouns can be divided into proper nouns, common nouns, concrete nouns, etc. It is important to remember that a word can

fit in to more than one category.

ADJECTIVE An adjective is a word that describes a noun. E.g. tall, rough, large

CONJUNCTION A conjunction joins

two words, phrases or sentences together

E.g. and, but, or

ARTICLE An article is a small word that is used to

introduce a noun and always comes before a

noun. E.g. the, a, an

Reading for as little as six minutes can reduce stress

by 60%

ADVERB An adverb usually

describes a verb, like time and place)

E.g. fast, slowly, now

PRONOUN A pronoun is a word

that is used instead of a noun.

E.g. I, you, them, she

THE BENEFITS OF READING BOOKS

Subject: ENGLISH Speaking & Listening

Knowledge Organiser

Group discussion: To formally discuss an issue or topic

Talk about (something) with a person or people.

Debate Consider Examine

Explore Study Analyse

Dispute Review Canvas

An important topic or problem for debate

Matter Affair Business

Subject Question Point

Concern Case Theme

TECHNIQUES SEQUENCING Examples Anecdotes Firstly Finally

Facts Questions Secondly Next

Statistics Repetition Initially Then

Ground rules for a discussion: o Listen actively and attentively. o Ask for clarification if you are confused. o Do not interrupt one another. o Challenge one another, but do so

respectfully. o Critique ideas, not people. o Do not offer opinions without

supporting evidence.

Tips for Listeners: Show you’re listening! Look interested! Look at the person speaking, nod politely,

smile encouragingly Take brief notes to remember points to

help you ask questions later Don’t interrupt, wait for a pause Acknowledge what you’ve heard- to

clarify- before you respond to what has been said.

o Avoid put-downs (even humorous ones).

o Take responsibility for the quality of the discussion.

o Build on one another’s comments; work toward shared understanding.

o Speak from your own experience instead of making general comments.

Tips for Speakers: Speak clearly and politely- be confident & make your position clear! Use rhetorical questions to help you structure your points It’s a good tactic to acknowledge a different point of view (some

people think…. But I believe…) Try to use humour if you can Involve the audience by using ‘you’ and ‘we’ Make eye contact and use hand gestures

Subject: ENGLISH Creative Writing

Knowledge Organiser

Why is SETTING important? 1. Sets up backdrop for

mood 2. Establishes atmosphere 3. Shapes character & action

Write in 1st person – narrate your own

experience! TYPES OF CHARACTER: Protagonist- the main character (typically the ‘good guy’) Antagonist- the character or force in the conflict (the ‘bad guy’)

KEY WORDS Write between 450-600 words Plot

A character could be a person, animal or object!

Character The climax should be the highest

point of tension in the story Conflict

TOP TIP: Use your senses. Think about what

your character can hear, touch, smell,

taste and see.

Exposition

The Adjective Wheel

VARY YOUR PACE: 1. Use short words 2. Consecutive short

sentences 3. Partial sentences 4. Short paragraphs 5. Lots of verbs to

convey action and create a fast pace

Viewpoint

Narrator

Theme

Language Use of punctuation to add suspense - include a sentence that holds back

essential information from the reader until its ending, using colons,

commas and repeated full stops to delay the revelation.

Tone

Mood

Setting

Fiction Atmospher

e

Location

Suspense

Tension

Subject: ENGLISH Biographical Writing

Knowledge Organiser

BIOGRAPHY is a Greek word. BIO= life and GRAPHOS= write

THIN

K: W

hat m

akes

this

per

son

so im

port

ant?

Research the following: o Important dates o Early life (including

education) o Background &

family o Career

(achievements) o Hobbies & interests o Major

accomplishments o Interesting facts o Key influences

PURPOSE: TO GIVE AN ACCOUNT OF SOMEONE’S LIFE

Features: • Past Tense • Third person • Chronological Order • Time connectives • Direct and Indirect

Speech • Passive voice • Sub-headings • Subordinating

conjunctions • Action verbs

Why write a biography? Authors write biographies to inform their

readers. Authors believe the person they write the biography about is important or made a

contribution people need to know about.

Firstly Next Then Initially

Finally At last To begin Secondly

After Eventually Suddenly In the end

ANALYSE REVIEW

COMMENT

RECOUNT

Pay attention to sentence structure, spelling,

punctuation & vocabulary

Some information can’t be based on fact – especially if stories have been passed down over the years. Consider using these types of phrases:

- it is believed… - it was thought… - many people

claimed…

ALTHOUGH

Use compound and complex

sentences

BEFORE

BECAUSE

WHEREAS

SOON

UNTIL Shows what a noun has done: -Achieved -Wrote -Transformed

ONCE

UNLESS

WHILE

- there was a rumour that…

PROVIDED

-Earned -Interviewed

A formal letter is used when you write to someone you

do not know or the content is impersonal. Examples

include job applications, complaints or

business letters.

Subject: ENGLISH Formal Letter Writing

Knowledge Organiser

Ask

your

self:

Why am I writing this letter?

PLAN FIRST! Who is my audience?

What response do I want? CONNECTIVES How should my writing be set out? ADDITION EMPHASIS PERSUADE

Maidstone Road Leicester LE2 OTU

3rd September 2018 The Editor Leicester Mercury New Walk Leicester LE1 6TF Dear Sir, Re: Community Concern Opening paragraph About three or four middle paragraphs Closing paragraph Yours faithfully.

Brian Killeen

Your address

and Above all Of course Also Notably Clearly

Date In addition Specifically Evidently

Use a variety of punctuation and sentence

structures

Recipient’s title and address

furthermore Especially Surely

Further Significantly Certainly

As well as Indeed Obviously

And then Particularly Decidedly

The heading of the letter- this tells the reader what the letter is about.

Salutation and

‘regarding’

Think carefully about your choice of language; you will need to be polite but express your views in a strong way. Try to use a range of vocabulary- use

the best words you know! Explain why you are writing- make a clear point o State what has happened in detail. o Organise one point per paragraph o Use connectives to link points o Support opinions with facts

Finish by repeating the main point and explain the response or outcome you would like.

Closure If you DO NOT know the name of the person you are writing to, your closure will be ‘Yours faithfully’. If you DO know the name, it’s ‘Yours sincerely’.

Sender THIS IS WHAT A BASIC FORMAL LETTER LAYOUT LOOKS LIKE

Points should be written in order or priority

Subject: ENGLISH Growing Up- Characterisation

Knowledge Organiser

does an author…

Example of task: What do you think of the way a character is presented in the novel?

Write in 1st

person

PERSONAL OPINION: I think… I feel..

I imagine… I believe…

SOME STYLISTIC FEATURES: Alliteration Allusion Antithesis Metaphor Onomatopoeia Personification Repetition Rhetorical Question Simile

‘Presented’ Synonyms: o Shown o Staged o Represented o Portrayed o Described o Depicted o Revealed o Exposed o Explained o Depicted

STRUCTURE- how the plot has been organised and put together for the reader. This includes how the writer has presented their ideas and the structure of the sentences.

ANALYSE: To examine (something) methodically and in detail in order to explain and interpret it. Examine, inspect, survey, scan, study, survey, peruse, investigate, probe, explore, judge

Language & Inference: The words a writer uses and the influence they have! Sometimes you will have to work out what is meant in a text. The technical term for this is inference, although it is also referred to as 'reading between the lines'. This is where you will need to look for what is suggested, rather than just what is being stated clearly or obviously. Detective skills are required! Depending on what you are reading, you will find different things inferred. It could be a general fact or a precise piece of information, emotions and feelings or the author's opinions or feelings. To infer successfully there are a number of things you should do. For example: Look for clues or references in the text. Think about the connotations of words used in the text. Match something in the text to your own understanding, experience or knowledge.

Subject: ENGLISH Unseen Poetry

Knowledge Organiser

What is Poetry? Poetry is the most compact form of literature. A poem packs all kinds of ideas, feelings, and sounds into a few carefully chosen words. The look, sound and language of poetry all work together to create a total effect.

You will be asked to read a poem, think and write about its

effect on you.

1st person response so include lots of opinion. You must be able to justify what you think so consider phrases like, ‘this word/phrase reminds me of..’

FOCUS ON THE EFFECT OF THE POETIC DEVICES NOT JUST BEING ABLE TO RECOGNISE

THEM READ THE POEM CAREFULLY AND ANNOTATE FIRST

Consider the poet’s choice of words, phrases and images and the effects they

create. What did the

poet want us to think about?

LANGUAGE STRUCTURE FORM

WORDS: o Word choice o Imagery o Simile o Metaphor o Personification o Sound devices o Word groups

ORGANISATION: o Rhyme scheme o Rhythm o Pace o Repetition o Sentence

length o Order

SHAPE o 1ST /3rd person o Poetic voice o Hidden

meaning o The message o Arrangement o Interpretations

INFORM Subject: ENGLISH Writing a Leaflet EXPLAIN Knowledge Organiser

What’s the purpose of your writing? What would you like to achieve?

Leaflets and brochures give the reader a message in a small amount of space, usually one or two sides of a small page. As well as being informative, leaflets often try to persuade the reader to do something. Where you'll find leaflets

• Museums and galleries make leaflets to tell people what's on.

• Shops, hotels and restaurants print leaflets to advertise the things they sell.

• Some leaflets are designed to tell you about a campaign to get your support - for example, to save a building or tidy up a park.

What you'll find in a leaflet Leaflets come in all shapes and sizes, but they all have to tell the reader as much as possible in a small space. Leaflets:

• Must be aimed at the right audience and for the right purpose

• Must look attractive and be easy to read • Use headings with different sizes and

styles of writing to make the leaflet look interesting

• Include all the relevant facts in a logical and clear way

• Attempt to persuade the reader using slogans or persuasive language

• Include pictures only if it improves the leaflet, but don't spend too long on them.

Who is your audience? Who will be reading this leaflet?

LAYOUT AND ORGANISATION PERSUADE! Best techniques:

MAIN HEADING SUB-HEADING Facts Direct address

Direct & eye catching Short and clear Statistics Exaggeration

Gives clear idea of topic Use rhetorical question Opinions Imperatives

TEXT VISUAL HELP Rhetorical Questions Repetition Short, easy to read Bullet points Triples Emotive Language

Logical order Text boxes

Size, style of font Underline, bold, italics

HOW CAN YOU MAKE YOUR LEAFLET STAND OUT?

YOU CAN USE INFORMAL LANGUAGE BUT NO SLANG ALLOWED!

DESCRIBE Use punctuation for

EFFECT!

Subject: ENGLISH Writing a Speech

Knowledge Organiser The key to presenting the perfect speech is preparation and practice. World leaders don't just stand up and make up a speech on the spot - they carefully prepare beforehand. They even employ people to write their speeches, although remember, this is not an option at school! An effective speech needs to: o Use the English language skilfully - as you have time to prepare your speech in

advance, you can show off your English language skills and vocabulary. o Be memorable - former prime minister Tony Blair was famous for making a speech

that included the phrase "Education, education, education". This use of repetition made the speech memorable and helped his audience identify his key point.

o Make people think - you may have heard of Martin Luther King who repeated the phrase "I have a dream" when he campaigned for equal rights for black Americans. This was a speech designed to inspire and connect with his audience.

Read your speech aloud as you write

it- you’ll know straight away if it

works.

Try to make your speech sound

conversational – people will HEAR the speech, not READ it.

PREPARE! BE MEMORABLE

USE

DIR

ECT

ADDR

ESS:

‘y

ou’ VOCABULARY

Choose words that are interesting and

descriptive

Strategies For Crafting Excellent Speeches * Be Audience-Centered. Everything you write should be with the needs of the audience in mind. *Start At The End First. Write the conclusion of your talk right away. Decide what you want the audience to do or to think as a result of your speech. * Make Rough Drafts First And Polish Later. Don't try to write the perfect speech at the outset. The best speeches come only after many, many re-writes. *Put Your Own Spin On The Material. You may block your creative juices if you think everything you say has to be original. Don't worry about being unique, just put your personal spin on it. * Make Only Three Main Points. It is tempting to tell as much as you can about a subject, but this will confuse and overwhelm your audience. Keep to the main points and your audience will find it easier to follow your speech organisation. Decide The Minimum Your Audience Needs To Know. What is the very least the audience needs to know about your topic? What is the most critical? Leave out material that would be "nice to know". *Write Using The WIIFM principle. WIIFM is "What's In It For Me?" People are really only interested in material that affects them.

Techniques: Repetition

Rhetorical Question

Anecdotes

Examples

List of Three

Contrast

Facts, Statistics

Emotive Language

Subject: ENGLISH Writing an Essay

Knowledge Organiser

o This reminds us of- o The

reader/audience might connect this with-

o This is similar to- o This is in contrast

with- o This juxtaposes-

ANALYSE

REVIEW

o This suggests… o This implies… o This indicates… o This demonstrates… o This makes me

think… o This makes me

imagine… o This makes me feel… o This word could also

mean… o The writer used the

word ___ to show…

Your job is to show an

understanding of the task and to

write as clearly as possible.

Think and plan

before you write.

Read your writing aloud to check that it makes

sense.

Always read through to check

for mistakes.

o The writer uses- o The writer shows- o We can see that- o The character

changes when- o The writer uses the

technique- o The text creates

the idea that-

o The reader might think…

o On the other hand.. o A different

audience feel… o This would make

the reader feel… o This would make

the reader imagine..

Use ‘…’ to show you have taken a piece of

evidence from the text!

COMMENT

Focus on the accuracy of your writing! SENTENCE CONNECTIVES

LISTING POINTS EXAMPLES EMPHASISING CAUSE & EFFECT SUMMING UP

Firstly, secondly, finally In the first place

To begin with On top of this In addition to

More importantly Additionally furthermore

For example For instance

Such as …as can be seen by

…as is shown by the the case of

this can be proven by

Mainly Mostly Usually

Unfortunately Most often

…so… as a result of…

…because… this means that

Due to the fact that… Therefore …caused…

This caused…

In conclusion In summary To sum up

Overall On the whole

In brief To conclude

So, to round off… Having reviewed…