Lower

Secondary
Checkpoint

Paper 1 - Non
fiction
New Paper Code
0861/01
 Session
Overview
2
1 3
Note Making and
Comprehension Summary Directed
Writing
Strategies to frame Dos and Don’ts Difference between
questions and Argumentative/Persuasive
understanding the steps and Discursive writing
involved while solving a
comprehension
 Paper 1 Non-Fiction
Time 1 hour 10 mins
(10 mins reading)
50 marks

Section A: Reading – 25 marks Section B: Writing – 25 marks

Passage A and B
 SECTION A: Reading
The Reading reporting strand has four sub-strands:
• Rx Explicit meaning
• Ri Implicit meaning
• Rw Language and structure of a text
• Rv Purpose and viewpoint
 Steps to develop reading skills
• Read and talk about a wide range of Non Fiction: biography, autobiography, reports...
• Annotate and highlight the text
• Text structure/ format
• Distinguish between facts and opinions
• Predict what might happen next
• Make use of contextual clues/ connotation and denotation
• Personalize the content
• Conduct book review sessions, book clubs or competitions
STEPS INVOLVED IN SOLVING COMPREHENSION
IN THE CLASSROOM

First reading

Second reading

Read the question

Write the answers

 First reading

▪ Understand the meaning of the text as the whole

▪ Scan the passage

▪ Find the key information

 Second reading
▪ Read the text to pick the clear use of some techniques like

figurative language

▪ Read for names, places, symbols and motifs

▪ Characters and the action involved

▪ Reasons for the action

 Read the question carefully

▪ Read the question carefully

▪ Get the key word (tells) and the question words (What, Why...)

▪ Stay focused
 Unpack the questions
▪ Factual Question (who, what, where, when, why and how questions)
▪ Inferential Question (does not have direct answer in the text but inferred from clues within

the text)

▪ Use Your Own Words Question (to explain what the author means by a word, phrase,
sentence or expression)
▪ Language Use Question (includes vocabulary, grammar, punctuation, and figurative
language)
▪ Writing down/Quoting a Word/Phrase/Sentence/Expression (Keep your answers short,
use the punctuations appropriately)

▪ Vocabulary Question (synonyms, antonyms)

▪ Summary Question (derive points from a particular part of the text, use your own words)
Language Use Question
Q.1, Q.4(b)

Writing down/Quoting a Word/Phrase/Sentence/Expression

Q.4(c), Q.7

Inferential Question

Q.4(a), Q.5

Structural feature Question

Q.9, Q.14
Purpose Question
● to inform but also to persuade, if the extracts is showing a particular opinion towards a topic
● to advise
● to persuade
● to entertain and to inform
● to analyze, inform, critique, and advise
 Steps to be followed in the Exam

Step 1 : Read the questions

Step 2: Unpack the questions

Step 3: Read the text

Step 4: Read the text for relevant information

Step 5: Answer the question

 NOTE MAKING
Note Making is a way of recording important details from a source.

Points to Remember
•Avoid using long sentences
•Never lose the main idea of the passage
•Ignore information which is less important
•Be brief, clear, and specific
•Use logical sequencing
•Do not include your own version or understandings
What is Summary Writing?
Steps involved in writing a
summary
Step 1: Read the summary question carefully

Step 2 : Underline the area/points in the passage to be

summarized

Step 3: Combine the content points to write a coherent

paragraph in your own words

Step 4: Proofread and edit

 What to avoid

Irrelevant
Introduction information

Opinion
Conclusion
 Exam question
15 (a) Your friend wants to start keeping bees. Write a list of the advantages and
disadvantages of making your own beekeeping equipment.

Note Making question

• Advantages
(Example: Satisfaction of doing it yourself) 3M

• Disadvantages

(b) Summarise the advantages and disadvantages of making beekeeping

equipment for your friend. Use up to 40 words. 2M
Section B : DIRECTED WRITING
Steps involved in DIRECTED WRITING
Step 1 : Read the question carefully

Step 2 : Identify the genre

Step 3 : Recollect the features and the
conventions of the genre

Step 4 : Plan

Step 5 : Write as per the word count

Step 6 : Proofread and edit

 PAFTV
P = Purpose (of the writing)
A=
Audience (the intended readership)
F =
Format (the structure or the form of the writing)
T=
Tone (the register – not just the formality or
informality but the specific tone)
V = Voice
(from whose viewpoint/perspective – as in the
personality and attitude of the writer)
 PAFTV Activity

16. Imagine you have recently taken up an unusual

hobby. Write an article for your school magazine to
persuade others to do the same.
You should consider:
• the language you will use to persuade your reader
• the presentation of your ideas.
Discursive vs Argumentative/Persuasive Writing
 Discursive vs Argumentative/Persuasive writing
DISCURSIVE ARGUMENTATIVE

▪ The goal of a discursive essay is to present ▪ The writer of an argumentative essay

a balanced and objective examination of attempts to clearly present a strong
subject. position on a particular topic.

▪ It is written in a more formal and ▪ Argumentative essays follow a general

impersonal style than other essays. format.

▪ The essay should present both sides of the ▪ Its purpose is to both educate and persuade
discussion, supported by facts and the reader on a particular point of view.
research.
 DISCURSIVE ARGUMENTATIVE
▪ Introduction- Introduce the subject and ▪ Introduction- Introduce the subject and give
give general background information thesis statement (For/Against)
▪ Example – For

▪ Body ▪ Body
▪ Para 1 – Advantage ▪ Para 1- For
▪ Para 2 – Disadvantage ▪ Para 2- For
▪ Conclusion ▪Para 3- Counterargument(against) + Rebuttal
Example- Is it better to be the only child?

▪ Conclusion
How to write a paragraph
 Discursive vs Argumentative/Persuasive writing

ACTIVITY – Is it advisable to use cell phones in school?

(Counterargument + Rebuttal)
Marking Scheme
Content, purpose and audience (Wa) 8

Text structure and organisation (Wt) 7

Sentence structure and punctuation (Wp) 7

Spelling (Ws) 3

Total 25
Composition:
Genres
and Text
Types
Suggested
Answers
Headline =Wicked Wolf Gets His Just Desserts
Caption = No caption
Facts and Evidence = Yesterday afternoon, 21 February, aged 10,
well trodden
route…
Direct Speech = ‘I’ve used that path…’, ‘Of course, I warn the
children…’
Third Person = her, they, she…
Past Tense = survived, was visiting, were swallowed alive…
Adverbials to Connect Paragraphs = Yesterday afternoon, At
approximately Formal, Reporting Language = a young girl and
her grandmother, witnesses claimed…
Rhetorical Question = None (‘But avoid the woods entirely?’ is an
example of hypophora…as the speaker himself answers his own
question: ‘Nonsense.’) Reported Speech = claimed that they saw Ms
 A
Quic
k
Quiz
Non Fiction Texts
!
Answers
:1. Travelogue or Travel Log
2. Formal Letter
3. Blog
4. Prose Text
5. Newspaper Report (A Frontpage report of a historical
happening)
6. Magazine Article
7. Leaflet
8. Playscript
9. Comics
10. Page from a Graphic Novel
11. Information Text
12. Haiku (poem: 5 – 7 – 5 format)
 Non Fiction Text

Text Types: Blogs, Informal Letters, Formal Letters, Leaflets,

Magazine Articles, Diaries, Information Texts, Advertisements,
Travelogue, Persuasive Speeches, Autobiography, Biography
and Personal Account, Discursive…
Paper 2:
Section A
Fiction
Comprehensi
on
https://www.youtube.com/watch?v=IvIJl
Denotation and
Connotation
Imply and
Infer
Different Activities to Make
your Students Enjoy while
Learning
Poetry Read
Aloud
Doodle A
Poem
Read aloud the poem and encourage learners
to draw
on the Padlet while you are reading.
2 readings may be required.
Select poems as per the level of the class and
the
students’ interests.
 Video
s

Watching and
commenting
about different
aspects:
imagery, plot…maybe
even doing voiceovers
for different
characters.
Let Us
Analyse!
What do we
analyse?
Word forms Specifics: Setting
Phrases Tenses Character
Clauses Striking s
Sentences Words Conflict
Paragraphs Emotive Plot
The Entire Words Dialogue
Text Figures of s
Speech Idioms Resolutio
Imagery n
Expressions Opening
Adjectives Closing
Rhetorical
Devices
How do we
analyse?
Read the text carefully – Intensive
Reading Inferring (Text)
Annotation
Anticipation (Prediction of what may
happen next) Command words and terms
in the Questions Reading between the lines
(Question)
Inferring (Question)
Session
Overview

Story Narrative Paragraphing and

Elements Hooks Grammar

Analysis of a Rubrics for Conflicts and

sample question - assessment Narrative
New Curriculum Endings
0
1

The Narrative
Hook
The opening sentence which grabs the reader’s
attention
Different ways
to begin a
Narrative
Essay
https://www.flippity.net/mg.php?k=1
tlvJON Q1cfCbe1arMSV-
EYLQYovFxnUjoUiUATehdXU
 Spot the use of punctuation, grammatical concepts and
sentence structures

It was past curfew

He stammered,
time and anyone not
"Please ... tell my son asleep would be
... that I love him ..." arrested and
punished. Violently.

The child claimed he has seen “He looked feverishly around in case
a shadow glide behind the there was a glass of water
curtains; however, the parents somewhere but couldn’t see one; the

refused to call the police. bird, meanwhile, had become a

fireball; it gave one loud shriek and
next second there was nothing but a
smoldering pile of ash on the floor.”
 Spot the use of punctuation, grammatical concepts and
sentence structures

It was past curfew

He stammered,
time and anyone not
"Please ... tell my son asleep would be
... that I love him ..." arrested and
punished. Violently.

The child claimed he had seen “He looked feverishly around in case
a shadow glide behind the there was a glass of water
curtains; however, the parents somewhere but couldn’t see one; the

refused to call the police. bird, meanwhile, had become a

fireball; it gave one loud shriek and
next second there was nothing but a
smoldering pile of ash on the floor.”
Time allotted: 30 minutes
Marks: 25
New Curriculum -Sample
Question

His heart was thumping. Jamie followed the trail of wet footprints across the floor.
When he reached the door he looked back. The librarian was looking after him with
a particularly unpleasant smile.

‘Good luck,’ she said. ‘You’ll need it.’ Annotate

You should consider:
Character
● How you will create suspense s
Setting
● Who will Jamie meet
Point of view
● What will happen to Jamie next.
Atmosphere / Action
Story Elements to be
addressed
New Curriculum -Sample Question -
Annotation
His heart was thumping. Jamie [Character] followed the trail of wet footprints across the
floor. When he reached the door he looked back. The librarian [Character] was looking after
him with a particularly unpleasant smile. [Why? - Answer it through your narrative]

‘Good luck,’ she said. ‘You’ll need it.’ [Deduce probable setting – school / public library / any
other]
Point of view - 3rd person

You should consider:

● How you will create suspense [Atmosphere + Action]

● Who will Jamie meet [A new character – Relate it to the setting]
● What will happen to Jamie next. [Conflict + Climax + Resolution]