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English

English 10 · Brian Walt

Read like the teacher marks.

Unit 1 Formative: main idea, evidence, structure, purpose & audience, tone — multiple choice plus a short written response.

Formative Assessment Tue 6 Oct · 2nd English periodBring a pencil (MCQ) and a pen (short response).
Ready for Unit 1

Follow tonight's plan below — the meter fills lesson by lesson.

My progress →

What the teacher will probably ask

Worked out from the review sheet, the three review decks, the Lesson 4 practice and the Minor 1 rubric. It's a prediction, not a leaked paper — and the text will be new, so everything here is practised on unseen texts too.

Part A · MCQ (pencil)

Short excerpt → "How does the author show the connection…?" / "What happens right after…?" + name the structureVery likelyThe Lesson 4 practice is exactly this, with three options: too big, too small, just right.Best main idea / central idea of the textVery likelyPartner Review Q1 and the reading-room review both drill it.Main purpose (inform / persuade / entertain) and target audienceVery likelyIn every review deck, and the Minor 1 worksheet.Vocabulary: central idea, inference, relevant vs sufficient evidence, tone, connotation, explicit / implicitLikelyThe Part A vocabulary slide lists exactly these six.Tone of a phrase; what a word suggests (connotation)LikelyYesterday's lesson (Oct 5) — teachers test what they just taught.Is the evidence sufficient for a claim about "every student"?LikelyAsked in both review texts (reading room, schoolbag trial).

Part B · Short response (pen)

Five-sentence CER: purpose, audience and how the structure supports it — two quotationsVery likelyThe Minor 1 rubric (7 of 20 marks) and the final task of both review lessons.Tone: name it, quote two word choices, explain their combined effect (maybe a tone shift)LikelyThe exit task of the Oct 5 lesson, scored 1 + 1 + 1.One explicit fact + one inference with a quoted cluePossibleReview Part C Q3 and the Partner Review exit ticket.

Tonight's plan · about 1 hour 40

Built on what the research says works for fast learning: testing yourself (not rereading), spacing it out (tonight + tomorrow morning), mixing topics, and sleep.

  1. 1Memory sheet in cover mode — say every hook out loud, then check. 10 min
  2. 2Lessons 6 → 7 → 3 → 5 (MCQ, CER, structure, tone). Skim the rest. 25 min
  3. 3Flashcards until every card is cleared once. 10 min
  4. 4Mock Paper A on an unseen text — timed, then mark it. 35 min
  5. 5One CER on Blank, one tone response — fix whatever the mock showed. 10 min
  6. 6Sleep. Memory is consolidated overnight — a late cram costs more than it gains.
  7. 7Morning: flashcards (missed ones first) + say the 10 hooks once. 10 min

Learn

7 short lessons: recall first, one hook each, then the teacher's question formats.

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Questions

Every class question + new ones in the same 3-option style, with trap-by-trap feedback.

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Flashcards

All the terms and signal words, both directions. Missed cards come back until you get them.

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Write

CER and tone responses with fading frames, live rubric checks and model answers.

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Mock paper

Unseen text, Part A MCQ + Part B short response. Two papers.

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Memory sheet

The 10 hooks and every table on one page — with cover mode.

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Ready, lesson by lesson

Every answer counts. Tap a lesson to learn it.