TERM 2 LESSON 10

SECONDARY LEVEL 1
CREATIVE WRITING CLASS
Vocabulary Revision
Hijacked Plane

Composition
An Important Task

NAME:

LEVEL / CLASS:

DATE:

HOMEWORK
 SL1 T2 L10 VOCABULARY REVISION - TEACHER’S COPY

VOCABULARY REVISION
Hijacked plane
VOCABULARY EXERCISE 1
Underline the correct phrase in each of the sentences below. Watch out for spelling errors
and make sure to use the appropriate prepositions!

1) Even though the teachers had instructed the toddlers to be on their best
behaviour, (pandemonium / pandamonium) brook loose the second
Santa Claus sauntered through the door.

2) As the Battlestar Galactica roller coaster twists and turns at (brakeneck

speed / breakneck speed), it would be foolhardy for pregnant ladies to
hop on.
Meaning of Foolhardy: Recklessly bold

3) Watching this award-winning film served to (kindle / kindel) my own

desire to hone my craft in filmmaking.

4) “Wait! (All is not yet lost / All is up in flames)! It looks like Jordan is going
for the rebound!” the commentator whooped as he jumped up and down
his seat.

5) Out here in the impenetrable wilderness, deceitful beasts linger in the

dark, ready to strike their prey (in a heartbeat / in a hardbeat).

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 SL1 T2 L10 VOCABULARY REVISION - TEACHER’S COPY

VOCABULARY EXERCISE 2
Fill in the blanks. Use the new words you have learnt in the following sentences. Remember
to change the pronouns and tenses accordingly!
1. Sheer broke out in the court as the
judge charged the serial killer with a lighter sentence on the premise of
his mental instability.

2. My mind whirled at as the

news hit me like a truck.

3. For our assignment today, we were tasked to bring newspaper clippings

on environmental conservation in order to
intellectual class discussions.

4. I know things are looking grim but .

Even though the die has been cast, my will shall not be broken and my
spirit shall not break.

5. “Roses are red, violets are blue. Oh ,

I’d die for you,” Mark crooned. Liz cringed. “Stop waxing poetic, it doesn’t
work on me!” she groaned contemptuously.

VOCABULARY EXERCISE 3
Match the following words to their correct meanings.

Pandemonium Immediately or without hesitation

Said to counter the belief that there is no

Breakneck speed hope, despite it seeming so

Noisy and chaotic situation suddenly

Kindle occurring, filled with disorder and confusion

All is not yet lost Moving dangerously fast

In a heartbeat To spark or ignite

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Teacher’s Protocols & Copies are STRICTLY only for class use. Not allowed to be taken out of premises.
 SL1 T2 L10 AN IMPORTANT TASK

AN IMPORTANT TASK
Write a composition of at least 150 words about an important task.
Your composition should be based on one or more of these pictures.
GUIDING QUESTIONS: WORD BANK:

 What was the important task? 

 Why were you chosen to complete this 
important task? 
 Were there any obstacles or difficult situations 
you had to overcome?
Students should refer to their files
 Did you manage to complete the important and use other impressive phrases from
task? past compositions!

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Teacher’s Protocols & Copies are STRICTLY only for class use. Not allowed to be taken out of premises.
 SL1 T2 L10 AN IMPORTANT TASK

Plan Your Story! Do you remember your

plot diagram? Let us
plan your story! 
Title:

3
Climax
The Most Intense and
2 Exciting Part of the Story 4
Rising Action Falling Action
Events Leading Up the Climax Consequences of the climax
1 5
Introduction Conclusion
Characters, Setting & Story-Starter Remember to link back to topic/theme

Event One Event One Event One

Event Two

Event Two Event Two

Event Three

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Teacher’s Protocols & Copies are STRICTLY only for class use. Not allowed to be taken out of premises.
SL1 T2 L10 AN IMPORTANT TASK

Plot Planning
You may use the list of guiding questions and checklist during your plot planning and composition writing!

Guiding Questions:
- Who were the main characters?
- Where was the story at?
- When did the incident happen?
- Which story starter can I use?
Introduction - What were the main characters doing at first?

Checklist (Please tick)

Did I…
D Write at least 2 sentences?
D Use a story starter?

Guiding Questions:
- What happened at first?
- How did the problem (conflict, mistake) begin?
Checklist (Please tick)
Rising Action Did I…
D Use my 5 Senses to describe places or things?
D Use Show-Not-Tell (do/look/say) to describe how my characters
feel?
D Use other skills like Foreshadowing? (Little did I know…)

Guiding Questions:
- What happened in this exciting part?
- How did the exciting part happen?
- How did my main characters feel?
- How did the crowd react at that moment?
Checklist (Please tick)
Climax Did I…
D Use my 5 Senses to describe the situation?
D Use Show-Not-Tell (do/look/say) to describe how my characters
feel?
D Write at least 1 sentence showing crowd reaction?
D Use other Write Edge skills like similes, personification and Word
Bank phrases?

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permission. Teacher’s Protocols & Copies are STRICTLY only for class use. Not allowed to be taken out of premises.
SL1 T2 L10 AN IMPORTANT TASK

Guiding Questions:
- What happened after the climax?
- How was the problem solved?
- What did the main character do?

Falling Action Checklist (Please tick)

Did I…
□ Use my 5 Senses to describe the situation?
□ Use Show-Not-Tell (do/look/say) to describe how my characters
feel?
□ Explain how the problem was solved clearly?

Guiding Questions (5-point focus):

- Does your character have any opinions, reflections or feelings after
the incident? (Reflection of Thoughts/Sharing of Feelings)
- Is there a lesson to be learnt? (Lesson Learnt
- Is there a saying or proverb that illustrates the topic well? (Relevant
Saying / Proverb)
Conclusion - How do I link my story to the topic? (Link to Topic)

Checklist (Please tick)

Did I…
□ Use at least 3 out of the 5-point focus to develop a mature
conclusion?
□ Did I link back to the topic?

© Write Edge Learning Centre Pte Ltd. All materials are NOT allowed to be reproduced, photocopied or distributed without
permission. Teacher’s Protocols & Copies are STRICTLY only for class use. Not allowed to be taken out of premises.