Curriculum Area:



Curriculum Area: Year 1o/11 AQA English Language Paper 1 Section A fsLearning ObjectivesThree-way challenge learning objectives for each session.Learning activities, Differentiation + ChallengeStarters,Mains ActivitiesPlenaries / AFLClips + Links New key terminology:Links to lesson:1OpeningsLearning outcomes:To describe the way the writer opens and develops the chapterTo explain how the writer builds up an impression of the boy in the chapterTo evaluate the effectiveness of the structure in the first chapter of a novelStarter: Now, complete one of the following activities!Challenge: What do you think is happening in this story?Extra Challenge: Do you think this is a good start to a story? Why? Why not?Mega Challenge: How does the writer use language in this extract to hook the reader in straightaway? Task 2: Read the chapter up until the word ‘insouciant’.Using coloured pencils, a pencil and pen (see PP).Challenge: Add details to the face describing the boy.Extra Challenge: Add quotes to your drawing that you used to help understand what the boy looks like.Mega Challenge: What language techniques did the writer use to the describe the boy? What impression do get of the boy from the way these techniques are used? Provide specific examples. Task 3: Now, let’s focus on the boy’s perspective (see PP).In this paragraph we get the thoughts of the boy.Challenge: Highlight all the words that tell us that something is not right.Extra Challenge: How do we know that this boy is suspicious? Refer to specific quotes in your answer.Mega Challenge: How does the writer build up an impression that the boy is suspicious within this extract? Refer to quotes and language techniques used within your answer. Task 4: The writer has hooked us in at the start, shown us what the boy looks like and hinted at his personality.Now let’s make predictions about what will happen in the rest of the chapter!Challenge: Make a bullet point list of everything you think is going to happen.Extra Challenge: Explain what you think is going to happen and why.Mega Challenge: You are the writer. How are you going to ensure that this chapter ends effectively? Refer to specific language techniques and effects on the reader.Task 5: Let’s read the rest of the chapter. Were you right? Do you like the end the writer wrote? Why? Why not?Challenge: Give the chapter a score from 1-10. Why did you give it that score?Extra Challenge: Which half of the chapter is better? Why?Mega Challenge: What do you think about the way the writer built up the chapter? Do you think it worked? Why? Why not? Write a very short review.Plenary: Freeze FrameWorking with the person nearest to you, produce a freeze frame which shows your learning from today’s lesson!Be prepared to share your ideas. CharacterProtagonistSettingForeshadowingInferenceLanguageQuotationsQuotesAll resources including PP and further student and teacher notes can be found here: lesson focuses on AO1 and AO22Building Character in a ChapterLearning outcomes:To describe the way the writer creates character in the opening chapter of a novelTo explain how the writer builds up an impression of the main character in the novelTo evaluate how the writer uses language to build up a sense of character for the readerStarter: Read the extract that has been given to you. Now, complete one of the following activities!Challenge: Create a table where you find examples of ordinary ideas and strange ideas within this chapter.Extra Challenge: This opening chapter is taken from a sci-fi novel for teenagers. Find at least three examples of how the writer hooks us in and explain how he does it for each one.Mega Challenge: The tone of writing in this opening chapter is very different. How does the writer use sentences and language to help build up a picture of the boy? Refer to specific examples and quotes. Task 2: Look closely at this paragraph (see PP):Challenge: Go back and add in where you think full stops and capital letters should go.Extra Challenge: On a scale of 1-10, how FAST do you read this paragraph? Why? Mega Challenge: Why has the writer chosen this style of punctuation and writing for his character? Refer to specific examples in your answer.Task 3: Choose a word to describe the boy.Challenge: Create a mind map with that word in the middle. Find all the quotes that back up your interpretation and put them on your mind map. Extra Challenge: Create a mind map that shows how the boy is shown as a ‘stereotypical teenager’. Include quotes.Mega Challenge: The writer has tried to show the narrator as a ‘stereotypical teenager’ in an untypical place. How has he done this? Pick out two or three quotes and analyse the use of language.Main task: Support students to write an analytical paragraph in response to the following question: Q: How does the writer present the protagonist (main character) at the start of his novel?This can be done through modelling and scaffolding (see PP).Plenary: Self-assessmentWWW = One or two areas of a PETAZL paragraph that you have excelled in.EBI = One or two areas of a PETAZL paragraph that you could improve on.CharacterRepetitionImperative verbsAdjectivesEpistrophePortmanteauAll resources, PP and further student and teacher notes can be found here: lesson focuses on AO1 and AO23Creating DramaLearning outcomes:To describe the ways a writer makes the opening to a novel dramaticTo explain how the writer uses language to make an opening dramaticTo evaluate how the writer creates an effective sense of drama for his readers through the use of perspectiveStarter: Put up a Caravaggio painting on the board that seems dramatic (most of them are!)Challenge: Do you like this painting? Why? Why not?Extra Challenge: This painting is said to be quite dramatic. How did the artist make it look that way? Mega Challenge: This is a painting by a very famous artist called Caravaggio. What techniques has the artist used to make his style so distinctive? Read the start of The Da Vinci Code by Dan Brown.Task 2: Challenge: Transform this description into a storyboard. Try to break it down into three or four powerful images. Extra Challenge: Which are the five most dramatic words or phrases in this extract? How do they help to build a sense of drama for the reader? Explain for each one. Mega Challenge: Re-write this paragraph in first person (“I”). Which opening is more dramatic? Why? Task 3: Perspective can help to build a sense of tension in a text.We’re going to work in groups to act out the scene we have just analysed, but think about how altering perspectives or viewpoints might alter the drama.Challenge: Act out the events of the extract using everyone in your group. Think about how you will make it dramatic.Extra Challenge: Give a voice to the curator. How does he feel? What does he think? Does this add or take away from the sense of drama? Why?Mega Challenge: There is another character involved in this story. Use this to create an even more dramatic scene! How does having multiple perspectives affect the drama? Why?Task 4: Choosing a narrator can be tough for a writer.In The Da Vinci Code, the writer Dan Brown made a conscious choice to have a third person narrative with the actions of the curator being described from an outsider looking in.Discussion: Based on what you’ve been thinking about today, why do you think he might have decided to choose this perspective at the beginning of the text?Bonus Thinking Point: Do you think the writer is likely to change their narrator later on in their narrative? Why?Plenary: InstructionsUsing your learning from today’s lesson, write out a set of instructions to a new writer to:Describe the best ways of making a dramatic opening to a novel.Explain the best ways of making an opening particular dramatic.Provide options to a writer for creating a sense of drama that is effective. PerspectiveNarrator1st, 2nd, 3rd person narrativeDramaTensionSuspenseViewpointAll resources, PP and further student and teacher notes can be found here: lesson focuses on AO1 and AO24Building TensionLearning outcomes:To describe how the writer builds tension within a chapterTo explain how the writer maintains tension through character and structureTo evaluate how the writer employs language to create tension for the readerStarter: Put up a picture of someone dark and mysterious (see PP).Challenge: Write down a list of words to describe this person.Extra Challenge: Write a description of this person using different techniques. What techniques did you use? Why?Mega Challenge: Write a description of this person with a specific tone. What tone did you try to create? Why? Task 2: Move on to the next part of Chapter 1 of The Da Vinci CodeChallenge: What do you think of this new character? Why? Refer to quotes from the extract to support your interpretations.Extra Challenge: Draw what this man looks like and annotate quotes onto your drawing.Mega Challenge: How is this character different to the curator? How does the writer use language to make this clear? Refer to specific examples/techniques.Task 3: We’ll read the rest of the extract (see PP).Challenge: Create a bar chart that plots out how tense the start, middle and end of the extract are.Extra Challenge: Which parts of the chapter are most tense? Why? Mega Challenge: How does the writer create so much tension in this chapter? Refer to specific techniques in your answer. Task 4: There are many different types of techniques that can be used to build tension (see PP).Discussion: How many of these has the writer employed in the first chapter of The Da Vinci Code to establish and maintain a sense of tension?Bonus Thinking Point: Which of these techniques do you think is most effective for building tension within a text? Why?Task 5: You are the writer. How would you start the next chapter?Challenge: Describe what would happen in the next chapter.Extra Challenge: Would you make the next chapter as tense? Why or why not? Mega Challenge: Sometimes juxtaposition (placing two very different concepts next to each other) can help to engage a reader. Why might having a very relaxed feel in chapter two be a good way to move the novel forward? Refer to specific techniques and examples. Plenary: True or False?We will now ask each other true or false questions about what we have learnt today, for example:“Building tension in a novel is easy.”Be prepared to explain your answers.TensionCharacterOnomatopoeia ForeshadowingEllipsesJuxtapositionAllusionCliffhangerAll resources, PP and further student and teacher notes can be found here: lesson focuses on AO1 and AO2, with some AO4.5Analysing Sentence StructuresLearning outcomes:To describe how the writer builds a sense of creepiness in a chapterTo explain how the writer uses language to build a sense of creepiness.To evaluate how the writer employs sentence structures to create creepinessStarter: Opening sentence to a narrative: There was a hand in the darkness, and it held a knife.Challenge: Is this a good opening sentence to a novel? Why? Extra Challenge: Write out the next paragraph to this story. Why did you write what you wrote? Mega Challenge: Which words in this sentence are particularly effective in building tone? How does the sentence structure establish tone? Task 2: Using the quote ‘“The knife had done almost everything it was brought to that house to do, and both the blade and the handle were wet.”Challenge: What technique can you see being used in this quote? Why do you think the writer used it?Extra Challenge: Why is the second part of the sentence so powerful?Mega Challenge: Why has the writer focussed on the knife at the start of the chapter rather than the main character?Task 3: We are then introduced to the main character.Challenge: What is your first impression of the character? Why? Extra Challenge: Which words in this extract suggest this man is sinister or evil?Mega Challenge: Focus on the different sentence types and structures the writer has used. How do they help us to build up an idea of how this character thinks and feels?Task 4: Let’s analyse one more section (see PP):Challenge: Which part of this quote is so creepy? Why? Extra Challenge: Look at how the writer has used sentences to build up a creepy tone in this paragraph. How does he do it?Mega Challenge: How does the focus shift in this paragraph? Why does this happen? Plenary: Writer’s BlockA budding writer wants to write an incredibly creepy, uneasy and sinister novel, but they don’t know how.Using your learning today, provide them with advice. SentencesSimpleComplexCompoundToneOxford commaSynecdocheShort sentencesEffectsAnalysisInterpretationDehumaniseAll resources, PP and further student and teacher notes can be found here: lesson focuses on AO1 and AO2.6Analysing Sentences and LanguageLearning outcomes:To describe how sentences produce terror for the readerTo explain how the writer uses sentence structures to build a sense of characterTo evaluate how the writer employs sentence structures to create a detailed understanding of character.Continue working on the Graveyard Book extract from the previous lesson.Starter: Read the rest of the chapter from “The real moon shone through the?casement?window” to the end.On your strip of paper, write down what you think is the most terrifying sentence in this part of the chapter.Challenge: In your book, write down a list of reasons why your sentence is the most terrifying.Extra Challenge: Explain why your sentence is the most terrifying referring to language techniques being used.Mega Challenge: Evaluate how the sentence you’ve chosen works with others around it to make the reader feel terrified. Task 2: Sentence Swap ShopEach person in the class has a different sentence from the second half of the chapter.You must go around and negotiate with other students about which sentence is the most terrifying. You can swap as you are doing this and the sentence you are left with is the one you will analyse later.Challenge: Explain to other members of the class why your sentence is the most terrifying.Extra Challenge: Refer to the sentence structure within your explanations (e.g. short sentence for impact or long, descriptive sentence for effect).Mega Challenge: Evaluate why your sentence is the most terrifying compared to the others you are analysing.Task 3: Exam-style question: How does the writer use language here to describe the main character? You could include the writer’s choice of: words and phrases language features and techniques sentence forms. [8 marks]Challenge: Highlight the sentences in this section that help us to understand the main character.Extra Challenge: Label the different types of sentence the writer uses and explain how they help us to build an understanding of the main character.Mega Challenge: Focus on the sentence construction and how this helps the writer to communicate ideas about the main character to the reader. Make notes on this.Task 4: Supporting students with models and scaffolds (see PP), students are to write out their own answer to the exam question.Task 5 Self-assessment opportunity (see PP).Plenary: SuccessWrite down three ways in which you have been successful today, here’s an example:“I have been successful in persuading a student to see a sentence as terrifying.”SentencesSuspenseTerrorAnalysisInterpretationEmphasisesAccentuatesIllustratesHighlightsAll resources, PP and further student and teacher notes can be found here: lesson focuses on AO1 and AO2.7Analysing StructureLearning outcomes:To describe how the writer opens and closes the extract.To explain the effects of this beginning and ending on the reader.To evaluate the changing focus of the extract and its effects on the reader. Take the first sentence from George Orwell’s 1984.Starter:This is the first line of the first chapter of a novel.What does this focus the reader’s attention on?Why does the writer want to focus the reader’s attention on this?Why is this an effective beginning to the novel? Refer to specific parts of the quote.Task 2 Look at the section that ends with ‘Ignorance is strength’.This is the last section of the extract of this novel we are studying.Who do you think ‘the Party’ are? Why do you think they are telling the people about these slogans?Why does the writer want to focus the reader’s attention on this at the end of the extract?Why is this an effective ending to the extract? Use specific examples and language technique analysis. Task 3:We know it starts with the focus on the clock giving out a strange time.We know it finishes with three strange slogans that suggest a world controlled and manipulated by abusive dictators.Read the paragraph to the right (see PP). Highlight all the words which make us think something is strange about this world.What do we learn about the character Winston from this extract? How do you feel about him? Why do you think the writer focuses our attention on both Winston and the place he lives in at the same time? What impression does it help us to build? Refer to quotes in your answer.Task 4:We will draw a story shape for this chapter. The line on the graph is only an example – don’t copy it!As we read, write down the focus of each paragraph (e.g. Winston’s flat or outside). Does it focus on Winston or the setting?Plot different points throughout the chapter and explain why it changes, e.g. It describes Winston’s appearance.What do you notice about the overall shape of the chapter? Why do you think the writer has done this?Main task: Students to answer exam-style question on structure. Provide model and or scaffold (see PP).You now need to think about the whole of the Source. This text is from the opening of a novel. How has the writer structured the text to interest you as a reader? You could write about: what the writer focuses your attention on at the beginning how and why the writer changes this focus as the Source develops any other structural features that interest you. [8 marks]Plenary: SummaryWrite down everything you have learnt in today’s lesson in no more than:30 words.20 words.10 words.All resources, PP and further student and teacher notes can be found here: lesson focuses on AO2.8Critical EvaluationLearning outcomes:To describe our opinions on the development of the chapterTo assess whether the writer focuses on character or setting in the second half of the chapter and why.To evaluate the effectiveness of our answers based on success criteria.Starter: Choose a colour that represents 1984 so far.Why did you choose that colour? I chose the colour … because…How does the colour you have chosen fit with the atmosphere the writer wants to build? The colour … fits in with the atmosphere the writer tries to build because…How has the writer managed to help build such a strong sense of atmosphere in the chapter?Task 2: A student, having read this section of the text said: “The writer focuses more on the development of character than showing us the world Winston lives in.”The room is divided into two sides: ‘Agree’ and ‘Disagree’On your post-it note, write down why you agree or disagree with the statement.Add a quote to back up your opinion.Refer to a quote and language technique or device on your post-it note. When you are done, add another post-it note. Keep going until the end of the time. Task 3:We’re going to look at a series of quotes from the part of the text we are evaluating (see PP). Working with the people around you, shade in each box for each quote, deciding whether it focuses more on Winston or on the world that the novel is set in.Bonus Thinking Point: Overall where does the writer’s focus lie and why? Does he focus more on developing Winston as a character or developing the setting?Main task:Focus this part of your answer on the second part of the Source from to the end. A student, having read this section of the text said: “The writer focuses more on the development of character than showing us the world Winston lives in.”To what extent do you agree?In your response, you could: write about your own impressions of the character and setting evaluate how the writer has created these impressions support your opinions with references to the text. [20 marks]Students to work in pairs and with the help of models/scaffolds (see PP), are going to write their answer to this Q4-sty;e question.Peer assessment opportunity based on success criteria (see PP).Plenary: Give me five!Ask the person nearest to you to list five things they have learnt from today’s lesson.Be prepared to share your ideas.EvaluationCriticiseInterpretJudgeAtmosphereFocusEffects on readerCharacter developmentEstablishing settingAll resources, PP and further student and teacher notes can be found here: lesson focuses on AO4.9Genre ConventionsLearning outcomes:To describe the ways a writer can be build tension and terrorTo explain how the writer of ‘A Monster Calls’ builds tension and terror in his opening chapter using genre conventions.To evaluate how the writer manipulates the reader with his ending to the chapter through genre conventions.Starter: A Hollywood film studio has asked you to design a terrifying monster for its new film, “A Monster Calls”. Challenge: Draw or write a description of your monster.Extra Challenge: What is the back story to this monster? Why does it exist? What is its purpose? Why is it so terrifying?Mega Challenge: You are a professional writer. How will you build a sense of terror when writing about your monster?Task 2: Discussion: Working with the person nearest to you, what do you expect to see in horror films? Think about:Types of charactersSettingsObjectsBeginningsEndingsTask 3:Whilst we’re watching, think about:How the filmmakers make us terrified and tense without actually showing us the monster or ghost that we’re waiting for. Use lighting, sound and pace to build up a sense of terror.Play with our expectations in order to build up terror. 4: Now we’ll read an extract from ‘A Monster Calls’ (see resource).Highlight all the parts of the text that help to make us feel tense or terrified.Highlight and label all the techniques used to make us feel tense or terrified. Which genre conventions has the writer used? Why?Evaluate how the techniques are used to help build up a sense of tension or terror. Refer to specific examples in your answer. How have they taken advantage of genre conventions to build up expectations?Task 5: The ending: Fascinating or Disappointing?Do you like this ending to the chapter? Why? Why not?Why do you think the writer suddenly decided to change the tone at the end? Some people describe this as an ‘anti-climax’, or a disappointment compared to the rest of the chapter. What do you think and why? Refer to specific language techniques and quotes in your answer. Plenary: My WordChoose a word to describe your learning from this lesson.You will then choose a student to explain how it relates to the learning.Be prepared to share your ideas.GenreExpectationsConventionsEffects on the readerReader expectationsSub-genreAll resources, PP and further student and teacher notes can be found here: lesson focuses on AO1 and AO2.10Using SymbolsLearning outcomes:To describe how a writer uses lightning as a symbolTo explain how the writer uses language to describe the experience of being struck by lightningTo evaluate the importance of symbols as a literary techniqueStarter: Lightning is a very powerful symbol in literature.What can it represent?Why do writers choose to use it?How could lightning be used as a metaphor for life?Task 2: Using an extract from ‘Remarkable Creatures’:How does the narrator feel here?Around your lightning drawing, write all the words to describe how the narrator feels.Transform your lightning picture into a symbol that represents the narrator.What technique is the writer using at the start of her chapter? How does it engage the reader? Task 3: We’re going to watch a short video about the impact lightning can have and what causes it. your learning from the video, write a couple of sentences describing what it’s like to be struck by lightning.What techniques did you use in your sentences? Why?This is an experience very few people ever go through. Which techniques would be best to describe the experience? Why? Provide examples.Task 4: We’ll read the extract now.Go through and highlight all the most powerful images in the text.Label the techniques the writer uses to get across the experience of being struck by lightning.Why does the writer use this experience to open her novel? Refer to specific quotes and techniques.Task 5: Look at the list of events at the start of the extract.Why does the writer mention all these events at the start of her text?Think (30 seconds)Pair (30 seconds)ShareTask 6: Symbols are a very powerful technique that writers can use to help convey their ideas or thoughts to their readersChoose one of the symbols on the left and make notes on how a writer can use it (see PP).What does it represent?Why can it act as a powerful symbol?Can you think of any other powerful symbols from books or films you have read or seen? What do they represent and why?Plenary: Just a minuteOne student starts to speak about what we’ve learnt today. At the first repetition, pause or mistake another takes over - and so on until the minute is up.SymbolsConnotationsInferenceImplicationEffectsConveyAll resources, PP and further student and teacher notes can be found here: lesson focuses on AO2.11Analysing StructureLearning outcomes:To describe how the writer structures the extractTo explain the writers choice of foci throughout the chapterTo evaluate the writer’s effects on the reader through their choice of structureStarter: The text we are analysing is part of the genre of historical fiction. It is based on a real person – Mary Anning – but events have been re-written and added to for the purposes of the novel.Mary Anning was a fossil collector in Dorset during the 19th century (1800s).Answer at least one of these questions:Why do you think the title of the chapter is ‘Different from all the rocks on the beach’?At which point does the writer focus on fossils in the extract? Why might that be?How does the writer combine the symbols of fossils and lightning? Why is this so effective?Task 2: Draw a flow diagram for the extract, choosing one image or idea from each paragraph.Why do you think the writer ordered the first chapter in this way?Rearrange the flow chart. How would it impact on the reader if the writer had chosen this order to write it in?Task 3: The extract is only five paragraphs long, but it is very powerful.Discussion: The narrator introduces the idea of lightning and thinks back to her childhood at the start, but what if she had started a different way?What if she had begun with the paragraph about being struck by lightning? How would this change the way we read the story?Task 4: The chapter starts and ends with the same image.Why might the writer have chosen to start and end the same way?Which of these shapes best describes the structure of the extract? Why? (See PP)How does this particular structure impact on the reader?Task 5: Students to answer structure-style question using a model/scaffold (see PP):You now need to think about the whole of the Source. This text is from the opening of a novel. How has the writer structured the text to interest you as a reader? You could write about: what the writer focuses your attention on at the beginning how and why the writer changes this focus as the Source develops any other structural features that interest you. [8 marks]Plenary: Brain GainIn your diagram of the person’s brain, right down all the ideas that have gone into your brain today during our lesson.StructureCyclical structureSymbolsConnotationsEffectsAll resources, PP and further student and teacher notes can be found here: lesson focuses on AO2.12Ending NarrativesLearning outcomes:To describe how the writer builds towards an engaging finish to a textTo explain the writer uses language to build up suspense until the end of the textTo evaluate the effectiveness of our analyses using success criteriaStarter: You are granted three wishes only.What would you wish for?Why would you wish for those things?What do you think might be the dangers of making wishes? This lesson focuses on an extract from The Monkey’s Paw.Task 2: How tense is the opening paragraph?On your post-it, choose the five most tense words or phrases in the extract. The wall goes on a scale from 1 (not tense at all) to 10 (maximum tension). Place your words on the wall scale.On your post-it, explain how the writer is able to build up a sense of tension and suspense in this paragraph and place your post-it on the tension wall. On your post-it, choose the three techniques used in the extract to produce tension and evaluate how the writer is able to use them to build up a sense of tension and suspense. Place it on the tension wall.Task 3: Let’s read the rest of the extract.Go through and label all the techniques you can find. For each technique, explain how it helps the reader to feel a building sense of tension.How does the writer employ the use of sound to impact on the reader? Refer to specific quotes and language techniques in your answer.Task 4: Let’s look at the final paragraph.Is this paragraph anti-climatic after the huge tension of the other paragraphs or did the story need to end this way?Discuss this with the people nearest to you and be prepared to share your ideas shortly. Task 5: Students to write an analytical paragraph using a model/scaffold (see PP) on this question: Question: How does the writer use language to build up tension in this extract?Peer assessment opportunity.WWW = One or two areas of a PETAZL paragraph that the student has excelled in.EBI = One or two areas of a PETAZL paragraph that the student could improve on.Now = Tell them to do one thing right now to improve their work. Imperative verbsVerbsAdjectivesShort sentencesAll resources, PP and further student and teacher notes can be found here: lesson focuses on AO2.13Rebecca Q1 and Q2Learning outcomes:To describe key facts from the extract and answer Q1 effectivelyTo explain how the writer describes the dream and how it impacts on the reader for Q2To evaluate the effectiveness of our Q2 analyses based on success criteriaStarter: This extract is from the opening to a novel written by Daphne du Maurier. The novel was originally published in 1938. In this extract the narrator is dreaming of a home she previously lived in called Manderley. Read the first five lines of the extract.Write down four facts about Manderley (the house)________________________________________________________________________Bonus Challenges: Annotate the language techniques used in the first five lines.Is this an effective beginning to the novel? Evaluate, referring to specific techniques and quotes.Task 2: Now we’ll focus on lines 6-20 (see resource). How does the writer use language here to describe the dream?You could include the writer’s choice of:words and phraseslanguage features and techniquessentence forms [8 marks]Go through and annotate all the language techniques you can see being used.For each technique, choose an example and explain how it gets across the dream to the reader.Evaluate how the writer uses language techniques to get across a vivid understanding of the dream to the reader.Task 3: Using your notes, we will write at least one analytical paragraph to answer that question (see PP for model/scaffold).Extra Challenge: Refer to at least two quotes in your paragraph from the extract.Mega Challenge: Talk about at least two quotes and two techniques in your paragraph. Peer assessment: WWW = The success criteria the student has met.Example: You included a clear quote and explained how it supports your idea.EBI = One or two success criteria the student could focus on next.Example: You didn’t really mention language techniques.Now = Tell them to do one thing right now to improve their work. Example: Add in an explanation as to why the writer used so much personification. Plenary: Parrot talkA parrot toy will be thrown at you. When you catch it, you must answer a question about what you have learnt today from one of the other students. Once you’ve answered it, you can then choose another student to answer a question by gently throwing the parrot to them. All resources, PP and further student and teacher notes can be found here:All resources, PP and further student and teacher notes can be found here: lesson focuses on AO1 and AO2.14Evaluating Rebecca (Q4)Learning outcomes:To describe our opinions on a statement regarding the extractTo explain how the writer’s methods support our interpretationsTo evaluate the effectiveness of our Q4 analyses based on success criteriaStarter: Today we’re going to evaluate how the Rebecca extract impacts on a reader.Re-read the extract again.Does the narrative make you feel more intrigued by what is going to happen or more concerned about what will happen to the narrator?Draw a pie chart like the example to represent your interpretation.Bonus Challenge: Explain the decision you have made on your pie chart. Why did you divide it up the way you did?Task 2; Students to create a scale between ‘intrigued’ and ‘concerned’ based around the Rebecca extract and the readers’ reactions to it (see PP for details).Today we’re going to evaluate how the Rebecca extract impacts on a plete your evaluation diagram.Use the quote list provided and add those to your diagram.Add in at least five quotes of your own choice.Make notes to explain the choices you made regarding the quotes.Task 3: Students to create a map of Manderley based on its description (see PP)In one colour, highlight all the descriptions of the house.In another colour, highlight all the descriptions of the surrounding area.When you have done this, complete your map of Manderley. Add quotes from the text to describe different parts of the map.How is the house described differently to the surroundings? Why is this the case?Task 4:Q4: A student having read this said: “The narrator describes her dream to us to make the reader feel more intrigued than concerned.” To what extent do you agree?In your response, you could:write about your own impressions of the character and settingevaluate how the writer has created these impressions support your opinions with references to the text.Make notes on at least one of the following areas:What kind of atmosphere does the writer build up in this part of the text?How is the setting described? Why do you think that is? How does the speaker feel about Manderley (the house)? Why? What evidence do you have? Task 5: Using a model/scaffold (see PP), students are to write out their own Q4 answers.Plenary: Progress ScoreOn your piece of paper, write down:A score out of ten which explains how you feel about Q4 in Paper 1 (1 = No idea, 10 = Excellent understanding)Write down one thing you have learnt well from the lesson.Write down one thing you’d like to learn about next lesson.Critical evaluationEvaluationInterpretationAnalysisConnotationsEffects on the readerJudgementEvidenceAll resources, PP and further student and teacher notes can be found here: lesson focuses on AO4.15Answering Q4 (Evaluation)Learning outcomes:To describe the strengths of an example Q4 answerTo evaluate the effectiveness of our Q4 answers and make improvementsTo judge the impact of the structure of the extract on the readerStarter: You have been given an example answer to Q4 (see resources).Use highlighters to find:The quotes usedThe techniques analysedHow the student answers the question.Explain why you think this is a good answer.How is the student able to evaluate the text rather than simply analyse it? What are the specific skills you are being marked on for this question?Task 2:Go back over your Q4 answer from the previous lesson:Make any changes or additions you want to throughout your answer.Add any additional ideas you can think of at the end of your answer.Task 3:You now need to think about the whole of the Source. This text is from the opening of a novel. How has the writer structured the text to interest you as a reader? You could write about: what the writer focuses your attention on at the beginning how and why the writer changes this focus as the Source develops any other structural features that interest you. [8 marks]Plenary: Head, Heart, Heave, HoldHead: Write down one thing that has made you think in this lesson.Heart: Write down what you have felt this lesson.Heave: Write down one thing that you disagreed with in this lesson.Hold: Write down one thing you will remember from this lesson. EvaluationJudgementConnotationsEffectsTechniquesAnalysisAll resources, PP and further student and teacher notes can be found here: lesson focuses on AO4.16StructureLearning outcomes:To describe key structural techniques used by writersTo explain how a writer uses structural techniques to interest his readersTo evaluate the effectiveness of our Q3 answers using class success criteriaStarter: Put up a number of symbols representing different types of structure features (see PP).Each of these symbols represents a structural technique.Work with the person nearest to you to work out what each one represents.Choose three techniques – how does each one help a writer? Why?Can you think of any famous examples of structural techniques being used in books, TV or film? How do they work? Why? Task 2: Carefully read the extract from Cormac McCarthy’s ‘The Road’.Using the symbols above or the numbers on the right, go through the extract and draw or write where you can see different structural features.Choose at least two techniques. For each one, explain how that structural technique affects the reader.What technique is used at the start? What technique is used at the end? How does the opening and closing of the chapter affect the reader? Why? Task 3: Students to write their own Q3-style answer with support from a model or scaffold (see PP).Reread the entire source How has the text been structured to interest you as a reader? You could write about: what the writer focuses your attention on at the beginning how and why the writer changes this focus as the extract develops any other structural features that interest you (8 marks)Peer assessment:Using a red pen, read through your partner’s work and do the following:Make correctionsMake additions or suggestions for improvementsGive them a target to continue to improve. Then return their book and allow them to make further improvements. Plenary: Working within threes or fours, play a game of hangman using key ideas and learning from the lesson.Here’s an example:N E W C H A R A C T E RStructureZooming in/outInside to outsideCyclical structureTime and placeSwitching perspectivesAll resources, PP and further student and teacher notes can be found here: lesson focuses on AO2.Revision materials for teachers, parents and students:AQA English Language Paper 1 Mock Exam Review (Jamaica Inn): A exam practice papers (AND ANSWERS): A knowledge organiser: and parent revision pack: 1 revision pack: 1 quiz: 1 escape room: Paper 1 bundle with all this SOW’s resources can be found here: for all resources:Where you can find extracts and sources:Reluctant Fundamentalist, Spies, Falcons, Birdsong, Paddy Clarke Ha Ha Ha, I’m The King of the Castle, Remarkable Creatures: : Monster Calls: : Graveyard Book: Knife of Never Letting Go: of Bones: Da Vinci Code: Not available online but widely available in libraries, charity shops, etc. This product, or any part of it, is not to be distributed, or resold under any circumstances, including through any websites, groups or organisations, without written permission from the author. Group and whole school licenses are available at the publisher’s request.Thanks for choosing Lead_Practitioner?Lead Practitioner English 2019 ................
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