1. Comparing Effectively
L.O.
To develop ability to make specific comparisons.
To be able to quickly make comparative points in response to essay questions.
To be able to plan an effective comparison essay.

2. Atwood and Orwell speed date
Sit in 2 rows facing each other.
Half the class will be Atwood and the other half will be Orwell. You will have 2 minutes to discuss the statement on your chair in role as your writer.
When the 2 minutes is up, the ‘Orwells’ will move up one seat and the statements will be passed one seat in the other direction so you will be discussing a new statement with a new ‘date’ each time.

3. Statements to be placed on chairs
Is it better for a man to have chosen evil than to have good imposed upon him?
We have lost our humanity.
Writing a novel is agony.
When we read dystopia, we root for these people to break free because we are these people; hoping and fighting against things that are bigger than ourselves.
He who controls the past controls the future. He who controls the present controls the past.
You cannot buy the revolution. You cannot make the revolution. You can only be the revolution. It is in your spirit, or it is nowhere.
Facts do not cease to exist because they are ignored.
The worst enemy of life, freedom and the common decencies is total anarchy; their second worst enemy is total inefficiency

4. Essay Planning
Discuss in your pairs how you might go about tackling this essay question. Remind yourself of the mark scheme and the essay from last lesson. ‘Dystopian novels usually show that there is always hope, even in the bleakest future.’ By comparing The Handmaid’s Tale with at least one other text prescribed for this topic, discuss how far you agree with this view.

5. Print out the mark scheme for students

6. Group Task
Pair up with another pair and together, discuss your initial thoughts/points/plans for tackling the essay question. Use the planning grid to help you if you like.

7. 1984 THT Other dystopian text Introduction: Point 1 Context production
‘Dystopian novels usually show that there is always hope, even in the bleakest future.’
1984
THT
Other dystopian text
Introduction:
Point 1
Context production
Context reception
Critic
Point 2
Point 3
Conclusion

8. Signpost sentences Now write 5 signpost sentences (one
for each paragraph you will write).
How will you guide the examiner through
your argument?
How will you signpost what your main point is in each paragraph?
How will you link each paragraph together?

9. Timing
In the exam, you will have 1 hour 15 minutes to write this essay. Suggested timing: Planning – 5 minutes Introduction –5 minutes Point minutes Point 2 – 20 minutes Point 3 – 20 minutes Conclusion –5 minutes

10. Writing
Each group will now be given one section of the essay to write. Write your section using the mark scheme to help you. You will then swap your paragraph with another group’s for peer assessment.

11. Speed planning
Now have a go at planning for this question. You will have 5 minutes in the exam, so you have 5 minutes now. Ready…Steady…Plan! ‘Dystopian novels seek to expose the darkest sides of human existence.’ By comparing Nineteen Eighty-Four with at least one other text prescribed for this topic, discuss how far you agree with this view.