Paper 1: Explorations in creative reading and writing.

Paper 1: Explorations in creative reading and writing.
Sources: Slave – AQA Paper 1 from Fiona Teaching Structure – model answer part 2 from Mark Roberts @mr_englishteach Teaching Structure for the new English Language GCSE from Mark Roberts @mr_englishteach The one about structure – Part 1 from Chris The one about structure – Part 2 SPOILERS! from Chris Question 3 Caroline Spalding.

Lesson 1: Question 1 Homework: Students should watch this video and make notes.

Some: Will be able to retrieve key information and summarise their response. Paper 1: Explorations in creative reading and writing. Reading: you are given an extract from a 19th or 20th century story. Q1 - read a specific section and write done 4 things you learn [4 marks] Q2 – read a specific section and answer a question on language [8 marks] Q3 – read the whole text and answer a question about structure [8 marks] Q4 – read a specific section and state analytically whether you agree with the opinion of a student on the text using quotations [20 marks] Most: Will be able to retrieve key information. All: Will learn how to retrieve information. LO: To understand the requirements of Paper 1.

Writing – Descriptive writing
Some: Will be able to retrieve key information and summarise their response. Paper 1: Explorations in creative reading and writing. Writing – Descriptive writing Q5 – You are given a picture / photograph and are asked to write descriptively about it [40 marks – 24 for content & organisation; 16 marks for technical accuracy] Most: Will be able to retrieve key information. All: Will learn how to retrieve information. LO: To understand the requirements of Paper 1.

identify interpret implicit information ideas
Some: Will be able to retrieve key information and summarise their response. Paper 1: Explorations in creative reading and writing. Starter: With your learning group, use a dictionary to find the definition for the following words. identify interpret implicit information ideas Challenge: Can you put them into sentences? Most: Will be able to retrieve key information. All: Will learn how to retrieve information. LO: To understand the requirements of Paper 1.

Focusing on question 1 AO1: Identify and interpret implicit information and ideas Recognise/ spot Explain the meaning of something Suggested though not directly expressed

Focusing on question 1: Identify and Interpret
List 4 things….. Marks Given Max Time spend: Make: 4 marks 5 minutes 4 points Identify explicit information Identify explicit ideas Underline keywords in the question Read the text & highlight 4 main points linked to the question Out these key points in your own words or quote them Make sure each point is different AO1 • Identify and interpret explicit and implicit information and ideas • Select and synthesise evidence from different texts.

Some: Will be able to retrieve key information and summarise their response. Paper 1: Explorations in creative reading and writing. The first task is ALWAYS to: WRITE DOWN FOUR THINGS ON A PARTICULAR TOPIC FROM A SECTION OF THE TEXT This means you must read the question carefully. You will be assessed on AO1. AO1 = Identify and interpret explicit and implicit information and ideas. Select and synthesise evidence from different texts. Most: Will be able to retrieve key information. All: Will learn how to retrieve information. LO: To understand the requirements of Paper 1.

Some: Will be able to retrieve key information and summarise their response. Paper 1: Explorations in creative reading and writing. In this extract, the writer Roald Dahl describes a funny childhood incident, entitled ‘The Great Mouse Plot’. Read again the first part of the source, lines 1 to 4. List four things from this part of the text about the sweet shop. [4 marks] AO1 = Identify and interpret explicit and implicit information and ideas. Select and synthesise evidence from different texts. Most: Will be able to retrieve key information. It tells you what you are looking for. It directs you where to go. All: Will learn how to retrieve information. LO: To understand the requirements of Paper 1.

Some: Will be able to retrieve key information and summarise their response. Paper 1: Explorations in creative reading and writing. The sweet-shop in Llandaff in the year 1923 was the very centre of our lives. To us, it was what a bar is to a drunk, or a church is to a Bishop. Without it, there would have been little to live for. But it had one terrible drawback, this sweet-shop. The woman who owned it was a horror. We hated her and we had good reason for doing so. AO1 = Identify and interpret explicit and implicit information and ideas. Select and synthesise evidence from different texts. Most: Will be able to retrieve key information. All: Will learn how to retrieve information. LO: To understand the requirements of Paper 1.

Some: Will be able to retrieve key information and summarise their response. Paper 1: Explorations in creative reading and writing. How do I write my answer? You need to write one point per line, in a simple sentence referring to the purpose of the question. You need to draw information only from the section indicated in the question. AO1 = Identify and interpret explicit and implicit information and ideas. Select and synthesise evidence from different texts. Each answer must make sense on its own (ie a simple sentence) he had wild eyes (correct or accepted) wild eyes (incorrect not accepted) Most: Will be able to retrieve key information. All: Will learn how to retrieve information. LO: To understand the requirements of Paper 1.

Some: Will be able to retrieve key information and summarise their response. Paper 1: Explorations in creative reading and writing. Now it is over to you! List four things about the Jack-in-the-box. Nobody knew where the toy had come from – which great-grandparent or distant aunt had owned it before it was given to the nursery. I was a box, carved and pained in gold and red. It was undoubtedly attractive and, or so the grown-ups maintained, quite valuable – perhaps even an antique. The latch, unfortunately, was rusted shut, and the key had been lost so the Jack could not be released from his box. Still, it was a remarkable box, heavy and carved and gilt. Most: Will be able to retrieve key information. All: Will learn how to retrieve information. LO: To understand the requirements of Paper 1.

Some: Will be able to retrieve key information and summarise their response. Paper 1: Explorations in creative reading and writing. Peer Assessment List four things about the Jack-in-the-box. Nobody knew where the toy had come from It was carved It was pained in gold and red It was attractive The grown-ups thought it was valuable The latch was rusted shut The key had been lost The Jack could not be released from his box It was remarkable It was heavy and gilt. Most: Will be able to retrieve key information. All: Will learn how to retrieve information. LO: To understand the requirements of Paper 1.

Some: Will be able to retrieve key information and summarise their response.
Paper 1: Explorations in creative reading and writing. Plenary: Independently, write a step by step guide, or a top tips for achieving four out of four on Question 1. This should be fool proof, so someone who knows nothing about Q1 can still get full marks! Most: Will be able to retrieve key information. All: Will learn how to retrieve information. LO: To understand the requirements of Paper 1.

Lesson 2: Question 2

Starter: Paper 1: Explorations in creative reading and writing.
Some: Will be able to evaluate the writer’s use of language and it’s effects. Paper 1: Explorations in creative reading and writing. Starter: There are four types of sentences in the English Language: Declarative sentence Imperative sentence Interrogative sentence Exclamatory sentence With your learning group, think about what these sentence types might be and try to provide an example. Most: Will be able to analyse the writer’s use of language. All: Will be able to identify examples of effective language. LO: To understand how to approach question 2.

Examples of this sentence type:
Some: Will be able to evaluate the writer’s use of language and it’s effects. Paper 1: Explorations in creative reading and writing. A declarative sentence simply makes a statement or expresses an opinion. In other words, it makes a declaration. This kind of sentence ends with a period. Examples of this sentence type: “I want to be a good writer.” (makes a statement) “My friend is a really good writer.” (expresses an opinion) Challenge: Can you write your own example? Killer Challenge: What effect might this sentence create? Most: Will be able to analyse the writer’s use of language. All: Will be able to identify examples of effective language. LO: To understand how to approach question 2.

Examples of this sentence type: “Please sit down.”
Some: Will be able to evaluate the writer’s use of language and it’s effects. Paper 1: Explorations in creative reading and writing. An imperative sentence gives a command or makes a request. It usually ends with a period but can, under certain circumstances, end with an exclamation point. Examples of this sentence type: “Please sit down.” “I need you to sit down now!” Challenge: Can you write your own example? Killer Challenge: What effect might this sentence create? Most: Will be able to analyse the writer’s use of language. All: Will be able to identify examples of effective language. LO: To understand how to approach question 2.

Some: Will be able to evaluate the writer’s use of language and it’s effects. Paper 1: Explorations in creative reading and writing. An interrogative sentence asks a question. This type of sentence often begins with who, what, where, when, why, how, or do, and it ends with a question mark. Examples of this sentence type: “When are you going to turn in your writing assignment?” “Do you know what the weather will be tomorrow?” Challenge: Can you write your own example? Killer Challenge: What effect might this sentence create? Most: Will be able to analyse the writer’s use of language. All: Will be able to identify examples of effective language. LO: To understand how to approach question 2.

Some: Will be able to evaluate the writer’s use of language and it’s effects. Paper 1: Explorations in creative reading and writing. An exclamatory sentence is a sentence that expresses great emotion such as excitement, surprise, happiness and anger, and ends with an exclamation point. Examples of this sentence type: “It is too dangerous to climb that mountain!” “I got an A on my book report!” Challenge: Can you write your own example? Killer Challenge: What effect might this sentence create? Most: Will be able to analyse the writer’s use of language. All: Will be able to identify examples of effective language. LO: To understand how to approach question 2.

Words and phrases verbs Language features and techniques alliteration
Question 2 - language AO2: Explain, comment and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views. Try to give examples for the following: - words and phrases - language features and techniques - sentence forms For example: Words and phrases verbs Language features and techniques alliteration Sentence forms interrogative Feedback – ask students for definitions and examples to check understanding. Sentence forms. Talk about short, simple, long and complex.

Focusing on question 1: Language
How does the writer’s use of language… Marks Given Max Time spend: Make approx: 8 marks 12 minutes points Comment, Explain, Analyse This question assesses language – words/phrases / language features / language techniques / sentences Use language terminology Select relevant quotations Explain and analyse the effects of the writer’s choices of language AO2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views. Model Response “His house was now his prison” The noun prison could mean he feels his home is a place where he feels trapped, imprisoned or locked in. The writer’s choice is effective because it makes the reader consider that a place that used to be associated with safety indicated by the past tense verb ‘was’, now suggests a lack of freedom. Look for: word patterns, phrases, language features, language techniques, sentence forms, sentence length to enhance mood, adjectives to enhance description, patterns in words or phrases, imagery (simile) adding to overall piece.

Question 2 Mark Scheme you make points that show you can read between the lines what impact does it have on the reader? well chosen

How does the writer use language here to describe Mrs. Pratchett?
Some: Will be able to evaluate the writer’s use of language and it’s effects. Paper 1: Explorations in creative reading and writing. How does the writer use language here to describe Mrs. Pratchett? You could include the writer’s choice of: • words and phrases • language features and techniques • sentence forms. [8 marks] Most: Will be able to analyse the writer’s use of language. All: Will be able to identify examples of effective language. LO: To understand how to approach question 2.

Some: Will be able to evaluate the writer’s use of language and it’s effects. Paper 1: Explorations in creative reading and writing. Most: Will be able to analyse the writer’s use of language. All: Will be able to identify examples of effective language. LO: To understand how to approach question 2.

Some: Will be able to evaluate the writer’s use of language and it’s effects. Paper 1: Explorations in creative reading and writing. How does the writer use language here to describe Mrs. Pratchett? You could include the writer’s choice of: • words and phrases • language features and techniques • sentence forms. [8 marks] Most: Will be able to analyse the writer’s use of language. All: Will be able to identify examples of effective language. LO: To understand how to approach question 2.

Some: Will be able to evaluate the writer’s use of language and it’s effects. Paper 1: Explorations in creative reading and writing. How does the writer use language here to describe Mrs. Pratchett? The writer’s choice of language to describe Mrs Pratchett highlights his immediate dislike for her. For example, he uses adjectives such as _________________ which imply _____________ Equally, the choice of sentences _________________ Likewise, the ________________ Most: Will be able to analyse the writer’s use of language. Write one paragraph together and then students write two of their own. Mark responses and students to purple pen next lesson. All: Will be able to identify examples of effective language. LO: To understand how to approach question 2.

Some: Will be able to evaluate the writer’s use of language and it’s effects. Paper 1: Explorations in creative reading and writing. What does a good response look like? Most: Will be able to analyse the writer’s use of language. All: Will be able to identify examples of effective language. LO: To understand how to approach question 2.

Some: Will be able to evaluate the writer’s use of language and it’s effects.
Paper 1: Explorations in creative reading and writing. Plenary: Independently, write a step by step guide, or a top tips for achieving the top band on Question 2. This should be fool proof, so someone who knows nothing about Q2 can still get top marks! Most: Will be able to analyse the writer’s use of language. Write one together and then students write two of their own. Mark responses and students to purple pen next lesson. All: Will be able to identify examples of effective language. LO: To understand how to approach question 2.

Paper 1: Explorations in creative reading and writing. STARTER: What type of sentences are these? Imperative, interrogative, exclamatory or declarative. Respond immediately. Is it snowing? Please don’t go! The concert begins in two hours. Stop! The river is rising! June 20th is Mrs Styant’s birthday. Green is my favourite colour. Please lower your voice. Drop what you’re doing and come celebrate with us! I don’t know what I’ll do if I don’t pass this test! Do you want Coke or Pepsi? Most: Will be able to analyse the writer’s use of language. All: Will be able to identify examples of effective language. LO: To understand how to approach question 2.

Paper 1: Explorations in creative reading and writing. STARTER: What type of sentences are these? Imperative, interrogative, exclamatory or declarative. Respond immediately. Imperative Is it snowing? Interrogative Please don’t go! Exclamatory The concert begins in two hours. Declarative Stop! Imperative The river is rising! Exclamatory June 20th is Mrs Styant’s birthday. Declarative Green is my favourite colour. Declarative Please lower your voice. Imperative Drop what you’re doing and come celebrate with us! Imperative I don’t know what I’ll do if I don’t pass this test! Exclamatory Do you want Coke or Pepsi? Interrogative Most: Will be able to analyse the writer’s use of language. All: Will be able to identify examples of effective language. LO: To understand how to approach question 2.

Recap: What do you remember about question 2?
Some: Will be able to evaluate the writer’s use of language and it’s effects. Paper 1: Explorations in creative reading and writing. Recap: What do you remember about question 2? Challenge: What are the three things we should focus on? Killer Challenge: Can you provide examples for the above? Most: Will be able to analyse the writer’s use of language. You could include the writer’s choice of: • words and phrases • language features and techniques • sentence forms. Ask students what we mean be these three categories and what we might talk about. All: Will be able to identify examples of effective language. LO: To understand how to approach question 2.

Words and phrases verbs Language features and techniques alliteration
Question 2 - language AO2: Explain, comment and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views. Try to give examples for the following: - words and phrases - language features and techniques - sentence forms For example: Words and phrases verbs Language features and techniques alliteration Sentence forms interrogative Feedback – ask students for definitions and examples to check understanding. Sentence forms. Talk about short, simple, long and complex.

Question 2 Mark Scheme you make points that show you can read between the lines what impact does it have on the reader? well chosen

Active Reading: Together we will read the whole extract.
Some: Will be able to evaluate the writer’s use of language and it’s effects. Paper 1: Explorations in creative reading and writing. Active Reading: Together we will read the whole extract. Most: Will be able to analyse the writer’s use of language. The first paragraph consists of a single complex sentence which rolls out a list of sights, perhaps suggesting the onward movement of the crowd on the tram as they make their way into Brighton. The idea that, for the crowd, this is a pilgrimage, is suggested by the biblical noun, ‘multitudes’ and that their ‘bewilderment’ is partly due to their disorientation at seeing the sights of Brighton set out before them – their paradise for the day. All: Will be able to identify examples of effective language. LO: To understand how to approach question 2.

Paper 1: Explorations in creative reading and writing. How does the writer use language here to describe the Brighton on that day? Collaborative Task: With your learning group, you need to re-read the extract and identify: words and phrases language features and techniques sentence forms Challenge: Zoom in on key words and identify which word class they are and their connotations. Killer Challenge: Consider the effects on the reader and the writer’s intentions. QUESTION 1 TWO MINUTE CHALLENGE: Re-read lines 1 to 3 and list four things you learn about Hale. Most: Will be able to analyse the writer’s use of language. All: Will be able to identify examples of effective language. LO: To understand how to approach question 2.

The writer’s choice of language to describe ___________ highlights his _____________. For example, he uses_________________ which imply _____________ . Equally, the choice of sentences _______________ Likewise, the ______________ How does the writer use language here to describe the Brighton on that day? Consolidation Task: Independently, you need to write a response to the above question. You should write one small paragraph on each of the following: words and phrases language features and techniques sentence forms Challenge: Zoom in on key words and identify which word class they are and their connotations. Killer Challenge: Consider the effects on the reader and the writer’s intentions. LO: To understand how to approach question 2.

Some: Will be able to evaluate the writer’s use of language and it’s effects. Paper 1: Explorations in creative reading and writing. How does the writer use language here to describe the Brighton on that day? Peer Assessment: Swap your response with your learning partner. Using the mark scheme, make a decision on which band and mark you want to award. You should write a WWW that justifies why you have given the mark you have and an EBI to help your learning partner move to the next band. Most: Will be able to analyse the writer’s use of language. All: Will be able to identify examples of effective language. LO: To understand how to approach question 2.

Lesson 4: Question 3 - Might be useful

STARTER: What is structure? Can you provide a definition?
Some: Will be able to evaluate the writer’s use of structural devices and their effects. Paper 1: Explorations in creative reading and writing. STARTER: What is structure? Can you provide a definition? Challenge: Can you think of any examples of structure from books you have read or films you have watched? Most: Will have an understanding f structural devices and will be able to identify them. All: Will have a basic understanding of structural devices. LO: To understand what structure is.

Focusing on question 3 Q3 – read the whole text and answer a question about structure [8 marks] What types of things could you look at when thinking about structure? Clue – think of a camera zooming out

Focusing on question 3: Structure
How does the structure… Marks Given Max Time spend: Make approx: 8 marks 12 minutes points Comment, Explain, Analyse This question assesses structural features: Of the whole text like beginnings/endings: changes in viewpoint At paragraph level such as topic change/single sentence paragraphs At sentence level such as sentence length Use language terminology Select relevant references from the text Explain & analyse the effects of the writer’s choice of structural features AO2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views. Look for structural features, whole text-beginning/endings. Using relevant details to support ideas. Teaching students methods such as sequence through a passage, movement from big to small – ideas or perspectives. taking an outside to inward perspective, or vice versa, introductions and developments, reiterations, repetitions, threads, patterns or motifs, summaries and conclusions, shifts of focus, narrative perspective, connections and links across paragraphs, internal cohesion and topic sentences.

Question 3 Mark Scheme you make points that show you can read between the lines The mark scheme is the same as for Q2! what impact does it have on the reader? well chosen We often use the word ‘structure’ when talking about a building – something that has been put together or constructed In the same way, a writer makes choices about how they put together their story These decisions result in the story having a certain structure What is the extract about? What is it really about? Or: What is the writer really doing here? How does the reader’s feelings change in the extract? How does it all link together?

Sequence (beginning, middle and end)
Some: Will be able to evaluate the writer’s use of structural devices and their effects. Paper 1: Explorations in creative reading and writing. There are lots of different things for you to look for and talk about in this question. Sequence (beginning, middle and end) Topic shifts (change in focus/description) Spatial shifts (move setting – outside to inside) Patterns (repetition, juxtaposition, emphasis) Challenge: Time (flashbacks) Most: Will have an understanding f structural devices and will be able to identify them. All: Will have a basic understanding of structural devices. LO: To understand what structure is.

Sequence (beginning, middle and end)
Some: Will be able to evaluate the writer’s use of structural devices and their effects. Paper 1: Explorations in creative reading and writing. Active Viewing: Watch the short film. Summarise what the focus is on. Can you spot any of the below? Sequence (beginning, middle and end) Topic shifts (change in focus/description) Spatial shifts (move setting – outside to inside) Patterns (repetition, juxtaposition, emphasis) Time (flashbacks) Most: Will have an understanding f structural devices and will be able to identify them. Use this as a discussion point for structure. You may want to talk about tv shows they have watched and structure used there. Show them they understand structure in moving image. Students are far savvier about structure than we like to think. We just don’t make it explicit it enough. They are consumers of stories daily, yet that consumption isn’t analysed and discussed, and I think it needs to be. I also think structure is neglected in the classroom, because we have so few resources. But, and that’s a large but, students know vast amounts about structure already – they have absorbed it. Take the following plot point: A character in a story is the happiest they have ever been and they have just married the man of their dreams. Ask a student what happens next and you’ll see. They know and, importantly, they know why this happens in drama. All: Will have a basic understanding of structural devices. LO: To understand what structure is.

Some: Will be able to evaluate the writer’s use of structural devices and their effects. Paper 1: Explorations in creative reading and writing. Collaborative Task: With your learning group, look at the short paragraph from The War of the Worlds. There are seven sentences in this paragraph. Turn each sentence into one or two word summaries: Cylinder It doesn’t have to be a word from the sentence. For example sentence 3 might be ‘knocked’. Most: Will have an understanding f structural devices and will be able to identify them. 1. Cylinder 2. Screw 3. Knocked 4. Screw drops 5. Elbowed 6. Hole 7. Blinded All: Will have a basic understanding of structural devices. LO: To understand what structure is.

War of the Worlds Chapter Four: The Cylinder Opens
The end of the cylinder was being screwed out from within. Nearly two feet of shining screw projected. Somebody blundered against me, and I narrowly missed being pitched onto the top of the screw. I turned, and as I did so the screw must have come out, for the lid of the cylinder fell upon the gravel with a ringing concussion. I stuck my elbow into the person behind me, and turned my head towards the Thing again. For a moment that circular cavity seemed perfectly black. I had the sunset in my eyes. Discuss with students what they notice after they have summarised the sentences. They should feedback this: Keeps referring to the screw Zooming in – getting closer to the creature Repeats physical action Keeps referring to the vision getting blocked Then ask these questions: Why does the writer keep referring to the screw? Why does the writer describe the cylinder first and then zoom in on the hole? Why does the writer repeat the physical action? Why does the writer keep making the narrator’s vision blocked?

Why does the writer keep referring to the screw
Why does the writer keep referring to the screw? Shows the narrator’s obsession and concentration on what inside the cylinder Heightens the tension as the screw is moving by an unseen figure. The use of the screw reflects that there is something inside, but the focus on a screw hides any clues about the figure identity. Why does the writer describe the cylinder first and then zoom in on the hole? Shows the movement of narrator – they are gazing in to the machine Creates a sense of size and gravity of the situation. All the characters are looking at the cylinder, yet all they are focused on is a simple screw. Why does the writer repeat the physical action? Shows the how the other people watching the events are keen to see what is inside. Takes the reader’s focus away from the main event. We want to see what is inside, but other events are taking place that distract the narrator and the reader. Why does the writer keep making the narrator’s vision blocked? Shows the narrator’s impatience at what is happening. Makes the reader experience things like the narrator and builds up the tension. We are awaiting the reveal, but the writer keeps pulling back from the reveal. When we expect to see something, something gets in the way.

Some: Will be able to evaluate the writer’s use of structural devices and their effects. Paper 1: Explorations in creative reading and writing. How might this look in a response? Q3: How has the writer structured the text to interest you as a reader? The opening two sentences focus on the cylinder, because all the people’s attention, including our narrator’s, is focused on the cylinder. The repetition of ‘screw’ four times in the opening paragraph gives a sense of the obsession these people have, which might be as a result of their fear for their lives, or just curiosity. The two sentences closely followed one after the other shows how there is nothing else they are bothered about. Subject terminology Quotation Explanation Most: Will have an understanding f structural devices and will be able to identify them. All: Will have a basic understanding of structural devices. LO: To understand what structure is.

Some: Will be able to evaluate the writer’s use of structural devices and their effects. Paper 1: Explorations in creative reading and writing. Independent Task: Independently write two more paragraphs answering the question: How has the writer structured the text to interest you as a reader? The writer toys with the reader’s and the narrator’s emotions… This creates… …the reader… The length of the sentences reflects the sense of pace of things… This reflects… Most: Will have an understanding f structural devices and will be able to identify them. The writer toys with the reader’s and the narrator’s emotions. Both want to find out what is inside. Yet, the writer misdirects the reader. After obsessing about the screw, the narrator is ‘blundered against’ and turns away breaking his attention away from the discovery. Then, to make things worse, after the screw has been removed, the narrator can’t quite see because the sun is in his eyes. Vision is important here as the reader wants to see the creature but the writer is constantly blocking his sight to hinder his view of thing. This creates an overwhelming sense of frustration and holding back of key information. The length of the sentences reflects the sense of pace of things. The sentences get progressively longer as the anticipation builds. This reflects the narrator as he is metaphorically holding his breath, waiting for something to happen. Again the writer, fools us with one sentence at the end, which most writers would use to create drama and describe a dramatic event like a hand poking out. Instead the writer describes: ‘I had the sunset in my eyes’. This is an anti-climax as all the previous sentences have built up to a reveal and the writer fails to deliver that and subsequent tension is deflated. All: Will have a basic understanding of structural devices. LO: To understand what structure is.

How would you describe Kathy in each of the six topic sentences
How would you describe Kathy in each of the six topic sentences? Does the way she is presented change as the extract progresses? Angst-filled Buoyant Caring Cheerful Humble Irritated Kind Melancholy Modest Regretful Sensitive Tortured Uncertain Upbeat Wistful My name is Kathy H. Anyway, I'm not making any big claims for myself. And why shouldn't they? (Carers aren't machines.) But these days, of course, there are fewer and fewer donors left who I remember, and so in practice, I haven't been choosing that much. Ruth, incidentally, was only the third or fourth donor I got to choose. There have been times over the years when I've tried to leave Hailsham behind, when I've told myself I shouldn't look back so much.

Does this response show understanding of why topic sentences have been used?
In the first topic sentence, Kathy is presented as upbeat. The second topic sentence makes her sound humble and modest because she says, “I’m not making any big claims for myself.” She could be described as angry in the third topic sentence when she says, “And why shouldn’t they?” After this the topic sentences make her sound melancholy. She talks about her patients dying and one in particular called “Ruth”. She sounds regretful and sad when she says “I shouldn’t look back so much”.

Does this response show understanding of why topic sentences have been used?
In the first topic sentence, Kathy is presented as upbeat. The writer has done this to present her as a warm and friendly character who the reader will sympathise with. Similarly, The second topic sentence makes her sound humble and modest because she says, “I’m not making any big claims for myself.” The writer is showing that she is the protagonist whose ‘side the reader is meant to be on’. She could be described as angry in the third topic sentence when she says, “And why shouldn’t they?” After this the topic sentences make her sound melancholy. She talks about her patients dying and one in particular called “Ruth”. She sounds regretful and sad when she says “I shouldn’t look back so much”.

Some: Could comment on an impressive and varied range of structural features. Paper 1: Explorations in creative reading and writing. STARTER: What problems might you face when you are reading a challenging text in an exam? Write your ideas on a post-it note and add to WB. Challenge: Can you think of strategies to help you overcome these challenges? Most: Should correctly identify a range of structural features. All: Must correctly identify two or three structural features. LO: To be able to summarise a text and correctly identify structural features.

I don’t know what this word means!
Miss it out! Chances are it’ll make sense anyway. Alternatively, try using the sentence it’s in to understand what it might mean. I keep losing my place. Use a ruler or your finger to keep track of where you are on the page. I can’t keep track of what’s happening. Try just reading the topic sentences (the first sentence in each paragraph). Can you identify where it is set and who the main character is? I’m just no good at reading. Practice makes perfect! You’ll become more confident by reading more. Use your extract booklet to have a go at home.

Some: Could comment on an impressive and varied range of structural features. Paper 1: Explorations in creative reading and writing. Before you can comment on how a text is structured, you need to be able to explain what is happening. Independent Task: Read Source 1, the extract from ‘Madame Bovary’ and create a bullet-point list of what happens. Most: Should correctly identify a range of structural features. Model turning students’ first couple of bulletpoints into a prose summary. They then need to continue with their summary in their exercise books. All: Must correctly identify two or three structural features. LO: To be able to summarise a text and correctly identify structural features.

Some: Could comment on an impressive and varied range of structural features. Paper 1: Explorations in creative reading and writing. Collaborative Task: How are structural features used to establish the location (where it is) and setting (the type of place it is)? You will be divided into groups and allocated one of the following structural features to explore: Character (Head master) Protagonist (Charles Bovary) Introduction Conclusion/denouement Repetition Topic sentence Most: Should correctly identify a range of structural features. All: Must correctly identify two or three structural features. LO: To be able to summarise a text and correctly identify structural features.

Some: Could comment on an impressive and varied range of structural features. Paper 1: Explorations in creative reading and writing. Collaborative Task: With your learning group, read the example answer, highlighting terms that refer to structural features. Assess the response against the learning outcomes. Challenge: Can you see areas where the response needs to be improved? How would you improve it? Killer Challenge: Mark the response using the Q3 mark scheme. Most: Should correctly identify a range of structural features. Collect in model response. Students to then attempt their own response, focussing on accurate identification of structural features at this point in the unit. All: Must correctly identify two or three structural features. LO: To be able to summarise a text and correctly identify structural features.

Some: Could comment on an impressive and varied range of structural features. Paper 1: Explorations in creative reading and writing. Consolidation Task: You are now going to attempt your own response using the same extract and question. Most: Should correctly identify a range of structural features. Collect in model response. Students to then attempt their own response, focussing on accurate identification of structural features at this point in the unit. All: Must correctly identify two or three structural features. LO: To be able to summarise a text and correctly identify structural features.

Challenge: Can you create a bullet point list of the main events?
Some: Will be able to evaluate the writer’s use of structural devices and their effects. Paper 1: Explorations in creative reading and writing. STARTER: Re-read the extract from Brighton Rock and write a summary of what the extract is about and the key points. Challenge: Can you create a bullet point list of the main events? Most: Will have an understanding f structural devices and will be able to identify them. 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. All: Will have a basic understanding of structural devices. LO: To understand what structure is.

QUESTION 3 TWO MINUTE CHALLENGE:
Some: Will be able to evaluate the writer’s use of structural devices and their effects. Paper 1: Explorations in creative reading and writing. 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. QUESTION 3 TWO MINUTE CHALLENGE: What do you remember about question 3. Most: Will have an understanding f structural devices and will be able to identify them. When students have completed the challenge, have them work through the extract together answering the above question. They should highlight and annotate the extract and create a plan for their response. All: Will have a basic understanding of structural devices. LO: To understand what structure is.

Some: Will be able to evaluate the writer’s use of structural devices and their effects.
Paper 1: Explorations in creative reading and writing. Collaborative Task: With your learning partner, read through the three responses to this question. Use the mark scheme to give them each a mark and level. Be prepared to justify your decisions! Are there phrases that you can magpie and use in your own responses? Underline or highlight them. Most: Will have an understanding f structural devices and will be able to identify them. All: Will have a basic understanding of structural devices. LO: To understand what structure is.

Some: Will be able to evaluate the writer’s use of structural devices and their effects.
Paper 1: Explorations in creative reading and writing. Plenary: Independently, write a step by step guide, or a top tips for achieving the top band on Question 3. This should be fool proof, so someone who knows nothing about Q3 can still get top marks! Most: Will have an understanding f structural devices and will be able to identify them. To be able to analyse the writer’s use of structure in an unseen literary text All: Will have a basic understanding of structural devices. LO: To understand what structure is.

Lesson 7: Question 1-3 Timed Response

Some: Could analyse the effects of the writer’s choice of structural features using a wide range of relevant terminology (Grade 7/8) Paper 1: Explorations in creative reading and writing. Timed Response. Most: Should clearly explain the effects of the writer’s choice of structural features using relevant terminology (Grades 5/6) All: Must attempt to comment on the effect of structural features, using some relevant terminology (Grade 4) LO: To be able to analyse the writer’s use of structure in an unseen literary text.

Lesson 8: Question 1-3 Timed Response Peer Assessment

Some: Could have used feedback to make excellent progress. Paper 1: Explorations in creative reading and writing. Timed Response – Peer Assessment. Most: Should use feedback to make good progress All: Must understand the assessment criteria currently being met and have attempted to respond to feedback Create working pairs of students of similar ability. If possible, put pairs less able students with more able students on a table of 4 for additional support if needed. Students to complete peer assessment proforma for their partner, ensuring they give detailed and specific feedback in order to support progress. Students to use green pen on their timed response to show they have responded to their feedback. They may choose to develop or rewrite their responses, as necessary. LO: To understand the assessment criteria and to be able to respond to feedback in order to make progress.

STARTER: To what extent do you agree? What does this question mean?
Some: Will be able to evaluate the writer’s devices and weave them into their response. Paper 1: Explorations in creative reading and writing. STARTER: To what extent do you agree? What does this question mean? Most: Will use evidence to support their judgements. All: Will have a basic understanding of how to make personal judgements. LO: To understand Question 4.

Collaborative Task: Suicide Squad is an awfully bad film.
Some: Will be able to evaluate the writer’s devices and weave them into their response. Paper 1: Explorations in creative reading and writing. Collaborative Task: Suicide Squad is an awfully bad film. To what extent do you agree? Most: Will use evidence to support their judgements. Ask students to debate. How did they make their decisions? They will have used examples from the film and evaluated the film in their discussion. All: Will have a basic understanding of how to make personal judgements. LO: To understand Question 4.

Paper 1, Question 4 will always direct you to a section of the extract.
Focusing on question 4 An example question could be: Focus this part of your answer on the second part of the source, from line 19 to the end. A student, having read this section of the text said: “The writer brings the very different characters to life for the reader. It is as if you are inside the coach with them.” To what extent do you agree? In your response, you could: Write about your own impressions of the characters Evaluate how the writer has created these impressions Support your opinions with references to the text Bullet points are provided as a ‘helpful reminder’ of what could be included- this should not form a response structure. You will always be provided with a statement that you must either agree or disagree with.

Overall it is worth 12.5% of your language GCSE.
Focusing on Question 4: Evaluate texts To what extent do you agree… Marks Given Max Time spend: Make approx: 20 marks 30 minutes 6+ points Make a personal judgement with references to the text You will be given a statement about the text to discuss Write about your own ideas & interpretations of the text Evaluate what the writer has achieved Select relevant quotations from the text Explain and analyse the effects of the writer’s choices AO4 Evaluate texts critically and support this with appropriate textual references Students need to consider and judge what they are reading as they read the extract. They need to understand and absorb the general gist of the content and need to be confident enough to agree/disagree. Students also need to be aware of the style and the tone used in the passage and judge how they affect the reader. What feelings and ideas does the author suggest or want the reader to feel? Finally at the end of a passage students need to have an opinion, for example. I enjoyed that because …………… or I really felt ……….. Overall it is worth 12.5% of your language GCSE.

Question 4 Mark Scheme you make points that show you can read between the lines what impact does it have on the reader? Level 4 Perceptive, detailed marks Shows perceptive and detailed evaluation: Evaluates critically and in detail the effect(s) on the reader Shows perceptive understanding of writer’s methods Selects a judicious range of textual details Develops a convincing and critical response to the focus statement well chosen This question is intended to be the most challenging question of the paper. This question requires students to give a personal judgement which is informed and evidenced through reference to the text. To achieve the highest level students need to bring together all their reading skills including inference, analysis and evaluation. Lowest ability students should focus on making simple, limited comments which offer some level of considered and supported opinions and show a limited ability to approach judgements. At the highest level candidates need to display elements of summation and also a detached, critical stance. The question will always provide a general statement that the students will need to agree or disagree with. This statement is intended to prompt the reader to take a certain view about the writer’s impact and influence on the reader. When evaluating the extract students can comment on manipulation of form, language or structure; extent to which the writer achieves their purpose; the extent to which writers have successfully impacted on the reader or successfully drawn the reader into the world of the extract. Students can agree, disagree or partially agree You need to support your ideas with evidence from the text and ensure that your opinion is informed by the text. Q4: requires you to state to what extent you agree or disagree with a given statement and provide a personal response.

Some: Will be able to evaluate the writer’s devices and weave them into their response. Paper 1: Explorations in creative reading and writing. Focus on the following elements of fiction: GRANDD (with a double d) Genre – specifically the writer’s (effective naturally) use of generic conventions. Reader response – this runs throughout all the other elements – how does the writer provoke a response from a reader and is this done well? Atmosphere – Is the writer successful in creating a particular mood? Names –They always signify something, even if it is only ordinariness…the naming of characters is always an important part of creating them.’ Are they well-chosen? Do they fit (or deliberately not fit for ironic effect)? Dialogue – is it realistic or clunky? How does it add to our understanding and successfully shape characterisation? Description of character and/or location – Does the physical description do a good job at giving us an insight into the ‘true’ character? How does the description of place add to the reader’s appreciation of the atmosphere? Most: Will use evidence to support their judgements. Students can learn the mnemonic GRANDD – with a double D. All: Will have a basic understanding of how to make personal judgements. LO: To understand question 4.

Some: Will be able to evaluate the writer’s devices and weave them into their response.
Paper 1: Explorations in creative reading and writing. Question 4: Focus this part of your answer on the second part of the source from line 16 to the end. A student, having read this section of the text, said “This part of the text, explaining whhat Hake is doing, shows how nervous and unsafe he feels. It reminds me of the first line.” To what extent d you agree? Collaborative Task: With your learning partner, read through the three responses to this question. Use the mark scheme to give them each a mark and level. Be prepared to justify your decisions! Are the phrases that you can magpie and use in your own responses? Underline or highlight them. Most: Will use evidence to support their judgements. Ask students to work in their groups and read through the extract. They should debate whether they agree or not and use evidence. Take feedback and discuss. All: Will have a basic understanding of how to make personal judgements. LO: To understand question 4.

Pupil A The writers use of the setting of the checkpoint fits the conventions of the spy genre. In this genre we expect to see a mysterious protagonist who works on his own like Leamas does. The declarative ‘Leamas went to the window and waited’ is effective because spys always have to watch what others are doing and wait around for things to happen’ The name of ‘Control’ is also a good choice by Le Carre. It makes it seem as if he is in charge and gives him authority. It’s a strange and unusual name which fits the strange events in the spy genre. The woman in the extract is presented as an archetypal femme fatale which means she is dangerous but attractive. This works because it makes the reader want to find out what happens to her and if she gets any of the men into trouble. The simile ‘blonde, tough as nails’ works well because ‘blondes’ are meant to be attractive to men. Also ‘tough’ suggests shes dangerous once she get her ‘nails’ into you. The description of the wall istelf adds to the sense of excitement for the reader. The setting is described as ‘the Wall, a dirty, ugly thing…like the backdrop for a concentration camp’ which makes it seem as if there is going to be deaths happening. This is because the noun ‘concentration camps’ were used by Hitler to kill people. Pupil B A real strength in Le Carre’s writing is that he is able to make his characters mysterious, which reflects the secretive nature of the spy genre. The characterisation of ‘Control’ is particularly effective as his enigmatic name has connotations of power and authority. Alternatively, we could interpret his name as a place of command – like a control centre – but importantly far removed from the real action out on the front line. This is reinforced by the sarcastic comment about Control ‘implying that he had to go off and risk his life somewhere else’ with the verb ‘implying’ taken to indicate that he is actually doing the opposite and retreating to his safe desk job. Less successful, in my opinion, is the writer’s portrayal of the female character, Elvira. She is described as a ‘forty-year-old blonde, tough as nails’, which seems quite an obvious stereotypical image, as ‘blondes’ are an obvious choice as an archetypal femme fatale. The simile ‘tough as nails’ appears somewhat clichéd to the modern reader, although this may still have been an interesting comparison back in the 1960s. ‘Nails’ does have a suggestion of holding something together, so does perhaps work as an indication of how the relationship seems a bit forced. At least as a more mature ‘forty-year old’ she isn’t an obvious male fantasy figure. On first impression, the character description of Karl, using the simile ‘like a rabbit in the headlights of a car’ also seems clichéd. It does however, fit nicely with the image of Karl being startled by the unexpected spotlights. So it isn’t being used to depict fear in general, but the actual act of being dazzled by light emerging from nowhere. The juxtaposition of ‘rabbit’ and ‘car’ is effective as this scenario usually ends in death, which is precisely the fate that Karl meets. ‘Rabbits’ are also seen as animals possessing low intelligence with matches with Karl’s characterisation. Crucially they are famed for their reproductive urges (“breeding like rabbits”), which amplifies the sense that Karl’s sexual feelings for the ‘blonde’ have led to his downfall. The shooting scene is very effectively portrayed. The alliteration of ‘cleary…clatter’ emphasises the harsh sound of the bike (and with it Karl) hitting the tarmac, while the personification of the bullets ‘the first shot seemed to thrust Karl forward, the second to pull him back’ has a strong effect on the reader as the verbs ‘thrust’ and ‘pull’ provoke the feeling that Karl is like a puppet on a string, which tallies neatly with his characterisation as a naïve and manipulated individual.

Paper 1: Explorations in creative reading and writing. Collaborative Task: With your learning partner, read through the responses to this question. Use the mark scheme to give them each a mark and level. Be prepared to justify your decisions! Are the phrases that you can magpie and use in your own responses? Underline or highlight them. Most: Will use evidence to support their judgements. Make sure you blank out the comments from the examiner! All: Will have a basic understanding of how to make personal judgements. LO: To understand question 4.

Paper 1: Explorations in creative reading and writing. Plenary: Independently, write a step by step guide, or a top tips for achieving the top band on Question 4. This should be fool proof, so someone who knows nothing about Q4 can still get top marks! Collaborative Task: With your learning partner, read through the three responses to this question. Use the mark scheme to give them each a mark and level. Be prepared to justify your decisions! Are the phrases that you can magpie and use in your own responses? Underline or highlight them. Most: Will use evidence to support their judgements. Make sure you blank out the comments from the examiner! All: Will have a basic understanding of how to make personal judgements. LO: To understand question 4.

Some: Could write a perceptive and detailed evaluation. (Grades 7/8) Paper 1: Explorations in creative reading and writing. Timed Response. Most: Should write a clear and relevant evaluation. (Grades 5/6) All: Must attempt to write an evaluation. (Grade 4) LO: To complete a timed response.

Lesson 12-13: Birdsong

Some: ‘perceptive and detailed’ (Grades 7/8) Paper 1: Explorations in creative reading and writing. Starter: Create a list of adjectives to describe this scene. Challenge: Write a sentence that uses figurative language to describe this scene. Most: ‘clear and relevant’ (Grades 5/6) All: ‘simple attempts’ (Grade 4) LO: To use our knowledge of Paper 1 to analyse an extract from Birdsong.

Some: ‘perceptive and detailed’ (Grades 7/8) Paper 1: Explorations in creative reading and writing. Collaborative Task: With your learning partner, read through the extract and write a summarise what happens. Challenge: From the routine conversation that opens this passage, the writing moves on to present the horror of dealing with the bodies of dead soldiers. How do the men react? How did you respond when reading it? Killer Challenge: Weir says that his father would say that the soldiers were all “doing their bit.” How does this make him feel? Why was Stephen more frightened by the thought that one of those men was going to be alive? Ultimate Challenge: Explain why Brennan says at the end of the chapter that he feels better, even though one of the dead soldiers was his brother.. Most: ‘clear and relevant’ (Grades 5/6) All: ‘simple attempts’ (Grade 4) LO: To use our knowledge of Paper 1 to analyse an extract from Birdsong.

QUICK TWO MNUTE CHALLENGE:
Some: ‘perceptive and detailed’ (Grades 7/8) Paper 1: Explorations in creative reading and writing. QUICK TWO MNUTE CHALLENGE: Read again the first part of the source, lines 1 to 15 List four things from this part of the source about Ellis. Most: ‘clear and relevant’ (Grades 5/6) Collaborative Task: With your learning partner, read the last part of the extract that begins “They tracked out towards a shellhole…” and choose one quotation to explode. Try to direct students so they are looking at different things. You may want to give students the quotes. Students should then join another pair and share what they have. All: ‘simple attempts’ (Grade 4) LO: To use our knowledge of Paper 1 to analyse an extract from Birdsong.

Question 2 They tracked out towards a shellhole, the sun bright, a lark above them. Blue sky, unseen by eyes trained on turned mud. They moved low towards a mine crater where bodies had lain for weeks uncollected. ‘Try to lift him.’ No sound of machine guns or snipers, though their ears were braced for noise. ‘Take his arms.’ The incomprehensible order through the gas mouthpiece. The arms came away softly. ‘Not like that, not take his arms away’. On Weir’s collar a large rat, trailing something red down his back. A crow disturbed, lifting its black body up suddenly, battering the air with its big wings. Coker, Barlow shaking their heads under the assault of risen flies coming up, transforming black skin of corpses into green by their absence. The roaring of Goddard’s vomit made them laugh, snoring private mirth inside their masks. Goddard, releasing his mask, breathed in worse air than he had expelled. Weir’s hands in double sandbags stretched out tentatively to a sapper’s uniform, undressing the chest in search of a disc which he removed, bringing skin with it into his tunic pocket. Jack’s recoil; even through coarse material, to the sponge of flesh. Bright and sleek on liver, a rat emerged from the abdomen; it levered and flopped fatly over the ribs, glutted with pleasure. Bit by bit on to stretchers, what flesh fell left in mud. Not men, but flies and flesh, thought Stephen. Brennan anxiously stripping a torso with no head. Students should write a response. How does the writer use language here to show the horror and reality of war? You could include the writer’s choice of: Words and phrases Language features and techniques Sentence forms (8 marks)

QUICK TWO MNUTE CHALLENGE:
Some: ‘perceptive and detailed’ (Grades 7/8) Paper 1: Explorations in creative reading and writing. Collaborative Task: With your earning group, re-read the extract and consider the structure. Sequence (beginning, middle and end) Topic shifts (change in focus/description) Spatial shifts (move setting – outside to inside) Patterns (repetition, juxtaposition, emphasis) Time (flashbacks) QUICK TWO MNUTE CHALLENGE: Read the extract again. Create a bullet point list of the main events/points. Make notes about any structural features i.e. repetition. Most: ‘clear and relevant’ (Grades 5/6) Comment on the writer’s presentation of the weather and the natural world alongside a scene of such horror. Where does he identify beauty? What is the effect of the description of the rat and crow in the scene? Consider the contribution made to our understanding and response by the following sentences: ‘Goddard, releasing his mask, breathed in worse than he had expelled.’ ‘It was his brother.’ ‘He was nineteen.’ ‘Michael Weir had a rigid smile.’ What comment can you make about the structure of these sentences? How does the passage show normal human interaction and compassion in the presence of horror and suffering? Explain your response to the closing sentence of the chapter. All: ‘simple attempts’ (Grade 4) LO: To use our knowledge of Paper 1 to analyse an extract from Birdsong.

Question 3 You now need to think about the whole of the source.
This extract is exploring what life was like day to day in the trenches of WWI and what the men had to do during the War. How has the writer structured the text to show that some of the men have become desensitized to what is surrounding them in the trenches? You could write about: How the men acted when collecting the bodies The impressions that the writer creates of how the men coped following the task Any other structural features that interest you (8 marks) Students could write or just plan a response.

Could you cope in the trenches of WW1?
Some: ‘perceptive and detailed’ (Grades 7/8) Paper 1: Explorations in creative reading and writing. Set in the trenches of the First World War, this passage describes how a group of British soldiers and miners take advantage of a break in the action to venture into no man’s land and bring back the bodies of their colleagues who have been killed. What do you know about life in the trenches? Could you cope in the trenches of WW1? Most: ‘clear and relevant’ (Grades 5/6) Watch this video clip: All: ‘simple attempts’ (Grade 4) LO: To use our knowledge of Paper 1 to analyse an extract from Birdsong.

Some: ‘perceptive and detailed’ (Grades 7/8) Paper 1: Explorations in creative reading and writing. Collaborative Task: With your learning group, create a list of adjectives to describe how the men feel about war. Challenge: Support your ideas with quotes from the text. Killer Challenge: Comment on whether you think the writer has been successful in conveying the characters’ emotions. Most: ‘clear and relevant’ (Grades 5/6) All: ‘simple attempts’ (Grade 4) LO: To use our knowledge of Paper 1 to analyse an extract from Birdsong.

Question 4 Focus this part of your answer on the second part of the source from line ‘Stephen said, ‘It’s been known.’.…’ to the end of the source. A student, having read this section of the text, said: “This part of the text shows that the soldiers have become adapted to the horrors of the war.” To what extent do you agree? In your response, you could: Consider your own impressions of the men’s reactions to the task they had to perform Evaluate how the writer creates a strong impression of the reality of day to day life in the trenches Support your opinions with references to the text. (20 marks) Students could write or just plan a response.

Some: ‘perceptive and detailed’ (Grades 7/8) Paper 1: Explorations in creative reading and writing. Plenary: On a post it note, write down what you are confident with and where you feel you might need more support with regards to Questions 1-4 on Paper 1. Most: ‘clear and relevant’ (Grades 5/6) All: ‘simple attempts’ (Grade 4) LO: To use our knowledge of Paper 1 to analyse an extract from Birdsong.

Lesson 14-15: 1984

Paper 1: Explorations in creative reading and writing.

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Paper 1: Explorations in creative reading and writing.

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