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Name:

19th century fiction and Imaginative writing

Learning episode 1: Reading Paper 1 Q1

Learning goalsTo identify and interpret explicit and implicit information

I think I can To be extending, we need to be able to My teacher thinks I can

Show an understanding of an overall extract by succinctly summarising what the extract is about.Understand the approach to question 1.Identify appropriate quotations to support a statement about the extract.

Do it nowRecap questions:

1. What is a noun?___________________________________________________________________

2. What is a verb?___________________________________________________________________

3. What is an adjective?___________________________________________________________________

4. What is an adverb?___________________________________________________________________

5. What is a simile?___________________________________________________________________

6. What is a metaphor?___________________________________________________________________

7. What is personification?___________________________________________________________________

New knowledgeThis term you will be exploring Paper 1: 19th century fiction and Imaginative Writing. You will be focused on the first three questions and Section B which focuses on Imaginative writing.

Question type TimingsQ1 Identify and interpret explicit and implicit

information and ideas - find an appropriate quotation

5 mins

Q2 Identify and interpret explicit and implicit information and ideas - make an inference

5 mins

Q3 Analyse language and structure and how they have been used to create meaning

15 mins

Q4 Evaluation 35 minsQ5 Imaginative writing 45 mins

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New knowledge: Great Expectations by Charles DickensIn this learning episode we are going to practise our responses to question 1 in which you are asked to identify an appropriate quotation. To help us do this, we are going to read an extract from Great Expectations by Charles Dickens.

1 Ours was the marsh country, down by the river, within, as the river2 wound, twenty miles of the sea. My first and most vivid broad 3 impression of the identity of things seems to me to have been 4 gained on a memorable raw afternoon towards evening. At such5 a time I found out for certain, that this bleak place overgrown with6 nettles was the churchyard; and that Phillip Pirrip, late of this7 parish, and also Georgiana wife of the above, were dead and 8 buried; and that Alexander, Bartholomew, Abraham, Tobias and 9 Roger, infant children of the aforesaid, were also dead and buried;10 and that the dark flat wilderness beyond the churchyard, 11 intersected with dykes and mounds and gates, with scattered 12 cattle feeding on it, was the marshes; and that the low leaden line13 beyond, was the river; and that the distant savage lair from which14 the wind was rushing, was the sea; and that the small bundle of15 shivers growing afraid of it all and beginning to cry, was Pip.

16 “Hold your noise!” cried a terrible voice, as a man started up from17 among the graves at the side of the church porch. “Keep still, you 18 little devil, or I’ll cut your throat!”

19 A fearful man, all in coarse grey, with a great iron on his leg. A man20 with no hat, and with broken shoes, and with an old rag tied round21 his head. A man who had been soaked in water, and smothered in22 mud, and lamed by stones, and cut by flints, and stung by nettles,23 and torn by briars; who limped, and shivered, and glared and 24 growled; and whose teeth chattered in his head as he seized me25 by the chin.

26 “O! Don’t cut my throat, sir,” I pleaded in terror. “Pray don’t do it, 27 sir.”

28 “Tell us your name!” said the man. “Quick!”

29 “Pip, sir.”

30 “Once more,” said the man, staring at me. “Give it mouth!”

31 “Pip. Pip, sir.”

32 “Show us where you live,” said the man. “Pint out the place!”

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33 I pointed to where our village lay, on the flat in – shore among the 34 alder – trees and pollards, a mile or more from the church.

35 The man, after looking at me for a moment, turned me upside 36 down, and emptied my pockets. There was nothing in them but a 37 piece of bread. When the church came to itself – for he was so 38 sudden and strong that he made it go head over heels before me, 39 and I saw the steeply under my feet – when the church came to 40 itself, I say, I was seated on a high tombstone, trembling, while he 41 ate the bread ravenously.

Pen to paper: Have I understood the text I have read? Can I summarise the main ideas succinctly?

It is really important before answering any of the questions from Paper 1 that you have an overall understanding of the extract. Summarise what you have learnt from the extract above. Challenge: try to do this in no more than 30 words. If you need a starting point, think about the who, what, where, when, why and how.___________________________________________________________________

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New knowledgeWe are now going to use the extract from Great Expectations to learn how to respond to Question 1 on the exam paper. This question, requires you to identify a phrase from the text to support a statement given to you by the exam board. For example:

From lines 1-6, identify a phrase which shows the environment is hostile.

In order to answer this question successfully, you would need to1. Box out the lines that have been mentioned in the question above.2. Re-read those lines and highlight any words / phrases that you think show that

the environment is hostile.3. Copy this quotation directly into the space below.

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Pen to paper: Can I identify explicit and implicit ideas from within a text, choosing relevant quotations?

Now practise with these questions, each time following the steps above.1. From lines 4-9, identify a phrase which shows Pip’s family members are dead.

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2. From lines 10-15 identify a phrase which shows Pip is scared.___________________________________________________________________

3. From lines 16-25, identify a phrase which shows that the man is threatening.___________________________________________________________________

4. From lines 16-25, identify a phrase which shows the man is cold.___________________________________________________________________

5. From lines 16-25, identify a phrase which shows the man is an escapee.___________________________________________________________________

6. From lines 35-41, identify a phrase which shows the man is in control.___________________________________________________________________

7. From lines 35-41, identify a phrase which shows the man hasn’t eaten for a while.

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Mark out of 7:

ReflectionLook at a later section taken from the opening chapter to Great Expectations.

1 At the same time, he hugged his shuddering body in both his arms - 2 Clasping himself, as if to hold himself together – and limped 3 Towards the low church wall. As I saw him go, picking his way4 Among the nettles, and among the brambles that bound the green5 Mounds, he looked in my young eyes as if he were eluding the 6 Hands of the dead people, stretching up cautiously out of their 7 Graves, to get a twist upon his ankle and pull him in.

Create a Q1 question that could be asked about this extract. Write your question below:___________________________________________________________________

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Now swap your workbooks over and ask your partner to answer the question.Check to see if they have got the answer right!

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Learning episode 2: Imaginative writing

Learning goalsTo select material and stylistic devices to suit the audience and purpose

To use structural features to make meaning clearI think I can To be extending, we need to be able to My teacher

thinks I canIdentify sensory language within a passage and explain how it enhances a description.Construct a descriptive paragraph of writing that utilises an appeal to the sensesCraft a piece of writing using the drop, shift, zoom in and zoom out structure (drop and shift) Use a range of stylistic devices

Do it nowGreat writers will appeal to the senses when they are writing. The five senses are sight, touch, taste, sound and smell. Look at the following extract and identify where the five senses have been targeted within this descriptive passage.

1 I remember him as if it were yesterday, as he came plodding to the2 inn door, his sea-chest following behind him in a handbarrow; a tall,3 strong, heavy, nut-brown man, his tarry pigtail falling over the 4 shoulders of his soiled blue coat; his hands ragged and scarred, 5 with black, broken nails; and the sabre cut across one cheek, a 6 dirty, livid white. I remember him looking round the cover and 7 whistling to himself as he did so, and then breaking out in that old8 sea-song that he sang so often afterwards:-

9 ‘Fifteen men on the dead men’s chest -10 Yo-ho-ho, and a bottle of rum!’

11 In the high, old tottering voice that seemed to have been tuned and 12 broken at the capstan bars. Then he rapped on the door with a bit 13 of stick like a handspike that he carried, and when my father 14 appeared, called roughly for a glass of rum. This, when it was 15 brought to him, he drank slowly, like a connoisseur, lingering on the 16 taste, and still looking about him at the cliffs and up at our 17 signboard.

Which sense/s are not appealed to in this short extract? How could the writer have appealed to that sense / those senses?___________________________________________________________________

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Challenge question: why do you think writers try to appeal to their readers’ senses?___________________________________________________________________

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New knowledgeQuestion 5 on Paper 1 is a writing question. It is an imaginative writing question which means that you will be asked to create a piece from your imagination. You aren’t being asked to write a story here but instead produce a really beautiful piece of description. To help you do this, you will be given a visual stimulus.

Pen to paperHere is your first visual stimulus. Around the outside of this picture, thought shower any words or phrases that come to mind to help you describe what you see. Also, consider how the senses would feature. Finally, jot down any key questions you think are raised by this image.

New knowledgeWhilst it is clear that you are not writing a story in this section of the exam, the examiners will want to see that your writing has shape. To help create that shape, we use a simple structure using four steps.

Drop Shift Zoom in Zoom outDrop into a moment in time. Describe

what can be seen in terms of the setting. You may introduce a

narrative voice.

Shift in terms of time. Take the

narrative back in time. You could

also shift the person, place or a contrasting mood.

Return to your drop point but zoom in to a tiny detail in a way that illuminates the character’s feelings.

Zoom out to reveal the bigger picture or a departure from the

location.

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Pen to paper: You are going to use this structure to construct an imaginative piece about the image above. In today’s learning episode, you will construct two paragraphs of writing: the drop in and the shift. Use the structure strip to help you.___________________________________________________________________

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ReflectionNow self-assess the writing you have produced. Which of the following features have you been able to include in your writing?

Drop in ShiftAppeal to sight A flashback (shift in time)Appeal to sound An adverbial startAppeal to touch A compound sentenceAppeal to tasteAppeal to smellA simileA simple sentenceA complex sentence

Make a note at the bottom of your writing about where you want to take your piece in the next writing lesson. What do you need to remember to do?

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Learning episode 3: Reading lesson P1 Q2

Learning goalsTo identify and interpret explicit and implicit information

I think I can To be extending, we need to be able to My teacher thinks I can

Show an understanding of an overall extract by succinctly summarising what the extract is about.Understand the approach to question 2.Identify appropriate textual references to support an inference about the text.

Do it nowRead through the following sentences and identify the linguistic / literary techniques that have been used in each. (The focus one for each has been written in bold).She felt a sharp pang and grew disturbed and uneasy at once.A boat is being described in this short passage.But this hard body might be a bony carapace, like that of the antediluvian animals; and I should be free to class this monster among amphibious reptiles, such as tortoises or alligators.When she mused on the past, she dwelt with pleasure, with tenderness, on the memories of her relations with Levin.We were lying upon the back of a sort of submarine boat, which appeared (as far as I could judge) like a huge fish of steel.Then Tom turned coolly away, still talking, and took Amy with him.The morning mists surrounded us, but they soon cleared off.Becky’s lips trembled and the tears came to her eyes.

Revising knowledgeIn our last reading learning episode, we were focused on question 1 (from Paper 1) in which you are asked to find a quotation to support a statement that has been given to you about a text.

Pen to paper: Read the short extract and answer the question that follows:

1 She was dressed like a mad woman, moreover, more than like any 2 one I ever saw afore or since, and I could not take my eyes off her,3 but still followed behind her, and her feathers on the top of her hat

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4 were broke going in at the low back door, and she pulled out her 5 little bottle out of her pocket to smell to when she found herself in 6 the kitchen, and said, “I shall faint with the heat of this odious, odious7 place.’

1. From lines 1-7, identify a phrase which shows the narrator is fascinated by the woman.

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2. From lines 1-7, identify a phrase which shows the woman does not like the smell of the kitchen.

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New knowledgeIn today’s learning episode, we are going to explore how to respond to Paper 1, Question 2. To do this, we are going to use the following extract taken from ‘Pride and Prejudice’ by Jane Austen.

1 At first, being little accustomed to learn by heart, the lessons 2 appeared to me both long and difficult; the frequent change from 3 task to task, too, bewildered me; and I was glad when, about three 4 o’clock in the afternoon, Miss Smith put into my hands a border of 5 muslin two yards long, together with needle, thimble &c., and sent 6 me to sit in a quiet corner of the school room, with directions to 7 hem the same. At that hour most of the others were sewing 8 likewise; but one class still stood round Miss Scatcherd’s chair 9 reading, and as all was quiet, the subject of their lessons could be10 heard, together with the manner in which each girl acquitted 11 herself, and the animadversions or commendations of Miss 12 Scatcherd on the performance. It was English history: among the 13 readers I observed my acquaintance of the verandah: at the 14 commencement of the lesson, her place had been at the top of the 15 class, but for some error of pronunciation, or some inattention to16 stops, she was suddenly sent to the very bottom. Even in that17 obscure position, Miss Scatcherd continued to make her an object18 of constant notice; she was continually addressing to her such 19 phrases as the following:-

20 “Burns” (such it seems was her name: the girls here were all called21 by their surnames, as boys are elsewhere), “Burns, you are 22 standing on the side of your shoe; turn your toes out immediately.”23 “Burns, you poke your chin most unpleasantly; draw it in.” “Burns,24 I insist on your holding your head up; I will not have you before me25 in that attitude,” &c. &c.

26 A chapter having been read through twice, the books were closed12

27 and the girls examined. The lesson had comprised part of the 28 reign of Charles I., and there were sundry questions about tonnage29 and poundage and ship-money, which most of them appeared30 unable to answer; still, every little difficulty was solved instantly 31 when it reached Burns; her memory seemed to have retained the 32 substance of the whole lesson, and she was ready with answers on 33 every point. I kept expecting that Miss Scatcherd would praise her 34 attention; but, instead of that, she suddenly cried out -

35 “You dirty, disagreeable girl! You have never cleaned your nails 36 this morning!”

37 Burns made no answer: I wondered at her silence. “Why,” thought 38 I, “does she not explain that she could neither clean her nails nor 39 wash her face, as the water was frozen?”

40 My attention was now called off by Miss Smith desiring me to hold41 a skein of thread: while she was winding it, she talked to me from42 time to time, asking whether I had ever been at school before,43 whether I could mark, stitch, knit, &c; till she dismissed me, I could44 not pursue my observations on Miss Scatcherd’s movements. 45 When I returned to my seat, that lady was just delivering an order of46 which I did not catch the import; but Burns immediately left the 47 class, and going into the small inner room where the books were 48 kept returned in half a minute, carrying in her hand a bundle of 49 twigs tied together at one end. This ominous tool she presented to50 Miss Scatcherd with a respectful curtsey; then she quietly, and 51 without being told, unloosed her pinafore, and the teacher instantly52 and sharply inflicted on her neck a dozen strokes with the bunch of53 twigs. Not a tear rose to Burns’ eye; and, while I paused from my 54 sewing, because my fingers quivered at this spectacle with a55 sentiment of unavailing and impotent anger, not a feature of her 56 pensive face altered its ordinary expression.

57 “Hardened girl!” exclaimed Miss Scatcherd; “nothing can correct 58 you of your slatternly habits: carry the rod away.”

59 Burns obeyed: I looked at her narrowly as she emerged from the 60 book-closet; she was just putting back her handkerchief into her 61 pocket, and the trace of a tear glistened on her thin cheek.

Pen to paper: Have I understood the text I have read? Can I summarise the main ideas succinctly?

It is really important before answering any of the questions from Paper 1 that you have an overall understanding of the extract. Summarise what you have learnt from

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the extract above. Challenge: try to do this in no more than 30 words. If you need a starting point, think about the who, what, where, when, why and how.___________________________________________________________________

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New knowledgeWe are now going to use the extract from Pride and Prejudice to learn how to respond to Question 2 on the exam paper. This question, requires you to read between the lines and support inferences with relevant textual references. For example:

From lines 1-7, give two ways the narrator indicates she does not find the lessons enjoyable.

In order to answer this question successfully, you would need to1. Box out the lines that have been mentioned in the question above.2. Re-read those lines and highlight any words / phrases that you think show that

the narrator does not find lessons enjoyable.3. Choose two of these words / phrases and copy them into the space below.

Answer:1. ______________________________________________________________

2. ______________________________________________________________

Pen to paper: Can I identify explicit and implicit ideas from within a text, choosing relevant quotations?

Now practise with these questions, each time following the steps above.

Question 1:From lines, give two ways in which the narrator shows she is intrigued by the smaller lesson taking place.Answer:

1. ______________________________________________________________

2. ______________________________________________________________

Question 2:From lines, give two ways in which the narrator shows Miss Scatherd does not respect Burns.

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Answer:1. ______________________________________________________________

2. ______________________________________________________________

Question 3:From lines, give two ways in which the narrator shows Burns remains composed until the end.Answer:

1. ______________________________________________________________

2. ______________________________________________________________

Question 4:From lines, give two ways in which the narrator shows she is affected by what she has seen.Answer:

1. ______________________________________________________________

2. ______________________________________________________________

Mark out of 8: Reflection

Look at the following short extract taken again from Jane Eyre.

1 They had got me by this time into the apartment indicated by Mrs2 reed, and had thrust me upon a stool: my impulse was to rise from3 it like a spring; their two pair of hands arrested me instantly.

4 “If you don’t sit still, you must be tired down,” said Bessie. “Miss 5 Abbot, lend me your garters; she would break mine directly.”

6 Miss Abbot turned to divest a stout leg of the necessary ligature.7 This preparation for bonds, and the additional ignominy it inferred,8 took a little of the excitement out of me.

9 “Don’t take them off,” I cried: “I will not stir.”

10 In guarantee whereof, I attached myself to my seat by my hands.

11 “Mind you don’t,” said Bessie; and when she had ascertained that I12 was really subsiding, she loosened her hold of me; then she and 13 Miss Abbot stood with folded arms, looking darkly and doubtfully14 on my face, as incredulous of my sanity.

15 “She never did so before,” at last said Bessie, turning to the Abigail.15

16 “But it was always in her,” was the reply. “I’ve told Missis often my17 opinion about the child, and Missis agreed with me. She’s an 18 underhand little thing: I never saw a girl of her age with so much 19 cover.”

Create a Q2 question that could be asked about this extract. Write your question below:___________________________________________________________________

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Now swap your workbooks over and ask your partner to answer the question.

Answer:1. ______________________________________________________________

2. ______________________________________________________________

Did they get the answer right!

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Learning episode 4: Imaginative writing

Learning goalsTo select material and stylistic devices to suit the audience and purpose

To use structural features to make meaning clearI think I can To be extending, we need to be able to My teacher

thinks I canIdentify adjectives within a passage and redraft these to ensure more ambitious adjectives have been craftedEvaluate your own writing to ensure ambitious adjectives have been usedCraft a piece of writing using the drop, shift, zoom in and zoom out structure (zoom in and zoom out) Use a range of stylistic devices

Do it nowLook at the start of the opening paragraph (the Drop in) a pupil constructed for the visual stimulus you were provided with in your last writing lesson.

It’s cold, freezing even. My huge snow suit just about keeps the chilly weather off of me and the small helmet that will protect my head irritated my scalp. Annoyingly my nose felt like it was growing icicles. Scarily, a huge monster towered above me as I looked up at it confused on how it got there. The teeth were sharp and gave me a threatening look as it felt like it would collapse on me any second. I stood, a scared shadow in the distance.

Underline or highlight the adjectives within this piece of writing.

If we want to really stand out to the examiner, we need to be choosing really ambitious adjectives to impress them. A number of the adjectives in this piece of writing are simplistic and could definitely be improved. For example, take the adjective ‘cold’. In this context, it works ok but there are so many more descriptive adjectives that the writer could have used instead such as ‘icy’, ‘frosty’, ‘bitter’, ‘wintry’, ‘arctic’ – all of which have slightly different connotations.

Improve the following adjectives by making them more ambitious. Use a thesaurus to help you if you would like.

1. Huge _________________________________________________________

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2. Small _________________________________________________________

3. Sharp _________________________________________________________

4. Scared ________________________________________________________

Challenge: look back at your opening paragraph – are your adjective choices ambitious? If not, could you use a thesaurus to upgrade them?

New knowledgeIn order to improve our writing, it is important that we are look at it with a critical eye OR we ask our friends to look at our writing with a critical eye. In groups of four, you are going to share your writing. You will read your piece to the rest of the group who will have a copy in front of them. As you are reading, they are going to be thinking about your work. They will use the following sheet to reflect upon your work and provide you with feedback.

Drop in ShiftAppeal to sight A flashback (shift in time)Appeal to sound An adverbial startAppeal to touch A compound sentenceAppeal to tasteAppeal to smellA simileA simple sentenceA complex sentence

Words I particularly like: Words I think you could improve:

Sentences I particularly like: Sentences I think you could improve:

Descriptive details I particularly like:

Descriptive details I think you could improve:

From their feedback, identify two features you are really proud of in your writing and two features you want to re-draft to improve. Note these below:

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Proud of___________________________________________________________________

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Have you found anything that you want to ‘borrow’ from anyone else’s writing?

Pen to paper: In this learning episode, you are now going to complete the Zoom in and Zoom out paragraphs of writing using the structure strip provided to you.___________________________________________________________________

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ReflectionNow self-assess the writing you have produced. Which of the following features have you been able to include in your writing?

Zoom in Zoom outA short sentence. Use of a colon to introduce

a listA metaphor. Ending with a rhetorical

question

Type up all four paragraphs.Print out one copy to stick into your red exercise book and email me your work as well.

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Learning episode 5: Reading lesson

Learning goalsTo analyse how language is used to achieve effects and influence the reader

I think I can To be extending, we need to be able to My teacher thinks I can

Identify the key focus of a language based question.Highlight key words and key techniques that are relevant to the key question.Make inferences and offer interpretations of key words and key techniquesComment upon what effect is created by the writers’ use of key words and key techniquesUse appropriate subject terminology

Do it nowRecap questions:

1. What is a noun?___________________________________________________________________

2. What is a verb?___________________________________________________________________

3. What is an adjective?___________________________________________________________________

4. What is an adverb?___________________________________________________________________

5. What is a simile?___________________________________________________________________

6. What is a metaphor?___________________________________________________________________

7. What is personification?___________________________________________________________________

New knowledgeIn today’s learning episode, we are going to explore how to respond to Paper 1, Question 3. To do this, we are going to use the following extract taken from ‘Frankentein’ by Mary Shelley.

1 It was on a dreary night of November that I behold the accomplishment2 of my toils. With an anxiety that almost amounted to agony, collected3 the instruments of life around me, that I might infuse a spark of being

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4 into the lifeless thing that lay at my feet. It was already one in the 5 morning; the rain pattered dismally against the panes, and my candle6 was nearly burnt out, when, by the glimmer of the half-extinguished 7 light, I saw the dull yellow eye of the creature open; it breathed hard, 8 and a convulsive motion agitated its limbs.

9 How can I describe my emotions at this catastrophe, or how delineate 10 the wretch whom with such infinite pains and care I had endeavoured11 to form? His limbs were in proportion, and I had selected his features12 as beautiful. Beautiful! – Great God! His yellow skin scarcely covered13 the work of muscles and arteries beneath; his hair was of a lustrous14 black, and flowing; his teeth of a pearly whiteness; but these 15 luxuriances only formed a more horrid contrast with his watery eyes,16 that seemed almost of the same colour as the dun white sockets in 17 which they were set, his shrivelled complexion and straight black lips.

18 The different accidents of life are not so changeable as the feelings of19 human nature. I had worked hard for nearly two years, for the sole 20 purpose of infusing life into an inanimate body. For this I had deprived21 myself of rest and health. I had desired it with an ardour that far22 exceeded moderation; but now that I had finished, the beauty of the 23 dream vanished, and breathless horror and disgust filled my heart.24 unable to ensure the aspect of the being I had created, I rushed out of25 the room, continued a long time traversing my bed chamber, unable26 to compose my mind to sleep. At length lassitude succeeded to the27 tumult I had before endured; and I threw myself on the bed in my 28 clothes, endeavouring to seek a few moments of forgetfulness. But it29 was in vain: I slept, indeed, but I was disturbed by the wildest dreams.30 I thought I saw Elizabeth, in the bloom of health, walking in the streets31 of Ingolstadt. Delighted and surprised, I embraced her, but as I 32 imprinted the first kiss on her lips, they became livid with the hue of 33 death; her features appeared to change, and I thought that I held the 34 corpse of my dead mother in my arms; a shroud enveloped her form,35 and I saw the grave-worms crawling in the folds of the flannel. I 36 started from my sleep with horror; a cold dew covered my forehead, 37 my teeth chattered, and every limb became convulsed: when, by the 38 dim and yellow light of the moon, as it forced its way through the 39 window shutters, I beheld the wretch – the miserable monster whom i40 had created. He held up the curtain of the bed and his eyes, if eyes 41 they may be called, were fixed on me. His jaws opened, and he 42 muttered some inarticulate sounds, while a grin wrinkled his cheeks. 43 He might have spoken, but I did not hear; one hand was stretched out,44 seemingly to detain me, but I escaped, and rushed down stairs. I 45 took refuge in the courtyard belonging to the house which I inhabited;46 where I remained during the rest of the night, walking up and down in47 the greatest agitation, listening attentively, catching and fearing each

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48 sound as if it were to announce the approach of the demonical corpse49 to which I had so miserably given life.

Pen to paper: Have I understood the text I have read? Can I summarise the main ideas succinctly?

It is really important before answering any of the questions from Paper 1 that you have an overall understanding of the extract. Summarise what you have learnt from the extract above. Challenge: try to do this in no more than 30 words. If you need a starting point, think about the who, what, where, when, why and how.___________________________________________________________________

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New knowledgeWe are now going to use the extract from Frankenstein to learn how to respond to Question 3 which required you to analyse the methods the writer has used to present a character, setting or idea. When we talk about methods we mean the words the writer uses, the literary techniques (simile, metaphor, personification etc) and the structural techniques (sentence types, punctuation and techniques such as repetition). In this learning episode, we are going to focus on language only. Look at the following question:

In lines 9-17, how does the writer use language to present the monster.

In order to answer this question successfully, you would need to1. Box out the lines that have been mentioned in the question above.2. Re-read those lines and highlight any words / phrases that you think show the

narrator’s reaction to the monster.3. Look at what you have highlighted. Identify what types of words or techniques

the writer has used.4. Think about the effect these words or techniques create.

Pen to paper: Which words or techniques do I think are key in presenting the monster?

On the next page, let’s thought-shower the words or techniques we have identified to present the monster

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The monster

Revising knowledgeWhen we are analysing language, we use the Judgement, Evidence, Subject terminology, Understanding, Significance structure.

Judgement What opinion have we formed about the person, place or situation.

Evidence What quotation supports our judgement?Higher level: shorter quotations are best!

Subject terminology

What type of word or literary technique has been used?

Understanding through inference and interpretation

What can we infer from this word or technique?What can we interpret about the person, place or situation?

Significance What might a reader think?What might a reader feel?

Pen to paper: How do I analyse language using the Judgement, Evidence, Subject terminology, Understanding and Significance structure.

I am going to model an exemplar paragraph to you. Copy this paragraph below:

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Pen to paper: How do I analyse language using the Judgement, Evidence, Subject terminology, Understanding and Significance structure?

Now choose a different word or technique to focus in on and construct your own paragraph analysing language using the above structure.

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ReflectionSelf-assess your response above, checking to see if you have successfully used the Judgement, Evidence, Subject terminology, Understanding and Significance structure.

L Judgement Have I offered any opinion about the monster?

Evidence Have I chosen a short quotation that supports my judgement about the monster?

M Subject terminology

Have I identified the type of word or literary technique that the writer has used?

Understanding through inference and interpretation

Have I suggested what a reader might infer about the monster based upon the description?Have I offered a number of interpretations?

E Significance Have I implied what a reader might thin and what a reader might feel as a result of this description?

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Learning episode 6: Writing lesson

Learning goalsTo select material and stylistic devices to suit the audience and purpose

To use structural features to make meaning clearI think I can To be extending, we need to be able to My teacher

thinks I canIdentify similes and metaphors in a range of sentences and construct your own examplesCraft a piece of writing using the drop, shift, zoom in and zoom out structure (drop, shift) Use a range of stylistic devices in your writing, including similes and metaphors.

Do it nowLook at the following sentences and identify whether you think a simile or a metaphor has been used.

Simile MetaphorHis headache was as painful as a root canal without the benefit of laughing gas.The detective listened to her tales with a wooden face.Her hair was like gravy, running brown off her head and clumping up on her shoulders.You are like a hurricane: there’s calm in your eye, but I’m getting blown away.The typical teenager’s room is a disaster area.

A simile is __________________________________________________________

A metaphor is different from a simile because ______________________________

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Now look at the following description:

He pulled me under the chandelier, and Mrs Linton placed her spectacles on her nose and raised her hands in horror. The cowardly children crept nearer also, Isabella lisping – “Frightful thing! Put him in the cellar, papa. He’s exactly like the son of the fortune-teller that stole my tame pheasant. Isn’t he, Edgar?”

Re-draft one of the sentences above so that it incorporates a simile or a metaphor.

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Revising knowledgeQuestion 5 on Paper 1 is a writing question. It is an imaginative writing question which means that you will be asked to create a piece from your imagination. You aren’t being asked to write a story here but instead produce a really beautiful piece of description. To help you do this, you will be given a visual stimulus.

Pen to paper: Here is your second visual stimulus. Around the outside of this picture, thought shower any words or phrases that come to mind to help you describe what you see. Also, consider how the senses would feature. Finally, jot down any key questions you think are raised by this image.

Revising knowledgeWhilst it is clear that you are not writing a story in this section of the exam, the examiners will want to see that your writing has shape. To help create that shape, we use a simple structure using four steps.

Drop Shift Zoom in Zoom outDrop into a moment in time. Describe

what can be seen in terms of the setting. You may introduce a

narrative voice.

Shift in terms of time. Take the

narrative back in time. You could

also shift the person, place or a

Return to your drop point but zoom in to a tiny detail in a way that illuminates the character’s feelings.

Zoom out to reveal the bigger picture or a departure from the

location.

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contrasting mood.

Pen to paper: You are going to use this structure to construct an imaginative piece about the image above. In today’s learning episode, you will construct two paragraphs of writing: the drop in and the shift. Use the structure strip to help you.___________________________________________________________________

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Reflection29

Now self-assess the writing you have produced. Which of the following features have you been able to include in your writing?

Drop in ShiftAppeal to sight A flashback (shift in time)Appeal to sound An adverbial startAppeal to touch A metaphorAppeal to taste A compound sentenceAppeal to smell A one word sentenceAmbitious adjectives Colon for exemplificationA simile

Make a note at the bottom of your writing about where you want to take your piece in the next writing lesson. What do you need to remember to do?

Learning episode 7: Reading lesson

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Learning goalsTo analyse how language is used to achieve effects and influence the reader

I think I can To be extending, we need to be able to My teacher thinks I can

Identify the key focus of a language based question.Highlight key words and key techniques that are relevant to the key question.Make inferences and offer interpretations of key words and key techniquesComment upon what effect is created by the writers’ use of key words and key techniquesUse appropriate subject terminology

Do it nowRecap questions:

1. What is a declarative sentence?

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2. What is an imperative sentence?

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3. What is an exclamatory sentence?

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4. What is an interrogative sentence?

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5. What is a simple sentence?

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6. What is a compound sentence?

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7. What is a complex sentence?

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New knowledge31

In today’s learning episode, we are going to explore how to respond to Paper 1, Question 3. To do this, we are going to use the following extract taken from ‘The Tell Tale Heart’ by Edgar Allan Poe.

1 I then took up three planks from the flooring of the chamber, and 2 deposited all between the scantlings. I then replaced the boards3 so cleverly, so cunningly, that no human eye – not even his – 4 could have detected any thing wrong. There was nothing to wash5 out – no stain of any king – no blood-spot whatever. I had been6 too wary for that. A tub had caught all – ha ha!

7 When I had made an end of these labour, it was four o’clock – still8 dark as midnight. As the bell sounded the hour, there came a9 knocking at the street door. I went down to open it with a light10 heart, for what had I now to fear? There entered three men, who11 introduced themselves, with perfect suavity, as officers of the 12 police. A shriek had been heard by a neighbour during the night;13 suspicion of foul play had been aroused; information had been 14 lodged at the police office, and they (the officers) had been 15 deputed to search the premises.

16 I smiled, for what had I to fear? I bade the gentlemen welcome. 17 The shriek, I said, was my own in a dream. The old man, I 18 mentioned, was absent in the country. I took my visitors all over19 the house. I bade them search – search well. I led them, at 20 length, to his chamber. I showed them his treasures, secure,21 undisturbed. In the enthusiasm of my confidence, I brought chairs22 into the room, and desired them here to rest from their fatigues, 23 while I myself, in the wild audacity of my perfect triumph, placed 24 my own seat upon the very spot beneath which reposed the 25 corpse of the victim.

26 The officers were satisfied. My manner had convinced them. I 27 was singularly at ease. They sat, and while I answered cheerily,28 they chatted of familiar things. But, ere long, I felt myself getting29 pale and wished them gone. My head ached, and I fancied a 30 ringing in my ears; but still they sat and still chatted. The ringing31 became more distinct: it continued and became more distinct: I32 talked more freely to get rid of the feeling: but it continued and 33 gained definiteness – until, at length, I found that the noise was34 not within my ears.

35 No doubt I now grew very pale; but I talked more fluently, and with 36 a heightened voice. Yet the sound increased – and what could 37 I do? It was a low, dull, quick sound – much such a sound as a 38 watch makes when enveloped in cotton. I gasped for breath –

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39 and yet the officers heard it not. I talked more quickly – more 40 vehemently; but the noise steadily increased. Why would they 41 not be gone? I paced the floor to and fro with heavy strides, as if 42 excited to fury by the observations of the men – but the noise43 steadily increased. Oh God! What could I do? I foamed – I raved 44 - I swore! I swung the chair upon which I had been sitting, 45 and greeted it upon the boards, but the noise arose over all and46 continually increased. It grew louder – louder – louder! And47 still the men chatted pleasantly, and smiled. Was it possible they48 heard not? Almighty God! – no, no! They heard! – they 49 suspected! - They knew! – they were making a mockery of my 50 horror! – this I thought, and this I think. But anything was better51 than this agony! Anything was more tolerable than this derision!52 I could bear those hypocritical smiles no longer! I felt that I must53 scream or die! And now – again! – hark! Louder! Louder! Louder!

54 “Villians!” I shrieked, “dissemble no more! I admit the deed! – tear55 up the planks! Here, here! – It is the beating of his hideous heart!”

Revising knowledgeWe are now going to use these extract to respond to a Question 3 which requires you to analyse the methods the writer has used to present a character, setting or idea. When we talk about methods we mean the words the writer uses, the literary techniques (simile, metaphor, personification etc) and the structural techniques (sentence types, punctuation and techniques such as repetition). In this learning episode, we are going to focus on language only. Look at the following question:

In lines 26-34, how does the writer use language to show the change in the narrator’s mood?

In order to answer this question successfully, you would need to1. Box out the lines that have been mentioned in the question above.2. Re-read those lines and highlight any words / phrases that you think show the

change in the narrator’s mood.3. Look at what you have highlighted. Identify what types of words or techniques

the writer has used.4. Think about the effect these words or techniques create.

Pen to paper: Which words or techniques do I think are key in presenting the monster?

On the next page, let’s thought-shower the words or techniques we have identified to present the monster

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The narrator’s change of mood.

Revising knowledgeWhen we are analysing language, we use the Judgement, Evidence, Subject terminology, Understanding, Significance structure.

Judgement What opinion have we formed about the person, place or situation.

Evidence What quotation supports our judgement?Higher level: shorter quotations are best!

Subject terminology

What type of word or literary technique has been used?

Understanding through inference and interpretation

What can we infer from this word or technique?What can we interpret about the person, place or situation?

Significance What might a reader think?What might a reader feel?

Pen to paper: How do I analyse language using the Judgement, Evidence, Subject terminology, Understanding and Significance structure?

Now construct your response below, analysing a number of key words or literary techniques.

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ReflectionSelf-assess your response above, checking to see if you have successfully used the Judgement, Evidence, Subject terminology, Understanding and Significance structure.

L Judgement Have I offered any opinion about the monster?

Evidence Have I chosen a short quotation that supports my judgement about the monster?

M Subject terminology

Have I identified the type of word or literary technique that the writer has used?

Understanding through inference and interpretation

Have I suggested what a reader might infer about the monster based upon the description?Have I offered a number of interpretations?

E Significance Have I implied what a reader might thin and what a reader might feel as a result of this description?

Learning episode 8: Writing lesson

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Learning goalsTo select material and stylistic devices to suit the audience and purpose

To use structural features to make meaning clearI think I can To be extending, we need to be able to My teacher

thinks I canIdentify and explain a writers’ use of personification before constructing your own examples.Craft a piece of writing using the drop, shift, zoom in and zoom out structure (zoom in and zoom out) Use a range of stylistic devices

Do it nowPersonification is when an inanimate object is given human qualities. Look at the sentences below and for each, identify what is being personified.

What is being personified?The stars danced playfully in the moonlit sky.The first rays of morning tiptoed through the meadow.She did not realise that opportunity was knocking at the door.The bees played hide and seek with the flowers as they buzzed from one to another.The wind howled its mighty objection.The snow swaddled the earth like a mother would her infant child.The river swallowed the earth as the water continued to rise higher and higher.

Look at the image below. Thought-shower examples of personification around it.

New knowledge36

In order to improve our writing, it is important that we are look at it with a critical eye OR we ask our friends to look at our writing with a critical eye. In groups of four, you are going to share your writing. You will read your piece to the rest of the group who will have a copy in front of them. As you are reading, they are going to be thinking about your work. They will use the following sheet to reflect upon your work and provide you with feedback.

Drop in ShiftAppeal to sight A flashback (shift in time)Appeal to sound An adverbial startAppeal to touch A metaphorAppeal to taste A compound sentenceAppeal to smell A one-word sentenceAmbitious adjectives A colon for exemplificationA simileA simple sentenceA complex sentence

Words I particularly like: Words I think you could improve:

Sentences I particularly like: Sentences I think you could improve:

Descriptive details I particularly like:

Descriptive details I think you could improve:

From their feedback, identify two features you are really proud of in your writing and two features you want to re-draft to improve. Note these below:

Proud of___________________________________________________________________

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Have you found anything that you want to ‘borrow’ from anyone else’s writing?

Pen to paper: In this learning episode, you are now going to complete the Zoom in and Zoom out paragraphs of writing using the structure strip provided to you.___________________________________________________________________

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ReflectionNow self-assess the writing you have produced. Which of the following features have you been able to include in your writing?

Zoom in Zoom outA complex sentence Use of a colon to introduce

a listA metaphor. Personification

Ending with ellipsis

Type up all four paragraphs.Print out one copy to stick into your red exercise book and email me your work as well.

Learning episode 9: Reading lesson

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Learning goalsTo explore exemplar responses to a question 3 and consider what merits a top mark

I think I can To be extending, we need to be able to My teacher thinks I can

Read a selection of response and identify the key features of each response.Compare and contrast your written response from the previous lesson.Set yourself targets to ensure you get yourself into that top band!

Do it nowLook at the following sentences and identify what type of sentence it is (imperative, declarative, exclamatory, interrogative, simple, compound or complex)

What type of sentence is this?He pulled me under the chandelier, and Mrs Linton placed her spectacles on her nose and missed her hands in horror.“Frightful thing!”Put him in the cellar, papa.He’s exactly like the son of the fortune-teller that stole my tame pheasant. Isn’t he, Edgar?While they examined me, Cathy came round.Edgar Linton, after an inquisitive stare, collected sufficient wit to recognise her.“Miss Earnshaw? Nonsense!”

Look at the following sentence. Use this sentence as an opening and then develop it into a short paragraph of writing that uses at least four different sentence types.

I refused to go without Cathy.

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New knowledgeIn the last reading learning episode, you constructed a response to a question 3 – how does the writer use language to show the narrator’s change of mood. Your response was focused solely on how language had been used. In this learning episode, you are going to look at a range of responses to this question from other candidates to see what you can learn about writing a top band response.

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Pen to paper: Look at exemplar response 1:

Where would you place this response?

Band 3 Band 2 Band 1 This person has

analysed how both language and structure are used to achieve effects and influence readers.

This person has selected discriminating references

This person has offered an explanation of how both language and structure are used to achieve effects and influence reader.

This person has selected appropriate references which are relevant to the points being made.

This person has commented on how the language and / or structure is used to achieve effects and influence readers.

This person has selected valid references but not developed.

I would give this response a ____________________________________________

This is because ______________________________________________________

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Now have a look at this response:

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Where would you place this response?

Band 3 Band 2 Band 1 This person has

analysed how both language and structure are used to achieve effects and influence readers.

This person has selected discriminating references

This person has offered an explanation of how both language and structure are used to achieve effects and influence reader.

This person has selected appropriate references which are relevant to the points being made.

This person has commented on how the language and / or structure is used to achieve effects and influence readers.

This person has selected valid references but not developed.

I would give this response a ____________________________________________

This is because ______________________________________________________

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Is this response better or not as good as the previous one? Why? ______________

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Now look at this third response:

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This response got full marks. Why do you think it managed this?___________________________________________________________________

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ReflectionHaving looked at a range of responses, where would you place your response from last lesson (bearing in mind, of course, that you were only asked to analyse

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language). Would you place yourself in Band 1 (comment), Band 2 (explain) or Band 3 (analyse)? Why?

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What do you need to do to ensure you reach the top band?___________________________________________________________________

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