speech and a passage where one of the characters is thinking. In pairs, students Sample assessment identify the vocabulary used by the two materials individual speakers. This might include dialect, accent, words that are repeated, sophistication or simplicity of vocabulary. (1 lesson) In groups of four, students discuss how the features they have identified help the writer to create character and preserve authenticity. In pairs, students highlight vocabulary that might persuade the reader to adopt the same viewpoint as the writer. These might include words spoken by a respected character, repetition, emotive vocabulary, opinion presented as fact. (2 lessons) 69-72 Paper 2: Students will be able In pairs, students make a list of major Selected extracts Analysis Critical thinking Fiction to: events/ideas in the text they have studied. from Part 2 of the Analysis (Section A) In pairs, students discuss why the writer Anthology. Teamwork Understand what wrote the events/ideas in the order that Self-direction structural features and they did. They should discuss juxtaposition Alternatively, use Productivity devices a writer can use of ideas, contrast, irony, suspense. materials that are Students are given an extract from the known to be enjoyed Understand the impact of Anthology. The text should be largely by the students and structure on the reader narrative/descriptive and include a range of that they have used examples of structural features. before in the In pairs, students bullet point the main classroom. storyline and discuss whether the order is significant, especially in terms of the Extracts from Section juxtaposition of ideas and images. A of the Digital (2 lessons) Anthology using structural features, Remind students of the main sentence e.g. extracts 1, 3, 5 and sentence functions. and 9.
speech and a passage where one of the characters is thinking. In pairs, students identify the vocabulary used by the two individual speakers. This might include dialect, accent, words that are repeated, sophistication or simplicity of vocabulary. (1 lesson) In groups of four, students discuss how the features they have identified help the writer to create character and preserve authenticity. In pairs, students highlight vocabulary that might persuade the reader to adopt the same viewpoint as the writer. These might include words spoken by a respected character, repetition, emotive vocabulary, opinion presented as fact. (2 lessons) Sample assessment materials 69-72 Paper 2: Fiction (Section A) Students will be able to: Understand what structural features and devices a writer can use Understand the impact of structure on the reader In pairs, students make a list of major events/ideas in the text they have studied. In pairs, students discuss why the writer wrote the events/ideas in the order that they did. They should discuss juxtaposition of ideas, contrast, irony, suspense. Students are given an extract from the Anthology. The text should be largely narrative/descriptive and include a range of examples of structural features. In pairs, students bullet point the main storyline and discuss whether the order is significant, especially in terms of the juxtaposition of ideas and images. (2 lessons) Remind students of the main sentence and sentence functions. Selected extracts from Part 2 of the Anthology. Alternatively, use materials that are known to be enjoyed by the students and that they have used before in the classroom. Extracts from Section A of the Digital Anthology using structural features, e.g. extracts 1, 3, 5 and 9. Analysis Critical thinking Analysis Teamwork Self-direction Productivity