Ask students to select one sample examination task and use one strategy to jot down to write about. (3 lessons) 21-24 Paper 1: Students will be able to Use feature to share key terminology for Language feature Interpretation Analysis Non-fiction the examination and techniques that may be cards Communication identify what is by: (Section A) seen in texts. Selected extracts Collaboration voice Students should be given an extract from the from Part 1 of the Teamwork language choice text they have studied. In pairs, students Anthology. imagery colour code the features they have spotted. Alternatively, use appeal to the senses Students their findings as a whole class. materials that are speech and thought Each pair of students shares their known to be techniques for observations with another pair. enjoyed by the purpose, e.g. (2 lessons) students and that persuade, inform they have used sentence length and Individually, students write a short explanation before in the variety structure. of why a writer’s choice of language is classroom. important for audience and purpose. This is practise for the assessment of AO2, so students could use the levels-based mark scheme to assess their explanations. Spoken language: In pairs, students choose three features and explore the impact they have on the reader; they annotate the text. (2 lessons) 25-28 Paper 1: Each student is given cards with SIMILE, Cards, artefacts Critical thinking Students will be able to : Reasoning and Non-fiction METAPHOR or PERSONIFICATION on. with sensual Analysis argumentation (Section A) Demonstrate their Read out quotes from the text studied (extract appeal. This could Reasoning understanding of the if possible) and students hold up cards. cover a number of Critical thinking Communication effects a writer is hoping to Explore the way that literary techniques can sessions. Collaboration achieve by use of: be used in both fiction and non-fiction texts. Extracts from Teamwork simile Each student is given an extract from the Section B of the metaphor Anthology to study. The extract should GCSE Digital
Ask students to select one sample examination task and use one strategy to jot down to write about. (3 lessons) 21-24 Paper 1: Non-fiction (Section A) Students will be able to identify what is by: voice language choice imagery appeal to the senses speech and thought techniques for purpose, e.g. persuade, inform sentence length and variety structure. Use feature to share key terminology for the examination and techniques that may be seen in texts. Students should be given an extract from the text they have studied. In pairs, students colour code the features they have spotted. Students their findings as a whole class. Each pair of students shares their observations with another pair. (2 lessons) Individually, students write a short explanation of why a writer’s choice of language is important for audience and purpose. This is practise for the assessment of AO2, so students could use the levels-based mark scheme to assess their explanations. Spoken language: In pairs, students choose three features and explore the impact they have on the reader; they annotate the text. (2 lessons) Language feature cards Selected extracts from Part 1 of the Anthology. Alternatively, use materials that are known to be enjoyed by the students and that they have used before in the classroom. Interpretation Analysis Communication Collaboration Teamwork 25-28 Paper 1: Non-fiction (Section A) Students will be able to : Demonstrate their understanding of the effects a writer is hoping to achieve by use of: simile metaphor Each student is given cards with SIMILE, METAPHOR or PERSONIFICATION on. Read out quotes from the text studied (extract if possible) and students hold up cards. Explore the way that literary techniques can be used in both fiction and non-fiction texts. Each student is given an extract from the Anthology to study. The extract should Cards, artefacts with sensual appeal. This could cover a number of sessions. Extracts from Section B of the GCSE Digital Reasoning and argumentation Critical thinking Critical thinking Analysis Reasoning Communication Collaboration Teamwork
eng-lang-a-2016-scheme-of-work.docx