Approaching an extract – starter

Slides:



Advertisements
Similar presentations
Response to Literature: THEME How to write a great theme essay.
Advertisements

What must students cover
AP Prompt #2: Prose Prompt. The FREE RESPONSE prompt (almost) ALWAYS asks… …what it contributes the meaning of the work as a whole …how it illuminates.
Written Assignment NOTES AND TIPS FOR STUDENTS.  MarksLevel descriptor 0The work does not reach a standard described by the descriptors below. 1–2The.
GCSE English Language 8700 GCSE English Literature 8702 A two year course focused on the development of skills in reading, writing and speaking and listening.
English Literature A/S and A Level Othello. A/S exams Component 1: Love Through the Ages: Shakespeare and Poetry (1hr 30 mins examination worth 50%) Section.
English Language Revision
Websites Revision Guides
WJEC Eduqas GCSE in ENGLISH LANGUAGE
Close Reading “I don’t understand it, and I don’t like what I don’t understand.” - E. B. White, Charlotte’s Web Ms. Mitchell Section 2.
Advanced Higher Modern Languages
National 5 Critical Essays.
Paper 1 – 19th Century Fiction and Imaginative Writing
How has the writer structured the text to interest readers?
How is the theme of responsibility explored in An Inspector Calls?
Planning your comparative coursework
“All things are ready, if our mind be so”
Writing skills... Prep for your mock.
Writing about structure
Writer’s Craft Objectives: To explore how Hill uses language effectively to describe the second appearance of ‘The Woman in Black’ in Chapter 5 (Across.
Tuesday 16th May Unseen Poetry
Welcome Back 11x1b If you could put your homework tasks (completed over the Easter holidays) in a neat pile in the middle of your tables- I will collect.
Section A - starter “Words can be like X-rays if you use them properly — they’ll go through anything. You read and you’re pierced.” Brave New World — Aldous.
GCSE English Literature Unit 1 Modern Texts
Unit 2, Literature: marking guide
H is for Hawk Monday, 17 September 2018 Jonathan Peel 2017 JLS.
Paper 2 Section B Poetry Love and Relationships Cluster
Personal Response: The Émigrée
The Courtship of Mr Lyon
ENGLISH LANGUAGE GCSE All students will study GCSE English Language and GCSE English Literature (four exams 2 for Lit and 2 for Lang). Both subjects are.
GSCE LANGUAGE EDUQAS CRITERIA
Intro to Close Reading.
English Language GCSE PAPER 1: Fiction and Imaginative Writing 40% of English Language GCSE In preparation for this exam you will: Study selections from.
Poetry of past and future
Jasper Jones- Essay Writing
English Language Assessment Objectives
English Literature Top Tips May 2018.
Simile Whole class feedback Dig in to evidence.
Paper One: Answering Question 2
Note for teachers: This week focuses on introducing reading skills for Paper 1 – the questions are not taught explicitly but I have tried to cover all.
Date: DATE Title: Walking Talking Mock: 19th and 21st Century Reading
Language Component 1: 20th Century Reading
Strategies for kick-butt writing
Transitions: The Glue That Holds Your Paper Together
English Language GCSE.
Peel Polo with a headless goat.
Paper 1 Dominant-effect thesis statement driven Commentary
What techniques does Blake use in this extract from ‘London’
SQA RUAE Advice.
L.O To understand how to prepare an exam response.
English Literature Paper 2 – 2 hours 15 minutes
What worries you about the assessment?
Connector Write down this critical perspective and annotate:
Today you will answer one of the following questions:
Before we get started… complete the revision task - no notes/texts allowed! Copy down this short extract and annotate with techniques, key words and connotations,
One last push for tomorrow!
Before we get started… complete the revision task! REVISITED!
AQA GCSE Paper 1 Glass, Bricks and Dust
Paper 1: Tues 6th June GCSE English Language Paper 2: Mon 12th June
How has the writer structured the text to interest readers?
Annotating Literature
Annotating Literature
Text Graffiti – Connector
How to Answer Extended Response Questions
Marion cried and cried…and then cried some more.
Paper 1: Tues 6th June GCSE English Language Paper 2: Mon 12th June
Paper 1: Tues 6th June GCSE English Language Paper 2: Mon 12th June
Higher English: Reading for Understanding, Analysis and Evaluation
National 5 Critical Essays.
Welcome to GCSE English Language
Presentation transcript:

Approaching an extract – starter “He looks up at her: despite the drugs, he’s clearly frightened. He tries to speak: a thickened sound comes out. Uhuhuhuh…They always make that sound; she finds it a little painful.” Five minute challenge – copy down this quote and annotate. What characteristics of dystopian literature can you identify? Can you spot any dystopian language and structural features? What is their effect? What dystopian situation/scenario is being described? (Use your imagination!) Starter – build on last lesson’s idea of making a lot out of a little. Can print out quote if wish. STRETCH: remind you of any other dystopian texts?

Approaching an extract LO: How do I approach a Section A text? Section A – extract question “Write a critical appreciation of this passage, relating your discussion to your reading of dystopian literature.” Worth 30 marks Time – I hour 15 minutes Weightings – AO2 (75%), AO3 (12.5%), AO1 (12.5%)

Our new extract Extract from The Heart Goes Last by Margaret Atwood, first published 2015 Extract is in anthology. Can give students fresh copies if wish/needed.

In groups Read the text together – annotate as you go, focusing on your group’s focus area. Group 1 - Language features: Student A, Student B, Student C, Student D Group 2 - Structural features: Student A, Student B, Student C, Student D Group 3 - Dystopian characteristics: Student A, Student B, Student C, Student D Group 4 - Links to other dystopian texts and historical context: Student A, Student B, Student C, Student D Colour code to allow for rainbow groups

Rainbow groups Join your new rainbow groups and pool together your ideas. Keep annotating your texts. Group 1 - Language features: Student A, Student B, Student C, Student D Group 2 - Structural features: Student A, Student B, Student C, Student D Group 3 - Dystopian characteristics: Student A, Student B, Student C, Student D Group 4 - Links to other dystopian texts and historical context: Student A, Student B, Student C, Student D In rainbow groups, share ideas from previous specialist groups

Class discussion What are the key dystopian characteristics of this text? How do language and structure communicate these features? Can you make links with other dystopian texts (literary context)? Can you make links with real-life events from when the book was written (historical context)?

Writing about the extract Like many 21st century dystopian texts, a preoccupation with the control of the body and the self through the manipulation of pharmaceutical or genetic intervention is evident from the start of this passage. There is something chilling in the matter-of-fact way Charmaine prepares the vial and needle in the opening paragraph. The short, business-like clauses and sentences convey a clinical, dehumanised approach. This is a job which must be done in an efficient way with no room for inappropriate emotion. The prose is bare, with no descriptors. The monosyllabic verbs of ‘keys’ and ‘snaps’ further strengthen the sense of cold calculation. Atwood is writing at a time when the use of drugs to control and alter behaviour is highly controversial. The issue of euthanasia is also an issue of great concern in developed countries in the 21st century. In this passage, Atwood is describing the process of ‘successful termination’: a euphemism for executing criminals. It is only as the passage develops that the reader realises the awful reality of Charmaine’s role. This slow revelation of a terrible truth has clear echoes of Ishiguro’s Never Let Me Go and the reader’s gradual discovery that drugs and genetics are being used to breed donor children. You can print off copies of this paragraph for students to work on. Encourage discussion of structure and what could be added. Read through this paragraph. Using your highlighters, how does this paragraph meet the assessment objectives for this question? How could you improve the paragraph.

Structuring a paragraph Style point Analysis of evidence – detailed analysis Cross-reference Link to dystopian idea (AO3) – further link to historical/literary context Co-construct an approach to a paragraph based on class discussion – components to include your point about a dystopian characteristic, a quote, detailed language/structural analysis, literary and/or historical context. Lead with style, analysis of evidence, cross-reference to another part of extract or quotation, link historical/literary contxt

Plenary – testing our structure In pairs, use our structure to plan a paragraph about the final lines of the extract. Tonight she’ll join the knitting circle, as usual. Some of them are doing little cotton hats for infants, some of them are working on a new thing – blue knitted teddy bears, so cute. “Had a nice day?” the knitting circle women will say to her. “Oh, a perfect day,” she’ll reply. Sentence starter resource…