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English Language. Paper 1: Fiction and Imaginative Writing.

An overview. Paper 1. Section B (45 minutes) – Imaginative Writing: explore and develop imaginative writing skills (25% of the whole GCSE) A choice of two creative writing tasks, one of which will include images which can be (but do not have to be) used as stimuli.

Assessment Objectives Writing AO5 Communicate clearly, effectively and imaginatively , selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. A06 Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

The plan. Over the next few weeks we will prepare ourselves for the requirements of Paper 1 section B.

We will start with Section B (Imaginative writing) and then you will continue to work on this as your main homework for this half term. Writing AO5 Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. A06 Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

What’s your target grade? What do you need to do in order to meet your target?

Lesson 1

Imaginative writing mock exam We will start, today, with a mock exam. This will give us a starting point and also a piece of work to re-draft and improve over the next two weeks. You will have 45 minutes to complete the task.

Imaginative writing mock exam Write about a time when you, or someone you know, was trapped. Your response may be real or imagined. *Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation ad grammar.

Starter You now need to highlight the following things (in different colours): Colour 1: high level vocabulary Colour 2: literary devices Colour 3: punctuation marks (yep, all of them!)

Self-assessment… Underline any words that you think you may have spelt incorrectly. Circle the beginning of any sentences which you think you have opened in an imaginative way (not I, The, We, A, Then etc)

Self-assessment… In GREEN PEN. One thing that I think I have done well is… One thing that I think that I have forgotten to do is… One thing that I need more help with is…

Lesson 2

Feedback tasks from writing mock Please read your feedback and then move to the correct table to work on your tasks.

Starter You now need to highlight the following things (in different colours): Colour 1: high level vocabulary Colour 2: literary devices Colour 3: punctuation marks (yep, all of them!)

Improving your imaginative writing: word level. You are going to see a series of pictures. You will have 2 minutes to write down as many ADJECTIVES as you can think of for each one. Your challenge is to fill a page of your book with adjectives.

Look at your words. You need two coloured highlighters. Split your words (where possible) into positive and negative words. Now circle your best 5 in each category (5 positive and 5 negative)

Homework Find 5 more words for each category. Use the internet, use a thesaurus, use your parents, use books… Come to next lesson with your list of 10 positive words and 10 negative words.

Starter Under the two headings below, write out your homework words in your exercise book. Positive vocabulary Negative vocabulary

What’s an adverb? What job does it do?

Where could the adverb go? Slowly. The man turned.

Where could the adverb go? The man slowly turned. The man turned slowly. Slowly, the man turned.

Task Come up with an A-Z of adverbs that you could use in your own imaginative writing.

Task Doubling up adverbs. What’s the effect? DON’T OVER-USE!

Task Add adverbs into the piece of creative writing in front of you. Try to vary where you put them in a sentence and the amount that you use.

Correct any spellings from yesterday’s lesson. Starter Correct any spellings from yesterday’s lesson. You can use your phone!

Task Go back to the piece of writing that you did in your mock. Add at least 5 adverbs to this piece of work in GREEN.

Lesson 3

You can improve adjectives that are already there if you want. Starter Improve the piece of writing on your desk by adding adverbs and adjectives where you feel it’s effective to do so. Work independently. You can improve adjectives that are already there if you want.

Which did you think was the most effective? Why? Let’s hear them… Which did you think was the most effective? Why?

Narrative Hooks

Writing AO5 Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. A06 Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Structure

Structure Punctuation What different things could ‘structure’ refer to in terms of your imaginative writing? Structure within paragraphs Syntax (structure of sentences) Overall structure

SSLLS I’m going to show you a picture. I want you to write a short paragraph about that picture, following the structure SSLLS. Let’s look at an example… S = short sentence L = long sentence

SSLLS Hesitantly, I knocked the door. It swung open. Before me stood what looked like a crow in human form, glowering at me with eyes as sharp as needles. I stepped back in fear, as the crow lurched towards me. My legs crumbled. S = short sentence L = long sentence

If you didn’t complete this paragraph, finish it now. SSLLS Starter If you didn’t complete this paragraph, finish it now. S = short sentence L = long sentence

SSLLS S = short sentence L = long sentence

SSLLS S = short sentence L = long sentence

SSLLS S = short sentence L = long sentence

SSLLS S = short sentence L = long sentence

Effective paragraphing. [Look at the text in front of you. Read it through and add paragraphs for effect. Cut out the sections so that you can see what it would look like on the page]

Starter The way that I have used paragraphs is effective because…

Improve the piece of writing in front of you. Exam conditions. What do you need to consider?

Sentence openings There are lots of different ways to open a sentence so that you can avoid always starting with the same words (usually The, A I, We, An, One, Then etc)

Glue the sheet into your book

Cut it down. Stick it in. Read it. 100 Beautiful sentences Cut it down. Stick it in. Read it.

Write about a time when you had to escape.

Describe a nightmare world.

Sentence openings Around the room are lots of techniques for opening a sentence. Write a sentence in which uses each of these styles.

Which is your best sentence? Sentence openings Which is your best sentence? Why?

What devices fall into this category? In your book… What does it mean? What devices fall into this category?

Imagery means to use figurative language to represent objects, actions and ideas in such a way that it appeals to our physical senses

List all of the devices that you could use in your imaginative writing exam.

Using Imagery Aims: - To recap the functions of metaphors, similes and personification - To look at the effect vivid image creates in writing

Write a definition in your books Write a definition in your books Starter What is a METAPHOR ? Write a definition in your books What is a SIMILE ? Write a definition in your books The night is like a dark blanket covering the sky. The night is a dark blanket covering the buildings. Create a metaphor and a simile for… Extreme heat Extreme cold Extreme loneliness

Personification: Can you remember what personification means? Write a definition in your books. Fear knocked on the door. The buildings themselves seemed to bow low as the town's new hero approached. What EFFECT do these examples create?

Using these images as a stimulus, write one sentence for each image using EITHER a metaphor, simile or personification. Now swap with a partner, can they guess which sentence describes which image?

Extending your similes and metaphors

Charles Dickens' Hard Times Task 1: Listen to the extract from Hard Times Which images stood out? Why? Task 2: Now, in pairs read and annotate the extract. Try to find: - An example of a simile - An example of a metaphor - Three POWERFUL words Next to each example- write down what the EFFECT of this imagery is. Extension: can you find any other techniques that the writer uses to create a clear picture of Coke Town? (Repetition perhaps?)

[Coketown] was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed it but as matters stood it was a town of unnatural red and black like the painted face of a savage. It was a town of machinery and tall chimneys, out of which interminable serpents of smoke trailed themselves for ever and ever, and never got uncoiled. It had a black canal in it, and a river that ran purple with ill-smelling dye, arid vast piles of building full of windows where there was a rattling and a trembling all day long, and where the piston of the steam-engine worked monotonously up and down, like the head of an elephant in a state of melancholy madness. It contained several large streets all very like one another, and many small streets still more like one another, inhabited by people equally like one another, who all went in and out at the same hours, with the same sound upon the same pavements, to do the same work, and to whom every day was the same as yesterday and tomorrow, and every year the counterpart of the last and the next...'

Plenary Write a description of a town using the Hard Times extract as a model. ……… was a town of…

Starter Using the sentence that I have starred as your opening, begin a piece of writing entitled ‘The Nightmare world’. Remember to think about: Sentence length Sentence structure Adjectives Adverbs (double some up) Tense (past or present) Person (1st, 2nd, 3rd)

Annotate your piece of writing. Task Annotate your piece of writing.

Starter Use the self-assessment sheet to complete a detailed self-evaluation of your successes and areas for development. USE GREEN PEN

Sentence types

How would you define one? What is a sentence? How would you define one? A sentence is a grammatical unit made up of one or more words (Go! is a sentence, as is The cat sat on the mat.). Sentences begin with a capital letter and end with a full stop, a question mark or an exclamation mark.

SIMPLE SENTENCES A simple sentence has a subject and ONLY ONE verb: The girl sprinted after the tiger. The cat purred.

COMPOUND SENTENCES A compound sentence is formed when you join two main clauses with a connective. In a compound sentence the clauses are linked by coordinating conjunctions / connectives (and, but, so, or).  I like bananas and I like grapes. Zoe can be rude at times but she is a nice girl.

COMPLEX SENTENCES Complex sentences can also be referred to as multi-clause sentences. A complex sentence is formed when you join a main clause and a subordinate clause with a connective. A subordinate clause is one that relies on a main clause to make sense. The connectives in complex sentences are subordinating conjunctions and they tell us about the order or the place in which things happened or specify a cause or effect relationship between events. Connectives used in complex sentences include after, although, as, because, if, since, unless, when. I love roast potatoes, although my mum prefers them mashed. You need to prepare for the spelling test tomorrow if you want to get all your spellings right. The big dog barked whenever I knocked on the door.

Complete the sentence types worksheet.

Task Go back to the piece of writing that you did in your mock. Change the structure of at least 5 sentences.

Lesson 4

Using paragraphs for effect.

Some ‘rules’ No two consecutive paragraphs should be the same length (unless they’re short ones for deliberate effect) Use at least one ‘one-word-paragraph’ Use at least one ‘one-sentence-paragraph’ Use at least one long descriptive paragraph Leave a line between paragraphs for descriptive writing ONLY

Effective paragraphing. [Look at the text in front of you. Read it through and add paragraphs for effect. Cut out the sections so that you can see what it would look like on the page]

Starter The way that I have used paragraphs is effective because…

Task Go back to the piece of writing that you did in your mock. Can you make your paragraphing more imaginative/effective?

Lesson 5

List all of the different punctuation marks that you can think of. Starter List all of the different punctuation marks that you can think of. Once you’ve listed them, start trying to explain what their function is.

; : Today’s foci…

The two statements are separated by a full stop The two statements are separated by a full stop. If read aloud, it would sound something like this:

Over to you… Complete these 5 sentences. Use a semicolon and then add an independent clause: It rained all night… I hate bananas… Emily ate all of the cake… Geoff missed the bus… Semi-colons are easy to use…

RULE ONE

RULE TWO

RULE THREE

Some examples…

Complete the worksheet!

Task Go back to the piece of writing that you did in your mock. Could you add a colon or a semi-colon anywhere?

Lesson 6

Imaginative writing – progress check Describe a time when you were in danger. So far in this scheme of work, we have covered: High level vocabulary (positive and negative words) Adjectives Adverbs (single or double) Sentence length (SSLLS) Syntax (varied sentence structure/openings) Paragraph variation Punctuation (in particular colons and semi-colons) Look at your last two pieces of writing, make a note of your targets and then get writing! Good luck 

Today’s foci: Juxtaposition Polysyndeton Parataxis Personification Pathetic Fallacy Ecphonesis Oxymoron

Juxtaposition - two or more ideas, places, characters and their actions placed side by side for the purpose of developing comparisons and contrasts Polysyndeton - The repeated use of conjunctions within a sentence, particularly where they do not necessarily have to be used. Parataxis - the placing of clauses or phrases one after another without coordinating or subordinating connectives Personification – the attribution of human qualities to an inanimate object Pathetic Fallacy – the use of the weather to mirror or reflect the mood of a piece of writing. Ecphonesis - A sentence consisting of a single word or short phrase ending with an exclamation mark Oxymoron - conjoining contradictory terms (as in `deafening silence')

I don’t know how to start! Beginning your piece of writing. I don’t know how to start!

____________. Utter ___________. ___________. Sheer ___________. ___________. Completely ____________. Rhetorical question. It is a common misconception that… Mid-description Picture the scene: A fact or statistic Did you know that… Double adverb One word paragraph I thought I knew…..until….. I have never been a fan of…

Take your checklist with you. At each station, use a different Task. Take your checklist with you. At each station, use a different opener…. 3 minutes at each station.

This time, you’re going to continue from where someone Task. This time, you’re going to continue from where someone else has left off. 3 minutes at each station.

Write about a time when you, or someone you know, needed help.

Write about a time when you had to be prepared.

Write about the most beautiful place that you have ever visited.

Write about a time when you, or someone you know, protested over something you or they felt strongly about.

Write about a time in your life when making a good choice was important.

Write about your biggest fear.

Write about a time when your own efforts were rewarded.

Write about a time when you were terrified.

Write about a time when you were lost.

Write about the most important person in your life.

Describe a time in your life when you had the support of other people and explain how this made things better for you.

Write about a journey.

Write about the best day of your life.

Write about your favourite time of year.

Describe somewhere incredibly busy.

Write about your most memorable moment.

Write about a time when you had to make a decision quickly.

Describe a time when you were in danger.

Imaginative writing mock exam Morning. Please draw a margin on your piece of paper and glue the task into the top left hand corner.

Don’t write on the back!

Imaginative writing mock exam Write about a time when you, or someone you know, was trapped. Your response may be real or imagined. *Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation ad grammar.

What’s your target grade? What do you need to do in order to meet your target?

Imaginative writing – remember… Use a hook (open your piece of writing in a way that grabs the reader’s attention) High level vocabulary (positive and negative words) Adjectives (maybe a list of three?) Adverbs (single or double) Sentence length (SSLLS) Syntax (20 ways to open a sentence) Paragraph variation (one sentence/one word/long descriptive Punctuation (in particular colons and semi-colons) Literary devices (especially simile, metaphor, personification) Structure (polysyndeton, anaphora, repetition)