1. Preparing for Paper 2
Please play this as a full slide show as some sections support understanding and appear gradually! Remind teachers that we are also helping students improve their cultural knowledge and understanding in order to cope with this paper better..

2. Preparing for Paper 2:comparing two non-fiction texts (19th century and modern)
We will focus on strategies for preparing for question 2 and 4 of Paper 2 as they are a different type of question to previous exams.
Welcome to the workshop! We will explore some strategies on 2 and 4 – question 3 is on close lang analysis and teachers mainly more confident on this.

3. Paper 2 requires the following skills:
Scanning / 4
Choose four statements below which are TRUE.
Identifying differences with inference /8
Use details from both sources. ‘Write a summary of the differences between Eddie and Henry. ‘
3. Analysing effect of language on the reader /12
You now need to refer only to source B (or source A – whichever has richest language)
‘How does Henry use language to try to influence his father?’
4. Comparing language choices in two texts /16
Refer to the whole of source A together with source B.
‘Compare how the two writers convey their different attitudes to parenting and education.’ .
Make the extra info appear – question 2 we’re thinking its more about identifying key differences, rather than summarising the entire texts
So how can we support our students understanding the text; and then applying these skills?

4. Strategies for teaching paper 2
Strategy 1: Help students jump into an unseen text by emphasising the front page of the exam; and the box of information:

5. Front page of Exemplar Paper 2 from AQA (Oct 16)
20th century non fiction The Death Zone by Matt Dickinson An extract from a book printed in th Century non fiction London Snow An extract from a diary written by Arthur Munby published in 1867
(Some teachers may have looked at this exemplar – I believe particularly Stringer – ask for hands up who has looked at this exemplar or used it with a class?) Explicitly pointing out the front page info helps students jump into a new extract and begin to anticipate the subject matter.

6. British climber, Matt Dickinson, together with his team, is attempting to scale Mount Everest. At base camp, a thousand feet below them, Audrey Salkeld is first to see the approaching storm.
Setting ? Expected Tone ?
Arthur Munby kept a diary in the 1800s, and in these extracts, taken from January 1867, he describes London in the snow.
Reminder: As we looked at in the first session –help students leap into an unseen extract by processing the initial info on each (don’t bother asking teachers to fill this in) This support all students connect
Setting ? Expected Tone ?

7. Strategy for question 2:
Show students how they need to select only a few key facts from each text to complete this question
(8 marks – ten minutes of the exam)
THE QUESTION IS: You need to refer to Source A and Source B for this question. The effects of the weather on people in both sources are very different. Use details from both sources to write a summary of the different ways people are affected by the weather. [8 marks]

8. Question 2: You need to refer to Source A and Source B for this question. The effects of the weather on people in both sources are very different. Use details from both sources to write a summary of the different ways people are affected by the weather. [8 marks]
Move and work with someone from another school! In pairs, read the sentences carefully. Sort them into two lists
Sort them onto your A3 sheet – note down any implications about how are different
Modern Text
19th Century Text
How are people affected differently by the weather? And the tone?
For our very weak readers – five quotes will be a lot to manage for each text! Help them practise sorting with only a few ideas, help them practise picking out only a few quotes across the each text. This is a useful scaffolding exercise to support understanding what they need to do for this question

9. Question 2: You need to refer to Source A and Source B for this question. The effects of the weather on people in both sources are very different. Use details from both sources to write a summary of the different ways people are affected by the weather. [8 marks]
Students will need to pick out 2/3 key factual differences - and include at least one inference on each text for
grade 5
The explanation in blue comes from careful analysis of mark schemes and exemplar marking. (We will have more on this after some of our teachers have marked the new GCSE in the summer!)
To do: Choose two/three of these quotes from each text which best answer the question

10. Now please read the Insert!
Look at inference vocab
Ask the students to write two paragraphs on each text – including at least one inference.
How else could you use the inference vocab? Eg: Put 5/6 words on the board and ask them to choose the best words for each text?
(This helps support students zooming out/ stepping back to consider impact – or infer what the key facts reveal to us, the reader.)
Give teachers a fair few minutes to read the inserts - have a chill while they’re doing this. Remind teachers of value of inference vocab Don’t ask teachers to write an answer to this – better to spend more time on question 4.

11. Meta level thinking: how can we help prepare our students for question 2?
1. Focusing on the question
2. Select 2/3 of the best quotes from each text.
3.Inference on ONE pair –explicitly build up inference vocabulary to help them do this.
Students will need to pick out 2/3 key factual differences - and include at least one inference on each text for grade 4/5
If we help all students to attempt this... and move beyond...

12. Question 4 – Comparing writer’s viewpoints –how does each writer feel – and how does he show this?
For this question, you need to refer to the whole of Source A, together with the whole of Source B.
Compare how the writers convey their different perspectives on the extreme weather conditions.
In your answer, you could:
• compare their different perspectives on the extreme weather conditions
• compare the methods the writers use to convey their different perspectives
• support your response with references to both texts.
16 marks
Mock analysis reveals lots of students across the city didn’t answer the question EXACTLY eg Aberfan – question 2 was on key facts of place/ question 4 writers’ perspectives on the disaster The one above is closer in focus

13. Example of the process you could use to teach question 4 (mark roberts teach)
Pick out a rich quote
Choose one word and think of synonyms or links
Give students abstract nouns to support analysis of effect
Breakdown the process: focus on EAL – helping support explicit vocabulary teaching and expansion.
1. Choose a good quote on different perspectives. 2. pick out ONE word – write down synonyms or links 3. Think of effect of each – and go compare!
Compare these ideas

14. Start with two quotes (one from each source) that contain interesting language features and notable key words. Ones that they feel confident analysing.
Annotate quote 1 briefly (while you are reading the text for the first time ideally), picking out the language feature/key words/word class/sentence form/synonyms or connotations for one/ two key words.
Make sure you include the writer’s perspective about the extreme weather conditions
‘the storm whipped into the camp just minutes later...ripping into the tents in a blinding fury of driving snow’
Have a go in pairs - the quote will be ready in each teacher’s pack

15. Repeat for quote 2 – choose a powerful quote from Text B
Annotate quote 2 briefly, picking out the language feature/key words/word class/sentence form/synonyms or connotations for the key words.
Make sure you include what this reveals about the writer’s perspective on the extreme weather conditions.
Use the list of abstract nouns to support zooming out – to think about what the writer’s perspective shows about his/ her feelings about the extreme weather.
Have a go in pairs . Point people to the question 4 abstract nouns for inference sheet – supporting explicitly use of excellent Tier 2 vocab. Put slide 13 back up to model how to approach this question

16. Write up the PEA 1/PEA 2/ Go Compare. In pairs if you like!
Now try and find the links: namely, the effect on the reader (or themes or feelings if you struggle with this). Simply put – is the effect different or similar?
Write up the PEA 1/PEA 2/ Go Compare.
In pairs if you like!
(Students would repeat for quotes 3 and 4. Then write up.
Then do quotes 5 and 6. Then write up. Finished.)

17. Use the abstract noun sheet to continue answering question 4
The writer of Source A creates a sense of __________ by using TECHNIQUE
QUOTE
The writer shows us....WRITER’S MESSAGE
Whereas/In the same way, the writer of Source B relays a feeling of…….by using TECHNIQUE
The writer is therefore suggesting….
Explicitly introducing abstract nouns they can use. MODEL!

18. Golden nugget.. What will you take forward into the classroom from this session?
From the mock analysis what areas do you need to focus on with your class?
Peer talk - how are you going to use any of these in your teaching?
Write down any actions you
will now take in teaching the skills
for Paper 2.