1. AZe Paper 1 revision May 2017

2. Monday 8th May
Learning: Revision: how to approach Paper 1 English, questions 1 and 2

4. Read the text and the questions: 15 minutes
Section A: Reading
Answer all questions in this section.
You are advised to spend about 45 minutes on this section.
Nick Carroway describes summer parties at his neighbour Jay Gatsby’s house in this extract from The Great Gatsby by F Scott Fitzgerald.

5. How do I answer Question 1?
It is worth 4 marks (4minutes)
One mark for each correct piece of information.
The text is fiction
The question will direct you to a specific part of the text.
This question is intended to be straightforward.
It will be explicit (clear information).
Draw a box round the part of the text you need to focus on for Q1
How do I answer Question 1?
Level 4: perceptive
Level 3: clear
Level 2:attempts
Level 1: limited

6. Q1: Read the first paragraph from line 1 to line 6
Q1: Read the first paragraph from line 1 to line 6. List four things you learn about Gatsby and his guests. (4 marks)
4 minutes!
Assess yourself:
He played music in his house
Lots of guests, male and female
The guests came at night
The guests drank champagne
Gatsby owned a raft
Gatsby owned a beach
His guests like to dive
His guests like to sunbathe
Gatsby owned two motor boats

7. Basic terminology…
Give another example of a word for each of the following…

8. How do I answer question 2?
Question 2 is worth 8 marks.
Spend approximately 8 minutes on this question
For this question you need to look at how the writer uses language to describe an event.
You need to comment on words and phrases, language features, techniques and sentence forms.
Write about 2 or three elements of language only.
Say a lot about a little!
Level 4: perceptive
Level 3: clear
Level 2:attempts
Level 1: limited

9. Always talk about WORDS.
LANGUAGE= WORDS
Always talk about WORDS.
If you mention a device you MUST analyse WORDS within it.
E.g.. The writer uses a metaphor, and the use of the word??? makes the reader feel…
Level 4: perceptive
Level 3: clear
Level 2:attempts
Level 1: limited

10. What effect do they have on the reader?
Level 4: perceptive
Level 3: clear
Level 2:attempts
Level 1: limited
Language Techniques
Simile
Metaphor
Personification
Alliteration
Onomatopoeia
Rule of three
Emotive language
Rhetorical Question
Repetition
Adjective
Verb
Phrase
Clause
Simple sentence
Compound sentence
Complex sentence
Punctuation
What effect do they have on the reader?
Red – literary language features
Green- Grammar and punctuation language features

11. Q2: Read from line 7 to line 17
Q2: Read from line 7 to line 17. How has the writer used language to describe preparations for the party? (8 marks)
You could include the writer’s choice of:
Words and phrases
Language features and techniques
Sentence forms
On week-ends his Rolls-Royce became an omnibus, bearing parties to and from the city, between nine in the morning and long past midnight, while his station wagon scampered like a brisk yellow bug to meet all trains.
On Mondays eight servants including an extra gardener toiled all day with mops and scrubbing-brushes and hammers and garden-shears, repairing the ravages of the night before. Every Friday five crates of oranges and lemons arrived from a fruiterer in New York—every Monday these same oranges and lemons left his back door in a pyramid of pulp-less halves. There was a machine in the kitchen which could extract the juice of two hundred oranges in half an hour, if a little button was pressed two hundred times by a butler’s thumb.

12. Q2: Read from line 7 to line 17
Q2: Read from line 7 to line 17. How has the writer used language to describe preparations for the party? (8 marks)
On week-ends his Rolls-Royce became an omnibus, bearing parties to and from the city, between nine in the morning and long past midnight, while his station wagon scampered like a brisk yellow bug to meet all trains.
On Mondays eight servants including an extra gardener toiled all day with mops and scrubbing-brushes and hammers and garden-shears, repairing the ravages of the night before. Every Friday five crates of oranges and lemons arrived from a fruiterer in New York— every Monday these same oranges and lemons left his back door in a pyramid of pulp-less halves. There was a machine in the kitchen which could extract the juice of two hundred oranges in half an hour, if a little button was pressed two hundred times by a butler’s thumb.

13. Your turn: 8 minutes!
Q2: Read from line 7 to line 17. How has the writer used language to describe preparations for the party? (8 marks)
You could include the writer’s choice of:
Words and phrases
Language features and techniques
Sentence forms

14. Assess yourself! Q2 mark scheme Level 4 : 7-8 marks
Detailed, perceptive, sophisticated
Level 3: 5-6 marks
Clear understanding of language
Level 2: 3-4 marks
Some understanding, attempts to comment
Level 1: 1-2 marks
Simple, limited
Did you use the phrases: the word and the writer? Did you use terminology?

15. Learning: How to approach Paper 1 English, questions 3 and 4
Wednesday 10th May
Learning: How to approach Paper 1 English, questions 3 and 4

16. Question 3 Question 3 refers to the whole of the source.
Level 4: perceptive
Level 3: clear
Level 2:attempts
Level 1: limited
Question 3 refers to the whole of the source.
It is worth 8 marks (8 minutes)
This question focuses on how the extract has been structured to make an impact on the reader.

17. What does structure mean?
Structure: the order in which ideas are given to us by the writer
A simple way to write about structure is to focus on the beginning, the middle and the end of the extract.
Explore where and why the text changes focus
What does structure mean?
Level 4: perceptive
Level 3: clear
Level 2:attempts
Level 1: limited

18. Word Wall Question 3 At first Then At this point Narrows down
The author then introduces
Now
Focuses in
Wide view
Change the scene to
Shifts away from
The author goes back to
Eventually
Finally
N.B: It must focus on the how the writer structures the writing rather than what happens.
Level 4: perceptive
Level 3: clear
Level 2:attempts
Level 1: limited

19. Focus on the key words, bring it to life and structure.
Level 4: perceptive
Level 3: clear
Level 2:attempts
Level 1: limited
Question 3: How has the writer structured the text to bring it to life for the reader?
Focus on the key words, bring it to life and structure.
Look first for how the text is lively in the text. Then consider how the writer has created and built this atmosphere.

20. Planning your response
With a partner, discuss the text.
Answer the following questions:
How does it start? How would a reader feel about the opening of the extract? Why has the writer opened the extract in this way? How is the scene brought to life?
What is happening in the middle of the extract? How has the writer brought the scene to life? Has there been a shift of focus?
How does the extract end? Has there been a shift of focus? Why? How has the writer brought the scene to life?
Remember, you are just discussing the questions: no writing needed!
Planning your response
Question 3:
How has the writer structured the text to bring it to life for the reader?

21. Q3: You now need to think about the whole of the source
Q3: You now need to think about the whole of the source. How has the writer structured the text to bring it to life for the reader? (8 marks)
You could write about:
How the focus of the extract changes
Any other structural features you think bring it to life for the reader
Your turn! 8 minutes!

22. Underline where you used any word linked to structure: structure/ start/ beginning/ middle/ end
Circle every time you used the words brought to life.
Tick any quotations you used.
Put a smiley face  next to every time you mentioned the writer
Put a star * if you reflected on the effect on the reader

23. Assess yourself! Q3 mark scheme Level 4 : 7-8 marks
Detailed, perceptive, sophisticated
Level 3: 5-6 marks
Clear understanding of structure
Level 2: 3-4 marks
Some understanding, attempts to comment
Level 1: 1-2 marks
Simple, limited

24. Question 4 is worth 20 marks (20 minutes) You need to:
Level 4: perceptive
Level 3: clear
Level 2:attempts
Level 1: limited
Question 4
Question 4 is worth 20 marks
(20 minutes)
You need to:
Understand what the writer has tried to achieve in the passage
Evaluate the effectiveness of the writer’s choices
Select relevant quotations and textual references to support your views.

25. Try not to repeat points you have already made in questions 2 and 3.
Level 4: perceptive
Level 3: clear
Level 2:attempts
Level 1: limited
Question 4
Question 4 is the big mark question, so you need to spend the most time on it.
It requires you to have an opinion, and to critically evaluate the whole extract.
You need to use P.E.E.
Try not to repeat points you have already made in questions 2 and 3.

26. Q4: Focus this part of your answer on the second half of the source, from line 18 to the end.
‘You must transport your reader into your stories if you want to write successfully.’
To what extent do you agree that this extract transports the reader into the party?
(20 marks)
In your response, you could:
• Write about your own impressions of the party
• Evaluate how the writer has created these impressions
• Support your opinions with quotations from the text.

27. Planning your response
Planning your response. With a partner, discuss and think about how you will approach this task. You must give your opinion in the response. You must explore the text, and use P.E.E to show that you are looking at the effect of the language used. Aim to produce 4 detailed P.E.E paragraphs, each one discussing the focus of the question, which is how the reader is transported into the story. Look at the final section of the story. Which words and phrases will you explore? Do you agree with the statement? Make sure you make it clear in your answer.
Q4: Focus this part of your answer on the second half of the source, from line 18 to the end. ‘You must transport your reader into your stories if you want to write successfully.’ To what extent do you agree that this extract transports the reader into the party? (20 marks)

28. Q4: Focus this part of your answer on the second half of the source, from line 18 to the end.
‘You must transport your reader into your stories if you want to write successfully.’
To what extent do you agree that this extract transports the reader into the party?
(20 marks)
In your response, you could:
• Write about your own impressions of the party
• Evaluate how the writer has created these impressions
• Support your opinions with quotations from the text.
Your turn! 20 minutes

29. Assess yourself! Q4 mark scheme Level 4 : 16-20 marks
Detailed, perceptive, sophisticated interpretation
Level 3: marks
Clear understanding of language/structure/ text
Level 2: 6-10 marks
Some understanding, attempts to comment
Level 1: 1-5marks
Simple, limited

30. Preparation for Section A
What do you have to do for Q1?
How long should you spend on Q1?
What do you have to do for Q2?
How long should you spend on Q2?
What phrase should you use in your Q2 response?
What do you have to do for Q3?
How long should you spend on Q3?
How many paragraphs should you write for Q3?
What do you have to do for Q4?
How long should you spend on Q4?
Level 4: perceptive
Level 3: clear
Level 2:attempts
Level 1: limited

31. Achieving your target Q1: aim to achieve 4/4
Q2: you need to achieve at least 5/8 to get 5 or above
Q3: you need to get at least 5/8 to get 5 or above
Q4: you need to get at least 11/20 to achieve 5 or above

32. Thursday 11th May
Learning: How to approach Paper 1 English, section B (writing to describe or narrate)

33. Section B Writing
45 minutes
5-10 minutes to plan
30-35 minutes to write
5 minutes to check and improve

34. What is the difference between narrative and descriptive writing?
What will you have to write?
A choice between the following:
Two pieces of narrative writing
Two pieces of descriptive writing Or
One narrative piece and one descriptive piece
What is the difference between narrative and descriptive writing?
To know what Section B involves, and how my work will be assessed
How to use effective narrative and descriptive writing skills

35. How will your work be assessed?
To know what Section B involves, and how my work will be assessed
How to use effective narrative and descriptive writing skills
There are 24 marks available for content and organisation
Level
Key skills 4
Convincing and crafted content
Structured, developed, complex, varied 3
Content clear, with words and structure used for effect
Engaging , logical and clear structure 2
Content mostly successful, with some control
Paragraphed, and ideas linked 1
Simple content and structure

36. How will your work be assessed?
To know what Section B involves, and how my work will be assessed
How to use effective narrative and descriptive writing skills
There are 16 marks available for technical accuracy
Level
Key skills 4
High level of accuracy in spelling, punctuation and sentence demarcation. Extensive and ambitious vocabulary. Standard English used consistently. 3
Spelling generally accurate. A range of punctuation and sentence s used for effect. Vocabulary increasingly sophisticated. Standard English mostly used. 2
Some accurate spelling. Some varied vocabulary. Attempts a variety of sentences. Sentence demarcation mostly secure. Some use of Standard English. 1
Accurate basic spelling. Some punctuation and sentence demarcation. Simple range of sentences. Occasional use of Standard English.

37. D R O P S ! ; : … - () . , ? Devices Range of punctuation
DROPS – A useful acronym to remind you of what to include in the writing section… D
Devices
E.g. rhetorical questions, humour, alliteration, repetition, facts and statistics, lists… R
Range of punctuation
! ; : … - () . , ? O
Openings / Closings
‘Grab’ or ‘hook’ your reader; leave a lasting impression on them… P
Passion / Voice
Anger, enthusiasm, sympathy, knowledge, opinion… S
Structure
Give shape and variation to your writing…
Explain the above acronym.
To know what Section B involves, and how my work will be assessed
How to use effective narrative and descriptive writing skills

38. Writing up ideas - hints
Aim for a powerful opening!
Organise your writing into paragraphs, and vary the length of your paragraphs for effect
When searching for a word and a dull one comes to mind, reject it and find a more interesting one!
Decide what devices suit the kind of writing you’re doing (narrative? descriptive?) and use them!
Be original and engaging, inspiring and passionate!
Learning Outcomes:
Complete a Q5 and a Q6 response
Band 4 (B):convincing, structured, developed, wide vocabulary
Band 3 (C/D):clear, detailed, paragraphed, words for effect

39. …include a short sentence!!!!
For the love of God…
…include a short sentence!!!!

40. 5 minutes to plan your response
Section B: Writing
You are advised to spend about 45 minutes on this section.
You are reminded to spend time planning your answer.
You should leave time to check your work at the end.
Q5. Your school is running a creative writing competition. There are two tasks you can choose to complete.
EITHER
Write a description suggested by this picture.
(24 marks for content and organisation, 16 marks for SPaG) OR
Write a short story which ends with the words “It was the worst party of all time”.
5 minutes to plan your response
8 minutes to write the opening of your response

41. Peer assessment What levels would your partner achieve? Level
Key skills 4
Convincing and crafted content
Structured, developed, complex, varied 3
Content clear, with words and structure used for effect
Engaging , logical and clear structure 2
Content mostly successful, with some control
Paragraphed, and ideas linked 1
Simple content and structure
Level
Key skills 4
High level of accuracy in spelling, punctuation and sentence demarcation. Extensive and ambitious vocabulary. Standard English used consistently. 3
Spelling generally accurate. A range of punctuation and sentence s used for effect. Vocabulary increasingly sophisticated. Standard English mostly used. 2
Some accurate spelling. Some varied vocabulary. Attempts a variety of sentences. Sentence demarcation mostly secure. Some use of Standard English. 1
Accurate basic spelling. Some punctuation and sentence demarcation. Simple range of sentences. Occasional use of Standard English.