1. 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?

2. 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%)

3. 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.

4. 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

5. 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

6. 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)?

7. 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.

8. 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

9. 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…