1. Bell Task: Paper 1, Question 4 - Recapping
5 minutes
How many words can you think of to do with agreeing or disagreeing?
Agreeing
Agree
Disagreeing
Disagree

2. Analyse the evidence, evaluate the effect, and link the ideas
Make clear and relevant points, providing relevant textual details
2 minutes to share this – edit ‘Subject Key Terms and ‘Dirty 30’ as needed.
Evaluate
Perspective
Analysis
Decided
Necessary

3. STARTER: Agreeing / Disagreeing
5 mins
To an extent, I agree / concur because…
but…
Take it in turns to agree and disagree with statements on the left, using the phrases on the right.
Sunshine is preferable to rain
Weekends are better than weekdays
Darts isn’t a sport
Cabbage isn’t a food
Cats are better than dogs
North is better than South
Two is better than one
Saveloys are kings of the sausage world
Extension Question:
Why are phrases such as ‘to an extent’, ‘mostly’, ‘partially’ and so on really useful?
To an extent, I disagree / would dispute this because…
but…

4. Quick Interlude: Recapping the Question
04 Focus this part of your answer on the second part of the source, from line 19 to the end.
A student said, ‘This part of the story, describing Deke’s background, shows that he is destructive.’
To what extent do you agree?
In your response, you could:
Consider your own impressions of Deke
Evaluate how the writer conveys Deke’s character
Support your response with references to the text
[20 marks]
Should you provide evidence / quote and use technical words / features?
What’s the key focus of the question? What’s the skill?
How many marks?
Which bit of the text does Question 4 focus on?
How many points… and how many paragraphs?
How many minutes?
What’s the basic paragraph structure?

5. Working an Example (Part 1)
5 minutes
The glass doors of the swimming pool were cracked and so covered with dust on the inside that it was impossible to see anything through them. Deke hefted his sledgehammer and took a swing, aiming for a spot next to the handles. The glass exploded with a bang and fell out of the frame in sparkling nuggets.
“Cool,” said Freak.
“Yes it is,” said Deke, who loved destroying things. In the early days, just after the disaster had happened, and before he understood the dangers, Deke had wandered the streets in delight - breaking, burning, smashing - hardly able to believe that there was nobody around to stop him and that he could do whatever he wanted.
That crazy, joyous freedom had been cut short when he’d discovered that not all the adults had died. And those who had survived would treat you far worse than any parent, teacher or policeman if they ever caught you. A parent might have grounded you, a teacher might have kept you in after school and the police might have arrested you, but none of them would have tried to eat you, like the grown-ups who wandered the streets these days.
He still got a kick out of destroying things, though, when he got the chance, which was why he often volunteered to join a scavenging party.
Read through and annotate (‘track’) the text, picking out:
details that would help you to agree / disagree with the statement
evidence or analysis that would support your points

6. Working an Example (Part 2)
Point:
To an extent, I agree with the statement: Deke appears skilled in destroying things.
Evidence:
Explanation (Technique, Analysis, Effect, Zoom):
Link:
The statement is also correct in that Deke seems to enjoy destroying things.
However, Deke appears to place his own survival ahead of his destructive tendencies.

7. Working an Example (Part 3)
Point:
To an extent, I agree with the statement: Deke appears skilled in destroying things.
Evidence:
‘hefted his sledgehammer’, ‘aiming for a spot’, ‘the glass exploded with a bang’
Explanation (Technique, Analysis, Effect, Zoom):
Verbs – ‘hefted’, ‘aiming’, ‘exploded’ - Implies confidence, skill and effectiveness
Link:
Suggests familiarity… frequent application… therefore destructive.
The statement is also correct in that Deke seems to enjoy destroying things.
‘loved destroying things’, ‘delight – breaking, burning, smashing’, ‘whatever he wanted’, ‘crazy, joyous freedom’, ‘got a kick’
Semantic field of pleasure – ‘loved’, ‘delight’, ‘wanted’, ‘joyous’, ‘kick’ / triplet ‘breaking, burning, smashing’ - Strongly suggests enjoyment in destruction, ‘loved’, also implies familiarity
Emotional investment, not just skill but personal enjoyment and desire.
However, Deke appears to place his own survival ahead of his destructive tendencies.
‘before he understood the dangers’, ‘cut short’, ‘when he got the chance’ / A parent might have grounded you, a teacher might have kept you in after school and the police might have arrested you
Triplet (parent / teacher / police) - Focus on authority figures suggests already fear of adults, but reinforced by ‘dangers’, ‘cut’
Suggests Deke enjoys, is familiar with, and skilled at destruction. However, places own survival ahead of pleasure, and avoids consequence.

8. Real Exam Time (RET) Task
Working an Example (Part 1)
Watch me work (Paragraph 1):

9. Real Exam Time (RET) Task
Working an Example (Part 1)
Your turn (paragraph 2):

10. Plenary Traffic Lighting: Skill / Topic RAG
5 minutes
Traffic Lighting:
Just for your own benefit, RAG yourself on the skills and topics we’ve covered this lesson.
Which areas do you feel least confident with?
How could you address these?
Skill / Topic
RAG
Identifying vocabulary linked to agreeing / disagreeing
Dissecting the question
Selecting points to agree with / disagree with the statement
Linking evidence to ideas
Analysing evidence
Constructing evaluative paragraphs
Students ‘RAG’ themselves against lesson content – how do they feel?

11. Analyse the evidence, evaluate the effect, and link the ideas
Make clear and relevant points, providing relevant textual details
2 minutes to share this – edit ‘Subject Key Terms and ‘Dirty 30’ as needed.
Evaluate
Perspective
Analysis
Decided
Necessary