1. How do you know when something just doesn’t seem right?
The BIG
Question:
How do you know when something just doesn’t seem right?
The Landlady
What are you thoughts about this story?

2. Minimum Expectations:
Challenge Yourself:
Keywords:
Retrieve
Deduce
Infer
Sentences
Reader
Minimum Expectations:
Retrieve accurate information and provide the answers in a full sentence

3. Let’s read the short story

4. Retrieval and Inference
How old is Billy Weaver?
How does Billy walk?
Why is Billy travelling to Bath?
How is Billy Weaver described at the beginning of the story?
What attracts Billy to the B and B? What aspects of the B and B makes him think it’s a good place to stay?
What word is repeated to suggests that Billy is young?
Why does Dahl place so much emphasis on Billy being young?
What signs are there throughout the story that the landlady is a bit odd?
What has happened to the animals?
What do you think will happen to Billy?

5. Retrieval and Inference
Q1: Read again the third paragraph of the source. List four things Billy sees in the room when he looks through the window. 1.________________________________________ 2.________________________________________ 3.________________________________________ 4. ________________________________________

6. How much do you know about...?
The BIG
Question:
How does a writer manipulate our thoughts through language choices?
Keywords:
Analysis, Accuracy, Terminology, Quotations, Effect
How much do you know about...?
The B&B
Billy Weaver
The Landlady
First impressions
How impressions may change
What key words would you use?

7. Minimum Expectations:
Challenge Yourself:
Analyse the effects of specific devices and features of language. Select quotations judiciously. (AO2)
Minimum Expectations:
Identify and interpret information from a text. (AO1)
Explain clearly the meaning created from language (AO2)
Select a range of relevant textual detail (AO2)
Keywords:
Adjectives Verbs Adverbs Pronouns Imagery Sentence types

8. What effect do mysterious items/suggestions/events/texts have on you?
Q2 – How does the writer use language to create a mysterious atmosphere?
Q2: Read again paragraph four. How does the writer use language here to make the Bed & Breakfast seem mysterious?
 You should write about:
Words and phrases
Language features and techniques
Sentence forms
[8marks]
What effect do mysterious items/suggestions/events/texts have on you?

9. Q2 – How does the writer use language to create a mysterious atmosphere?
Expected
Challenge
Re-read paragraph 4.
Highlight and label any words or short phrases that create mystery.
Next to everything you have highlighted comment on the EFFECT of these words/phrases on the reader.
In another colour highlight and label any DELIBERATE AND RELEVANT devices that the writer uses.
In a final colour highlight any sentence forms that create mystery.
Does the intensity of mystery shift or develop? How does the language help reflect this?

10. AO2 – Developing the Analysis for Top Band
LANGUAGE
EXAMPLE
EFFECT

11. AO2 – Developing the Analysis for Top Band
EFFECT
EXAMPLE
LANGUAGE

12. AIR Peer Assessment A – Acknowledge a strength in the performance
Skill
Achieved
Analyses the effects of
the writer’s choices of language (B4)
Evaluates how individual aspects contribute to one another (B4)
Selects a judicious
range of textual detail (B4)
Makes sophisticated
and accurate use of
subject terminology (B4)
Explains clearly the
effects of the writer’s
choices of language (B3)
Selects a range of
relevant textual detail (B3)
A – Acknowledge a strength in the performance
____________________________________________________
I – Set an improvement task
R – Respond to your partner’s improvement task in your book in green pen.

13. Question: How does the structure of a text enhance meaning?
The BIG
Question:
How does the structure of a text enhance meaning?
Keywords:
Analysis, Accuracy, Structural Terminology, Quotations, Effect
A good story has a beginning, a middle and an end, supposedly. Does this story follow the classic pattern? Complete this plan:
• Beginning:
• Middle, 1:
• Middle, 2:
• Middle, 3:
• End:
Is this a good model of the structure of the story, or would you show it in some other way?

14. Evaluate how structure enhances the overall narrative tone/mood.
Challenge Yourself:
Evaluate how structure enhances the overall narrative tone/mood.
Reminder: This question assesses structure: sequencing of events; patterns and threads, shifts in movements, links between sections, narrative perspectives.
Minimum Expectations:
clearly explain the effects of a writer’s specific choices of structure, using specific subject terminology.
Keywords:
Opening Conclusion Developing Narrative Shift Paragraph Sequence

15. Let’s explore structure
Step 1: what is happening. Write in margin 1. 2. 3. 4. 5. 6. 7. 8. 9.
10.

16. Let’s explore structure
Step 2: effect – why has the writer made these choices?
Choose 4 to explain. 1. 2. 3. 4.

17. Let’s explore structure
Step 3: terminology
at first
then
at this point
narrows down
now
focuses
the author then introduces
finally
wide view
eventually
the author goes back to
changes the scene to
shifts away from
Location
Setting]Protagonist
1st/2nd/3rd person narration
Unreliable/omniscient narrator
Introduction
Conclusion
Chronological
Climactic moment
Flashbacks/Flashforward
Foreshadow
Repetition
Repeated motif

18. Now let’s apply our learning
You now need to think about the whole of the Source.
This text is the opening of a short story.
How is the text structured to interest you as a reader?
You could write about:
 what the writer focuses your attention on at the beginning
 how and why the writer changes this focus as the Source develops
 any other structural features that interest you.
[8 marks]

19. Example Answer from a different text
Content
The story is structured through the characters inside the room, beginning with what Mr Evans is like, then focusing on the things that frighten Nick. The writing then shifts to a dialogue between Nick and Mr Evans where the tension rises as these two have an argument. During this there is a further narrowing down of focus to Mr Evans’ mouth and teeth which is repeated throughout the text.
Towards the end, Mr Evans leaves the room and the last focus is on Carrie and Miss Evans – as the tension lifts.
1 Mark per correct quotation/paraphrased information.

20. P1 Q3: Approaching a Response to Structure
Questions to ask yourself: How has the author introduced me to this world? Am I just re-telling the story or am I commenting on effect?
1. How does the passage begin – what does the author chose to focus on?
What quotation supports this?
What effect does this have on you as a reader – what do we know? What is still unknown?
2. How does the passage develop – does the author change focus or viewpoint?
What effect does this have on you as a reader? How do we now feel about the characters/plot?
3. How does the passage conclude?
What effect are we left with as a reader – has this changed from the opening?

21. AIR Peer Assessment A – Acknowledge a strength in the performance
Skill
Achieved
Analyses the effects of
the writer’s choices of structure (B4)
Evaluates how individual aspects shift, change, develop (B4)
Selects a judicious
range of textual detail (B4)
Makes sophisticated
and accurate use of
subject terminology (B4)
Explains clearly the
effects of the writer’s
choices of structural features (B3)
Selects a range of
relevant textual detail (B3)
A – Acknowledge a strength in the performance
____________________________________________________
I – Set an improvement task
R – Respond to your partner’s improvement task in your book in green pen.