1. Answer Question 4: 20-25 mins
Focus this part of your answer on lines
Two English teachers, having a conversation in the staffroom, said about this section of the text “This final section is terrifying and really conveys a sense of danger and being trapped in a disturbing world”
To what extent do you agree?
In your response you could:
Write about your own impressions of the world described
Evaluate how the writer has created a sense of danger and being trapped.
Support your opinions with quotations from the text.

2. Question 4: Live Marking Targets
1) Refer back to the statement and writer’s purpose in every paragraph.
2) Give precise, embedded evidence that proves your interpretation and cross-reference
3) Develop more original or perceptive ideas
Explore some alternative interpretations
Explore the effect of language
6) Explore the effect of structure
7) Comment on specific language techniques
8) Comment on specific structural techniques
Don’t contradict yourself in your answer; stick to the argument you presented at the start
Develop specific reasons for your response to the statement.

3. Plenary: Peer or Self-Assess
Use the mark scheme to give: Mark /20 2 stars 2 wishes

4. Mind-map EVERYTHING you can see!
Question 5: Descriptive Writing
KQs: Can I explore how zooming in can create more effective descriptions?
Can I use structure effectively in my writing? 
STARTER: What is this picture of? What might have happened?
Mind-map EVERYTHING you can see!
5 minutes

6. Sentence starters and ideas
On your mini-whiteboard, continue the piece of writing, by zooming in on another detail.
Don’t forget: Use the 5 senses and figurative language (similes/metaphors) to bring your scene to life!
Challenge: Can you use your imagination to zoom in on something which is not actually in the picture?
Sentence starters and ideas
The tires of the car…
On the other side of the street…
The windows of the buildings…
Clothes were sprawled…
Abandoned furniture…
Smashed glass…
The figures in the distance…
The street was a graveyard with forgotten houses littered along the path like tomb stones. A dark cloud hung heavily, entrapping the silence in the vacuum of the night. Abandoned, the body of a car was half sunk into a bank of sharp, violet thistles. The bonnet was twisted violently upwards and the doors were scarred with rust, eating away at the once silver paint. Small flakes of metal drifted softly to the floor, elegant as pieces of ash.
5 minutes – MWB?

7. Zooming in
The study
A crackling fire
Ink pot
The sound of the pen clinking on the glass
Rustling of paper
Boy trying to get the pig to move
A man smoking a pipe
Somebody milking a cow
The hobbit house with a yellow door
A man sleeping
Smoke coming from a group of men with a pipes
People working in the fields
Children running/playing/giggling
In pairs, develop your ideas by using vocabulary, the 5 senses and figurative language to practice zooming in on this opening scene and creating a realistic world for your reader.
As we watch the opening scene from The Lord of the Rings, note down:
1. Everything the camera zooms in on.
2. Anything else you could zoom in on to effectively re-create the scene.
Challenge: What can you hear, taste, smell and touch?
10 minutes
KQs: Can I explore how zooming in can create more effective descriptions?

8. Now describe the scene, zooming in on details to add layers to your description (long shots, mid shots, close-ups).
Don’t forget: Use powerful vocab, the 5 senses and figurative language (similes/metaphors) to bring your scene to life!
Challenge: As you zoom in can you change the mood of the scene from peaceful and tranquil to something dark and unpleasant? Use the picture below for inspiration.
10 minutes