10K Home Learning

Term 3b

Week 2Focus: English Language, Paper 1 – Narrative and

Descriptive Writing

Skills: Analyse and replicate narrative and descriptive writing skills

Lesson Focus1 Introduction to GCSE English

Language Paper 1, Question 52 Planning a response effectively

3 LIVE LESSON VIA MICROSOFT TEAMS – THURSDAY 11TH JUNE 2020 @ 2.00pm

Work for the next week and for completion in advance of next week’s live lesson will be uploaded after Thursday’s lesson.

Expectations: Complete all the activities and send your work for lessons 1 and 2 to me for feedback no later than 3pm on Wednesday 10th June (this will mean you can have feedback and be best able to benefit from Thursday’s live lesson.)

Contact: Mrs Pattinson –

r.pattinson@khb.bham.sch.uk

Lesson One: Introduction to GCSE English Language Paper 1, Question 5LOs:

Understand the Assessment Objectives Explore a model Evaluate a model

STARTER: Paper 1, Question 5 is a writing question worth 40 marks. If you have access to the internet, watch the following video which gives an overview of this question: https://www.youtube.com/watch?v=uM_0PshTEjs

If not, here is an example question for you to see the format, and some key points.

One question will always have a picture stimulus. This does not mean it is an ‘easier’ option, and you should always use it as a starting point rather than restricting yourself to describe only things in the picture.

45 minutes, of which you should spend 5-10 minutes planning. Fail to plan, plan to fail!

40 marks, which is half the marks for this paper, of which:

24 marks are for content and organisation (AO5)

16 marks are for technical accuracy (AO6) (SPaG)

You will have a choice of 2 questions. You could be asked to write a description or all or part of a narrative (story). The choice could be either/or, or a choice of 2 descriptions of 2 narratives.

The Assessment Objectives (AOs)

In order to answer the questions on the exam papers successfully, you need to know what skills are being tested.

You need to understand and get to know the assessment objectives (AOs) as these are the skills that you need to develop to pass. Think of these skills as a box of tools to use to answer each question

Paper 1, Question 5 assesses AO5 and AO6:

AO5(Content and Organisation)

• Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.

• Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.

AO6(Technical Accuracy)

• Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. (This requirement must constitute 20% of the marks for each specification as a whole).

TASK 1: Here is a list of things you could do to meet the assessment objectives. Read the descriptor and sort them into the relevant assessment objective in the table below. The first one has been done for you.

Skills:

Attention-grabbing opening

Basic punctuation . , ? ! “…”

Connectives

Correct spellings

Engaging plotline

Linguistic devices (e.g. simile, metaphor)

Openers (e.g. adverb opener, 3-adjective opener)

Sentence types (e.g. simple, compound, complex, listing, minor sentence)

Sophisticated punctuation ; : (…) –

Sophisticated vocabulary

Standard English

Structural features (e.g. mirroring, shaped paragraphs, extended metaphor)

Assessment Objective Descriptor Skills

AO5(Content and Organisation)

[24 marks]

• Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.

• Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.

Attention-grabbing opening

AO6(Technical Accuracy)

[16 marks]

• Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Basic punctuation . , ? ! “…”

Progress Check

AO5: Attention-grabbing opening, connectives, engaging plotline, Linguistic devices (e.g. simile, metaphor), structural features (e.g. mirroring, shaped paragraphs, extended metaphor)

AO6: Basic punctuation, correct spellings, sentence types (e.g. simple, compound, complex, listing, minor sentence), Sophisticated punctuation : ; (…) -, sophisticated vocabulary, Standard English

TASK 2: Exploring a Grade 9 model. Read it and complete the activity below. The following narrative is written by a teacher to show you what a top-level response looks like. Notice its length –

short, carefully crafted pieces will get you a lot more marks than long, rambling pieces that aren’t so carefully thought out.

LOST

He is there every day. Watching.

Every day his feet, wet and cold from his daily vigil by the waves, hold him stubbornly upon the rocks. The water has gradually permeated his fragile soles and found its resting place between his toes. His shoes are always damp and briny. Like his eyes.

He is there every day, watching the relentless waves tussle and bombard one-another, their hostility uncontained and unparalleled. The ominously dark water careers upon the shore, devouring each mouthful of soft sand; even the impregnable rocks cannot endure its power as they are eventually worn away.

But he stays. And he wonders: had that been her fate?

The last time he had seen her she had been stood on this spot. His one and only. His little girl. They had stood together happily beneath the summer sun, their skin warmed by its rays. They had held hands, dipping their feet into the icy waves of water which lapped at the shore. With sand between their fingers and sand between their toes, they had played and laughed and run in and out of the cold spray.

Even now, if he closed his eyes, he hoped to hear her laugh: high and musical and unapologetic. It used to fill the air and fill his heart with joy. Now, there is nothing. Just silence. And emptiness.

Now, he stands on the spot upon which they had played, and he remembers.He remembers the moment that she had let go of his hand: her soft, tiny fingers vanishing. He remembers the second he looked away: distracted by a distant, blurry boat on the horizon. He remembers his realisation that she had gone. The gradually rising fear. His heart beating. The panic. Despair.

One moment she had been there. And then she had gone. Into the sea? Into air? Into nothing?

No. He refused to believe that. He refused to even acknowledge that he had lost her forever. Each morning, as he made his pilgrimage to this patch of hope and rock and sand and salty spray, he reminded himself that there had been footprints in the sand. Her footprints. Those tiny indentations, shadows embedded in the sandy surface of the beach, had been there. And although they had been washed away in time, the sea does not take a life and leave footprints behind. A person does not

vanish. They cannot leave a trail of footsteps for you to follow then suddenly die away into nothing. A person - his precious little girl - cannot suddenly become nothing. So, he stays.

He is there every day.

He waits. He watches. He hopes.

TASK: Select 5 questions from the grid below on aspects of the story that you find effective. You may find blue questions are the most straightforward, followed by green. Purple questions are the most challenging!

1. AO6: Identify a minor (one word) sentence in the opening and explain its effect on the reader.

2. AO5: Identify two words/phrases in paragraph 2 that belong to the sematic field of death. Why does the writer include these?

3. AO5: Identify a sentence that uses personification to describe the sea in paragraph 3. What is its effect?

4. AO6: The writer uses an interrogative (question) sentence to introduce the daughter for the first time; “And he wonders: had that been her fate?”. What is the structural effect of this sentence?

5. AO6: The writer uses a long, complex sentence here: “With sand between their fingers and sand between their toes, they had played and laughed and run in and out of the cold spray.” Why do you think the author chooses this sentence type here?

6. AO6: How do the minor sentences here affect pace and atmosphere? “Now, there is nothing. Just silence. And emptiness.”

7. AO6: How many different types of punctuation can you find? Which could be added to show the full range?

8. AO5: Where do you think the climax (peak of tension/action) is? What methods does the writer use to create this sense of climax?

9. AO5: Identify a repeated refrain (a sentence repeated at different points in the text). What is the effect of this?

Question No.:

Answer:

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PLENARY: What tips have you picked up from this model that you can take forward and use in your own writing?

Answer:

Lesson 2: Planning your writing

LOs:

• Explore a model plan• Create a plan• Evaluate a plan

This week, you will be planning and crafting a response to the following question:

Q5. Write a narrative from the point of view of a sinister narrator

You should draw upon your learning from reading the ‘Black Cat’ – a story with a very sinister narrator!

STARTER: Mind map ideas for sinister narrators – why are they sinister? What have they done? What emotions are driving them?

Tip: Try to be original and avoid over-done or cliched ideas such as bank robbers, bombers or serial killers!

The following images might help to inspire you.

Idea 1: Obsessive, jealous stalker watching long-lost brother he sees as his parents’ ‘favourite’.

Idea 2: Sinister version of the father in ‘Lost’ (Lesson 1) – pushed his daughter on purpose, overcome with desire to do a terrible thing like the narrator of ‘The Black Cat’ (read last week)Idea 3:

Idea 4:

When planning your narrative, you need to ensure you are planning to meet the assessment objectives. If you do this at the start while you’re feeling fresh, you’ll have a clear direction and reminders for yourself if you find yourself getting tired towards the end of the exam.

Model Plan:

Idea 5:

Idea 6:

Narrator: Who is s/he? Why is s/he sinister? What emotions are driving him/her?

Obsessive, jealous stalker watching long-lost brother he sees as his parents’ ‘favourite’.

Beginning: Focus of description? Events? Structural features?

Description of brother’s large, expensive house as the narrator looks at it from behind a bin. Use semantic field of prizes and winning, e.g. describing the flowers as like rosettes, the door knocker like a gleaming gold medal. Describes how parents used to tell them ‘Never take your eye off the prize.’

Sentence types and openers checklist:

Minor Simple Compound Complex Listing Declarative Exclamatory Interrogative Adverb opener 3-adj. opener ing-verb opener ed-opener

Middle: Focus of description? Events? Structural features?

Flashback to day in the past when bailiffs came to the narrator’s house and served eviction notice. Description of a cramped house contrasts with that off his brother’s house and makes it clear he has lost everything through gambling - slips all over the floor, empty wallet, odds scribbled on scraps of paper. Narrator remembers seeing his brother turn his back and say ‘You’ve always been a loser’ before leaving.

End: Focus of description? Events? Structural features?

Rising tension towards climax as narrator walks up the path towards his brother’s house towards the door and knocks.

Door opens and brother appears and throws his arms around his brother, so happy to see him, happy he is safe.

Narrator steps inside. Ends on a cliffhanger as brother turns his back to walk into the house. Narrator describes reaching into his pocket and grasping a weapon. Ends with the line ‘Never take your eye off the prize.’ (mirrored start and end).

Q. Write a narrative from the point of view of a sinister narrator.

TASK: Now create your own plan. This must be completed and sent to your teacher in advance of Thursday’s live lesson.

Vocabulary choices:

To describe the brother’s house – imposing, standing triumphantly

To describe the narrator’s house – dilapidated, troglodytic

Figurative language choices:

Simile – the gleaming knocker hung from the door like an Olympic gold medal.

Personification – Thoughts of revenge gripped my mind tightly.

Metaphor – tattered old betting slips littered the floor – a sea of losses.

Punctuation reminders:

. , … ! ? ; : - “” ( )

Narrator: Who is s/he? Why is s/he sinister? What emotions are driving him/her?

Beginning: Focus of description? Events? Structural features?

Vocabulary choices:

Sentence types and openers checklist:

Minor Simple Compound Complex Listing Declarative Exclamatory Interrogative Adverb opener 3-adj. opener ing-verb opener ed-opener

Figurative language choices (e.g. similes, metaphors, personification… Give examples:

Middle: Focus of description? Events? Structural features?

End: Focus of description? Events? Structural features?

Q. Write a narrative from the point of view of a sinister narrator.