Using inversion and asyndeton to craft interesting sentence structures

English

Developing reading skills by responding to Murakami's 'After Dark'

'After Dark': selecting evidence to support language analysis

‘After Dark’: exploring Murakami’s extended metaphor

Exploring structure in Murakami's ‘After Dark’

Emulating Murakami’s craft to write a descriptive opening

Analysing Saramago's use of structural devices in 'Blindness'

Emulating Saramago's use of structure in 'Blindness'

Using onomatopoeia and alliteration to craft interesting sound imagery

‘Suite Française’: forming opinions on fiction

Suite Française’: evaluating ideas about a writer’s craft

Exploring and emulating character description in Nemirovsky's 'Suite Française'

Analysing images of hope and destruction in Galloway's 'The Cellist of Sarajevo'

Exploring the use of time in Galloway's ‘The Cellist of Sarajevo’

'The Cellist of Sarajevo': expressing a personal and critical response to a text

Exploring and emulating Galloway's use of symbols in ‘The Cellist of Sarajevo’

Structuring paragraphs effectively in creative writing

Crafting an engaging narrative

In 'Fiction: Read Around the World', pupils identify and comment on a range of language devices in extracts from texts. In 'Fiction: Science Fiction Writing', pupils identify and comment on recurring images and symbolism in texts.

In 'A World at War: Short Stories', pupils read short stories, analysing how authors structure full texts. In 'Fiction: Read Around the World', pupils analyse structural choices in smaller extracts of texts.

In this unit, pupils read extracts from four novels from around the world, and use them to develop their narrative writing. In particular, pupils explore writers' use of structure. At the end of the unit, pupils consider their own use of paragraphs for effect and write an engaging narrative.

Fiction: read around the world

Depiction of war, threats of war, death or the aftermath of war.

Depiction or discussion of violence or suffering

It was Sunday and it was hot and they were hungry. 

They waited to be first, to choose, to devour. 

Never-ending, they thought as they counted thousands of people ahead.

it allows you to use more sophisticated vocabulary

Why might someone use a list with a climactic structure?

Which sentence uses an inverted structure?

Why might you choose to use polysyndeton over asyndeton?

What usually appears first in a sentence?

Which sentence does not follow the expected order?

Which sentence contains the most natural way for a list to be written?

What is unique about this list: "She was tired, hungry, fed-up."?

the beginning of a novel or text where characters are introduced

the most exciting, intense part of a novel or text

the part where conflict is resolved in a novel or text

The sky was lavender, apricot and terracotta.

This lesson was made for home learning during the pandemic.

Using inversion and asyndeton to craft interesting sentence structures

Lesson outcome

Content guidance

This lesson was made for home learning during the pandemic.