to be evaluative is to judge something carefully

being critical means judging the quality of something

a word to express the highest or lowest quality of something

expressing possibility rather than certainty

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

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 inversion and asyndeton to craft interesting sentence structures

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’

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

Depiction or discussion of violence or fighting, including threats of violence or the aftermath of violence.

In order to successfully evaluate, what type of response do we need to form? 

The writer helps their reader connect with characters well.

Which of the below is a critical comment?

What type of word expresses a judgement on something?

What type of language expresses a possibility rather than certainty?

I feel the most sympathy for the cellist when he drops his cello.

The most emotive part of the text is the Opera Hall falling to ruin.

Galloway successfully manipulates time to evoke grief and hope.

Which of these sentences does not use a superlative?

to show that we have researched our analysis

to show that our opinions are subjective ideas

Why is it important to use tentative language in evaluative writing?

Galloway successfully conveys the cellist's grief.

The use of flashback suggests the cellist's grief.

Which of the below is an evaluative comment?

a response to a text influenced by your friend

your individual, authentic response to a text

Galloway may have referred to WW2 to make his message universal.

Galloway successfully makes his message more universal by referring to WW2.

Galloway refers to WW2 to make his message more universal.

Which of the below contains tentative language?

The most emotive part of the text is when Galloway describes the wedding.

Galloway shows how war leads to destruction and grief.

Galloway successfully conveys the cellist's defiance.

Which of the below contains a superlative?

What is one defintion for the word 'gravity'?

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

Lesson outcome

Content guidance