useful or important; communicating something that is not directly expressed

'After Dark': selecting evidence to support language analysis

English

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

‘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’

'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

When looking for evidence in a text to support our answers, we must ensure the evidence we select is ...

annotate the question so you know what it is asking of you

What should you do when you first encounter a question based on a fiction text?

evidence that is linked to the focus of the question you have been asked

choose evidence with powerful connotations

choose evidence that includes sophisticated vocabulary

What is the most important thing to consider when selecting meaningful evidence?

Which word below has the most powerful connotations?

use the first piece of powerful evidence you come across

actively search for language patterns in the text

make sure we have at least four pieces of evidence per idea

How can we make our use of evidence in a response more effective?

When answering questions about texts, why is it important to use quotes?

you must always quote full sentences from texts

the best quotes include literary techniques

you can quote words or phrase from a text

What is true when using quotes from a text?

What is one connotation of the word 'dagger'?

The night descended like a velvet curtain.

Just as Jill went to pick the ball up, John beat her to it.

giving the impression something harmful will happen

a metaphor that compares an object to two things

a metaphor that is at least three sentences long

a metaphor that spans multiple lines of a text

This lesson was made for home learning during the pandemic.

'After Dark': selecting evidence to support language analysis

Lesson outcome

This lesson was made for home learning during the pandemic.