AQA English Language Paper Two Emmett Till Resources Questions 1-4
AQA English Language Paper Two
Emmett Till Resources
Questions 1-4
Do Now:
With your partner, come up with a list of six things that you would expect to find in the human rights act.
Image: https://pixabay.com/en/right-human-rights-human-hands-597133/
2
Emmett Till: Questions 1 and 3
Sunday, 14 October 2018
Lesson One
We will read two sources associated with the case of Emmett Till
We will respond to a Q1 with a focus on the case
We will respond to a Q3 and examine a model response
AO1
Identify and interpret explicit and implicit information and ideas.
• Select and synthesise evidence from different texts.
AO2
Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views
Lesson Objectives
Lesson Outcomes
The Human Rights Act (1998)
Everyone has the right to life.
Everyone has the right to be free from torture and inhuman and degrading treatment or punishment.
Everyone should be free from slavery or forced labour.
Everyone has the right to liberty and security of person.
Everyone has the right to a fair trial, and to be presumed innocent until found guilty, if they are facing a criminal charge.
No one can be found guilty of a crime if there was no law against it when the act was committed.
Everyone has the right to respect for their private and family life, home and correspondence.
Everyone has the right to freedom of thought, conscience and religion.
Everyone has the right to freedom of expression.
Everyone has the right to freedom of peaceful assembly and association.
Everyone has the right to marry and found family.
Everyone has these rights, regardless of their gender, race, language, religion etc.
Now compare your list with the HRA.
How many did you guess?
Are there any that surprise you?
Are there any rights you think are missing?
Sophisticated Subject Terminology Starter:
Abstract Nouns are nouns denoting an idea, concepts quality, or state.
Concrete Nouns are things that you can experience through your five senses.
Pronouns are words that takes the place of a noun.
Proper Nouns: a name used for an individual person, place, or organization. Spelled with an initial capital letter.
Collective Nouns are used to show a group of persons, animals or objects.
A noun is a part of speech that denotes a person, animal, place, thing, or idea. The English word noun has its roots in the Latin word “nomen”, which means “name.” Every language has words that are nouns.
Organise the following words into the correct noun category.
TABLE
ME
ENGLAND
LILY
AWESOME
LOVE
MUSIC
OPINION
IT
FAMILY
HERD
PACK
PENCIL
FAMILY
TRUTH
JEALOUSY
AWESOMENESS
YOU
TIME
CLOCK
SHARON
INTELLIGENCE
FIRE
FIREFIGHTER
RECTANGLE
If pushed for time, ask students to find two examples for each noun type.
6
Answers:
TABLE
ME
ENGLAND
DAFFODIL
AWESOME
LOVE
MUSIC
OPINION
IT
FAMILY
HERD
PACK
PENCIL
FAMILY
TRUTH
JEALOUSY
AWESOMENESS
YOU
TIME
CLOCK
SHARON
INTELLIGENCE
FIRE
FIREFIGHTER
RECTANGLE
CONCRETE
PRONOUN
PROPER
CONCRETE
ADJECTIVE
ABSTRACT
ABSTRACT
ABSTRACT
PRONOUN
COLLECTIVE
COLLECTIVE
COLLECTIVE
CONCRETE
PROPER
COLLECTIVE
ABSTRACT
ABSTRACT
ABSTRACT
PRONOUN
ABSTRACT
CONCRETE
PROPER
ABSTRACT
CONCRETE
CONCRETE
CONCRETE
Read Source A
You each have 4 minutes to read the source you have been given.
Once complete, in your book answer the following questions:
What is the text type?
Who is the audience?
What is the focus of the text?
What language devices are used and for what purpose?
Source A
Source B
Glue in the sources on a double page (like below), with enough space to make annotations around them.
Image: https://pixabay.com/en/book-isolated-open-book-empty-3057904/
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Question One
Re-read Source A, lines 1-21. Select four statements that you believe to be true. Find me the quotation that proves it to be true.
Emmett Till’s funeral was held in Chicago.
Over 400,000 people came to pay their respects.
The Governor promised vigorous protection of those guilty.
Three people kidnapped Till from his Uncle’s home.
e) The case will go to trial on a Tuesday. f) Till was on vacation to Mississippi at the time.
g) Capital punishment was in place at the time of writing in Mississippi. h) The two men were cousins.
A, D, F, G
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Question One
A – Emmett Till’s funeral was held in Chicago. “CHICAGO – Funeral rites for Emmett Louis Till, the most recent victim of brutal Mississippi lynchers, were held here”
D – Three people kidnapped Till from his Uncle’s home.
“kidnapped from his uncle’s home on Aug. 27 by two white men and a woman”
F – Till was on vacation to Mississippi at the time.
“while on vacation from his native city of Chicago”
G – Capital punishment was in place at the time of writing in Mississippi.
“A conviction of murder in Mississippi carries a mandatory death penalty “
Question Three
You now need to refer only to Source A from lines 22 to the end of the extract.
How does the writer use language to shock the reader and appeal to their emotions?
[12 marks]
Copy out the question. Highlight and annotate the key words. What is the question actually asking you to do?
This part changes depending on the text. In this case, you should look for anything that shocks you or appeals to your emotions in some way.
“How” – You should focus on the methods that the writer has used.
“Language” – Refer specifically to words, phrases, language features, structural techniques.
Example
“in a heated statement, said, “It would appear from this lynching that the State of Mississippi has decided to maintain white supremacy by murdering children.”
“Heated” – Metaphor – Could connote fire and the pain that comes with a burn. Could also connote anger and outrage at the events that have unfolded. Appeals to the reader as we feel the same way.
Q3) How does the writer use language to shock the reader and appeal to their emotions?
Let’s have a go at annotating this quotation together.
“State of Mississippi” – Collective Noun – Refers to a collective group with no name. Without a name, there is no one to blame for this atrocity. Appeals to the reader as we are shocked that an official group will not take responsibility.
“Murdering children” – Juxtaposition of evil and innocence – Infanticide is one of the most horrendous crimes that a human can commit. This choice of words has clearly been chosen for their shock value and it works. The reader feel shock and angered at the injustice.
Always link back to the question (see italics). Make it clear that you know how to answer the question and are confident in doing so.
Write the next two paragraphs
The uncredited writer of Source A is able to shock the reader and appeal to their emotions when he notes that Till’s uncle, “interrupted a hasty burial of the body in Mississippi”. The harsh alliterative sound of the repeated ‘b’ in “burial of the body” reflects the sinister nature of the crime. Similarly, it could also be said that the sound imitates the reader’s disgust. This linguistic choice could have been employed to emphasise the vulgarity of the injuries and allow the reader to clearly and simply see the seriousness of the case. Furthermore, the harsh plosive sound, which is mirrored in the ‘p’ of “Mississippi”, sticks out to the reader when reading aloud. The sounds stick out for dramatic effect but also to show plainly that this crime sticks out from many others due to its harrowing nature. This shocks the reader as we come to understand the disturbing circumstances involved in the case of Emmett Till and his family.
Technique
Quote
Explain
Note that the explanation makes up the majority of my answer. The same should apply to your answer.
Question Three Tips
| Time | Task | Song |
| 3 Minutes | Find quotations, annotate the techniques and how they link to the question | Radioactive – Imagine Dragons |
| 4 Minutes | Paragraph One | Can’t Stop The Feeling – Justin Timberlake |
| 4 Minutes | Paragraph Two | Things We Lost In The Fire – Bastille |
| 4 Minutes | Paragraph Three | Pumped Up Kicks – Foster The People |
Technique
Quote
Explain
Develop
x3
(Develop = Level 4)
“A common mistake that students can make is to focus too much on effective words and phrases and ignore other relevant features. When you plan your answer to this question, make sure you analyse sentence forms, language features and punctuation as well” – AQA, 2016
Key Phrase Box
At first…
Making it seem…
Encouraging the reader to…
In total contrast to this…
This is built on when…
This connotes…
We sense…
When the writer describes…
which expresses…
12
Marks
https://www.youtube.com/watch?v=4U8C_XuE7wc Radioactive
https://www.youtube.com/watch?v=_KAZX8i_RPQ Can’t Stop The Feeling
https://www.youtube.com/watch?v=dYRqIAuY9IQ Things We Lost In The Fire
https://www.youtube.com/watch?v=SDTZ7iX4vTQ Pumped Up Kicks
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Hint Key
Why use Emmet Louis Till’s full name?
Can you find a semantic field of violence? Death? Religion?
What anecdotes are used? And how?
What are the connotations of a “pine” box?
Can you find any emotive language?
HINTS
Show for low ability sets
Image: https://pixabay.com/en/key-vintage-key-lock-old-antique-2824086/
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Plenary – Self Assessment – Q3
| Level | Skills Descriptors | WWW/EBI |
| Level 4 Detailed, perceptive analysis 10-12 marks | Shows detailed and perceptive understanding of language: Analyses the effects of the writer’s choices of language Selects a judicious range of textual detail Makes sophisticated and accurate use of subject terminology | |
| Level 3 Clear, relevant explanation 7-9 marks | Shows clear understanding of language: Explains clearly the effects of the writer’s choices of language Selects a range of relevant textual detail Makes clear and accurate use of subject terminology | |
| Level 2 Some understanding and comment 4-6 marks | Shows some understanding of language: Attempts to comment on the effect of language Selects some appropriate textual detail Makes some use of subject terminology, mainly appropriately | |
| Level 1 Simple, limited comment 1-3 marks | Shows simple awareness of language: Offers simple comment on the effects of language Selects simple references or textual details Makes simple use of subject terminology, not always appropriately |
Do Now:
In 1896, an American court allowed segregation (separation of students along racial lines) if it was ‘separate but equal.’
What do you think separate but equal means?
Is it possible to be ‘separate but equal’?
Image: https://commons.wikimedia.org/wiki/File:%22Colored%22_drinking_fountain_from_mid-20th_century_with_african-american_drinking.jpg
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Emmett Till: Questions 1 and 2
Sunday, 14 October 2018
Lesson Two
We will read two sources associated with the case of Emmett Till
We will respond to a Q1 with a focus on the case as told from a 2017 perspective
We will respond to a Q2 and examine a model response
AO1
Identify and interpret explicit and implicit information and ideas.
• Select and synthesise evidence from different texts.
Lesson Objectives
Lesson Outcomes
Homework: Due Friday
Create a subject terminology glossary somewhere that is easily accessible in your books. This should include key linguistic and structural words and phrases, their definitions and one example of the technique in use. E.g.:
| Metaphor | A figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable. | “You are the thorn in my side.” |
Don’t just copy definitions from the internet. The task is pointless if you do not understand the terms.
Image: https://pixabay.com/en/search-to-find-internet-1013910/
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Dynamic Verbs are verbs that express action.
Sophisticated Subject Terminology Starter:
Auxiliary Verbs are used together with a main verb to show the verb’s tense or to form a negative or question.
Stative Verbs express a state rather than an action.
Modal Verbs are used to express: ability, possibility, permission or obligation.
Phrasal Verbs combination of words that when used together, usually take on a different meaning to that of the original verb.
Imperative Verbs create an imperative sentence i.e. a sentence that gives an order.
The verb signals an action, an occurrence, or a state of being. Whether mental, physical, or mechanical, verbs always express activity.
Organise the following words into the correct verb category.
BREAK OUT
ASSIGN
MIGHT
APPRECIATE
SMELL
CHAT
ATTEND
UNDERSTAND
LEARN
IS
HAVE
TAKE OFF
SHALL
CAN
RUN
BREAK DOWN
SHUT
TEAR UP
HEAR
COULD
AM
STAND UP
DOESN’T
FEEL
TYPE
RECOGNISE
ARE
If pushed for time, ask students to find two examples for each verb type.
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Answers
BREAK OUT
ASSIGN
MIGHT
APPRECIATE
SMELL
CHAT
ATTEND
UNDERSTAND
LEARN
IS
HAVE
TAKE OFF
SHALL
CAN
RUN
BREAK DOWN
SHUT
TEAR UP
HEAR
COULD
AM
STAND UP
DOESN’T
FEEL
TYPE
RECOGNISE
ARE
DYNAMIC
PHRASAL
DYNAMIC
PHRASAL
STATIVE
MODAL
AUXILIARY
PHRASAL
MODAL
STATIVE
DYNAMIC
STATIVE
AUXILIARY
DYNAMIC
PHRASAL
DYNAMIC
MODAL
STATIVE
STATIVE
DYNAMIC
DYNAMIC
STATIVE
DYNAMIC
AUXILIARY
AUXILIARY
PHRASAL
MODAL
MODAL
EXT: What do you notice about imperative verbs?
Question One
Read the first part of Source B, from lines 1 to 15.
Choose four statements below which are TRUE. Find me the quotation that proves it to be true.
Carolyn Bryant accused Till of harassment.
This case sparked the civil rights movement.
Till’s body was found in a Tallahatchie lake.
Till’s death changed the United States.
e) Roy Bryant and JW Milam walked free even though they admitted their guilt.
f) Carolyn Bryant was only 12 at the time.
g) Mississippi was known as the coal county.
h) Till was found dead on the 24 august 1955.
A, B, D, E
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Question One
Carolyn Bryant accused Till of harassment.
This case sparked the civil rights movement.
d) Till’s death changed the United States.
e) Roy Bryant and JW Milam walked free even though they admitted their guilt.
“Carolyn Bryant disappeared from public view after alleging Till harassed her”
“It was the lynching that outraged African Americans, spurred the civil rights movement”
“It was a ghastly crime that changed the United States”
“The all-white jury cleared her husband Roy Bryant and his half-brother JW Milam of the crime. They later publicly admitted their guilt”
Now read the whole of source B
You each have 4 minutes to read the source you have been given.
Once complete, in your book answer the following questions:
What is the text type?
Who is the audience?
What is the focus of the text?
What language devices are used and for what purpose?
Please keep in mind that Source A was written two weeks after the murder and shortly after the funeral and the writer did not know the full details of the case.
Source B was written over sixty years later – after the trial and after the men’s release. Also, after Carolyn Bryant made her confession.
EXT: As soon as you’re done, note down any details about the case that you notice are different or have changed.
Image: https://commons.wikimedia.org/wiki/File:14EmmettTillBefore_(2534273093).jpg
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Question Two
You need to refer to Source A and Source B for this question.
Both Sources give details about the case of Emmett Till.
Use details from both sources to write a summary of the differences.
[8 marks]
Pick out bits of implicit and explicit information to support your points. Remember to embed quotes.
The question will always ask about something that both texts have in common – it might be a topic or a pair of characters. Everything you write needs to link to this topic.
The question is asking you to summarise information from both texts – use connectives to show you’re thinking about both texts together.
In this particular question, you are looking at the differences between the details of the case.
Copy out the question. Highlight and annotate the key words. What is the question actually asking you to do?
Peer Assessment
Use your copy of the mark scheme. Label where you think I have hit the criteria for Level 1/2/3/4. How could I improve it?
Whilst containing similar core elements, the details of the case differ greatly between the two texts. In Source A, Emmett Till is seen as a “14-year-old” “victim” “on vacation” and we get the impression that, whilst horrific, his death is seen as just another tragedy in a line of people who have “been lynched in Mississippi”. This is further supported by the mention of “two other” lynchings within the same newspaper article – indicating that the racially motivated murders were commonplace. However, in Source B, it is revealed that Till’s death was not commonplace, it was a death that “spurred the civil rights movement” and moved the nation, from “Rosa Parks” to “Bob Dylan”. The public was so outraged that his death “kickstart[ed] nationwide protests”. This suggests that Till did not die in vain and his death was not just the “most recent” lynching as Source A clearly indicates.
Q2) Both Sources give details about the case of Emmett Till. Use details from both sources to write a summary of the differences.
| Level 4 Perceptive summary 7-8 marks | Shows perceptive synthesis and interpretation of both texts: Makes perceptive inferences from both texts Makes judicious references/use of textual detail relevant to the focus of the question Statements show perceptive differences between texts |
| Level 3 Clear, relevant summary 5-6 marks | Shows clear synthesis and interpretation of both texts: Makes clear inferences from both texts Selects clear references/textual detail relevant to the focus of the question Statements show clear differences between texts |
| Level 2 Some attempts at summary 3-4 marks | Shows some interpretation from one/both texts: Attempts some inference(s) from one/both texts Selects some appropriate references/textual detail from one/both texts Statements show some difference(s) between texts |
| Level 1 Simple, limited summary 1-2 marks | Shows simple awareness from one/both texts: Offers paraphrase rather than inference Makes simple reference/textual details from one/both texts Statements show simple difference between texts |
Question Two Tips
| Time | Task | Song |
| 3 Minutes | Find quotations, annotate how they differ and how they link to the question | Maroon 5 – Give A Little More |
| 4 Minutes | Paragraph One | Coldplay – Viva La Vida |
| 4 Minutes | Paragraph Two | Bruno Mars – When I Was Your Man |
Point, Evidence, Explain
Connective
Point, Evidence, Explain
x2
In the exam, you may encounter a text about a topic or time that you know something about. For example, you may have studied the history of the period the text is from. Remember the exam is a test of reading, so focus on the content of the source texts and don’t be tempted to include your own knowledge. – AQA, 2016
Key Phrase Box
On the other hand…
Although…
Whereas…
However…
Unlike…
Similarly…
In the same way…
We are told that…
The writer explains that…
We sense that…
We learn that…
8
Marks
Now finish my answer…
https://www.youtube.com/watch?v=BP1PsqBmbvM&index=27&list=PLIXR_3Q6owLZfSuihTnxMF8JRGPzX8Kon – Give A Little More
https://www.youtube.com/watch?v=dvgZkm1xWPE&list=PLzyYbaYKbahnDKc2MS0TEl7kGD2LIMr2F – Viva La Vida
https://www.youtube.com/watch?v=ekzHIouo8Q4&list=PLI6Wzy3GVpd7ePeUKE-E4YhSYvbFYNRXN – When I Was Your Man
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Hint Key
Admission of guilt and double jeopardy
Fabricated testimony
Till’s injuries
What was Till actually accused of?
The long lasting effects of the case
HINTS
Show for low ability sets
Image: https://pixabay.com/en/key-vintage-key-lock-old-antique-2824086/
29
Plenary: Peer assess – Q2
| This assesses both bullet points. | ||
| Level | Skills Descriptors | WWW/EBI |
| Level 4 Perceptive summary 7-8 marks | Shows perceptive synthesis and interpretation of both texts: Makes perceptive inferences from both texts Makes judicious references/use of textual detail relevant to the focus of the question Statements show perceptive differences between texts | |
| Level 3 Clear, relevant summary 5-6 marks | Shows clear synthesis and interpretation of both texts: Makes clear inferences from both texts Selects clear references/textual detail relevant to the focus of the question Statements show clear differences between texts | |
| Level 2 Some attempts at summary 3-4 marks | Shows some interpretation from one/both texts: Attempts some inference(s) from one/both texts Selects some appropriate references/textual detail from one/both texts Statements show some difference(s) between texts | |
| Level 1 Simple, limited summary 1-2 marks | Shows simple awareness from one/both texts: Offers paraphrase rather than inference Makes simple reference/textual details from one/both texts Statements show simple difference between texts |
Do Now: Compare and Contrast
Create a comparison chart of these two schools in the 1950s. How equal was the education students were receiving?
Image: https://www.nps.gov/nr/twhp/wwwlps/lessons/158equalization/158visual4.htm
Image: https://commons.wikimedia.org/wiki/File:Queensland_State_Archives_1578_Library_Buranda_State_School_c_1950.png
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Emmett Till: Question 4
Sunday, 14 October 2018
Lesson Three
We will read two sources associated with the case of Emmett Till
We will respond to a Q4 and consider the writer’s perspective
We will examine a model response
Lesson Objectives
Lesson Outcomes
AO3
Compare writers’ ideas and perspectives as well as how these are conveyed across two or more texts
What is the difference in funding?
Carolina state spent $179 per student per year educating white children.
Carolina state spent $43 per student per year educating black children.
EXT: Roughly how much more funding (%) do white schools get?
$ 136 EXT: 316%
Image: https://www.nps.gov/nr/twhp/wwwlps/lessons/158equalization/158visual4.htm
Image: https://commons.wikimedia.org/wiki/File:Queensland_State_Archives_1578_Library_Buranda_State_School_c_1950.png
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Declarative Sentences:
By far the most common type of sentence, we use declarative sentences to convey information or to make statements and end in a full stop.
I can play the piano.
Interrogative Sentences: Interrogative sentences are used in asking questions. They end with a question mark.
Can you play the piano?
You play the piano, don’t you?
Sophisticated Subject Terminology Starter:
Imperative Sentences:
Imperative sentences are used in issuing orders or directives.
Stop playing the piano.
Exclamative Sentences:
Exclamative sentences are used to make exclamations. They end with an exclamation mark.
I hate the piano!
Whilst every sentence has a grammatical structure (simple, compound, complex or minor), they also have a function. Below are the four types of sentence function.
Come up with your own example for each and let your partner check if you have correct answers.
Question Four
For this question, you need to refer to the whole of Source A, together with the whole of Source B.
Compare how the writers convey their different attitudes and perspectives of the events that they describe.
In your answer, you could:
compare their different attitudes and perspectives
compare the methods they use to convey their attitudes and perspectives
support your response with references to both texts.
[16 marks]
Copy out the question. Highlight and annotate the key words. What is the question actually asking you to do?
Try to identify how the writers have used language and structure to show subtle differences in their attitudes. This will show the examiner that you’ve really understood the text.
Make sure you cover everything mentioned in the bullet points – you need to write about what the writers’ attitudes are and how they are similar or different (depending on the wording of the question).
Make sure you give quotations and examples from both sources.
This part of the question will change depending on the topics covered in the texts.
Differences
Source B was written in 2017 and published by the Guardian, a well funded, widely distributed liberal national newspaper – over sixty years later – after the trial, after the men’s release, after the civil rights movement, after Martin Luther King, after Rosa Parks, after the USA’s first black President. This would give the writer some perspective and influence their opinion.
Source A was written in 1955 and published by the St. Louis Argus newspaper, a small African-American newspaper published in Chicago. It was written at a time of severe segregation between blacks and whites and racial tension was high. This was written weeks after the discovery of Till’s body – before the trial and when people were campaigning for the prosecution of the brothers.
All of these things would influence the writer’s viewpoint/perspective/ideas/opinions/attitudes. Question Four is about identifying and proving those differences.
Peer Assess and then finish my answer
Both texts agree that the crime was an appalling and evil murder and one of significant importance. However they present this information in different ways.
Firstly, Source A attempts to remain objective by using predominantly declarative sentences to report on the “kidnapping” and “murder”. There are not many adjectives that give away the writer’s opinion on the matter. However, the writer shows their attitude through subtle methods – they primarily include quotations from other African Americans (namely Till’s family) which alters the tone of the text. The extensive emotive language used when we discover that the body “wasn’t even embalmed” or that he had his mother on his “mind when [he] died” shows that the writer clearly found the lynching of this youth a particularly upsetting tragedy. The writer has attempted to display their emotions and attitudes towards the crime by allowing the raw, emotion inducing effect of statements such as “murdering children” to affect the reader and let the writer’s feelings be passively displayed.
Conversely, in Source B, the writer has over sixty years of social progress to provide perspective and assist them in expressing their own, personal opinion. It is for that reason that we begin to see adjectives such as “ghastly” that show the writer’s opinion coming through. Different to Source A, the modern text chooses to report statements exclusively from the white defendants in the case. This use of dialogue to give a voice to the “acquitted”, allows them to share their “tender sorrow” for the Till family in a simple sentence with no further elaboration from the writer. This is an interesting contradiction to Source A as it allows the writer to express their clear disapproving attitude towards the case by almost refusing to comment on the murderer’s statements as they are not worth the writer’s time…
Hint Key
Source B – Repetition of “public”, “admit” and “disappear”
Source B – Admires the impact Till’s death has had
Source A – Semantic Fields – how have they been used?
HINTS
Show for low ability sets
Image: https://pixabay.com/en/key-vintage-key-lock-old-antique-2824086/
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Question Four Tips
| Time | Task | Song |
| 5 Minutes | Find quotations, annotate the techniques and how they link to the question | Joe Cocker – With A Little Help From My Friends |
| 6 Minutes | Paragraph One | Rolling Stones – You Can’t Always Get What You Want |
| 6 Minutes | Paragraph Two | Guns N’ Roses – Patience |
| 6 Minutes | Paragraph Three | Queen – Bohemian Rhapsody |
Point
Quote
Explain
Analyse
Develop
x3
“In the exam you are likely to be asked to analyse different views but don’t ignore similarities. One of the signs of a high-scoring answer is that it analyses subtle and detailed differences among some similarities. So, for example, you might say that both writers are nervous but explain the different reasons why they are nervous.” – AQA, 2016
Key Phrase Box
Both writers… whereas…
The writer shows this through…
On the other hand, …
Despite this, …
The writer of Source A’s attitude is made clear when…
Conversely, …
Unlike in Source B when…
Whereas…
16
Marks
Point
Quote
Explain
Analyse
Develop
Connective
https://www.youtube.com/watch?v=nCrlyX6XbTU – With A Little Help From My Friends
https://www.youtube.com/watch?v=PkGrkNu6mDg – You Can’t Always Get What You Want
https://www.youtube.com/watch?v=ErvgV4P6Fzc&index=2&list=PLmg3zV92tOh6ZEeyDIcPzp9Sbb2_DMs4s – Patience
https://www.youtube.com/watch?v=fJ9rUzIMcZQ&index=1&list=PLqDzNilwDj_dm_BOGxoCRmvA6CheRwAiw – Bohemian Rhapsody
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Self Assessment – Q4
| Level | Skills Descriptors | WWW/EBI |
| Level 4 Perceptive, detailed 13-16 marks | Compares ideas and perspectives in a perceptive way Analyses how writers’ methods are used Selects a range of judicious supporting detail from both texts Shows a detailed understanding of the different ideas and perspectives in both texts | |
| Level 3 Clear, relevant 9-12 marks | Compares ideas and perspectives in a clear and relevant way Explains clearly how writers’ methods are used Selects relevant detail to support from both texts Shows a clear understanding of the different ideas and perspectives in both texts | |
| Level 2 Some, attempts 5-8 marks | Attempts to compare ideas and perspectives Makes some comment on how writers’ methods are used Selects some appropriate textual detail/references, not always supporting from one or both texts Identifies some different ideas and perspectives | |
| Level 1 Simple, limited 1-4 marks | Makes simple cross reference of ideas and perspectives Makes simple identification of writers’ methods Makes simple references/ textual details from one or both texts Shows simple awareness of ideas and/or perspectives |
Plenary: Critical Thinking
In Britain, there are grammar schools and comprehensive schools.
Do you think this is an example of the idea ‘separate but equal’?
Do you think pupils in these two types of schools feel equal? Why or why not?
Image: https://commons.wikimedia.org/wiki/File:Ilkley_Grammar_School_main_building.jpg
Image: http://www.geograph.org.uk/photo/1009051
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Do Now:
With your partner:
What do you know about oppression?
Your discussion may surround real life or movies/books you’ve come across.
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Emmett Till: Question 3
Sunday, 14 October 2018
Lesson Four
We will read two sources associated with the case of Emmett Till
To improve our range of subject terminology
We will complete a full response to a Q3
AO2
Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views
Lesson Objectives
Lesson Outcomes
Simple sentence
Complex sentence
Compound sentence
The sky was growing darker. I couldn’t see where I was going. I stumbled.
The sky was grey and sombre, and the rain lashed at our faces.
Above the sleepy town, where the clouds crawled across the horizon and the minutes trickled by, the sky was grey and sombre.
Can be used to build tension or to create a worried and confused tone.
Can be used to add description or to give the impression of time dragging.
Can be used to do things like expand on an initial statement, creating more detailed and interesting descriptions.
Sophisticated Subject Terminology Starter:
Link the sentence type with the correct example and purpose.
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Word Types
Types of words are used for varying purposes.
Match the word type with the correct definition of purpose.
Verbs
Adjectives
Nouns
Adverbs
Words that describe nouns, e.g. pretty, incredible, blue.
Words that are objects or things (can be common or proper) e.g. Alfred, table, nowhere.
Words that describe an action, e.g. run, jumping, read.
Words that describe a doing word, e.g. quickly, excitedly, silently.
“Cybercriminals do stuff online, so punish them by taking away their internet access. It’s as simple as taking a crowbar from a burglar. Or is it? Some outside-the-box thinking by a top cop this week has triggered a debate among cybersecurity types about young offending and punishment.
Ch Supt Gavin Thomas, the president of the Police Superintendents’ Association of England and Wales, suggested in an interview that wifi jammers – devices worn on the ankle or wrist to block the internet – could serve as a smarter punishment for cybercrimes than prison. “We have got to stop using 19th-century punishments to deal with 21st-century crimes,” he said.”
| Word Type | Example | Effect |
| Noun | “Cybercriminals” | Introduces us to who the article is about – emotive word which makes us dislike them. |
| Verb | ||
| Adjective | ||
| Adverb |
Identify the nouns, verbs, adjectives and adverbs in this text:
Anecdote
An anecdote is a short, personal story of the writer used to entertain, amuse or warn the reader.
What is the effect of the anecdote in this passage? Discuss with your partner.
You will find these in travel writing, diary or journal accounts, reviews…
Before Christmas I took a young relative to a jazz concert. The thought of it ruined his whole day. He scuffed around the house like an angry rhino. After the event, even he acknowledged that we had a good time. But neither of us would ever get back the dreadful hours that preceded it. He’d fallen prey to a cardinal paradox – poisoning the present by worrying about something that might happen in the future.
We’ve all done that. The homo sapiens is so clever, and yet sometimes so stupid with it. We are the only species that can get wrapped up in things that haven’t yet happened or things that are long gone but can never be changed.
Challenge Homework: Due Friday
One side of A4 analysis of this piece of text:
“Naturally, the black cat sat quietly on the warm, red mat.”
You may discuss connotations, but I want you to expand your use of subject terminology; therefore, you will be marked on your use of subject terminology only.
Areas for discussion:
Word class
Clause types
Sentence type
Sentence function
Word order
Tense
Person/perspective
Punctuation
Post/pre modifiers
Noun/verb phrases
You may need to research some of these areas of discussion; however, learning them will help you greatly in the exam.
In 1968, after being disgusted with the way people were treated due to race, a teacher named Jane Elliott carried out a experiment in discrimination based on the eye colour of children in her class:
Day 1 – Blue eyed people are superior.
Day 2 – Brown eyed people are superior.
Day 3 – Review.
As we watch…
a) What do you find shocking about this film?
b) Why is it important to target education when looking for reform?
Click the header, or: https://www.youtube.com/watch?v=KHxFuO2Nk-0
Can watch the whole thing. Or can just watch the first 3 and a half minutes. Then skip to 11:40
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Question Three
You now need to refer only to Source B from lines 1 to 35.
How does the writer use language to present the crime?
[12 marks]
You are going to attempt a full Q3. This means 3 minutes of annotation and 12 minutes of writing.
Copy out the question. Highlight and annotate the key words. What is the question actually asking you to do?
Question Three Tips
| Time | Task | Song |
| 3 Minutes | Find quotations, annotate the techniques and how they link to the question | Radioactive – Imagine Dragons |
| 4 Minutes | Paragraph One | Can’t Stop The Feeling – Justin Timberlake |
| 4 Minutes | Paragraph Two | Things We Lost In The Fire – Bastille |
| 4 Minutes | Paragraph Three | Pumped Up Kicks – Foster The People |
Technique
Quote
Explain
Develop
x3
(Develop = Level 4)
“A common mistake that students can make is to focus too much on effective words and phrases and ignore other relevant features. When you plan your answer to this question, make sure you analyse sentence forms, language features and punctuation as well” – AQA, 2016
Key Phrase Box
At first…
Making it seem…
Encouraging the reader to…
In total contrast to this…
This is built on when…
This connotes…
We sense…
When the writer describes…
which expresses…
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Marks
https://www.youtube.com/watch?v=4U8C_XuE7wc Radioactive
https://www.youtube.com/watch?v=_KAZX8i_RPQ Can’t Stop The Feeling
https://www.youtube.com/watch?v=dYRqIAuY9IQ Things We Lost In The Fire
https://www.youtube.com/watch?v=SDTZ7iX4vTQ Pumped Up Kicks
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Hint Key
Can you find a semantic field?
Repetition of certain words or phrases.
Use of dialogue (speech).
Use of simple sentences.
Adjectives (“ghastly”)
Verb phrases (“changed the United States”)
HINTS
Show for low ability sets
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Plenary – Peer Assessment – Q3
| Level | Skills Descriptors | WWW/EBI |
| Level 4 Detailed, perceptive analysis 10-12 marks | Shows detailed and perceptive understanding of language: Analyses the effects of the writer’s choices of language Selects a judicious range of textual detail Makes sophisticated and accurate use of subject terminology | |
| Level 3 Clear, relevant explanation 7-9 marks | Shows clear understanding of language: Explains clearly the effects of the writer’s choices of language Selects a range of relevant textual detail Makes clear and accurate use of subject terminology | |
| Level 2 Some understanding and comment 4-6 marks | Shows some understanding of language: Attempts to comment on the effect of language Selects some appropriate textual detail Makes some use of subject terminology, mainly appropriately | |
| Level 1 Simple, limited comment 1-3 marks | Shows simple awareness of language: Offers simple comment on the effects of language Selects simple references or textual details Makes simple use of subject terminology, not always appropriately |
Extension Task:
A semantic field is a group of words with a similar theme or idea behind them.
Writers may use a series of words within one semantic field in order to make you understand an opinion on a certain event or feel a certain way about something.
You must also state a semantic field of… a certain topic. For the lists of words below, decide what they are a semantic field of.
Stunning
Glorious
Iridescent
Pretty
Idyllic
Bullets
Guns
Wound
Trench
Enemy
Eye popping
Trembling
Scream
Phobia
Nerves
Write a diary account of a time when you were really saddened about something. Use a semantic field (related words about excitement, or something else) to emphasise a particular element of your experience.