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Q2: Language Analysis on Great Expectations
SerenaHardwickSerenaHardwick

Q2: Language Analysis on Great Expectations

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AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.
Q2: Language Analysis on Hemmingway: The Old Man & The Sea
SerenaHardwickSerenaHardwick

Q2: Language Analysis on Hemmingway: The Old Man & The Sea

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AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.
Q2: Language Analysis on Brighton Rock
SerenaHardwickSerenaHardwick

Q2: Language Analysis on Brighton Rock

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AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.
Q2: Language Analysis on The Monkey's Paw
SerenaHardwickSerenaHardwick

Q2: Language Analysis on The Monkey's Paw

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AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW. We Do: teacher model on the last slide.
Q2: Language Analysis on Jamaica Inn
SerenaHardwickSerenaHardwick

Q2: Language Analysis on Jamaica Inn

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AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.
Q2: Language Analysis on 1984 George Orwell
SerenaHardwickSerenaHardwick

Q2: Language Analysis on 1984 George Orwell

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Important Note: this lesson’s exert isn’t from a past AQA Paper 1. The question this lesson contains is: ‘How does the writer use language to describe the moment Winston begins to write.’ Q2 Language Analysis. Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.
Q2: Language Analysis on The Flowers by Alice Walker
SerenaHardwickSerenaHardwick

Q2: Language Analysis on The Flowers by Alice Walker

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The question this lesson contains is: ‘How does the Alice Walker use language to describe the setting?’ Q2 Language Analysis. Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.
Q4: Language Paper 1 Revision: Great Expectations Charles Dickens
SerenaHardwickSerenaHardwick

Q4: Language Paper 1 Revision: Great Expectations Charles Dickens

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AQA Paper 1, Q4: Evaluate the writer’s methods. Note: Students will need to have completed Q2 & Q3 (or have spent time labelling the extract for Dickens’ use of language devices & structural features) in order to have a solid understanding of the lesson. Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles how to answer Q4. SEND / dyslexia friendly. Teacher guidance on slide 1. Contains a top Q4 answer. PEER REVIEW.
Q3: Paper 1 The Sound of Thunder (Revision) Ray Bradbury
SerenaHardwickSerenaHardwick

Q3: Paper 1 The Sound of Thunder (Revision) Ray Bradbury

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Revision lesson on AQA Paper 1, Q3: How has the writer structured the text to interest the reader? For copyright reasons, I can’t share the extract but it can be easily found online. Starter activity on OFFICES and Freytag’s Pyramid. Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles how to answer Q3. SEND / dyslexia friendly. Teacher guidance on slide 1. PEER REVIEW.
Q2: Language Analysis on A Sound of Thunder
SerenaHardwickSerenaHardwick

Q2: Language Analysis on A Sound of Thunder

(0)
AQA Paper 1, Q2: Language Analysis Uses clear teacher modelling & scaffolding. Gradual release of responsibility: I DO, WE DO, YOU DO. Tackles ‘imagery’ linking it to atmosphere. SEND / dyslexia friendly. Teacher guidance on slide 1. Offer opportunities for stretch challenges. PEER REVIEW.