GCSE Language Paper 1 PDF

Show, Don't Tell RoPE Challenge Teacher Instruction (I DO) Model and Scaffold (WE DO) To earn more marks on Paper 1 Q5: Give your reader clues to...

Show, Don't Tell RoPE Challenge Teacher Instruction (I DO) Model and Scaffold (WE DO) To earn more marks on Paper 1 Q5: Give your reader clues to be able to infer Deliberate Practice (YOU DO) what you are trying to show about a Final Review (Plenary) character or setting; Don't just tell them a fact about a character or a setting, but let them figure it out for themselves; Make your reader work hard to build a picture of a character or setting. Model RoPE Challenge Teacher Instruction (I DO) Model and Scaffold (WE DO) TELL: He was tired. Deliberate Practice (YOU DO) SHOW: He slumped on the chair, Final Review (Plenary) his legs feeling as heavy as his eyelids as he looked wearily up at the vast clock on the station wall. Three minutes to midnight. Model RoPE Challenge Teacher Instruction (I DO) Model and Scaffold (WE DO) TELL: He was tired. Deliberate Practice (YOU DO) SHOW: He slumped on the chair, Final Review (Plenary) his legs feeling as heavy as his eyelids as he looked wearily up at the vast clock on the station wall. Three minutes to midnight. We Do RoPE Challenge Teacher Instruction (I DO) Model and Scaffold (WE DO) TELL: She was impatient. Deliberate Practice (YOU DO) SHOW: She... Final Review (Plenary) Deliberate Practice RoPE Challenge Teacher Instruction (I DO) Model and Scaffold (WE DO) TELL: He was excited. Deliberate Practice (YOU DO) SHOW: He... Final Review (Plenary) Model RoPE Challenge Teacher Instruction (I DO) Model and Scaffold (WE DO) TELL: It was windy. Deliberate Practice (YOU DO) SHOW: The whistling sound Final Review (Plenary) whipped through the trees which bent and buckled, threatening to topple over with each blast. Model RoPE Challenge Teacher Instruction (I DO) Model and Scaffold (WE DO) TELL: It was windy. Deliberate Practice (YOU DO) SHOW: The whistling sound Final Review (Plenary) whipped through the trees which bent and buckled, threatening to topple over with each blast. We Do RoPE Challenge Teacher Instruction (I DO) Model and Scaffold (WE DO) TELL: It had snowed overnight. Deliberate Practice (YOU DO) SHOW: Final Review (Plenary) Deliberate Practice RoPE Challenge Teacher Instruction (I DO) Model and Scaffold (WE DO) TELL: It was raining. Deliberate Practice (YOU DO) SHOW: Final Review (Plenary) Deliberate Practice RoPE Challenge Teacher Instruction (I DO) Model and Scaffold (WE DO) CHARACT SETTING EMOTION Deliberate Practice (YOU DO) ER Final Review (Plenary) A field in An old man Relaxed the countryside Pick a character, a A young Nervous / setting and an emotion A train station and describe them using woman confused show don't tell.​ A six-year-old A supermarket Excited boy  TOP TIPS - GCSE LANGUAGE PAPER 1 When you go into the exam hall, make sure you have brought the following items with you: A Black Pen – you can only write in black A Ruler – to box out sections for Q1, Q4 especially TWO highlighters – to help for Q2 TOP TIPS - GCSE LANGUAGE PAPER 1 Make a note of the timings/focus for each question 15 mins for Reading/Planning In order of answering 25 mins = Q4 = Evaluation 10-15 mins = Q3 = Structure 10-15 mins = Q2 = Language 5 mins = Q1  TOP TIPS - GCSE LANGUAGE PAPER 1 In the 15 mins of reading and preparation time 1. Read all the QUESTIONS first A. Write out the focus of Q1 by the four bullet points 2. Box out the specific line areas for Q1 and Q4 NOTE - you don’t need to do this for Q2 3. Read the EXTRACT in full 4. Identify the ‘journey’ (B, E, TP) of the extract for Q3 5. Identify the two ideas for Q2 and highlight a relevant quotation to match each ‘idea’. 6. Identify the parts of the statement for Q4 7. Work your way back through the Questions when answering 1. Start with Q4 – 25 mins – longest and most important 2. Q3 – most difficult – 3 paragraphs 3. Q2 – 2 paragraphs 4. Q1 – now you have written the focus by the bullet points, this could be done RIGHT AT THE END Top Tips – Paper 1 Question 1 - INFORMATION A. Identity the focus of the question B. Write it at the start of each line/bullet point. C. Underline/ circle / highlight information relating to the focus. D. Use the information you have identified to complete the sentences. Top Tips – Paper 1 Question 2 - LANGUAGE THINGS TO AVOID Annotate BEFORE reading the section of the extract. Top Tips – Paper 1 Question 2 - LANGUAGE THINGS TO AVOID Feature/Method spotting Do NOT focus on the method FIRST. Problem comes that you identify the method but don’t break down the LANGUAGE and what this registers. You may be able to pinpoint the technique but that is not what is being asked of you in the question Top Tips – Paper 1 Question 2 - LANGUAGE WHAT TO DO INSTEAD PART ONE – PINPOINT FEELINGS/IDEAS 1. Read the mini extract. 2. Ask yourself/pinpoint what are [subject] views/feelings/ideas? 3. Write down two ideas Top Tips – Paper 1 Question 2 - LANGUAGE WHAT TO DO INSTEAD PART ONE – PINPOINT FEELINGS/IDEAS 4. Then use them to write an opening sentence BEFORE you annotate. The writer presents [subject] in a way which suggests that he/she/it sees them as…[pick two adjectives]. Top Tips – Paper 1 Question 2 - LANGUAGE WHAT TO DO INSTEAD PART TWO - ANNOTATE THE EXTRACT 1. Write out the two main adjectives above the mini extract 2. Highlighter 1/circle all language that shows examples of first feeling 3. Highlighter 2/underline all language that shows examples of second feeling Top Tips – Paper 1 Question 2 - LANGUAGE Now you have pinpointed evidence, questions to ask yourself: 1. What does the language mean? (LITERAL) 2. What do we associate with it? (CONNOTATIONS) 3. What does it suggest in this context? (HOW DOES IT APPLY TO THIS SECTION) Top Tips – Paper 1 Question 3 - STRUCTURE How has the writer structured the text to interest you as a reader? What is the ‘journey’ of the WHOLE text? Writers take their readers and/ or characters on a journey (literally and/ or metaphorically). Top Tips – Paper 1 Question 3 - STRUCTURE How has the writer structured the text to interest you as a reader? You need to establish Where do we begin? What is established at the start? Where do we end? What/ who has changed? What do we / the characters now understand? How did we get there? Where did the writer signal this change? (Turning point/ catalyst) Top Tips – Paper 1 Question 3 - STRUCTURE How has the writer structured the text to interest you as a reader? Questions to ask yourself (and then annotate): 1. How does the extract start? Beginning (B) = 2. How does the extract finish? Ending (E) = 3. What is the turning point that is the catalyst for the change? Turning Point (TP) = Top Tips – Paper 1 Question 3 - STRUCTURE How has the writer structured the text to interest you as a reader? Where do we begin? What is established at the start? At the start of the extract, the writer establishes the idea that…. Top Tips – Paper 1 Question 3 - STRUCTURE How has the writer structured the text to interest you as a reader? Where do we end? What/ who has changed? What do we / the characters now understand? By the end of the extract,… Top Tips – Paper 1 Question 3 - STRUCTURE How has the writer structured the text to interest you as a reader? How did we get there? Where did the writer signal this change? (Turning point/ catalyst) The turning point / catalyst occurs when… Top Tips – Paper 1 Question 3 - STRUCTURE How has the writer structured the text to interest you as a reader? ANNOTATE SECTION Beginning: What does the writer choose to focus on? Why? Why now? Top Tips – Paper 1 Question 3 - STRUCTURE How has the writer structured the text to interest you as a reader? ANNOTATE SECTION Turning point: What does the writer choose to focus on? Why? Why now? How does it to relate to / differ from the previous focus? Top Tips – Paper 1 Question 3 - STRUCTURE How has the writer structured the text to interest you as a reader? ANNOTATE SECTION End: What does the writer choose to focus on? Why? Why now? How does it to relate to / differ from the previous focus? Top Tips – Paper 1 Question 3 - STRUCTURE 1. Identify the journey of the text: a) Where do we begin? What is established at the start? b) Where do we end? What/ who has changed? What do we / the characters now understand? c) How did we get there? Where did the writer signal this change? (Turning point/ catalyst) Top Tips – Paper 1 Question 3 - STRUCTURE 2. For these three questions, annotate the text by answering these questions: a) What does the writer choose to focus on? b)Why? Why now? c) How does it to relate to / differ from the previous focus? Top Tips – Paper 1 Question 3 - STRUCTURE 3. In each section, try to refer to another section of the text. 4. Show that you are aware of the whole text and how it links together. Top Tips – Paper 1 Question 4 - EVALUATION Identify the key parts of the statement. Write down why you agree which each part of the statement. Is there a reason to disagree with one/both part(s) of the statement? Don’t force it! However, this is often an opportunity to develop a critical / perceptive response. Top Tips – Paper 1 Question 4 - EVALUATION Circle three moments from the text which support your argument(s). Next to each moment, write down what the writer has chosen to focus on. Underline the evidence you would use to support your argument. Top Tips – Paper 1 Question 4 - EVALUATION Refer to your opening argument(s) when writing about each moment. Before you use evidence, explain why this moment supports your argument. The evidence is the final piece of the puzzle. Top Tips – Paper 1 Question 4 - EVALUATION Use your Question Two prompts to support your analysis: What does the language mean? What do we associate with it? What does it suggest in this context? Top Tips – Paper 1 Question 4 - EVALUATION 1. Identify the two parts of the statement. 2. Write down why you agree with each part of the statement. 3. Is there a reason to disagree with one/both part(s) of the statement? Don’t force it! However, this is often an opportunity to develop a critical / perceptive response. 4. Circle three moments from the text which support your argument(s). Next to each moment, write down what the writer has chosen to focus on. Underline the evidence you would use to support your argument. 5. Refer to your opening argument(s) when writing about each moment. Before you use evidence, explain why this moment supports your argument. The evidence is the final piece of the puzzle. 6. Use your Question Two prompts to support your analysis : What does the language mean? What do we associate with it? What does it suggest in this context?