LO: to understand how to read for meaning

Date:
To understand how to identify explicit and explicit meaning

Question 2: short responses

Starter: look at the lesson objective. Have we tested these skills before?
When?

What does ‘read for meaning’ mean?

 Timings:
Reading time: 20 minutes

Question 2 Question 1 comprehension: 15 minutes

Question 1 summary: 15 minutes
Question 2 comprehension: 10 minutes
Question 2 language: 20 minutes
Question 3: 40 minutes
You need to read Text C for this question.
Steps:
1. Read text C (make a note of what it is about, who is 10 minutes
involved, what the main event is, what the tone is – this will
help with the language questions and also Q3)
2. Answer the comprehension questions – make sure you read 10 minutes
them carefully, don’t throw away marks.
3. Read Q2d (language question)
4. Underline the paragraphs that you will focus on, then circle
them on the text.
5. Go through each paragraph and underline interesting words 5 minutes
and phrases
6. Go back and tick the best 3 in each paragraph
7. Write your answer 15 minutes
All of this will help you with question 3 later on! 10 minutes

Step 1 – read the text

• What is it about?
• What happens?
As you read you should
• Why? underline facts and details:
• What is the tone? • Dates
• Times
• Where is it? • Names
• Numbers
• Key events.
This will come in useful for
• Do any characters stand out? Q3 later on!
• From whose perspective is it
written? Language Focus:
You should also be trying to work out what the difficult words mean.
Text C

Task: share your thoughts

on the text with a partner.
What is it about, who is
involved, what is the main
event, what is the tone?

Do you understand all of the

language used?

What strategies will you use?

Language Focus:
You should also be trying to work out what the difficult words mean.
Text C

Task: Make a brief note

on the focus of each
paragraph and the tone –
does this change?
Text C – short answer questions

1. Read the text – 10 minutes

2. Answer the questions – 10
minutes
 Keep track of

Self-review your targets as

we work
through the
different
sections of the
paper!
 LO: to understand how to comment on the effect of a
Date:
writer’s language choices

Question 2: effects of
language
Starter: describe the room. Try and make it as interesting as possible.
Imagine that you are describing this room to someone who has never
seen it before.

Extension: exchange with someone else who has also finished.

Underline any interesting words or phrases. Why do you think they
chose these?
 Question 2
20 minutes

• You have already read Text C.

Steps:
1. Read text C (make a note of what it is about, who is
involved, what the main event is, what the tone is – this will
help with the language questions and also Q3)
2. Answer the comprehension questions – make sure you read
them carefully, don’t throw away marks.
3. Read Q2d (language question)
4. Underline the paragraphs that you will focus on, then circle
them on the text.
5. Go through each paragraph and underline interesting words 5 minutes
and phrases
6. Go back and tick the best 3 in each paragraph
7. Write your answer 15 minutes
You have 15-20 minutes for this question.

This question is about imagery and the

effects of language…
Let’s look at how to identify and comment on imagery from this example.
The example is taken from a text describing the writer’s experiences of an earthquake.

What is imagery?
How will you pick the interesting examples?
Within an hour after the earthquake shock, the smoke of San Francisco’s burning was a lurid
tower visible a hundred miles away. And for three days and nights this lurid tower swayed in
the sky, reddening the sun, darkening the day, and filling the land with smoke.

On Wednesday morning at a quarter past five came the earthquake. A minute later the
flames were leaping upward. In a dozen different quarters south of Market Street, in the
working-class ghetto, and in the factories, fires started.
 Explaining the effect of imagery
Within an hour after the earthquake shock, the smoke of San Francisco’s burning
was a lurid tower visible a hundred miles away. And for three days and nights this
lurid tower swayed in the sky, reddening the sun, darkening the day, and filling the
land with smoke.

On Wednesday morning at a quarter past five came the earthquake. A minute later
the flames were leaping upward. In a dozen different quarters south of Market
Street, in the working-class ghetto, and in the factories, fires started.

TASK: In pairs, finish the sentences. Be

The word ‘lurid’ means/is…
as detailed as you can.
Extension: find more examples of
It makes it seem as if the smoke is…
imagery and write as much as you can
about the effect.
It makes me think of…

It reinforces the…atmosphere because

Top tips for finding good examples to
comment on

• Imagery
• Descriptions that seem unusual Use inference: what is being
implied or suggested through
• Words that stand out or have the use of language?
interesting connotations
 LO: to understand how to select good examples
Date:
to understand how to comment on the effect of a writer’s
language choices

Question 2: effects of
language

Starter: this question on the exam requires you to select interesting

language choices from 2 different paragraphs. With a partner see if you
can guess which two paragraphs have been chosen from text C.

How do you know?

 Remember that
you will already
What do you have to do? have read the
text.

Overview

 Make good choices – select powerful words

and phrases
 Discuss the connotations of words
 Comment on how imagery is created
 Comment on the intended effect of
language choices
 Consider how the example you chose helps
to convey tone/mood/ atmosphere / feelings
etc
 Link everything back to what is being
described in the paragraph and the text as
a whole
 10
Steps minutes

1. Read the question – what is your focus?

2. Circle the paragraphs you need. Remind yourself of what is happening in each
paragraph. What is it about? What is the tone? Which feelings are conveyed? Who is
involved? What happens?
3. Write an overview statement
o What is happening in your paragraph? What is the focus?
o What is the tone or atmosphere?
o What is the effect on the reader? What effect is the writer trying to achieve?
4. Underline anything interesting that creates imagery.
5. Go back and tick the best 3 in each paragraph
6. What can you say about each? Make notes around your choices
o Explain what is shown
o What are the connotations of the words? What is suggested / implied?
o What image is created? Why? Effect?

Link back to the notes you made for step 3.

 How to make good choices
Questions to ask yourself:

• Is it relevant? How do you know?

• Is it imagery? How do you know?
• Which part of the sentence do I need? Beware of selecting double examples.

Once you have made your choice

1. Highlight the keywords/phrase in the quote
2. Define these keywords – what do they mean
3. Analyse the keywords/phrase by thinking about what it means and
what it makes you think of.
4. How does it help to create the atmosphere?
5. How does it ink to the overall text?
Analysing how writers achieve effects
Look at the question.
1. Read the question – what is your
focus?
Do this now 2. Circle the paragraphs you need.
Remind yourself of what is happening
in each paragraph. What is it about?
What is the tone? Which feelings are
conveyed? Who is involved? What
(d) Re-read paragraphs 4 and 6. happens?

 Paragraph 4 begins ‘The Achuar is a warring culture...’ and is about the writer’s
first impressions when he arrived.
 Paragraph 6 begins ‘We boarded canoes for a thirty minute ride...’ and gives the
writer’s impressions of the river area.

Explain how the writer uses language to convey meaning and to create effect
in these paragraphs. Choose three examples of words or phrases from each
paragraph to support your answer. Your choices should include the use of
imagery.
Write about 200 to 300 words.

Up to 15 marks are available for the content of your answer.

Analysing how writers achieve effects In pairs make notes on:

What is each paragraph about?

What the tone is?

This will help you to understand why the imagery has been
used and what the effect is.

(d) Re-read paragraphs 4 and 6.

 Paragraph 4 begins ‘The Achuar is a warring culture...’ and is about the writer’s
first impressions when he arrived.
 Paragraph 6 begins ‘We boarded canoes for a thirty minute ride...’ and gives the
writer’s impressions of the river area.

Explain how the writer uses language to convey meaning and to create effect
in these paragraphs. Choose three examples of words or phrases from each
paragraph to support your answer. Your choices should include the use of
imagery.
Write about 200 to 300 words.

Up to 15 marks are available for the content of your answer.

 Paragraph 4 begins ‘The Achuar is a warring culture...’ and is about the writer’s
first impressions when he arrived.
 Paragraph 6 begins ‘We boarded canoes for a thirty minute ride...’ and gives the
writer’s impressions of the river area.

TASK: half of you will look at paragraph 4 and the other half will look at paragraph 6.

Choose as many examples from your paragraph as you can.

Choose quotes that:

o You understand
o Are interesting
o Include imagery
o You can say a lot about
 Paragraph 4 begins ‘The Achuar is a warring culture...’ and is about the writer’s
first impressions when he arrived.
 Paragraph 6 begins ‘We boarded canoes for a thirty minute ride...’ and gives the
writer’s impressions of the river area.

TASK: now join up with someone who looked

at the other paragraph. Do you agree with
their choices? Why/why not?
Choose quotes that:
o You understand
o Are interesting
o Include imagery
o You can say a lot about
What have learned about how to select good
examples?
 LO: to understand how to comment on the effect of a
Date:
writer’s language choices

Question 2: effects of
language

Starter: on next slide

STARTER
Choose quotations that:
o You understand
Are these good choices? o Are interesting
o Include imagery
Why? Why not?
o You can say a lot about
How do you know?

Even amongst all of this beauty, I had to

remember why I was there. It may seem
1. Beauty idyllic, but the reality of this place is far from
2. Idyllic perfect. The reality was hiding from view but it
3. Reality could not be ignored or avoided.
4. Hiding from view
 What are our final choices? Why?
The Achuar is a warring culture. We were told not to
take pictures of people and not to expect them to
We boarded canoes for a thirty minute ride to where we would
be friendly, yet we were greeted with warmth,
be staying. The currents in the rivers were swift, although the
smiles, and waves of hello. As I climbed out of the
waters were glossy smooth and without ripples or waves. They
plane and stepped onto the ground, I was overcome
were unlike the waters here in Minnesota; they were almost
by unexpected and deep emotion. There was a
angelic. Silt from the volcanoes kept the waters brown, but it
palpable difference in the atmosphere and the
was a good brown, a brown that reminded me of life itself. And
energy was electric. Each inhale of warm air was
the vegetation seemed to reach over the rivers like a protective
remarkably soothing and seemed to have the
big brother. It created an impenetrable barrier like seemed as if
perfect blend of humidity—I felt I could breathe it
it were guarding a secret. On the walk through the jungle to
forever. And everything looked different. I’d say
where we would sleep, I saw an iridescent blue butterfly that
“brighter,” but that wasn’t it. The world gleamed
glowed as it fluttered. I remember it to have been about the
anew, and I felt reborn. It was more as if I had a
size of a tea cup saucer, but my memory may be tainted by the
new kind of sunglasses. Soon the ringing in my ears
surreal—although completely real—nature of my experiences.
from the plane’s engine gave way to an
It was almost as if Walt Disney had created this perfect
extraordinary silence with layers of chirping frogs,
butterfly in a perfect jungle.
birds, and who knows what else. Their sound was
like a rhapsody that soothed my mind and made me
feel welcome.
 Paragraph 4 begins ‘The Achuar is a warring culture...’ and is about the writer’s
first impressions when he arrived.
 Paragraph 6 begins ‘We boarded canoes for a thirty minute ride...’ and gives the
writer’s impressions of the river area.

Now you have chosen the

examples, what do you do
now?
1. Highlight the keywords/phrase in the quote
2. Define these keywords – what do they mean
3. Analyse the keywords/phrase by thinking about what it means and what it
makes you think of.
4. How does it help to create the atmosphere?
5. How does it ink to the overall text?
 1. Highlight the keywords/phrase in the quote
2. Define these keywords – what do they mean
3. Analyse the keywords/phrase by thinking about what it suggests and what it
makes you think of.
4. How does it help to create the atmosphere?
5. How does it ink to the overall text?

Let’s do an example together…

Means…

‘I was overcome’
Suggests…
Makes the reader…

Reinforces the idea that…

 LO: to understand how to comment on the effect of a
Date:
writer’s language choices

Question 2: analysing
language
Starter: listen to the following statements and write down which one
includes interesting language.
1.
2.
3.
4.
 Writing your overview
statement
 Paragraph 4 begins ‘The Achuar is a warring culture...’ and is about the writer’s
first impressions when he arrived.
 Paragraph 6 begins ‘We boarded canoes for a thirty minute ride...’ and gives the
writer’s impressions of the river area.

Let’s come up with the overview statements together.

What is the focus of each paragraph? Link back to the question.

Overview paragraph 4: This paragraph is

about_____
Overview paragraph 6: This paragraph is
about_____
Group Task 20 minutes

In groups of 3, choose your 3 quotes from the text. Write these in the middle of the
A3 paper. Go through the steps we just used in the previous example.

1. Highlight the keywords/phrase in the quote

2. Define these keywords – what do they mean
3. Analyse the keywords/phrase by thinking about what it means and what it makes
you think of.
4. How does it help to create the atmosphere? Thinking questions:
5. How does it link to the overall text?
What do the words mean?
What do the words suggest?
What image is created?
Checklist: How do you feel?
Is it imagery? How does the word/phrase link to
the atmosphere?
Is it interesting/unusual?
Is it relevant?
Is it the correct part of the You do not have to name a
sentence? technique unless it helps you to
Can you talk about it? explain the effect of the imagery
created.
 The structure of your answer
• Quote

Example answer
• Meaning of the word/phrase
• Effect/analysis
• Link to the whole paragraph

• This is not a PEEAL!

• This is not a literature essay!
• Keep your answer short but focused. Don’t waste too much time.

‘I was overcome’
1. Image
The word overcome refers to being overtaken by emotion or feeling. This
2. Definition
shows that his experience is significant and that he was awestruck by his
3. Shows
surroundings. This also implies that he was unable to contain his emotions
4. Suggests
and they took over. This suggests that the surroundings are not like any he
has seen before and it shows that his first impression of the forest was
memorable.
What guidance are you given here?
Individual task: 15 minutes Add an overview of the
Now it’s your turn! paragraph – this usually comes
first.

• Select 3 interesting words/phrases.

In this paragraph we see how…
• Things to consider:
o What image is created - why has that particular image been
used?
o How does it make you feel?
o Why has the writer used this? What do they want to show
you?
o Why has the writer chosen the word “…..”? What does the
word mean?
o What does this tell us about ….?
o Can you make any inferences? What is suggested?
o Extension: how does it fit in with the rest of the text and
what the text is about (use your summaries to help you).
• Use the keywords in the question to help you be more
The structure of your answer
focused. 1. Image
• Quote
2. Definition
• Meaning of the word/phrase
3. Shows
• Effect/analysis
4. Suggests
• Link to the whole paragraph
 Writing up your  Paragraph 4 begins ‘The Achuar is a warring
culture...’ and is about the writer’s first impressions
answer 
when he arrived.
Paragraph 6 begins ‘We boarded canoes for a thirty
minute ride...’ and gives the writer’s impressions of
The structure of your answer the river area.

15
Overview for 1st paragraph you will focus on minutes

• Quotation
• Explanation of the word/phrase. What is shown?
What is suggested?
• Effect/analysis of the image created.
• Link to the whole paragraph
x3
Overview for 2nd paragraph you will focus on

• Quotation
• Explanation of the word/phrase. What is shown?
What is suggested?
• Effect/analysis of the image created. x3
• Link to the whole paragraph
Read through a partner’s work.

1. Have they used all of these?

Peer assess
2. In green pen, can you add anything?
3. Write down 2 WWW and 1 EBI
Marking comment bank:
Positive:
• Relevant quote
• Things to consider: • Clear and correct definition
• What image is created - why has that
particular image been used?
• Inference
• How does it make you feel? • Explanation of meaning
• Why has the writer used this? What do • Development of meaning
they want to show you? • Link to the mood/tone of the paragraph
• Why has the writer chosen the word
“…..”? What does the word mean?
• What does this tell us about ….? Need to improve:
• Can you make any inferences? What is • You need a relevant quote
suggested? • You need a clear and correct definition
• Extension: how does it fit in with the • You need to infer meaning
rest of the text and what the text is
about (use your summaries to help
• You need to explain the meaning of the word/phrase
you). • You need to develop the meaning further (it could also
• Use the keywords in the question to suggest that…)
help you be more focused.
• You need to link to the mood/tone of the paragraph
Peer assess – what mark would you give
them?
Read through your answers
Marking comment bank:

Positive:
• Write down your own • Relevant quote
comments • Clear and correct definition
• Inference
• Explanation of meaning
• Development of meaning
• I am able to____ • Link to the mood/tone of the paragraph
• I need to work on_____ Need to improve:
• You need a relevant quote
• You need a clear and correct definition
Re-draft a section • You need to infer meaning
• You need to explain the meaning of the
word/phrase
• You need to develop the meaning further (it
could also suggest that…)
• You need to link to the mood/tone of the
paragraph