Medium Term Planning

Year 11 Language Paper 1

Unit title and brief synopsis National Curriculum Strand (if Assessment opportunities
not referenced elsewhere)
Language Paper 1 - Reading GMM for each question
This unit aims to prepare students for EN LANG Paper 1 GCSE LANGUAGE End of unit assessment
- explorations in creative reading and writing. Students Paper 1
will be reading a diverse range of extracts to build skills A01, A02, A03, A04
every week culminating in a practice paper at the end
of the unit. They will be assessed by their teacher for
each question, so they are fully prepared for the end of
the unit exam. The feedback from these GMMs can be
done on a whole class or individual level.
Skills and Knowledge Literacy focus – Opportunities for Opportunities for Opportunities for
● Vocabulary development (Key terminology knowledge retrieval/ links Oracy Cultural Capital
● Range of reading to prior learning (may be mapped
for year)
Q1 - knowledge retrieval Range of reading of diverse writers - these are not all 19th Terminology and Victorian Discussing and C19 extracts from
(NOT inference) and 20th century like the exam, but those papers used for context knowledge learnt feeding back ideas the canon with
Q1-3 exam preparation in year 11 once skills are mastered from previous reading units and answers from contextual
choosing and embedding Vocabulary development Language analysis skills extracts/questions information
quotations ● vocabulary in extracts - glossary about Victorian
using adverbs to organise ● words to describe setting/character/impact on history
ideas and evaluate impact reader
Q2 - language analysis ● language and structural devices - terminology
Q3 - structure analysis ● cohesive words to organise ideas and evaluate
Q4 - evaluation and analysis impact of devices
Week By the end of the week students will know and be able to do
1 L01 - How do I approach Q1 and Q2 of LANG Paper 1?
16.11.20 Know:
Comprehension AQQ GCSE Language made up of two papers with 2 sections each
Language Analysis Paper 1 = Creative Writing and Reading
Structure Section A – reading - has 4 questions
 The Victorian era lasted between 1837 and 1901.
Extracts: The Empire made Britain rich and powerful but Victorians thought they were superior to natives in colonised lands.
Extract 1: Jane Eyre Victorians were both fascinated by and fearful of foreign cultures and influences.
Extract 2: Sign of Four Strategy for Q1 & 2
HW Extract 3: Sign of Four
Extract 4: Dracula Do:
Read Context on p2 to Victorian li, detectives, crime and Victorian attitudes to race.
Learn Strategy for Q1 & 2
Read through Jane Eyre extract on p3-4 and examine Q2 model as a class.
Crime and Race in the
What makes effective language analysis?
Victorian Era Q2: Look at lines 5-15 again. How does the writer use language to present the character of the woman in the attic?
The Gothic Genre
Homework: Extract 3 Q1 and 2

L02 - How does Conan Doyle use language to describe Tonga?

Extract 2: Sign of Four
Know:
Revise Q1 & Q2 strategy
Terminology: adjectives, listing, graphic/violent imagery, pronouns, dashes, metaphor, zoomorphism (giving animal-like qualities to
humans)
Police forces were newly established in the Victorian Era.
The detective genre was on the rise as Victorians were fascinated by and anxious about rising levels of crime and unsolvable cases like
Jack the Ripper.

Do:
Recap Victorian knowledge
Read about Crime in Victorian Era
Practice Q1
Q2: Class model on strategy lines 1-10
Question 2: Look again at lines 1-10. How does the writer use language to describe the people of the Andaman Islands?
Paired/independent language analysis of lines 11-25. Q2: How does the writer use language to describe Tonga?
Peer or self-assessment of Q2

L03 - How can I approach Q3 in LANG Paper 1?

Extract 4: Dracula
 Know:
The strategy for Q3
Know structure terminology. Also, starting sentences with ‘And’ and time phrases gives a continuous sense of action, contrasts,
dialogue etc
How to be successful in Q3
Gothic literature deal with horror, madness and extremes of emotion.
The genre has supernatural elements and mysterious, dark settings.

Do
Read information about Gothic/tension.
Learn terminology – word challenge: see page 26 in booklet
Read extract
Examine teacher model as a class.
Question 3: How does the writer structure the text to interest the reader?

2 L04- How can I approach Q3 in exam conditions?

23.11.20 Extract 5: Tell Tale Heart
(23rd training day so only 2 Know:
lessons this week) Revise Q3 strategy
Structure Q3: How does the writer structure the text to interest the reader?
GMM - Q1-3 Terminology: see page 26 but also – pivotal point = climax, tension, time phrases, disjointed sentences, repetition e.g. more,
Evaluation exclamatory sentences, dialogue (direct and indirect), confessional narrator

Extracts: Do:
Extract 5: Tell Tale Heart Revise Q3 Strategy and terminology
Unknown GMM Read Extract
In pairs / independently write Q3 answer
HW – Extract 7: Jekyll and Question 3: You now need to think about the whole of the source. This text is the second half of a short story. How has the writer
Hyde Q1&3 structured the text to interest you as a reader? You could write about:
• what the writer focuses your attention on at the beginning of the source
• how and why the writer changes this focus as the source develops
• any other structural features that interest you.
Self-assess
L05- How can I approach Q1-3 in LANG Paper 1?
 GMM

Do:
Revise key skills and terminology
In exam conditions, complete MCQ/Short Answer Quiz (10 minutes) GMM Q1-3 in timed conditions. (30 minutes) GC H to provide.

HW - Extract 7 Note: Description is wrong. Correct one here:

In this extract, Utterson has been called to Dr Jekyll’s house because Jekyll’s servants were worried about a dangerous man
called Edward Hyde, spotted in the grounds. They have not seen Jekyll for a while and are worried about him. Utterson
arrived and demands to see Dr Jekyll. They break down the door and find the body of a man, Hyde, on the floor.

3 L06 – How can I approach Q4?

30.11.20 Extract 6: Frankenstein
Science, Duality and Know:
Victorian society was religious.
Morality
Victorian society was built upon very rigid social etiquette where gentlemen had to maintain their reputation by supressing desires.
Evaluation - Q4
Victorian era saw the release of Charles Darwin’s evolutionary theories that man evolved from apes.
Q4 GMM
Victorians were unsettled by this idea, believing their to be an animalistic side to all of us.
Role of Women Duality means there are two sides co-existing within one thing.
Strategy for Q4

Extracts: Do:
Extract 6: Frankenstein Read information about Victorian Era.
Extract 8: Pride and Answer comprehension questions to secure knowledge (above).
Prejudice Learn Q4 Strategy.
GMM Q4 Extract unknown Read Extract 5 from Frankenstein
Read model Q4
HW: reuse Tell Tale Heart Question 4: Focus this part of your answer on the second half of the source, from line 24 to the end. A student, having read this section
Q4 of the text said: “In this part of the story, where Dr Frankenstein reacts to what he has done, shows the guilt he feels for what he has
done and the hate towards his creation.” To what extent do you agree? In your response, you could:
• write about your own impressions of his reaction
• evaluate how the writer has creates his sense of guilt and hate
• support your response with references from the text.

HW - reuse Tell Tale Heart Q4

 L07 – How can I evaluate and analyse successfully in my Q4 answer?
Extract 8: Pride and Prejudice
Know:
Revise Q4 strategy
Victorian society was very patriarchal.
Women were expected to be a homemaker – gentle and passive while men provided for their families.
There were very few jobs available for single women.
Extract methods that have not been taught explicitly before: contrast of characters, superlatives, listing, irony, hyperbole
(exaggeration), dialogue

Do:
Read information about Role of Women
Attempt Q4
Question 4: Focus this part of your answer on the second half of the source, from line 16 to the end. A reviewer, having read this
section of the text said: “In this part of the story, where Mr. Bingley and Mr. Darcy meet the Bennet sisters, the writer brings the very
different characters to life for the reader. She really makes us like Mr. Bingley but hate Mr. Darcy.” To what extent do you agree? In
your response, you could:
• write about your own impressions of the characters
• evaluate how the writer has created these impressions
• support your response with references from the text.

L08- How can I approach Q4 in a GMM?

Unseen extract
Q4 GMM

4 L09 – Feedback and reteach Q1-3

7.12.20 Extract: Wuthering Heights
All questions revision DO:
Feedback GMM Q1, 2 & 3 Teacher to give feedback from GMM and reteach any skills and/or giving opportunities to practice questions using any of the questions
and 4 for the Wuthering Heights extract.

Extracts: Question 1: Look again at lines 44-48. List four things about Heathcliff.
Question 2: Look in detail at this extract from lines 10-26 of this source. [From The intense horror…lamentable prayer.]
How does the writer use language to describe Catherine and Mr Lockwood?
Question 3: You now need to think about the whole of the source. This text is from the opening of a novel. How has the writer
 structured the text to interest you as a reader? You could write about:
• what the writer focuses your attention on at the beginning of the source
• how and why the writer changes this focus as the source develops
• any other structural features that interest you.
Question 4 : Focus this part of your answer on the first half of the source, from line 1- 43. A reviewer wrote, after having read this
section of the text, ‘The writer creates a vividly frightening scene.” To what extent do you agree?
• consider your own impressions of the scene
• evaluate how the writer creates this impression
• support your response with references from the text

L10- Feedback from Q4 if marked or whole class feedback and practice

Extract: Great Expectations
Question 4: Focus this part of your answer on the second half of the source, from lines 11-the end. A student, having read this section
of the text said: “This part of the text, where the man is threatening towards Pip, really highlights Pip’s vulnerability as a child and the
terrible effect this man has on him.” To what extent do you agree? In your response, you could:
• consider your own impressions of Pip’s vulnerability and the effect the man has on him
• evaluate how the writer show his reaction to the man and his vulnerability
• support your response with references from the text

L11 – Assessment
Assessment - Paper 1 Section A Unseen - full
Do not show pupils the extract or exam paper beforehand.
50 minutes to answer Q1-4

To print:
Booklets
Q2 Model
MCQ/Short Answer 1 (Q1-3)
GMM Q1-3
GMM Q4
Assessment