Lesson 1

Language Paper One

LQ: How are language and structured used in the extract?

Starter: Look at the prologue from Where the Crawdads Sing by Delia
Owens and search for:
• Adjectives
• Adverbs
• Verbs
Lesson 1

Language Paper One

LQ: How are language and structured used in the extract?

Starter: Look at the prologue (1969) from Where the Crawdads Sing by
Delia Owens and search for:
• Adjectives
• Adverbs
• Verbs

Annotate these for connotations and how the writer presents the marsh
 Question Two
Look at the following paragraph.
How does the writer use language to describe the setting?
[8 marks]

Marsh: land that is

flooded or water logged
most of the time
Diurnal: during the day –
opposite of nocturnal
Duff: decaying vegetables
and plants that fertilise
the ground around trees.
 Marsh: land that is

Question Two
flooded or water logged
most of the time
Diurnal: during the day –
opposite of nocturnal
Look at the following paragraph. Duff: decaying vegetables
and plants that fertilise
How does the writer use language to describe the setting? the ground around trees.

[8 marks]
The writer uses the adjective ‘slow’. This shows
me the marsh is quite a calm place and
peaceful.

However, the phrase ‘the roar of a thousand

snow geese’ shows the reader the marsh can
also be _______________________________
_____________________________________.

Moreover, the writer uses the adjectives ____

and ______ to describe the swamp water
which shows the reader __________________.
 Model Marking
Look at the model you have been given. The examiner is looking for:
• Subject terminology e.g. ‘simile’/’adjective’
• Effect on the reader e.g. how the writer portrays the setting to the
reader
• Use of key quotations

Colour code your model using three different coloured highlighters to

see where the student has met the criteria above.
Model 1
The writer makes the marsh seem positive and
bright when she says ‘marsh is a space of light’.
This shows the reader that the setting is very
beautiful.
Also, the writer uses the adjective ‘slow’ to show
that the marsh is very peaceful. When she
describes the ‘slow-moving creeks’ this makes the
whole setting feel very calm and again shows how
positive the setting can be.
However, it is also shown to be noisy as the writer
uses the phrase ‘the roar of a thousand snow-
geese’. The verb ‘roar’ makes the marsh seem very
loud at times and shows it is not always peaceful
and quiet and sometimes the nature is quite loud.
The water is described with the adjectives ‘still’
and ‘dark’. This shows the marsh is quiet again, but
can also be a mysterious place where some things
are hidden in the dark water.
Model 1
The writer makes the marsh seem positive and
bright when she says ‘marsh is a space of light’.
This shows the reader that the setting is very
beautiful.
Also, the writer uses the adjective ‘slow’ to show
that the marsh is very peaceful. When she
describes the ‘slow-moving creeks’ this makes the
whole setting feel very calm and again shows how
positive the setting can be.
However, it is also shown to be noisy as the writer
uses the phrase ‘the roar of a thousand snow-
geese’. The verb ‘roar’ makes the marsh seem very
loud at times and shows it is not always peaceful
and quiet and sometimes the nature is quite loud.
The water is described with the adjectives ‘still’
and ‘dark’. This shows the marsh is quiet again, but
can also be a mysterious place where some things
are hidden in the dark water.
Model 2
The writer makes the marsh seem positive and
bright when she says ‘marsh is a space of light’.
This shows the reader that the setting is very
beautiful. Also, the writer uses the adjective ‘slow’ to
show that the marsh is very peaceful. When she
describes the ‘slow-moving creeks’ this makes the
whole setting feel very calm and again shows how
positive the setting can be.
However, it is also shown to be noisy as the writer
uses the phrase ‘the roar of a thousand snow-
geese’. The verb ‘roar’ makes the marsh seem very
loud at times and shows it is not always peaceful
and quiet and sometimes the nature is quite loud
and overwhelming. This contrasts the start of the
paragraph where everything seemed very quiet and
tranquil.
However, the marsh also seems to be about life and
death as the author talks about ‘decomposition’ and
says ‘life decays’ to show that the marsh isn’t always
so full of life.
Model 2
The writer makes the marsh seem positive and
bright when she says ‘marsh is a space of light’.
This shows the reader that the setting is very
beautiful. Also, the writer uses the adjective ‘slow’ to
show that the marsh is very peaceful. When she
describes the ‘slow-moving creeks’ this makes the
whole setting feel very calm and again shows how
positive the setting can be.
However, it is also shown to be noisy as the writer
uses the phrase ‘the roar of a thousand snow-
geese’. The verb ‘roar’ makes the marsh seem very
loud at times and shows it is not always peaceful
and quiet and sometimes the nature is quite loud
and overwhelming. This contrasts the start of the
paragraph where everything seemed very quiet and
tranquil.
However, the marsh also seems to be about life and
death as the author talks about ‘decomposition’ and
says ‘life decays’ to show that the marsh isn’t always
so full of life.
Model 3
The writer shows tranquillity as the marsh is
described as ‘light’ and circular in nature. The ‘grass
grows in water, and water flows into the sky’. This
cycle shows the marsh as constantly flowing and
changing like a whole eco-system. This idea is further
emphasised by the writer pointing out the creeks flow
into the sea, creating this idea that the marsh is
connected to all of nature.
This natural imagery is continued with the description
of birds. The ‘grace’ of one bird is contrasted with
‘the roar of a thousand snow geese’. The verb ‘roar’
shows the power of nature and doesn’t continue the
idea of tranquillity, but it does emphasise the marsh is
full of life.
The idea of the marsh being circular is revisited later
in the extract when the author discusses
‘decomposition’ and ‘decay’. She shows that the
marsh lives on because ‘life decays’ and ‘returns to
the rotted duff’. This shows the cycle of life as death
fertilises the ground for new life just like duff sitting
Model 3
The writer shows tranquillity as the marsh is
described as ‘light’ and circular in nature. The ‘grass
grows in water, and water flows into the sky’. This
cycle shows the marsh as constantly flowing and
changing like a whole eco-system. This idea is further
emphasised by the writer pointing out the creeks flow
into the sea, creating this idea that the marsh is
connected to all of nature.
This natural imagery is continued with the description
of birds. The ‘grace’ of one bird is contrasted with
‘the roar of a thousand snow geese’. The verb ‘roar’
shows the power of nature and doesn’t continue the
idea of tranquillity, but it does emphasise the marsh is
full of life.
The idea of the marsh being circular is revisited later
in the extract when the author discusses
‘decomposition’ and ‘decay’. She shows that the
marsh lives on because ‘life decays’ and ‘returns to
the rotted duff’. This shows the cycle of life as death
fertilises the ground for new life just like duff sitting
 Question Three Sentence starters:
• At the beginning of the
Look at the entire text. How is the text structured to extract, the setting is
interest you as a reader? presented as _______
__________________.
This makes the reader
feel ______________.
For question 3 you must always ask yourself: • There is also a mystery
at the start because __
 How does the writer introduce the setting? __________________.
• Then the time changes
 How are the characters presented? and the characters are
 How does the plot change? E.g. what happens to __________________.
This builds suspense
the characters/their situation? because the reader is
no longer focused on
the body.
• At the end, the reader
Always use the words: beginning, middle and end. finds out __________.
 Plenary
Give yourself a point for every bullet point your answer fits below:
 Structural features that were in the text (1 point for each key word
mentioned) – beginning, middle, end, flashback, shift in timeline, shift
of focus, characterisation, plot, cliff hanger etc.
 Any words that show the effect on the reader e.g. mystery, tension,
suspense, enigma
 Plenary
Give yourself a point for every bullet point your answer fits below:
 Structural features that were in the text (1 point for each key word
mentioned) – beginning, middle, end, flashback, time, shift of focus,
characterisation, plot, cliff hanger etc.
 Any words that show the effect on the reader e.g. mystery, tension,
suspense
Lesson 2

Questions Four and Five

LQ: How does the writer build their story and how do I plan a story that has a
similar structure?

Starter: The text has a very basic structure:

• The setting is described
• A mystery is introduced
• There is a flashback
• More characters are introduced
• Another mystery is shown as the girl’s mother may be gone forever
Look at your story planning sheets and plot out a basic murder mystery story
DROP YOUR READER INTO THE SETTING Describe your setting. Where is DROP YOUR READER INTO THE SETTING Describe your setting. Where is
it set? How could you create mystery about the setting? What it set? How could you create mystery about the setting? What
adjectives sound mysterious? E.g. ‘gloomy’, or ‘veiled’ (meaning hidden) adjectives sound mysterious? E.g. ‘gloomy’, or ‘veiled’ (meaning hidden)

SHIFT TO THE MYSTERY How will you introduce the mystery? How will SHIFT TO THE MYSTERY How will you introduce the mystery? How will
your characters discover the body? How will they feel? your characters discover the body? How will they feel?

ZOOM IN ON THE CHARACTERS AND THEIR FEELINGS What will happen ZOOM IN ON THE CHARACTERS AND THEIR FEELINGS What will happen
after they discover the body? Can you describe their reactions e.g. who after they discover the body? Can you describe their reactions e.g. who
is upset? How do we know they’re upset, use verbs e.g. ‘shaking’ and is upset? How do we know they’re upset, use verbs e.g. ‘shaking’ and
adverbs such as ‘uncontrollably’. adverbs such as ‘uncontrollably’.

LEAVE YOUR STORY Can you end on a cliff hanger e.g. a sound from the LEAVE YOUR STORY Can you end on a cliff hanger e.g. a sound from the
bushes or a note the victim is holding? bushes or a note the victim is holding?
DROP YOUR READER INTO THE SETTING Describe your setting. Where is DROP YOUR READER INTO THE SETTING Describe your setting. Where is
it set? How could you create mystery about the setting? it set? How could you create mystery about the setting?

SHIFT TO THE MYSTERY How will you introduce the mystery? SHIFT TO THE MYSTERY How will you introduce the mystery?

ZOOM IN ON THE CHARACTERS AND THEIR FEELINGS What will happen ZOOM IN ON THE CHARACTERS AND THEIR FEELINGS What will happen
after they discover the body? Can you describe their reactions e.g. who after they discover the body? Can you describe their reactions e.g. who
is upset? How do we know they’re upset, use verbs e.g. ‘shaking’ and is upset? How do we know they’re upset, use verbs e.g. ‘shaking’ and
adverbs such as ‘uncontrollably’. adverbs such as ‘uncontrollably’.

ECHO SOMETHING FROM THE START end your story with an idea from ECHO SOMETHING FROM THE START end your story with an idea from
the start e.g. how can the idea of death be emphasised like the author the start e.g. how can the idea of death be emphasised like the author
did in her story by discussing decay? did in her story by discussing decay?
 Question Four
A student, having read the 1952 section of the text, said: ‘the author
clearly shows that Kya is a confused young girl who is worried her
mother is leaving for good.’
To what extent do you agree?
Zoom in on some of the following description used to present Kya’s
worry
 Question Four
A student, having read the 1952 section of the text, said: ‘the author
clearly shows that Kya is a confused young girl who is worried her
mother is leaving for good.’
Sentence starters:
To what extent do you agree? • I can agree that Kya seems confused
because…
• This example shows the reader Kya is
• Find examples that show Kya is confused confused because…
• In addition, I believe Kya is worried because…
• Find examples that show Kya is worried • This example presents her worry because…

• Explain how these examples helped you infer Kya is confused and
worried
 Plenary
Characters in stories do not use a lot of dialogue to reveal their feelings,
how they feel and act is often described in a lot of detail and this
reveals their feelings.

Look how Kya was described and how the writer created a sense of
confusion and worry. You should be doing the same in your own
stories.

Describe one of your characters in your murder mystery as worried or

confused. Write one paragraph.
Lesson 3

Question Five
Either
Write a story as suggested by this picture:

Or
Write a story about a mystery.
[24 marks for content and organisation + 16 SPaG]
 Plenary
Highlight and label the following in your work (the more you have, the
more marks you get):
• Adjectives/adverbs
• Sophisticated words
• Similes
• Metaphors
• Personification
• Sensory imagery
• Onomatopoeia
Lesson 4

Section A
Question 2
Look at lines 4-11. How does the writer describe family life? [8 marks]
Question 3
Look at the whole text. How is the text structured to interest the
reader? [8 marks]
Question 4
Look at lines 15 to the end. A student, having read this section of the
text, said: ‘I feel a lot of sympathy for the character of Kya in this part of
the extract. Her life has been and continues to be very difficult.’
To what extent do you agree? [20 marks]
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