Changed P1 Question 1 and 2 for week 2.pptx
These starter exercises build analytical skills for fictional writing.
Adverbs
Adverb: An adverb modifies a verb, adjective, or another adverb, often describing how, when, where, or to what extent something happens (e.g., quickly, nervously, very, suddenly).
Questions on Adverbs:
1. Identify the adverb in this sentence: He opened the door cautiously.
2. Which word is the adverb? She sang beautifully.
3. Rewrite this sentence to include an adverb: The boy ran down the hallway.
4. Choose the most suitable adverb: The wind howled ______ (gently, silently, fiercely).
5. Which of these is not an adverb? a) Swiftly b) Angry c) Softly d) Unexpectedly
Items in this lesson
These starter exercises build analytical skills for fictional writing.
Adverbs
Adverb: An adverb modifies a verb, adjective, or another adverb, often describing how, when, where, or to what extent something happens (e.g., quickly, nervously, very, suddenly).
Questions on Adverbs:
1. Identify the adverb in this sentence: He opened the door cautiously.
2. Which word is the adverb? She sang beautifully.
3. Rewrite this sentence to include an adverb: The boy ran down the hallway.
4. Choose the most suitable adverb: The wind howled ______ (gently, silently, fiercely).
5. Which of these is not an adverb? a) Swiftly b) Angry c) Softly d) Unexpectedly
Verbs
Verb: A verb is a word that describes an action or a state (e.g., run, whisper, is, believe).
Questions on Verbs:
1. Identify the verb: The girl screamed when she saw the spider.
2. Which word is a verb? He believed her instantly.
3. Change the verb in this sentence to something more dramatic: The bird flew across the sky.
4. Underline the verb in this line: They waited outside the theatre.
5. Which of these is not a verb? a) Laugh b) Jump c) Red d) Wander
Learning Objectives for Paper 1 Q1,Q2
AO1 Identify and interpret explicit and implicit information and ideas
AO2 Explain how writers use language and structure to achieve effects and influence readers, using relevant subject terminology
Learning Outcomes : I will be able to:
Identify specific textual information
Show learning of word meanings, phrases and language features.
To be able to answer a language analysis P2 Q1 and Q2
Lesson 1
Paddy Clarke Ha Ha Ha by Roddy Doyle (1993)
The novel is written in the voice of a 10-year-old Irish boy who lives in Dublin in the 1960’s
Read from beginning to “He never called him Mister O’Connell; he called him the Tinker.”
First responses
Answer the following questions
What is the passage about?
Which characters does it introduce.
what do we learn about them?
Who is telling the story?
What is the mood and atmosphere of this passage?
Did you recognise in it any features of childhood from when you were about ten years old?
Share Your Answers
LO- Exploring Author’s meaning
AO1 Identifying implicit and explicit information. Q1
Read again the first part of the source, from lines 1 to 10. List four things that the boys did from this part of the source. [4 marks]
Findings? Answers.
Accept any comments involving the boys’ activity between lines 1 to
i.e. ..walking down the road
encourage the use of direct quotations rather than paraphrasing.
Share Your Answers
LO - Exploring Author’s meaning
Closer reading – sentence forms
Task in Pairs:
Look again at the opening paragraph and discuss what it shows about the narrative perspective of a young boy. Which language details in the whole passage convey the impression of a child’s voice?
Pay particular attention to the sentence choices. Are they generally long or short – if so, why?
What is the proportion of single clause sentences to those that are more multi-clause? if so, why?
What does the style of sentences contribute to our understanding and response?
Findings? Answers
Short sentences – single clause - to indicate child speech
Longer sentences –multi-clause - to indicate adult narrative perspective.
Non sequiturs. What are they? We use them all the time!
Noun/
plural noun: non sequiturs.
A statement that does not logically follow from the previous argument or statement.
A writer’s comment:
"his weird mixed metaphors and non sequiturs”
Skim Read the passage again.
In Pairs - Highlight every point at which there is change of subject or reference to time.
These references to time and place will seem out of context with the previous line. These parts of
speech are known as non sequiturs.
Think, Pair, Share
Can you follow the story- with the non sequiturs - or is it too broken up?
How successfully has the author used different sentence types to make the
dialogue sound authentically like the account of a child?
The narrator of this novel has been described as ‘breathless’. Do you agree with this description? Why?
Findings? Answers.
It sounds like a child’s perspective because of the nature of the speech i.e.
Cool, Yeah, Gick..
The narrative action is presented in quick succession – changing topics and ideas without warning, this is achieved with the use of non sequiturs (relating to speech).
For example: “Quigly!” In the first paragraph and different non sequiturs through out the whole text.
Speech, dialect and identity – author’s use of language
It has been said that our real speech reflects our regional and social identity through accent and dialect. Identify the dialect features of the language used in this passage and explain how successfully you think they create an authentic voice.
Tinker, Ma, Da - Irish language and dialect
Findings? Answers.
Passage has amusing language and describes events appealing to an adult audience – e.g. man howling/misses his wife/tinker
Serious issues not explored – dead ma, family break up. Author presents them this way because it is written through the perspective of a child who would not explore issues as deeply as an adult. It is also an effective way of delivering this issues, as it has an impactful presentation on the reader.
Main Text Concepts- building the bigger picture by analysing language use
To find out the bigger picture of a text, (or the main points of it) we can do this by breaking the text up into manageable pieces on into the smaller Picture.
words and phrases.
language features and techniques
sentence forms.
Task – complete the language analysis grid on the following slide
Etymology - finding word meanings and connotations
What is the writer saying about fear in this quote:
"As quickly as it arrived, it departed. It had left the traveller shuddering in fear. Rooted to the spot".
Focus on words: rooted and spot.
Rooted - a verb meaning to be planted and which has organic connotations, while the noun "spot" is a fixed point in time and place, which grounds the traveller.
Connotation - is an associated or secondary meaning of a word or expression in addition to its explicit or primary meaning.
The organic and spatial connotations of these words suggests to the reader, that not only is the traveller petrified by the encounter, with this unknown presence, but causes a paralysis, which like a root, grows deep into the earth, or the "spot"
Finding language Devices
A metaphor – is a device that makes a comparison between two things and the purpose of a metaphor is to relate the qualities of these things with each other.
The phrase ".. rooted to the spot" provides the reader with an effective metaphor, which creates a vivid image of an unwary traveller, who has been arrested in time and place, in this fearful setting and action.
Finding the smaller picture
Finding the smaller picture
Learning Objectives for P1 Q1,Q2
AO1
Identify and interpret explicit and implicit information and ideas
AO2
Explain how writers use language and structure to achieve effects and influence readers, using relevant subject terminology
Learning Outcomes
I will be able to:
Identify specific textual information
Show learning of word meanings, phrases and language features.
To be able to answer a language analysis p2 q1 and q2.
Lesson 2
AQA Typical Question 2
How does the writer use language here to describe the attitudes of the boys in the text?
You could include the writer’s choice of:
• words and phrases
• language features and techniques
• sentence forms.
[8 marks]
Model answer Q2 words and phrases, sentence forms and language features
SELF ASSESS
Measured against P1 Q2 MS
Additional Resources
Further Questions EXTENSION
The novel was written for adults, not children, and yet it recounts the life and activities of a ten-year-old boy. What do you think makes it appealing for an adult audience?
In this opening passage there is a mixture of children’s play and hints of more serious matters. Identify the more serious issues that Paddy Clarke mentions but doesn’t explore. What effect has the author achieved by presenting them in this way?
A critic described the novel as “Truthful, hilarious, painfully sad”. Can you predict how the novel will unfold from what you have read so?
Answer these questions
How does Paddy play with his friends?
Is their behaviour realistic for their age?
How do they regard the people around them?
How dangerous are the things that they do?
What does the passage show to be the secret of success when learning to ride a bike?
Closer Reading
The story is written in the first person
Why does the author use short single clause sentences to describe the action and how does this add to the authenticity of the account?
How does the author deal with time?
Why is the narrative structured in the way that it is?
Explain what this passage shows us about childhood imagination.
Find examples in the passage that show Paddy lives in an imaginary world.
Findings? Answers.
Sentences-reflects quick interchange of thought/speech/action – reflects childhood response.
Time – seems to flit about in order to reflect the unordered sequences of childhood memory
Vivid/characterized – cowboys and Indians
examples of imaginary – charged/woooooo. This is escapism – excitement
Further questions
Find examples of hyperbole in this passage-and annotate it. What is the effect of this hyperbole on the reader?
(Hyperbole – using language to exaggerate facts/details/situations)
What do we learn about Paddy and his relationship with his father?
Do they understand and respect each other?
Which details may imply that Paddy is growing up?
How much do you think Paddy and his friends are free from responsibility?
What language indicates there are elements of power and control in the passage-highlight these examples
How do these references to power and control help us to understand Paddy’s point of view?
Findings? Answers.
It was a country – (exaggerates the size and importance of Bayside/his town) This is to show how important it is to him.
Paddy and his father do not get on very well – My da got angry. I didn’t care
Here Paddy shows that he does not respect his father’s emotions (Dad got angry when he refused to ride the bike, worrying about falling off)
Paddy is growing up because he can reflect back on his childhood, and discuss his likes and dislikes in a more sensible way.
Paddy seems free and slightly irresponsible, by the way he acts/does careless things/”shouting at watchmen”/ but he is accountable to his father and comes under his authority as his parent.
Paddy’s reference to power – “We ruled Bayside” Descriptions of the garage roofs as forts – We conquered the forts. Indicates their power over their environment.
Paddy’s point of view - wants to imagine that his environment is more exciting that what it actually was. The town is described like the wild west through his imagination. This is a form of escapism from the reality – he uses his imagination to do this.
