LESSON PLAN

Teacher Furman Date 09/24/2013

Grade Year 9 Period 2-7 Writer’s Effect Unit

Topic/Skill Writer’s Effect: paper 2 q.2

Aim: By the end of the lesson students will understand what writer’s effect is and will have practiced with the modeled reading of “lord of the Flies”reading, skimming and scanning and appreciate the implicit suggestions like how thoughts, ideas and concepts can be expressed effectively by William Golding’s novel exerpt, “Lord of the Flies” in order to make an impact on the minds of the reader explaining how Golding revealed setting through his writer’s effect. After practicing with the “lord of the Flies” sample, students will then be ready to approach Paper 2 Question 2 Sample Test Indendently and successfully.

Objectives. 1. To build power verb vocabulary. 2. To create particular effects with words using the highlighted question guide handout 3. Chose words which create effects from a text. 4. To practice annotating a text and responding the the modeled exerpt “Lord of the Flies” 5. Practice Writer’s Effect by using a past Paper 2 Question 2 Sample Test. Outcomes: Students plan an appropriate response by being aware of writer’s effect techniques and reading strategies that have been modeled for them using an exerpt from Golding’s novel “Lord of the Flies.”Students will then independently Respond to a Sample Paper 2 Question 2 Test.

Resources Generated Handouts:

Power Verbs, Highlighted Questions (students learn the right questions to ask themselves while reading passages), Language Analysis of “Lord of the Flies”- (Things to keep in mind within your response, Rubric, and the Sample

Timing Tasks

Frontload Activity

Students will be guided through an introduction of how to understand and approach responding to writer’s effect questions with Paper 2, Q.2Using reading skills: understanding how writers achieve effectsWriter’s effect: The effect on the reader

created by an author’s words. This effect could be to stimulate our senses or convey a scene, idea or emotion.

After reading a passage you need to work out what effect the writer has created.

Here is a checklist of possibilities: An experience has been described

An atmosphere has been created A statement of fact has been made An opinion / emotion has been conveyed A reaction has been provoked

Next you need to work out what impression has been made on your mind or senses.

Here is a checklist of possibilities: You can see the scene that has been described You can hear the sounds that have been described (onomatopoeia,

alliteration, consonance, assonance) You can almost smell or taste something that was described (vivid

description) You can almost physically or emotionally feel something described

(vivid description)

Finally you need to understand what caused this effect on you. Here is a checklist of possible causes:

The specific meaning of a word The associations created by a word The rhythm and pace of words and sentence structures The positioning of words, phrases, sentences and lines on the page

Sample Question:‘By referring closely to the language used by the writer, explain how she communicates:

The violence of the girl’s actions Her feelings about the girl’s behavior.’

You are first told where to look– ‘language used by the writer’ In the first part of the question you are given information

about the impressions produced on the mind or senses – ‘violence’- so you need to look for instances of this feature of the writing and explain how they create the effect of ‘violence’

The second part of the question does not tell you exactly what to look for; however it does give you a clue that a feeling is shown. You have to work out which feeling and how it is expressed.

Tips for success:1. Read the question carefully Remember you are looking for 3

things: Does the question tell

you what effect you are looking for?

Does the question tell you where to look for the effect?

Does the question tell you how the effect is created?

2. Be as precise as possible when identifying effects

This shows the examiner that you have thought carefully about the words of the passage and have reached a conclusion about their effect

3. Quote selectively from the passage

You will only ever need to quote single words or brief phrases. If you

Guiding Questions Handout:

Questions highlighted allow students to learn the right questions to ask themselves while reading passages.

In order for students to know how to analyze and respond to writer’s effect, they first need to identify how and why these techniques have been used in the Writer’s Effect question and to use these techniques in your own writing.

are copying out more than this then you are not showing that you can accurately judge how an effect is being created. You are simply showing where the effect might be.

4. Explain how the writer creates the effect

Once you have identified the effect that has been produced and where the proof of it can be found, you must then explain how the proof shows the effect that you have claimed is there. Three types of proof:

Use the precise meaning of a word (denotation) to explain how it creates the effect (identify specific words / synonyms / antonyms / groups of words that are similar / different in meaning and create a similar / contrasting effect)

Use the ‘intensity’ of a word to explain how it creates the effect (think of synonyms on a continuum)

Use the associations (connotation) of a word to explain how it creates the effect e.g.:

A set of visual images (figurative language)

Sensory impressions (figurative language, synesthesia)

Distinctive atmospheres / emotions (cumulative)

Look out for more than one effect Be aware that there may be more than one effect in the same piece of writing; words and phrases an do a lot of different things at the same time (if love is described as being like a rose – what possible connotations does this have?)

In order for students to know how to analyze and respond to writer’s effect, they first need to identify how and why these techniques have been used in the Writer’s Effect question and to use these techniques in your writing.

WHY: Using language to create effects helps students recognise words/phrases which create effects from a text.

AdjectivesThese are words that describe nouns e.g. ‘harsh’, ‘excruciating, ‘noble’. Writers use them to create a specific picture in the readers mind.Why has the writer used these adjectives? What picture does it create?

Adverbs

These are words that describe verbs. e.g. ‘carefully’, ‘quietly’, ‘quickly’. These can be used to add more detail to an action so that the reader can picture what is going on and how.Why has the writer added detail to this action? What picture does it create?

AlliterationRepetition of a sound at the beginning of words, e.g. ‘Cruel Catherine…’ It is used to stress certain words or phrases or to make a point to the reader.Why has the writer stressed these words? What point are they trying to make?

ColorUsing color words like ‘red’ , ‘blue’ or ‘yellow’. Color creates images in the readers mind and can affect atmosphere through connections the reader makes with that color e.g. red associates with ‘danger’ ‘anger’ or ‘love.’What image has been created with the use of colour? How has it affected the atmosphere?

ContrastsStrong differences between two things. A writer might write a paragraph about a beautiful place and follow it with a paragraph describing a run-down place to show the differences between the ways in which two groups of people live.Why has the writer chosen to show these two things? What difference is being highlighted and why?

ExclamationsShow anger, shock, horror, surprise and joy, e.g. ‘I won!’. They are used to portray emotion and show how a character reacts or is feeling.Why has the writer chosen to put the exclamation there? What emotion or reaction are they portraying? Why?

HumourMaking a character or situation appear in a funny way can be used to mock the character or the place, or it could show that a character is humorous.Why has the writer made this situation or character humorous? How does it affect the mood?

Imagery(including similes, metaphors, color and use of the 5 senses- sight, sound, touch, taste and smell)The words allow the reader to create an image in their and involve the reader in the moment being described.What image has been created? What is the effect of involving the reader in the moment?

JuxtapositionThe positioning of two words, phrases or ideas next to, or near, each other. This highlights a contrast between two words, phrases or ideas,

I also handout students this to assist them with how to write about writer’s effect. Have them choose five –ten power verbs to weave into their writing response.

e.g. ‘The two friends were known as clever Carole and stupid Steven.’Why has the writer chosen to position these two things together? What contrast is being highlighted and why?

MetaphorA image created by referring to something as something else, e.g. ‘storm of controversy.’ This shows meaning by directly comparing something to something else.Why is the word being compared to something else? What element of the thing that it is being compared to is being highlighted in the word.

Negative dictionWords that are negative, e.g. ‘cruel’, ‘evil’, ‘dark’. This gives a negative tone and can portray negative feelings towards a character or situation.Why has the writer created negative tone? What effect do these negative feelings have on the representation of the character or the atmosphere?

OnomatopoeiaWords that sound like what the describe, e.g. ‘The clash of the symbols startled John.’ The reader can almost hear the sound for themselves.Why does the writer want the reader to hear the sound? What is the effect on the atmosphere?

PersonificationMaking an object/ animal sound like a person, giving it human characteristics, e.g. ‘the fingers of the tree grabbed at my hair as I passed.’Why has the object/ animal been given human characteristics? How does it affect the mood?

Positive dictionWords that are positive, e.g. ‘happy’, ‘joyous’ They give a positive tone or portray positive feelings towards a character or situation.Why has the writer created a positive tone? What effect do these positive feelings have on the representation of the character or the atmosphere?

Sentence Length.Short sentences are just a few words long, without detail. ‘I wondered if he knew what he was doing to me. It hurt. A lot.’ Short sentences affect the speed the piece is read and grabs attention.Why has the writer used a short sentence? How does it affect the speed and tension?

SimileA comparison between two things that includes the words ‘as’ or ‘like’, e.g. ‘Her voice cut through him like a knife.’ This shows meaning by comparing something to something elseWhy has the word been compared to something else? What element of the thing that it is being compared to has been highlighted in the word.

VerbsAction words such as ‘scrambled’, ‘sprinted’, ‘leaped’. The writer uses

these to add action to the writing.Why has the writer used these verbs? What mood has been created?

_______________________________________________________________

WHY: Students with a wide range of vocabulary have a better chance of responding appropriately to the demands

of Paper 2 Q2.

101+ Power Verbs

Accommodate: to make fit, suitable, or congruous: to bring into agreement or concord : RECONCILE: to provide with something desired, needed, or suited (as a helpful service, a loan, or lodgings): to make room for: to hold without crowding or inconvenience: to give consideration to : allow for *accommodate the special interests of various groups*ADAPT, CONTAIN

Achieve: to carry out successfully : ACCOMPLISH *achieve a gradual increase in production*: to get or attain: REACH *achieved a high degree of skill* *achieved greatness*: to attain a desired end or aim : become successful: PERFORM

Acquire: to get as one's own: to come into possession or control of often by unspecified means: to come to have as a new or added characteristic, trait, or ability (as by sustained effort or natural selection) *acquire fluency in French* *bacteria that acquire tolerance to antibiotics*: to locate and hold (a desired object) in a detector *acquire a target by radar*

Adapt: to make fit (as for a specific or new use or situation) often by modification: to ADJUST, ACCOMMODATE, CONFORM, RECONCILE. ADAPT implies a modification according to changing circumstances *adapted themselves to the warmer climate

Affect: to produce an effect upon: to produce a material influence upon or alteration in *paralysis affected his limbs*: to act upon (as a person or a person's mind or feelings) so as to effect a response : INFLUENCE

Affirm: VALIDATE, CONFIRM: to state positively: to assert (as a judgment or decree) as valid or confirmed: to express dedication to: to testify or declare by affirmation as distinguished from swearing an oath. Conviction based on evidence, experience, or faith.

Alter: to make different without changing into something else: to become different :CHANGE

Analyze: to study or determine the nature and relationship of the parts of by analysis *analyze a traffic pattern* DISSECT, BREAK DOWN

Anticipate: to give advance thought, discussion, or treatment to: to meet (an obligation) before a due date: to foresee and deal with in advance : FORESTALL: to act before (another) often so as to check or counter: to look forward to as certain : EXPECT: FORESEE

Assert: to state or declare positively and often forcefully or aggressively: to demonstrate the existence of : DECLARE, AFFIRM,

Benefits: to be useful or profitable to: to receive benefit Cease: : to cause to come to an end especially gradually : no longer continue: to come

to an end: to bring an activity or action to an end : DISCONTINUE: to become extinct : DIE OUT: STOP

Challenge: to dare, to protest, to provoke, to stimulate, to question Characterize: to describe the character or quality of *characterizes him as ambitious*:

to be a characteristic of : DISTINGUISH *an era characterized by greed* Clarify: to free of confusion: to make understandable: to become clear Coincide: to occupy the same place in space or time: : to correspond in nature,

character, or function: to be in accord or agreement : CONCUR: AGREE Compel: to drive or urge forcefully or irresistibly: to cause to do or occur by

overwhelming pressure: to drive together: FORCE

Compliments: to pay a compliment to: to present with a token of esteem Condemn: to declare to be reprehensible, wrong, or evil usually after weighing

evidence and without reservation: to pronounce guilty : CONVICT b : SENTENCE, DOOM: to adjudge unfit for use or consumption: CRITICIZE

Confirm: to give approval to : RATIFY: to make firm or firmer: STRENGTHEN: to give new assurance of the validity of : remove doubt about by authoritative act or indisputable fact: CORROBORATE, SUBSTANTIATE, VERIFY, AUTHENTICATE, VALIDATE

Conform: to give the same shape, outline, or contour to : bring into harmony or accord *conform furrows to the slope of the land* : to be similar or identical : to be in agreement or harmony used with to or with: to be obedient or compliant: to act in accordance with prevailing standards or customs: ADAPT

Confront: to face especially in challenge : OPPOSE: to cause to meet : bring face-to-face *confront a reader with statistics* b : to meet face-to-face : ENCOUNTER *confronted the possibility of failure*

Console: to alleviate the grief, sense of loss, or trouble of : COMFORT *console a widow*

Contemplate: to view or consider with continued attention : meditate on: to view as contingent or probable or as an end or intention: to PONDER, MEDITATE

Contradict: to assert the contrary of : take issue with: to imply the opposite or a denial of *your actions contradict your words* DENY

Contrast: to set off in contrast : compare or appraise in respect to differences *contrast European and American manners* to COMPARE

Contribute: to give or supply in common with others: to play a significant part in bringing about an end or result

Covet: to wish for enviously: to desire what belongs to another Criticize: to consider the merits and demerits of and judge accordingly : EVALUATE: to

find fault with : point out the faults of: REPREHEND, CENSURE, REPROBATE, CONDEMN, DENOUNCE

Declare: to make known formally, officially, or explicitly: to make clear: to make evident : SHOW: to state emphatically : AFFIRM *declares his innocence*: to make a full statement of (one's taxable or dutiable property): to announce (as a trump suit) in a card

Defend: to maintain or support in the face of argument, to drive danger or attack away from, to prevent, to contest, to take action against or challenge, to PROTECT, SHIELD, GUARD

Demonstrate: to show clearly: to prove or make clear by reasoning or evidence: to illustrate and explain especially with many examples: to SHOW

Denounce: to pronounce especially publicly to be blameworthy or evil: PROCLAIM: to announce threateningly: to inform against : ACCUSE: CRITICIZE

Depict: to represent by or as if by a picture: DESCRIBE Desire: to long or hope for : exhibit or feel desire for: to express a wish for : REQUEST:

to express a wish to : WISH, WANT, CRAVE, COVET. DESIRE stresses the strength of feeling and often implies strong intention or aim *desires to start a new life*

Disclose: to open up: to expose to view: to make known or public *demands that politicians disclose the sources of their income*:REVEAL

Displace: to remove from the usual or proper place: to expel or force to flee from home or homeland: to remove from an office, status, or job: to drive out : BANISH: to move physically out of position *a floating object displaces water* b : to take the place of (as in a chemical reaction) : REPLACE

Display: to show Distinguish: to perceive a difference in : mentally separate *so alike they could not be

distinguished*: to mark as separate or different: to separate into kinds, classes, or categories: to give prominence or distinction to *distinguished themselves in music*: CHARACTERIZE: DISCERN *distinguished a light in the distance*: to single out : take special notice of

Dominate: RULE, CONTROL: to exert the supreme determining or guiding influence on: to overlook from a superior elevation or command because of superior height or position: to have or exert mastery, control, or preeminence

Elate: to fill with joy or pride Elevate: to lift up : RAISE : to raise in rank or status : EXALT: to improve morally,

intellectually, or culturally: to raise the spirits of : ELATE Eliminate: to cast out or get rid of, to REMOVE, ERADICATE. Embody: to give a body to (a spirit) : to make concrete and perceptible: to cause to

become a body or part of a body : INCORPORATE: to represent in human or animal form : PERSONIFY *men who greatly embodied the idealism of American life A. M. Schlesinger b1917*

Embrace: to clasp in the arms : HUG: CHERISH, LOVE: ENCIRCLE, ENCLOSE: to take up especially readily or gladly *embrace a cause*:WELCOME *embraced the opportunity to study further*: to take in or include as a part, item, or element of a more inclusive whole *charity embraces all acts that contribute to human welfare*ADOPT, INCLUDE

Emerge: to become manifest: to rise from: come out into view: to rise from an obscure or inferior position or condition

Emit: to throw or give off or out (as light) : to send out : EJECT: to issue with authority: to give utterance or voice to *emitted a groan*

Encounter: to meet, to engage, to come upon face to face. Enhance: RAISE: HEIGHTEN, INCREASE: to increase or improve in value, quality,

desirability, or attractiveness Emphasize: to place emphasis on : STRESS *emphasized the need for reform* Enlighten: : ILLUMINATE: to furnish knowledge to : INSTRUCT: to give spiritual insight

to Enrich: : to make rich or richer especially by the addition or increase of some desirable

quality or attribute *the experience will enrich your life*: to add beauty to : ADORN b : to enhance d : to improve

Evoke: to call forth or up : CONJURE *evoke evil spirits*: to cite especially with approval or for support : INVOKE: to bring to mind or recollection *this place evokes memories*: to recreate imaginatively

Evolve: EMIT: DERIVE, EDUCE: to produce by natural evolutionary processes: DEVELOP, WORK OUT

Exceed: to extend outside of *the river will exceed its banks*: to be greater than or superior to: to go beyond a limit set by *exceeded his authority*: OVERDO, SURPASS, TRANSCEND, EXCEL, OUTDO, OUTSTRIP mean to go or be beyond a stated or implied limit, measure, or degree. EXCEED implies going beyond a limit set by authority or established by custom or by prior achievement *exceed the speed limit*.

Exclude: to prevent or restrict the entrance of : to bar from participation, consideration, or inclusion: to expel or bar especially from a place or position previously occupied

Exemplify (exemplifies): to show or illustrate by example : to make an attested copy or transcript of (a document) under seal: to be an instance of or serve as an example : EMBODY b : to be typical of

Express: DELINEATE, DEPICT b : to represent in words : STATE c : to give or convey a true impression of : SHOW, REFLECT d : to make known the opinions or feelings of (oneself) e : to give expression to the artistic or creative impulses or abilities of (oneself) f : to represent by a sign or symbol : SYMBOLIZE

Highlight: to center attention on, to ILLUMINATE, something of major importance. Identify : to cause to be or become identical: to conceive as united (as in spirit, outlook,

or principle) *groups that are identified with conservation*: to establish the identity of Illustrate: a : ENLIGHTEN b : to light up : to make illustrious (1) : to make bright (2) :

ADORN 3 a : to make clear : CLARIFY b : to make clear by giving or by serving as an example or instance c : to provide with visual features intended to explain or decorate *illustrate a book*4 : to show clearly : DEMONSTRATE: to give an example

Imitate: to follow as a pattern, model, or example: to be or appear like : RESEMBLE: to produce a copy of : REPRODUCE: MIMIC, COUNTERFEIT *can imitate his father's booming voice*: COPY

Imply: to involve or indicate by inference, association, or necessary consequence rather than by direct statement *rights imply obligations*: to contain potentially: to express indirectly *his silence implied consent*: SUGGEST

Impress: to produce a vivid impression of : to affect especially forcibly or deeply : INFLUENCE

Influence: the power or capacity of causing an effect in indirect or intangible ways : SWAY: to have an effect on the condition or development of : MODIFY: AFFECT

Indicate: to point out or point to: to be a sign, symptom, or index of *the high fever indicates a serious condition*: to demonstrate or suggest the necessity or advisability of *indicated the need for a new school*: to state or express briefly *indicated a desire to cooperate*

Interact: to act upon or among, to socialize.

Interpret: to explain or tell the meaning of : present in understandable terms: to represent by means of art : bring to realization by performance or direction *interprets a role*

Intervene: to occur, fall, or come between points of time or events: to come in or between by way of hindrance or modification *intervene to stop a fight*: to interfere usually by force or threat of force in another nation's internal affairs especially to compel or prevent an action: INTERPOSE

Justify: to prove or show to be just, right, or reasonable b (1) : to show to have had a sufficient legal reason (2) : to qualify (oneself)

Maintain: to keep in an existing state (as of repair, efficiency, or validity) : preserve from failure or decline *maintain machinery*: to sustain against opposition or danger : uphold and defend *maintain a position*: to continue or persevere in : CARRY ON, KEEP UP *couldn't maintain his composure*: to support or provide for *has a family to maintain* b : SUSTAIN *enough food to maintain life*

Modify: to make minor changes in: to make basic or fundamental changes in often to give a new orientation to or to serve a new end *the wing of a bird is an arm modified for flying*: to undergo change

Motivate: to cause to move, to drive someone to action, to spur someone on. Oblige: to constrain by physical, moral, or legal force or by the exigencies of

circumstance *obliged to find a job* : to put in one's debt by a favor or service *we are much obliged for your help*: to do a favor for *always ready to oblige a friend*

Obtain: to gain or attain usually by planned action or effort Oppose: to place opposite or against something: to place over against something so as

to provide resistance, counterbalance, or contrast: to offer resistance to: COMBAT, RESIST, WITHSTAND

Participate: to possess some of the attributes of a person, thing, or quality: to take part *always tried to participate in class discussions* b : to have a part or share in something: to SHARE

Persecute: to harass in a manner designed to injure, grieve, or afflict. To cause to suffer because of a belief.

Perceive: to attain awareness or understanding of: to regard as being such *perceived threats* *was perceived as a loser*: to become aware of through the senses: SEE, OBSERVE

Perseverance/Persevere: the action or condition or an instance of persevering : STEADFASTNESS. Persevere: to persist in a state, enterprise, or undertaking in spite of counterinfluences, opposition, or discouragement

Ponder: to weigh in the mind *pondered their chances of success*: to think about : reflect on *pondered the events of the day*: to think or consider especially quietly, soberly, and deeply

Portray: to make a picture of : DEPICT: to describe in words b : to play the role of : ENACT: to show

Prevent: to keep from happening or existing *steps to prevent war*: to hold or keep back : HINDER, STOP

Prohibit: to forbid by authority: to prevent from doing something: PRECLUDE: FORBID Project: to devise in the mind : DESIGN: to plan, figure, or estimate for the future

*project expenditures for the coming year*: to throw or cast forward : THRUST: to put or set forth : present for consideration: to attribute (one's own ideas, feelings, or characteristics) to other people or to objects *a nation is an entity on which one can project many of the worst of one's instincts

Promote: to advance in station, rank, or honor : RAISE: to advance (a student) from

one grade to the next higher grade: to contribute to the growth or prosperity of : FURTHER *promote international understanding*: to help bring (as an enterprise) into being : LAUNCH:ADVANCE

Rebel: : opposing or taking arms against a government or ruler: DISOBEDIENT, REBELLIOUS

Reconcile: to restore to friendship or harmony *reconciled the factions* : SETTLE, RESOLVE *reconcile differences*

Reflect: to give back or exhibit as an image, likeness, or outline : MIRROR *the clouds were reflected in the water*: to bring or cast as a result *his attitude reflects little credit on his judgment*: to make manifest or apparent : SHOW *the pulse reflects the condition of the heart*: REALIZE, CONSIDER: to think quietly and calmly b : to express a thought or opinion resulting from reflection

Reinforce: to strengthen or increase by fresh additions *reinforce our troops* *were reinforcing their pitching staff*: to strengthen by additional assistance, material, or support : make stronger or more pronounced *reinforce levees* *reinforce ideas* : to encourage (a response) with a reinforcer: to seek or get reinforcements

Render: to transmit to another : DELIVER: GIVE UP, YIELD : to furnish for consideration, approval, or information: as (1) : to hand down (a legal judgment) (2) : to agree on and report (a verdict)(1) : GIVE BACK, RESTORE (2) : REFLECT, ECHO c : to give in acknowledgment of dependence or obligation : PAY: to do (a service) for another: MAKE : IMPART: DEPICT (2) : to give a performance of (3) : to produce a copy or version of *the documents are rendered in the original French* (4) : to execute the motions of *render a salute*: to direct the execution of : ADMINISTER

Resolve: to cause resolution of (a pathological state): to deal with successfully : clear up *resolve doubts* *resolve a dispute*: to find an answer to: to make clear or understandable: to find a mathematical solution of : to reach a firm decision about *resolve to get more sleep* *resolve disputed points in a text*: to work out the resolution of

Restore: GIVE BACK, RETURN: to put or bring back into existence or use : to bring back to or put back into a former or original state : RENEW

Reveal: to make known through divine inspiration: to make (something secret or hidden) publicly or generally known *reveal a secret*: to open up to view : DISPLAY *the uncurtained window revealed a cluttered room*DISCLOSE, DIVULGE, TELL

Revolutionize: to overthrow the established government: to change fundamentally or completely

Significant/Signifies : the quality of being important : Signify (signifies) - to be a sign of : MEAN: IMPLY: to show

Simulate: to give or assume the appearance or effect of often with the intent to deceive : IMITATE: to make a simulation of (as a physical system)

Stimulate: to excite to activity or growth or to greater activity : ANIMATE, AROUSE: PROVOKE

Strengthen: to make stronger Surpass: to become better, greater, or stronger than : EXCEED: to go beyond :

OVERSTEP: to transcend the reach, capacity, or powers of EXCEED Sustain: to give support or relief to : to supply with sustenance : NOURISH : KEEP UP,

PROLONG: to support the weight of : to carry or withstand (a weight or pressure): to buoy up *sustained by hope*: to bear up under: SUFFER, UNDERGO *sustained heavy losses* : to support as true, legal, or just: to allow or admit as valid *the court sustained the motion* : to support by adequate proof : CONFIRM

Symbolize: to serve as a symbol of: to represent, express, or identify by a symbol Transcend: : to rise above or go beyond the limits of: to triumph over the negative or

restrictive aspects of : OVERCOME: to be prior to, beyond, and above (the universe or material existence): to outstrip or outdo in some attribute, quality, or power: EXCEED

Transform: to change in composition or structure: to change the outward form or appearance of : to change in character or condition

Transmit: : to send or convey from one person or place to another: to cause or allow to spread

Undermine: to wash away supporting material from under: to subvert or weaken

Language Analysis of “Lord of the Flies”- (Things to keep in mind within your response before they begin to analyze the passage.

insidiously or secretly: WEAKEN Unify: to make into a unit or a coherent whole : UNITE Utilize: to make use of : turn to practical use or account Verify: to confirm or substantiate in law by oath: to establish the truth, accuracy, or

reality of: CONFIRM

Language Analysis of “Lord of the Flies”- (Things to keep in mind within your response.

1. -Structure: Statement (opinion) -Quote (a certain sentence or part sentence that is stated in the text) -Analysis (what effect the words have and why the author uses them)

2. Use Power Verbs

3. Choose appropriate and varied sentence starters (i.e power verbs)

4. Analyze quotes to show an understanding of how language works

5. Group examples to demonstrate an overview of meaning, inference, and attitude

6. No introduction or conclusion

7. Length: Approx. -250-350 words- Depending on the text, analyze around 10 ideas (if possible).

8. Write in present tense

9. Proof read your work and edit any

mistakes.

Steps to take in order to analyze “Lord of the Flies” Writer’s Effect:

1. Skim reading

(Read passage to get a sense of time, place, topic, genre, tone and atmosphere.)

2. Scanning and Selecting

•After reading the question on writer’s effects (paper 2 question 2), and underlining the key word in each part of the question, return to passage and highlight (possibly in two colors for the two different aspects) the relevant material.

•Identify and highlight only the key word or phrase which is particularly effective, not a large ‘chunk’ of text. Aim to find approximately three to five choices for each part of the question

3. Transferring to a plan

•Transfer the chosen quotations to table dividing them into the three sections: Evidence, Explanation, Effect.

• Explain the effect it is conveying and the reason for the word or short phrase being effective.

•Pay particular attention to figurative language i.e. similes and metaphors. You may use literary terms if they are relevant and accurate, but you still need to explain the precise effect of the particular example you have chosen.

4. Developing the response

•Look again at the passage, this time at the use of such devices as repetition, contrast, question marks or exclamation marks, sentence lengths, sound effects.

•Add to the beginning or end of each section of your plan a brief overview comment which draws an overall conclusion about the aim and combined effect of the language of the passage e.g. ‘An atmosphere of fear is created through the use of short questions and repetition of references to darkness.’

5. Writing the response

•Start your response with a thesis statement, commenting on the overall effect.

•Use topic sentences to introduce your points.

•The response should be written carefully, putting the quotations from the passage in inverted commas within each sentence explaining its meaning and its effect, and not repeating unnecessarily the words ‘The effect is …’.

•For full marks there should be a range of choices with their effects, and a sense of overview.

The whole response is expected to be a side to a side and a half of writing.

Setting is the time and place of the action of a story. The setting may bespecific and detailed and introduced at the very beginning of the story,or it may be merely suggested through the use of details scatteredthroughout the story. Customs, manners, clothing, scenery, weather,geography, buildings, and methods of transportation are all part ofsetting.

The Purpose of Setting

To get a band 1 or 2 in your composition narratives you must include, ‘detail and attention to characters and setting.’ You may also be asked to analyse a paragraph describing setting in the writer’s effect question on paper 2. But why is setting so important?

Good writers choose particular settings, not because it is realistic or accurate, but because of what it accomplishes in the story.

Setting is used for a number of reasons:

The setting can provide important information about the main character, whether he or she is connected to the setting, at home in it, an outsider, or a guest.

 A setting that is vivid increases the credibility of the character and the action. If the reader accepts the setting as real, then the reader is more likely to accept the characters who live there, and their behaviour as real. On the other hand, “mistakes” in setting may cause the reader to give up on the story as “fake”. This applies to fantasy settings as well as realistic settings.

The setting of a story often has a direct connection to the story’s meaning. For example, a description of a house can help illustrate an overall feeling of

Engage with the Text:

Read the following description of setting from Lord of the Flies. Select words and phrases and explain how the writer created effects by using this language. Use the Language Analysis of “Lord of the Flies” to assist students in steps that they need to take for determining a writer’s effect.

Plan a Response:

loneliness and isolation. Or the intense activity of a city setting might be linked to excitement. These feelings can be connected to a character or to the theme.

Sometimes the setting will hold keys to understanding one of the characters. Where a person lives is often very much a part of who that person is.

The setting can be used to create increase tention or to se the mood and atmosphere, if these are important to the story

Examiner Tips:

he second half of this question will be more demanding than the first. You need to give equal attention to each part and provide at least half a page for each.

You should aim for 5 relevant quotations in each part of the question. Give the quotation, in quotation marks, explain its meaning, and then explain its effect on the passage. You cannot get higher than 3 marks if you only identify quotations, or higher than 6 marks if you discuss only meanings.

For 10 out of 10 you should give a full range of explained effects and link them into an overview which shows understanding of what the writer was trying to achieve in the passage as a whole.

Do not select a quotation which you do not understand as you will not be able to explain either its meaning or its effect.

When explaining a quotation do not repeat the words used in it. Do not repeat quotations; you cannot get credit more than once.

Generalised and ‘gushing’ comments such as ‘The writer makes me feel as though I am there’ and ‘The passage is cleverly written’ gain no marks and give the impression that you are failing to find things to say.

There is no need to use technical terms, and they are no substitute for explaining an effect in your own words; if you do use technical terms, such as onomatopoeia, make sure they are actually correctly used.

Select brief quotations only, of between one and four words. Do not lift whole chunks of text, or clump quotations together, or list them. Each one must be focused on specific use of language and explained separately.

Introduce your choices of language with phrases such as ‘gives the impression of’, ‘suggests that’, ‘makes me think that.’ Do not say over and over again ‘This has the effect that…’

Once you have arrived at an overview, do not contradict yourself, e.g. do not say that one quotation makes a character seem physically old and another one makes her seem physically young. This is not likely therefore you need to look at the passage again. However, there are no ‘right answers’ to this (or any other) part of the exam and you can score highly by engaging with the text and thinking about the way language is being used, whether or not your comments are what the examiner is expecting.

Things to look for are: use of the five senses; use of contrast; use of colour; use of noise; links between subject and environment; surprising, or unusual words; words which create sound effects; unusual or dramatic punctuation;

Rubric Guidelines:Go over this with students before they do independent reading of the passage of “Lord of the Flies.”

imagery (similes and metaphors)

Read the following description of the setting of the island from Lord of the Flies. Select words and phrases and explain how the writer created effects by using this language.

WHY: Leading students to focus on the words/phrases that support the setting of the island, forces the to deconstruct the text to find details that help them decide which words are the ‘special’ ones that create images or feelings of the island for the reader.

The shore was fledged with palm trees. These stood or leaned or reclined against the light and their green feathers were a hundred feet up in the air. The ground beneath them was a bank covered with coarse grass, torn everywhere by the upheavals of fallen trees, scattered with decaying coconuts and palm saplings. Behind this was the darkness of the forest proper and the open space of the scar. Ralph stood, one hand against a grey trunk, and screwed up his eyes against the shimmering water. Out there, perhaps a mile away, the white surf flinked on a coral reef, and beyond that the open sea was dark blue. Within the irregular arc of coral the lagoon was still as a mountain lake—blue of all shades and shadowy green and purple. The beach between the palm terrace and the water was a thin stick, endless apparently, for to Ralph’s left the perspectives of palm and beach and water drew to a point at infinity; and always, almost visible, was the heat.

He jumped down from the terrace. The sand was thick over his black shoes and the heat hit him. He became conscious of the weight of clothes, kicked his shoes off fiercely and ripped off each stocking with its elastic garter in a single movement. Then he leapt back on the terrace, pulled off his shirt, and stood there among the skull-like coconuts with green shadows from the palms and the forest sliding over his skin.

_________________________________________________________

Write analysis of “Lord of the Flies”

Marking Criteria for Question 2Use the following table to give a mark out of 10.Band Mark Criteria

Band 1

9-10 Wide ranging discussion of language with some high quality comments that add meaning and associations to words in both parts of the question, and demonstrate the writer’s reasons for using them. May group examples to show how they fit the writer’s intention.

Band 2

7-8 Reference is made to a number of words and phrases, and some effects are identified in both parts of the question. There is some evidence that the candidate understands how language works.

Band 3

5-6 A satisfactory attempt is made to identify appropriate words and phrases. The answer tends to give meanings of words and rarely suggests effects. One part of the question may be answered at the expense of the other.

Band 4

3-4 Candidates select a mixture of appropriate words and words that communicate less well. Explanations are only partially effective and/or occasionally repeat the language of the original.

Band 5

1-2 The choice of words is partly relevant. While the question has been understood, the candidate gives very little evidence of appreciating the writer’s use of language.

Band 6

0 Answers do not fit the question. Inappropriate words and phrases are chosen.

Homework: Take a past Paper 2 Q. 2 Test and have students read, annotate, and respond to the writer’s effect question using the handouts provided in model guided instruction. Sample used is from the FIRST LANGUAGE ENGLISH 0500/21Paper 2 Reading Passage Question 2.PAPER 2: QUESTION PAPERPart 1

Read Passage A carefully, and then answer Questions 1 and 2.

Passage A

Aunt Pegg

Our parents were over-indulgent towards us, and we were happy but not particularly well-behavedchildren. Maybe they felt guilty because, on one occasion, they had to leave home for two weeks onbusiness and invited our Aunt Pegg to look after us. She accepted the challenge eagerly.

Vile Aunt Pegg! Leering, sneering, peering Aunt Pegg! We would be enjoying a friendly fight or justsitting doing nothing when she would pounce on us like a cat, and savage retribution would follow. Aswe stood in the corner of the room with hands on heads, she would snarl, ‘How dare you! Making mytidy room messy, wasting your time. I saw you!’

Aunt Pegg had eyes on sticks. How she saw us we never knew: one moment she wasn’t there, thenext she was on top of us. She was a wizened, tiny woman of great muscular strength and energy,and her mouth was like an upside-down new moon without the hint of a smile.

She constantly spoke of her ‘philosophy of life’ but we only experienced the superficial features of it.She kept us occupied at all times, sweeping the yard, tidying the house and learning to cooktasteless, crumbling cakes. On the first day she blew a whistle to order us downstairs to a breakfast ofchewy, sugarless oat cereal. The sugary, salty foods we loved were locked away, and eating ourmorning bowlful was a lonely marathon. If we didn’t eat it all up, we were given extra cleaning to do.

By day two we were very mournful children. Nostalgia set in as we remembered our happier past. Wewent about our daily tasks like little zombies. We became uncommunicative and even forgot (to ourAunt’s extreme pleasure) to insult each other. Both of us longed for the day when our dear parentswould return and unlock the barred doors of our prison.

On day three we were introduced to our educational programme. She set us impossible mentalarithmetic sums at tremendous speed and always finished with ‘And twenty-nine, add ’em all together and take away the number I first said’. Then there was ‘Reading Improvement’, which consisted ofmoral tales from the nineteenth century, and ‘Practical Farmwork’, which mostly involved the identification and eradication of weeds. We were not allowed to re-enter the house until we had successfully whispered the name of the plant into Aunt Pegg’s good ear. If we did not use the official Latin name she would snap at us. ‘You wicked child! It is certainly not Hairy Stinkweed. I’ll not have swearing in my house!’

Of course we attempted to break free. It happened on a visit to town, while we were carrying theheavy bags with Aunt Pegg marching behind, tapping her walking stick like an officer in the army. At amutual sign we dropped the bags and ran for it. Our Aunt seemed prepared for this. She blew herwhistle and shouted ‘Stop thief!’ and we were painfully restrained by several burly members of thepublic.

When we reached home we were given a stern lecture on ‘philosophy’ and ‘morals’ and sent to bedwith just a slice of bread, some cheese and a lettuce leaf. We hated lettuce. Apparently much of AuntPegg’s philosophy was connected with diet.

She must have thought that we were lazy, naughty children who needed strong routine and disciplineto prevent the rot from setting in. How we cried with joy when our smiling parents returned, bearing presents and hugging us tight.

2 Re-read the descriptions of:

(a) Aunt Pegg in paragraphs 2 and 3;(b) the children in paragraph 5.Select words and phrases from these descriptions, and explain how the writer has created effectsby using this language.(10 MARKS)

Examiner’s Report

2 Re-read the descriptions of:

(a) Aunt Pegg in paragraphs 2 and 3;(b) the children in paragraph 5.

Select words and phrases from these descriptions, and explain how the writer has createdeffects by using this language.

For this question, 10 marks are allocated to assessment of Reading Objective R4 (see syllabus).

General notes on likely content:

This question is marked for the candidate's ability to select effective or unusual words and for an understanding of ways in which the language is effective. Expect candidates to select words that carry specific meaning, including implications, additional to general and to ordinary vocabulary.

Alternative acceptable choices and explanations should be credited. Mark for the overall quality of the answer, not for the number of words chosen.

The following notes are a guide to what good candidates might say about the words they havechosen. They are free to make any sensible comment, but only credit those that are relevant tothe correct meanings of the words and that have some validity.

Candidates could score full marks for excellent comments on three words from each part of the question. Mark and credit what is positive.

(a) Aunt Pegg in paragraphs 2 and 3

Most candidates should give an overview of Aunt Pegg as utterly unpleasant to the point ofsavagery, and the best will wonder whether the description is an exaggeration, perhapsrepresenting the point of view of the two disaffected children. Candidates in Band 1 mustmake valid comments about the images, starting with the image and applying it to themeaning in the passage.

The description starts with an outpouring of hatred. Candidates should pick out the strengthof vile. The ugly rhyming leering, sneering, peering that follows should suggest that the listof rhymes is for unusual emphasis (like a chant) but good candidates will unravel themeanings, which are appropriate to the rest of the description. For example, peering goeswith eyes on sticks. Candidates should be careful to see the strange visual image here, butalso explain it as being able to see in all directions and particularly out in front, so she saweverything. Leering and sneering go with the lack of a smile and the upside-down newmoon. This is a strongly visual image, the opposite of a happy smile. The third image is thatof pounce like a cat. To get the strength of this they must start with the cat, consider itsstrength, the way it preys and the sharpness of its steel claws. In fact this is anotherexaggeration, as is snarl, which prolongs the cat image and the sneer. An alternativeinterpretation has to do with a cat that watches the children all the time. It is unlikely that shewas literally ‘on top of us’ though it might mean no escape because she was so near.These words all fit together, leaving wizened and muscular strength, which can only reallybe explored for meaning.

(b) The children in paragraph 5

Note that there is less in (b) than in (a) so do not be strict about balance. However, there aretwo good images and candidates should discuss mournful and nostalgia. There is moreexaggeration here, as if the children had been transformed from their former state intosomething lifeless.

Mournful sounds as if something has died, and that ‘something’ is the happier past. So thechildren grieve for it. Nostalgia is another way of looking at the same thing. It is an oddword to use since you would expect it to apply to a faraway past, but perhaps a few days inAunt Pegg’s company are like a different age. Give plenty of reward for any candidate whogets to grips with this word in any depth. Similarly, reward candidates who discuss theimage little zombies with some success. Zombies are animated bodies without souls (ormore popularly, undead corpses). In voodoo they cannot exist without a master – in thiscase, undoubtedly Aunt Pegg. So they mooch around doing their chores under control,without any reaction. A result of this is their new habit of being uncommunicative,suggesting that they were too miserable, or traumatised by the woman, even to talk to eachother. Candidates should also refer to the barred doors of our prison, barred becausethere was no one to turn to, ironic because it was their own house, perhaps like a prisonbecause they had a warder and were under constant surveillance.

Marking Criteria for Question 2: READING

Use the following table to give a mark out of 10.Band 1:

9–10Wide ranging discussion of language with some high quality comments that addmeaning and associations to words in both parts of the question, and demonstratethe writer's reasons for using them. May group examples to demonstrate overview ofmeaning/inference/attitude. The candidate tackles imagery with some precision andimagination. There is evidence that the candidate understands how language works.

Band 2:

7–8Reference is made to a number of words and phrases, and some explanations aregiven and effects identified in both parts of the question. Images are recognised assuch and the candidate goes some way to justify them. There is some evidence thatthe candidate understands how language works.

Band 3:

5–6

A satisfactory attempt is made to identify appropriate words and phrases.Candidates mostly give meanings of words and any attempt to suggest and explaineffects is weak. One half of the question may be better answered than the other.Candidates may identify linguistic devices but not explain why they are used.Explanations are basic or in very general terms (or may be virtually ignored).

Band 4:

3–4Candidates select a mixture of appropriate words and words that communicate lesswell. Explanations are only partially effective and occasionally repeat the languageof the original, or comments are very general and do not refer to specific words.

Band 5:

1–2The choice of words is partly relevant, sparse or sometimes unrelated to the text.While the question has been understood, the candidate does little more than offer afew words and make very slight, generalised comments. The answer is very thin.

Band 6:

0The answer does not fit the question. Inappropriate words and phrases are chosen.