scheme of work 2019- 2020 subject: a level english

Scheme of Work 2019- 2020 Subject: A Level English Language and Literature

Year Group: Year 12/ 13 (Linear) Specification: Specification: AQA 7707 Unit 1: Remembered Places: Paris Anthology Resource(s) to help with planning: -AQA’s Paris Anthology (provided by the exam board) -English Language and Literature A/AS Level for AQA Student Book by Giovanelli M., Macrae A., Titjen F., Cushing I. (2015) Cambridge University Press -Various articles that can be found on the English Media Centre e-magazine (some names will be provided in this SOW -PiXL Independence Booklet for students can provide flipped learning resources, wider academic reading and assessment questions - A critical Study Guide for the AQA A Level English Language and Literature Paris Anthology by M. Parks M Litt.; Olympia Harbour Inc. provides a brief summary of the basic linguistic features of each extract, a history timeline of Paris and glossary terms. Aims of this unit:

Develop understanding and explore the conventions of travel narratives

Learn a range of concepts and frameworks to examine the representation of Paris in different kinds of text

Explore how to best prepare for assessment in this unit

Lesson No

Topic & Objectives

Big Question – What will students learn?

Key Activities & Specialist Terminology (Do Now Task / Starter/Tasks/Plenary

Planned Assessment

Homework or flipped learning resources

DODDLE resources

Lit Num SMSC Codes

16 To revise and recap all of the texts we have covered so far this term To recap contextual considerations

How much do we remember from the extracts we have studied?

Settler: Which text(s)? - Students can use their contents page but not their notes etc to answer the following question

1. Use comic book style graphology? 2. Are aimed at children? 3. Have authors that emphasise their position as outsiders/tourists? 4. Have been produced to advertise the city? 5. Are personal accounts of the city? 6. Give a historical representation of the city?

Recap most important contextual factors

Questioning Independent Work Peer Assessment

PRODUCE a revision resource for the first 4 texts in the anthology. This could take the form of:

A detailed visual frame of its key ideas, with quotations

Two (+) model paragraphs on the text’s

Lit SMSC So7, So8, C1, C2, C3, C5, M2, Sp3, Sp5, Sp9.

To set some SMART targets to help with progress

Audience: o Who is the implied

reader/listener? o Who is the actual

reader/listener? o In what kinds of places or

situations might these texts be read/heard?

Purpose: o Are these texts single or

multipurpose? o Might they be used in different

ways to their original intention? o How does this affect language

choices? o Mode: o Are the texts

written/spoken/mixed mode and HOW DO WE KNOW? Provide evidence

o Why and how does mode affect our interpretation of them?

Recap the idea of context

Students given an extract to analyse. Give each student a different extract.

presentation of Paris

A list of some of the key features in the text, sub-divided into each language level, with examples

A GRAMPS summary with evidence/analysis for each letter

A mood board of key images/symbols/quotations from the text

STUDENTS KEEP HOLD OF THIS REVISION

RESOURCE TO BUILD ON OVER THE TIME

Provide the instructions:

- Annotate GRAMPS above the text

- Annotate at least 3 lines that explain how the writer views Paris

- Identify one each of the following word classes and explain its effect: Proper noun/abstract noun/verb/adverb/adjective/pronoun

- Identify at least 3 literary or linguistic features that help us understand how they view Paris

- Underneath the extract, or on the back page, write a PEA (with detailed analysis) exploring how Paris is presented

Students swap extracts with the following extracts:

Add/expand on anything the first person has not included: - Annotate GRAMPS above the text - Annotate at least 3 lines that explain how the writer views Paris - Identify one each of the following word classes and explain its effect: Proper noun/abstract noun/verb/adverb/adjective/pronoun - Identify at least 3 literary or linguistic features that help us understand how they view Paris - Underneath the extract, or on the back page, write a PEA (with detailed analysis) exploring how Paris is presented

Plenary: Name the 6 language frameworks you need to use in your analysis in the exam

17 To identify the difference between the written and spoken mode To recognise some non-fluency features To apply these skills to the two personal narratives in the anthology

How do we analyse the spoken mode?

Settler: Spoken language= your day to day conversations

Another term to describe spoken language is spontaneous language or speech.

TASK: Write down a possible difference between SPOKEN and WRITTEN/SCRIPTED language on your post it and stick it to the board

Go through key features terms for spontaneous speech

Composed of utterances, not sentences

Non-standard vocabulary is used e.g. ‘hey’ to mean hello or ‘Yup’ to mean yes

Non-standard grammar e.g. Wow, did I mess up today

Spoken language is not precise: ‘sort of this big’, ‘handle type thing’, ‘I kind of think’.

Varied! Be careful not to stereotype e.g. the majority of adults use standard or more formal lexis. Young people tend to be more casual.

Spoken language is often economical. People tend to say only as much as they need to do in order to communicate with the people they are speaking to.

Spontaneous or scripted? Write down ONE reason how you know for each one

1. Mavis: You have got to have something before you go out. Derek: I haven’t time. Why, Mavis? Why did we have to oversleep today of all days? I just hope this isn’t going to be an omen.

Questioning Independent Work

Recap over discourse from independent learning booklet to consolidate learning


3. Hamlet: Sir, I cannot Rosencratz: What, my lord? Hamlet: Make you a wholesome answer. My wit’s diseased. 2. Cathy: Erm do you like strawberries Sam: Yes a lot (.) that’s my favourite food Cathy: Do you, do you like ice cream Sam: Yes Cathy: Good cos we’ve got that for supper 4. Teacher: Right, the first book…the book we’ll be studying this term Lucy: Oh, ha I know the one, that one with the strange man who kinda lives alone, I think Teacher: Well (Laughs) do you mean Boo Radley? Don’t interrupt, Lucy

Key glossary terms

So…What are the differences between spoken and written language? An Example

http://www.youtube.com/watch?v=q9iblJ2Ehmw

What features of spoken language can you identify?



Aim to find at least four.

How do you think Anna will present Paris?

Anna’s narrative – p31

1. FIRST identify the GRAMPS

2. Having read the narrative, how does Anna feel about Paris? Decide on 3 points

Anna’s narrative – p31

1. FIRST identify the GRAMPS

2. Having read the narrative, how does Anna feel about Paris? Decide on 3 points

CHALLENGE – HOW DOES MODE AFFECT MEANING HERE? REMEMBER –THIS IS

SOMETHING YOU WILL NEED TO DISCUSS FOR AO3

Analyse a small extract together

Anna’s narrative – can you find AND explain why they are used…

Unique to Spoken Mode

voiced hesitations

Pauses

Fillers

incomplete utterances

Also found in written texts

- discourse markers

- hedging

- syndetic listing/syndetic pairs

- monosyllabic lexical choices

- indefinite pronoun use

- superlative adjective use - Plosive alliteration

Give students a paragraph from Zara’s narrative with the following instructions:

- Look closely at the paragraph you are allocated.

- - Label AT LEAST THREE techniques used (including one spoken lang feature).

- Summarise how Zara feels about Paris in the section you were exploring

Plenary: Mr or Mrs Chatterbox Who thinks they speak fluently?

You must speak for as long as possible about today’s text without using a non-fluency feature.

Your partner listening must stop you if they hear a non-fluency.

The best speakers can see if they can hold their own in front of the class!

These are some key terms: What is banned? FILLERS/VOICED HESITATIONS: Umm,errr, like, so HEDGING: sort of, kind of, like FALSE STARTS: this is an example…I mean this demonstrates

18 - To recall a range of non-fluency features - to recap prosodics To explore a dialogue in the spoken mode (visiting Paris – p46

Applying our knowledge on spoken discourse to a new extract

Starter: in pairs students complete the match up exercise (found on a word document named card-sort-for-spoken-lang-terms)

If students finish, they add the terms in their glossaries

How do we communicate in face-to-face conversations?

12% of everything communicated is… 29% of everything communicated is… EVERYTHING ELSE communicated is…

Which of these figures is Verbal (words)? Which is Vocal (the sound of our words)? Which is Visual (body language)?

Card sort Questioning Independent / Group work

Essay Question: Compare the way in which Zara’s narrative (lines 28-40) and Visiting Paris (p47) give a personal representation of Paris. REMEMBER: - often features are not INTENTIONAL when speaking, but do still reveal characters’ feelings - connect by representation, not by technique


12% of all communication in a face to face conversation is achieved verbally (with words).

29% of all communication in a face to face conversation is achieved vocally (with the sound of our words – also known as prosodics).

59% of all communication in a face to face conversation is achieved visually (body language, etc. – also known as paralinguistic features).

Students match up prosodic definitions Pitch/ Intonation Volume Stress/Emphasis With the following definitions

- How loudly something is spoken, often indicates emotion

- How high/low the tone of voice is. Often higher at the end of an utterance to demonstrate a question.

- - highlighting one word in an utterance by speaking in a higher volume and pausing after it

1. How might the following emphasis change the meaning of the sentence?

“I like your new shoes” “I like your new shoes” “I like your new shoes” “I like your new shoes” “I like your new shoes”

2. How could prosodic features determine whether the following

- CLOSELY ANALYSE in every paragraph AIM for over 700 words of writing

sentence was a STATEMENT or a QUESTION?

It’s the end of the day already

GRAMPS Visiting Paris and use the following questions to help them develop their ideas on the text

VISITING PARIS – THINKING QUESTIONS 1. Find the interruption on the first

page. Is it supportive or disruptive? 2. What words are subject to prosodic

stress? Label the word class and WHY you think they are stressed.

3. Why might Mike repeat the fact it took ‘half an hour to queue’ three times?

4. Identify some elision/fillers in Sophia’s speech. How does this affect formality?

5. Where and why do both speakers use intensifiers on p48?

6. What perception do the pair have of tourists on p53? And of locals?

7. What tone does Sophia’s backchannelling seem to take on p49?

8. How do the pair support/undermine clichés of Paris on p50-1?

CONSIDER 3 WAYS IN WHICH PARIS IS REPRESENTED IN THIS NARRATIVE…

Class discussion analysing extract

Plenary: recap key terms from the two lessons

19 To explore turn-taking and politeness strategies

How do we analyse interaction in spoken discourse?

Settler: TRUE/FLASE

There are no sentences in spontaneous speech

We use fillers to make language less certain

Questioning Independent Work

Students read and GRAMPS ‘Memories in Paris’ (p76)

Lit SMSC So7, So8, C1, C2, C3,

To EXPLORE THE INTERACTION BETWEEN SPEAKERS IN ‘eating in Paris’

This is a tag question, isn’t it?

All young people speak more casually

Spontaneous spoken language is likely to contain more pauses and false starts than scripted language

Elision is missing out whole words in a sentence

Idiolect is someone’s personal language choices

Backchannel features suggest someone is not really listening

Students watch the clip and answer the following questions

https://www.youtube.com/watch?v=-IeZvqQauWY

Identify the conflict – what is the problem this clip focuses on?

What problems would we face in society if we all behaved in this way?

Bearing in mind our current unit of work, what do you think our lesson will focus on today?

Discuss turn-taking

Taking turns in a conversation is very important. If you speak for too long then you will lose your listeners’ attention. People who do this are often regarded as rude or boring.

TASK: List TWO ways you would know when it is your turn to talk…

The speaker shows that they have finished by lowering their voice.

The speaker looks at someone else for their support or to get an opinion.

Students research ‘Paris Syndrome’ ready for next lesson

C5, M2, Sp3, Sp5, Sp9.



The speaker asks a question that requires a response.

Pauses/Overlaps: TASK: Can you think of TWO reasons why each would be used?

Pauses: Silences in speech could indicate that:

Thinking time is taking place

The speaker is uncertain about something

There is a change in subject matter

In a transcript a pause is indicated in brackets. The length of the pause will appear as a number e.g. (2), (6). Alternatively, a brief pause is shown by a dot (.).

Overlaps occur when one speaker is interrupted by another.

Sometimes people interrupt because:

they are excited about what is being said

they are just being rude and won’t wait for their turn!

one speaker thought the other had finished.

In transcripts overlapping is indicated by //.

Adjacency Pairs

A two-part exchange in which the second utterance is dependent on the first.

We often see this in conventional greetings, invitations, and requests.

Completed adjacency pairs usually indicate a successfully or largely co-operative exchange

An adjacency pair is a type of turn-taking. It is the smallest unit of conversational exchange.

A: What is your name C: Take a letter Sam B: My name is John D: Yes Jim

Discuss preferred and dispreferred response in adjacency pairs and in what contexts they may come in

What is politeness? Introduce the idea of politeness

Open the window, mate. I’m really sorry to bother you, but could you possibly open the window please? Politeness is all about the choices of directness or indirectness which we make based on who we’re speaking to and other contextual factors. We know what’s appropriate and adjust our speech accordingly.

Indirect lexical/grammar terms LEXIS: Please and thank you!

Inclusive personal pronoun

Euphemism

Modal auxiliary verbs

Adverbs such as possibly, perhaps, apparently, certainly

Modes of address

Avoid taboo

Formality and complexity?

Apologies

Hedges, [“words and phrases which soften or weaken the force with which something is said” (Pridham, The Language of Conversation)]

GRAMMAR:

Tag questions

Declaratives

Commands hidden as interrogatives

Conditional sentences

Robin Lakoff (1973) summarised politeness in 3 maxims Don’t impose

Give options

Make your receiver feel good

Turn to Eating in Paris and GRAMPS after reading

Based on our discussion, which speaker is the most:

- - indirect? - - formal? - - informal? - - positive about Paris/Parisian food? - - negative about Paris/Parisian food? - - polite? - - rude?

Students find which speakers have the above characteristics supported with evidence and analysis

Plenary: name four features of spontaneous speech between two people.

20 - To explore the concept of ‘culture

What is culture shock and how can we see it in our texts?

Settler: Students write down what they remember about ‘Paris Syndrome’. They then see what texts they can

Written paragraphs Questioning Independent Work

Read and GRAMPS Travelling to Paris with a grandchild = Gransnet ready for next lesson

Lit SMSC So7, So8, C1,

shock’ in ‘memories of Paris’ - to closely analyse some of the lexical choices in the narrative

apply this too from the anthology so far.

What is culture shock? Students watch video

Personal disorientation when experiencing another way of life.’ Sociologist John Macionis (2008). https://www.youtube.com/watch?v=D2mixQ_n_5E . What ‘symptoms’ can be shown in culture shock?

This often includes: Negative feelings towards

cultural practices and language Feeling bored and homesick Feeling anxious A sense of danger

Suggest the stages of culture shock

Memories of places in Paris What effect do the lexical choices in these phrases have? Students annotate their anthologies

“now looking back” “the guy who manned the swings” “my school was only sort of ten minutes walk” “occasionally skive off”

C2, C3, C5, M2, Sp3, Sp5, Sp9.

https://www.youtube.com/watch?v=D2mixQ_n_5E

https://www.youtube.com/watch?v=D2mixQ_n_5E

“some sort of old ruins” “Erm beautiful Haussmanian buildings” “manicured manicured babies in pushchairs” “literally storming through the park” “quite deprived areas” “the grandma the mother a baby a tiny baby”

Students write a paragraph answering each question

Othering: a way of presenting

differences between cultures, often in a negative way

Flâneur: a French term for ‘stroller’; an individual who observes and experiences the experiences and practices of a culture and society

1. How might Isabella be considered a Flâneur?

2. How might Sophia be ‘othering’ her experience in Paris?

Plenary: provide students with the following key terms and they have to write down the definitions -Ellipsis -Filler -Elision -Back Channel Features -False Start -Hedging -Tag questions -Idiolect -Prosodic stress -Utterances -Discourse Markers -Voiced hesitations

21 - To explore a text in mixed mode - To identify some linguistic features associated with new technology

What linguistic features are in new technology?

Have a note on title page for students to read so they understand how they can help themselves achieve an A grade when discussing modality

For an A grade you will need to be able to cross-reference modality throughout your essay and explain its links to representation/meaning For a C grade you will need to clearly state mode in your introduction with justification, then make at least one link to mode in the essay body

Discuss the continuum of written and spoken mode

Provide a written and spoken mode continuum and provide the following texts to the students for them to place on the continuum A transcript of a chat between friends A transcript of ‘The Apprentice’ a page from a novel A page from a children’s book involving dialogue An online forum discussion An informal blog post a transcript of a Prime Minister’s speech

Discuss the ideas of a discussion forum

An online environment/archived virtual space to which members sign up and engage in discussions about topics that interest them and are generally centred around a shared set of interests or topics.

A member can create their own username which appears beside each post that they make, as well as other

Questioning Independent Work Collaborative sort on continuum Analytical paragraph

Students read and GRAMPS 7 Ages of Paris


information such as: age, gender, location, no. of posts etc.

They operate like any other discourse community; there is usually a hierarchy among members.

This hierarchy might be explicit (administrators and moderators) or implicit (peer-recognition).

Administrator: a senior member responsible for the organisation and running of the forum. Moderator: a senior member responsible for monitoring, managing and sometimes editing posts made by contributors to a discussion forum. Seed message: the first post in a thread on a discussion forum. Thread: a group of posts in a discussion forum, initiated by a seed message. Embedded story: a story that is introduced into a narrative that is different in content but serves to maintain group identity and solidarity by focusing on and therefore asserting and preserving shared points of interest or value.

Discourse structure & expected linguistic behaviour in discussion forums

Have clips of a discussion forum on the board

Although forums are presented in the written mode, they actually embody many elements of the spoken mode.

Posters will often try to behave cooperatively with one another, as in spoken language.

Students match up key terms and definitions

Rebus

Acronym

Hyperlink

Neologism

Initialism

Emotive punctuation Definitions to match up

A new word, recently come into our vocabulary

Single symbol used to convey meaning (R = are, y= why, = happy, X = kiss)

Use of excessive? Or! Marks to convey feelings

Pasted website address/word that takes you to another page

A series of capitalised letters where each letter represents a word (pronounced as a word e.g. NATO/PIN)

A series of capitalised letters where each letter represents a word (pronounced letter by letter e.g. RIP, BBC)

Read the first two places as a class and annotate for any of these new terms OR spoken language features. Ensure students understand how they can apply mode to their answer (AO3)

Page 84-7 1. Look for any NON-STANDARD features – i.e. those common to spoken mode/technology Why are they there? 1. Look for some more STANDARD features – i.e. politeness features, formal lexical choices, facts/stats Why are they there?

Students write an analytical paragraph on how Paris is presented as a place to visit with children.

22 To linguistically explore ‘Seven Ages of Paris’

How do we approach analysing a large text like ‘Seven Ages of Paris’?

Settler: Students match the AOs to what they assess

Students read the synopsis of Seven Ages of Paris

In this wonderfully readable book, Alistair Horne tells the huge and romantic story of Paris through seven ages of turmoil and change: the Middle Ages, the 100 years war, the Paris of Louis XIV, the age of Napoleon, the Commune, the Empire days of Louis-Napoleon and Eugenie, and the First World War and De Gaulle. Interweaving historical narrative with telling detail, this is a fluent and definitive work of social and cultural history. Did their GRAMPS analysis match what they read in the synopsis?

Questioning Independent Analysis

Students recap and revise all they have learnt for a BB assessment next week


Students complete the evidence and analysis page finding quotes and completing terminology and analysis for the following ideas

- Paris is an unpleasant place for the poorest

- Paris is behind the times - Paris is a city of 2 sides - Transport and travel beyond Paris were

difficult in the era - Architecture is an important symbol of

development in the city - Paris was a city filled with the scars of

the unrest of the past - Paris became ghettoised, with different

classes and cultures separated

For each of the sections of Seven Ages of Paris students annotate at least one interesting feature for each language level

LEXIS AND SEMANTICS

GRAMMAR

DISCOURSE STRUCTURE

PHONOLOGY Students need to decide on 3 ways Paris is presented in each section. Plenary: Students write a 3-line blurb of their own for one of the sections of Seven Ages.

23 BB assessment

BB assessment Text A is an extract from ‘Paris Riots 1968’, a news report of the Paris riots in 1968, taken from the website of British Pathé. Text B is an extract from Seven Ages of Paris (extract) by Alistair Horne; a British historian and journalist. Compare and contrast how the writer and speaker of Text A and the writer of Text B express their ideas about the history of Paris. You should refer to both texts in your answer (40 marks).

BB Assessment Students research French revolution. They can watch this video to help summarise the events https://www.youtube.com/watch?v=X1_2NwmIobU French Revolution in 9 Minutes - Manny Man Does History Students read and GRAMPS ‘Letters from Paris’ and ‘Paris: Fine French Food’


24 - To EXPLORE ‘Paris: fine French food’ ‘Letters from PARIS’

How is the French Revolution presented in Letters from France 1790-1796?

Settler: students recap what they remember about the French Revolution.

Provide a brief overview of French Revolution

Revolution: 1789-1799 King Louis XVI and Queen Marie Antoinette were executed The monarchy was abolished and a republic established Napoleon Bonaparte rose to power and began to establish a dictatorship. He conquered parts of Europe and was eventually defeated by the Duke of Wellington and the Prussian Army at the Battle of Waterloo in 1814. Restoration: 1814-1830 The monarchy was restored The brothers of Louis XVI (Louis-Phillipe, and later Charles) ruled and exiles returned to France RC church re-established

Questioning Independent Work and analysis Analytical Paragraph

Students continue their Paris revision resource from lesson 16 – going through the anthology and continuing through the extracts Students research about Rick Steves


https://www.youtube.com/watch?v=X1_2NwmIobU



Not an absolute monarchy (constitutional monarchy) Ended with the revolution of 1830 Economic downturn + rise of liberal opposition

Notes on the author of Letters Helen Maria Williams (1790-1830)

Poet & dissenter

Reacted favourably to the French Revolution (like most Liberal Britons).

Travelled to Paris in 1790 to celebrate the fall of the Bastille.

Saw her friends persecuted by the Jacobins; she regarded their behaviour as a betrayal of the Revolution’s founding principles.

Imprisoned with her mother in 1793.

Students read the opening of the letters and explore the effect of

exclamatory sentences - rhetorical questions - personal pronouns - Descriptions of size/scale

Students are given an extract from letters 1,2 and 4.

Letter 2 (1790)

Letter 4 (1790)

Letter 1 (1795)

For each section students provide the instructions

1. What is the tone of this letter? 2. How does the context of that particular

year influence Williams’ tone? 3. What social or political views can you

identify? 4. How is Paris presented?

Annotate for key language features that help you answer the above!

Students watch the video for Fine French Food:

https://www.youtube.com/watch?v=3NMmiMvGcWc

Students find and explore the effect of the following

1. prosodic stress 2. deixis 3. jargon associated with food/drink 4. modern neologism (a compound

adjective) 5. direct address 6. positive noun phrases 7. lexical borrowing 8. hyperbole 9. tricolon

Students choose a text of their choice to write a PEA paragraph on

25 To explore ‘Rick Steve’s Walking Tour’

How does Rick Steve present the Louvre? This is a useful resource https://prezi.com/rr_vyq1zzwgq/15-aqa-language-and-literature-louvre/

Settler: Match up key terms

Mobile narrative:

Exophoric storytelling:

Endophoric storytelling:

Diegetic sound:

Non-diegetic sound: With

Sound whose source is visible on the screen or whose source is implied to be present by the action of the film (ringing phone, gunfire etc.)

a narrative that is designed to accommodate a listener’s movement in and around locations that are described as part of the narrative.

Questioning Independent Work Analytical Paragraph

Read and GRAMPS Paris City Guide and Sweet Life in Paris




https://prezi.com/rr_vyq1zzwgq/15-aqa-language-and-literature-louvre/



when a narrative is told in the same location as the narrated events actually took place.

Sound whose source is neither visible on the screen nor has been implied to be present in the action (background music, sounds for dramatic effect etc.)

when a narrative is told in a different location to where the narrated events actually took place.

Key Terms:

Go through Ruth Page (2012) theory

Consider the production and reception of the text

Since the podcast is designed to be listened to as walkers are touring the Louvre, it is a mobile narrative that can be listened to on a variety of devices.

Listeners are able to control the pace of what they hear by pausing, and can revisit parts of the recording where necessary.

This is an interactive and integrated experience for the listener; they are an active participant in imagining the world that is described in the podcast.

The mobile narrative provides a new dimension to the experience of the flâneur.

Who is the primary and secondary audience?

How does Steves present the Louvre? Students present evidence and analysis for the following and others they find

1. Humour

2. Inclusive language 3. Colloquialisms 4. Non-diegetic sound 5. Antithesis/juxtapositions 6. Direct address 7. Imperatives 8. Proper nouns 9. French lexical choices 10. Contemporary references

Students write an analytical paragraph based on how Steves presents the Louvre.

26 Exploring Paris City Guide’ and ‘Sweet Life in Paris’

How can we apply the knowledge we know so far to new texts?

Settler: RECAP: Phonological, grammatical and discourse features

Students DIVIDE the following into which language level they apply to (three columns in your notes)

And as a CHALLENGE give an example of the technique

Fricatives onomatopoeia imperatives paragraph structure anaphora compound sentences sibilance Asyndetic listing hypophora plosives Assonance cohesion

Remind students about different types of deixis

Deixis – words that are context bound and whose meaning depends on who is

Questioning Independent Analysis Analytical Paragraph

Students recap all notes for a recap of texts covered and continue with creating their revision resource


using them and where and when they are being used

Proximal deixis – deictic expressions that refer to concepts, events or people close to the speaker (today, now, here, this)

Distal deixis – deictic expressions that refer to concepts, events of people at a distance from the speaker (tomorrow, then, that)

Paris City Guide -Introduce the producer Lonely Planet

Lonely Planet is the largest travel guide book publisher in the world.

Aimed at backpackers, and other budget travellers.

Vast online presence and YouTube channel.

Students watch video of transcript https://www.youtube.com/watch?v=5XYUHJ13KHM

Students find and explain the effect of the following

1. French lexis (Inc. proper nouns)/lexical borrowing

2. Direct address 3. Positive adjectives and adverbs 4. Figurative language 5. Comparisons 6. Superlatives 7. Shifting tense 8. Verb phrases 9. Prosodic stress 10. Pauses for impact 11. Non-diegetic sounds

https://www.youtube.com/watch?v=5XYUHJ13KHM

https://www.youtube.com/watch?v=5XYUHJ13KHM

Students write a PEA paragraph on how ‘Paris City Guide’ presents Paris.

Students complete the fill in the blanks sheet

Students use these thinking questions to develop their ideas about Sweet Life in Paris

‘The Sweet Life in Paris’: Thinking questions

1. To what extent could this be considered a ‘quest narrative’?

2. What language techniques does the writer use to present the culture shock he experiences?

3. How does he present Paris as ‘other’? 4. CHALLENGE: In what ways is the text

parodic of a quest narrative? How is humour used to subvert expectations of travel-writing?

Students individually analyse this text and come together for a discussion

Plenary: Students identify three similarities between the texts

27 Recap knowledge and analysis of texts

How do we effectively analyse spontaneous texts?

• Settler: Students read through this exam question and highlight key words

• Text A is an extract from ‘Neither Here Nor There: Travels in Europe’ by Bill Baxter

• Text B is Paris City Guide by Lonely Planet

Compare and contrast how the writer of Text A and the writer and speaker of Text B express their ideas about the visiting Paris. You should refer to both texts in your answer (40 marks). Create a carousel with the students where Text A Step One: CHOOSE

Read the extract. Take 2 lines of your choosing and write

them on your sugar paper Pass it to the person to your right

Step 2: Annotate the extract in terms of the linguistic devices and the effect it can have on the CAPMG of the extract

Pass it to the person on your right Step Three: COMMENT

Using the last person’s annotations (and some of your own) write a paragraph explaining how the writer’s express their views on the history of Paris.

This should be a good 8-10 lines. 6 lines should be explanation.

Students do the same for text B and write a comparative paragraph

Questioning Peer Assessment Group Work

Students continue to revise all texts and knowledge for BB assessment next week


28 BB Assessment

BB Assessment Text A is an extract from Rick Steves Walking Tour of the Louvre Museum’ (“the Louvre Museum (2) Paris is the city of light” to “enjoy this tour in the Louvre” (1) Text B is an extract from Personal Narrative: Zara (“erm (1) and (1) err (.) I’ve (.) been (.) to (1) quite a few galleries” to “art good (.) erm ((laughs)) (1)”) Compare and contrast how the writers of the texts express their ideas about art in the city. You should refer to both texts in your answer. (Taken from PIXL Independence Booklet pg. 37)

Final BB assessment Lit SMSC So7, So8, C1, C2, C3, C5, M2, Sp3, Sp5, Sp9.

INDEPENDENT STUDY ASSESSMENT (IF REQUESTED FOR INDIVIDUAL STUDENTS)

Text A is an extract from Stories are Waiting in Paris (whole text) Text B is an extract from French Milk by Lucy Knisley (Read the entry for 12:30 A. Paris Apartment, Dec 29, 2006” and ending “I like cool cars more than boys!”) Compare and contrast how the writers express their ideas about romance in Paris. You should refer to both texts in your answer.

Taken from PIXL Independence Booklet

Lit SMSC Sp5


Text A is an extract from Wild Night Music by Ernest Hemingway (lines 86-131) Text B is an extract from Encore Une Fois by Anne (“I love the wooosh” to “behind the counter”). Compare and contrast how the writers express their ideas Americans visiting. You should refer to both texts in your answer.


Lit SMSC Sp5.


Text A is an extract from Memories of Places in Paris by Isabelle and Sophie (“one of the places” “to something like that”) Text B is an extract from Understanding Chic by Natasha Fraser-Cavassoni (Lines 1-28)


Lit SMSC Sp5

Compare and contrast how the writers express their memories of visiting or living in Paris. You should refer to both texts in your answer.

scheme of work 2019- 2020 subject: a level english

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