By Sebastian Faulks Language Paper 1 Section A Set in the trenches of the First World War this passage describes how a group of British soldiers and miners take advantage of a break in the action to venture into no mans land and bring back the bodies of their colleagues who have been killed ID: 225268
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Slide1
Birdsong
By Sebastian
Faulks
Language Paper 1 Section ASlide2
Set in the trenches of the First World War, this passage describes how a group of British soldiers and miners take advantage of a break in the action to venture into no man’s land and bring back the bodies of their colleagues who have been killed.Slide3Slide4
From the routine conversation that opens this passage, the writing moves on to present the horror of dealing with the bodies of dead soldiers.
How do the men react? How did you respond
when reading it? Weir says that his father would say that the soldiers were all “doing their bit.” How does this make him feel?
Why was Stephen more frightened by the thought that one of those men was going to be alive?
Explain why Brennan says at the end of the chapter that he feels better, even though one of the dead soldiers was his
brother.
First ReponsesSlide5
Pair A: Comment on the writer’s presentation of the weather and the natural world alongside a scene of such horror. Where does he identify beauty?
Pair B:
What is the effect of the description of the rat and crow in the scene?
Pair C:
How does the passage show normal human interaction and compassion in the presence of horror and suffering?
Pair
D:
Explain your response to the closing sentence of the chapter.
Paired WorkSlide6
AO1
• Identify and interpret explicit and implicit information and ideas.
• Select and synthesise evidence from different texts.
Sample Question 1:
Re-read lines 1-15 of the source.
List four things from this part of the source about Ellis.
[4 marks]
A
B
C
D Slide7
AO1
• Identify and interpret explicit and implicit information and ideas.
• Select and synthesise evidence from different texts.
Sample Question 1:
Re-read lines 1-15 of the source.
List four things from this part of the source about Ellis.
[4 marks]
Responses must be drawn from lines 1-15 of the source.
Responses must be true statements from the extract.
Responses must relate to the character, Ellis.
Candidate may quote or paraphrase – each is acceptable.
A paraphrased response
covering more than one point should be credited for each point made.
Peer-assessment:
Include a mark out of 4, as well as
WWW
and
EBI.Slide8
AO2
Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subjects terminology to support their views.
Sample Question 2:
Re-read
lines 45-78 of the source
.
This question assesses Language
i.e. Words / Phrases / Language Features / Language Techniques / Sentence Forms
How does the writer use language to describe the experience of collecting the bodies?
You could include the writer’s choice of:
• words and phrases
• language features and techniques
• sentence forms.
[
8
marks]
?
Spend
10 minutes
planning your answer to this question.Slide9
Level 4
Perceptive, Detailed7-8 marks
Shows detailed and perceptive understanding of
language
• Analyses the effects of the writer’s choices of
language
• Selects a range of judicious quotations
• Uses sophisticated subject terminology accurately
Level 3
Clear, relevant
5-6 marks
Shows clear understanding of
language
• Clearly explains the effects of the writer’s choices of
language
• Selects a range of relevant quotations • Uses subject terminology accurately Level 2
Some, attempts 3-4 marks
Shows some understanding of
language
• Attempts to comment on the effect of language
• Selects some relevant quotations • Uses some subject terminology, not always appropriately Level 1 Simple, limited
1-2 marks
Shows some understanding of
language • Offers simple comment on effect of language • Simple references or textual details• Simple mention of subject terminology
AO2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subjects terminology to support their views.
How does the writer use language to describe the experience of collecting the bodies?
Slide10
Q
W
E
R
T
Y
QUESTION - link your answer to the focus of the task
WRITER - remember that the characters only do what the writer makes them do!
EVIDENCE - Use quotations from the text
READER - what effect do the events/ issues have on the reader?
TECHNIQUES - language/ structure
YOUR RESPONSE - explore your own ideas/ your reaction to the text Slide11
Level 4Perceptive, Detailed
7-8 marks
Shows detailed and perceptive understanding of
language
• Analyses the effects of the writer’s choices of
language
• Selects a range of judicious quotations
• Uses sophisticated subject terminology accurately
Level 3
Clear, relevant
5-6 marks
Shows clear understanding of
language
• Clearly explains the effects of the writer’s choices of
language
• Selects a range of relevant quotations • Uses subject terminology accurately Level 2 Some, attempts
3-4 marks
Shows some understanding of
language
• Attempts to comment on the effect of language
• Selects some relevant quotations • Uses some subject terminology, not always appropriately Level 1 Simple, limited 1-2 marks
Shows some understanding of
language
• Offers simple comment on effect of language • Simple references or textual details• Simple mention of subject terminology
AO2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subjects terminology to support their views.
How does the writer use language to describe the experience of collecting the bodies?
Slide12
AO2
Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subjects terminology to support their views.
AO1
• Identify and interpret explicit and implicit information and ideas.
• Select and synthesise evidence from different texts.
WWW:
EBI:
WWW:
EBI: