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The  BIG  Question: How do I form a critical and evaluative opinion? The  BIG  Question: How do I form a critical and evaluative opinion?

The BIG Question: How do I form a critical and evaluative opinion? - PowerPoint Presentation

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Uploaded On 2018-11-07

The BIG Question: How do I form a critical and evaluative opinion? - PPT Presentation

What does the quotation suggest about the values and beliefs of the speaker Do you agree or disagree with the comment Whywhy not What if this were said to a child What if this were said to a child who has witnessed a murder and is being punished for telling the truth ID: 720750

fear writer textual language writer fear language textual text tree structure effects writer

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Slide1

The

BIG

Question:

How do I form a critical and evaluative opinion?

What does

the quotation suggest about the values and beliefs of the speaker?

Do you agree or disagree with the comment? Why/why not?What if this were said to a child?What if this were said to a child who has witnessed a murder and is being punished for telling the truth?

“’Don’t be silly. Men don’t cry. You’re going into a man’s world, you must act like a man now

.”Slide2

Minimum Expectations:

Challenge Yourself:

Be critical and confident in my evaluation of the text. Think outside the box with my textual selection (judicious)

Make a clear and relevant response to the focus of the statement, using and justifying my opinion.

Clearly explain how a writer uses different methods to affect the reader.

Keywords:

Agree/disagree

Arguable/could be argued

However/Alternatively

In addition/MoreoverSuggests/infer/impliesReaderSlide3

Let’s read the short story

Glossary

:

Amma

:

Mother

Appa: FatherPeyi/Pesase:

ghosts

Rattan bed/cot:

Raised frame on legs made with palm stems

Thali:

A necklace given by the grooms family to the bride, maybe instead of a ring.Slide4

AO4 – Forming Evaluative Opinions

Expected:

Discuss what you think about the event, the reactions and the decisions made. Use evidence from the text and from your own experiences to help support your views and convince others to support them too. What would you have done in a similar situation?

(as a child and as an adult).Whose fault is it that the Anil is sent away? Are Anil’s parents evil?

Where is corruption evident in the story, apart from between the men?

What should Anil’s family have done once they realised the truth?Slide5

Q4 –Evaluate texts critically and support this with appropriate textual references (AO4)

THINK! What do you think are the key elements to this question?

A student, having read the

opening of the text said: “Corruption and fear is evident from the very beginning. Anil is better off away from the village and the people in it’’.

To what extent do you agree?In your response, you could:

write about your own impressions of this ‘world’ and the characters within it.evaluate how the writer has created these impressions support your opinions with references to the text.Slide6

ANNOTATE

Can you feel any sympathy for Anil here?

Is Anil presented as a victim, or as an innocent child?How do you think the writer manipulates the writing to sway our views?Which elements of the section are most relevant (think judiciously)?What specific effects might these elements have on the reader? THINK HARD – Are similar ideas reinforced anywhere in the text? How? THINK HARDER: Is there any alternative viewpoint here or later in the text? Explore the contrast.

Exploring the textual detail in a critical and convincing waySlide7

A student, having read the

opening of the text

said: “Corruption and fear is evident from the very beginning. Anil is better off away from the village and the people in it’’.To what extent do you agree?In your response, you could:write about your own impressions of this ‘world’ and the characters within it.evaluate how the writer has created these impressions

support your opinions with references to the text.20 marks

My opinion/thoughts

Evidence from text

How is this presented by the writer?

zoom in on language or structure techniques

I

agree

with

the statement that ….. because I think it is ….. ‘…’The writer’s use of…..

Let’s explore the possible answers together

Keywords:

Agree/disagree

Arguable/could be argued

However/Alternatively

In addition/Moreover

Suggests/infer/implies

ReaderSlide8

Band

Criteria

Level 4 Perceptive, detailed evaluation 16-20 marks

Shows perceptive and detailed evaluation:

 Evaluates critically and in detail the effect(s) on the reader

 Shows perceptive understanding of writer’s methods  Selects a judicious range of textual detail  Develops a convincing and critical response to the focus of the statement

Level 3

Clear, relevant evaluation

11-15 marks

Shows clear and relevant evaluation:

 Evaluates clearly the effect(s) on the reader

 Shows clear understanding of writer’s methods

 Selects a range of relevant textual references

 Makes a clear and relevant response to the focus of the statement

AIR Assessment

A – Acknowledge a strength in the

performance

__________________________________

I

– Set an improvement task

__________________________________

R

– Respond to your partner’s improvement task in your book in green pen. Slide9

The

BIG

Question:

How is fear shown by the writer?

What is Anil afraid of?Slide10

Minimum Expectations:

Challenge Yourself:

Analyse the effects of specific devices and features of language. Select quotations judiciously. (AO2)

Identify and interpret information from a text. (AO1)

Explain

clearly the meaning created from language (AO2)

Select a range of relevant textual detail (AO2)

Keywords:

Adjectives Verbs Adverbs Pronouns Imagery Sentence types Slide11

Anil’s Fears

Read the

short story again

. H

ighlight

in different colours, all of the words and phrases to do with: darkness, light, ghosts/scary things and aggression and violence.

Record these in the boxes below. Two boxes have been left blank for you to add your own categories of words.Slide12

How does the writer use language here

to hint at danger and fear?

Let’s unpick together.Read this passage from the beginning of the story.   Slide13

How does the writer use language

to hint at danger and fear?

Group 1Slide14

How does the writer use language

to hint at danger and fear?

Group 2Slide15

How does the writer use language

to hint at danger and fear?

Group 3Slide16

How does the writer use language

to hint at danger and fear?

Group 4Slide17

YOUR TURN Q2 – Explain and analyse how a writer uses Language to achieve effects (AO2)

2. How does the writer use language to hint at danger and fear?You could include the writer’s choice of:

Words and phrasesLanguage techniquesSentence forms[8marks]

THINK!

What do you think are the key elements to this question?

What skills does the examiner want you to use?

DO!

Write your answer.Slide18

Read through the example answer.

In pairs, identify where the candidate has used a STATEMENT, QUOTATION, INFERENCE and DEVELOPMENT.

Decide on a Level and EXPLAIN why you would give it that Level/mark based on the mark schemeLet’s explore a response together…

Noor creates a strong sense of Anil’s fear when he describes him waking in the middle of the night. Here, Noor shows all the thoughts and feelings we would expect from a small child. He uses short sentences to describe Anil’s fear of the supernatural: “They.

Peyi

.

Pasase. Ghosts.” Each short sentence builds up a sense of tension until the final word – ‘ghosts’ – reveals the source of Anil’s fear. He is scared that “they” will “read his mind” and so is too terrified to even think about what they will do to him. This makes the reader feel sympathy for Anil, as he is a young child who is afraid, but I think we also share some of his fear as the reference to ghosts makes us expect something evil ahead. Slide19

AO2 – Developing the Analysis for Top Band

LANGUAGE

EXAMPLE

EFFECT Slide20

AIR Peer Assessment

Skill

Achieved

Analyses

the effects of

the writer’s choices of

language (B4)

Evaluates

how individual aspects contribute to one another (B4)

Selects a

judicious

range of textual detail (B4)

 

Makes sophisticated

and accurate use of

subject terminology

(B4)

Explains clearly

the

effects of the writer’s

choices of

language (B3)

Selects a

range

of

relevant textual detail (B3)

A – Acknowledge a strength in the

performance

____________________________________________________

I

– Set an improvement task

____________________________________________________

R

– Respond to your partner’s improvement task in your book in green pen. Slide21

The

BIG

Question:

How does the writer use symbolism to explore different types of fear?

...he saw the large, ghostly tree that grew in front of the hut, the tree with thick vines hanging from it.

Why is the tree important?

What role does it play in the story? Slide22

Minimum Expectations:

Challenge Yourself:

Analyse the effects of specific devices and features of language. Select quotations judiciously. (AO2)

Identify and interpret information from a text. (AO1)

Explain

clearly the meaning created from language (AO2)

Select a range of relevant textual detail (AO2)

Keywords:

Adjectives Verbs Adverbs Pronouns Imagery Sentence types Slide23

Nagaraj

,

the madman who sang to himself by the river every day from dawn till dusk, told them he had once seen the tree wrap its vines around little kids who ventured unknowingly near it and then reel the kids into its thick canopy of leaves... It was a tree that ate little children.The Tree – ghosts and childish fears

GROUP 1How does the writer use symbolism to explore different types of fear?Slide24

...he saw the large, ghostly tree that grew in front of the hut, the tree with

thick vines

hanging from it.A rope was thrown over one of the branches of the ghostly tree. [...] They were hanging a woman.The Tree – physical violence

GROUP 2

How does the writer use symbolism to explore different types of fear?Slide25

...and then reel the kids into its thick canopy of leaves, and no-one would ever see the kid again.

Any moment now the vines would reach out and snatch all the villagers and devour them all, leaving him alone in the village.

The Tree – being alone

GROUP 3

How does the writer use symbolism to explore different types of fear?Slide26

...his fear of venturing out into the dark on his own. He would go out and not return.

[...] He could only see the dark.

Dare he? I don’t want to go away. I don’t want to leave you. Where am I going? How will I know you’ll still be here when I come back? The Tree –the unknown

GROUP 4

How does the writer use symbolism to explore different types of fear?Slide27

YOUR TURN Q2 – Explain and analyse how a writer uses Language to achieve effects (AO2)

2. How does the writer use symbolism to explore different types of fear?You could include the writer’s choice of:Words and phrases

Language techniquesSentence forms[8marks]

THINK!

What do you think are the key elements to this question?

What skills does the examiner want you to use?

DO!

Write your answer.Slide28

AO2 – Developing the Analysis for Top Band

LANGUAGE

EXAMPLE

EFFECT Slide29

AIR Peer Assessment

Skill

Achieved

Analyses

the effects of

the writer’s choices of

language (B4)

Evaluates

how individual aspects contribute to one another (B4)

Selects a

judicious

range of textual detail (B4)

 

Makes sophisticated

and accurate use of

subject terminology

(B4)

Explains clearly

the

effects of the writer’s

choices of

language (B3)

Selects a

range

of

relevant textual detail (B3)

A – Acknowledge a strength in the

performance

____________________________________________________

I

– Set an improvement task

____________________________________________________

R

– Respond to your partner’s improvement task in your book in green pen. Slide30

The

BIG

Question:

How does a writer use structure to capture the reader’s interest?

What is the EFFECT of the important structural events below?

Structure

• Lines

93-95- powerful

visual- cinematic description

of the body • Lines 41- 60- the boy’s fears are presented•

Lines 159-160- the second section is used to describe the aftermath where Anil finds himself accusing the murderer•

Lines 198-202- we are now given

Ragunathan’s

perspective

and the writer presents his confused shame as Anil is sent away. Slide31

Minimum Expectations:

Challenge Yourself:

Evaluate how structure enhances the overall narrative tone/mood.

clearly explain the effects of a writer’s specific choices of structure, using specific subject terminology.

Reminder:

This question assesses structure: sequencing of events; patterns and threads, shifts in movements, links between sections, narrative perspectives.

Keywords:

Opening Conclusion Developing Narrative Shift Paragraph Sequence

Slide32

Structure

Step 1: what is happening. Write in margin

Step 2: effect – why has the writer made these choices?Step 3: terminologySlide33

Structure

Step 1: what is happening. Write in margin

1.2.3.4.5.6.7.8.9.10.Slide34

Structure

Step 2: effect – why has the writer made these choices

?Choose 4 to explain.1.2.3.4.Slide35

Structure

Step 3: terminology

at firstthenat this pointnarrows downnow

focusesthe author then introducesfinallywide vieweventually

the author goes back tochanges the scene to

shifts away fromLocation

Setting]Protagonist1st/2nd/3rd person narrationUnreliable/omniscient narratorIntroduction

ConclusionChronological

Climactic momentFlashbacks/Flashforward

ForeshadowRepetition

Repeated motifSlide36

Now let’s apply our learning

You now need to think about the

whole of the Source. This text is the opening of a short story. How is the text structured to interest you as a reader? You could write about:  what the writer focuses your attention on at the beginning

 how and why the writer changes this focus as the Source develops  any other structural features that interest you. [8 marks] Slide37

Questions to ask yourself:

How has the author introduced me to this world? Am I just re-telling the story or am I commenting on effect?

P1 Q3: Approaching a Response to Structure

1. How does the passage begin – what does the author chose to focus on?

What quotation supports this?

What effect does this have on you as a reader – what do we know? What is still unknown?

2. How does the passage develop – does the author change focus or viewpoint?

What quotation supports this?

What effect does this have on you as a reader? How do we now feel about the characters/plot?

3. How does the passage conclude?

What quotation supports this?

What effect are we left with as a reader – has this changed from the opening? Slide38

AIR Peer Assessment

Skill

Achieved

Analyses

the effects of

the writer’s choices of

structure (B4)

Evaluates

how individual aspects shift, change, develop (B4)

Selects a

judicious

range of textual detail (B4)

 

Makes sophisticated

and accurate use of

subject terminology

(B4)

Explains clearly

the

effects of the writer’s

choices of

structural features (B3)

Selects a

range

of

relevant textual detail (B3)

A – Acknowledge a strength in the

performance

____________________________________________________

I

– Set an improvement task

____________________________________________________

R

– Respond to your partner’s improvement task in your book in green pen.