Used with top-set Year 10's today who had already completed the initial task of identifying language features from Hardy's text. They then read the additional (4) drafts of text by another author and began the section 'Drafting and Re-Drafting' their own narrative opening, with specified choice of two headings, or a combination of the two. The results were dynamic and the response was (overall) that the students could more effortlessly understand and implement language features because of the process set out in this resource.
Used full resource yesterday and today with Year 9's (May 2016). Was wonderful to observe the students analysing Thomas Hardy; then discussing the extract; then identifying the language features; then reading four drafts from another writer; then devising their own narrative. Straightforward steps with massive results!
A nine-page resource - used May 2016 in class with Year 9's who have been (previously) struggling to observe how a writer can 'layer' their narrative and build from an often very basic concept into something quite wonderful. The students have recently attempted the section of this resource where they read four 'drafts/re-drafts' of a piece of descriptive writing and then create their own - with the intention of them then becoming aligned in their ability, with the greats.
LO1 To identify key language features within an unseen text and note their meanings
LO2 To discuss key themes from the narrative
LO3 To read and respond to a writer’s four basic ‘draft’ attempts
LO4 To create a narrative draft(s) on either of two themes incorporating features
Explores:
Connotation
Onomatopoeia
Personification
Alliteration
List
Metaphor
Simile
Juxtaposition
Has now been linked to work the students are completing with MacBeth, i.e. the resource is generic and can prepare students in a range of ways.
Used full resource yesterday and today with Year 9's (May 2016). Was wonderful to observe the students analysing Thomas Hardy; then discussing the extract; then identifying the language features; then reading four drafts from another writer; then devising their own narrative. Straightforward steps with massive results!
A nine-page resource - used May 2016 in class with Year 9's who have been (previously) struggling to observe how a writer can 'layer' their narrative and build from an often very basic concept into something quite wonderful. The students have recently attempted the section of this resource where they read four 'drafts/re-drafts' of a piece of descriptive writing and then create their own - with the intention of them then becoming aligned in their ability, with the greats.
LO1 To identify key language features within an unseen text and note their meanings
LO2 To discuss key themes from the narrative
LO3 To read and respond to a writer’s four basic ‘draft’ attempts
LO4 To create a narrative draft(s) on either of two themes incorporating features
Explores:
Connotation
Onomatopoeia
Personification
Alliteration
List
Metaphor
Simile
Juxtaposition
Has now been linked to work the students are completing with MacBeth, i.e. the resource is generic and can prepare students in a range of ways.
Something went wrong, please try again later.
This resource hasn't been reviewed yet
To ensure quality for our reviews, only customers who have purchased this resource can review it
Report this resourceto let us know if it violates our terms and conditions.
Our customer service team will review your report and will be in touch.
£4.00