Explicit and implicit information 1 List 4 obvious

Explicit and implicit information 1. List 4 obvious details from the film poster that you can see 2. What do you think this film is about? Provide evidence from the text to back this up. 3. What does the hand reaching down signify? EXTENSION: Analyse the tagline and explain what you think it is implying to the audience.

Lesson Objective / Success Criteria Title: Explicit and implicit AO 1: Identify and understand explicit (obvious) information ALL MOST • All learners will understand the difference between implicit and explicit information • Most learners will be able to critically evaluate a piece of writing • Some learners will be able complete Question 1 of Paper SOME 1 in timed conditions. and implicit (hidden) information and ideas AO 2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology. B 4 L REMINDER 1. Remain silent when the tutor is talking. 2. Stay on task throughout the lesson. 3. Speak to staff and other students in a polite way. 4. Refrain from using negative language in the classroom.

AQA GCSE English Language Paper 1 50% Section A: Reading 1 unseen literature fiction text Section B: Writing Descriptive or narrative writing Total exam time: 1 hour and 45 minutes Paper 2 50% Section A: Reading 1 non-fiction and 1 literary non-fiction text Section B: Writing to present a viewpoint Total exam time: 1 hour and 45 minutes

AQA GCSE English Language Assessment Objectives AO 1: Identify and understand explicit (obvious) and implicit (hidden) information and ideas. Select and synthesize (blend) evidence from different texts. AO 2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology. AO 3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts. AO 4: Evaluate texts critically and support this with appropriate textual references. AO 5: Communicate clearly, effectively and imaginatively, adapting tone, style and register for different TAP. Organise information & ideas, using structural and grammatical features. AO 6: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

You must give yourself time to think/ plan! Spend the most time on the questions worth the most marks!

Explicit and implicit information TASK: Complete the traffic AO 1: Identify and lighted tasks, answering understand the questions inexplicit full sentences. and implicit information and Please ensure you write ideas. down the colour of the task next to your answers. AQA Paper 1, Question 1, 2 GREEN: What does the word ‘identify’ mean? AMBER: What does the word ‘interpret’ mean? RED: What do the words ‘explicit’ and ‘implicit’ mean? Create a definition and use the words in a sentence.

Prepare to Learn Agree Learning Outcomes Present New Information Construct Meaning Apply to demonstrate Review Information. How that is clearly and openly expressed. can this image be linked to GCSE English? For example, ‘Jack is a 16 year-old boy’. Explicit vs Implicit meaning Information that is suggested or implied but is not openly expressed. For example, ‘Jack sat hunched on the sofa, his arms wrapped tightly around his legs’.

Prepare to Learn Agree Learning Outcomes Present New Information Construct Meaning Apply to demonstrate Review What can we infer about these two people based on the image? Infer = implicit meanings (not obvious)

Prepare to Learn OK, LET’S LOOK AT THE REAL EXAMS… PAPER 1, Q 1 Agree Learning Outcomes Present New Information Construct Meaning Apply to demonstrate PAPER 1 QUESTION 1 (IDENTIFY) List four things from this part of the text that we learn about the characters. (4 marks) AO 1 Identify and interpret explicit and implicit information and ideas Select and synthesise evidence from different texts Review Three months ago, his grandmother died, and then they had moved to this house. ‘I will not live there again, until it belongs to me, ’ his father had said. Though the old man lay upstairs, after a second stroke, and lingered, giving no trouble. The boy was taken up to see him.

ANSWERS: Three months ago, his grandmother died, and then they had moved to this house. ‘I will not live there again, until it belongs to me, ’ his father had said. Though the old man lay upstairs, after a second stroke, and lingered, giving no trouble. The boy was taken up to see him. - Three months ago, his grandmother died They had moved house The old man lay upstairs The old man had a second stroke The old man was no trouble and lingered The boy’s father was greedy The boy was taken upstairs to see his grandfather

Analysing Language Consider: - the types of words used (adjectives, adverbs, etc. ) - the use of literary techniques (simile, metaphor, etc. ) - the use of tone (passive, aggressive, friendly, etc. ) Top marks are given to students who can explain how language is used. Use of proper terminology is required for

What can we infer from this opening? My name was Salmon, like the fish; first name, Susie. I was fourteen when I was murdered on December 6, 1973. Why has the author opened the novel with this? What is she trying to achieve?

Extract 1: My name was Salmon, like the fish; first name, Susie. I was fourteen when I was murdered on December 6, 1973. In newspaper photos of missing girls from the seventies, most looked like me: white girls with mousy brown hair. This was before kids of all races and genders started appearing on milk cartons or in the daily mail. It was still back when people believed things like that didn't happen. In my junior high yearbook I had a quote from a Spanish poet my sister had turned me on to, Juan Ram'n Jim'nez. It went like this: "If they give you ruled paper, write the other way. " I chose it both because it expressed my contempt for my structured surroundings ala ' la the classroom and because, not being some dopey quote from a rock group, I thought it marked me as literary. I was a member of the Chess Club and Chem Club and burned everything I tried to make in Mrs. Delminico's home ec class. My favourite teacher was Mr. Botte, who taught biology and liked to animate the frogs and crawfish we had to dissect by making them dance in their waxed pans. I wasn't killed by Mr. Botte, by the way. Don't think every person you're going to meet in here is suspect. That's the problem. You never know. Mr. Botte came to my memorial (as, may I add, did almost the entire junior high school-I was never so popular) and cried quite a bit. He had a sick kid. We all knew this, so when he laughed at his own jokes, which were rusty way before I had him, we laughed too, forcing it sometimes just to make him happy. His daughter died a year and a half after I did. She had leukemia, but I never saw her in my heaven. q. Read lines 1 to What 5. Listcan fouryou details this part ofyour the text we learn about the narrator beginfrom to INFER from chosen quotations? (AO 1) q Work together tothey highlight quotations answer character, the following question: Read again lines 11 What do reveal about theto narrator, setting, author, time? to 20. How does the writer use language here to describe Mr. Botte? (AO 2)

Forget PEE… Think PETER! • • • Point Evidence Technique Explain Respond / reflect

Basic Point made 1 Evidence: Quotation 2 Technique used: Simile? Metaphor? Adverbs? 3 Explanatio n Alternative explanation: give other interpretations Reflect: This links to the writer’s message that… LINK TO QUESTION 4 5 6/7 8/9 We use the above and below the water line as ‘The C Line’ – if you want a C and beyond, you have to offer deeper analysis. Remember a C no longer exists, but we are aiming for a Grade 4/5 to achieve the same level of competency.

PETER: POINT EVIDENCE TECHNIQUE EXPLANATION P: The writer emphasises how… E: ‘_______’ Embed it if possible T: The use of the simile … or By using the adjective… E: This suggests/ implies/ indicates/ conveys/ highlights/ alludes to/ exemplifies/ insinuates R: This shocks/ horrifies/ disgusts/ surprises/ astonishes/ amazes/ confuses/ entices/ alienates/ frustrates/ angers/ inspires/ empowers the reader… READER TECHNIQUES: ü Interesting verbs and adverbs ü Adjectives ü Noun phrases ü Metaphor and simile ü The senses ü Personification ü Onomatopoeia ü Alliteration ü Listing ü Repetition PETER’s Top Tips: q Find the best TECHNIQUE (ones you can explore) q Decide what it makes you feel q Write your PETER

• Point – Make a basic point that answers the question you are being asked Mr Botte is presented as being a sensitive and emotional man in The Lovely Bones, • Evidence – Evidence to support this is, “Mr Botte came to my memorial…and cried quite a bit. He had a sick kid” • Technique – Alice Sebold uses simple sentences to help the reader feel sympathy for Mr Botte. • Explanation – This allows the audience to not only feel sympathy for Mr Botte, as he is emotionally frail, but also allows us to connect with the narrator as she clearly feels affectionate towards her teacher. She is able to emphasise her understanding of Mr Botte’s emotional state, as now she is dead, she is able to see and know more, “he had a sick kid”. She is now an observer of the world, looking down upon it. Alternative explanation: By using the noun “kid” Sebold could also be emphasising how young Susie was when she died, making the reader feel empathy for the main protagonist, who is watching her own memorial. The fact that Susie only uses simple sentences and does not expand on details could imply that Susie is not emotionally mature enough to deal with what she is witnessing: her own funeral. • Reflect– In this instance, Sebold is encouraging the reader to see the impact that Susie’s death has had on the community, as Mr Botte is able to relate to her death, linking it to his own child’s battle with “leukaemia” overall, making the reader feel sadness in this moment.

Lovely Bones extract 2: My murderer was aa man from our neighbourhood. My My mother liked his border flowers, and my father talked to him once about fertilizer. My murderer believed in in old-fashioned things like eggshells and coffee grounds, which he said his own mother had used. My father came home smiling, making jokes about how the man's garden might be beautiful but it would stink to high heaven once a heat wave hit. But on December 6, 1973, it was snowing, and I took a shortcut through the cornfield back from the junior high. It was dark out because the days were shorter in winter, and I remember how the broken cornstalks made my walk more difficult. The snow was falling through mymy nose falling lightly, likeaaflurryofofsmallhands, and and. I wasbreathing through nose until it was runningso somuchthat. I Ihad hadtotoopenmy mymouth. Six Sixfeetfromwhere. Mr. Harvey stood, I stuck my tongue out to taste a snowflake. "Don't let me startle you, " Mr. Harvey said. Of course, in a cornfield, in the dark, I was startled. After I was dead I thought about how there had been the light scent of cologne in the air but that I had not been paying attention, or thought it was coming from one of the houses up ahead. "Mr. Harvey, " I said. "You're the older Salmon girl, right? " "Yes. " "How are your folks? " Although the eldest in my family and good at acing a science quiz, I had never felt comfortable with adults. "Fine, " I said. I was cold, but the natural authority of his age, and the added fact that he was a neighbour and had talked to my father about fertilizer, rooted me to the spot. "I've built something back here, " he said. "Would you like to see'" "I'm sort of cold, Mr. Harvey, " I said, "and my mom likes me home before dark. " "It's after dark, Susie, " he said. I wish now that II hadknownthiswas wasweird. I hadnevertoldhim himmy my name. Answer the following questions finding quotations to support your answers: 1. What time of day is it? 2. What’s described about the cornfield? 3. What simile is used to describe the snow? 4. What does Susie do to taste a snowflake? 5. How does this behaviour make her seem – childish or adult-like? 6. How close is she to Mr Harvey without knowing it?

Next session? Continuing to analyse language (Paper 1, Q 2)