Yr 10 ENGLISH: ‘Tomorrow When the War Began’

PASSAGE ANALYSIS

Criteria for Assessment / Well done / Partly done / Needs work
Understanding (15 marks)
READING (2 marks)
Presents the passage with expression
Presents the passage without reading
WHAT? (5 marks)
Understands key themes
Understands importance of passage
Understands characters
Quotes support opinions
HOW? (5 marks)
Choice of words
Figurative language
Structure
Sounds
Other
Explains the effect on the reader
Quotes support opinions
E V ALU ATION (3 marks)
What you think / feel about WHAT the poet is saying
What you think / feel about HOW the poet is saying it
Relevance of the passage today
Links between the passage and your own personal experiences
Communication (5 marks)
Clear and audible, fluent, effective emphasis / tone, pace
Confidence : eye contact, stance, coping with mistakes
Structure : Effective opening, logical order, effective conclusion
Use of jargon (proper names for language techniques)
Meets time limit
Cue cards (size, numbered, one sided, headings, key words)
Comment
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Getting Started

  • Collect your copies of the passage
  • Read through it a couple of times (silently and aloud as a group)
  • Write down ideas about WHAT the author is saying. Consider:
  • What are the key themes that are explored in this extract?
  • Importance of passage (as a whole or a turning point)
  • What insights does it offer into the character?
  • Find quotes to support your opinions.
  • Identify HOW Marsden communicates his ideas through his choice of language. Consider:
  • Choice of words – verbs, adverbs, adjectives
  • Figurative language – metaphor, simile, personification
  • Structure – sentence length, power of one, power of many
  • Sounds – alliteration, onomatopoeia
  • Other – dialogue, questions, repetition, contrast, three part list, connotation
  • Explain their effect on the reader
  • Find quotes to support your opinions
  • EVALUATE the passage
  • What do you think / feel about WHAT the poet is saying?
  • What do you think / feel about HOW the poet is saying it? (Which technique are successful and which are less convincing)
  • How is the passage relevant today?
  • What are the links between the passage and your own personal experiences?
  • Consider how you will divide the tasks between all group members

Example 1:

  1. reading the passage aloud / the EVALUATION
  2. the WHAT of the whole passage
  3. the HOW of the whole passage

Example 2:

  1. reading the passage aloud / the EVALUATION
  2. the WHAT / HOW of first half of passage
  3. the WHAT / HOW of second half of passage