Unit Title: Component 1A 20th Century Literature Reading Assessment Foci Year group: 10 Key Words/ Spellings

Reading
Outcome: Mock exam assessment on C1A Reading Reading AOs 1,2, and 4 Literacy Foci - Explicit
- The use of adjective, adverbs - Implicit
This lesson should follow a brief introduction to the English and other stylistic devices - Interpretation
Language and Literature courses, in which you outline your - Analysis of structure - Inference
expectations, hand out the workbooks, insert the - Writing in full sentences and - Evaluation
appropriate tracking information and outline the exams paragraphs - Chronological
and texts to be studied. - Impression
- Language
Please see below for an outline of lessons to be used in the - Literary technique
first half term. These lessons will provide students with the - Structure
basic skills needed to sit the first C1A mock exam. Most - Simile
activities are taken from the Eduqas text (English Language - Metaphor
Book 1) as well as some (pre-2011) past prose papers. - Personification

The assessment will be based on the specimen assessment

material provided by Eduqas. Please do not use anything
from these materials in lesson.

Students will need to spend some time working on

Reading AOs 1, 2, and 4.

Please mark a preparatory piece of work, and a time

exam response to ONE question.

Lesson 1 Lesson 2 Lesson 3

Resource: PPT Lesson 1; L1 PP extract.doc; L1 Winter in Madrid
extract and Qs.doc (based on pg 52 – 55 EL Book 1)
To distinguish the difference between explicit and implicit
information; to practice identifying explicit details
- Introduction of explicit and implicit information, focusing on
how to identify explicit details
Resource: PPT Lesson 2 (based on pg 56 - 59 EL Book 1)
To investigate some of the implicit ways writers reveal information
- Continue building exam skills for the C1A Reading paper.
Rationale: Extends students’ abilities to evaluate the deeper meaning within
texts (Reading AO2)
Resource: PPT Lesson 3; L3 PP extract.doc; L3
extract.PDF (based on pg 80 - 81 EL Book 1)
To practice identifying and interpreting explicit and
implicit ideas; to begin to explore how writers use
language and structure to influence the reader
- Students consolidate their understanding of how to
Rationale: Provides students with an understanding of the
difference between explicit and implicit information (Reading
AO1)
Lesson 4
Resource: PPT Lesson 4 (based on pg 74 - 75 EL Book 1)
(optional)To reflect on our progress and prioritise our targets; to
identify and explore tension in fiction
- Students may reflect on the work completed in the last lesson,
making improvements. Students will then move on to explore
how writers create tension within a text. This lesson has some
differentiation options, so you may need to delete or adapt
slides to suit your group.
Rationale: Introduces students to how language and structure can
be used to build and reduce tension (Reading AO2)
Lesson 7
Resource: PPT Lesson 7; L6 F Paper 1 2008.PDF
To understand the meaning of the word ‘evaluate’; To evaluate
texts critically and support our ideas with quotes
- Students will begin to explore ways to respond to texts
critically, developing their own opinion with evidence from the
text. Teachers could collect and mark a piece of work at this
point.
Rationale: Introduces students to ways to critically respond to a
text (Reading AO4)
Lesson 5
Resource: PPT Lesson 5; L5 Table Higher OR Lower.doc; L5 extract.PDF (based
on pg 76 – 77 EL Book 1)
To evaluate the way a text can make you feel
- Students will begin to explore ways to respond to ‘think and feel’ questions.
This lesson has some differentiation options, so you may need to delete or
adapt slides to suit your group.
Rationale: Extend analysis of language and structure and how these can be used
to affect the reader (Reading AO2)
Lesson 8
Resource: PPT Lesson 8; L8 extract.PDF (based on pg 218 - 219 EL Book 1)
(optional) To reflect on our progress and prioritise our targets; To develop
awareness of what to expect in the C1A exam
- Students will look at a sample exam paper (C1A) and spend timed working
through responses. They should do a time response to at least one of the ten
mark questions (A3, A4 or A5)
Rationale: Introduces students to the structure and layout of the C1A exam;
allows them an opportunity to write a timed response (Reading AOs 1, 2 and 4)
find explicit and implicit information. They begin to
consider the effect of language and structure.
Teachers could collect and mark a piece of work at
this point.
Rationale: Introduces students to how language and
structure can be used to affect the reader (Reading
AO2)
Lesson 6
Resource: PPT Lesson 6; L6 F Paper 1 2008.PDF
To consider how writers use language and structure to
create meaning in a text
- Students will explore how to respond to ‘How’ and
‘impression’ questions.
Rationale: Extend analysis of language and structure
and how these can be used to affect the reader
(Reading AO2)
Lesson 9
Resource: PPT Lesson 9 (exemplar material of
responses at different levels)
To reflect on our progress and prioritise out targets
- Students respond to feedback from work done in the
previous lesson. They should spend time looking at
the difference between the various levels of response
before attempting to respond to a different question
(from the same task)
Rationale: Students work with feedback and exemplar
material in order to improve metacognitive skills in
preparation for the mock exam (Reading AOs 1, 2 and
4)