Objectives:

2. Imagine you are stood on the promenade in the winter during a storm. Describe the scene.http://www.flickr.com/photos/eltsdi/2430217075

3. Objectives: AO3 Writing (En3) Candidates will be required to demonstrate their ability to: • (i) communicate clearly and imaginatively, using and adapting forms for different readers and purposes; • (ii) organise ideas into sentences, paragraphs and whole texts using a variety of linguistic and structural features; • (iii) use a range of sentence structures effectively with accurate punctuation and spelling.

4. WRITING (En3) • communicate clearly • communicate imaginatively • organise ideas into sentences paragraphs whole texts • using a variety of linguistic & structural features

5. In this lesson: We are developing our use of imaginative linguistic & structural features that can later be organised clearly into sentences, paragraphs and whole texts.

6. In preparation for Paper 1 Section B1 Describe a fairground on a winter’s night. You are on a bus which has stopped because of road works. Describe the scene. Describe the scene at a sporting OR musical event. Describe the scene in a fish and chip shop on a busy Friday evening. Describe a person who has been important in your life. Describe the scene as children leave an infant or nurseryschool at the end of the day. Imagine you are in a queue in a post office or a shop. Describe what you see and hear as you wait to be served.

7. Descriptive techniques? Simile Metaphor Repetition AlliterationAdverbs Onomatopoeia Personification Colours Sensory description and Evocative Sensations

8. Simile Metaphor Repetition Alliteration Onomatopoeia Personification Sensory description Adverbs Evocative Sensations Walking there is like treading on fists. The sea is an iron grey curtain. Gulls screaming and wheeling above the water’s edge. Wheeling and screaming. The crashing waves crunching the cowering caves. Waves crashing and pounding. The iron fist of the wind punched the wall. The grinding and scraping of pebbles as the salt stung the lips and the tang of seaweed assaulted the nostrils. Angrily pounding the shore. Icy wind engulfing the surroundings and leaching all traces of warmth from the world. Descriptive techniques

9. I love the sea. Especially in winter. Sometimes, when it’s really rough, the sea throws pebbles on to the promenade, and walking there is like treading on fists. The wind carries the tang of seaweed to me a street before I reach the beach. When it’s very windy the seagulls come inland. Today they are wheeling above the water’s edge. Wheeling and screaming. I cross the prom and come down the steps near the breakwater. A feather. Immediately a feather. Caught in the stones by the bottom step. White. Perfect. As if it had just that moment descended from heaven. I pick it up. Three droplets of water sit proud on the flight, like dew on an early morning flower. Extracts from Feather Boy by Nicky Singer

10. I love the sea. Especially in winter. Sometimes, when it’s really rough, the sea throws pebbles on to the promenade, and walking there is like treading on fists. The wind carries the tang of seaweed to me a street before I reach the beach. When it’s very windy the seagulls come inland. Today they are wheeling above the water’s edge. Wheeling and screaming. I cross the prom and come down the steps near the breakwater. A feather. Immediately a feather. Caught in the stones by the bottom step. White. Perfect. As if it had just that moment descended from heaven. I pick it up. Three droplets of water sit proud on the flight, like dew on an early morning flower. Extracts from Feather Boy by Nicky Singer

11. Task Add detail to your post it notes, using a different descriptive technique for each.

12. Development Using your ideas from your post it notes, on the writing mat answer the following exam question: Imagine you are stood on the promenade in the winter during a storm. Describe the scene. Remember the following: • Grade A - Content iswell-judged and quality is sustained, firmly engaging the reader's interest with sophisticatedorganisation of detailedcontent. A wide range of appropriate, ambitious vocabulary is used tocreate effect or convey precise meaning • Grade C - The detailed content is well-organised and relevant, flows well and engages and sustains the reader's interest. There is a range of vocabulary selected to create effect or convey precise meaning. • Grade F - Content is relevant and attempts to interest the reader. There is some attempt to focus on detail, where some range of vocabulary is occasionally selected to create effect or to convey precise meaning

13. It was one evening in late May. I can still remember it. We drove down the long farm lane. The sun was setting. Birds were singing all around us.

14. I still remember it – that first evening in late May that we drove our car down the long farm lane. The sun was already reddening as it went down and birds were singing all around us.

15. I still remember it – that first evening in late May that our car slipped quietly down the long farm lane. The sun was already softening towards red as it slid downwards, and birds sang lullabies all around us.

16. Descriptive technique: Was this technique included? • Yes and I’m happy with the effect • Yes but it could be more effectively used • No Set yourself a target for improvement.

17. Have we?? We are developing our use of imaginative linguistic & structural features that can later be organised clearly into sentences, paragraphs and whole texts.