creative writing

1. Language
Paper 1
AO1 Lists – Sensory –
explicit meaning
AO5/6 Intro to Personal
writing using an image and
opening paragraphs from
texts prompt and develop
writing

2. To explore characters and
settings and write in an
informed and enthusiastic
manner.
To analyse different genres
and short story extracts for
characters and setting.

3. Objectives:
Learners will be able to:
• AO1 Identify explicit information from senses activity
• AO5 write clearly, effectively and imaginatively, using and
adapting forms and selecting vocabulary appropriate to task and
purpose in ways that engage the reader
• AO5 organise information and ideas into structured and
sequenced sentences, paragraphs and whole texts, using a
variety of linguistic and structural features to support cohesion
and overall coherence
• AO6 use a range of sentence structures for clarity, purpose and
effect, with accurate punctuation and spelling.

4. Human Bingo

5. Starter: Sherbet Lemon
Game
Sight
Touch
Smell
Hearing
Taste
Use various literary techniques
to help you convey mind picture
to reader.
List 4 words in response to each of senses…

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

7. AQA GCSE English Language Assessment Objectives
AO1: Identify and understand explicit (obvious) and implicit (hidden)
information and ideas. Select and synthesize (blend) evidence from
different texts.
AO2: Explain, comment on and analyse how writers use language and
structure to achieve effects and influence readers, using relevant subject
terminology.
AO3: Compare writers’ ideas and perspectives, as well as how these are
conveyed, across two or more texts.
AO4:Evaluate texts critically and support this with appropriate textual
references.
AO5: Communicate clearly, effectively and imaginatively, adapting tone, style
and register for different TAP. Organise information & ideas, using structural and
grammatical features.
AO6: Use a range of vocabulary and sentence structures for clarity,
purpose and effect, with accurate spelling and punctuation.

8. •You are about to see a series of images;
•For each image you see you must, write two
sentences to describe what you see using at
least two examples of sensory language in that
sentence.
Sensory Language - Pairs

13. Sensory Language
Choose one of the following pictures to help you; write a short paragraph bringing the
image to life. Try to use the senses to create a mind picture for your reader. Remember
you’re trying to explain and manipulate your reader into thinking in a certain way.
Sentence Stems:
- The trees/water smelled of… - The sounds reminded me of…
- The atmosphere/trees/water felt like… -The waning/waxing moon looked…
- The air tasted…
- Try to use imagery (metaphors/similes)

14. Groups:
Let’s think about characters…
Choose a picture from Power Point selection. Spend
some time applying imagination – really engaging
with character. Give them an extensive list of
questions to answer about the person – go beyond
name, age, and occupation and into what do they
eat? What do they talk about? What style of clothes
do they wear? What is their favourite colour? Where
do they like to holiday? Where did they live as a
child?

17. The road was flat and my legs were pumping
machines. My bright green helmet cut through
the air as I raced home. My mouth hung open,
gasping for air as the wind tried to hold me back.
But nothing could slow my legs. I was a steam
train, out of control, hurtling towards the washed-
out bridge. I was so fast: a green topped bullet.
Then I swallowed a fly. It hit the back of
my mouth and slipped down my throat. Its hairy
black legs tried to hold on but I shut my mouth in
fright and swallowed. Its fat body oozed in my
stomach.
My legs faltered and stuttered. My
mouth puckered, and turning my head I spat, but
no fly, not even a leg came up. I felt as sick as
my helmet looked. My legs were lead, poisoned
by a deadly carcass. I wobbled on. Mouth shut!
How does the writer
use language
features to describe
this moment?
 Find an example of
a simile and a
metaphor.
 Select two
examples of word
choice used by the
writer to create an
effect.
 Copy down
examples of short
sentences used for
dramatic effect.

18. The ‘Experts’ – Reading opening
Paragraphs
Individual to Class:
Read from bank of opening paragraphs and highlight
reasons why you dis/like.
What do/n’t writers do well?
Discuss outcomes.
Groups: Apply formula of favourite genre to own
character/setting…develop work and progress…
Share work with other pairs and PEER ASSESS use marking
criteria.
Have ‘watered down version of marking criteria.’

19. A Tale Of Two Cities (Charles Dickens)
It was the best of times, it was the worst of times, it was the age of wisdom, it was the
age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the
season of Light, it was the season of Darkness, it was the spring of hope, it was the
winter of despair, we had everything before us, we had nothing before us, we were all
going direct to Heaven, we were all going direct the other way — in short, the period
was so far like the present period, that some of its noisiest authorities insisted on its
being received, for good or for evil, in the superlative degree of comparison only.
Brighton Rock (Graham Greene)
Hale knew, before he had been in Brighton three hours, that they meant to murder
him. With his inky fingers and his bitten nails, his manner cynical and nervous,
anybody could tell he didn’t belong – belong to the early summer sun, the cool
Whitsun wind off the sea, the holiday crowd. They came in by train from Victoria every
five minutes, rocked down Queen’s Road standing on the tops of the little local trams,
stepped off in bewildered multitudes into fresh and glittering air: the new silver paint
sparkled on the piers, the cream houses ran away into the west like a pale Victorian
water-colour; a race in miniature motors, a band playing, flower gardens in bloom
below the front, an aeroplane advertising something for the health in pale vanishing
clouds across the sky.
The Picture Of Dorian Gray (Oscar Wilde)
The studio was filled with the rich odour of roses, and when the light summer wind stirred
amidst the trees of the garden, there came through the open door the heavy scent of the lilac,
or the more delicate perfume of the pink-flowering thorn.
The Witches (Roald Dahl)
In fairy-tales, witches always wear silly black hats and black coats, and they ride
on broomsticks. But this is not a fairy-tale. This is about REAL WITCHES.

20. Your writing skills . . .Did you
consider…?
SENTENCES
Simple for impact -
It was dead.
Complex to describe –
The wind’s icy fingers tore at his
face; pain searing through his
raw, painful skin with every gust.
Varied,
accurate
punctuation
Write in PAST tense
THIRD or FIRST person.
PARAGRAPHS
Start a new paragraph for –
TIME
PLACE
TOPIC
PERSON
VOCABULARY
Remember to use a wide range of
words -
ADJECTIVES
ADVERBS
VERBS

21. Success Criteria
 Vary sentence length for effect.
 Write with accuracy including punctuation,
paragraphs and grammar.
 Use ambitious vocabulary.
Level 5s: Writing style is established to keep the reader interested. You have relevant ideas with
some imaginative detail and a point of view.
Level 6s: Writing uses a range of devices to achieve effects. You have imaginative treatment of
ideas and a convincing individual voice.
Level 7s: Writing uses a variety of devices to achieve intended effects. You have imaginative
ideas and a distinctive voice.

22. Other things to consider…START- hook the reader. Describe-
similes and metaphors. Set the scene. Show don’t tell.
Weather? Time of day? Who’s there?
• BUILD TENSION- action. What happens? What emotions
does the main character feel? Pathetic fallacy. Short
sentences. Personification.
• CLIMAX- dramatic. ! Show don’t tell. Emotions?
• RELEASE TENSION- complex sentences. More description.
Commas, Happier mood and atmosphere.
• END- cliffhanger . . . More tension. OR
All is well 

23. Mini Plenary:
How successfully
do you believe
you present the
character
setting? What
techniques have
you used?

24. HWK:
HWK:
GCSE BITESIZE Revision for Creative
writing
Find some examples of writing you
enjoy and be prepared to discuss why
in next lesson.
Try to write a ‘recipe’ for your chosen
opening.