OCR GCSE English Language (Linear 2012)
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OCR GCSE English Language (Linear 2012)
Contents
Contents
1
Introduction
4
Sample Scheme of Work – OCR GCSE in English Language Unit A651: Extended
Literary Text and Imaginative Writing: Section A Extended Literary Text
7
Sample Scheme of Work – OCR GCSE in English Language Unit A651: Extended
Literary Text and Imaginative Writing: Section B Imaginative Writing
19
Sample Lesson Plan – OCR GCSE in English Language Unit A651: Extended
Literary Text and Imaginative Writing: Section A Extended Literary Text
OCR GCSE English Language (Linear 2012)
27
Introduction
Background
Following a review of 14 – 19 education and the Secondary Curriculum Review, the Qualifications
Development Agency (QCDA) has revised the subject criteria for GCSEs, for first teaching in
September 2010. This applies to all awarding bodies.
The new GCSEs have more up-to-date content and encourage the development of personal,
learning and thinking skills in your students.
We’ve taken this opportunity to redevelop all our GCSEs, to ensure they meet your requirements.
These changes will give you greater control of assessment activities and make the assessment
process more manageable for you and your students. Controlled assessment will be introduced for
most subjects.
From September 2012, assessment tasks may be undertaken at any point between release of the
task and the examination series for which the task must be submitted. Centres must ensure that
candidates undertake a task that is valid for submission in the year in which the candidate
intends to submit it.
OCR has produced a summary document, which summarises the changes to English Language.
This can be found at www.ocr.org.uk, along with the new specification.
In order to help you plan effectively for the implementation of the new specification we have
produced these Schemes of Work and Sample Lesson Plans for English Language. These Support
Materials are designed for guidance only and play a secondary role to the Specification.
Our Ethos
OCR involves teachers in the development of new support materials to capture current teaching
practices tailored to our new specifications. These support materials are designed to inspire
teachers and facilitate different ideas and teaching practices.
Each Scheme of Work and set of sample Lesson Plans is provided in:

PDF format – for immediate use

Word format – so that you can use it as a foundation to build upon and amend the content to
suit your teaching style and students’ needs.
The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the
teaching hours are suggestions only. Some or all of it may be applicable to your teaching.
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OCR GCSE English Language (Linear 2012)
The Specification is the document on which assessment is based and specifies what content and
skills need to be covered in delivering the course. At all times, therefore, this Support Material
booklet should be read in conjunction with the Specification. If clarification on a particular point is
sought then that clarification should be found in the Specification itself.
OCR GCSE English Language (Linear 2012)
A Guided Tour through the Scheme of Work
= Innovative Teaching Idea
This icon is used to highlight exceptionally innovative ideas.
= ICT Opportunity
This icon is used to illustrate when an activity could be taught using ICT
facilities.
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OCR GCSE English Language (Linear 2012)
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION A
EXTENDED LITERARY TEXT
SUGGESTED
TEACHING
TIME
15 HOURS
TOPIC
THEMED TASK: HOW DOES THE WRITER PORTRAY THE UNATTRACTIVE SIDE OF HUMAN NATURE
IN A TEXT THAT YOU HAVE STUDIED?
TOPIC OUTLINE
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
Introduction

The potential for responding to this themed
task with almost any text is obvious. Those
who have studied our stories from different
cultures in previous specifications will
appreciate the rich vein of potential in
analysing this darker side of the human
condition

Begin this study with an open debate in
which students are encouraged to identify
what they understand by the term ‘the
unattractive side of human nature’

This scheme of work will provide an
example of how a text can be used to
address this themed task. Romeo and Juliet
has been chosen as centres are likely to
have a significant stockpile of redundant ex
Key Stage 3 copies that may well not have
been annotated by previous study! Useful
points in the play might include:
= Innovative teaching idea
GCSE English Language
SUGGESTED RESOURCES
POINTS TO NOTE

This approach gives students ownership of
debate and opens up originality of thought.
It certainly hits the SEAL objectives that
your school/college may be requiring of you

Any other text selected by a centre must
have both range and depth in its portrayal of
the unattractive side of human nature.
Fortunately they are many in number as it is
a theme that has always inspired the writer
and fascinated the reader
= ICT opportunity
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Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION A
EXTENDED LITERARY TEXT
SUGGESTED
TEACHING
TIME
15 HOURS
TOPIC OUTLINE
= Innovative teaching idea
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TOPIC
THEMED TASK: HOW DOES THE WRITER PORTRAY THE UNATTRACTIVE SIDE OF HUMAN NATURE
IN A TEXT THAT YOU HAVE STUDIED?
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES

The conversation of Sampson and Gregory
and the articulation of their dislike of the
Montagues


The bitterness of Tybalt and the impact of
the feud on Verona as detailed by Escales

Mercutio’s ‘Queen Mab’ speech which
identifies the more negative traits in
individual professions

Tybalt’s steely determination to revenge
himself of Romeo’s gatecrashing of the
Capulet feast

Mercutio’s view of love-reducing it to no
more than the sexually explicit
POINTS TO NOTE
Stills from the Baz Luhrmann version of
Romeo and Juliet that can be found on any
search for the film capture some excellent
images of human nature at its worst
= ICT opportunity
GCSE English Language
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION A
EXTENDED LITERARY TEXT
SUGGESTED
TEACHING
TIME
15 HOURS
TOPIC OUTLINE
= Innovative teaching idea
GCSE English Language
TOPIC
THEMED TASK: HOW DOES THE WRITER PORTRAY THE UNATTRACTIVE SIDE OF HUMAN NATURE
IN A TEXT THAT YOU HAVE STUDIED?
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES

Friar Lawrence’s opening speech that
compares the potential for destruction in
plants to that in humans

How fickle the emotions of ‘lovers’ can be
as the Friar explains

Mercutio’s taunting of the Nurse and her
warnings to Romeo regarding his intentions
SUGGESTED RESOURCES
POINTS TO NOTE
= ICT opportunity
9 of 41
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION A
EXTENDED LITERARY TEXT
SUGGESTED
TEACHING
TIME
15 HOURS
TOPIC OUTLINE
= Innovative teaching idea
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TOPIC
THEMED TASK: HOW DOES THE WRITER PORTRAY THE UNATTRACTIVE SIDE OF HUMAN NATURE
IN A TEXT THAT YOU HAVE STUDIED?
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES

The whole of Act 3 Scene 1 revealing ‘mad
blood’, self deception/obstinacy (Mercutio)
violence, blame, temper and lies (Lady
Capulet)

Romeo’s self pity at his banishment

Lord Capulet’s attack upon the disobedient
daughter

The Friar’s fearfulness on discovering the
dead Romeo

The consequences of hatred as detailed by
Escales at the end of the play
SUGGESTED RESOURCES
POINTS TO NOTE
= ICT opportunity
GCSE English Language
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION A
EXTENDED LITERARY TEXT
SUGGESTED
TEACHING
TIME
10 HOURS
TOPIC
PROSE OR LITERARY NON FICTION: 13. CAROL-ANN DUFFY SELECTED POEMS – THE PORTRAYAL
OF WOMEN
TOPIC OUTLINE
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
Introduction

ICT lesson using recent articles from the
internet create your own six minute power
point presentation on Carol-Ann Duffy

Any search engine will provide a range of
views and potted histories of this controversial
choice for Poet Laureate

Not all the articles may be supportive of her
status as Laureate. Warn students that
extremes should be avoided

Ask four volunteers to present their
findings in the following lesson

The poems are extremely accessible and
students should be encouraged to give a
personal response before the teacher
intervenes in the mantle of expert

‘Teachit’ has a range of useful resources on
Carol-Ann Duffy


Dividing the poem into sections for group
study before reporting back to the class is
the most powerful way of giving ownership
of the poems to the students (of course this
allows you to circulate your class and
prompt the response with leading questions
– OFSTED love this approach too!) Do
read the poem to students before they go
into groups
Beware the resources which do no more
than offer students a model answer,
frequently masquerading as a close
exercise. They will be of little or no use to
them in controlled conditions
Studying the poems
= Innovative teaching idea
GCSE English Language
= ICT opportunity
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Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION A
EXTENDED LITERARY TEXT
SUGGESTED
TEACHING
TIME
10 HOURS
TOPIC OUTLINE
= Innovative teaching idea
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TOPIC
PROSE OR LITERARY NON FICTION: 13. CAROL-ANN DUFFY SELECTED POEMS – THE PORTRAYAL
OF WOMEN
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
= ICT opportunity
GCSE English Language
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION A
EXTENDED LITERARY TEXT
SUGGESTED
TEACHING
TIME
10 HOURS
TOPIC OUTLINE
= Innovative teaching idea
GCSE English Language
TOPIC
PROSE OR LITERARY NON FICTION: 13 CAROL-ANN DUFFY SELECTED POEMS – THE PORTRAYAL
OF WOMEN
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES

As groups report back notes can be made
as appropriate with the teacher prompting
class wide discussion on any significant
issues in the poem

As study progresses, discussion of the
ways in which Duffy presents a range of
individuals within this theme will help to
develop wide ranging images of women

As students increase in confidence, poems
can be set for homework to speed study of
the selection. Key questions should be set
to guide student commentaries eg
interesting use of language/structure, what
we learn about the poet/the character she
portrays/our own stereotypes of women
that she reinforces/challenges
SUGGESTED RESOURCES
POINTS TO NOTE
= ICT opportunity
13 of 41
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION A
EXTENDED LITERARY TEXT
SUGGESTED
TEACHING
TIME
20 HOURS
TOPIC
DRAMA : WILLIAM SHAKESPEARE. HOW DOES SHAKESPEARE PRESENT CONFLICT IN ROMEO
AND JULIET?
TOPIC OUTLINE
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
Introduction

General discussion of how the students
believe conflict arises

How closely related are love and hatred?
Group work-feedback to class

Introduce central characters to the class
under Montague/Royal Family/Capulet
(note and discuss symmetry)

Homework-Explain the differences between
internal and external conflict

Students should be encouraged to read the
play aloud and in sensible ‘chunks’ with
teacher intervention when significant
moments arise, or to explain the
significance of what has just taken place. A
chronological resume of key points that can
be colour coded by theme (conflict type) at
a later stage is by far the best way of
Reading the play
= Innovative teaching idea
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SUGGESTED RESOURCES

POINTS TO NOTE

There will be a range of responses to the
first prompt-use them to refine a collective
view of the most powerful examples of
conflict

The symmetry of the families and their
connection to the royals introduces
Shakespeare’s stagecraft with regard to a
well balanced power struggle in Verona
The Cambridge School Shakespeare has a
lively and thought provoking commentary on
alternate pages
= ICT opportunity
GCSE English Language
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION A
EXTENDED LITERARY TEXT
SUGGESTED
TEACHING
TIME
20 HOURS
TOPIC OUTLINE
TOPIC
DRAMA : WILLIAM SHAKESPEARE. HOW DOES SHAKESPEARE PRESENT CONFLICT IN ROMEO
AND JULIET?
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE


Always ensure that the play and any film
version have some distance placed
between them in the minds of students.
Always examine the significant differences
and the reasons for them

Conventions and imagery must be
supported by an understanding of what they
recording pertinent observations
= Innovative teaching idea
GCSE English Language

Examine the nature and consequences of
conflict as they surface

Homework. Identify and explain a variety of
external in internal conflicts that we face as
groups or individuals

Examine the impact of conflict between the
families on their servants?

Compare/contrast the reactions of Tybalt
and Benvolio to conflict

Examine the official view of conflict. What
might Escales have done to prevent further
bloodshed? How does he communicate the
magnitude of the feud?

Examine the inner conflict raging in the
mind of Romeo regarding love of Rosaline.
Obviously the Baz Luhrmann film version is
worth seeing, particularly for those candidates
who need more ‘concrete’ reinforcement!
= ICT opportunity
15 of 41
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION A
EXTENDED LITERARY TEXT
SUGGESTED
TEACHING
TIME
20 HOURS
TOPIC OUTLINE
TOPIC
DRAMA : WILLIAM SHAKESPEARE. HOW DOES SHAKESPEARE PRESENT CONFLICT IN ROMEO
AND JULIET?
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
Discuss the language of love as it appears
(conventional structures and imagery).
Homework-How does Shakespeare’s
language reflect Romeo’s torment?
Encourage a personal response
= Innovative teaching idea
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
How does fate generate conflict in Romeo?
Why does he not listen to his misgivings?

Examine how Capulet handles the potential
conflict at the Capulet feast

Consider the conflicting views of love
expressed by Mercutio and Romeo

How does the Friar reveal the dangers of
loving too deeply?

Examine the emotions of Tybalt, Mercutio
and Romeo in Act 3 Scene 1

How does Juliet resolve conflicting views of
POINTS TO NOTE
reveal about a character and/or the
social/historical context

A range of excellent resources are available
through Film Education, including different
interpretations of the Tybalt/Mercutio fight?
Students might like to consider which they
feel is most appropriate and convincing
= ICT opportunity
GCSE English Language
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION A
EXTENDED LITERARY TEXT
SUGGESTED
TEACHING
TIME
20 HOURS
TOPIC OUTLINE
TOPIC
DRAMA : WILLIAM SHAKESPEARE. HOW DOES SHAKESPEARE PRESENT CONFLICT IN ROMEO
AND JULIET?
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
Romeo in Act 3 Scene 2?
= Innovative teaching idea
GCSE English Language

What conflicting views of a father do we
see in Lord Capulet?

How does Shakespeare reveal conflict in
Juliet over the potion?

What makes the conflict between Romeo
and Paris so tragic?
= ICT opportunity
17 of 41
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION A
EXTENDED LITERARY TEXT
SUGGESTED
TEACHING
TIME
20 HOURS
TOPIC OUTLINE
= Innovative teaching idea
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TOPIC
DRAMA: WILLIAM SHAKESPEARE: HOW DOES SHAKESPEARE PRESENT CONFLICT IN ROMEO AND
JULIET?
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES

Homework-create a poster of images, with
a personal commentary, that captures the
conflict in the play

Some students will be keen to act out key
scenes in the play. Homework is an ideal
opportunity for them to get together and
rehearse before presenting their
dramatisation to the rest of the class.
Discussion on the success of their
interpretation provides useful consolidation
SUGGESTED RESOURCES
POINTS TO NOTE
= ICT opportunity
GCSE English Language
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION B
IMAGINATIVE WRITING
SUGGESTED
TEACHING
TIME
20 HOURS
TOPIC OUTLINE
Introduction to Imaginative
Writing: working on skills for
both options:
8-10 hours
Creating character
= Innovative teaching idea
GCSE English Language
TOPIC
PERSONAL AND IMAGINATIVE WRITING/PROSE FICTION
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES

Introduce the unit and how it will be
assessed. Explain the link between the core
and satellite task

Explain how the time will be structured into
generic skills for prose writing and
preparation for the chosen task

By reading a description of a character from
a literary text, establish ways in which
writers create character

Homework: Write a description of a friend or
family member you know well
SUGGESTED RESOURCES

Take a passage from any of the literary
texts the class is studying, for example the
description of Curley from Of Mice and Men,
or Mrs Dubose from To kill a Mockingbird

Extracts from literary texts either
photocopied or used on interactive
whiteboard for annotation and discussion
POINTS TO NOTE

The teacher may wish to delay opting for
either Personal/Imaginative OR Prose
Fiction until later. It may be that the whole
class does the same task (core and linked
question) or that there is choice provided :
this will be for the centre to decide. The first
sections of the SOW are intended to be
generic

The description of the family member could
be done twice: once from the perspective of
someone who likes them and one who
detests them
= ICT opportunity
19 of 41
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION B
IMAGINATIVE WRITING
SUGGESTED
TEACHING
TIME
20 HOURS
TOPIC OUTLINE
Giving an insight into the
ways characters think and
feel
Developing language skills:
focus on characterisation
= Innovative teaching idea
20 of 41
TOPIC
PERSONAL AND IMAGINATIVE WRITING/PROSE FICTION
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES


Extracts from literary texts either
photocopied for annotation and as stimulus
or used on interactive whiteboard

Extract from Of Mice and Men could lead to
“You are Slim immediately after Lennie has
crushed Curley’s hand. Write your thoughts”

For the similes game, either use laminated
cards or interactive whiteboard to suggest
what is to be described and then an
imaginative simile, for example “An angry
teacher is like..”

Try mixing them up and justifying the
resulting simile
Empathy task: focussed on a character from
a literary text they are studying

Remind of the definitions of figurative
language and how it is used to enhance
writing

Play the similes game

Find examples of figurative language and
other devices (alliteration, assonance,
onomatopoeia etc) from one or more of the
literary texts being studied
POINTS TO NOTE

Exploration of language in literary texts can
link with the Reading Literary Texts
component of this unit
= ICT opportunity
GCSE English Language
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION B
IMAGINATIVE WRITING
SUGGESTED
TEACHING
TIME
20 HOURS
TOPIC OUTLINE
Developing language skills:
focus on creating setting and
atmosphere
= Innovative teaching idea
GCSE English Language
TOPIC
PERSONAL AND IMAGINATIVE WRITING/PROSE FICTION
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES

Homework: Add some figurative language
to the description of friend or family member
and add a description of a room in their
house/garden or any location that reflects
them

An example of literary text might be the
description of Slim in Of Mice and Men, or
the description of the bunkhouse. The
description of Rhoda’s house in The
Withered Arm is just one of many
possibilities. Key words could be removed
from the descriptions and students asked to
suggest replacements or choose one from a
selection of three (one being the original
word) to fill the gap

Mind map details for a description based on
taking three cards OR based on
photographs

Select from a bag/pile of laminated cards
one each from:

Write a description based on the mind map,
using a range of vocabulary and literary
devices

Homework: select a different time and mood
card to go with either the original place card

-
Place (eg beach, city centre)
-
Time (eg late summer/evening,
winter/dawn)
-
Mood (bright/cheerful, menacing)
POINTS TO NOTE
Photographs could be brought in by the
= ICT opportunity
21 of 41
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION B
IMAGINATIVE WRITING
SUGGESTED
TEACHING
TIME
20 HOURS
TOPIC OUTLINE
TOPIC
PERSONAL AND IMAGINATIVE WRITING/PROSE FICTION
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
or photograph and rewrite the description
Exploring narrative
structure and perspective:
Structuring a narrative in
chronological order
Subverting chronological order
= Innovative teaching idea
22 of 41

Give clear definitions of the key terms

Take a traditional children’s story and put
the key events in the order in which they
occur

Discuss the reasons for telling stories in
chronological order

Change the order of the telling of events in
Goldilocks and retell the story. Explore the
POINTS TO NOTE
teacher, students or taken from the internet

Extra support: begin with a basic description
on the board and work with the class to add
in figurative language to develop it. Prepare
list of possible words and use thesaurus
expand vocabulary

Key events of Goldilocks and the Three
Bears either prepared on laminated cards
or on the interactive whiteboard for
manipulation of order

Key events of Little Red Riding Hood, Jack
and the Beanstalk and Snow White could be

Extension work: read The Secret Life of
Walter Mitty by James Thurber and
investigate the transitions between real and
fantasy worlds. Explore how Thurber
structures his narrative to effect these
transitions and to contrast Mitty as anti hero
and hero in the two contrasting worlds
= ICT opportunity
GCSE English Language
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION B
IMAGINATIVE WRITING
SUGGESTED
TEACHING
TIME
20 HOURS
TOPIC OUTLINE
TOPIC
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
differences created and the use of
flashbacks as a means of changing order
of narrative
= Innovative teaching idea
GCSE English Language
PERSONAL AND IMAGINATIVE WRITING/PROSE FICTION

Do the same for another classic fairy tale

Sum up advantages and disadvantages of
changing the order
SUGGESTED RESOURCES
POINTS TO NOTE
prepared as above to support groups
= ICT opportunity
23 of 41
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION B
IMAGINATIVE WRITING
SUGGESTED
TEACHING
TIME
20 HOURS
TOPIC OUTLINE
Exploring narrative
perspective: using first and
third person narrative
TOPIC
PERSONAL AND IMAGINATIVE WRITING/PROSE FICTION
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES

Explain what is meant by first and third
person narrative

Take a story written in the third person and
rewrite a section in the first person. In
groups take a different character each and
compare the versions created

Explore use of integrating third person into
first person writing to reflect the central
character’s understanding of others
views/behaviour

have experienced
= Innovative teaching idea
24 of 41

Create a list of questions to ask someone
Using literary texts such as Of Mice and
Men, groups could write from the
perspective of Slim, George, Lennie, Curley
or Candy about the incident where Lennie
crushes Curley’s fist
POINTS TO NOTE

The teacher can use this as preparation for
personal/autobiographical writing (first
person) and prose fiction (either first or third
person)

Extension work: explore use of juxtaposing
descriptions/incidents in personal and prose
writing to create contrasts

OR use one of the fairy stories used above
and retell from different perspectives, for
example Goldilocks from that of Mummy
Bear

Dictionary definition of challenges


Possible activity: Invite a speaker into the
class/year to talk about a challenge they
have faced
At this stage, the planning is specific to
EITHER the Personal and Imaginative Task
OR the Prose Fiction task

Opportunities for Speaking and Listening in
either an individual talk to the class or
Sum up the different purposes and effects
of using first and third person narrative
Preparation and research for  Define meanings that challenge can have
the assessed tasks.
 Brainstorm examples of times when they
have faced challenges and the feelings they
6-8 hours

SUGGESTED RESOURCES
= ICT opportunity
GCSE English Language
Sample GCSE Scheme of Work
who has faced a challenge in their lives
Personal and Imaginative
Writing: core task (a)
paired/group work
OCR GCSE in English Language Unit A651: Extended Literary Text
and Imaginative Writing: Section B Imaginative Writing
Suggested
teaching time
20 hours
Topic outline
1.a “Write about a time when
you faced a challenge in your
life.”
Exploring challenges in the
news
= Innovative teaching idea
GCSE English Language
Topic
Personal and Imaginative Writing/Prose Fiction
Suggested teaching and homework
activities

In pairs, talk about their personal challenges
with their partner using the questions to
prompt

Homework: find examples of people facing
challenges in the media or on the internet

Read and discuss the different types of
challenges that people have faced

Examine the ways in which the stories are
told, including the use of any pictures

Sum up the qualities of the individuals
involved, their feelings before and after the
experience and attitudes of others
Suggested resources

Points to note
Use the newspapers’ online news websites,
eg www.timesonline.co.uk;
www.telegraph.co.uk and teenage
magazines for stories of personal
challenges
= ICT opportunity
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Sample GCSE Scheme of Work
Focussing on personal
writing: exploring
autobiographies.
= Innovative teaching idea
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EITHER

Read an extract (or whole article) from the
series “A Day in the Life Of”

Discuss what is learned of the person’s life
and of them as individuals by the way the
article is written

Homework task: write all or part of “A Day in
the Life Of” themselves

Enter “A Day in the Life Of” into a search
engine and it will bring up examples from
the series written originally in The Sunday
Times

Articles by Ozzy Osbourne and Tom Baker
have some explicit content and some
implicit crude language and may need to be
edited if used. The series includes unusual
examples such as Rob Smith, sewage
flusher, making the point that everyone has
a story to tell
= ICT opportunity
GCSE English Language
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION B
IMAGINATIVE WRITING
SUGGESTED
TEACHING
TIME
20 HOURS
TOPIC OUTLINE
1bi Planning the core task:
“Write about a time when you
faced a challenge in your life.”
= Innovative teaching idea
GCSE English Language
TOPIC
PERSONAL AND IMAGINATIVE WRITING/PROSE FICTION
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
OR


Explore different styles of autobiographical
writing by reading selected excerpts

Consider what type of people they are,
what experiences they have had and how
their characters come across in the writing

Homework task: write about a memorable
moment from childhood

From the previous discussions, students
choose one example of a time when they
have faced a challenge

Students produce a plan of what the
challenge entailed and their feelings about
it. Consider other perspectives they can
POINTS TO NOTE
Go to
www.wikipedia.org/wiki/Category:Autobiograp
hies for examples of a range of
autobiographies
Diary of Anne Frank
Chinese Cinderella: The True Story of an
Unwanted Daughter by Adeline Yen Mah
(need more male focussed example)

Students could bring in photographs or
personal items which recall a specific
place/time/event

Centres may have their own planning sheets
for writing activities or create ones specifically
for this exercise

Planning can be in the form of a mind map,
flow chart, cartoon, series of images or any
way that suits the group/individuals
= ICT opportunity
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Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION B
IMAGINATIVE WRITING
SUGGESTED
TEACHING
TIME
20 HOURS
TOPIC OUTLINE
TOPIC
PERSONAL AND IMAGINATIVE WRITING/PROSE FICTION
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE

Use ICT facilities to work on selected
paragraph


Have the agreed qualities of effective
personal writing on display or available on
interactive whiteboard/school intranet
build in

Decide on the structure of the response:
plan to be produced

Agree what will make effective personal
writing (language, structure,
characterisation) to use as a proof reading
guide

= Innovative teaching idea
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Practise for the assessed task by drafting
one paragraph and working in pairs to
improve it
Students will not be able to take drafted
material into the writing of the controlled
assessed piece
= ICT opportunity
GCSE English Language
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION B
IMAGINATIVE WRITING
SUGGESTED
TEACHING
TIME
20 HOURS
TOPIC OUTLINE
Preparing for the sample
linked task:
1biii Persuasive writing “Write
a speech to persuade young
people that they should be
willing to take risks. Use your
own experience as an
example.”
TOPIC
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE

Identify and explore how persuasive writing
achieves its effects by examining the
language and structure of a speech



Work in groups to analyse the speeches
and feedback to the class – some students
could read the speeches and others pause
the reading to explain the effects OR create
a TV programme in which speakers are
trained to deliver powerful speeches
Links can be made with unit 652: The study
of Spoken Language in terms of analysing
the structure and language as well as being
used for one of the Speaking and Listening
activities

Links can also be made with the
preparation work for the Reading for
Interpretation questions on media extracts
for the examined Unit A644: Information
and Ideas

= Innovative teaching idea
GCSE English Language
PERSONAL AND IMAGINATIVE WRITING/PROSE FICTION
Homework task: Practise techniques on a
short speech
Persuasive speeches, for example Martin
Luther King I have a Dream , Old Major’s
speech in Animal Farm and Enoch Powell’s
Rivers of Blood, Earl Spencer’s speech at the
funeral of his sister, Diana, Princess of Wales,
are just some examples of rhetorical writing.
Transcipts are available on the internet and/or
speeches on Youtube

A chart which identifies technique, examples
and effects in three columns may help with
the analysis

See the website relating to “The Young
Speaker” – competition on BBC in Feb/March
2009- www.thespeaker.co.uk which has
advice, especially by John Amaechi, on
motivational speaking
= ICT opportunity
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Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION B
IMAGINATIVE WRITING
SUGGESTED
TEACHING
TIME
20 HOURS
TOPIC OUTLINE
TOPIC
PERSONAL AND IMAGINATIVE WRITING/PROSE FICTION
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES

= Innovative teaching idea
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POINTS TO NOTE
Give suggestions for the short speech on the
board, for example:
-
To persuade parents to allow them to
hold/attend a party
-
To persuade brother/sister/friend to cover
for them
= ICT opportunity
GCSE English Language
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION B
IMAGINATIVE WRITING
SUGGESTED
TEACHING
TIME
20 HOURS
TOPIC
PERSONAL AND IMAGINATIVE WRITING/PROSE FICTION
TOPIC OUTLINE
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
Planning the linked task


Planning sheet for individual work

1 b(iii) “Write a speech to
persuade young people that
they should be willing to take
risks. Use your own
experience as an example.”
Individual planning for assessed task: key
points that are to be made, techniques to
be used and the structure of the persuasive
speech
Students will not be able to take any draft
openings/conclusions to their speeches into
the writing of the controlled assessed piece

Work on effective openings/conclusions to
their speech

Define meanings that lost can have

Dictionary definition of lost


Brainstorm examples of times when they
have been lost and the feelings they have
experienced

Create a list of questions to ask someone
who has been lost at any point in their lives
Encourage the class to see being lost as
extending beyond simply losing the way on
a journey – it can be losing someone
important, losing direction in life or
something they have failed to achieve


In pairs, talk about their experiences of
being lost with their partner, using the
questions to prompt

Set it up as a TV interview using appropriate
technology as available to record or as an
interview for a newspaper report
Opportunities here for Speaking and
Listening in either an individual talk to the
class or paired/group work

OR interview a visitor to the school

Invite a speaker into the class/year to talk
2. Preparation and research
for the assessed tasks
Prose Fiction core task (a)
Write a story entitled ‘Lost’.
= Innovative teaching idea
GCSE English Language
= ICT opportunity
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Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION B
IMAGINATIVE WRITING
SUGGESTED
TEACHING
TIME
20 HOURS
TOPIC OUTLINE
TOPIC
PERSONAL AND IMAGINATIVE WRITING/PROSE FICTION
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
about a situation when they have been lost in
some way
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION B
IMAGINATIVE WRITING
SUGGESTED
TEACHING
TIME
20 HOURS
= Innovative teaching idea
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TOPIC
PERSONAL AND IMAGINATIVE WRITING/PROSE FICTION
= ICT opportunity
GCSE English Language
Sample GCSE Scheme of Work
TOPIC OUTLINE
2.a Planning the core task
(a) Write a story entitled
‘Lost’.
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES

Read and discuss the different experiences
of being lost that people have faced


Examine the ways in which the stories are
told, including the use of any pictures
Use the newspapers’ online news websites,
eg www.timesonline.co.uk;
www.telegraph.co.uk and teenage magazines
for stories of being lost

Sum up the qualities of the individuals
involved, their feelings before and after the
experience and attitudes of others

Create a mind map of the plot, characters,
themes and setting for the story


Decide on narrative structure and
perspective
Extension resources: OCR Course
Companion for AS/A2 English Literature
contains useful section on short stories and
how they are written

Plan their story using the above decisions


Agree what will make effective prose
writing (language, structure,
characterisation) to use as a proof reading
guide

Practise for the assessed task by drafting
one paragraph and working in pairs to
improve it


POINTS TO NOTE

Centres may have their own planning sheets
for writing activities or create ones specifically
for this exercise
Materials on creating character, using
language, narrative structure and
perspective are all explicitly relevant and
can be used to inform the planning and
writing of the prose fiction task

Use ICT facilities to work on selected
paragraph
Planning can be in the form of a mind map,
flow chart, cartoon, series of images or any
way that suits the group/individuals

Students will not be able to take drafted
material into the writing of the controlled
assessed piece
Have the agreed qualities of effective prose
writing on display or available on interactive
whiteboard/school intranet
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION B
IMAGINATIVE WRITING
= Innovative teaching idea
GCSE English Language
= ICT opportunity
33 of 41
Sample GCSE Scheme of Work
SUGGESTED
TEACHING
TIME
20 HOURS
TOPIC OUTLINE
TOPIC
PERSONAL AND IMAGINATIVE WRITING/PROSE FICTION
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
2biii Preparing for the
sample linked task (b)
‘Write a sequence of e-mails
between two characters from
your story. This sequence
should reveal more about
these characters and about
some of the events in your
story.’

Recap on the empathy tasks and the
thoughts and feelings revealed for the
character in the skills sections above

Discuss the language used in emails. Set
students to write one to a friend about an
incident or their day so far

In pairs read and respond to the email
Planning for the sample
linked task (b)

Choose the two characters. Decide on key
moments for the emails (which could
include before and after the events of the
story)

Mind map the thoughts and feelings of the
characters at these moments

Produce a plan for the series of emails
using the above details

Practise for the assessed task by writing
one paragraph for an email for each of the
two characters and working in pairs to
improve it
= Innovative teaching idea
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SUGGESTED RESOURCES

Material on the internet relating to blogs may
be of use here: www.technoratil.com/blogs
has links to a vast range of blogs

Centres may have their own planning sheets
for writing activities or create ones specifically
for this exercise
POINTS TO NOTE

Use here the section: Giving an insight
into the ways characters think and feel to
prepare for this exercise

Planning can be in the form of a mind map,
flow chart, cartoon, series of images or any
way that suits the group/individuals

Students will not be able to take drafted
material into the writing of the controlled
assessed piece
= ICT opportunity
GCSE English Language
Sample GCSE Scheme of Work
OCR GCSE IN ENGLISH LANGUAGE UNIT A651: EXTENDED
LITERARY TEXT AND IMAGINATIVE WRITING: SECTION B
IMAGINATIVE WRITING
SUGGESTED
TEACHING
TIME
20 HOURS
TOPIC OUTLINE
Production of the assessed
writing tasks: recommended
time 4 hours
= Innovative teaching idea
GCSE English Language
TOPIC
PERSONAL AND IMAGINATIVE WRITING/PROSE FICTION
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE

Students to work individually on their final
assessed tasks


Work to be taken in and stored safely (see
controlled assessment guidelines)

Students to be reminded of the objectives
for each task at the beginning of each
period and to be encouraged to proof read
at the end

Suggested guidelines 1,200 words
Reminders of the criteria and of the key
aspects to cover in each task to be
displayed/recapped:
-
Structure
-
Characterisation
-
Narrative perspective
-
Argumentative/persuasive devices
= ICT opportunity
35 of 41
Sample GCSE Lesson Plan
OCR GCSE in English Language Unit A651:
Extended Literary Text and Imaginative
Writing: Section A Extended Literary Text
How does the writer portray the unattractive side of human nature in a text
you have studied? Romeo and Juliet – Act 3 Scene 5
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
Students understand how the perspective of the audience can be changed by the
playwright.
Objective 2
Students understand how emotions shape our view of the world.
Objective 3
Students see how Shakespeare captures a significant moment in the play with
powerful language and emotions.
Objective 4
SEAL – Students will understand the importance of not letting emotions make us
say things we will later regret.
Objective 5
A4L – Students will be able to identify and explain at least six examples of
unattractive human nature that Shakespeare presents in this scene.
Recap of Previous Experience and Prior Knowledge
Review all that we have learned of the Capulets as parents so far, particularly in their attitude
towards Juliet’s potential marriage to Paris. Explain that good notes taken in the lesson will be
essential in completing a successful homework.
Content
Time
Content
10 minutes
Starter – Open the lesson with a short discussion of when parents and their
children have fallen out over a particular issue. Why is there so much tension in
such situations? Ask a few students to contribute their own experiences.
10 minutes
Ask for volunteers to read from lines 64 to 125. Ask the question-How does Lady
Capulet reveal her loathing of Romeo and how does Juliet provide the audience
with clever word play to reveal her love of Romeo?
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GCSE English Language
Sample GCSE Lesson Plan
Time
Content
20 minutes
Read from lines 126 to 203. Pose the questions-How do these views of Lord and
Lady Capulet contrast with what Shakespeare has revealed to us earlier? Why
have they apparently changed their whole outlook on their daughter’s marriage
to Paris? (It may be necessary to simplify or expound further) In pairs they
should discuss the words that best convey the unattractive side of human nature.
Report back until we have a useful selection together with some thought as to
why the Capulet’s have changed in attitude. This should be recorded as they will
need evidence gathered for homework.
5 minutes
Ask for volunteers to read the remainder of the scene.
5 minutes
Pose the question – What is the impact of her parents’ verbal assault on Juliet?
Invite individual responses.
Consolidation
Time
Content
5 minutes
Review the learning objectives. Get the class to quickly identify the six examples
of the unattractive side of human nature in this scene.
5 minutes
Set homework. How does Shakespeare reveal the two faces of the Capulets as
parents? (Act 1 Scenes 2+3 and Act 3 Scene 5) Students will use all notes taken
in lesson.
GCSE English Language
37 of 41
Sample GCSE Lesson Plan
OCR GCSE in English Language Unit A651:
Extended Literary Text and Imaginative
Writing: Section A Extended Literary Text
Carol-Ann Duffy-Selected Poems-In Mrs Tilscher’s Class
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
Students to understand how Duffy constructs meaning through use of language.
Objective 2
Students to be open to different interpretations according to viewpoint of reader.
Objective 3
Students to read and explore new perspectives in the poems selected, particularly
how influential Mrs Tilscher is on life inside her classroom.
SEAL Students to respect the views of others/see how we can impact on the lives
of others.
A4L Students to be able to identify eight key points in the poem and explain their
significance.
Objective 4
Objective 5
Recap of Previous Experience and Prior Knowledge
What have we learned to date regarding Duffy’s portrayal of women?
Content
Time
Content
5 minutes
Starter-share learning objectives. Explore your students’ first memories of school
and their teachers through discussion. What makes a teacher special in the lives
of children?
Read the poem to the class and ask for any initial impressions.
Divide the class into groups (you may have done this as they arrived at the door
to speed the process.) The 4 stanzas make this straightforward. The groups
have 15 minutes in which to explore their stanza, appointing a scribe and
spokesperson to report back to the rest of the group. They may like to consider
the emotions of the young Duffy under the influence of Mrs Tilscher’s teaching
and the imagery and language she uses to take us into her childhood.
5 minutes
15-20 minutes
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GCSE English Language
Sample GCSE Lesson Plan
15-20 minutes
Reporting back to the class through the spokesperson, then inviting whole class
reaction to each stanza in turn before extending study through your expert
intervention-ask questions, do not provide answers. Class make relevant notes
during each presentation.
5 minutes
Final comments on the poem. What does it have to tell us about Mrs Tilscher?
Consolidation
Time
Content
5 minutes
How does this view of a woman compare to others we have studied in Duffy’s
poetry? Open discussion.
Set homework. What do we learn about Mrs Tilscher the teacher and Carol Ann
Duffy the pupil in this poem? Students should make at least eight clear points
supported by appropriate references, analysis of language and as much
originality of thought as possible.
5 minutes
GCSE English Language
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OCR GCSE in English Language Unit A651:
Extended Literary Text and Imaginative
Writing: Section A Extended Literary Text
Romeo and Juliet – An introduction to the play and conflict
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
Students to appreciate the range of conflicts we may encounter in a play that is
shaped by powerful emotions.
Objective 2
Students to perceive that love and conflict have much in common.
Objective 3
Students to understand how Shakespeare, as playwright, presents external and
internal conflicts.
Objective 4
SEAL – to respect the views of others/to see how emotions shape actions.
Objective 5
A4L – to be able to identify how conflict might arise in the play.
Recap of Previous Experience and Prior Knowledge
This is the first lesson in the scheme of work.
Content
Time
Content
5 minutes
Starter – share the objectives followed by an open discussion of what we mean
by conflict and examples of it that impact on our lives.
10 minutes
Hand out a range of pictures/images (suggest 12) which represent types of
conflict – these may represent relationships, war, street crime, groups who
conflict, choices we have to make, simply personal confusion. Students to come
out to whiteboard and use blu-tack to attach them to a 0 to 10 point scale that
has been drawn on the whiteboard for them, reflecting the impact of conflict on
our lives. They must explain their placing of the pictures/images against the
scale. When the last picture/image has been placed, volunteers are invited to the
white board to rearrange as they see fit – there will ensue a very healthy debate!
Eventually you will arrive at an ordered set of pictures that most students are
happy with. Explain that most of these conflicts will be explored by Shakespeare
in the play.
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GCSE English Language
Sample GCSE Lesson Plan
Time
Content
5 minutes
Using the controversy that has just ensued, examine how conflict and hatred can
arise from ‘love’. The football team is the best line of enquiry to follow as it has
significance in the play from the outset.
15 minutes
Use whiteboard to introduce the Montagues (Lord, Lady, Romeo, Benvolio and
the Friar as R’s adviser) the ‘Royals’ (Escales, Mercutio and Paris) and the
Capulets (Lord, Lady, Juliet, Tybalt and the Nurse as J’s adviser – Rosaline may
be included last to help students understand Romeo’s conflicting emotions).
Draw links across the three groups with some exposition of character,
particularly with regard to ongoing conflict, but do not record on the whiteboard.
Explain that this will be tested at the end of the lesson.
10 minutes
Discussion – Why does Shakespeare create this symmetry? What part might it
play in the presentation of conflict? (Now we are into stagecraft).
Consolidation
Time
Content
5 minutes
Students to record the structure on the whiteboard (and have it to hand during
the early reading of the play to help assimilating characters and reasons for their
actions).
8 minutes
Written test – What range of conflict has Shakespeare presented us with at the
outset of the play?
2 minutes
Revisit the learning objectives and ask if students feel confident that they have
been addressed Yes/Not sure/No.
GCSE English Language
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