Creating Analytical Paragraphs

Overview

This lesson builds on students’ prior analysis of language features and imagery by turning those ideas into a cohesive analytical paragraph. Students will use the PETER structure to write and improve a paragraph that explains how language creates meaning and tone.

Learning intentions

WALT write an analytical paragraph that:

• explains how language features and imagery shape meaning and effect
• uses sentence patterns and syntax to identify and explain tone
• strengthens cohesion by supporting claims with relevant evidence
• follows the PETER structure to organise ideas clearly

Success criteria

I can:

• use PETER structure (Point, Evidence, Technique, Reasoning) correctly
• explain the effect of at least one language feature and/or imagery (not just describe it)
• include at least one piece of evidence (quote or short excerpt) and connect it to my claim
• make my paragraph cohesive using substantiation (e.g. embedded quotes and clear topic sentences)

Curriculum links

• Literature: Students analyse how language features such as sentence patterns create tone, and how imagery creates meaning and effect.
• Language: Students improve cohesion by strengthening paragraph internal structure with examples, quotations, and substantiation of claims.
• Literacy: Students analyse how authors organise ideas to develop and shape meaning; students apply this in their own paragraph structure.
• Literature (context): Students consider how authors’ language choices can set tone when writing about themes connected to identity and Country/Place (AC9E8LE05 elaborations).

Lesson structure (45 minutes)

1. 0–5 min · Retrieval + model. Teacher displays a previously analysed excerpt (same text used in earlier lessons) and reads it aloud; students quickly identify one language feature that seems to set tone.

2. 5–12 min · Direct teach: PETER. Teacher explains PETER for Year 8 analytical writing and models a strong paragraph segment using the excerpt; students underline the Point, circle the Evidence, highlight Technique, and bracket the Reasoning.

3. 12–15 min · Plan: quick PETER skeleton. Teacher gives each student a PETER planning sheet; students write a topic sentence and a 3–4 sentence skeleton (Point + Evidence + Technique + Reasoning).

4. 15–28 min · Draft: write analytically. Teacher circulates and prompts students to explain effects using “This suggests/This creates/As a result…”; students draft a full analytical paragraph using the skeleton.

5. 28–37 min · Edit with a checklist. Teacher shares a brief checklist aligned to success criteria; students self-edit first, then swap with a partner for a “one glow, one grow” check focused on PETER accuracy and evidence-to-effect reasoning.

6. 37–44 min · Revise: improve cohesion and clarity. Teacher instructs students to revise one sentence for stronger technique or reasoning, and one sentence to improve cohesion (e.g. embed evidence, use a linking phrase); students rewrite the final paragraph in neat form.

7. 44–45 min · Exit ticket. Students submit a final paragraph plus a one-line answer: “My paragraph’s tone is mainly created by ___ because ___.”

Resources

• Selected excerpt from the unit text (print and digital version)
• Projected model analytical paragraph using PETER
• PETER paragraph template (scaffolded) and plain template (for flexible support)
• Self-edit and peer-feedback checklist (PETER + evidence-to-effect)
• Highlighters or annotation tool set (physical or digital)
• Sentence starters for technique and reasoning (e.g. “The writer uses… to…”)
• Dyslexia-friendly reading options: audio recording of excerpt, larger font print, and text-to-speech compatible PDF
• Timer for drafting and editing stages

Assessment

• Formative: Teacher checks PETER components during drafting (spot-check 5–6 students per round).
• Formative: Peer feedback evidence-to-effect is reviewed against the checklist.
• Summative for this lesson: Collected paragraph assessed against success criteria (PETER accuracy, evidence use, explanation of tone/meaning, cohesion).

Differentiation

• Support: Provide sentence starters and a partially completed PETER template with the topic sentence frame and a model sentence for Reasoning.
• Support for dyslexia: Offer audio read-through of the excerpt, use larger font handouts, allow text-to-speech, and reduce copying by letting students quote from a prepared evidence strip.
• Targeted scaffolds: Provide a “technique word bank” (e.g. active/passive voice, short/long sentences, repetition, contrast, imagery words) and a “linking phrases” bank for cohesion.
• Extension: Students must add a second technique (e.g. imagery plus sentence pattern) and include an extra mini-linking sentence that compares two moments in the excerpt (compare and contrast effect).
• Extension (peer review): Advanced students lead feedback using a “TONE + EFFECT” rubric line and suggest a revised evidence integration.

Teaching notes (for the peer teacher)

• Keep the focus on analysis: students should move from “What the writer does” to “What that creates for the reader.”
• During drafting, remind students that evidence must be included as a short quote or excerpt, and reasoning must explicitly state the effect on meaning/tone.
• Ensure students revise for cohesion by embedding evidence and using clear substantiation (not just multiple sentences of description).