Language That Creates Emotion

Overview

This is lesson 7 of 13 in Twists, Tropes and Tension. Students build on earlier analysis of tropes, characterisation and tension by examining how Roald Dahl’s language choices create emotional responses. They then imitate selected techniques in a short piece of descriptive writing.

Learning intentions

• WALT identify diction, imagery, sensory language, sentence length, dialogue and contrast in a literary extract.
• WALT explain how language choices create calm, shock, tension or dark humour.
• WALT imitate selected techniques in purposeful descriptive writing.
• WALT use evidence and subject-specific vocabulary when discussing a text.

Success criteria

• I can identify specific language features in a Dahl extract.
• I can explain the effect of a word, phrase, sentence or contrast on the reader.
• I can use at least three techniques to create a deliberate emotion.
• I can revise my writing to make its emotional effect clearer.

Curriculum links

• Features of text: language, style and structure shape meaning and create effects.
• Textual and critical analysis: characterisation, plot, setting, trope, language and narrative perspective work together.
• Features of text practices: students examine how language and structure create effects in a novel.
• English learning competencies: students interpret critically, communicate ideas clearly and create crafted texts for an audience.

Lesson structure (60 minutes)

1. 0–5 min · Emotional hook. Teacher opens with the hook and emotional comparison slides and displays two brief descriptions of the same setting: one calm and one threatening. Ask: “What changed the feeling if the place stayed the same?” Students silently label the emotion created by each version, then share one noticeable word or structural choice with a partner.

2. 5–13 min · Direct teach and model. Teacher uses the technique teaching slides to define diction, imagery, sensory language, sentence length, dialogue and contrast. Model a short Dahl-style sentence from the class text or a teacher-selected extract, thinking aloud: identify the feature, name the reader effect, and connect the choice to the scene’s mood. Students annotate a copy of the model and help complete: “The word/feature ___ suggests ___, making the reader feel ___.”

3. 13–25 min · Guided close reading. Teacher distributes the language and emotion analysis worksheet and reads a carefully selected Dahl extract aloud twice: once for overall response, then with pauses to notice language. Students work in pairs to highlight evidence and complete a table identifying the technique, quotation, emotional effect and reason for the choice. Prompt pairs to consider how an ordinary detail can become unsettling, or how exaggerated description can create dark humour.

4. 25–33 min · Collaborative discussion. Teacher returns to the analysis and discussion slides and assigns groups of four one focus: diction and imagery, sensory language, sentence length, dialogue, or contrast. Each group prepares a 30-second explanation using the frame: “Dahl uses ___ in ‘___’. This creates ___ because ___.” Students discuss whether the effect is calm, shock, tension, dark humour, or a deliberate shift between emotions, then share one finding. Teacher checks that students distinguish language evidence from unsupported opinion.

5. 33–48 min · Imitation writing. Teacher displays the writing challenge and technique reminder slides. Students write 120–150 words describing an ordinary situation that suddenly becomes disturbing or absurd, such as waiting for a bus, opening a lunchbox, or hearing a noise at home. They must deliberately use at least three techniques, including one short sentence for impact, one sensory detail, and either dialogue or contrast. Students may adapt the structure of the studied extract but must create original content. Circulate, conference briefly, and ask: “What emotion do you want the reader to feel here?” and “Which language choice creates it?”

6. 48–56 min · Peer response and revision. Teacher displays the peer-feedback slides and models specific, respectful feedback. Students exchange writing with a partner, who identifies the strongest technique, names the emotion created, and suggests one precise revision. Writers underline one successful choice and revise at least one sentence for stronger effect. Students who finish early experiment with changing sentence length or replacing a neutral verb with a more vivid one.

7. 56–60 min · Plenary and exit check. Teacher uses the plenary and exit-ticket slide to ask: “Which technique is most effective for creating tension, and why?” Students complete the final section of the reflection and exit response: name one technique, quote or describe their own example, and explain its intended reader effect. Collect worksheets as evidence of analysis and application.

Resources

• the complete lesson slide deck
• the language and emotion analysis worksheet
• Teacher-selected Dahl extract, supplied as a class set
• Highlighters or coloured pens
• Exercise books or writing paper
• Timer
• Board or display screen

Assessment

• Listen to pair and group explanations for accurate identification of features and evidence-based comments about reader effect.
• Check worksheets during guided reading: students should connect a specific quotation to an emotion and explain how the choice creates that effect.
• Use the writing and exit response to assess whether students can apply at least three techniques and explain their intended impact. Note students needing further support with terminology, evidence or sentence control.

Differentiation

• Provide a word bank for diction, imagery, sensory language, dialogue, contrast, pace, calm, shock, tension and dark humour, plus the sentence frame used in discussion.
• Offer a shorter, clearly paragraphed extract with selected phrases lightly marked for students who need reading or processing support. Read the extract aloud and allow speech-to-text or handwritten planning before drafting.
• Pair students strategically and permit oral rehearsal of the writing before independent composition. Avoid requiring students to imitate Dahl’s humour when its subject matter is uncomfortable; they may create suspense without graphic detail.
• Extend confident writers by requiring a deliberate emotional shift, such as calm to shock, and a short reflection explaining how sentence length and contrast work together.