Evaluating Language Effectively

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Overview

Duration: 60 minutes
Class size: 25
Key Text: The Landlady by Roald Dahl (extract)
Focus: GCSE English Literature AQA Language Paper 1, Question 4 – Evaluation

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Curriculum Links & Learning Objectives

National Curriculum (England) References

• English Programmes of Study: Key Stage 4 (KS4)

  • Reading
    • "Understand how writers use linguistic and structural devices to achieve effects and influence readers"
    • "Develop critical and evaluative skills"
  • Writing
    • "Use appropriate technical and subject-specific vocabulary to analyse texts"
    • "Express a clear and individual viewpoint supported by detailed reference to the text"

• AQA GCSE English Language Specification (8700) - Paper 1, Question 4

  • Assess students’ ability to evaluate writers' language and structure choices and their effects on the reader, linked to the writer’s purpose.

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Learning Objectives

By the end of the lesson, students will be able to:

1. Define "evaluation" in the context of Language Paper 1, Q4.
2. Identify and analyse key language and structural techniques used by Roald Dahl in The Landlady.
3. Explain how these techniques affect the reader’s impressions and responses.
4. Link the use of language and structure to Roald Dahl’s overall purpose in the extract.
5. Construct a coherent and evaluative paragraph responding to a Language Paper 1, Q4 style question.

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Resources

• Copies of The Landlady extract (approximately 250 words)
• Whiteboard, markers
• Student exercise books / laptops (for written activities)
• Peer feedback sheets (simplified criteria adapted from AQA mark scheme)
• Example model paragraph (printed and on slides)

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Lesson Structure

1. Starter (10 minutes) — What is Evaluation?

• Activity: Class brainstorm

  • Teacher asks: “What does it mean to evaluate a text? How is it different from just describing or summarising?”
  • Record student responses on board, steering towards:
    • Evaluation means giving an opinion supported by evidence
    • Explaining “why” texts are effective, not just “what” happens
    • Considering how language/structure create impact on the reader

• Plenary check:

  • Show a simple example sentence: “The writer uses a simile.”
  • Ask students to improve it to evaluation level: “The writer uses a simile to make the description more vivid, helping the reader imagine the scene clearly.”

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2. Exploring Techniques in The Landlady (15 minutes)

• Guided analysis:

  • Distribute extract.
  • Teacher models identifying a language device from the text (e.g., "softly and suddenly" alliteration).
  • Discussion: What effect does the alliteration have? How does it build tension or mood?
  • Prompt students to think about both language (e.g. similes, word choice, alliteration, metaphor) and structure (e.g., sentence length, pacing, repetition).

• Group task (pairs):

  • Identify 2 more language/structural techniques and briefly discuss effects on reader and possible writer's purpose.
  • Teacher circulates, supports groups, challenges ideas.

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3. Modelling Evaluation (10 minutes)

• Present a model analysis paragraph on the board/slide, based on The Landlady:

In the extract, Dahl uses the phrase “the landlady smiled a little crooked smile” to create a subtle sense of unease. The adjective ‘crooked’ implies something is not quite right, which alerts the reader to possible danger beneath the surface. This choice of language contributes to the tension and foreshadows the darker events later in the story, effectively building a suspenseful mood. Through this, Dahl manipulates the reader’s feelings, fulfilling his purpose to both entertain and unsettle.

• Class discussion: What makes this paragraph evaluative? (Focus on explanation of effects + linking to purpose)

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4. Writing Practice & Peer Feedback (20 minutes)

• Independent writing:

  • Students write their own evaluative paragraph on a new extract from The Landlady (or another brief passage from the text), focusing on one language or structural technique.
  • Prompt: "Explain how the writer’s choice of language or structure affects the reader and links to the writer’s purpose."

• Peer feedback:

  • Swap paragraphs with a partner.
  • Use simplified criteria adapted from AQA’s mark scheme:
    • Identification of technique (✔/✘)
    • Explanation of effect on reader (✔/✘)
    • Link to writer’s purpose (✔/✘)
    • Use of evidence (✔/✘)
  • Partners give 2 positive comments + 1 suggestion for improvement.

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5. Plenary & Assessment (5 minutes)

• Exit ticket task: Students answer in one or two sentences:
  “Why is it important to link techniques to the writer’s purpose in evaluation?”

• Collect responses to inform future teaching about evaluation.

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Differentiation & Challenge

• For support:

  • Provide sentence starters for evaluative writing (e.g., “The writer uses … to suggest … which makes the reader feel … because …”).
  • Allow use of a glossary of literary and structural devices.

• For challenge:

  • Encourage students to comment on multiple effects or link evaluation to wider thematic ideas.
  • Prompt evaluation of subtle techniques such as ambiguity or unreliable narration.

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Assessment Criteria (Peer & Teacher use)

Criteria	Description	Marks / Tick Box
Identification of technique	Clear and accurate identification (language or structure)	✔ / ✘
Use of evidence	Quote or clear reference from extract	✔ / ✘
Explanation of effect	Insightful explanation on the reader’s response / mood / tone	✔ / ✘
Link to writer’s purpose	Connects technique and effect to why the writer chose it	✔ / ✘
Coherence & clarity	Paragraph is well-structured with clear points	✔ / ✘

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Reflection for Teacher

• Note which techniques students found easiest and hardest to evaluate.
• Identify misconceptions about evaluation vs description.
• Strategise follow-up mini-lessons focusing on deepening response to ‘effect on reader’ and ‘writer’s purpose’ links.
• Consider integrating writing frames or exemplars for future practice.

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This lesson plan combines explicit modelling, active engagement, peer collaboration, and formative assessment to meet both National Curriculum expectations and AQA assessment objectives for GCSE Language Paper 1, Q4. It is anchored by a rich text extract and designed to build students' confidence and sophistication in evaluative writing.