Language and Feelings

Overview

This 60-minute lesson is designed for Year 11 students preparing for AQA English Language Paper 2, Question 3. It focuses on analysing how the writer uses language to convey their feelings about mobile phones, based on Source A: Will Klempner’s 2024 text. The lesson aligns with the National Curriculum for England (English programmes of study) and specifically targets the following key skills and objectives for Key Stage 4:

• Reading – comprehension and analysis
• Understanding writers' methods and impact on the reader
• Use of inference and supporting evidence
• Developing analytical writing skills

---

Curriculum Links

National Curriculum (English – Key Stage 4 – Years 10-11):

• Understand and critically evaluate texts using appropriate terminology and concepts.
• Analyse how writers’ language choices shape meanings and influence the reader.
• Work confidently with complex texts, integrating ideas critically and independently.
• Plan and draft responses, using textual references to support ideas.

AQA English Language Paper 2, Question 3 (Language analysis):

• Language analysis question testing how writers use language to present ideas and feelings.

---

Learning Objectives

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

1. Analyse language techniques used by the writer to convey complex feelings about mobile phone addiction.
2. Begin to evaluate the impact of these language choices on the reader’s understanding and response.
3. Use relevant subject terminology (e.g., metaphor, alliteration, juxtaposition).
4. Provide well-supported inferences from the text.
5. Develop structured, analytical paragraphs appropriate for AQA Q3 responses.

---

Resources

• Printed copies of Source A (excerpt from Will Klempner’s article)
• Whiteboard and markers
• Student exercise books
• AQA marking criteria for Language Paper 2 Q3 (simplified overview)
• Language terminology wall chart/handout
• Timer (for timed writing)

---

Lesson Structure

1. Settling and Introduction (10 minutes)

Activity:

• Starter: Pupils individually write a brief response to the question: “How do you feel about your mobile phone use?” (2-3 minutes)
• Whole-class brief discussion to share feelings; direct attention to the idea of ‘feelings conveyed through language’.
• Outline learning objectives on the board. Emphasise this is a key exam skill for Paper 2, Q3.

Rationale: Activate prior knowledge and engage emotional context to build interest. Links to National Curriculum’s focus on personal response and comprehension.

---

2. Close Reading and Language Identification (15 minutes)

Activity:

• Read Source A aloud together (teacher reads with intonation reflecting feelings).
• Model annotation of the text on the board: identify key language features conveying feelings (e.g., metaphor: “frog slowly boiling,” alliteration: “stiff neck and sore thumb,” emotionally charged vocabulary: “addicted,” “numb,” “self-hate”).
• In pairs, students annotate their copies, highlighting language/features that show the writer’s feelings.
• Regroup and list annotations on whiteboard with explanations of effect.

National Curriculum links: Develop comprehension skills and understanding of language use and effect.

---

3. Analytical Writing Focus (15 minutes)

Activity:

• Mini-lesson: Teach how to structure a paragraph responding to Q3 with PEA (Point, Evidence, Analyse).
• Provide an example paragraph analysing one language feature from the text.
• Students plan their own analytical paragraph in response to the question: “How does the writer use language to convey their feelings about mobile phones?”
• Circulate to support independent planning and highlight use of terminology.

Reference to National Curriculum: Develops pupils’ ability to write analytically and support points with evidence, meeting GCSE assessment objectives.

---

4. Timed Written Response (15 minutes)

Activity:

• Students write their paragraph under timed conditions (10 minutes writing, 5 minutes review/edit).
• Encourage use of subject terminology and quotations.
• Use a simplified success criteria checklist anchored in AQA marking points:
  • Clear point about the writer’s feelings
  • Selective quotation(s)
  • Developed analysis of language and impact

---

5. Plenary and Peer Feedback (5 minutes)

Activity:

• Pair-share written paragraphs; each student gives one positive comment and one suggestion for improvement using the checklist.
• Quick whole-class reflection: What was most convincing about the writer’s use of language? Which technique was most effective in showing feelings?

---

Differentiation and SEND Support

• Provide annotated exemplar paragraph for students who need scaffolding.
• Allow use of language terminology handout.
• Extend higher-attaining students by asking them to comment on how language shapes overall attitude and tone.
• Visual aids and models to support learners with literacy difficulties.

---

Assessment and Evidence of Progress

• Annotated texts as evidence of understanding language features.
• Written paragraph assessed against checklist mirroring AQA Q3 mark scheme (AO2 focus).
• Peer feedback notes used formatively to inform next steps.

---

Homework Suggestion

• Research or provide their own short text expressing personal feelings on a modern technology or habit and write a mini analysis identifying how language conveys feelings.

---

Teacher Reflection Notes (to ‘wow’ next time)

• Could digital tools be integrated next lesson? For example, using online annotation platforms or collaborative mind maps for language analysis.
• Consider video clips of interviews or podcasts by the writer to enrich understanding of tone and voice.
• Incorporate creative writing: have students write a short paragraph expressing their own feelings about screen time using similar language techniques.

---

This highly focused and structured lesson blends curriculum requirements with practical exam skills, encouraging clear understanding of language effects and confident analytical writing — essential for success in AQA English Language Paper 2.