Language and Tension

Whispers in the Graveyard: I'm running. My chest is tight and sore. Breath rasping and whistling in my lungs. Branches whip against my face. Brambles tear at my legs and arms. There is a voice screaming. Out loud. The sound ripping through the trees, screaming and screaming. It's my voice. 'Amy! Amy!' Now I'm back at the back stream and the solid wooden fencing has been torn aside. Blasted apart as if some careless giant had passed by and trodden on it. I stare at the wood, not splintered or broken, but melted. Dissolved and warped. Curled aside to make a small space. Space enough for a child to walk through. What could do that? What power is there that would leave that mark? I hesitate, feeling the first great lurch of fear for myself. 'Amy?' I cry out. Nothing. Beyond me the gaping dark of the cemetery. There is a soft shudder in my head. A strange flicker which fastens on my fear. Nothing calling for me this time. No whispers in my face tonight. Why? Because Amy is in there. With one child captive, there is no need for two. Desperate, I hurl myself at the open space and barbed wire comes up to meet me, scratching through my skin, dragging at my clothes to pull me back. The thick bristles are embedded in my jacket and I am caught fast, struggling on the ground. Frantically, I unzip the front of my jacket, and draw out my arms. I leave it there and Scramble forwards to the foot of the stream. Blood on my hands and fingernails, I scramble to the top. Then I leap over and sink down knee-deep on the other side, my legs heavy with clogged and slimy liquid. I raise one foot, looking down, expecting to see thick mud clinging there. Nothing. Then the next leg. Nothing. But I am sinking, the ground falling away beneath me. I am dropping down and it will close over my head and suffocate me. Whispers in the Graveyard- Question 2 Example Questions: Question 2: Look in detail at this extract from lines 1 to 10 of the source. How does the writer use language here to show the setting? You could include the writer's choice of: • words and phrases • language features and techniques • sentence forms (8 marks] Question 2: Look in detail at this extract from lines 10 to 18 of the source. How does the writer use language here to show the character's feelings? You could include the writer's choice of: • words and phrases • language features and techniques • sentence forms (8 marks] Question 2: Look in detail at this extract from lines 1 to 10 of the source. How does the writer use language here to build tension? You could include the writer's choice of: • words and phrases • language features and techniques • sentence forms (8 marks]

Overview

This 60-minute lesson is designed for Year 11 students preparing for GCSE English Language Paper 1, focusing on Question 2. It uses an extract from Whispers in the Graveyard to develop skills in analysing the writer’s language, structure, and form to explore setting, character feelings, and tension. The lesson aligns with the National Curriculum for England (2014) English Language requirements for Key Stage 4.

National Curriculum Links

Spoken language and reading:

English programmes of study: key stages 3 and 4
Understand and analyse how language choices impact meaning, mood and atmosphere (KS4 reading comprehension).
Use knowledge of language, form and structure to explore how writers shape meanings - English Language, Paper 1, Reading
Develop insight into writers’ craft through close analytical reading.
Prepare students for GCSE assessment expectations, especially GCSE English Language Paper 1, Question 2 (8-mark analysis question).

Learning Objectives

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

Analyse how language and sentence structure create setting, character feelings, and tension in a literary extract (NC KS4 English Reading comprehension).
Identify and explain the writer’s choice of words, phrases, and language techniques (simile, metaphor, imagery, alliteration, etc.) (NC KS4).
Evaluate how sentence forms and punctuation contribute to tone and pace (dashes, short sentences, repetition).
Demonstrate understanding of the effects of language choices in written responses structured for exam-style answers (Paper 1, Q2).

Resources Needed

Printed copies of the extract from Whispers in the Graveyard (lines 1–18, divided into two parts: 1–10 and 10–18)
Whiteboard + markers / Interactive whiteboard
Student exercise books with printed question prompts
“Language Detective” worksheet to guide annotation
Timer or countdown app
Mark scheme for GCSE English Language Paper 1 Q2 (8 marks)
Example model answer excerpt

Lesson Structure

Starter (10 minutes)

Hook: Teacher reads out the extract (lines 1–18) aloud dramatically to capture mood and tension.
Think-Pair-Share: Students discuss initial impressions of setting and mood—what do they ‘see’, ‘feel’, and ‘hear’?
National Curriculum Link: Activate retrieval—engage with vocabulary and imagery, linking to how writers use language to create atmosphere (NC KS4 reading).

Main Activity (40 minutes)

Part 1: Exploring Setting (15 mins)

Distribute extract lines 1–10. Return to the initial task: "How does the writer use language here to show the setting?"
Guided round-table annotation on whiteboard with volunteer suggestions, focusing on:
- Word choice: “rasping,” “whistling,” “branches whip” (alliteration, auditory imagery)
- Language features: personification of branches, onomatopoeia, sensory description
- Sentence forms: short sentences increase pace and tension
Students complete “Language Detective” worksheet with highlighted phrases linked to effects.
Reference Curriculum Knowledge: Recognise language techniques and sentence structures shaping setting and tone.

Part 2: Showing Character Feelings (15 mins)

Focus on lines 10–18. Discussion prompt: "How does the writer show the character’s feelings through language here?"
Pair work: students find examples of fear, desperation, and confusion. Look for:
- Word choice: “hesitate,” “fear,” “frantically,” “blood on my hands”
- Techniques: repetition (“screaming and screaming”), emotive diction, imagery (barbed wire)
- Sentence structure: long, flowing sentences disrupted by short, fragmented ones to mimic panic
Teacher models a paragraph analysing one quote using PEE (Point-Evidence-Explanation) method tailored for 8-mark Q2 response.

Part 3: Building Tension (10 mins)

Whole-class flashback to lines 1–10. Task: "How does the writer build tension using language?"
Brainstorm as a class: use boards or sticky notes for ideas like: repetition, harsh consonants (“branches whip”), cumulative listing, sensory detail, and sentence length variation.
Quick write: students draft two or three sentences answering the tension question in exam style.
Peer feedback in pairs—highlight strengths and suggest improvements referencing mark scheme criteria (AO2).

Plenary (10 minutes)

Quick quiz: students verbally share or write down one language technique, one example from the text, and one effect of that choice on the reader.
Teacher consolidates understanding of how language and structure work together to shape meaning and mood.
Homework prompt: Students to independently write a full 8-mark answer for one of the Q2 variants, using guidance from today’s lesson.

Assessment and Feedback

Formative assessment through annotation exercises, paired and group discussions, and the quick written tasks.
Teacher monitors live progress and provides immediate, targeted verbal feedback.
Use of GCSE mark scheme descriptors to ensure exam-focused language and approach.
Homework to show progress in applying PEE analytical skills in written form.

Differentiation and Inclusion

Provide sentence starters for less confident writers (e.g., “The writer uses… to create a feeling of…”).
Challenge more able students to comment on implicit meanings and subtle techniques.
Visual aids and glossaries to support students with SEN or EAL, explaining poetic devices and vocabulary.
Encourage collaborative discussion to enable peer scaffolding.

Extension Ideas

Creative task: students write their own short extract applying similar language techniques to create tension and atmosphere.
Group debate on how setting influences character emotions across different genres or texts.

Reflection for Teachers

Did students engage with close reading effectively and identify specific language techniques?
How well were students able to link language features to effects?
Adjust pace if needed—more scaffolding for sentence structure or deeper explore tone nuance based on cohort needs.

This lesson provides a focused, interactive, exam-oriented approach that builds key GCSE competencies on language analysis, aligned strictly with the National Curriculum English objectives for Year 11. The clear progression from setting to characterisation to tension ensures full coverage and gradual skill development within 60 minutes.

Teaching Instructions