2. P
E
E

3. 



P – Clear, concise point
E- short quotation which is evidence to
support the point made
E – detailed explanation of how the
LANGUAGE or TECHNIQUE presents
the point
OR what the quote shows/tells the
reader and why

4. 


Read extract
As reading it, highlight the adjectives
that are negative/have scary
connections
Re-read, underline the verbs which
suggest fear/raise tension.

5. Complete the table to
explore how Susan Hill
builds tension and
suspense in the moments
leading up to the
mysterious sound of the
pony and trap.
Remember to focus on
the techniques she uses
rather than explaining
the quotes e.g. use of
senses, adverbs,
adjectives, verbs, similes,
first person narrator,
alliterations, short
sentences,
personification.
Stick both sheets in
your book when done
Passage from the
opening
‘Outside, all was quiet’
‘I began to walk briskly
across the gravel’
‘I glanced over my
shoulder’
‘Changes of light…can
play all manner of
tricks’
‘the extreme reaction of
Mr Jerome to my
mentioning the
woman’
‘As though it were
made up of
millions of live
fingers that crept
over me.’ (the
mist)
‘Praying to reach the
house, which was
farther away than
I had imagined.’
Technique used to create
tension
Effect on reader

6. 
Group 1:
1. Owen Anderson
2. James Cobby
3. Kieran Gill
4. Maja Lose-Lewis
5. Louie McGuiness
6. Gracie Robinson
7. Louise Sheldrick
8. Sam Witham
Get into the following groups:
Group 2:
1. Rachel Brazier
2. Daniel Brownsmith
3. Sam Dawson
4. Hopey Greenbank
5. Yasmin NaufulPower
6. Brandon Yates
7. Tom Holford
Group 4:
1. Paige Burkinshaw
2. Tai Holme
3. Maddison Jevon
4. Jordan Poulter
5. Aghattha Villlaflor
6. Joshua Merrifield
7. Isaac Sunderland
Group 3:
1. Oliver Birkett
2. Ella Smith
3. Jess Porter
4. Rebecca Knight
5. Glen Hargreaves
6. George Robson
7. Nicholas Macer

7. 


You will each be given a different
task
In your groups, you are to read the
extract and answer the question,
finding evidence within the text
and explaining.
You will present your answers to
the rest of the class in 15 mins.
Rest of class WILL make brief
notes.

8. Group 1
Look again at lines 1 to 18
 What is Arthur Kipps thinking and
feeling in these lines? (10 marks)
 Try to find 13 or 14 relevant points to
be sure of getting full answer







Group 3
Look again at lines 40 to78
 Kipps is described as 'chilled and
horrified' in this extract. How do his
reactions to this situation change as
the passage develops?
 Find evidence to support your points.
Group 2
 Write a PEE paragraph EACH to
How does the writer use the mist to
answer the question.
create a sinister and frightening
atmosphere?
First make a list of bullet points to
support this answer.
 Group 4
Then try to each make a very well
 For this question you should look at
developed detailed point that show
the whole passage.
how the words of the passage create  How does the writer continue to
a sinister and frightening atmosphere.
surprise you in the passage?
Put your points together to create a
 Now write your answer to this
full answer.
question.



9. 


How does the writer create
fear/tension in this extract?
At least 6 PEE paragraphs plus intro
and conclusion
30 mins PLUS homework

10. 
Re-read the extract and prepare a presentation of it.






This could be:
a dramatic reading,
act out the scene,
storyboard,
radio play,
Lego re-enactment
.
Present to class
After each presentation, pupils to question each group on
their presentation with a focus on where they got the
evidence for their ideas.
 Write about their ideas with evidence for their choices and
evaluation of their presentation.

