GCSE Bitesize Revision Audio Scripts
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7 Lord of the Flies Relationships Oliver Twist the Tempest
Overall Curriculum Map 2020-2021: English End of year skills & Seminal World Literature Poetry Canonical classic Shakespeare Knowledge Key Knowledge: 1. To begin to understand concepts/ ideas and the Lord of the Flies Relationships Oliver Twist The Tempest bigger picture of different writers and different time 7 Very Important Points bespoke to the Unit: Very Important Points (building on skills from Unit Very Important Points (building on skills from Units 1 & 2) Very Important Points (Builds on all year group skills) periods. INTRODUCE, BEGIN, APPLY, FORM, IDENTIFY. 1) DEEPEN, REVISIT, BROADEN, MASTER, REVISIT, MASTER, REVISIT. 2. To introduce students to relevant myths and DEVELOP, REVISIT, CONSOLIDATE, UNDERSTAND. legends (Linked to the theme of Conflict) • Aspects of structure only (opening/ ending) • Introduce the 5-minute journey plan for • Introduce Critical viewpoint scenarios by 3. Demonstrate understanding of motifs, symbols • Introduction to Show Not Tell. • Poetic conventions introduced. narrative writing. introducing supporting student and concepts. • Write effective narrative openings. • Develop knowledge of structure through • Develop knowledge of structural features from statements and then: How much do you 4. Apply the spelling patterns and rules set out in • Introduction to ISMELL through Imagine poetry form. different points of a text, not just beginning or agree? questions the English Appendix in the English Programmes of statements only. • Single poem analysis in written form. end. • Introduce dramatic conventions and how Study. • Language analysis. • Comparison of poetry through discussion • Introduce different structural features such as these support meaning and concepts of a • Figurative language through writing. only. perspective shift, time shift, zoom and pivotal text. • Summary skills through discussion only. -
Edexcel GCSE English Literature
GCSE ENGLISH LIT POETRY CLASHES AND COLLISIONS The Exam Structure You will answer two questions on poetry. The exam will last one hour and forty-five minutes and is worth 25% of your total GCSE. The exam is divided into two sections: Section A: Unseen Poetry Section B: Anthology Poems • You will answer 1 question in 2 parts. • You will be presented with a • Each part is worth 15 MARKS poem you have not studied. • This section is worth 30 MARKS • You read through the poem and answer the questions set. • In part (a) you will be asked a question about a named poem from the anthology This section is worth 20 MARKS collection you have studied. • In part (b) you will answer one question from a choice of two in which you will be expected to link/compare two poems. GCSE POETRY: Section B CLASHES AND COLLISIONS Foundation Tier Mark Scheme Section B: Anthology Poems: Part (a) questions Band Mark AO2: Explain how language, structure and form contribute to writer’s presentation of ideas, themes and settings • Little explanation of how the writer conveys his thoughts & feelings. 1 1-3 • Little relevant connection made between the presentation of thoughts & feelings and the language used. • Little relevant textual reference to support response. • Limited explanation of how the writer conveys his thoughts & feelings to create effect. • Limited relevant connection made between the presentation of thoughts & feelings and 2 4-6 the language used. • Limited relevant textual reference to support response. • Some explanation of how the writer conveys his thoughts & feelings to create effect. -
Poetry Library
Poetry Library All your ‘Poems of the Week’ in one collection w/c 14.05.20 Atlas by U.A Fanthorpe There is a kind of love called maintenance Which stores the WD40 and knows when to use it; Which checks the insurance, and doesn’t forget The milkman; which remembers to plant bulbs; Which answers letters; which knows the way The money goes; which deals with dentists And Road Fund Tax and meeting trains, And postcards to the lonely; which upholds The permanently ricketty elaborate Structures of living, which is Atlas. And maintenance is the sensible side of love, Which knows what time and weather are doing To my brickwork; insulates my faulty wiring; Laughs at my dryrotten jokes; remembers My need for gloss and grouting; which keeps My suspect edifice upright in air, As Atlas did the sky. w/c 21.05.20 This week we've chosen a couple of poems written by Dorset HealthCare colleagues. The first is by Suzie Thomas after undergoing an operation and she'd like to dedicate it to all the frontline staff who are putting themselves in harms way for the rest of us. The second is by Adele Sales, imagining the world on the other side of the pandemic. Walking Angels (NHS) by Suzie Thomas, E-procurement Co-ordinator If only there were people who toiled and cared for everyone out there? If only there were people who at our darkest moments of turmoil and fear were there to care? People who would tuck you in bed with love and compassion Even though they’d been dashing to another, even though they themselves are crashing. -
The Cyclone As Trope of Apocalypse and Place in Queensland Literature
ResearchOnline@JCU This file is part of the following work: Spicer, Chrystopher J. (2018) The cyclone written into our place: the cyclone as trope of apocalypse and place in Queensland literature. PhD Thesis, James Cook University. Access to this file is available from: https://doi.org/10.25903/7pjw%2D9y76 Copyright © 2018 Chrystopher J. Spicer. The author has certified to JCU that they have made a reasonable effort to gain permission and acknowledge the owners of any third party copyright material included in this document. If you believe that this is not the case, please email [email protected] The Cyclone Written Into Our Place The cyclone as trope of apocalypse and place in Queensland literature Thesis submitted by Chrystopher J Spicer M.A. July, 2018 For the degree of Doctor of Philosophy College of Arts, Society and Education James Cook University ii Acknowledgements of the Contribution of Others I would like to thank a number of people for their help and encouragement during this research project. Firstly, I would like to thank my wife Marcella whose constant belief that I could accomplish this project, while she was learning to live with her own personal trauma at the same time, encouraged me to persevere with this thesis project when the tide of my own faith would ebb. I could not have come this far without her faith in me and her determination to journey with me on this path. I would also like to thank my supervisors, Professors Stephen Torre and Richard Landsdown, for their valuable support, constructive criticism and suggestions during the course of our work together. -
EDEXCEL INTERNATIONAL GCSE (9 –1) Student Book
2017 ©Pearson part. in or whole in Shaun Gamble, Peter Inson,Robert Taylor O’Brien, Pam Shaun Gamble,Peter JamesChristie, David Farnell, FleurFrederick, Samantha Brunner, Greg Bevan, Student Book ENGLISH LITERATURE GCSE(9 INTERNATIONAL EDEXCEL included eBook distribution or circulation resale, for Not discretion. publisher at change to subject content all –1) proof, Uncorrected 2017 ©Pearson part. in or whole EDEXCEL INTERNATIONAL GCSE (9–1) in distribution or ENGLISH LITERATURE Student Book circulation resale, Greg Bevan for Not Samantha Brunner James Christie discretion. David Farnell Fleur Frederick publisher Shaun Gamble at Peter Inson change Robert O'Brien to Pam Taylor subject content all proof, Uncorrected A01_ENGL_SB_2588_FM_CS5.indd 1 30/09/2016 10:24 iv COURSE STruCTURE 2017 2 READING 32 WRITING 60 PAPER 1 SKILLS SKILLS ©Pearson 4 TEXT ANALYSIS 34 VOCABULARY 62 READING POETRY part. 4 ◼ SKIMMING AND SCANNING 34 ◼ CHOOSING THE RIGHT 62 ◼ INTRODUCTION TO POETRY in VOCABULARY or 6 ◼ EXPLICIT AND IMPLICIT 64 ◼ MAKING SENSE OF POETRY IDEAS 36 ◼ VOCABULARY FOR EFFECT 66 ◼ FIGURATIVE LANGUAGE whole 8 ◼ POINT-EVIDENCE-EXPLAIN 38 ◼ LANGUAGE FOR DIFFERENT in (P-E-E) EFFECTS 68 ◼ CREATING MOOD, ATMOSPHERE AND EMOTION 10 ◼ EVALUATING A TEXT 70 ◼ FORM, RHYTHM AND METRE 40 SENTENCES distribution 72 ◼ UNSEEN POEMS or 12 USE OF LANGUAGE 40 ◼ SENTENCE TYPES 80 ◼ COMPARING AND LINKING 12 ◼ WORD CLASSES 42 ◼ OPENING SENTENCES POEMS 14 ◼ CONNOTATIONS 44 ◼ SENTENCES FOR EFFECTS circulation 16 ◼ DIFFERENT SENTENCE 84 POETRY ANTHOLOGY TYPES resale, 46 STruCTURE 84 ◼ ‘If–’, RUDYARD KIPLING for 20 ◼ SENTENCES FOR EFFECTS 46 ◼ PRINCIPLES OF 87 ◼ ‘PRAYER BEFORE BIRTH’, Not STRUCTURE LOUIS MACNEICE 22 FICTION TEXTS 48 ◼ PARAGRAPHING FOR 90 ◼ ‘BLESSING’, EFFECT IMITIAZ DHARKER 22 ◼ FIGURATIVE LANGUAGE discretion. -
GCSE English Literature Poetry Anthology
IN THE THIRD-CLASS SEAT SAT THE JOURNEYING BOY, AND THE ROOF-LAMP’S OILY FLAME PLAYED DOWN ON HIS LISTLESS FORM AND FACE, BEWRAPT PAST KNOWING TO WHAT HE WAS GOING, INOR THE WHENCEBAND OF HIS HAT THE HE JOURNEYING CAME. BOY HAD A TICKET STUCK; AND A STRING AROUND HIS NECK BORE THE KEY OF HIS BOX, THAT TWINKLED GLEAMS OF THE LAMP’S SAD BEAMS WHATLIKE PAST A CAN LIVING BE YOURS, O JOURNEYING THING. BOY TOWARDS A WORLD UNKNOWN,UNKNOWN, WHO CALMLY, AS IF INCURIOUS QUITE ON ALL AT STAKE, CAN UNDERTAKE KNOWSTHIS YOUR PLUNGE SOUL A SPHERE, 0ALONE? JOURNEYING BOY, OUR RUDE REALMS FAR ABOVE, WHENCE WITH SPACIOUS VISION YOU MARK AND METE THIS REGION OF SIN THAT YOU FIND YOU IN, BUTUPDATED EDITION: ARE SEPTEMBER 2020 NOT OF? 1 OCR (Oxford, Cambridge and RSA Examinations) The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA © Oxford, Cambridge and RSA Examinations 2020 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of the publisher, or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organisation. This book must not be circulated in any other binding or cover and this same condition must be imposed on any acquirer. ISBN 978 019 834090 4 Designed and produced by Oxford University Press Printed by Rotolito SpA 10 9 8 7 6 5 4 3 ACKNOWLEDGEMENTS We are grateful for permission to reprint the following copyright material in this anthology. -
Overview Skills Wider Reading Assessment 1
Ht/topic (Y7/8) Overview Skills Wider reading Assessment 1. Conventions of Explore a range of 19th century fiction Key skill: Character/setting analysis 19th century extracts Reading (language th conventions through extracts, focusing Fast track 19th century novels – Dracula/Frankenstein analysis) 19 Century Fiction Supporting skills: on inference, language analysis in Modernised conventions (extracts from Gaslight etc.) (fiction reading) Inference and language analyis relation to character and setting and Non-fiction sources on prominent 19th century writers Comparison of conventions application of context. Culture capital (Dickens, Brontes, Hardy) Big idea: Fiction Theme and character analysis focus: life in the Victorian era Non-fiction sources on common 19th century themes reflects reality Academic language (sexism, class-divide etc.) Exploring context and applying to extracts Extracts/images from ‘Punch’ magazine 6 weeks Drama: given circumstances WoW – etymology/morphology Term 2 Term 2. Myths and Apply knowledge of using language for Key skill: Creative writing Extracts from modern M&L versions (Pandora’s Box) Creative Writing effect through creative writing of a Extracts from traditional M&L (Iliad and The Odyssey) (structure, Legends (creative Supporting skills: different genre, whilst mastering a range M&L poetry (‘Medusa’ by Duffy, ‘Failing and Flying’ by descriptive and writing) Exploring structure of writing skills. Culture capital focus: Jack Gilbert) narrative) Descriptive writing/ SPaG Greek Gods Non-fiction (origins of -
Poetry from Different Cultures Year 9, Spring Term
English Literature- Poetry from Different Cultures Year 9, Spring Term. Key poems: Language Devices: Key Themes: ‘Not My Business’ by Niyi Osundare Sensory language is language that connects to the five Ignorance, choices, community, exploitation, discrimination, The narrator watches each night as people are mistreated senses (sight, sound, smell, taste, touch) to create an image prejudice, identity, heritage, responsibility but decides to do nothing to interfere as long as he is safe. or description (including onomatopoeia a word that sounds Contextual Information: similar to its sound “Imagine the drip of it, the small Apartheid – a political and social system in South Africa while ‘Nothing’s Changed’ by Tatamkhulu Afrika splash…”) it was under white minority rule from 1948 to the early An autobiographical poem about the apartheid system in IMAGERY: 1990s. The word apartheid means "apartness" in Afrikaans. South Africa. This explores racism and the irony that nothing Personification giving an inanimate object human attributes The civil rights movement in America was a decades-long has changed. “It took a hurricane to bring her closer” movement with the goal of securing legal rights for African Metaphor referring to person or object by referring to Americans that other Americans already held. ‘Search for my Tongue’ by Sujata Bhatt something with similar characteristics “Sometimes the Key words A poem about living in a foreign country and feeling sudden rush of fortune” Identity the perception you develop about yourself disconnected from your cultural background and your first Extended Metaphor a comparison between two unlike Culture ideas, customs, social behaviour or a particular group language. -
Edexcel Poetry Anthology – ‘Conflict’
Name: ……………………………………………………… Teacher: ………………………………………………………. EDEXCEL POETRY ANTHOLOGY – ‘CONFLICT’ Themes - the poems can be grouped or linked by theme and subject matter. Write the poems below which link together under these headings: The act of war Feelings of emotion, inner Conflict between man and The effects of war and conflict Conflict between people conflict, culture and identity nature on people and places Which poems connect? And how? A Poison Sennacherib The Prelude The Man He Cousin Kate Catrin War Belfast The Class Poppies No Problem What Were Tree Killed Photographe Confetti Game They Like r A Poison Tree Sennacherib The Prelude The Man He Killed Cousin Kate Half-caste Exposure The Charge of… Catrin War Photographe r Belfast Confetti The Class Game Poppies No Problem What Were They Like You are advised to go through the poems and complete this table. Some contextual information has been provided for you. Find key quotations from each poem and try to memorise them – you only need one for each poem. Decide what is the most unusual, interesting, useful or striking line from each poem. Poem Context Key quotation/s Key features of language Key features of structure and form A Poison Tree Blake was an 18th-century painter and printmaker Writer: William as well as a poet. He was part of the early Romantic Blake Movement, which included poets such as Lord Written in 1794 Byron and William Wordsworth (both also featured in the ‘Conflict’ collection). Blake’s work often protested against social injustices and the negative effects of the Industrial Revolution. His two best- known collections, Songs of Innocence (1789) and Songs of Experience (1794), deal with similar subject matter but with a very different tone. -
Gcse English and English Literature
GCSE ENGLISH AND ENGLISH LITERATURE INFORMATION AND PERSONAL PROFILE FOR STUDENTS AT ASHTON COMMUNITY SCIENCE COLLEGE NAME: ………………………………………….. TEACHER: ……………………………………. 1 THE COURSE(S) You will be following the AQA, Specification A syllabus for English . As an additional GCSE, many of you will be following the AQA, Specification A syllabus for English Literature . (www.aqa.org.uk) There are two methods of assessment within each course: 1. Coursework 2. Examination The following tables give you a breakdown of the elements that need to be studied and the work that needs to be completed in each area. The percentage weighting of each element in relation to your overall grade is also included: Coursework Written If you are entered for English and English Literature you will complete five written assignments. If you are entered for English only you will complete four written assignments: ASSIGNMENT EXAMPLE TASKS % OF OVERALL GCSE Original Writing A short story or an 5 % of the English GCSE (Writing assessment for autobiographical piece of English only) writing. Media A close analysis of an 5% of the English GCSE (Writing assessment for advertising campaign or of the English only) marketing for a film. Shakespeare A close analysis of the impact 5% of the English GCSE plus (Reading assessment for created by the first 95 lines in 10% of the English Literature English and English Lit.) Romeo and Juliet. GCSE Pre-Twentieth Century Prose A comparison between two 5% of the English GCSE plus Study chapters in Great Expectations 10% of the English Literature (Reading assessment for by Charles Dickens. GCSE English and English Lit.) Twentieth Century Play A close analysis of the role 10% of the English Literature (Assessment for English played by the narrator in Blood GCSE Literature only) Brothers by Willy Russell Spoken 2 In addition to written coursework there is also a spoken coursework element for English GCSE. -
Name Teacher
Anthology Poetry Revision Booklet Name Teacher A Poison Tree by William Blake Quick questions 1. What is the poet’s overall message? 2. What do you think the poem is saying about the effects of anger? 3. Why has Blake used the extended metaphor of the tree? 4. What three relevant links to context can you make? 5. Challenge: why has Blake used the ballad form? Quick comparison task 1. Write five ‘Both…’ statements for A Poison Tree and other poems from the conflict anthology that you could compare it to. e.g. Both the poems A Poison Tree and Half-caste express the strong negative emotion of anger. Sample exam questions 1. Re-read A Poison Tree. Choose one other poem from the conflict anthology. Compare how strong emotions are presented in the two poems. In your answer, you should consider the: • poet’s use of language, form and structure • influence of the contexts in which the poems were written 2. Re-read A Poison Tree. Choose one other poem from the conflict anthology. Compare how the power of humans is presented in the two poems. In your answer, you should consider the: • poet’s use of language, form and structure • influence of the contexts in which the poems were written 3. Re-read A Poison Tree. Choose one other poem from the conflict anthology. Compare how the effect of conflict is presented in the two poems. In your answer, you should consider the: • poet’s use of language, form and structure • influence of the contexts in which the poems were written The Destruction of Sennacherib by Lord Byron Quick questions 1. -
39 Steps to Engaging with Poetry
Features: Literature … TO ENGAGING WITH POETRY Reading and writing poems in the English classroom This is the first of a series of articles in which Trevor Millum and Chris Warren suggest 39 enjoyable approaches to poetry in the English classroom. Introduction We also believe that students’ engagement with poetry Poetry is something every pupil or student has a right should begin in Y7 and build from there. Of course, for to. It should be part of every young person’s experience fortunate students, the building will be on good at school: something which brings enjoyment in the foundations from KS 1 and 2. widest sense, something which enhances life. If this seems a long way from the experiences of your Y10 and 11 students and, perhaps, from your own experience, “The experience of a number read on. Please, read on, anyway! of schools suggests that Because of its part in high stakes testing at KS4, poetry has become a hurdle to be leapt over or a holistic and integrated scrambled across, rather than an intrinsic and rewarding part of English teaching and learning. However, the approach to poetry works not experience of a number of schools where a different only to engage students but attitude has been adopted suggests that a holistic approach works not only to engage students but also to also to improve exam results.” improve exam results. This approach means students becoming involved In the same issue of Teaching English, Peter Kahn, with poetry, becoming participants rather than introduces a ‘new poetic form’, the ‘Golden Shovel’, onlookers.