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GCSE English Literature 2015

GCSE English Literature 2015 Component 1 Section A: Shakespeare Scheme of Work

Introduction

Centres choose to study one of the following Shakespeare plays: ● Macbeth ● The Tempest ● Romeo and Juliet ● Much Ado About Nothing ● Twelfth Night ● The Merchant of Venice Section A – Shakespeare: students complete a two-part question. ● Part a) is focused on the close language analysis of an extract (AO2). The extract will be approximately 30 lines in length. ● Part b) is focused on how a theme from the extract is explored elsewhere in the play (AO1 and AO3). The focus will be on maintaining a critical style and demonstrating an understanding of the relationship between the text and the context in which it was written.

Component 1 Section A: Shakespeare

Week Paper/theme Learning outcomes Content Exemplar resources 1/2 Paper 1: Students will have an ● Give groups of students one major Drama text Introducing the understanding of: theme/character/event to produce a role Film version(s) Shakespeare ● the plot play. play – an Live performance ● major themes/issues ● Issue pairs of students with two research overview questions on particular aspects of the play. ● major characters These could be contextual aspects, such as ● key relationships the background history, geographical ● key terminology aspects, sociological aspects, or biographical aspects, but could also relate to the themes ● the period of the text and and characters within the play. Students relevant contextual present findings to the class. details. ● Provide students with strips of paper outlining the plot. They sequence these in the correct order. ● Allocate an area of the play to groups of students to provide a dramatic reading to the class. ● Ask students to predict what will happen in the following scene/act. 3–6 Paper 1: Students will have a detailed ● Students read the whole play – keeping a Drama Text Detailed study of understanding of: reading log of scenes/acts in a table which Graphic novels the Shakespeare ● the sequence of events outlines and summarises key events. play Film versions of the play ● the characters ● Students annotate and analyse specific speeches given by characters. They keep ● language, form and note of language, form and structure, and structure what this tells us about character/motive. ● the development of ● Discuss the implications that the time of relationships writing might have on a modern reader's ● performance response.

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Week Paper/theme Learning outcomes Content Exemplar resources ● the development of ● Students re-write a scene in a contemporary themes style. ● staging ● Students consider how a scene can be staged ● how the text would be including: lighting, settings and props. received at the time and Students annotate an extract and draw a how this might differ sketch. today. ● In pairs, students produce posters about key characters/theme/acts. ● Act out scenes and compare with modern adaptations, e.g. graphic novels, films or performances seen. ● Students should watch different versions of the same scene and make comparisons with these and the actual text. Students then annotate a copy of the original script, providing a director's guide for the actors. Hot seat characters at key moments. ● Hold mock 'trials' of specific characters with one student as the specified character, and the class as the jury. Pose questions to the accused and students consider the character's 'guilt' and/or 'motive' and come to a verdict. ● Students produce a storyboard of each act. 7 Paper 1: Students have a detailed ● Students can either be given or asked to find Sample Assessment Analysing understanding of: a 30-line extract from the play they have Materials Shakespearean ● language, form and studied. They should then take either a language and structure and how this is character or a theme which is the focus of close reading used to create this 30-line extract and highlight each characters, relationships language feature or quotation which helps and themes illustrate the character or theme.

Week Paper/theme Learning outcomes Content Exemplar resources ● using an extract to ● They should then compile a table with each support their answer. character point in one column and the quotation or the language feature which supports their reading. ● Using the Sample Assessment Materials, students should practise reading a 30-line extract and answering the (a) part questions. They should write their response and then, in pairs, look at their responses alongside the mark scheme to see how their response could be improved. 8 Paper 1: Themes Students will gain a greater ● Students investigate the key themes and Sample Assessment and contexts understanding of the contexts relationships of the play and how they relate Materials of the play, such as: to the social and cultural contexts of the time ● historical setting, time (e.g. the role of women; views of marriage; and location magic and witchcraft). ● social and cultural ● Students should also build on their contexts knowledge of language to discuss literary contexts, such as blank verse or soliloquy, ● literary context (genre, and how this informs their understanding of etc.) the theme or character. ● writing responses which ● Students focus on the (b) part questions in combine context points the Sample Assessment Materials as well as with evidence from the teacher-set questions based on the themes text. and contexts of the whole play. ● Students should write their responses and work in pairs to review them alongside the mark schemes to see how their responses could be improved.

Week Paper/theme Learning outcomes Content Exemplar resources 9 Paper 1: Section Students will: ● Provide students with a copy of the relevant A Exam Practice ● understand the questions from the Sample Assessment requirements of the Materials. In pairs, students read the examination and will be questions and annotate them. familiar with the types of ● Students share ideas with the rest of the questions that they may class, providing their thoughts about what be asked could be written in response to the question. ● maintain a critical style ● Provide students with a copy of the mark and develop an informed scheme. Students highlight key points on the personal response mark scheme ● use textual references, ● Mock examination – 55 minutes is suggested including quotations, to for this section of the paper. support and illustrate ● Students should use the mark grid to interpretations understand how their mark was given and ● self-assess their own identify ways they can improve their work and identify areas responses in the future. where greater coverage is required.

GCSE English Literature 2015 Component 1 Section B: Post-1914 British play or novel Scheme of Work

Introduction

Centres choose to study either a British play or novel from the following list: ● An Inspector Calls – J B Priestley ● Hobson’s Choice – Harold Brighouse ● Blood Brothers – Willy Russell ● Journey’s End – R C Sherriff ● Animal Farm – George Orwell ● Lord of the Flies – William Golding ● Anita and Me – Meera Syal ● The Woman in Black – Susan Hill Section B – Post-1914 British play or novel: ● Students answer ONE essay question from a choice of two on their studied text. ● Each question will be preceded by a short quotation from the text, to provide a stimulus for the response. ● Questions will focus on one or more of the following areas: plot, setting(s), character(s) and theme(s) and will require students to explore the question in relation to the context. ● Marks will also be given for accurate use of spelling, punctuation and grammar. ● Assessment Objectives covered are AO1, AO3 and AO4.

Component 1 Section B: Post-1914 British play or novel

Week Paper/theme Learning outcomes Content Exemplar resources 1/2 Paper 1: Students will have an ● Give groups of students a theme from the Text Introducing the understanding of: play/novel and they produce a role play. Film version(s) Post-1914 text ● the major themes in the ● Students read the stage directions for the Live performance play/novel play's setting or a setting described in the ● the characterisation in novel and produce a sketch of the scene. the play/novel Ideas are compared with others in the class or with film/TV adaptations. ● the use of structure and form/stagecraft/relations ● In groups, students predict what might hips happen in the next act/chapter. ● the relationship between ● Students produce and update character the text and the context profiles, containing references to areas of in which it was written. text, key quotations, descriptions, relationships. ● Students produce a table of acts/chapters where key themes are evident. ● Students consider the contextual background of the play/novel and how this is demonstrated within the text studied. They should look at the historical context as well as the social, cultural and literary context. 3-5 Paper 1: Close Students will have a detailed ● Students complete their reading of the whole Text reading of the understanding of: text. Keep reading log Post-1914 text ● the sequence of events ● Students keep a reading log, noting key Film version(s) ● the characters events and summaries of acts/chapters. ● the development of ● Students read complete text. relationships For the play: ● the development of ● Acting out sections of the play in small groups themes and comparing interpretations of the same

Week Paper/theme Learning outcomes Content Exemplar resources ● stagecraft/structure. scene with other groups and film versions. ● Compiling director's notes or annotating scenes as a director would. ● Hot seating characters. Most effective after a performance. ● Sketching settings, costume, characters, lighting for a particular scene. ● Group discussions about different interpretations. ● Students consider the setting and contextual background and how this is portrayed in the play. For the novel: ● Hot seating characters. ● Keep a table or visual representation of the relationships in the novel. ● Produce a timeline of events in chronological order. ● Explore where themes/characters appear in different areas of the novel. ● Sequencing of events. ● 'Who said...' and 'who did ...' what games/quizzes. ● Discuss differences between text and film versions. ● Students consider the contextual setting and how this is represented in the novel.

Week Paper/theme Learning outcomes Content Exemplar resources 6/7 Paper 1: Students will: For the play: Text Character and  gain a more detailed ● Students compile a list of methods used by Keep reading log theme studies understanding of the writer to create characters and themes. Film version(s) character/relationship ● Students read a scene of the play which s/motives and the introduces a character. Students analyse how themes of the play or the character is presented – what first novel. impressions do the audience have of the character and whether this view changes as the play comes to an end. ● Students read a scene of the play which introduces a theme and trace this theme through the play, noting how it changes and/or grows. ● Students give instructions to the 'actor' playing the part of the character, explaining how they should perform and how to present themselves. ● Students create a record of the main themes and how each character responds to the theme or is a part of its development. ● Students maintain a record of relationships between the characters and the motives behind particular actions or events. ● Students consider how the character and theme relates to and is illustrative of context. For the novel: ● Character profiles are kept and added to throughout the close reading. Comments should be made about appearances – both public and private, relationships and key moments within the novel which best

Week Paper/theme Learning outcomes Content Exemplar resources exemplifies the character. ● Students explore an area of text where a character is introduced. A poster or mind map is produced to summarise the main points about this character. 8 Paper 1 Section Students will: ● Provide students with a copy of the relevant Sample Assessment Materials B: Exam Practice ● understand the questions from the Sample Assessment requirements of the Materials. In pairs, students read the examination and will be questions and annotate them. familiar with the types of ● Students share ideas with the rest of the questions that they may class, providing their thoughts about what be asked could be written in response to the question. ● maintain a critical style ● Provide students with a copy of the mark and develop an informed grid. Students highlight key points on the personal response mark grid. ● use textual references, ● Mock examination – 50 minutes is suggested including quotations, to for this section of the paper. support and illustrate ● Students should use the mark grid to interpretations understand how their marks were given and ● self-assess their own identify ways how they can improve their work and identify areas responses in the future. where greater coverage ● Students should also use the AO4 marking is required. grid to see how their work could be improved for vocabulary, sentence structure, spelling, punctuation and grammar.

GCSE English Literature 2015 Component 2 Section A: 19th-century novel Scheme of Work

Introduction

Centres choose to study one text from: 19th-century novel: ● Jane Eyre – Charlotte Brontë ● Great Expectations – Charles Dickens ● Dr Jekyll and Mr Hyde – R L Stevenson ● A Christmas Carol – Charles Dickens ● Pride and Prejudice – Jane Austen ● Silas Marner – George Eliot ● Frankenstein – Mary Shelley Section A – 19th-century novel: ● Students complete a two part question. Part 1 is focussed on a close language analysis of an extract of approximately 400 words. ● Part 2 questions may focus on different aspects of the text, requiring exploration of one of more of the following areas: plot, setting(s), character(s), theme(s). ● Assessment Objectives covered are AO1 and AO2. This is a closed book examination.

Component 2 Section A: 19th-century novel

Week Paper/theme Learning outcomes Content Exemplar resources 1 Paper 2: Students will have an ● Give groups of students the title of the text, Text Introduce key understanding of: one theme and one key event or fact. Ask List of major characters characters and each group to predict how the plot might Blank tables for ‘theme’ ● the themes of the whole and ‘character’ studies. themes in the text and will have develop. Groups should present their findings th 19 century predicted how they and be prepared to adapt ideas in the light of novel might develop other groups' ideas. ● the main characters and ● Give students a list of major characters and Reading opening something about their one or two key personality traits. Read the chapters personalities and first chapter and ask students to respond to a backgrounds list of questions, which might include setting, time, tone and dialogue. Students should add ● the relationships information to their character file. As reading between the characters of the novel progresses, students add and how they might information to this and build up their bank of develop. information. ● Provide students with a list of the key themes in the text. Students create a table where they can track and record where the themes are evident in the novel. 2–6 Paper 2: Students will understand: ● Students should read the entire text. Some of Text Reading the 19th the following activities might be useful in Film version(s) ● the ways in which Reading log Century prose themes, characters and achieving a good understanding of the text: text relationships develop as ● Keep a reading log, updated at least to the the text progresses end of every chapter. The log may include a ● the language used by summary of events and notes about the writer to create technique. meaning and effect ● Keep a character profile record for each of the ● the narrative structure of key characters and add to this at the end of the text. each chapter/section. Include memorable quotes and notes about relationships between

Week Paper/theme Learning outcomes Content Exemplar resources the characters. ● Keep updating the 'theme' table created in Week 1. ● Hot seat characters using questions prepared by the group. ● Characters and/or writer invited to a chat show to explain their actions and decisions. Understanding of characters and their actions are developed from this activity. ● Groups of students can produce a display/poster/information sheet summarising key events/themes/characters. ● Students can match key quotations with characters using small cards. Similar can be done with sequencing plot details which help students to recall, memorise and locate information more easily. ● Students can select a sample of quotations relating to a character/theme and explain what these tell us about a character/theme. Practise putting these into Point, Evidence, Explain, paragraphs. ● Students are given or select six quotations relating to a character and theme and explain how the writer has used language and structure. Students identify relevant subject terminology where appropriate. ● Students are given 400-word extracts from the text and asked to relate the themes and characters within this extract to the rest of the novel.

Week Paper/theme Learning outcomes Content Exemplar resources

● Create quizzes or games relating to the chosen text. ● For starter activities and plenaries, students can be asked to provide three memorable quotes by a named character, 'who says' or 'who did' activities, predicting events in the next chapter or providing quick summaries. 7/8 Paper 2 Section Students will:  Provide students with a copy of the relevant Sample Assessment Materials A: Exam Practice  become familiar with exemplar in the Sample Assessment Materials. the requirements of Students read the given extract and locate the examination relevant information in order to answer the paper question.  become aware of key  Students also respond to part b) of the terms and phrases in question using their knowledge of the whole the questions. text.  gain confidence with  Students practise writing responses. the text and  Provide students with a copy of the mark grid examination and ask them to assess their own response.  maintain a critical  Mock exam. It is recommended that students style and develop an spend 55 minutes on this part of the paper. informed personal response  use textual references, including quotations, to support and illustrate interpretations.

GCSE English Literature 2015 Component 2 Section B: Poetry since 1789 Part 1 Poetry Anthology Scheme of Work

Introduction

Centres choose to study one collection from the Pearson Poetry Anthology: ● Relationships ● Conflict ● Time and Place Each collection contains 15 poems and includes Romantic, Literary Heritage and Contemporary poetry. Part 1: ● Students answer ONE question on one named poem from the poetry anthology collection, reproduced in the question paper, and one poem of choice. ● Students will compare the poems. Questions will focus on the language, form,structure of the poem (AO2) and the contexts in which the poems were written (AO3). ● Students will compare the poems. ● Questions will focus on the language, form, structure of the poem (AO2) and the contexts in which the poems were written (AO3). All 15 poems from one collection must be studied.

Component 2 Section B: Poetry since 1789 Part 1 Poetry Anthology

Week Paper/theme Learning outcomes Content Exemplar resources 1 Paper 2: Students will: ● Students produce a concept or mind map Poetry Anthology resources Introduction to ● know which set of poems relating to the chosen collection the Anthology they are studying (Relationships/Conflict/Time and Place). For each poem in the collection, they explain how ● be aware of the major this illustrates/fits with the collection's title. themes in the poems ● Students are given the assessment objectives ● become aware of learning for this component in order to understand objectives requirements. ● understand PEEE or PETER ● Students should be reminded of PEEE and method of analysis. PETER methods of analysis (Point, Evidence, Explain, Explore or Point, Evidence, Technique, Effect on Reader) using quotations, to support and illustrate interpretations. 2–7 Paper 2: Theme Students will know how to: ● Students should study, in some depth, each Poetry Anthology resources Combine ● identify the theme and poem in the chosen collection. For each poem, students should explore the following aspects: Sample Assessment with distinguish between ideas Materials language ● support a point of view by o Theme and referring to evidence in o Imagery context the text block o Language choice ● recognise the possibility of below Diction and evaluate different o responses to a text o Form ● use understanding of o Structure writer’s social, historical o Rhyme and rhythm and cultural contexts to inform evaluation; the o Voice. relationship between the ● In order to fully understand these, using own text and the context in knowledge and by using a dictionary, students which it was written write a definition for each of these words in their

Week Paper/theme Learning outcomes Content Exemplar resources ● make an informed exercise books. personal response that ● Students should keep a revision table for each derives from analysis and poem as they are studied and have a list of evaluation of the text poem that can be compared with each other. ● compare the themes of Sections could include each of the points above. the poetry. ● Students should compile a table in order to help compare the poems. They should study one poem and then list the other poems which could be compared to the theme or the topic of this named poem. ● Provide students with a sample essay from the Sample Assessment Materials and ask them to mark it using the marking grid. Highlight where examples of where language, theme, structure and form are considered. In another colour highlight references to the question. ● Students should also use these sample essays to consider how to compare the named poem with another poem of their own choice. They should identify the strengths and weaknesses of the comparisons and how they could improve the responses. 2-7 Paper 2: Students will know how to: ● Students should identify specific language Poetry Anthology resources Language ● analyse and evaluate points. Revise figurative language and other Structure and language (including specific literary terminology. Revise by pairing Form and context figurative language) the term with correct definition using revision cards. ● analyse and explore how structure, form and ● Revise structure and form through a variety of presentation contribute to techniques: matching with revision cards; quality and impact of a linking and pairing definitions with terms; a poem short quiz. ● use linguistic and literary ● Discuss: identify a technique used (both

Week Paper/theme Learning outcomes Content Exemplar resources terminology for such language and structure) and explore the effect evaluation (such as, but on the reader. Students should consider why a not restricted to, phrase, particular form or technique has been used. metaphor, meter, irony ● Students should also look across all of the and persona, synecdoche, poems in the collection to compare how each pathetic fallacy) poem uses different or similar language, ● compare different writer’s structure and form to create different or similar use of language, structure effects. and form ● Students learn about the literary and social ● compare the context of context of each of the poems, learning about the the poems within the historical setting of the poem where appropriate. collection. They should then add a column to their comparison table to see how these contexts are similar or different across the collection of poems. 8 Mock Exam Students will: ● Provide students with a copy of the relevant Sample Assessment Materials ● understand how to poetry question from the Sample Assessment prepare for the Materials. Students read and annotate the poem examination and be and identify another poem to compare with the familiar with types of poem in the question. Students then identify questions what the poem is about and the ideas and methods used (including structure and form) ● have the opportunity to and how the other poem they have chosen is self-assess their own work similar or different. and identify areas for revision and further study. ● Students share ideas with the rest of the class. ● Provide students with a copy of the mark scheme. Students highlight key points on the mark scheme. ● Mock exam. It is recommended that students spend 35 minutes on this part of the paper. ● Students should use the mark scheme to understand how their mark was given and

Week Paper/theme Learning outcomes Content Exemplar resources identify ways they can improve their responses in the future.

GCSE English Literature 2015 Component 2 Section B: Poetry since 1789 Part 2 Unseen Poetry Scheme of Work

Introduction

Part 2: Students answer one question comparing two unseen contemporary poems that are linked by a theme. Students are required to compare the poets’ portrayals of the theme through their use of language, form and structure (AO1 and AO2). ● Teachers are welcome to use the examples of contemporary poetry from any collection to help prepare their students for the unseen poetry task in Section B, Part 2. Students should also read poems beyond the anthology. ● Students will need to be able to analyse the ideas, language, form and structure of two unseen poems and compare them.

Component 2 Section B: Poetry since 1789 Part 2 Unseen Poetry

Week Paper/theme Learning outcomes Content Exemplar resources 1 Paper 2: Making Students will have an ● Provide students with a copy of an unseen Contemporary poems sense of two understanding of: poem and invite them to look for clues to from collections not unseen poems ● how to gain an informed facilitate understanding. They could be guided studied for paper 2 part and drawing overview of the theme to look at: what the poem is about, the poet's 2: Anthology Poetry and comparisons. and subject matter of ideas and the methods used to convey ideas any other poems which the two poems (AIM – about, ideas, methods). have been used in the ● Individually, students write a brief response classroom and are known ● how a poet might use to engage students. language, structure and to one poem. Then they share their responses form in pairs, then join with another pair to form a group of four. ● the relationship between the texts ● The process is repeated for a second poem and then in groups, the similarities and ● how to compare two differences should be discussed. Each group poems. presents to the rest of the class. ● In pairs, students should explore aspects of language, both standard and non-standard forms. Lexical fields and their connotations should be considered. Students highlight specific words and phrases used in both poems and produce a table to illustrate how the techniques are used by both poets. ● Students select three quotations from each poem and explain their effect on the reader. 2 Paper 2: Students will be able to write  Each pair of students is given a phrase, Poetry Anthology resources Language, about: sentence or a line or two of a poem to Imagery and  how a poet uses explore. Students sit back-to-back and sketch Sound language to create the image. Interpretations are then compared. meanings and effect  Draw together the complete poem and each  how a poet uses pair provides detailed feedback on the lines

Week Paper/theme Learning outcomes Content Exemplar resources imagery to present that they have examined. Class discuss ideas. themes and ideas  In pairs, students discuss the connotations of  how a poet uses words and the mood created. They should alliteration and guess the theme of the poem from which the onomatopoeia to words were taken. create tone and  Students identify specific literary terms, e.g. atmosphere. simile, metaphor, personification. Students discuss what effect these devices have and what effect they have on the reader. 3/4 Paper 2: Rhyme Students will be able to: ● Students are presented with a poem (with an Poetry Anthology resources and rhythm ● show how the use of easily-identifiable rhyme scheme) that has Form and rhyme and rhythm been cut into strips. In pairs, they put the structure supports the delivery of strips into order. Voice the theme ● Each pair shares their response and explains ● identify the poet's use of reasons for their choices. Ask how significant structure and form the rhyme and rhythm was when they discussed the order. ● identify the significance of stanza patterns ● Give students a poem with an irregular form. In pairs discuss the differences. Provide ● identify the author's students with a list of possible themes and voice ask them to consider whether a regular or irregular form would be more effective for each theme. ● Explain different poetic forms and provide students with copies of each form to annotate. ● Students explore the meanings of 'structure' and 'form' - using dictionaries or internet research. Discuss the differences. ● Show students how to label a rhyme scheme and present them with a poem to label themselves.

Week Paper/theme Learning outcomes Content Exemplar resources ● Discuss the concept of the author's voice. Discuss how the reader can identify the author's voice in the poem. 5/6 Exam Practice Students will: ● Provide students with a copy of the unseen Poetry Anthology resources ● understand how to poems in the Sample Assessment Materials. In pairs, students read the poems and Sample Assessment prepare for the Materials. examination and be annotate them. Identify what the poem is familiar with types of about, ideas and methods used (including questions structure and form). ● have the opportunity to ● Students share ideas with the rest of the self-assess their own class. work and identify areas ● Provide students with a copy of the mark where greater coverage grid. Students highlight key points on the is required mark grid. They should identify that marks ● maintain a critical style cannot progress beyond Level 2, if they only and develop an informed write about one poem. personal response ● Mock examination – 50 minutes is the ● use textual references, suggested time for this section of the paper. including quotations, to ● Students should use the mark grid to support and illustrate understand how their mark was given and interpretations. identify ways how they can improve their responses in the future. 7 Further Exam Students will: ● Students are asked to find a poem relating to Contemporary poems Practice a specific theme. The poem should be from collections not ● find links within and studied for paper 2 part between poems printed/written out and collated into a group anthology. 2: Anthology Poetry and ● gain more practice when any other poems which exploring unfamiliar ● Students (individually or in pairs) pick one of have been used in the material these poems and write a ten question quiz classroom and are known relating to it. A class quiz covering all poems to engage students. ● maintain a critical style ensues. and develop an informed personal response

Week Paper/theme Learning outcomes Content Exemplar resources ● use textual references, ● In pairs, students select one poem and including quotations, to prepare a short class presentation about it. support and illustrate ● Students annotate their class anthology. interpretations. ● Students write a response, comparing two poems of their choice using textual references, including quotations, to support and illustrate interpretations.