DOCSLIB.ORG

Overview Skills Wider Reading Assessment 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
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 M&L) Big Idea: Description Narrative writing Shakespearian references to M&L is transportation Comparison of conventions Anthropomorphism in ‘The ‘The Boy, The Mole, The Fox Drama: super objective and the Horse’ WoW – etymology/morphology 3. Shakespeare’s Students have developed their inference Key skill: Theme analysis ‘Black’ song by Dave Reading (Theme skills and language analysis in Term 2; Maya Angelou analysis) The Tempest (play Supporting skills: students will now work towards Multicultural poetry reading) Theme and character analysis commenting on the effect of themes ‘I Am Malala’ NF article – ‘Was Shakespeare a Racist?’ explored in the play. Cultural capital: Non-fiction context resources Big Idea: With power Comparing and contrasting characters/themes prejudice, racism, supernatural ‘F*ck Shakespeare’ poem by Inua Ellams comes great Context responsibility Conventions/format of a play-script Drama skills WoW – etymology/morphology Term 3 Term 4. Success Stories Explore conventions of non-fiction. Key skill: Persuasive language writing Non-fiction extracts exploring school values Transactional Adapt writing skills from HT2 to produce Non-fiction extracts exploring local heritage/success writing: express (transactional Supporting skills: a transactional piece. Cultural capital stories your viewpoint on writing) Transactional writing focus: 21st century social Modern social movements (BLM/ feminism) a social movement Identifying and comparing viewpoint movements/reform Exploration of fictional characters (persuasive Big Idea: Think Big, Persuasive techniques/expressing viewpoint Extracts from ‘Touching the Void’ language, Chase Dream, Non-fiction conventions expressing Succeed Together Drama: Freeze frames and thought tracking arguments, WoW – etymology/morphology developed ideas) HT/topic (Y9) Overview Skills Wider reading Assessment 1 & 2 – Celebrating diversity Students will study the text Othello, focusing on Key skill: Character/setting/theme analysis Fiction examples: Formative context, characters, themes, language analysis and The Hate U Give Annotation of an Exploration of diversity & race. theory. Supporting skills: The Colour Purple extract exploring Inference and language analysis character “For you to be right, must I be Additionally, students will explore a range of Comparison of conventions Non-fiction examples: wronged?” fiction conventions through extracts, focusing on Theme and character analysis Long Walk to Freedom Summative ― Vineet Raj Kapoor language analysis and context. Academic language Becoming (Michelle Obama) Literature essay on Exploring context and applying to extracts character Finally, students’ language analysis will also be Drama: given circumstances Poetry examples: developed through study of unseen poetry. Not my Business Formative Key skill: Unseen poetry analysis Search for my Tongue Annotation of an Term 2 Term Cultural capital: Letter from God to Man (lyrics) Race, prejudice, intolerance, BLM Supporting skills: unseen poem WoW – etymology/morphology Exploring structure Inference and language skills Summative Academic language Literature essay on Exploring context and applying to poems unseen poem 3 – Creating a voice Students will find their ‘voice’ and experiment with Key skill: Creating a voice Fiction examples: Formative: language to draft fiction and non-fiction texts. Animal Farm Draft the opening of a Experimenting with language to create They will deconstruct existing texts and use what Narrative principle Of Mice and Men narrative – animal’s a voice through exploration of fiction they learn to hone their own writing; good readers Discourse markers Bob, No Ordinary Cat perspective. and non-fiction. should become good writers. Crafting a voice Characterisation Non-fiction examples: Summative: “All I have is a voice.” The theme of animals: writing as an animal/about Structure Newspaper articles (cruelty) Draft a narrative from ― W.H. Auden an animal – drawing on non-fiction. Can be Varied vocabulary an animal’s literal/twisted/dystopian etc. Devices for effect Poetry examples perspective. SPAG The Eagle Cultural capital: At Grass Empathy/animal rights The Tyger WoW – etymology/morphology Jabberwocky Term 3 Term 4 – Social change Students will study the text An Inspector Calls in its Key skill: Theme analysis/discursive writing An Inspector Calls Formative: entirety, focusing on context, characters, themes, Annotation of an Exploration of changing societal habits language analysis and theory. Supporting skills: 19th & 20th century social extract exploring and expectations. Inference and language analysis reform/movements theme Additionally, students will explore a range of non- Comparison of conventions (suffragettes/trade “Progress is impossible without change, fiction extracts to explore the theme of social Theme and character analysis unions/socialism/feminism) Summative: and those who cannot change their change. Academic language Draft a discursive minds cannot change anything.” – Exploring context and applying to extracts A Woman to her Lover piece linked to social George Bernard Shaw Cultural capital: Drama: given circumstances Porphyria’s Lover change Social change/reform/movement WoW – etymology/morphology WoW – etymology/morphology HT/topic Overview Skills/tasks to include Wider ‘reading’ e.g…. Assessment (Y10) Social Injustice Students will study the set text A Language: Literature: A Christmas Carol Formative Christmas Carol in its entirety, Annotation of an extract exploring focusing on context, characters, Reading aloud Reading aloud Gin Lane character Exploration of social themes, language analysis and Skim/scan reading Contextual information Non-fiction accounts of context inequality over time theory. Quote selection Literary devices with terminology Summative with particular Effective discourse markers (relevant to group) Modern articles Literature essay on character focus on poverty Additionally, students will explore a Word classes Recapping key quotations https://www.theguardian.com/books/2005/dec/24/fe and class. range of fiction conventions Language analysis (grids and Annotation of key quotes aturesreviews.guardianreview22 - Death, grotesquery, through extracts, focusing on paragraphs) A3 revision resources poverty and more death - A Christmas Carol seems an “The test of our language analysis and context. Structure analysis (grids and (characters/themes) unlikely festive offering. Yet few tales have had such progress is not paragraphs) Essay plans (grids) enduring appeal, says Michel Faber whether we add Students will hone their own Evaluation Language analysis Formative creative writing skills by utilising Terminology (relevant to group) Recap word classes https://www.oxford-royale.com/articles/dickens- more to the Language/structure analysis of an extract what is learned through analysis MASSIVE Literary theory – Marxism/feminism christmas-carol-lessons/#aId=8605e948-eeeb-487b- abundance of those and drafting their own fictional Vocabulary building Extract annotation ad2d-2246cfac9a7b – Does A Christmas Carol have Summative who have much; it is pieces. Planning for a range of images Practice paragraphs anything to teach us today? Draft own narrative piece whether we provide Narrative principle Essay planning enough for those Finally, students’ language analysis Essay writing https://www.bl.uk/articles- who have too little.” will also be developed through listing?related_to=11d4e59b-eab6-4807-b5f1- ― Franklin D. study of unseen poetry. 43186b4c9600 – British Library articles Roosevelt Power Students will study the set text Language: Literature: Macbeth Formative Macbeth in its entirety, focusing on Annotation of an extract exploring context, characters, themes, Reading aloud Reading aloud Extracts: theme Exploration of language analysis and theory. Skim/scan reading Contextual information I am Malala power, its Quote selection Literary devices with terminology I have a dream Summative accumulation & Additionally,
Load more

Recommended publications
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • The Case Study Provides Detailed Descriptions of the Application, Including How to Obtain Printed Copies of the Finished Work
    Making hard topics in English easier with ICT A NATE/Becta project 2008 Introduction Thanks are due to Richard Hammond from Becta and Peter Ellison from the National Strategy for their support and enthusiasm and to Steve Cunningham, Derbyshire English Consultant, for his contributions to our two conferences. We would also like to thank the staff of Elm Bank Centre, Coventry, for their efficiency and helpfulness, and especially all the teachers who took part in the project, for reasons which will become apparent in the reading of this report and the accompanying case studies Judith Kneen, Trevor Millum, Tom Rank, Chris Warren This project was funded by Becta and managed by The National Association for the Teaching of English (NATE). This report published by NATE, December 2008. The material here is © NATE and the contributors, 2008. This report and additional materials referred to in the case studies can be found on the NATE website at www.nate.org.uk/htt The National Association for the Teaching of English, 50 Broadfield Road, Sheffield, S8 0XJ www.nate.org.uk Becta, Millburn Hill Road, Science Park, Coventry, CV4 7JJ www.becta.org.uk Making hard topics in English easier with ICT page 3 Contents 1 The ‘hard to teach’ project: overview and key outcomes.....................................................................4 2 Project summaries.......................................................................................................................................8 3 Using a visualiser to shine a light on poetry.........................................................................................14
    [Show full text]
  • Week Task Top Tips Take It Further 1 2 3
    Subject: English Cycle: C Topic: Poetry – culture and identity (YR7) WEEK TASK TOP TIPS TAKE IT FURTHER 1 Create a visual representation of What makes you you? What is your personal identity? Can you compare your your identity. This could be a collage, • Clothes identity to someone else you drawing, model, painting etc. • Religion know? Ask them questions to • Family traditions find out what is similar and • Accent different. • Language you speak • Country you were born in • Hobbies 2 What is the Stone Lodge identity and Consider the school RIDES Values, SLANT, our school routines, and the school Can you give examples of how culture? Create a poster or leaflet moto: Successful Lives. the school values set you up that explains the culture and identity for life? at Stone Lodge School for a new teacher joining the school. 3 Presents from My Aunts in Key message: Key techniques Can you write an analytical Pakistan: Using your notes from last What is the writer trying For each technique (simile etc) write the quote paragraph explaining how the week, create a revision mind map that to teach us? What do we and the effect of the technique. writer presents her culture includes the following: learn? as being different? • Key message • POINT Key image(s) Something interesting • Key image • QUOTE What key images stick in What else is interesting about the poem / poet? • Key techniques (and quotes) used • ZOOM your mind and why? Maybe something to do with the structure? • Something interesting about the • TECHNIQUE poem • READER 4 Search for My Tongue: Read each line and consider what emotion or image is being presented.
    [Show full text]
  • Pearson Edexcel International GCSE English Literature Paper 1: Poetry and Modern Prose
    Pearson Edexcel International GCSE English Literature Paper 1: Poetry and Modern Prose Tuesday 22 May 2018 – Morning Paper Reference Question Booklet 4ET1/01 Do not return this booklet with your Answer Booklet. Turn over P54701A ©2018 Pearson Education Ltd. *P54701A* 1/1/1/1/1 BLANK PAGE 2 P54701A Answer THREE questions: Answer the question in Section A, ONE question from Section B and ONE question from Section C. The poems for use with Section B are included with this paper. Page SECTION A: Unseen Poetry 4 SECTION B: Anthology Poetry 6 SECTION C: Modern Prose To Kill a Mockingbird, Harper Lee 7 Of Mice and Men, John Steinbeck 7 The Whale Rider, Witi Ihimaera 8 The Joy Luck Club, Amy Tan 8 Things Fall Apart, Chinua Achebe 9 3 P54701A Turn over SECTION A: Unseen Poetry Answer the question in this section. You should spend 35 minutes on this question. Read the following poem. Purple Shoes Mum and me had a row yesterday, A big, exploding howdareyouspeaktomelikethatI’mofftostayatGran’s kind of row. It was about shoes. 5 I’d seen a pair of purple ones at Carter’s, heels not too high, soft suede, silver buckles; ‘No,’ she said. ‘Not suitable for school. I can’t afford to buy rubbish.’ 10 That’s when we had our row. I went to bed longing for those shoes. They made footsteps in my mind, kicking up dance dust; I wore them in my dreams across a shiny floor, 15 under flashing coloured lights. It was ruining my life not to have them.
    [Show full text]
  • GCSE 2009 Specification
    Version 1.0: 0407 General Certificate of Secondary Education English Literature 3712 Specification A 2009 Material accompanying this Specification • Specimen Assessment Materials • A Teachers’ Guide SPECIFICATION This specification will be published annually on the AQA Website (www.aqa.org.uk). If there are any changes to the specification centres will be notified in print as well as on the Website. The version on the Website is the definitive version of the specification. Further copies of this specification booklet are available from: AQA Logistics Centre, Unit 2, Wheel Forge Way, Ashburton Park, Trafford Park, Manchester, M17 1EH. Telephone: 0870 410 1036 Fax: 0161 953 1177 or can be downloaded from the AQA Website: www.aqa.org.uk Copyright © 2007 AQA and its licensors. All rights reserved. COPYRIGHT AQA retains the copyright on all its publications. However, registered centres for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to centres to photocopy any material that is acknowledged to a third party even for internal use within the centre. Set and published by the Assessment and Qualifications Alliance. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales 3644723 and a registered charity number 1073334. Registered address AQA, Devas Street, Manchester, M15 6EX. Dr Michael Cresswell Director General. General Certificate of Secondary Education, 2009 - English Literature A
    [Show full text]
  • Poetry Analysis
    Aim: to understand and apply SMILE and develop meaning. For people to express themselves To share a thought To comment on something that happened To share pain/ wonder/ happiness To raise awareness To make others laugh Etc etc etc By emphasising ideas/themes: The literary techniques they use “love” “hate” “anguish” “Violence” “happiness” ‘Peace” “long lines” “short lines” “punctuation” “stanza length” “alliteration” “onomatopoeia” “simile” For us to show we know the theme of the poem To appreciate the skills the writer uses To show how 2 poems are similar or different To analyse the words they use (and their power) Note the use of lit. techniques See how structure effects the poem See if we can appreciate its importance. Umm... There is a lot to remember but it certainly is not ‘crap’. The GCSE is set up to inspire and educate you. Such as raising awareness of how unequal society can be in ‘Two scavengers..” or how terrible oppression is through ‘Not my business.” Though it might not seem ‘cool’ , anyone with a brain can see these are important issues, powerfully put. You may not like all of them, but some will definitely have relevance to you. Yes! But rather than sit and philosophise about it – you have to be prepared to write an essay on it all. Though it might seem intimidating – all you have to do for success in this part of the paper is... See a dentist, but don’t worry for now... It’s not that kind of smile. SMILE stands for: Structure Meaning Images Language Effect on you Analyse all these areas and you’ve covered all the things the examiner is looking for that we mentioned in slide 4.
    [Show full text]
  • International-Gcse-English-Literature-2016
    INTERNATIONAL GCSE English Literature (9-1) GETTING STARTED GUIDE Pearson Edexcel International GCSE in English Literature (4ET1) For first teaching Septetmber 2016 First examination June 2018 Pearson Education Limited is one of the UK’s largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Limited administers Edexcel GCE examinations. Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners. This guide is Issue 1. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com/ial References to third-party material made in this guide are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) ISBN 9781446932476 All the material in this publication is copyright © Pearson Education Limited 2015 Contents Click on the sections below to navigate through the guide A Getting started for teachers 2 Introduction 2 Key features of the qualification
    [Show full text]
  • Suggested Reading List for Year 7
    Suggested Reading List for Year 7 Below is a list of suggested books which your child may enjoy reading during the summer. The list is a guide and supports the genres and texts your child will read during Year 7 and Year 8. Novels Holes, Louis Sachar Tribes, Catherine Macphail Noughts and Crosses, Malorie Blackman Never Let Me Go, Kazuo Ishiguro Roll of Thunder, Hear My Cry, Mildred Taylor Face, Benjamin Zephaniah Animal Farm, George Orwell Oliver Twist, Charles Dickens, Great Expectations, Charles Dickens Gulliver’s Travels, Johnathan Swift Around the World in Eighty Days, Jules Verne The End, Lemony Snicket A Series of Unfortunate Events, Lemony Snicket, Adventures of Sherlock Holmes, Conan Doyle War Horse, Michael Morpurgo Kensuke’s Kingdom, Michael Morpurgo The Butterfly Lion, Michael Morpurgo Boy, Roald Dahl Best Friends, Jacqueline Wilson Carrie’s War, Nina Bawden Poetry Different Cultures Island Man, Grace Nichols Blessing, Imtiaz Dharkar Search for My Tongue, Sujata Bhatt ‘Mother, any distance greater than a single span’, Simon Armitage- from Book of Matches Death of a Naturalist, Seamus Heaney Before You Were Mine, Carol Ann Duffy Conflict Flag, John Agard The Right Word, Imtiaz Dharker Mametz Wood, Owen Sheers Poppies, Jane Weir Pre 1914 Poetry Bank The Eagle,Alfred Tennyson On my first Sonne, Ben Johnson The Little Boy Lost and The Little Boy Found, William Blake NORD ANGLIA INTERNATIONAL SCHOOL (Opening 1 September 2014) 11 On Tin Street, Lam Tin, Kowloon, Hong Kong SCHOOL MANAGEMENT OFFICE 15/F Millennium City 3, 370 Kwun Tong Road, Kowloon, Hong Kong T: +852 3107 8158 E: [email protected] www.nais.hk Literary Heritage Sonnet 43, Elizabeth Barrett Browning Nettles, Vernon Scannell Wind, Ted Hughes 2 .
    [Show full text]
  • International Gcse
    INTERNATIONAL GCSE ANTHOLOGY Pearson Edexcel International GCSE in English Literature (4ET1) Pearson Edexcel International GCSE in English Language (Specification A) (4EA1) For first teaching September 2016 First examination June 2018 INTERNATIONAL GCSE English Anthology ANTHOLOGY Pearson Edexcel International GCSE English Anthology for use with: Edexcel International GCSE in English Literature (4ET1) Edexcel International GCSE in English Language (Specification A) (4EA1) Published by Pearson Education Limited, 80 Strand, London, WC2R 0RL. Copies of official specifications for all Edexcel qualifications may be found on the website: qualifications.pearson.com © Pearson Education Limited 2016 First published 2016 19 18 17 16 10 9 8 7 6 5 4 3 2 1 British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library. ISBN 978 1 446 93108 0 Copyright notice All rights reserved. No part of this publication may be reproduced in any form or by any means (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner, except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency, Saffron House, 6–10 Kirby Street, London EC1N 8TS (www.cla.co.uk). Applications for the copyright owner’s written permission should be addressed to the publisher. Contents International
    [Show full text]
  • Limbo by Edward Kamau Brathwaite Answers
    Limbo by Edward Kamau Brathwaite answers Page 32 1 Answers likely to include: • Slaves being transported to America • Slaves singing/dancing • Slaves being treated harshly • Desperation of slaves on the ocean READING POETRY • Possibly interpretation of ‘knees spread wide’ • Interpretation of the ending; salvation or further misery on solid ground Marks Grade Possible content 1 G/F fewer than three, possibly with no direct reference to poem 2–3 E/D three or four of above, with some reference to poem 4–5 C/B five of above, supported 6 A/A* points above, all supported with close reference to the poem 2 Answers likely to include: • Onomatopoeia – ‘stick’ and ‘whip’ and what the sounds suggest • The repetition of the sound • Alliteration – ‘dark deck’ and what the repeated ‘d’ sound suggests (e.g. doom) • Metaphor – ‘dark deck is slavery’: mention of what this suggests about slavery and the slaves’ situation Marks Grade Possible content 1 G/F one of the above with brief attempt to explain 2 E/D two of the above with some attempt at explanation 3 C/B three of the above, explained 4 A/A* the above, all well explained 1 Limbo by Edward Kamau Brathwaite answers Page 33 3 Answers likely to suggest: • Song that the slaves are singing – and why • It is repeated, maybe to suggest he length of the voyage and their suffering • ‘limbo’ set under ‘limbo’, to show the way they go down in the limbo • Interpretations of ‘limbo’: such as the dance, the state between heaven and hell, as something that keeps them going, something they are made to do, showing
    [Show full text]