KS4 2019-20 Recommended Reading List
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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. -
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. -
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 -
Context Poetry from Other Cultures Limbo Island Man Vultures
Poem Summaries Poetry from other cultures Key Definitions Language: the writer’s choice Form: Some poems adopt Limbo by Edward The poem is Braithwaite’s reflection on the experience of words and phrases and their specific forms/type of text e.g. Kamau Brathwaite of his ancestors transported from Africa to the Caribbean impact. When analysing poetry sonnets or narrative poems as slaves. consider the effect of specific words. Nothing’s Changed The poem shows the bitter feelings that Apartheid in by Tatamkhula Afrika South Africa caused and the poet’s feeling that Structure: the arrangement of Context: the circumstances ‘Nothing’s changed’. a poem. When analysing that form the setting for an poetry this could include event, statement, or idea. The Island Man by Grace This poem is about a man who lives in London but misses the repetition, punctuation, background. Nichols Caribbean Island where he grew up. Links to Nichols’ own Context line/stanza length or the experience as a woman born in Guyana but moved to England number and order of stanzas as a child. Blessing by Imtiaz This poem is about a slum on the outskirts of Mumbai in India Subject terminology: Dharker and the reaction of the local children when a water pipe bursts. Imagery – visually descriptive or figurative language, especially in a literary work. It helps you to imagine what is being described. Night of the Scorpion This poem is set in India and the narrator’s mother is bitten by a by Nissim Ezekiel scorpion. Concerned villagers rush to help her and she survives. -
Poetry in the Natural World
Year 9 Poetry Anthology (Summer 2018 onwards) Poetry in the natural world Brookvale Groby Learning Campus: Faculty of English, Media & Literacy ABE Summer 2018 Poetry in the natural world 'Poetry is what in a poem makes you laugh, cry, prickle, be silent, makes your toe nails twinkle, makes you want to do this or that or nothing, makes you know that you are alone in the unknown world, that your bliss and suffering is forever shared and forever all your own.' – Dylan Thomas The theme of nature and the natural world has been recurring inspiration for poets ever since the first poems were written thousands of years ago. The Greek poet Theocritus began writing about rural life in his ‘idylls’ (a poem or piece of short prose about rustic life) in the third century BCE. No matter what country or era, the changes in landscape, weather, seasons and natural phenomenon have been an inescapable part of the history of poetry. How do I read a poem? 'There are three things, after all, that a poem must reach: the eye, the ear, and what we may call the heart or the mind. It is most important of all to reach the heart of the reader.' – Robert Frost The very first thing that a poem will do is to make you feel something. That ‘something’ may be joy, sadness, frustration, pity – even confusion – but the important thing is that it makes a connection. It may take several readings to make that connection, but that’s OK. The results we get from spending time with a poem is worth the hard work. -
KS4 Wider Reading Poetry
KS4 Wider Reading Poetry Contents Sleeping Out- (Grace Nichols) To my Coral Bones- (Grace Nichols) Still Man is True – (Sayeed Abubakar) Like a Beacon – (Grace Nichols) Refugee Mother and Child – Hurricane Hits England - (Grace Nichols) (Chinua Achebe) Praise Song for my Mother – (Grace Vultures – (Chinua Achebe) Checking Out Me History - (John Agard) Nichols) Flag - (John Agard) Not my business - (Niyi Osudare) Listen Mr Oxford Don – (John Agard) This Dog - (Rabindranath Tagore) Real- (Akala) Coconut Hair – (Caleb Femi) Sari - (Moniza Alivi) For Mos Def –(Theresa Lola) Caged Bird – (Maya Angelou) Does my bum look big enough in this?- Still I Rise – (Maya Angelou) (Aisha Sanyang-Meek) Phenomenal Woman – (Maya Angelou) On Kindness- (Inua Ellams) Equality – (Maya Angelou) Love after love- (Derek Walcott) The Black Family Pledge- Midsummer, Tobago- (Derek Walcott) (Maya Angelou) The Fist- (Derek Walcott) Dear Hearing World- (Raymond Antrobus) Torture – (Alice Walker) I Come From - (Dean Atta) Be Nobody’s Darling- (Alice Walker) Homage to my Hips – (Lucille Clifton) Library Ology – (Benjamin Zephaniah) 4/30/92 for Rodney King - (Lucille Clifton) The Right Word - (Imtiaz Dharker) No problem- (Benjamin Zephaniah) Immigrant’s Song- (Tishani Doshi) Dis Poetry – (Benjamin Zephaniah) Directions – (Inua Ellams) The British - (Benjamin Zephaniah) Old Tongue - (Jackie Kay) The Laws of Motion- (Nikki Giovanni) Whenever you see this icon: I look at the world – (Langston Hughes) I, Too- (Langston Hughes) Dreams – (Langston Hughes) If we must die – (Claude McKay) The Law Concerning Mermaids- click to listen to a performance of the poem (Kei Miller) Someone Leans Near – (Toni Morrison) The Gift of India – (Sarojini Naidu) Brian – (Grace Nichols) Choose your Take a line from the favourite words/ poem and use it as a Creative phrases/ images and starting point for responses include these in a your own piece of piece of your own writing. -
English Literature GCSE: Papers Compared
GCSE English Literature Papers (from 2015 onwards) compared by NATE Page 1 English Literature GCSE: Papers Compared AQA Component 1 / Paper 1 Component 2 / Paper 2 Shakespeare and the 19th century novel Modern texts and poetry 64 marks (40% of the qualification) 96 marks (60% of the qualification) 1 hour and 45 minutes written paper 2 hours and 15 minutes written paper Closed Book Closed Book Section A: Shakespeare Section A: Modern texts One text to be chosen from: Macbeth; Romeo and Juliet; The Tempest; One text to be chosen from: An Inspector Calls (J.B. Priestley); Blood The Merchant of Venice; Much Ado About Nothing; Julius Caesar. Brothers (Willy Russell); The History Boys (Alan Bennett); DNA (Dennis - Students will answer one question on their play of choice. Kelly); The Curious Incident of the Dog in the Night-Time (playscript) There is no choice of questions for individual plays. They will be (Simon Stephens); A Taste of Honey (Shelagh Delaney); Lord of the required to write in detail about an extract from the play and Flies (William Golding); Animal Farm (George Orwell); Never Let Me then to write about the play as a whole. Go (Kazuo Ishiguro); Anita and Me (Meera Syal); Pigeon English (Stephen Kelman); The AQA Anthology (Telling Tales): ‘Chemistry’ – Section B: The 19th Century Novel Graham Swift; ‘Odour of Chrysanthemums’ – D.H. Lawrence; ‘My One text to be chosen from: The Strange Case of Dr Jekyll and Mr Polish Teacher’s Tie’ – Helen Dunmore; ‘Korea’ – John McGahern; ‘A Hyde (Robert Louis Stevenson); A Christmas Carol (Charles Dickens); Family Supper’ – Kazuo Ishiguro; ‘The Invisible Mass of the Back Row’ Great Expectations (Charles Dickens); Jane Eyre (Charlotte Bronte); – Claudette Williams; ‘The Darkness out There’ – Penelope Lively Frankenstein (Mary Shelley); Pride and Prejudice (Jane Austen); The - Students will answer one essay question from a choice of two Sign of Four (Sir Arthur Conan Doyle). -
GCSE (9-1) English Literature Paper 2: 19Th-Century Novel and Poetry Since 1789
GCSE (9-1) English Literature Paper 2: 19th-century Novel and Poetry since 1789 SPECIMEN PAPERS (SET 1) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in English Literature Paper 2 (1ET0/02) Introduction______________________________________ This specimen paper has been produced to complement the sample assessment materials for Pearson Edexcel Level 1/Level 2 GCSE (9-1) in English Literature and is designed to provide extra practice for your students. The specimen papers are part of a suite of support materials offered by Pearson. The specimen papers do not form part of the accredited materials for this qualification. General marking guidance • All candidates must receive the same treatment. Examiners must mark the last candidate in exactly the same way as they mark the first. • Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than penalised for omissions. • Examiners should mark according to the mark scheme — not according to their perception of where the grade boundaries may lie. • All the marks on the mark scheme are designed to be awarded. Examiners should always award full marks if deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to award zero marks if the candidate’s response is not worthy of credit according to the mark scheme. • Where some judgement is required, mark schemes will provide the principles by which marks will be awarded and exemplification/indicative content will not be exhaustive. • When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, a senior examiner must be consulted before a mark is given. -
English Literature Paper 2: 19Th-Century Novel and Poetry Since 1789
Pearson Edexcel Level 1/Level 2 GCSE (9–1) English Literature Paper 2: 19th-century Novel and Poetry since 1789 Friday 26 May 2017 – Morning Paper Reference Questions and Extracts Booklet 1ET0/02 Do not return this booklet with your Answer Booklet. Turn over P48675A ©2017 Pearson Education Ltd. *P48675A* 1/1/1/1/1 BLANK PAGE 2 P48675A Answer THREE questions: ONE question from Section A ONE question from Section B, Part 1 AND Question 11 in Section B, Part 2. The extracts and poems for use with Sections A and B are in this paper. SECTION A – 19th-century Novel Page 1 Jane Eyre: Charlotte Brontë 4 2 Great Expectations: Charles Dickens 6 3 Dr Jekyll and Mr Hyde: R L Stevenson 8 4 A Christmas Carol: Charles Dickens 10 5 Pride and Prejudice: Jane Austen 12 6 Silas Marner: George Eliot 14 7 Frankenstein: Mary Shelley 16 SECTION B – Part 1 Poetry Anthology Page 8 Relationships 18 9 Conflict 20 10 Time and Place 22 SECTION B – Part 2 Page 11 Unseen Poetry 24 3 P48675A Turn over SECTION A – 19th-century Novel Answer ONE question in Section A. You should spend about 55 minutes on this section. You should divide your time equally between parts (a) and (b) of the question. Use this extract to answer Question 1. Jane Eyre: Charlotte Brontë In Chapter 15 Jane Eyre is awoken by strange and frightening noises. This was a demoniac laugh – low, suppressed, and deep – uttered, as it seemed, at the very keyhole of my chamber door. The head of my bed was near the door, and I thought at first the goblin-laughter stood at my bedside – or rather crouched by my pillow: but I rose, looked round, and could see nothing; while, as I still gazed, the unnatural sound was reiterated: and I knew it came from behind the panels. -
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. -
GCSE (9-1) English Literature Paper 2: 19Th-Century Novel and Poetry Since 1789
GCSE (9-1) English Literature Paper 2: 19th-century Novel and Poetry since 1789 SPECIMEN PAPERS (SET 2) Pearson Edexcel Level 1/Level 2 GCSE (9-1) in English Literature Paper 2 (1ET0/02) Introduction______________________________________ This specimen paper has been produced to complement the sample assessment materials for Pearson Edexcel Level 1/Level 2 GCSE (9-1) in English Literature and is designed to provide extra practice for your students. The specimen papers are part of a suite of support materials offered by Pearson. The specimen papers do not form part of the accredited materials for this qualification. General marking guidance • All candidates must receive the same treatment. Examiners must mark the last candidate in exactly the same way as they mark the first. • Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than penalised for omissions. • Examiners should mark according to the mark scheme — not according to their perception of where the grade boundaries may lie. • All the marks on the mark scheme are designed to be awarded. Examiners should always award full marks if deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to award zero marks if the candidate’s response is not worthy of credit according to the mark scheme. • Where some judgement is required, mark schemes will provide the principles by which marks will be awarded and exemplification/indicative content will not be exhaustive. • When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, a senior examiner must be consulted before a mark is given. -
Y13 Preparation for Continued Study English & Maths
Year 13 Preparing for the Next Phase Lancashire Secondary Consultant Team [email protected] This booklet gives some advice on how students in Year 13 can prepare for the next phase in their education or employment during the school closures as a result of the Corona Virus. The booklet is split into three sections relating to mathematics, English and general advice. Mathematics Preparing for Mathematics or a mathematics related subject at University English Preparing for English Literature General Advice Preparing for study at University 1 | Page Mathematics Whether studying for a mathematics degree or a subject which uses mathematics (any of the sciences, engineering, psychology, medicine, computing, economics…), you need to keep your mind active and your mathematical knowledge and skills fresh. You could try some of the suggestions below. 1. Make use of any revision materials provided by your college or school 2. Use online lessons such as those available free at Khan Academy 3. Engage in a little additional reading around mathematics such as the free articles available through +plus maths online magazine – some of which may be of particular interest at the moment. • https://plus.maths.org/content/Article • https://plus.maths.org/content/how-can-maths-fight-pandemic • https://plus.maths.org/content/how-best-deal-covid-19 • https://plus.maths.org/content/maths-minute-social-distancing 4. Keep maths fresh and explore links between different mathematical topics https://undergroundmathematics.org/ 5. Or perhaps some puzzles https://plus.maths.org/content/Puzzle 6. Try explaining how and why we use certain methods in algebra, or how certain concepts work etc.