GCSE English Literature Teaching
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SOMHAIRLE MACGILL-EAIN BIBLIOGRAPHY POETICAL WORKS 1940 MacLean, S. and Garioch, Robert. 17 Poems for 6d. Edinburgh: Chalmers Press, 1940. MacLean, S. and Garioch, Robert. Seventeen Poems for Sixpence [second issue with corrections]. Edinburgh: Chalmers Press, 1940. 1943 MacLean, S. Dàin do Eimhir agus Dàin Eile. Glasgow: William MacLellan, 1943. 1971 MacLean, S. Poems to Eimhir, translated from the Gaelic by Iain Crichton Smith. London: Victor Gollancz, 1971. MacLean, S. Poems to Eimhir, translated from the Gaelic by Iain Crichton Smith. (Northern House Pamphlet Poets, 15). Newcastle upon Tyne: Northern House, 1971. 1977 MacLean, S. Reothairt is Contraigh: Taghadh de Dhàin 1932-72 /Spring tide and Neap tide: Selected Poems 1932-72. Edinburgh: Canongate, 1977. 1987 MacLean, S. Poems 1932-82. Philadelphia: Iona Foundation, 1987. 1989 MacLean, S. O Choille gu Bearradh / From Wood to Ridge: Collected Poems in Gaelic and English. Manchester: Carcanet, 1989. 1991 MacLean, S. O Choille gu Bearradh/ From Wood to Ridge: Collected Poems in Gaelic and English. London: Vintage, 1991. 1999 MacLean, S. Eimhir. Stornoway: Acair, 1999. MacLean, S. O Choille gu Bearradh/From Wood to Ridge: Collected Poems in Gaelic and in English translation. Manchester and Edinburgh: Carcanet/Birlinn, 1999. 2002 MacLean, S. Dàin do Eimhir/Poems to Eimhir, ed. Christopher Whyte. Glasgow: Association of Scottish Literary Studies, 2002. MacLean, S. Hallaig, translated by Seamus Heaney. Sleat: Urras Shomhairle, 2002. PROSE WRITINGS 1 1945 MacLean, S. ‘Bliain Shearlais – 1745’, Comar (Nollaig 1945). 1947 MacLean, S. ‘Aspects of Gaelic Poetry’ in Scottish Art and Letters, No. 3 (1947), 37. 1953 MacLean, S. ‘Am misgear agus an cluaran: A Drunk Man looks at the Thistle, by Hugh MacDiarmid’ in Gairm 6 (Winter 1953), 148. -
Shakespeare Merchant of Venice Unit 3: Detective Fiction Unit 4
Year 7 UNIT 1: Origins of Literature Unit 2: Shakespeare Unit 3: Detective Fiction Unit 4: The Effects of war and Conflict Unit 5: Novel Merchant of Venice OVERVIEW An introduction to, and exploration Students will begin to explore the effects of Students will consider how writers present the effects of TBC—Not of, a range of Greek Myths. Students are introduced to language and structure across a range of texts, war and conflict across poetry, fiction and non-fiction. being taught Students are introduced to the Shakespeare and read the whole considering the purpose and effects of writers’ They will be introduced to poetic form and methods in 2020-2021 structure and features of myths, text as a class. methods: used, develop analytical skills and then compare the in response to consider the plot and structure effects of war in two poems. Covid. and then write their own. Throughout the unit, students will: Adventures of Sherlock Holmes Develop their understanding of The Speckled Band short story AN exploration of Aim of unit Shakespeare’s language/grammar The Red Headed League Fiction: will be to: Orpheus and Eurydice patterns. The Final Problem Private Peaceful- Michael Morpurgo Explore Demeter and Persephone Explore characterisation. The Bone Sparrow characters, Theseus and the Minotaur Discuss and develop Other extracts Non-Fiction: ideas and Cyclops and Odysseus understanding of themes, ideas The Cuckoo’s Calling Major Gerald Ritchie 8th (Yorkshire) parachute regiment, themes in Prometheus and structural devices. A Murder is Announced letter to his sister (WW2) texts. Pandora’s Box Practice and develop their skills in Siegfried Sassoon: Letter of Defiance Analyse Hercules annotation and analysis. -
The Elements of Poet :Y
CHAPTER 3 The Elements of Poet :y A Poetry Review Types of Poems 1, Lyric: subjective, reflective poetry with regular rhyme scheme and meter which reveals the poet’s thoughts and feelings to create a single, unique impres- sion. Matthew Arnold, "Dover Beach" William Blake, "The Lamb," "The Tiger" Emily Dickinson, "Because I Could Not Stop for Death" Langston Hughes, "Dream Deferred" Andrew Marvell, "To His Coy Mistress" Walt Whitman, "Out of the Cradle Endlessly Rocking" 2. Narrative: nondramatic, objective verse with regular rhyme scheme and meter which relates a story or narrative. Samuel Taylor Coleridge, "Kubla Khan" T. S. Eliot, "Journey of the Magi" Gerard Manley Hopkins, "The Wreck of the Deutschland" Alfred, Lord Tennyson, "Ulysses" 3. Sonnet: a rigid 14-line verse form, with variable structure and rhyme scheme according to type: a. Shakespearean (English)--three quatrains and concluding couplet in iambic pentameter, rhyming abab cdcd efe___~f gg or abba cddc effe gg. The Spenserian sonnet is a specialized form with linking rhyme abab bcbc cdcd ee. R-~bert Lowell, "Salem" William Shakespeare, "Shall I Compare Thee?" b. Italian (Petrarchan)--an octave and sestet, between which a break in thought occurs. The traditional rhyme scheme is abba abba cde cde (or, in the sestet, any variation of c, d, e). Elizabeth Barrett Browning, "How Do I Love Thee?" John Milton, "On His Blindness" John Donne, "Death, Be Not Proud" 4. Ode: elaborate lyric verse which deals seriously with a dignified theme. John Keats, "Ode on a Grecian Urn" Percy Bysshe Shelley, "Ode to the West Wind" William Wordsworth, "Ode: Intimations of Immortality" Blank Verse: unrhymed lines of iambic pentameter. -
Gcse English Literature (8702)
GCSE ENGLISH LITERATURE (8702) Past and present: poetry anthology For exams from 2017 Version 1.0 June 2015 AQA_EngLit_GCSE_v08.indd 1 31/07/2015 22:14 AQA GCSE English Literature Past and present: poetry anthology All rights reserved. No part of this publication may be reproduced in any material form (including photocopying or storing on 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 publisher, except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of the licence issued by the Copyright Licensing Agency. Notice to teachers: It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: i) where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have gained the written permission of The Publishers Licensing Society; iii) where you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988. Photo permissions 5 kieferpix / Getty Images, 6 Georgios Kollidas/Fotolia, 8 Georgios Kollidas/Fotolia, 9 Georgios Kollidas/Fotolia, 11 Georgios Kollidas/Fotolia, 12 Photos.com/Thinkstock, 13 Stuart Clarke/REX, 16 culture-images/Lebrecht, 16,© Pictorial Press Ltd/Alamy, 17 Topfoto.co.uk, 18 Schiffer-Fuchs/ullstein -
Robert Browning (1812–1889) Robert Browning Was a Romantic Poet in Great Effect When Disclosing a Macabre Or Every Sense of the Word
THE GREAT Robert POETS Browning POETRY Read by David Timson and Patience Tomlinson NA192212D 1 How They Brought the Good News from Ghent to Aix 3:49 2 Life in a Love 1:11 3 A Light Woman 3:42 4 The Statue and the Bust 15:16 5 My Last Duchess 3:53 6 The Confessional 4:59 7 A Grammarian’s Funeral 8:09 8 The Pied Piper of Hamelin 7:24 9 ‘You should have heard the Hamelin people…’ 8:22 10 The Lost Leader 2:24 11 Soliloquy of the Spanish Cloister 3:55 12 The Laboratory 3:40 13 Porphyria’s Lover 3:47 14 Evelyn Hope 3:49 15 Home Thoughts from Abroad 1:19 16 Pippa’s Song 0:32 Total time: 76:20 = David Timson = Patience Tomlinson 2 Robert Browning (1812–1889) Robert Browning was a romantic poet in great effect when disclosing a macabre or every sense of the word. He was an ardent evil narrative, as in The Laboratory, or The lover who wooed the poet Elizabeth Confessional or Porphyria’s Lover. Barrett despite fierce opposition from Sometimes Browning uses this matter- her tyrannical father, while as a poet – of-fact approach to reduce a momentous inheriting the mantle of Wordsworth, occasion to the colloquial – in The Keats and Shelley – he sought to show, Grammarian’s Funeral, for instance, in in the Romantic tradition, man’s struggle which a scholar has spent his life pursuing with his own nature and the will of God. knowledge at the expense of actually But Browning was no mere imitator of enjoying life itself. -
My Last Duchess Porphyria's Lover Robert Browning 1812–1889
The Influence of Romanticism My Last Duchess RL 1 Cite strong and thorough Porphyria’s Lover textual evidence to support inferences drawn from the Poetry by Robert Browning text. RL 5 Analyze how an author’s choices concerning how to structure specific parts KEYWORD: HML12-944A of a text contribute to its overall VIDEO TRAILER structure and meaning as well as its aesthetic impact. RL 10 Read and comprehend literature, Meet the Author including poems. SL 1 Initiate and participate effectively in a range of collaborative discussions. Robert Browning 1812–1889 “A minute’s success,” remarked the poet character in an emotionally charged situation. Robert Browning, “pays for the failure of While critics attacked his early dramatic years.” Browning spoke from experience: poems, finding them difficult to understand, did you know? for years, critics either ignored or belittled Browning did not allow the reviews to keep his poetry. Then, when he was nearly 60, him from continuing to develop this form. Robert Browning . he became an object of near-worship. • became an ardent Secret Love In 1845, Browning met the admirer of Percy Bysshe Precocious Child An exceptionally bright poet Elizabeth Barrett and began a famous Shelley at age 12. child, Browning learned to read and write romance that has been memorialized in both • achieved fluency in by the time he was 5 and composed his film and literature. Against the wishes of Latin, Greek, Italian, and first, unpublished volume of poetry at Barrett’s overbearing father, the two poets French by age 14. 12. At the age of 21 he published his first married in secret in 1846 and eloped to • wrote the children’s book, Pauline (1833), to negative reviews. -
My Last Duchess Ozymandias
1 Character and voice Looking at the poems individually GradeStudio Ozymandias My Last Duchess GradeGradeStudioStudio Context by Percy Bysshe Shelley by Robert Browning Contexts Ozymandias was another name Ferrara a duchy in northern Italy. for Rameses, one of the Egyptian Read the poem in your AQA Anthology, then complete the Read the poem in your AQA activities below. Anthology, then complete the The Duke is probably based on pharaohs. Alfonso, whose wife Lucrezia died activities below. Activity 1 in 1561 at the age of 17. Initial responses Frà Pandolf/Claus of 1 Ozymandias was a great king. What tells you this in the poem? Innsbruck these two artists are 2 Find and write down the adjectives in lines 2 and 4. What picture probably ctional. do they create of the statue? How is this picture important to the GradeStudio message of the poem? 3 What do the ends of line 4 and line 5 suggest about the nature of C Sample answer the king? To achieve a C on this AO2 Activity 1 4 How do you think the king treated his subjects? Try to fi nd a detail Initial responses descriptor, you need to show to support your view. explanation of e ect(s) of 1 When you’ve read the whole poem, GradeStudio 5 ‘Look on my works, Ye Mighty, and despair!’ What did Ozymandias writers’ choices of language what is your fi rst impression of the Duke? mean when he had this written on his statue? What does it mean Sample answer C and/or structure and/or form Find some details from the poem to support what you think. -
Unseen Poetry Preparation Anthology
Unseen Poetry Preparation Anthology The Pearson Edexcel AS and A level English Literature Unseen Poetry Preparation Anthology can be used to prepare for Component 3 of your assessment Pearson Edexcel GCE in English Literature Approaching Contemporary Unseen Poetry: An Anthology of poems and resources For use with: GCE English Literature A level (9ET0) Component 3 Published by Pearson Education Limited, a company incorporated in England and Wales, having its registered office at Edinburgh Gate, Harlow, Essex, CM20 2JE. Registered company number: 872828 Edexcel is a registered trade mark of Edexcel Limited © Pearson Education Limited 2014 First published 2014 17 16 15 14 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 9781446913505 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. See page 65 for acknowledgements. Contents 1 Introduction 4 2 How to approach -
Simon Armitage Walking Home Travels with a Troubadour on the Pennine Way
simon armitage Walking Home TravelswithaTroubadour onthePennineWay 24229.indd 3 02/05/2012 15:19 First published in 2012 by Faber and Faber Ltd Bloomsbury House 74–77 Great Russell Street London wc1b 3da Typeset by RefineCatch Limited, Bungay, Suffolk Printed in the UK by CPI Group (UK) Ltd, Croydon, cr0 4yy All rights reserved © Simon Armitage, 2012 The right of Simon Armitage to be identified as author of this work has been asserted in accordance with Section 77 of the Copyright, Designs and Patents Act 1988 A CIP record for this book is available from the British Library Map © Eleanor Crow, 2012 isbn 978–0–571–24988–6 2 4 6 8 10 9 7 5 3 1 24229.indd 4 02/05/2012 15:19 Map of the Pennine Way from Kirk Yetholm to Edale 24229.indd 5 02/05/2012 15:19 24229.indd 6 02/05/2012 15:19 24229.indd 7 02/05/2012 15:19 A Preamble In the West Yorkshire village of Marsden where I was born and grew up, a peculiar phenomenon took place every year. Starting round about May, usually in the late evenings, foreign creatures in big leather boots and mud-splattered over-trousers began descending from the moor to the south. They carried on their backs the carapaces of huge rucksacks and, from a distance, silhouetted on the horizon, they looked like astronauts. Up close, they smelt of dubbin, Kendal Mint Cake and sweat. And having just completed the first and arguably most daunting section of the Pennine Way, they wore on their faces a variety of expressions. -
In This Essay I Want to Do Three Things
CORE Metadata, citation and similar papers at core.ac.uk Provided by Institute of Education EPrints Exploring multicultural literature: the text, the classroom and the world outside In this essay I want to do three things. First, to explore the notion of multicultural literature. What do we mean by the term? What is it? And where did it come from? Second, I want to look at the relationship between texts, teachers and school students. And third, I want to glance at the world beyond the classroom, and suggest ways in which the literature read and written in the classroom can contribute towards students’ understanding of and engagement with the wider world. In today’s parlance this last focus might count as something to do with citizenship. So what is multicultural literature? It certainly didn’t exist when I was at Oxford in the late 1970s and early 1980s – by which I mean that I spent seven years within the English Language and Literature faculty without ever being troubled by any awareness that there was such an animal as multicultural literature. In 1985, I started work as a schoolteacher, in a boys’ comprehensive in Tower Hamlets. One of the first texts that I chose to read with my Year 8 group was Young Warriors (1967). The novel, by Jamaican author V. S. Reid, tells a coming-of-age story of five Maroon warriors who help their people to outwit and ambush the occupying Redcoat army. At this distance, I do not know why I chose it – whether it was to do with the boys’ adventure story format of the novel, with its anti-imperialist narrative and positioning, whether it seemed to be accessible enough, to my highly inexpert eyes, for my students to be able to cope with it (whatever coping with it might mean). -
Downloads> [Accessed 27 May 2016]
Kent Academic Repository Full text document (pdf) Citation for published version Walters, Rosemary Anne (2020) Zig Zag: Cultures in Common and the Poetry of Charles Causley. Doctor of Philosophy (PhD) thesis, University of Kent, University of Kent. DOI Link to record in KAR https://kar.kent.ac.uk/81342/ Document Version UNSPECIFIED Copyright & reuse Content in the Kent Academic Repository is made available for research purposes. Unless otherwise stated all content is protected by copyright and in the absence of an open licence (eg Creative Commons), permissions for further reuse of content should be sought from the publisher, author or other copyright holder. Versions of research The version in the Kent Academic Repository may differ from the final published version. Users are advised to check http://kar.kent.ac.uk for the status of the paper. Users should always cite the published version of record. Enquiries For any further enquiries regarding the licence status of this document, please contact: [email protected] If you believe this document infringes copyright then please contact the KAR admin team with the take-down information provided at http://kar.kent.ac.uk/contact.html ZIG ZAG: ‘CULTURES IN COMMON’ AND THE POETRY OF CHARLES CAUSLEY Doctor of Philosophy: University of Kent Revised April 2020 Rosemary Anne Walters (Student ID: 15909337) Word Count: 82,402 1 Copyright Statement This thesis is © 2020 Dr Rosemary Walters and is licensed under a Creative Commons Attribution Non Commercial 4.0 International Licence “Quotations from the letters from Charles Causley © 2020 Bruce Hunter” Causley’s work is © of his literary estate. -
AQA GCSE English Literature Working with the Poetry Anthology and The
Photo credits and acknowledgements can be found on page 139. Although every effort has been made to ensure that website addresses are correct at time of going to press, Hodder Education cannot be held responsible for the content of any website mentioned. It is sometimes possible to find a relocated web page by typing in the address of the home page for a website in the URL window of your browser. Orders: please contact Bookpoint Ltd, 130 Milton Park, Abingdon, Oxon OX14 4SB. Telephone: (44) 01235 827720. Fax: (44) 01235 400454. Lines are open 9.00–17.00, Monday to Saturday, with a 24-hour message answering service. Visit our website at www.hoddereducation.co.uk © Alan Howe 2015 First published in 2015 by Hodder Education An Hachette UK Company, 338 Euston Road London NW1 3BH Impression number 5 4 3 2 1 Year 2019 2018 2017 2016 2015 All rights reserved. Apart from any use permitted under UK copyright law, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or held within any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited, Saffron House, 6–10 Kirby Street, London EC1N 8TS. Typeset in PMN Caecilia Light 9.5pt by DC Graphic Design Ltd., Swanley Village, UK Printed in Italy A catalogue record for this title is available