Y10 and Y11 Core KO (Knowledge Organisers) – Learning this information will be so valuable - PowerPoint Presentation

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Y10 and Y11 Core KO (Knowledge Organisers) – Learning this information will be so valuable for your exams!

Anthology (Literature Paper 1)

Fiction Reading (Language Paper 1)

Non-Fiction Writing (Language Paper 2)

An Inspector Calls OR Blood Brothers OR Lord of the Flies (Literature Paper 2) YOU ONLY STUDY ONE

Unseen Poetry (Literature Paper 2)

Narrative Writing (Language Paper 1)

Romeo and Juliet (Literature Paper 1)

A Christmas Carol (Literature Paper 2)

Non-Fiction Reading (Language Paper 2) Slide2

ANTHOLOGY CORE KO

Terminology

Definition

Imageryvisually descriptive language Similecomparison between two things using like or asMetaphorwhere one thing becomes another in a comparison Onomatopoeia words that sound like their meaningSymbolism the use of symbols to represent ideas or qualitiesNounthe name of somethingPersonificationgiving human qualities to inanimate objects, animals, or natural phenomenaAdjectivea word used to describe Verba word used to describe an actionAdverboften ly words which describes how things are doneConnotations implied or suggested meanings of words or phrasesJuxtaposition placing contrasting ideas close together in a textOxymoron using two terms together, that normally contradict each otherRepetition when words or phrases are used more than once in a piece of writingEnjambmentincomplete sentences at the end of lines in poetry, where one line runs on to the next for effectCaesuraa break in the middle of a line of poem using punctuation (. , : ; ) End-stopping punctuation at the end of a line of poetryRhythm A recurring beat in the poem Stanzasthe way verses are structured Assonancerepetition of vowel sounds.ConsonanceRepetition of consonant sounds.

SKILLSAnalysis Points: Link to the questionLink to the terminology (Lang/Structure – evaluating choice) Short Quote(s) Explain meaning and effect – both obvious and hidden (explicit and implicit) Zoom in on words/explore connotations and effectSuggest what other readers might think/feel (offering an alternative opinion)Link to the writer’s intentions (step out from the close analysis to give an overview of meaning)Explore a linking quote/supporting ideaCOMPARISON SKILLS: Link to the question for both texts stating the similarity or difference, Give a quote which links to your idea from TEXT 1Explain briefly what the quote means Use comparative connectives in your answer to then explain a quote from TEXT 2 and HOW the quotes are different or the same and what they make you think

EXAM REQUIREMENTSSINGLE POEM ESSAY – 20 mins (including planning time)Intro – link to question. Explain the overall meaning of the poem briefly. Mention time period/context. Throughout the essay – Choose relevant quotes and analyse the language, structure and effect of these quotes. Refer to the question and link to the context regularly. COMPARISON POEM ESSAY – 40 mins (including planning time)Intro – link to question. Explain the overall meaning of the poem briefly. Mention time period/context. Throughout the essay– Start with the 2nd poem, choose relevant quotes from the poem and analyse the language, structure and effect of these quotes and then how they link to examples and analysis from poem 1. You must use connectives of comparison. Refer to the question and link to the context regularly.

Comparison Connectives Tentative PhrasesSimilarlyIn contrast/Contrastingly CouldMaybeIn the same wayOn the other hand MightPossibly AlsoHoweverMay Perhaps

LINKS BETWEEN THE POEMS WAR/CONFLICT -Mametz Wood, Dulce et Decorum Est, The Manhunt, The Soldier, A Wife in London NATURE –Death of a Naturalist, To Autumn, Hawk Roosting, Excerpt from the PreludeLOVE – Cozy Apologia, Valentine, Afternoons, She Walks in Beauty, Sonnet 43PLACE- Living Space, London, Ozymandias, Afternoons, As imperceptibly as grief

The Romantics

believed in the self and

exploring intense emotional feelings.

Also fascinated by

beauty, nature and truth,

and the way moments can go beyond normal human experience

Byron

Wordsworth

Shelley

Keats

Blake

Inspired by

The Romantics

Barrett-Browning

DickinsonSlide3

The Manhunt – by Simon Armitage (2007)

Sonnet 43 –

by Elizabeth Barrett-Browning (1850)

London – by William Blake (1794)The Soldier – by Rupert Brooke (1914)She walks in BeautyBy Lord Byron(1813)Living Space – byImtiaz Dharker (1989)A soldier with physical and emotional pain. His wife supports him towards recoveryA woman expressing her intense love in many ways.Criticising widespread suffering of the poor in London An idealistic representation of fighting and dying for one’s country, written before the true horrors became apparent.The poet is captivated by female beauty –both external and internal, and explores his feelingsPoem concerned and awe-struck by dangerous living conditions of Mumbai slums where there is no space, or clean water.Eddie Beddoes –peacekeeper in Bosnia, shot, PTSD. Rebuilding relationship with wife.Influenced by Romantic Poets.Wrote 44 sonnets to husband before marriage.Religious upbringing that her love transcends.Terrible age of poverty, and child labour/prostitution.Government and Church are blamed. Blake lived in London in Georgian Era – saw it all.Written before the war started.Propaganda – originally entitled ‘The recruit’2 million men ended up dying in WW1Written about Byron’s cousin’s wife who wore a black dress at a funeral.One of the Romantics – believed in passion/beautyWild, many affairs, womaniser.Poet is a film maker, dividing time between London and India, and wanting to raise awareness of social issues like terrible conditions within Mumbai slums.‘Frozen river which ran through his face’‘Handle and hold’‘His grazed heart’‘Foetus of metal beneath his chest’‘Unexploded mine buried deep in his mind’‘How do I love thee? Let me count the ways’‘…to the depth, breadth and height my soul can reach‘‘…with my childhood’s faith’‘with the breath, smiles, tears of my life’‘…better after death’‘Mark in every face I meet/Marks of weakness, marks of woe’‘In every…’‘Every black’ning church appals’‘Soldier’s sigh /runs in blood down palace walls’‘The youthful harlot’s curse’‘The marriage hearse’‘There’s some corner of a foreign field that is forever England’‘A dust whom England bore, shaped, made aware’‘All evil shed away’‘Gives somewhere back the thoughts by England given’‘At peace under and English heaven’‘She walks in beauty like the night of cloudless climes and starry skies’‘All that’s best of dark and bright meet in her eyes’‘One shade the more, one ray the less had half impaired’‘So soft, so calm, yet eloquent’‘A heart whose love is innocent’‘There are just not enough straight lines. That/is the problem’‘Nails clutch at open seams’‘The whole structure leans dangerously / towards the miraculous’‘The dark edge of a slanted universe’‘The bright, thin walls of faith’ As imperceptibly as grief – by Emily Dickinson (1890)Cozy Apologia – by Rita Dove (1999)Valentine –by Carol Ann Duffy (1993)A Wife in London – by Thomas Hardy (1899)Death of a Naturalist – by Seamus Heaney ( 1966)Hawk Roosting – by Ted Hughes (1960)The poet is consumed by grief. This is symbolised by the summer passing too quickly, and the darker side of nature approaching.A contented romantic relationship, set against the backdrop of a hurricaneA realistic interpretation of love using the extended metaphor of an onionA wife waits alone in the gloomy London fog, She receives news of her husband’s death, by telegram, then the next day ironically recieves a love letter from him.Describes the joy of discovering nature in childhood, then later finding it different and frightening.

Hawk’s viewpoint is used to show its dominance in nature. It is in awe of its creation, kills brutally and indiscriminately. It has always been this way in nature, and the Hawk doesn’t want it to change. A recluse. Written about departure/death of a friend who had been staying. 5 school friends died of T.B.Grew up in beautiful New England countrysideInspired by RomanticsPoet married to Fred Viebahn –a tribute to him.Set against imminent arrival of Hurricane which led to evacuation of 2.6 million peopleFeminist,Lesbian –seeking to challenge traditional views of love in society.Dad was Labour party candidate. Criticising Thatcherite materialistic society and the fake, cliched Valentine’s day institutionAbout the Boer War, and a soldier’s death. Communication channels bad in 19th century. Poet separated from wife. Wife died. He still loved her though and read her letters after her death – links to vocie from beyond the grave idea.Reflects poet’s interest in nature. Reflects loss of childhood innocence. Age 12 – his brother died.References fear of his maturing sexuality, as he started a Catholic boarding school, where sinful deeds were punished, and attitudes to sex were very strictThe poet was fascinated by animals – a farmer for a short while. Also he studied Anthropology –the behaviour of humans trhoughout history.

Hawk was a Nazi symbol.Poet using hawk as a metaphor for the way leaders like Hitler abuse power. ‘As imperceptibly as grief’‘A quietness distilled as twilight long begun’‘As guest that would be gone’‘Without a wing or service of a keel’‘Our summer made her light escape’‘’I could choose any hero, any cause, any age, and sure as shooting arrows to the heart…there you’ll be’‘One eye smiling, the other firm upon the enemy’‘Oddly male: Big Bad Floyd’‘When has the ordinary ever been news?’‘To keep me from melancholy, I fill this stolen time with you’‘Not a red rose or a satin heart. I give you an onion’‘It will blind you with tears’‘Its fierce kiss will stay on your lips – possessive and faithful’‘Its platinum loops shrink to a wedding ring’‘Its scent will cling to your fingers, cling to your knife’‘She sits in the tawny vapour’ ‘A messenger’s knock cracks smartly’‘Flashed news’‘Shaped so shortly – He –has fallen-in the far Soth Land.’‘His hand, whom the worm now knows’‘Penned in highest feather – page full of his hoped return’‘Gargled delicately’

‘The thick warm slobber of frogspawn grew like clotted water’‘Miss Walls would tell us how the daddy frog was called a bullfrog’‘A coarse croaking I had not heard before’‘The great slime kings were gathered there for vengeance’ ‘Rehearse perfect kills and eat.’‘Earth’s face upward for my inspection’‘I hold creation in my foot’‘My manners are tearing off heads’‘No arguments assert my right’‘Nothing has changed since I began. My eye has permitted no change.’To Autumn – by John Keats (1819)Afternoons – by Philip Larkin (1959)Dulce et Decorum est –by Wilfred Owen (1917)Ozymandias – by Percy Shelley (1818)Mametz Wood – by Owen Sheers(2005)Excerpt from the Prelude – by William Wordsworth (1798)The poet explores how Autumn is a beautiful season, and metaphorically suggests the seasons are linked to life and death. The poet reflects on marital relationships, beauty and growing older.

Considers the horror and lies told about the glory of war and dying for one’s country, with an account of a gas attack.Considers the faded power of a ruler who had a statue erected for him, that now lies in ruins in the desert.Explores the waste of life within a Welsh regiment sent to fight and die at Mametz Wood and never given credit. As the farmers find their bodies, their voices are heard again, and we remember them.Poet explores awe of nature and his childhood, ice-skating with friends on the frozen lakes.Keats was dying of T.B. and had seen many of his friends and family die. One of the Romantics – believer in beauty and truth. Realised accepting our own mortality doesn’t mean we can’t see the beauty in things.

Poet never married /had family. Was cynical towards family life,

saying it ‘diluted you as a person’

Terrified by the passing of time and how life races away.

Latin – ‘It is sweet and

fitting to die for one’s country’ –Propaganda message of the time.

Owen experienced WW1 first hand, and believed this to be a lie.

Use of mustard gas was a chemical first used by German army in 1917 –led to agonising death.

Poet inspired to write poem when British Museum got hold of a large fragment of the Egyptian

Pharoah

Ramesses II.

Shelley’s wife, Mary Shelley –

fasinated

by Science of the time –obsessed with living on after death.

Hated Royalty, and written as warning to arrogant rulers. Nature would always be more powerful.

Part of Battle of the Somme – bloodiest

battle of WW1.

Mametz Wood – much bigger undertaking than Generals thought – 600 died, 4000 injured.

Bravery not acknowledged at the time.

Welsh poet fascinated by history/identity of the Welsh.

Poet grew up in the poem’s setting of the beautiful Lake District.

One of the Romantics

– believed in beauty and nature, and moments that transcend reality.

Mother died at 8, Father died at 13. Poem depicts happier time before these events.

‘Season of mists and mellow fruitfulness’

‘Swell

the gourd’

‘Sitting careless on a granary floor, thy hair soft lifted by the winnowing wind’

‘Where are the songs of Spring?’

‘Thou hast thy beauty too’

‘Summer is fading’

‘Setting free

their children’

‘The albums lettered Our Wedding /lying’

‘Their beauty has thickened’

‘Something is pushing them to the side of their own lives’

‘Like old beggars under sacks, coughing like hags’

‘Gas! Gas, quick boys!’

‘He plunges at me, guttering, choking, drowning’

‘His hanging face, like a devil’s sick of sin’

‘My friend, you would not tell with such high zest’

‘Two vast and

trunkless

legs of stone’

‘The sneer of cold command tell that its sculptor well those passions read’

‘The hand that mocked them,

and the heart that fed’

‘My name is

Ozymandias

, king of kings, Look on my works, ye Mighty and despair!’

‘The lone and level sands stretch far away’

‘’For

years afterwards, the farmers found them –the wasted young’

‘The broken bird’s egg of a skull’

‘Twenty men buried in one long grave’

‘Their skeletons paused mid dance macabre’

‘absent tongues’

‘The twilight

blaz’d

’

‘I heeded not the summons –happy time’

‘I

wheel’d

about,

proud and exulting, like an untired horse’

‘An alien sound of melancholy’

‘The orange sky of evening died away’Slide4

Y10 FICTION READING C1 CORE

KO

Vocabulary for question types

Definition Impressionsan idea or opinion of what something or someone is like?Argumenta reason or set of reasons given in support of an ideaWriter/AuthorThe person who wrote the extract ListTo create a separated series of pointsTensionstate of mental or emotional strain or suspense in the storyDramaan event or situation, especially an unexpected one, in which there is worry or excitement and usually a lot of action:SKILLSFor A1: Short to the point selection of information in a bullet point listFor A2, A3 & A4: What you should/could cover in developed concise analysis: Link to the questionLink to the terminology (Lang/Structure – evaluating choice) Short Quote(s) Explain meaning and effect – both obvious and hidden (explicit and implicit) For A5:Link to the question Give a quote which links to your ideaExplain briefly what the quote meansExplain your opinion in relation to the question Exam Question RequirementsA1 One question with five points

Selecting evidence or own words, Bullet point list, No analysisA2One Language Analysis question Link to question, Link to Terminology – language, Quotation – 4 – 5,

Explore hidden & obvious meaning & Effect, Link to writer’s intentionsA3One Language Analysis question Link to question, Link to Terminology – language , Quotation – 7 – 8, Explore

hidden & obvious meaning & Effect, Link to writer’s intentionsA4 One Language/Structure Analysis questionLink to question, Link to Terminology – language and structure/tension/drama, Quotations – 7 – 8, Explore hidden & obvious meaning & Effect, Link to writers’ intentions

A5 One persuasive evaluation question Link to question, Give own

opinion,

Quotations

– 7 –

8, Evaluate

the writers’ viewpoint and own response to

this

Question

Example

of question type

A1

List five things you learn…

A2

How

does the author present…

OR,

How does the writer show…

A3

What impressions do

you get…

Or,

How does the writer show the reader….

A4

How is tension

and drama created…

OR,

What impressions do you get of…

A5

“Statement” How far do you agree with this

OR.

Evaluate the way…Slide5

Analysis Terminology

Definition

Explicitobvious or easy to select as the meaningImplicit inferred - it is suggested, but not actually said, the reader reads between the linesEffect cause (something) to happen; bring about: Tentative StyleExplaining the meaning using words that express modality (could/may/might) Impression an idea, feeling, or opinion about something or someoneEvaluateTo consider an idea carefully offering opinions on the idea Evidence To use a quotation from a text (short and snappy is best) Other words for shows Suggest, implies, creates, infers, conveys demonstrates, explores, represents, indicates Other words for emphasises Accentuates, highlights, reinforces, strengthens, supports Triplets or alternative readingTriplets: repetition of three ideas, words or phrases close together/offering more than one piece of analysisConcise Straight to the point and avoiding waffle or empty phrasesEmotionsSynonyms to describe this feeling or emotionAngerIrritated, Annoyed, Rage, Hostility, Agitation, Aggravated, Contempt FearHorror, Rage, Mortification, inferiority, Hysterical, Panic, InsecurityLove Tenderness, Desire, Longing, Affection, Caring, Passion, Compassion JoyElated, Enthusiastic, Eager, Hopeful, Enchanted, Rapturous, DelightedSurpriseConfusion, Overcome, Stimulated, Astounded, Speechless, Awe-struck, DismayedSadnessDisappointed, Suffering, Despair, Dismayed, Hurt, Regretful, IsolatedTension Tense, fraught, dramatic, nerve-wracking, anxiety, stress,

strain, straining, stretching, apprehension, pressure, worryWord Class TerminologyDefinition Nounthe name of something (Proper Noun: people, places, dates & months must have a capital letter at the start)

VerbA word used to describe an actionAdverboften ly words which describes how things are doneAdjectivea word used to describe Connotationsimplied or suggested meanings of words or phrases

Language & Structure Terminology DefinitionSimilecomparison between two things using like or asMetaphorwhere one thing becomes another in a comparison Personification giving human qualities to inanimate objects, animals, natureJuxtaposition

placing contrasting ideas close together in a textSymbolism the

use of symbols to represent ideas or qualities

Tone

the

way a piece of text sounds e.g. sarcastic etc. The mood or atmosphere in the writing.

Hyperbole

use

of exaggerated terms for emphasis

Pathetic Fallacy

ascribing human conduct and feelings to nature, usually the weather

Emotive Language

language which creates an emotion in the readerDialogue SpeechDescriptionShowing the reader by describing what is happeningForeshadowinga hint or suggestion of what might happen later in the story Withholding Informationholding back information from the reader to create a range of emotions

How can I use emotion

words for analysis

?

Use the range of emotions/alternative

words

to analyse

the way characters are presented, how they feel and what the writer has intended in your analysis.Slide6

NON-FICTION WRITING CORE KO

Terminology

Definition

PAFTPurpose, audience, form and tonePurposeWhat a text trying to do. Is it informative, advisory or persuasiveAudienceWho a text is aimed atFormatThe type of text (eg: letter, speech, report etc)ToneThe way a piece of text sounds e.g. sarcastic etc. The mood or atmosphere in the writing. HyperboleUse of exaggerated terms for emphasis. AnecdoteA short story often from one’s own experienceDirectivesUsing you, we or us. AsidesOffering a quick humorous comment to the reader, often in bracketsFacts/Statistics Facts and figuresPassive voiceWhen the subject of the sentence has an action done to it but something or someone else. E.g. the dog was being washed by the girl. Modal VerbA word that provides an option -Should, Could, MightRhetorical QuestionAsking a question as a way of asserting something. Asking a question, which already has the answer hidden in it.AnecdoteA short story, often from one’s own experienceGuilt tripMaking the reader feel guilty about somethingRepetitionWhere words or phrases are used more than once in a piece of writingSKILLSSPAG – Applying spelling, punctuation and grammar effectively. Minimum expectations: capital letters, full stops, commas & apostrophes. Challenge: colons, semi-colons, parenthesis, exclamation marks, hyphens. Sentence structures – applying a variety for effect – simple, compound and complex. Using time and sequencing connectives. Paragraphing – TIPTOP rules & being able to apply these effectively. Persuasion – Using a range of techniques effectively and suitably (FATHORSE/HADAFOREST)

Exam Question Requirements2 Tasks – 30 minutes each –Plan(2 mins/Write and Edit -28 mins)Writing for 2 different purpose, audience and formats with clear communication and technical accuracy. Write a report about…..for….Write a letter to…..about…SPAG & vocabulary must be accurate and effective.Punctuation Rules

to ApplyCapital Letters: For Proper Nouns – Name of place/person & at the start of a sentence Full Stops: end of a sentence that is not a question or statementComma: separates lists/phrases/words & when using sentence adverbs (‘however’, ‘moreover’ etc.) from the rest of the sentence, & to indicate a sub-clause in a sentenceColon: to introduce a list. Parenthesise: To include additional information.

How to develop ANY non-fiction paragraph:Start in an interesting way –Use ‘Imagine…’ perhaps.Ask yourself why your idea is important.Give a specific example of how it might work. Consider what effect it will have or why it might be different to the norm. Finish up with a persuasive technique. Slide7

ADVICE

PERSUADE

REVIEW

REPORT2nd person –‘You’ Modal phrases – should/could/perhapsRhetorical questions to strengthen adviceKeep it simple, uncomplicated2nd person – ‘You’ NOT 1st person ‘I’Informal, friendly toneReassuringGive choices/alternatives 1st person –‘I’ Rhetorical QuestionsFacts / StatisticsImageryShort SentenceFlatteryGuilt tripAnecdoteDirectivesRepetitionExaggeration/HyperboleEmotive Language1st person –‘I’ Strengths& WeaknessesHumourDescriptive techniques –adjectives, similesDirectives / AsidesExaggeration / HyperboleInformal friendly tone3rd person For each of the 3 sections, provide a problem, and recommended solutionFormal styleFactualCombines informative and advice writing Passive voice

ArticleSpeechLetterReportTitle 

Introduce who you are/speech topicGrab audience’s attention to beginEnd with a powerful final messageYour address, date, Dear Sir/Madam/Mr SmithEnd with -Yours faithfully/sincerelyTitleSub-headings

Structure / Format RemindersFOR ANY TASK: Aim for a brief introduction, 3 detailed points/paragraphs, a brief conclusionSlide8

An Inspector Calls CORE KO

Vocabulary

Definition

PovertyLacking in money linked to deprivation in social conditions, housing and educationWealthThe abundance of money or possessions SocialismIn a socialist system the goal is people, not profit . The State or community regulates industry so it’s fair for all, not private companies.CapitalismAn economic system where a country’s industry is controlled by private owners for profit, rather than by the state.Social responsibilityAn ethical framework that suggests, an organisation or individual has an obligation to act for the benefit of society as a whole. Welfare StateA system where the state sets out to protect the health and well being of its citizens, especiallly those in financial or social need, by means of grants, pensions, and other benefits. e.g. the NHS.Crime ThrillerThe thriller genre is characterised by giving the audience heightened feelings of suspense, anticipation and excitement. Crime Thrillers will focus on detectives trying to track down criminals and crimes. It may also focus on the law/justice.Class System The concept that there is more than one social class of people: working class, middle class and upper class and the rules which govern people’s lives in different classes lead to societal unfairnessHierarchyRanking of members of society due to status or authority, particularly defined at the start of the 20th Century when the play is set. This class hierarchy faded after 2 World Wars.InterrogationAn intense form of probing questioningCondescension A patronising, condescending attitude towards othersMoralityPrinciples that focus on knowing the difference between right and wrong, between good and bad behaviour.AuthoritativeAble to be trusted, confident, likely to be respectedTerminologyDefinition

RhetoricThe art of effective persuasive speaking often using techniquesEmpatheticShowing an ability to understand and share feelings of another personWithholding Informationholding back information from the reader to create a range of emotions Dramatic Ironywhere the audience are more aware of the action happening than the characters Foreshadowing

a hint or suggestion of what might happen later in the story ClimaxThe most intense or exciting point of somethingLightingThe arrangement or effect of lightsMotifa recurring set of words/phrases or imagery for effect

SKILLSAnalysis Points: Link to the questionLink to the terminology (Lang/Structure – evaluating choice) Short Quote(s) -or MomentExplain meaning and effect – both obvious and hidden (explicit and implicit) Zoom in on words/explore connotations and effectSuggest what other readers might think/feel (offering an alternative opinion)Link to the writer’s intentions (step out from the close analysis to give an overview of meaning)Explore a linking quote/supporting ideaEXAM REQUIREMENTSESSAY QUESTION– 45 mins (including planning time)

Brief introduction – Mention where extract is from in the novel / Offer an overall link to the question covering the novel as a whole.Extract Focus – 1 paragraph – Link to Question. Aim for up to 6 quotes coveredWhole Novel Focus -2 paragraphs – Link to how question can be answered in other key moments/quotes throughout the novel

Brief Conclusion – Link back to the question

Place the extract chronologically in your essay where it appears in the text

Typical

Questions

Write about the Theme/Character of _______

and how it/they is/are presented at different points in the play.

In your response you should:

 refer to the extract and the play as a whole;

 show your understanding of theme and events in the play. [35+5]

5 of this question’s marks are allocated for accuracy in spelling, punctuation and the use of

vocabulary and sentence structures.This question assesses AO1, AO2 and AO4 (5 additional marks). Event Guide: Act 1 The Birling family are celebrating the engagement of Sheila Birling to Gerald Croft – a marriage that will result in the merging of the two families’ successful businesses. However, they receive a surprise visit from Inspector Goole who is investigating the suicide of a young girl.After seeing a photograph of the girl, Birling admits she used to be one of his employees but he sacked her for being the ring-leader of a strike asking for higher wages. He denies any responsibility for her death though.  We next learn that Sheila got Eva fired from her next job at Milwards, a department store. This was because Eva had apparently been smiling (smirking?) at another shop assistant, and Sheila used her family’s position and influence to demand Eva be fired. Sheila is devastated by this news and blames herself. The Inspector then announces Eva changed her name to Daisy Renton, and the audience recognise from Gerald’s reaction that he also knows of this girl. ACT 2Sheila and Gerald have tense words, and Gerald admits to the Inspector that he had met Daisy at the Palace Bar, and had ‘rescued’ her from the attention of Alderman Meggarty, a councilor. Gerald let Daisy stay in his flat and she became his mistress. He ended the affair though when he had to go away on business, giving her some money to see her through for a few more months. Gerald is quite sad about the events and says they were fond of one another.  Mrs Birling is shocked by this scandal, but then it is her turn. The Inspector shows the photo of the girl to Mrs Birling who admits she had seen the girl (then pregnant) when she had come to ask for financial assistance from the Brumley Women’s Charity Organisation. Mrs Birling turned her request down because the girl had the nerve to call herself Mrs Birling (which Mrs Birling doesn’t understand at this point)Mrs Birling says the father should contribute to help the girl, not the organization and is proud of her decision. Right as Mrs Birling is demanding this, Sheila realizes that Eric is involved in the proceedings, and is the father. ACT 3Eric tells his story. He met Daisy at the same Theatre Bar as Gerald, got her drunk, then almost turned violent when she didn’t want to let him in to the lodgings. She gave in, and they had sex. Two weeks later when they met, she told Eric she was pregnant. She did not want to marry him because she knew Eric did not love her, but she did accept gifts of money to help her situation until she realized that Eric had stolen the money -50 pounds from Mr Birling’s office. Mr and Mrs Birling are furious about this.  The Inspector leaves after giving a strong message about our collective social responsibility. Gerald then realizes they may have been conned, as there is no Inspector Goole on the force. Birling is delighted, assuming they are all off the hook, but Sheila and Eric maintain nothing has changed with regard to their crimes, even if it is not the same girl. Finally, the telephone rings, and we learn an Inspector is on his way to ask questions about the suicide of a young girl.

KEY THEMES

Social Responsibility,

Women, Young & Old, Time/Change, Social ClassSlide9

Mr Birling

“After all it’s better to ask for the earth than to take it”

“A young woman drank some disinfectant and died, after several hours of agony…She lies with a burnt out inside on a slab.” “And you think young women ought to be protected against unpleasant and disturbing things?”  “We have to share something. If there’s nothing else, we’ll have to share our guilt” “Your daughter isn’t living on the moon. She’s here in Brumley too.” “She needed not only money but advice, sympathy, friendliness…and you slammed the door in her face.” “And my trouble is I haven’t much time. You’ll be able to divide up the responsibility between you when I’ve gone.” “There are millions of Eva Smiths and John Smiths still left with us…We don’t live alone. We are members of one body. We are responsible for one another.”“The time will come when if men will not learn that lesson, they will be taught it in fire and blood and anguish.”The InspectorGerald CroftEric BirlingSheila BirlingMrs Birling“I’m talking as a hard-headed, practical man of business.” “I say there isn’t a chance of war…the Titanic –unsinkable, absolutely unsinkable.  “One of the happiest nights of my life”  “There’s a fair chance I might find my way into the next Honours List”  “A man has to make his own way – has to look after himself – and his family too.”  “If we were all responsible for everything that happened to everybody we’d had anything to do with, it would be very awkward, wouldn’t it?”  “If you don’t come down sharply on some of these people, they’d soon be asking for the earth”  

“Look Inspector, I’d give thousands, thousands…”  “There’ll be a public scandal –and who here will suffer from that more than I will?”  “Probably a socialist or some sort of crank . He talked like one”  “I’ll admit he gave me a bit of a scare.”  “Girls of that class-”  

“So far you seem to be conducting the inquiry in a rather peculiar and offensive manner.”  “Sheila, don’t talk nonsense” “I don’t think we want any further details of this disgusting affair.”  “She called herself Mrs Birling –a piece of gross impertinence”  “Unlike the other three, I did nothing I’m ashamed of.”  “As if a girl of that sort would ever refuse money”

“You’re behaving like a hysterical child.”  “The rude way he spoke to Mr Birling and me. It was quite extraordinary.”  “These girls aren’t cheap labour –they’re people.” “Shut up Eric. It’s the only time I’ve ever done anything like that, and I’ll never, never do it again to anybody.”  “Were you seeing her last spring and summer when you hardly came near me and said you were so busy?”  “I can’t believe –I won’t believe it’s simply my fault that in the end she committed suicide. That would be too horrible.”  “Mother –You mustn’t try and build up a kind of wall between us and that girl.”  

“No –he’s giving us the rope so that we’ll hang ourselves.”  “I want to understand…I wouldn’t miss it for worlds”  “I’m not a child, don’t forget. I’ve a right to know.”

“That’s probably the best thing you’ve said tonight. At least it’s honest.”

“Gerald, I think you’d better take this with you. (She hands him the ring)”

“You and I aren’t the same people who sat down to dinner here.”

“The point is, you don’t seem to have learnt anything…It’s you two who are being childish –trying not to face the facts.”

“If it didn’t end tragically, then that’s lucky for us. But it might have done.”

“He’s been steadily drinking too much for the last two years.”

 “I wasn’t in love with her or anything –but I liked her – she was pretty and a good sport,”  “Just used her for the end of a stupid drunken evening, as if she was an animal, a thing, not a person.”  “She didn’t want me to marry her. Said I didn’t love her – and all that. In a way she treated me as if I were a kid.”  “I insisted on giving her money to keep her going”   “Because you’re not the kind of father a chap could go to when he’s in trouble – that’s why.”  “Then – you killed her. She came to you to protect me – and you turned her away.”  

“You don’t understand anything. You never did.”

“You’re beginning to pretend now that nothing’s really happened at all. I can’t see it like that. The girl’s still dead, isn’t she?”

“I don’t give a damn now whether I stay here or not.  

“Hear, hear, and I think my father would agree to that”.

“I know we’d have done the same thing”

“We’re respectable citizens, not criminals”

“It’s bound to be unpleasant and disturbing”

“I’ve suddenly realised –taken it in properly –that she’s dead”

“I became the most important person in her life you understand?”

“I didn’t feel about her as she felt about me”

“There isn’t any such inspector. We’ve been had!”

“Don’t you see? There’s no proof it was really the same girl”

“Everything’s all right now, Sheila, what about this ring?”

Eva Smith /Daisy Renton

“She’d had a lot to say – far too much – so she had to go.”

“With no work, no money, no relatives, lonely, half starved, she was feeling desperate”

“She enjoyed being among pretty clothes…a fresh start”

“She felt there’d never be anything as good again for her –so she had to make it last longer.”

“She’d come to you for assistance because she didn’t want to take stolen money.”  Slide10

Blood Brothers CORE KO

Vocabulary

Definition

PovertyLacking in money linked to deprivation in social conditions, housing and educationWealthThe abundance of money or possessions LiverpudlianA person who comes from Liverpool (often with a distinct accent) Deceit Concealing or misrepresenting the truthDeathEnding of lifeMaternal Caring as a mother Innocence The state of being pure and lacking in corrupt behaviour SuperstitionIrrational belief in widely held supernatural instances Class System The concept that there is more than one social class of people: working class, middle class and upper class and the rules which govern the lives of people in can lead to societal unfairnessHierarchyRanking of members of society due to status or authorityDisillusioned Disappointment in someone or something that appears to be less good than initially thoughtCondescension A patronising, condescending attitude towards othersSnobbery The character or quality of being a snobUnderprivilegedNot having access to the same standard of living as other people in society SKILLSAnalysis Points: Link to the questionLink to the terminology (Lang/Structure – evaluating choice) Short Quote(s) -or Moment

Explain meaning and effect – both obvious and hidden (explicit and implicit) Zoom in on words/explore connotations and effectSuggest what other readers might think/feel (offering an alternative opinion)Link to the writer’s intentions (step out from the close analysis to give an overview of meaning)Explore a linking quote/supporting ideaEXAM REQUIREMENTSESSAY QUESTION– 45 mins (including planning time)Brief introduction – Mention where extract is from in the novel / Offer an overall link to the question covering the novel as a whole.

Extract Focus – 1 paragraph – Link to Question. Aim for up to 6 quotes coveredWhole Novel Focus -2 paragraphs – Link to how question can be answered in other key moments/quotes throughout the novelBrief Conclusion – Link back to the question Place the extract chronologically in your essay where it appears in the textTypical QuestionsWrite about the theme of _______ and how it is presented at different points in the play/textIn your response you should: refer to the extract and the play as a whole; show your understanding of theme and events in the play. [35+5]5 of this question’s marks are allocated for accuracy in spelling, punctuation and the use ofvocabulary and sentence structures.This question assesses AO1, AO2 and AO4 (5 additional marks).

Event Guide: Act 1 The narrator introduces the plot in a Greek Chorus (we realise the play is a tragedy) Meet two very different women, Mr J v poor agrees to give away one of her twins to Mrs L who is rich. Meet the twins ages 7: they are very different in many ways (nurture) but do have quite similar natures. They’re treated differently by the police/school.Mrs L is paranoid her son will discover his adoption so moves the family to the country to get away from Mickey and Mrs J. Years later, the council rehouses the Johnstone family in the country.ACT 2 The boys meet again aged 14 and their friendship continues. The boys, again, display similar natures. They have very different qualities if education. Mickey is in love with Linda. Mrs L becomes increasingly mad at the thought of Edward finding out and tries to kills Mrs J.Aged 18, Edward goes to university and Mickey to a full-time job which he hates. The gap is widening between them.Linda is pregnant so she & Mickey marry. Mickey loses his job, helps Sammy rob a garage & is sent to prison. Nothing is the same for him and Linda again.Mickey is released from prison but is addicted to anti-depressants. Desperate, Linda asks Edward for help. He gets them a house & Mickey a job, but starts a brief affair with Linda.Mrs L tells Mickey about the affair, he confronts Edward with a gun in the council chamber. Mrs J reveals that they are twins. Mickey shoots Eddie and the police kills Mickey.

KEY THEMES Wealth, Poverty, Class, Superstition, Childhood, Death,

Terminology

Definition

Omniscient

Narrator

All knowing narrative voice

Dialogue

Speech

Accent

A distinctive way of pronouncing words

Dramatic Irony

where the audience are more aware of the action happening than the characters Foreshadowing a hint or suggestion of what might happen later in the story Pathetic Fallacyascribing human conduct and feelings to nature, usually the weatherMetaphorWhere one thing becomes another in a comparisonMusical The form of the play: music plays an important part in revealing the action/eventsSymbolism

Using symbols in literature

to represent ideas or qualitiesSlide11

MRS JOHNSTONE

“He

told me I was sexier than Marilyn Monroe

”.“By the time I was twenty-five, I looked like forty-two” “during the dance, she acquires a brush, dusters and a mop” stage directions “never put new shoes on a table” “silver trays to take meals on” / “a bike with both wheels on” – Mrs J & Mrs “Mrs Lyons shows the Bible to Mrs Johnstone” “don’t you ever come round here again” / “I’m very sorry, but it’s Edward’s bedtime” – Mrs J and Mrs L “She removes a locket from around her neck” “bright new day, we’re goin’ away” “I curse you! Witch!” – Mrs L to Mrs JTHE NARRATOR “I’m up to here with hard luck stories” – Milkman/narrator “the devil’s got your number” – narrator did you never hear how the Johnstones died” “the mother, so cruel, there’s a stone in place of her heart” – “a debt is a debt, and must be paid” “There’s a mad man” – narrator “Do we blame superstition for what came to pass? Or could it be what we, the English, have come to know as class?” “Did you ever hear the story of the Johnstone twins, as like each other as two new pins” “the music pulsates and builds” stage directions MINOR CHARACTERSLINDA “if you count from one to ten”“I wanna kiss y’, an’ put me arms around y’”“Who’d tell the girl in the middle of the pair/The price she’ll pay just for being there.”Mr Lyons“it’s a sign of the times, Miss Jones” Police“he was about to commit a serious crime” / “it was more of a prank, really”Sammy“Sammy burnt the school down” Schoolteacher “This is a boys’ school, Lyons”

MRS LYONS“give one to me” imperative –“How can you possibly avoid some of them being put into care?” “You’ll be locked up” “It’s just… just this place” “has a lethal-looking kitchen knife in her hand” Stage directions

EDWARD/MICKEY“mam” / “mummy” “pissed off” / “you say smashing things” “ “we’re blood brothers” Mickey and Edward “if you cross your fingers and if you count from one to ten” “Peter Pan” “take a flying fuck at a rolling donut” / “it’s borin’”

“a game of piggy-in-the-middle” “workin’ overtime” / “I go away to university tomorrow” “How come you got everything… an’ I got nothin’?” “I could have been him!” – Mickey“walkin’ round in circles” – Mickey “I grew up. An’ you didn’t, because you didn’t need to” – Mickey to Edward “chronically depressed” – Mickey“You sorted it out. You and Councillor Eddie

Lyons”Edward is “on a platform” stage directionsSlide12

Vocabulary

Definition

Democracy/Egalitarianfairness, equalityElitistsuperiority/exclusive Existential philosophy: considering the existence of individuals/freedom of choiceSymbiotic relationship: cooperative/mutually beneficialSadistic tendencies: brutality, hostility, crueltySubversion of the Garden of EdenChanging paradise to a sinister and dangerous placePsychological terrorismbeing terrified, psychologically Gaslightingmanipulating one into doubting their own sanity/perception Marginalised characterscharacters were are weaker or vulnerable, either physically, socially, etc.Emotional labourdoing all the emotional work/taking on the emotion burdensLord of the Flies CORE KOSKILLSAnalysis Points: Link to the questionLink to the terminology (Lang/Structure – evaluating choice) Short Quote(s) -or MomentExplain meaning and effect – both obvious and hidden (explicit and implicit) Zoom in on words/explore connotations and effectSuggest what other readers might think/feel (offering an alternative opinion)Link to the writer’s intentions (step out from the close analysis to give an overview of meaning)Explore a linking quote/supporting idea

EXAM REQUIREMENTSESSAY QUESTION– 45 mins (inc. planning time)Brief introduction – Mention where extract is from in the novel / Offer an overall link to the question covering the novel as a whole.Extract Focus – 1 paragraph – Link to Question. Aim for up to 6 quotes coveredWhole Novel Focus -2 paragraphs – Link to how question can be answered in other key moments/quotes throughout the novelBrief Conclusion – Link back to the question Place the extract chronologically in your essay where it appears in the text

Typical QuestionsWrite about the theme of _______ and how it is presented at different points in the play/textIn your response you should: refer to the extract and the play as a whole; show your understanding of theme and events in the play. [35+5]5 of this question’s marks are allocated for accuracy in spelling, punctuation and the use ofvocabulary and sentence structures.This question assesses AO1, AO2 and AO4 (5 additional marks).

EVENT GUIDERalph and Piggy meet, find the conch , meet the others and have a meeting. Ralph is voted as leader against Jack, the choir leader. They explore the island and catch a pig, but it gets awayThey call an assembly, the liluns are scared of a ‘beast’, they use Piggy’s glasses to light a fire that gets out of control, a liluns disappears. Piggy and jack argue.Jack is obsessed wit hunting pigs, Ralph and Simon work on the huts while everyone else plays, Jack and Ralph argue, Simon helps the liluns get food.Roger and Maurice bully the liluns, They are still, however, held back by rules they learned in civilization. Jack paints his face for hunting. His mask liberates him from the rules of civilization. He leads the boys on a hunting expedition. As Jack and the hunters are out, a ship passes by. Ralph realizes the hunters have let the fire go out. He races to the top, but is unable to light it in time. Jack and the hunters return with a pig. Ralph and Jack argue. Jack punches Piggy in the gut. One of Piggy's lenses from his glasses breaks. The boys cook the pig and have a feast. Ralph announces a meeting.The boys argue about the beast again. Jack storms away from the meeting with his hunters, who make horrific sounds in the darkness. Piggy begs Ralph to call them back with the conch. He longs for grown ups to make things right.

They think they saw the beast and try to hunt for it. Ralph notices the fire has gone out, except no one seems to care. The hunt for the beast continues. The boys come across a pig run and Ralph sticks a boar in the nose with a spear. The boar escapes. The boys act out a pig hunt with Robert playing the part of the pig. Even Ralph enjoys the spectacle. The quest for the beast continues until evening. Jack, Ralph, and Roger agree to scale the mountain. The three boys see the dead parachutist who they mistake for the beast and run away as fast as they can.Jack wants to be chief but the others vote for Ralph. Embarrassed, he walks off. Roger, Bill, Maurice, and other biguns escape into the woods, following Jack. Simon has also disappeared into his secret spot.he hunters track down a pig and kill it. They chop off its head and offer it to the beast as a sacrifice. Jacks’ hunters raid Ralph’s camp.

Simon passes out. Jack and his hunters begin their chant. Simon appears from the forest. They kill him and his body washes out to sea, as does the pilot.

 Jack and his tribe have been transformed into savages. They plot to steal fire. They raid Ralph and Piggy's camp and steal Piggy's glasses.

Ralph blows the conch at the fort entrance. Ralph and Jack spar. Ralph demands Piggy's glasses. Jack's savages tie up

Samneric

. Piggy tries to talk sense into the savages. Roger wedges the giant rock loose. It smashes the conch and knocks Piggy off the cliff. Jack and the others throw spears at Ralph, who runs away.

Ralph flees and returns at night to speak with

Samneric

who are the new guards. They warn Ralph to go away. Ralph learns the tribe will hunt him the next day like a pig. Roger is sharpening a stick at both ends. Ralph hides in a thicket. One of the twins gives away Ralph's location. They eventually fill the thicket with smoke. Ralph charges out and runs for his life. The hunters pursue. Ralph notices the island has caught fire. The hunters chase Ralph down to the beach where he finds a naval officer there to rescue them

Terminology

Definition

Tri-syllabic chanting

chanting in 3 syllablesDramatic IronyFrom Greek tragedy: the audience is aware of the importance of events but the characters are notForeshadowing Predicting or warning of a future event in the text Pathetic FallacyLinking of nature and weather to human emotions/moodsMetaphorWhere one thing becomes another in a comparisonSymbolism Using symbols in literature

to represent ideas or qualities

Description

A spoken/written

account of a person, action or event

Allegory/

cautionary fable:

stories told in a simplistic manner to convey series ethics and morals (like fairy tales)Slide13

Ralph

Jack

Roger

SimonYou could see he might make a boxer, as far as width and heaviness in the shoulders went, but there was a mildness about his mouth and eyes that proclaimed no devil."“There was a stillness about Ralph as he sat that marked him out: there was his size and attractive appearance." "the understandable and lawful world... slipping away"."You aren't playing the game"."I'm chief. I'll go. Don't argue." “But I tell you that smoke is more important than the pig, however often you kill one.”“Things are breaking up. I don't understand why. We began well; we were happy. And then -- ...Then people started getting frightened.”“The world, that understandable and lawful word, was slipping away. Once there was this and that; and now -- and the ship had gone.”“Ralph too was fighting to get near, to get a handful of that brown, vulnerable flesh. The desire to squeeze and hurt was over-mastering.” “Ralph wept for for the end of innocence, the darkness of man's heart, and the fall through the air of a true, wise friend called Piggy.”His face was crumpled and freckled, and ugly without silliness". "Out of this face stared two blue eyes, frustrated now, and turning, or ready to turn to anger.""See? They do what I want.""the enormity of the knife descending and cutting into living flesh; because of the unbearable blood"."All you can talk about is pig, pig, pig!" Ralph says angrily."they had outwitted a living thing, imposed their will on it, taken away its life"."His voice was vicious". "Bollocks to the rules! We're strong - we hunt!" "We don't need the conch any more".“I agree with Ralph. We've got to have rules and obey them. After all, we're not savages. We're English.”“He tried to convey the compulsion to track down and kill that was swallowing him up.”“If you're hunting sometimes... you can feel as if you're not hunting, but -- being hunted.”“...the mask was a thing on its own, behind which Jack hid, liberated from shame and self-consciousness.”“ knowledge that they had outwitted a living thing, imposed their will upon it, taken away its life like a long satisfying drink.”“I'm not going to play any longer. Not with you.”has to keep up with the senseless ebullience of the children”"a skinny, vivid little boy, with a glance coming up from under a hut of straight hair that hung down, black and course". “Like candles. Candle bushes. Candle buds"."He's queer. He's funny." Piggy says "He's cracked".He has "a secret place in a clearing full of flowers and butterflies", "He walked with an accustomed tread through the fruit trees.""it wasn't a good island" and he tells Ralph, "You'll get back to where you came from"."maybe there is a beast... What I mean is... maybe it's only us". "Fancy thinking the Beast was something you could hunt and kill!... You knew, didn't you? I'm part of you?"“The waves turned the corpse gently in the water. ... Softly, surrounded by a fringe of bright inquisitive creatures, itself a silver shape beneath the steadfast constellations, Simon's dead body moved out towards the open sea".“The beast was harmless and horrible; and the news must reach the others as soon as possible.”"slight” and "furtive". "The shock of black hair, down his nape and low on his forehead, seemed to suit his gloomy face and make what had seemed at first unsociable remoteness in to something foreboding.""kept to himself with an inner intensity of avoidance and secrecy.""carried death in his hands".“...there was a space around Henry, perhaps six yards in diameter, into which he dare not throw. Here, invisible yet strong, was the taboo of the old life.”Kill the pig, cut her throat, spill her blood The conch exploded You can feel as if you’re not hunting but… being huntedWhat are we? Humans? Or animals? Or savages?Ralph wept for the end of innocence… the darkness of man’s heart, and the… wise friend called Piggy”Maybe there is a beast… maybe it’s us (Simon)We did everything adults would do. What went wrong? (Piggy)Jack hurled the spear with all his strength(Jack) His laughter became a blood thirty snarlingYou’d think we could do that… (fire) Are we savages, or what? (Ralph)the boys who were marching in an orderly way (Jack’s choir boys)

Roger realised there was no real authority and no punishments on the islandfear can cause a person to do that makes it dangerous.I’m frightened. Of us (Piggy)The mask was a thing of its own, behind which Jack hid“The thing is- fear can’t hurt you any more than a dream”“Which is better- to have laws and agree, or to hunt and kill?”“They closed in on the struggling pig… they had taken away its life like a long satisfying drink”Piggy"What intelligence had been shown was traceable to Piggy." "Piggy, for all his ludicrous body, had brains."“How can you expect to be rescues if you don't put first things first and act proper". “Piggy was an outsider, not only by accent, which did not matter, but by fat, and ass-mar, and specs, and a certain disinclination to manual labour.""Acting like a crowd of kids"."It was an accident... and that's that".“I just take the conch to say this. I can't see no more and I got to get my glasses back". "I got the conch!"

"the true, wise friend called Piggy".“Then, with the martyred expression of a parent who has to keep up with the senseless ebullience of the children”Slide14

UNSEEN POETRY

CORE KO

SKILLS

Analysis Points: Link to the questionLink to the terminology (Lang/Structure – evaluating choice) Short Quote(s) Explain meaning and effect – both obvious and hidden (explicit and implicit) Zoom in on words/explore connotations and effectSuggest what other readers might think/feel (offering an alternative opinion)Link to the writer’s intentions (step out from the close analysis to give an overview of meaning)Explore a linking quote/supporting ideaEXAM REQUIREMENTSSINGLE POEM ESSAY – 20 mins (including planning time)Intro – link to question. Explain the overall meaning of the poem briefly. Throughout the essay – Choose relevant quotes and analyse the language, structure and effect of these quotes. Refer to the question regularly. COMPARISON POEM ESSAY – 40 mins (including planning time)Intro – link to question. Explain the overall meaning of the poem briefly. Throughout the essay– Start with the 2nd poem, choose relevant quotes from the poem and analyse the language, structure and effect of these quotes and then how they link to examples and analysis from poem 1. You must use connectives of comparison. Refer to the question regularly.Comparison Connectives SimilarlyContrastingly In the same wayOn the other hand AlsoHoweverIn addition Whereas Tentative PhrasesCouldMaybeMightPossibly May PerhapsAppearsSeems to Things to consider comparing: IdeasThemesEffect on readerWriter’s intentionsToneMood and atmosphereImageryNarrative voiceLanguage techniquesStructural techniquesShift of focusBeginningEnd

TerminologyDefinition Imageryvisually descriptive language Similecomparison between two things using like or asMetaphorwhere one thing becomes another in a comparison Onomatopoeia words that sound like their meaning

Symbolism the use of symbols to represent ideas or qualitiesRepetition when words or phrases are used more than once in a piece of writingPersonificationGiving human qualities to inanimate objectsPersonaThe voice/ speaker of the poem. Different from the writer. Semantic field A group of words related in meaning. SonnetA 14

line poem, with a clear rhyme scheme. Usually focuses on love. Free-verseA poem that doesn’t have any clear rhyme scheme off rhythm. Alternate rhymeWhen alternate lines share the same rhyme scheme (ABAB)Rhyming coupletA pair of rhyming lines which follow on from one another (AA, BB)Juxtaposition placing contrasting ideas close together in a textEnjambment incomplete sentences at the end of lines in poetry, where one line runs on to the next for effectCaesuraa break in the middle of a line of poem using punctuation (. , : ; ) End-stopping punctuation at the end of a line of poetryRhythm A recurring beat in

the poem Paper Two LiteratureSection C20% of Lit GCSETwo previously unseen poems. 1 single poem essay. 1 comparison essay.

Emotions

Synonyms

to describe this feeling or emotion

Anger

Irritated, Annoyed, Rage, Hostility

, Agitation, Aggravated, Contempt

Fear

Horror, Rage,

Mortification, inferiority, Hysterical, Panic, Insecurity

Love

Tenderness, Desire, Longing, Affection, Caring, Passion, Compassion JoyElated, Enthusiastic, Eager, Hopeful, Enchanted, Rapturous, DelightedSurpriseConfusion, Overcome, Stimulated, Astounded, Speechless, Awe-struck, DismayedSadnessDisappointed, Suffering, Despair, Dismayed, Hurt, Regretful, IsolatedTension Tense, fraught, dramatic, nerve-wracking, anxiety, stress, strain, straining, stretching, apprehension, pressure, worrySlide15

NARRATIVE WRITING CORE KO

Narrative Writing Terminology

Definition

Freytag’s narrative structure Exposition, Rising Action, Falling Action, Climax, Resolution Narrative HookThe start of a story that grabs the reader’s attention in some wayExposition Background information about characters, time, location Rising Action is a series of relevant incidents that create suspense, interest and tension in a narrativeDramatic Peak/Climax the most intense, exciting, or important point of the storyFalling ActionWhat occurs directly after the climaxResolution the action of solving a problem or contentious matterCliff-hanger A tense line or moment that creates suspense or intrigueWithholding information Holding back information from the reader for effectAsidesWhere a character talks to the reader, often in bracketsPlotthe main events of a play, novel, film, or similar work, presented by the writer in a related sequence.Characterthe mental and moral qualities distinctive to an individual in a storySetting the place or type of surroundings where something is positioned or where an event takes placeThe Senses Sight, Sound, Touch, Taste, Feel – embedding these elements into a storyPathetic Fallacy ascribing human conduct and feelings to natureSymbolism the use of symbols to represent ideas or qualitiesSKILLSWriting: SPAG – Applying Spelling, punctuation and grammar effectively. Minimum expectations: capital letters, full stops, commas & apostrophes. Challenge: colons, semi-colons, parenthesis, exclamation marks, ellipsis Sentence structures – applying a variety for effect – simple, compound and complex. PANIC sentence openers & being able to apply these. Paragraphing – TIPTOP –Time, Person, Topic, Place

Exam Question RequirementsWrite a clear, believable and engaging short story which has a start, middle and end and which follows a clear plot line. Organisation and Communication must be well structured and clear. SPAG & vocabulary must be accurate and effective.Vocabulary to create emotions Definition Uplifting

Inspiring happiness or hopeJoyfulExpressing great pleasure or joyHopefulFeeling or inspiring optimism for the futureDespair Complete loss of all hope DistressExtreme anxiety, sorrow or pain Melancholy A feeling of pensive sadness with no obvious cause Optimistic Looking at the positive aspects of life

Pessimistic Looking at the negative aspects of lifePensive Thoughtful mood FrustratedFeeling of annoyanceInferiorLower in rank status or quality Sentimental feelings of tenderness, sadness, or nostalgia Powerful Having great power or strength InsignificantToo small or unworthy to be considered important Nostalgia A longing for the past

Success Criteria for a well thought out story

Unusual

, intriguing

description

Brief, realistic

dialogue

Showing not telling

Linking beginning to the end

Pathetic fallacy

Asides

Paragraph Links / cliff hangers

Sensory Description

Not rushing the dramatic section Starting sentences in a variety of ways PANIC:With a preposition, adverb/adjective, noun, ‘ing’ word (verbs), connectivesPunctuation Rules to ApplyCapital Letters: For Proper Nouns – Name of place/person & at the start of a sentence Full Stops: end of a sentence that is not a question or statementComma: separates lists/phrases/words & when using

sentence adverbs (‘however’, ‘moreover’ etc.) from the rest of the sentence,

& to indicate a sub-clause in a sentence

Apostrophe

:

~ to show that letters have been left out.

& to show possession.Slide16

ROMEO & JULIET CORE

KO

Vocabulary

Definition Unrequited loveLove which is felt by one person, but not returnedPatriarchy Society dominated by males who rule over females MasculinityTraits relating to being stereotypically maleImpulsive Acting/doing something without thinkingLoyalty Having a strong feeling of support or allegiance AudienceSpectators or listenersWisdomQuality of having good judgement/being wiseJusticeFair treatment or behaviour RebellionArmed resistance to a government or the lawsMarriageFormal union of two persons in the eyes of godAggressionAnger which results in aggressive behaviour MaternalFeelings which are related to being a mother Societal expectationSocial normalities relating to the time MorbidAn interest in death and diseaseFutilepointlessTerminologyDefinition TragedyForm of the play exploring tragic events & downfall of characterDramatic Irony where the audience are more aware of the action happening than the characters Soliloquyan individual character in a play speaking their thoughts out loud to the audience ProtagonistsThe main character who propels the action forwardCelestial Imagery Images relating to heaven Oxymoronusing two opposing terms together, that normally contradict each other

Juxtaposition Placing contrasting ideas close together in a textForeshadowinga hint or suggestion of what might happen later in the story Emotive LanguageLanguage which creates an emotion in the readerConnotations/ Zooming in Implied or suggested meanings of a word or phrasesHyperboleuse of extremely exaggerated terms for emphasisPunsJoke exploiting the possible different meanings of a word

SKILLSAnalysis Points: Link to the questionLink to the terminology (Lang/Structure – evaluating choice) Short Quote(s) Explain meaning and effect – both obvious and hidden (explicit and implicit) Zoom in on words/explore connotations and effectSuggest what other readers might think/feel (offering an alternative opinion)Link to the writer’s intentions (step out from the close analysis to give an overview of meaning)Explore a linking quote/supporting idea

EXAM REQUIREMENTSEXTRACT ONLY: Intro – link to the question with overview of meaning in the extract. Explain where the extract happens in the play, Start of extract – choose 2 – 3 quotes to explore, Middle of extract – choose 2 – 3 quotes to explore, End of the extract – choose 2 – 3 quotes to explore, Conclude – Short summary of pointsESSAY ON ROMEO & JULIET: Intro – link to the question with overview of meaning. Explain which 3 to 4 events in the play you will focus on. Idea 1 - choose a moment from the play to explore (quotes if remembered) Idea 2 - choose a 2nd moment from the play to explore (quotes if remembered) - Idea 3 - choose a moment from the play to explore (quotes if remembered) - Idea 4 – choose a moment to explore (quotes if remembered) Conclude – Short summary of points

Act & ThemeKey Moments

Prologue:

Love,

Civil War

, Fate Conflict

Exposition

of feud between Montagues and Capulets. Love story & deaths of Romeo & Juliet revealed .

Act 1: Civil War, Conflict Law, Fate, Patriarchy

Family Relationship

Servants

of both houses fight in the street. Prince breaks it up. Paris asks to marry Juliet. Nurse reveals this to Juliet & we see their close bond. Romeo argues against going to the ball. R&J meet & fall in love at the Capulet Ball. Tybalt recognises Romeo & wants to fight. Lord Capulet stops him.

Act 2: Civil War, Conflict Law , Fate, Patriarchy, Family RelationshipChorus inform of the futile love. Romeo abandons his friends & jumps into Capulet’s orchard. Balcony scene – they confess their love & arrange to marry. Friar Laurence agrees to marry R&J. Tybalt challenges Romeo. Nurse acts as messenger regarding the wedding. They marry in secret. Act 3: Civil war, Cnflict, Death, Love, Religion, Law, Fate, Patriarchy, Family RelationshipMercutio & Tybalt fight. Tybalt kills Mercutio. In anger Romeo kills Tybalt. Prince banishes Romeo to Mantua. First the lovers spend the night together. Juliet is distraught about Romeo being banished. Capulet agrees to Paris & Juliet marrying. Juliet refuses to marry him. The nurse says she should. Act 4: Fate, Love, Death, Patriarchy, Family RelationshipFriar plans to give Juliet sleeping drug. Juliet agrees to marry Paris. Takes the drug. Everyone thinks she is dead (Nurse finds her). Act 5: Death, Fate, Conflict, Family Relationships, Love, Law, Religion, Patriarchy, Romeo doesn’t receive a letter about the Friar’s plan. He hears she is dead. Buys poison. Friar Laurence sends another letter. Romeo arrives at the tomb. Kills Paris. Drinks poison. Juliet awakes to find Romeo dead. Juliet stabs herself. The families are brought together in grief.Slide17

Character

Quotes & Technique & Brief Analysis

ROMEO

– Main Protagonist“In sadness, cousin, I do love a women” Act1:1 – juxtaposition Romeo swooning and pining for Rosaline. “Arise fair sun and kill the envious moon,” Act 2 Metaphor to show his rejection of Rosaline in favour of Juliet. “With love’s light wings did I o’erperch these walls,” Act 2:2” Celestial Imagery to show he is linked to God and the heavens. “O I am Fortune’s fool” Act 3:1 –Metaphor/ Alliteration. Cursing fate after he has killed Tybalt. “Death hath had no power yet upon thy beauty.” Act 5:3 Imagery to show that death hasn’t changed Juliet’s appearance yet – Shakespeare is playing with the audience here. ”Thus with a kiss I die” Act 5:3 statement first person – he dies JULIET – Main Protagonist “You kiss by the book” Act 1:5 – metaphor – falling in love with Romeo. “My only love sprung from my only hate” Act 1:5 – juxtaposition/Oxymoron – Realising Romeo’s family.  “What’s in a name? That which we call any rose would smell as sweet.” Act 2:2 –metaphor –Juliet questioning Romeo’s family names importance.  “Methinks I see thee now, thou art so low, as are dead in the bottom of the tomb” Act 3:5 –Juliet has a vision of Romeo lying dead. “Proud I can never be of what I hate” Act 3:5 – Juliet saying to her father that she cannot be proud of being paired with Paris. “O happy dagger –let me die!”Act 5:3–Personification – Juliet before she kills herself.TYBALT – Cousin to Juliet - Antagonist“What, drawn, and talk of peace! I hate the word, as I hate hell, all Montagues, and thee” –Act 1:1 –Repetition – Tybalt showing his primary character trait of loving fighting.“This, by his voice, should be a Montague.— Fetch me my rapier, boy.” Act 1:5 Tybalt recognises Romeo who has gatecrashed the party and wants to attack him.  “Boy, this shall not excuse the injuries that thou hast done me. Therefore turn and draw.” Act 3:5 – Metaphor – Tybalt emphasising how he feels damaged by Romeo’s behaviour, and is determined to fight. LORD CAPULET – Juliet’s father“What noise is this? Give me my long sword, ho!” Act 1:1 – Capulet keen to join in the fighting “And, to say truth, Verona brags of him to be a virtuous and well-governed youth.” – Act 1:5 –Adjectives - At Capulet’s party, he admits that Romeo is an honourable, young man. “hang thee, young baggage.” –Act 3:5 – adjectives - Capulet insulting Juliet.NURSE – Capulet household“What lamb? What Ladybird! God forbid, where’s this girl? What Juliet?” – Act 1: 3 – Rhetorical questions - nurse calling Juliet to speak to her mother. “I am so vexed that every part about me quivers.” – Act 2:4 adjectives hyperbole – the nurse is angry about the way Romeo and his friends are speaking to her.

“She’s dead decease’d, she’s dead, she’s dead!” – Act 4:5 Repetition –alerts Lady Capulet to Juliet’s pretend deathFRIAR LAURENCE – unaffiliated “For this alliance may so happy prove/To turn your households rancour to pure love.” A2:3 poetic/hopeful tone – FL agrees to marry R&J hoping it stops the fighting . “O Juliet, I already know thy grief,” Act 4:1 – compassionate tone, connotations, showing FL is aware of how Juliet feels about marrying Paris and that he is complicit in her possible bigamy if she does marry Paris.  “Come, I’ll dispose of thee among a sisterhood of Nuns.” Act 5:3 Friar Laurence plotting even at the end to try and help Juliet escape the marriage to Paris, even when the sleeping drug plan goes wrong. LADY CAPULET – Juliet’s mum“Wll think of marriage now; younger than you,” Act 1:3 – cajoling tone – questioning – LC is trying to persuade Juliet to marry Paris.

“You are too hot.” – Act 3:5 short sentence - telling her husband not to be so angry with Juliet. “O woeful time!” Act 4:5 exclamation mark, adjective, despairing tone – LC just learnt of her daughter’s death.LORD MONTAGUE With tears augmenting the fresh morning dew” Act 1: 1 – metaphor to show he is worried about Romeo. “Who set this new quarrel abroach?” Act 1:1 – Rhetorical question to find out how the fight started. “For I will raise her statue in pure gold,” Act 5:3 hyperbole, persuasion – Montague assures Capulet he’ll erect a gold statue in her memory

MERCUTIO –Romeo’s friend Antagonist“Nay, gentle Romeo, we must have you dance” Act 1:4 Imperative ‘must’ persuading Romeo to go to the ball.“O calm, vile dishonourable submission” Act 3:1 – Adjectives – Mercutio not understanding why Romeo is cowardly and backing down from a fight with Tybalt. “A plague a’both your houses!” Act 3: 1 -Metaphor blaming both the Montagues and the Capulets and wishing them the most unpleasant death. Related to the Prince BENVOLIO – Romeo’s ousin“I do but keep the peace. Put up thy sword,” Appeasing tone. Short sentence – to show he doesn’t want to fight.  “I’ll pay that doctrine, or else die in debt.” hyperbole/exaggeration, alliteration to show he is loyal to Romeo.  “Go then, for tis in vain/To seek him here” A2:2 – Imperative – leaving Romeo after ball in Juliet’s orchardPARIS – unaffiliated – Love interest“Younger than she are happy mothers made”

–Act 1:2 – Paris trying to persuade Capulet to allow him to take Juliet as his wife. “That ‘may be’ must be, love, on Thursday next.” – Act 4:1 –Modal into an Imperative. Paris speaking to Juliet about marrying her on Thursday. “O, I am slain! If thou be merciful, open the tomb, lay me with Juliet” –Act 5:3 Paris dying & hoping to be buried alongside Juliet. He isn’t.PRINCE – unaffiliated - Peacemaker

“If ever you disturb our streets again, your lives shall pay the forfeit of the peace”

–Act 1:1 – The Prince saying that execution will result for

future fighting.

“Let Romeo hence in haste, else when he is found, that hour is his last”

Act 3:1 –Prince banishes Romeo. If he returns he will be executed.

“Capulet, Montague! See what a scourge is laid upon your hate…All are punished.”

Act 5:3 –Prince blaming the heads of both families for the deaths of their children.Slide18

A Christmas Carol CORE

KO

Vocabulary

Definition HardshipSevere suffering or going without thingsTransformationA marked change WelfareThe health, happiness and fortunes of a person or groupRedemptionThe action of saving or being saved from sin, error or evilMankindThe human raceFestiveRelating to a festival, usually Christmas. Also cheerful.MiserA person who hoards wealth and spends as little as possibleIgnoranceA lack of knowledge or education on a topicFree WillThe ability to choose between different courses of action in your lifeCapitalismAn economic system built around market forces and aimed at profit and wealth creation. Government intervention is minimal. Private companies largely in charge. EpiphanyA moment of sudden and great revelation or realisationSolitudeThe state of being aloneHumilityHaving a modest or low view of your own importanceNostalgiaA sentimental longing for the pastApparition/SpectreA ghostDeferencePolite submission and respectParableA simple story used to illustrate a moral or spiritual lessonPhilanthropyA desire to promote the welfare of others, especially by generous donations to good causesTerminology

Definition Pathetic FallacyLinking of nature and weather to human emotions/moodsMetaphorWhere one thing becomes another in a comparisonSimileA comparison using like or asAllegoryA story that holds a deeper, moral or political meaningDescriptionA spoken/written

account of a person, action or eventForeshadowinga hint or suggestion of what might happen later in the storySymbolism the use of symbols to represent ideas or qualitiesSKILLSAnalysis Points:

Link to the questionLink to the terminology (Lang/Structure – evaluating choice) Short Quote(s) -or MomentExplain meaning and effect – both obvious and hidden (explicit and implicit) Zoom in on words/explore connotations and effectSuggest what other readers might think/feel (offering an alternative opinion)Link to the writer’s intentions (step out from the close analysis to give an overview of meaning)Explore a linking quote/supporting idea ***DON’T FORGET CONTEXT FOR THIS MODULE!***EXAM REQUIREMENTSESSAY QUESTION– 45 mins (including planning time)Brief introduction – Mention where extract is from in the novel / Offer an overall link to the question covering the novel as a whole.

Extract Focus – 1 paragraph – Link to Question. Aim for up to 6 quotes coveredWhole Novel Focus -2 paragraphs – Link to how question can be answered in other key moments/quotes throughout the novelBrief Conclusion – Link back to the question EMBED CONTEXT THROUGHOUT THE ESSAY

Typical

Questions

Write about Scrooge and the way he changes through the novel.

OR

Write about the theme of self-interest and how this is presented in the novel.

Refer to the extract and the novel as a whole

Show your understanding of characters and events in the novel

Refer to the context of the novel

Context Features

Dickens used conventions from the Gothic genre –death, spirits, supernatural,

Huge population increase in London in Victorian Britain. Overcrowding. Large supply of labour meant employers could pay low wages.

¼ of population living in poverty. No welfare state to provide benefits for poor. Charity was vital.Many children died in childbirth/infancyNo printers or copiers in 19th century. Clerks wrote everything out by hand.Dickens’ father ran up huge debts, and got sent to a debtors’ prison. Dickens then taken out of school and sent to a Blacking factory at age 12.Terrible conditions. Cruel employers. Low pay. Poor Children sent to terrible evening ‘ragged schools’ where they were neglected, and not educated well which meant they would stay poor. Education wasn’t compulsory. Only rich children enjoyed good schools. Dickens visited ragged schools – ones for the poorReligious society –most went to church, and believed in after life and knew Christian message of forgiveness.Dickens was inspired to write the book by insomnia filled night walks in LondonKEY THEMES Family, Christmas, Poverty and Wealth, The Past, Change, Food, Love, Death, CompassionSlide19

Key

Quotes

Scrooge

Bob Cratchit.Cratchit FamilyJacob MarleyThe Ghost of Christmas PastThe Ghost of Christmas PresentThe Ghost of Christmas Yet to ComeBelleFredMinor CharactersProtagonist –An old miser who discovers the message of ChristmasScrooge’s long suffering clerk. His family survive on very little but are close and happy.Scrooge’s former business partner, now deceased. He appears as a ghost.The ghost that arrives in great lightThe ghost that resembles a jolly giantThe ghost that resembles the grim reaperScrooge’s one time fiancee who left him due to his obsession with moneyScrooge’s nephew. Fan’s son.Fezziwig –Scrooge’s old bossFan – Scrooge’s sisterMrs Dilber, The Laundress and Joe‘Hard and sharp as flint’‘Solitary as an oyster’‘Are there no prisons? Are there no workhouses?’‘Every idiot who goes around with Merry Xmas on his lips…should be buried with a stake of holly through his heart’ ‘If they would rather die, they had better do it, and decrease the surplus population’‘I will honour Christmas in my heart. I will live in the Past, the Present and the Future. I will not shut out the lessons that they teach’‘I am as happy as an angel’‘I’ll send it to Bob Cratchit’‘The clerk’s fire was so very much smaller that it looked like only one coal’‘There’s another fellow, my clerk with fifteen shillings a week, a wife and family, talking about a merry Christmas. I’ll retire to Bedlam.’‘Tiny Tim hoped the people saw him in the church because he was a cripple, and remember upon Christmas day, who made lame beggars walk and blind men see’‘’Mrs Cratchit made the gravy hissing hot…Miss Belinda sweetened up the apple sauce…There never was such a goose cooked’‘Eked out by apple-sauce and mashed potatoes’‘God bless us every one’‘Mr Scrooge. I’d give him a piece of my mind. An odious, stingy, hard , unfeeling man’ ‘One the very day of the funeral, Scrooge solemnised it with an undoubted bargain’‘I wear the chain I forged in life…The chain was made up of cash boxes…ledgers…heavy purses’‘My spirit never roved beyond the narrow limits of our money changing hole’‘Mankind was my business’ ‘Would you so soon put out the light I give?’‘Scrooge was conscious of a thousand odours floating in the air, each one connected with a thousand thoughts and hopes and joys long long forgotten’‘A solitary child, neglected by his friends is left there still – Scrooge sobbed’‘One child: true – your nephew!’‘A small matter to make these folks so full of gratitude’‘I should like to be able to say a word or two to my clerk just now. That’s all.’‘A jolly giant who bore a glowing torch with a cheery voice and a joyful air’‘I see a vacant seat. The child will die’‘Scrooge was the ogre of the family and the mention of his name cast a dark shadow.’‘Even here…two men wished other Merry Christmas in their can of grog’‘Yes/No game…a disagreeable, savage animal. It’s Uncle Scro-o-o-oge!’‘They are Man’s. This boy is ignorance. This girl is Want. Beware for I see that written which is Doom.’

‘It was shrouded in a deep black garment…left nothing visible except one outstretched hand.’‘Ghost of the Future. As I know your purpose it to do me good, I am prepared to bear you company with a thankful heart.’‘If there is any person in the town who feels emotion caused by this man’s death, show that person to me, Spirit, I beseech you!’‘I am sure we shall none of us forget Tiny Tim.’‘He read upon the stone of the neglected grave his own name, Ebenezer Scrooge.’ ‘Another idol has displaced me…a golden one’‘I have seen your nobler aspirations fall off, until the master passion, Gain, engrosses you.’‘May you be happy in the life you have chosen’‘Now a comely matron sitting opposite her daughter.’ ‘I have always thought of Christmas as a good time, a kind, forgiving, charitable, pleasant time.’‘Don’t be angry Uncle. Merry Christmas!’‘Scrooge’s offences carry their own punishment. Who suffers? Himself!’FEZZIWIG –’He has the power to render us happy or unhappy; to make our service light or burdensome. The happiness he gives is…as if it cost a fortune. ’FAN – ‘I have come to bring you home dear brother, home, home, home!’LAUNDRESS‘He’d have had somebody to look after him when he was struck by death, instead of lying gasping out his last there, along by himself’

The PlotStave 1Scrooge sits in his counting house on a cold Christmas Eve, miserable and cursing everything to do with Xmas. His clerk, Bob shivers in the side room. Scrooge rejects his nephew Fred’s annual offer to come to their house for Christmas, and gives nothing but a lecture to two charity collectors. He is visited by Jacob Marley who warns him to take note of his condition and the 3 spirits which will visit him.Stave 2Scrooge is taken by the Ghost of Xmas Past, a childlike ghost with a brightly glowing head, back in time to revisit his sad lonely boarding school days left on his own at Xmas, then a time when his sister Fan came to collect him and he was overjoyed. He is also shown a Christmas Eve when he was the apprentice of Fezziwig, a happy, caring boss. He is also shown the scene where his fiancee, Belle left him, and Belle has a new husband and daughter of her own. Stave 3Scrooge is next taken by the Ghost of Xmas Present, a majestic giant wearing a green fur robe, through London to see Christmas as it will happen that year. He watches the Cratchit family prepare a miniature feast in their meager home. He discovers the courage and kindness of Tiny Tim, Bob

Cratchit’s crippled son. He sees Fred’s Xmas party, and also countless people around the globe all celebrating Xmas with someone else, unlike Scrooge who appears doomed to spend it alone. The Ghost ages towards the end of the day, and reveals two starved children, Ignorance and Want, a warning to mankind of not caring for others in society.Stave 4The Ghost of Xmas Yet to Come leads Scrooge through a series of mysterious scenes relating to an unnamed man’s recent death. Scrooge sees businessmen discussing the food at the funeral, some uncaring tramp like characters trading his belongings, and a poor couple expressing relief because their debt may be transferred to someone more merciful. Finally, the Ghost guides Scrooge to an abandoned old gravestone bearing the name of Ebenezer Scrooge. He begs and pleads with the silent spirit to change his fate, promising to change his ways.Stave 5Overwhelmed with the chance to redeem himself, Scrooge rushes out on to the street to share his newfound Christmas spirit with bemused passers-by. He sends a giant Christmas turkey to the Cratchits, and raises Bob’s salary. He attends Fred’s Xmas party, and gives a generous sum to the charity collectors. As the years go by, he holds true to his promise and honours Christmas with all his heart, treating Tiny Tim as if he were his own child, providing for the poor, and treating fellow human beings with kindness, generosity and warmth. Slide20

Y11 NON-FICTION READING C2 CORE KO

Exam Question Requirements

A1

Three Selecting Evidence questions (3 marks – 4 minutes)Selecting evidence or own words. Short one line or quote answer. No analysisA2One Language/Structure/Writer’s effects Analysis question (10 marks -15 minutes) Link to question, Link to Terminology – language/structure/tone, Quotations – 7-8, Explore hidden & obvious meaning & EffectExamine how the writer’s style is constructed –it’s normally persuasive.A3Two Selecting Evidence/ Comprehension questions (3 marks – 4 minutes)Selecting evidence or own words. Show basic understanding of quotes used. A4 One Persuasive Evaluation question (10 marks – 15 minutes)Link to question. Give opinions (what the writer suggests/impressions created) based on evaluation of quotes and writer’s viewpoint. Quotations -7-8. Could use persuasive phrases in response like ‘Significantly, Importantly, Ultimately’ A5 One Synthesis / Linking question (4 marks- 7 minutes)Link to question for both sources, provide a quote and explain quotes briefly.Must produce two links (4 quotes in total). NO need to compare/contrast. A6One comparison question (10 marks – 15 minutes)Link to the question. Explore similarities/differences. Use comparison connectives. Aim for 3-4 comparisons/contrasts using quotes from each text each time. Reference the extract/writer you are referring to by name each time you compare.Example of question type

A1 - Give one example of how…What is the amount of money spent on ______?A2 - How does the writer show/present_______?You should comment on:What they sayTheir use of language/tone/structure.A3 - What did the writer describe as ‘___________’?OR (COMPREHENSION ONES)Why did the writer describe

the conditions as ‘____________’?What did the writer mean by ‘______’?A4 - What do you think and feel about the writer’s views on_____________________?You should comment on:What they sayHow they say itA5 - According to these two writers, how do they both create a sense of ______and______?A6 - Both of these texts are about _________.

Compare the following:The writers’ attitudes to __________How they get across their argumentsNON FICTION= Factual / Real lifeSKILLSFor A4:Link to the question Give a quote which links to your ideaExplain briefly what the quote meansExplain your opinion in relation to the question For A5: Refer to both texts, quote and short analysis of how they link and repeat (4 quotes in total) For A6: Say how both texts link

Quote & mini analysis connective to compare Quote source 2 and mini analysis – Repeat x 4 SKILLS

For A1 & A3:

Short sentences answers that select information or offer short inference

For

A2

What you should/could cover in developed concise analysis:

Link to the question

Link to the terminology (Lang/Structure – evaluating choice)

Short Quote(s)

Explain meaning and effect – both obvious and hidden (explicit and implicit) Slide21

Writing styles

Synonyms

to describe this style

–Look them up!Persuasivecoercive, convincing, cajoling, urgingIronicsardonic, sarcastic, Humorouscomical, witty, wry, playfulAdvisoryassisting, recommending, consultativeInstructionaleducational, guiding, didacticFormalreserved, detached, conventional, scholarlyInformalcolloquial, casual, idiomaticLanguage & Structure TerminologyUsed to Persuade/Influence DefinitionSimilecomparison between two things using like or asMetaphora comparison as if a thing is something elsePersonification giving human qualities to inanimate objects, animals, natureJuxtapositionplacing contrasting ideas close together in a textAnecdoteA short story using examples from one’s own experience to support ideasFacts / Statistics Information – words/numbers that can be provenTonethe way a piece of text sounds e.g. sarcastic etc. The mood or atmosphere in the writing.Hyperbole

use of exaggerated terms for emphasisOpinion information that you can’t prove RepetitionWhen words and phrases are used more than once in the text for effectEmotive Language language

which creates an emotion in the readerFlatteryComplimenting the reader in some wayGuilt TripMaking the reader feel guiltyHumourUsing phrases / making points for comedic effectRhetorical QuestionAsking a question as a way of asserting a point. The question does not need an answer.DirectivesUsing ‘you’, ‘we’ or ‘us’ to directly address and involve the reader.

Vocabulary for question typesDefinition SelectingChoosing something ComprehensionUnderstandingExplicit informationsomething that is explicit, obvious or easy to selectImplicit information

inferred - it is suggested, but not actually said, the reader reads between the linesEvaluatingTo assess, weigh up, and make a judgement on an

issue

Writer

The person who wrote the extract

Synthesis

To combine points to create a whole

Persuasion

An attempt to influence a person’s views

Comparison Connective

s for QN A6

Tentative Phrases

Similarly

In contrast/Contrastingly CouldMaybeIn the same wayOn the other hand MightPossibly AlsoHoweverMay Perhaps