English Literature Paper 2- Self Assessment
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1 Frankenstein Conflict Poetry Unseen Poetry English Literature Paper 2- Self Assessment Skill/ Task/ Knowledge: Red- I have little or no knowledge Orange- I have some knowledge Green- I am confident with this Next Steps- How am I going to close the gap? Section A: Frankenstein [55 minutes] Knowledge and Understanding: I understand the plot of Frankenstein. Knowledge and Understanding: I can explain how the Romantic Period is relevant to the ideas of the novel. Knowledge and Understanding: I can explain how the key characters link to the main ideas of the novel (e.g. Victor, the creature, Walton, Elizabeth, Clerval, the DeLaceys, Alphonse, Justine). Knowledge and Understanding: I can explain how the minor characters link to the main ideas of the play (e.g.safie s dad, Safie s mum, Margaret, M.Waldman, M.Krempe, Caroline, Beaufort, the turnkey s wife). Knowledge and Understanding: I can explore the significance of the key themes of the play (e.g. power, religion, prejudice, loneliness, revenge, family). Knowledge and Understanding: I have learnt a bank of quotations for all of the key themes and characters of the novel. Knowledge and Understanding: I have selected less obvious quotations/ references that reinforce the overall messages and meanings of the novel. Knowledge and Understanding: I ve selected a variety of quotations that link together from across the novel. Extract (language, form and structure- AO2): I can identify key ideas from an extract. Extract (language, form and structure- AO2): I can pick out quotations from an extract. Extract (language, form and structure- AO2): I can identify how key words are used in an extract. Extract (language, form and structure- AO2): I can identify language devices in an extract. effect of the key words and language devices in an extract.
2 Extract (language, form and structure- AO2): I can incorporate word class terminologies into my language analysis. Extract (language, form and structure- AO2): I can explore how sentence structures are used for effect. impact of structural devices in an extract. (Juxtaposition, repetition, development of ideas). effect of past, present or future tense in an extract. impact of active or passive voice in an extract. impact of who the character is speaking to. Extract (language, form and structure- AO2): I can link how language, form and structure combine to create overall messages and meanings. Extract (language, form and structure- AO2): I can explore reasons for characters acting or speaking in a specific way. Extract (language, form and structure- AO2): I can offer overall messages and original interpretations in an extract. Essay (Interpreting Ideas- AO1): I can remember the graphic organiser layout. Essay (Interpreting Ideas- AO1): I can comment on the specific impact the imagery has on the reader. Essay (Interpreting Ideas- AO1): I can provide specific quotations from the text to back up my ideas. Essay (Interpreting Ideas- AO1): I can write in PETLRL structure. Essay (Interpreting Ideas- AO1): I can link ideas together across the novel. Essay (Interpreting Ideas- AO1): I can explore why characters are acting a certain way (character motivation). Essay (Interpreting Ideas- AO1): I can embed my analysis firmly in what s happening in the novel. Essay (Interpreting Ideas- AO1): I can link my analysis to overall themes or ideas of the novel.
3 context of the poem The Charge of the Light Brigade. context of the poem The Man He Killed. context of the poem Exposure. context of the poem The Destruction of Sennacherib. Section B: Conflict Poetry [45 minutes] context of the poem Belfast Confetti. context of the poem What Were They Like? context of the poem A Poison Tree. context of the poem Extract from the Prelude. context of the poem War Photographer. context of the poem Cousin Kate. context of the poem Poppies. context of the poem Catrin. context of the poem Half-Caste. context of the poem No Problem. context of the poem The Class Game. Knowledge and Understanding: I can analyse the effect of specific words in a poem. language devices on a poem.
4 punctuation (e.g. enjambment, end stops, caesura) on a poem. structure techniques on a poem (e.g. repetition, how ideas develop, Latinate syntax, asyndetic listing) rhythm and meter on a poem. form on a poem (active/ passive voice, past tense, present tense, future tense) Knowledge and Understanding: I can explore how the context is important for individual quotations. Essay (Language, form, structure- AO2/ Context-AO3): I can remember the graphic organiser layout. Essay (Language, form, structure- AO2): I can explore how language, form and structure of a poem creates meaning. Essay (Language, form, structure- AO2): I can provide specific quotations from the text to back up my ideas. Essay (Language, form, structure- AO2): I can write in PETLRL structure. Essay (Language, form, structure- AO2): I can link ideas together across the text. Essay (Language, form, structure- AO2): I can identify how the poems are similar/ different in terms of themes and ideas. Essay (Language, form, structure- AO2): I can compare the effects of the contexts of the two poems. Essay (Language, form, structure- AO2): I can compare the effects of the language, form and structure of the two poems. Essay (Language, form, structure- AO2/ Context-AO3): I can link analysis to context- providing specific links between quotations and the context of the time period. Essay (Context- AO3): I can explore how the poem highlights overall messages/ meanings of the poems.
5 Section C: Unseen Poetry [35 minutes] Essay (Interpreting Ideas- AO1): I can identify the overall ideas of an unseen poem. Essay (Interpreting Ideas- AO1): I can conduct a SMILE analysis of an unseen poem. Essay (Interpreting Ideas- AO1): I can compare how the ideas of a poem are similar/ different. Essay (Interpreting Ideas- AO1): I can write in PETLRL paragraphs. the language of unseen poems create a particular effect on the meaning. (specific words) the language techniques of unseen poems create a particular effect on the meaning. (simile, metaphor, personification, plosives etc) the punctuation of unseen poems create a particular effect on the meaning (enjambment, end stops, caesura). the structure techniques of unseen poems create particular effect on the meaning (repetition, development of ideas, juxtaposition). the form of unseen poems create a particular effect on the meaning. Essay (Language, form, structure- AO2): I can offer precise comparisons between two unseen poems.
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