Carlton le Willows learning cycle - English GCSE English Literature - Shakespeare Topic Overarching CCQ Knowledge / Skill areas Unit Specific CCQs Students to study a play by Shakespeare for the literature paper 1 examination. One of the following plays can be studied: Macbeth; Romeo and Juliet; The Tempest; The Merchant of Venice; Much Ado About Nothing; Julius Caesar Can you successfully answer an exam style question making reference to the whole text and using context? AO1 Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response. use textual references, including quotations, to support and illustrate interpretations. AO2 Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3 Show understanding of the relationships between texts and the contexts in which they were written. AO4 Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. What are the key scenes of the play? Who are the key characters? What are the key themes? How does Shakespeare use language in this play? How does Shakespeare use stagecraft in this play? What are the contexts of the play? How does context affect our understanding of the play? How would Shakespeare s audience have reacted to themes or characters? How does a contemporary audience react to themes or characters? What does a successful answer look like? What does x extract reveal about characters/ themes?
Text specific CCQs Vocabulary scaffolding Romeo and Juliet How does Romeo and Juliet fit the genre of tragedy? Why does Shakespeare tell the audience the ending of the play in the prologue? How does Shakespeare use dramatic irony throughout the play? How can Romeo be classed as a Petrarchan lover? How does Shakespeare use light and dark as symbols of love in the play? Explain Friar Lawrence's role in the play. Do you think he has a positive or negative effect? Do you think the Montagues are good parents? Explain Juliet's relationship with her parents and how it changes through the play? How does Shakespeare present the relationship between the Nurse and Juliet? What do you think about the play's portral of love? Is it always positive? Is it always realistic? How important is the role of fate I the plot of Romeo and Juliet How does Shakespeare show that Romeo's love for Rosaline is probably courtly love? How does Shakespeare show that family is important in Romeo and Juliet? How does Shakespeare use language and dramatic structures to make the balcony scene romantic? How does Shakespeare use the characters of Benvolio and Tybalt to show the feud between the two families? Give examples of ways in which religion was powerful in Shakespeare's time How does the audience know that the play won't have a happy ending? How does Shakespeare explore ideas of love and desire in Romeo and Juliet? Macbeth How does Macbeth fit into the tragedy genre? Does Macbeth have a fatal flaw? How does Shakespeare use the motifs of blood and milk to highlight gender in the play? Is Macbeth a play about the deceptive nature of appearances? Why does Shakespeare use the symbols of light and dark in the play? Is Lady Macbeth evil? Does Macbeth s ambition cause his downfall or his need for power? How does Lady Macbeth use logos and pathos to persuade Macbeth? Why do you think Shakespeare starts the play with the witches? Do you think Shakespare presents Duncan as a good king? What do we learn about the relationship between Macbeth and Lady Macbeth in Act I? What techniques does Shakespeare use to increase suspense during Act 2? What impression does Shakespeare give of Macbeth's state of mind in Act 3 Scene 2? Does Shakespeare suggest that Malcolm has the characteristics of a good King? Why do you think Shakespeare chose to include Lady Macduff's murder in the play? How does Macbeth's character change over the course of the play? What role does dramatic irony play in Macbeth? Is Banquo an ambitious character? How does Shakespeare make the structure of Macbeth exciting? How does Lady Macbeth's character contrast with Lady Macduff's? Images of night and darkness are used frequently in the play. What effect do they have? What role does foreshadowing play in Macbeth? What do you think visions and hallucinations add to the play? Do you think that Macbeth is a brave character? Do you think that Lady Macbeth is more manipulative than the witches? How does Shakespeare show Macbeth and Lady Macbeth's relationship changing as the play goes on? Subject terminology: play, dramatic irony, context, soliloquy, character, act, scene, line, Petrarchan, Iambic pentameter, aside, imagery, hyperbole, personification, metaphor, simile, verse, rhyme, meter, monologue, enjambment, Jacobean, Elizabethan, speech, alliteration, malapropism, oxymoron, renaissance, audience, sub-plot, tragedy, hero, ambition, flaw, comedy, logos, pathos, great chain of being, anti-
hero, villain Character pillar links Determination, purposeful, curiosity Home study tasks Appropriate homework as set by the class teacher. Summative assessment Teacher assessment at the end of the unit. Mocks as timetabled during the 2 year course. Final external examination at the end of year 11.
Carlton le Willows learning cycle - English GCSE English Literature 19 th Century Novel Topic Overarching CCQ Knowledge / Skill areas Unit specific CCQs Text specific CCQs Students to study a 19 th century novel from the following list: Great Expectations by Charles Dickens, Dr Jekyll and Mr Hyde by R L Stevenson, Jane Eyre by Charlotte Bronte, Frankenstei by Mary Shelley, Pride and Prejudice by Jane Austen, The Sign of Four by Arthur Conan Doyle Can you successfully answer an exam style question making reference to the whole text and using context? AO1 Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response. use textual references, including quotations, to support and illustrate interpretations. AO2 Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3 Show understanding of the relationships between texts and the contexts in which they were written. AO4 Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. What are the key events of the novel? Who are the key characters? What are the key themes? How does the writer use language in this novel? What are the contexts of the novel? How does context affect our understanding of the novel? Does a contemporary audience react differently to key themes than a 19 th century audience? What does a successful answer look like? What does x extract reveal about characters/ themes? Dr Jekyll and Mr Hyde How might the context behind the novella Jekyll and Hyde contribute to our understanding of the narrative? How does the novella tie in with the Victorian preoccupations of science and religion? How might we consider Jekyll Frankenstein To what extent are Shelley's presentations of Frankenstein and Walton influenced by the scientists and explorers of her time? How is Shelley's presentation of the monster linked to the ideas of Jean-Jacques Rousseau Jane Eyre How can Jane Eyre be classed as a feminist novel? How does Bronte use the bildungsroman genre to emphasise Jane's maturation? How does Bronte use aspects of her own childhood and life in the novel? A Christmas Carol Explain the ways in which Marley and Scrooge are similar characters and why it is significant that they have so much in common Explain the effects of the Industrial Revolution on British society How does Malthus's theory on
and Hyde as a Gothic story? How is a sense of mystery created throughout the initial chapters of Jekyll and Hyde? How can we breakdown an extract and thoroughly explain our understanding of the characters based on the information we have? How has Stevenson used symbolism to effect in the novel? How do Jekyll and Lanyon contrast one another? How might we approach the idea of contrasts and polarity in Jekyll and Hyde? How has Stevenson used language and writing techniques, specifically pathetic fallacy, to effect? What role does Dr. Lanyon play in the novel? Explain why victor Frankenstein can be seen as 'The Modern Prometheus' Explain why Professor Waldman is important in the novel What does Justine's death suggest about the law and justice in Frankenstein? Explain the similarities between Walton ad Frankenstein Do you think Alphonse is a good father? Explain some of the ways in which Shelley presents Justine as a sympathetic character How does Shelley use Safie to emphasise the monster's isolation? Why is they character of Robert Walton important? Is ambition presented in a positive or negative way in the novel? What does Shelley's presentation of ambition suggest about human nature? How does Shelley present natural creation in a positive way? How does Frankenstein's relationship with nature change as he meddles with unnatural creation? How does Shelley present society as flawed? Is revenge the driving force in the novel? Explain the effect of the episolary form in Frankenstein How does Shelley use biblical imagery to contribute to her What impact do the the first few chapters have on the reader? How is sympathy created for Jane at the very beginning? How does Bronte use the features of a Byronic hero to describe Mr Rochester? who are the antagonists in the novel and how are they presented? Does Jane Eyre have a happy ending? How does Jane change throughout the novel? Where do the major changes occur? Where does the supernatural occur in the novel and how does this add to the Gothic atmosphere? Which is more effective in describing character; the dialogue or the description? overpopulation affect the poor What evidence is there in the text that Christmas was not just a religious celebration at the time when Dickens was writing? Explain how the weather and Scrooge are linked in the text? What do Ignorance and Want represent? Explain how Dickens uses dramatic irony in Chapter Four To what extent is Scrooge the only victim of his selfishness? Do you think it seems likely in the first two chapters that Scrooge will be redeemed by the end of the novel? To what extent are the ghosts responsible for Scrooge's transformation? Aside from financial wealth, how are characers shown to be rich in the novel? How does Dickens use the visions of the Ghost of Christmas Past to show the importance of family? How does Dickens show the importance of empathy in Scrooge's redemption? How does Dickens explore the idea of social responsbility in A Christmas carol? How does Dickens present poverty in A Christmas Carol? To what extent do you think the novel has an unusual time scheme? How does the narrator influence the reader's opinion of Scrooge?
Vocabulary scaffolding Character pillar links characterisation? Language is the most valuable piece of knowledge the monster acquires' How far do you agree with this statement? How does Shelley use setting to show Frankenstein's emotions? How are warmth and brightness used as symbols in the novel? Why do you think Dickens includes the charity collectors in the novel? Explain the importance of the character of Fred in A Christmas Carol Subject terminology: context, character, themes, imagery, hyperbole, personification, metaphor, simile, alliteration, euphemism, symbol, oxymoron, flaw, imagery, sarcasm, parallelism, allusion, anachronism, bildungsroman, contrast, allegory Determination, purposeful, curiosity Home study tasks Appropriate homework as set by the class teacher. Summative assessment Teacher assessment at the end of the unit. Mocks as timetabled during the 2 year course. Final external examination at the end of year 11.
Carlton le Willows learning cycle - English GCSE English Literature - Poetry Topic Overarching CCQ Knowledge / Skill areas Lesson specific CCQs For section B of paper 2, students will study one cluster of poems from the AQA anthology. The two clusters are: Power and Conflict and Love and Relationships. In the exam they will be asked to compare a named poem with a poem of their choice from the anthology. They will also study a range of unseen poems for section C of paper 2. In the exam, students will need to be able to analyse and compare two unseen poems. Can you successfully analyse and compare poems? AO1 Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response. use textual references, including quotations, to support and illustrate interpretations. AO2 Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3 Show understanding of the relationships between texts and the contexts in which they were written. AO4 Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. What do I need to do in the exam? What is language, structure and form in poetry? What are the different forms of poems? How is language used to create imagery in a poem and what effect does it have? Can I apply a layer analysis to make my response more detailed? What does a successful response look like? What do I look for when analysing an unseen poem? How do I write a comparison of two poems? How does the poet use language to convey their message or viewpoint? What connections can you make between the poems? Vocabulary scaffolding Subject terminology: Assonance, ballad, sonnet, stanza, caesura, elegy, meter, half rhyme, internal rhyme, lament, persona, quatrain, rhyme, rhyming couplet, allegory, line, Iambic pentameter, imagery, hyperbole, personification, metaphor, simile, verse, meter, enjambment, alliteration,
Character pillar links Determination, purposeful, curiosity Home study tasks Appropriate homework as set by the class teacher. Summative assessment Teacher assessment at the end of the unit. Mocks as timetabled during the 2 year course. Final external examination at the end of year 11.
Carlton le Willows learning cycle - English GCSE English Literature Modern Texts Topic Overarching CCQ Knowledge / Skill areas Unit specific CCQs Text specific CCQs Students to study one of the following texts: An Inspector Calls by JB Priestley, Lord of the Flies by William Golding, Animal Farm by George Orwell. How do you successfully answer an exam style question making reference to the whole text and using context? AO1 Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response. use textual references, including quotations, to support and illustrate interpretations. AO2 Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3 Show understanding of the relationships between texts and the contexts in which they were written. AO4 Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. What are the key scenes of the play? What are the key events of the play/novel? Who are the key characters? What are the key themes? How does the writer use language in this play/novel? How does the writer use stagecraft in this play? What are the contexts of the play/novel? How does context affect our understanding of the play? What does a successful answer look like? What does x extract reveal about characters/ themes? An Inspector Calls Who is to blame for Eva Smith s death? How does Priestley use the Inspector as a dramatic device? Does the Inspector exist? How are the themes of guilt and responsibility presented throughout the play? How does Priestley use humour, sarcasm and irony? How does Priestley present changing attitudes towards the role of women?
Vocabulary scaffolding Character pillar links Why is class important in An Inspector Calls? Is Daisy Renton a victim of sexist attitudes towards women? How does Sheila change? How does Priestley present the differences between the older and younger generations? How does the opening scene suggest that the Birlings are the 'perfect' family? Do you think the Inspector planned to leave Sheila and Gerald alone together at the end of Act 1? How do you think this might benefit his investigation? Priestly puts 'cliffhangers' at the end of each act in the play. How doe these sudden endings affect the audience? What is the significance of the title 'An Inspector Calls'? The Inspector's descriptions of Eva Smith's death are unnecessarily graphic'. How effective is the Inspector's language in presenting Eva Smith's life and death, and to what extent do you think the descriptions are necessary? How does Priestly use the play's structure to build tension and increase the audience's curiosity? No character in An Inspector Calls is entirely good or bad. This is what makes them so complex.' How does Priestley's portrayal of the Birlings suggest that they are flawed but have potential to change? How does Priestley present ideas about judgement in An Inspector Calls? How does Priestley show the problems caused by the class system within the play? How does Priestley present the idea of conflict between the generations in An Inspector Calls? Why do you think Priestley chose to set An Inspector Calls in 1912? How does Priestley present the theme of social responsibility in the play? How does Priestley explore the relationships between men and women in An nspector Calls? Why do you think Priestley gave stage directions about the lighting effects? How does Priestley use irony for dramatic effect in the play? How does Priestley's portrayal of the inspector make him such a powerful and moral figure? How does Priestley's portrayal of Mr and Mrs Birling contribute ot the message of the play? Subject terminology: play, dramatic irony, dramatic device, stage directions, resolution, conflict, context, character, act, scene, props, themes, scene, line, imagery, hyperbole, personification, metaphor, simile, monologue, speech, alliteration, euphemism, symbol, oxymoron, audience, subplot, tragedy, hero, ambition, flaw, comedy, imagery, sarcasm, dialogue, climax, tension, classical unities, entrances and exits Determination, purposeful, curiosity Home study tasks Appropriate homework as set by the class teacher. Summative assessment Teacher assessment at the end of the unit.
Mocks as timetabled during the 2 year course. Final external examination at the end of year 11.