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CCEA Planning Framework for GCSE English Literature


GCSE English Literature Page

Contents

Introduction

Unit 1: The Study of Prose 1

Unit 2: Section A – Drama 15

Unit 2: Section B – Poetry 25

Unit 3: Shakespeare 37


IntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE English Literature. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive. Teachers are encouraged to adapt and develop it to best meet the needs of their students.


Unit 1: The Study of Prose

1


Subject Skills Assessed through English LiteratureThe following skills are assessed in GCSE English Literature:Students should be able to: read and understand a novel; respond to the novel critically and imaginatively; select and evaluate relevant textual material; use details from the novel to illustrate interpretations; and explain and evaluate how the author uses narrative techniques,

languages, structure and form to present ideas, themes, characters and settings.

Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal CapabilitiesThis specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.

Cross-Curricular Skills and Thinking Skills at Key Stage 4The Northern Ireland Curriculum at Key Stage 3 and Key Stage 4 promotes teaching skills and capabilities alongside subject knowledge and understanding. The Planning Framework identifies opportunities for developing the Key Stage 4 Statutory Cross-Curricular Skills and Thinking Skills and Personal Capabilities as shown below:

Cross-Curricular Skills: Communication (Comm – T&L - Talking and Listening W – Writing, R -

Reading) Using Mathematics (UM) Using ICT (UICT)In areas of communication students should be able to: communicate meaning, feelings and viewpoints in a logical and

coherent manner, for example in the analysis of a variety of themes in a novel;

make oral and written summaries, reports and presentations, taking account of audience and purpose, for example present to peers a summary of the style of language an author uses;

2


participate in discussions, debates and interviews, for example argue an interpretation of a character from a novel by using a range of textual evidence;

interpret, analyse and present information in oral, written and ICT formats, for example use ICT to present an analysis of the structure an author uses in their work; and

explore and respond, both imaginatively and critically, to a variety of texts, for example evaluate the ways authors express meaning and achieve effects in unseen prose.

In areas of ICT students should be able to: make effective use of information and communications technology in a

wide range of contexts to access, manage, select and present information, including mathematical information, for example use ICT to research the social or cultural context of the nineteenth century texts being studied in the unseen element.

Thinking Skills and Personal Capabilities at Key Stage 4Self-Management

Students should be able to: plan work; set personal learning goals and targets to meet deadlines; monitor, review and evaluate their progress and improve their

learning; and effectively manage their time, for example plan, organise and co-

ordinate the research, resource gathering and writing preparation for analysis of a specific section of a novel in order to meet deadlines and goals.

Working with Others

Students should be able to: learn with and from others through co-operation; participate in effective teams and accept responsibility for achieving

collective goals; and listen actively to others and influence group thinking and decision-

making, taking account of others’ opinions, for example prepare a group presentation of an unseen extract from a nineteenth century novel through initial discussion and debate of individual viewpoints, taking responsibility for a specific role in the task.

Problem Solving

Students should be able to: identify and analyse relationships and patterns, for example

understand links between language that an author uses to express meaning and achieve effects;

propose justified explanations, for example use textual evidence to justify a viewpoint on a character from a novel;

3


reason, form opinions and justify their views, for example analyse language in an unseen prose extract;

analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes or agendas, for example engage in debate on the effectiveness of a writer’s narrative technique, arguing an individual viewpoint;

explore unfamiliar views without prejudice, for example in group discussion, listen and respond to others’ views on characters, themes and ideas; and

weigh up options and justify decisions, for example explain and illustrate their interpretation of a character in a novel.

Key Stage 4 Statutory Skills and Personal Capabilities Communication Skills Comm – T&L (Talking & Listening) W (Writing) R (Reading) Using Mathematics UMUsing ICT UICTProblem solving PSWorking with Others WOSelf-Management SM

4


Key FeaturesThe Planning Framework: Includes suggestions for a range of teaching and learning activities

which are aligned to the GCSE English Literature Unit 1 – The Study of Prose specification content

Highlights opportunities for inquiry-based learning Indicates opportunities to develop subject knowledge and

understanding and specific skills Indicates opportunities to develop the Cross-Curricular Skills and

Thinking Skills and Personal Capabilities Provides relevant, interesting, motivating and enjoyable teaching and

learning activities which will enhance the student’s learning experience

Makes reference to supporting resources

5


Unit/Option content

Learning Outcomes or Elaboration of

Content

Suggestions for Teaching and Learning Activities Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities

Section A - The Novel

William GoldingLord of the Flies

Or

Nick HornbyAbout A Boy

Or

Jennifer JohnstonHow Many Milesto Babylon?

Or

Harper Lee

Students should be able to:

read and understand a novel;

The suggestions for teaching and learning activities are generic and wherever possible cover each of the six texts.

respond to the novel critically and imaginatively;

Discuss the significance of the title of the novel. What might this mean?

PS

select and evaluate relevant textual material;

Analyse the first chapter or section in the novel in detail ingroups – looking at major characters and themes that emerge.

WO

use details from the novel to illustrate interpretations; and

Give groups of students a theme from the novel and ask them to produce a role play based on this theme.

WO

explain and evaluate how the author uses narrative techniques, language, structure and form to present ideas, themes, characters and settings.

Discuss the novel’s setting (or settings described in the novel) and each group produces a sketch of this. Ideas are compared with others in the class or with film/TV adaptations if available.

WO/Comm – T & L

In groups, students predict what might happen in the next chapter or section of the novel.

WO/PS

At the end of each chapter or section – students produce and update character profiles, including

SM

6


Unit/Option content


Content


To Kill aMockingbird

Or

Section A - The Novel (cont.)

John SteinbeckOf Mice and Men

Or

Roddy DoylePaddy Clarke Ha Ha Ha

Or

George

Students will have an understanding of:

references to areas of text, key quotations, descriptions and relationships.

Students produce a table of chapters where key themes are evident.

.

SM

Students complete their reading of the whole text. SM

Students keep a reading log, noting key events and summaries of acts/chapters.

SM

the major themes in the novel and how they develop;

At various points in the reading of the novel the following activities can be undertaken:

Hot seating characters.

Keep a table or visual representation of the relationships in the novel.

Produce a timeline of events in chronological order.

Explore where themes/characters appear in different areas of the novel.

Sequencing of events.

'Who said...' and 'who did ... what' games/quizzes.

WOSM

SMWO

PS

WO

the characterisation in the novel;

the characters’ motives;

the development of relationships;

the use of structure and form;

the sequence of events;

7


Unit/Option content


Content


OrwellAnimal Farm A series of presentations or debates could be set up

to look at the morals or issues relevant to the novel studied.

Newspaper articles, print or online, which are relevant to the themes of the novel could be researched and discussed in class.

Discuss differences between text and film versions if applicable. Why were these differences implemented?

Comm - T&L

UICT

WOPS

how to use details from the novel to illustrate interpretations; and

explain and evaluate ways in which the author expresses meaning and achieves effects.

Unit/Option content


Content



AO1 respond to texts

critically and imaginatively; select and evaluate relevant textual detail to illustrate and support

At various points during the reading of the novel:

Character profiles are kept and added to throughout the close reading. Comments should be made about appearances – both public and private, relationships and key moments within the novel which best exemplifies the character.

SM

8


Unit/Option content


Content


interpretations; and Students explore an area of text where a character is introduced. A poster or mind map is produced to summarise the main points about this character.

PS

AO2 explain how

language, structure and form contribute to writers’ presentation of ideas, themes, characters and settings.(AO3 and AO4 do not feature in this unit )

Students look at any symbols or prominent features of the text and why these are important. They could be real life examples that they can relate to. These could be researched using the relevant ICT.

WO/PS/Comm - T&L

Students are assigned important extracts from the text – around 20-30 lines – and are asked to look at the language, structure and form used in the extract and discuss possible reasons for these language choices by the author. They report back to the rest of the class.

WO


In GCSE English Literature, candidates must demonstrate their quality of written communication. They

Looking at likely questions:

Provide students with a copy of the relevant questions from the Sample Assessment Materials. In pairs, students read the questions and annotate them

Comm – T & L

9


Unit/Option content


Content


need to: picking out detail on the structure of the questions. ensure that text is

legible and that spelling, punctuation and grammar are accurate so that meaning is clear;

Students share ideas with the rest of the class, providing their thoughts about what could be written in response to the question.

Provide students with a copy of the mark grid. Students highlight key points on the mark grid.

SM

select and use a form and style of writing that suit their purpose and complex subject matter; and

Mock examination – 1 hour is suggested for this section of the paper.

Students should use the mark grid to understand how their marks were given and identify ways they can improve their responses in the future.

SM

SM/WO

organise information clearly and coherently, using specialist vocabulary where appropriate.

To monitor quality of written communication the response should be looked at in pairs to ensure this is fulfilled based on the requirements for QWC.

10


Unit/Option content


Content


Section B – Unseen Prose

Based on nineteenth –century prose extracts

Students should be able to: read and understand

a prose extract;

Reading unseen prose texts needs to be embedded into English Literature teaching and learning at an early stage to encourage development of this skill. All students should be given plenty of opportunities to respond to unseen prose texts from a range of genres and authors and particularly those from the nineteenth century which is relevant to this unit. These should not be solely British extracts but should be taken from different cultures and heritages.

It would also support teaching and learning if students built up an understanding of the context of the period. This could be carried out through investigation by theme as an individual or group project.

use details from the prose extract to illustrate interpretations; and

explain and evaluate the ways in which the author expresses meaning and achieves effects.

Students will have an understanding of:

how to gain an informed overview of the themes and subject matter of the extract;

how a writer uses language, structure

Below are a range of suggested activities to build up this skill. A range of nineteenth century prose extracts from different genres, periods, settings and structures should be used throughout the course:

SM/WO Provide students with a copy of an unseen extract

and invite them in groups to look for clues to facilitate understanding. They could be guided to look at: what the extract is about, the authorial voice and the methods used to convey ideas.

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Unit/Option content


Content


Section B - Unseen Prose(cont.)

and form to create meaning and effect;

how a writer creates mood and tone;

how to identify the authorial voice;

how to maintain a critical style and develop an informed personal response; and

how to use textual references, including quotations, to support and illustrate interpretations.

Students write a short paragraph briefly explaining what is happening in the extract and share this with their group.

Individually, students write a brief response to one extract, based on 1the idea of how the writer engages the reader. Then they share their responses in pairs, and then join with another pair to form a group of four.

Students analyse closely the first three sentences of an extract and the final three sentences of an extract and look at their importance to the extract as a whole.

Students explore the meanings of 'structure' and 'form' – using dictionaries or internet research and discuss the differences. Students then find their own extracts which are of different forms and structures and discuss these in their groups and with the rest of the class.

In pairs, students should explore aspects of language, form and structure of an extract. Students highlight specific words and phrases used in the extracts and produce a table to illustrate how the techniques are used by authors.

SM

SM/WO

PS

UICT/WO

WO

SM

12


Unit/Option content


Content


Students select three quotations from the extract and explain in groups their effect on the reader and why these quotations are important to the understanding of the extract.

In pairs, students discuss the connotations of words and the mood created from an extract. They should suggest the theme of the extract from which the words were taken.

Students identify specific literary devices, e.g. simile, metaphor, personification. Students discuss what effect these devices have and what effect they have on the reader and how they engage the reader.

PS

SM/Comm – T & L


Students discuss the concept of the author's voice; they then discuss how the reader can identify the author's voice in an extract. Students research their own extracts and present an extract to the class which has a specific authorial voice.

Students are asked to find extracts relating to a specific theme such as conflict, love, education, poverty, travel, passage of time, etc. The extracts should be printed/written out and collated into a class anthology for all to use. In pairs, students select one extract and prepare a short class presentation on it.

UICT/SM/Comm - T &L

SM/WO

WO

13


Unit/Option content


Content


Students (individually or in pairs) pick one of these extracts and write a ten question quiz relating to it. A class quiz covering all the extracts can be arranged.

14


Unit/Option content


Content



AO1 respond to texts

critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations; and

Looking at likely questions: Provide students with a copy of the unseen extract in

the Sample Assessment Materials. In pairs, students read the extract and annotate it. Identify what the extract is about, ideas and methods used (including structure and form).

Students share ideas with the rest of the class. Provide students with a copy of the mark grid.

Students highlight key points on the mark grid. Mock examination – 45 minutes is the suggested time

for this section of the paper. Students should use the mark grid to understand

how their mark was given and identify ways they can improve their responses in the future.

WO

SM

SM

SM

WO

AO2 explain how

language, structure and form contribute to writers’ presentation of ideas, themes, characters and settings (AO3 and AO4 do not feature in this unit).

In GCSE English Literature, candidates must demonstrate their quality of written communication. They need to:

To monitor quality of written communication the response should be looked at in pairs to ensure this is fulfilled based on the requirements for QWC.

ensure that text is

15


Unit/Option content


Content


legible and that spelling, punctuation and grammar are accurate so that meaning is clear;


select and use a form and style of writing that suit their purpose and complex subject matter; and

organise information clearly and coherently, using specialist vocabulary where appropriate.

16


Resources For both Section A and Section B: Prose Texts and Anthology extracts Film version(s) of texts Graphic novels Sample Assessment Materials CCEA English Literature Specification CCEA English Literature microsite at www.ccea.org.uk Study Notes from York Notes, Spark Notes, etc. Text books from a range of publishers

The following websites also may be of value:www.victorianweb.org – for a range of nineteenth century Victorian topics.www.bl.uk.authors – for British Library resources on nineteenth century literature extractswww.teachit.co.uk – for a range of English resourceswww.bbc.uk.education.englishliterature – for a range of English Literature resourceswww.nate.org.uk – for a range of English Literature resources

17


Unit 2:Section A – Drama

18


Subject Skills Assessed through English Literature:The following skills are assessed in GCSE English Literature:Students should be able to: read and understand a play; respond to the play critically and imaginatively; select and evaluate relevant textual material; use details from the play to illustrate interpretations; and explain and evaluate how the dramatist uses dramatic techniques,



Cross-Curricular Skills at Key Stage 4The Northern Ireland Curriculum at Key Stage 3 and Key Stage 4 promotes teaching skills and capabilities alongside subject knowledge and understanding. The Planning Framework identifies opportunities for developing the Key Stage 4 Statutory Cross-Curricular Skills and Thinking Skills and Personal Capabilities as shown below:

Cross-Curricular Skills

In the areas of communication students should be able to: communicate meaning, feelings and viewpoints in a logical and

coherent manner; make oral and written summaries, reports and presentations, which

take account of audience and purpose; participate in discussions, debates and interviews; interpret, analyse and present information in oral, written and ICT

formats; explore and respond, both imaginatively and critically, to a variety of

texts.

In the area of ICT students should be able to:

19


make effective use of information and communications technology in a wide range of contexts to access, manage, select and present information.

20


Thinking Skills and Personal Capabilities at Key Stage 4Problem Solving


understand links between language that a playwright uses to express meaning and achieve effects;

propose justified explanations, for example use textual evidence to justify a viewpoint on a character from a play;

reason, form opinions and justify their views, for example analyse language in an unseen prose extract;

analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes or agendas, for example engage in debate on the effectiveness of a writer’s narrative technique, arguing an individual viewpoint;

explore unfamiliar views without prejudice, for example in group discussion, listen and respond to others’ views on characters, themes and ideas;

weigh up options and justify decisions, for example explain and illustrate their interpretation of a character in a play.

Working with Others



making, taking account of others’ opinions, for example work with a group to act out an incident referred to but not seen in a play taking responsibility for a specific role in the task.

Self-Management



ordinate the research, resource gathering and writing preparation for analysis of a specific episode in a play in order to meet deadlines and goals.

Key Stage 4 Statutory Skills and Personal Capabilities

Communication Skills Comm – T&L (Talking & Listening) W (Writing) R (Reading)

21


Using Mathematics UMUsing ICT UICTProblem solving PSWorking with Others WOSelf-Management SM

22



which are aligned to the GCSE English Literature Unit 2: The Study of Drama and Poetry Section A: Drama specification content.

Highlights opportunities for inquiry-based learning. Indicates opportunities to develop subject knowledge and


Thinking Skills and Personal Capabilities. Provides relevant, interesting, motivating and enjoyable teaching and

learning activities which will enhance the student’s learning experience.

Makes reference to supporting resources.

23


Unit/Option content


Content


Section A - The Play

Sean O’CaseyJuno and the Paycock

Or

JB PriestleyAn Inspector Calls

Or

Brian FrielPhiladelphia, Here I Come!

Or


The suggestions for teaching and learning activities are generic and wherever possible cover each of the six texts.

read and understand a play;

respond to the play critically and imaginatively;

Pre-reading activities:

Research in groups, aspects of the dramatist’s life and discuss how the experiences and viewpoints may be/are reflected in the content of the play. Report back to the whole class.

Discuss the meaning/significance of the title of the play.

Look at the cover of the text and discuss in groups speculating and predicting what the play will be about. Groups report back to whole class.

UICTWOComm

Comm

WO/Comm


use details from the play to illustrate interpretations; and

explain and evaluate how the dramatist uses dramatic techniques, language, structure and form to present ideas, themes, characters and settings.

24


Unit/Option content


Content


Willy RussellBlood Brothers

Or

R C SherriffJourney’s End

Or

Simon StephensThe Curious Incident of the Dog in the Night-Time

During reading activities:

In groups, students predict what might happen in the next scene/act of the play.

Hot seat main characters at various key points in the play.

Creative responses to the characters’ experiences at various points in the play e.g. letter from Sheila to a friend after her meeting with Eva in the shop.

WOComm

Comm

Comm

In groups or whole class, discuss the setting of the opening scene and what impressions this creates of the characters.

Individually/In pairs/In groups, pupils complete a research task using the internet in school or at home, to develop understanding of the context of the play. Research is divided between pupils and each pupil/group reports back to the whole class.

WOComm

UICTWOComm

25


Unit/Option content


Content


Section A - The Play (cont.)

Create a log of the play detailing key events. Keep a log or character chart of the

characters/character profiles recording what we know at the beginning of the play and what we learn about them as the play progresses.

Role on the wall drama technique – using outlines of characters pinned up, groups use post-it notes to record details of the character, physical and personality features as well as their opinions and behaviours.

SM

SM

WO/PS

Sequence the events in the play (students could be given ‘jumbled up’ events to sequence). This could be an individual, paired or group activity.

Use freeze frame drama technique to explore what is happening and how the characters are feeling.

Use decision alley or thought tunnel drama technique to explore characters’ feelings and choices.

PS/WO

WO/Comm

PS ‘Balloon debate’ or TV documentary format to

explore/defend the behaviour of the characters. Create newspaper stories for key events in the play. Discuss differences between the text and any film

Comm

26


Unit/Option content


Content


representations watched. What was different/Why? Did this add to or detract from the characters/storyline? This could be whole class or group activity.

WO/Comm

Matching exercise: in pairs, match quotations from the play with who said them.

Debate some of the moral issues explored in the play.

Create a mind map to summarize the main points about a character.

WO/Comm

Comm

Comm/PS

27


Unit/Option content


Content


Section A – The Play (cont.)

Dramatic techniques, language, structure & form activities: In groups, list examples of dramatic techniques used

in the play studied e.g. stage directions, costume, setting, lighting, gestures, props. One technique could be allocated to each group and then each group would report back to whole class.

WO

Give groups a definition of different dramatic structures e.g. Naturalistic, Classical, Surreal, Episodic and ask them to identify which structure their chosen play follows and give evidence to prove their decision.

WO/PS

Staging a scene: in groups decide how they would stage a scene from the play (either as written or an updated version) including use of costumes, lighting and props as well as stage directions.

WO

Individual task: explore the setting(s) used in the play by designing/drawing a set for a production of the play. PS/SM

Mix and match: give students a list of language features (appropriate to the play studied) e.g. dialect, colloquial language, irony, monologue, pathos, etc. and ask them to find an example from a given scene or the whole play. This could be an

WO/SM

28


Unit/Option content


Content


individual or group activity.

29


Unit/Option content


Content


Section A - The Play (cont.)

After reading activities: Use the Sample Assessment Materials. This could

be a whole class activity or paired or group work to explore how to approach the questions.

Deconstruct the Mark Scheme with the class explaining what the examiner is looking for and what will be credited in a response.

WO/Comm

Practise writing answers to questions individually, or with a group or mock examination.

Peer marking: in pairs, use the Mark Scheme to decide what mark a piece of writing should be awarded.

SM

WO

30


Resources Copy of the text Realised version of the play Sample Assessment Materials CCEA English Literature Specification CCEA English Literature microsite: www.ccea.org.uk Study notes e.g. Spark Notes, York Notes, etc.

The following websites may also be of value:www.gradesaver.com/juno-and-the-paycock/study-guide/summarywww.bbc.co.uk/schools/gcsebitesize/english_literature/dramainspectorcalls/www.donmarwarehouse.com/~/media/Files/Philadelphia%20Here%20I%20Come.ashxwww.bbc.co.uk/schools/gcsebitesize/english_literature/dramabloodbrothers/www.bbc.co.uk/schools/gcsebitesize/english_literature/dramajourneysend/www.bbc.co.uk/education/guides/zqwq7ty/revisionhttp://ntlive.nationaltheatre.org.uk/productions/36297-the-curious-incident-of-the-dog-in-the-night-timewww.bbc.co.uk/schools/gcsebitesize/drama/drama_wjec/devisedperformance/taskone4.shtml

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Unit 2:Section B – Poetry

32


Subject Skills Assessed through English Literature:The following skills are assessed in GCSE English Literature Unit 2 Section B: Poetry. Read and understand an anthology of poems Respond to poems critically and imaginatively Select and evaluate relevant textual material Use details from poems to illustrate interpretations Explain and evaluate the ways in which poets express meaning and

create effects Make comparisons and explain links between poems Relate poems to their social/historical/cultural contexts where

appropriate.

Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal CapabilitiesThis specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.

Cross-Curricular Skills at Key Stage 4The Northern Ireland Curriculum at Key Stage 3 and Key Stage 4 promotes teaching skills and capabilities alongside subject knowledge and understanding. The Planning Framework identifies opportunities for developing the Key Stage 4 Statutory Cross-Curricular Skills and Thinking Skills and Personal Capabilities as shown below:





formats; and explore and respond, both imaginatively and critically, to a variety of

texts.


33



34


Thinking Skills and Personal Capabilities at Key Stage 4Problem SolvingStudents should be able to: identify and analyse relationships and patterns, for example

understand links between language that a poet uses to express meaning and achieve effects;

propose justified explanations, for example use textual evidence to extrapolate a viewpoint on the meaning of a poem;

reason, form opinions and justify their views, for example analyse language in a poem;

analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes or agendas, for example, engaging in debate on a poet’s attitude to their subject and arguing an individual viewpoint;

explore unfamiliar views without prejudice, for example in group discussion, listen and respond to others’ views on poetic techniques, themes and ideas; and

weigh up options and justify decisions, for example explaining in detail their interpretation of a poem and its effects.

Working with OthersStudents should be able to: learn with and from others through co-operation; participate in effective teams and accept responsibility for achieving


making, taking account of others’ opinions, for example work with a group to compare two poems and their contexts and present findings to the class, taking responsibility for a specific role in the task.

Self-ManagementStudents should be able to: plan work; set personal learning goals and targets to meet deadlines; monitor, review and evaluate their progress and improve their


ordinate the research, resource gathering and writing preparation for analysis of a poem and its context in order to meet deadlines and goals.


Communication Skills Comm – T&L (Talking & Listening) W (Writing) R (Reading) Using Mathematics UMUsing ICT UICTProblem solving PS

35


Working with Others WOSelf-Management SM

36



which are aligned to the GCSE English Literature Unit 2: The Study of Drama and Poetry Section B: Poetry specification content

Highlights opportunities for inquiry-based learning Indicates opportunities to develop subject knowledge and


Thinking Skills and Personal Capabilities Provides relevant, interesting, motivating and enjoyable teaching and

learning activities which will enhance the student’s learning experience

Makes reference to supporting resources

37


Unit/Option content


Content


Section B: The Study of Poetry

Anthology 1 – Identity

Or

Anthology 2 – Relationships

Or

Anthology 3 - Conflict


read and understand an anthology of poems;

respond to poems critically and imaginatively;


use details from poems to illustrate interpretations;

explain and evaluate the ways in which poets express meaning and create effects;

make comparisons and explain links between poems; and

relate poems to their social/historical/cultural contexts where appropriate

Introduction Explore unifying theme of chosen anthology (Identity

OR Relationships OR Conflict) by asking for examples students know from life or from other texts and why the theme might function as broad grouping for different poems.

Comm – T & L

Research and create a timeline, incorporating all the poems in the chosen anthology.

UICT

Teach students the basic ‘toolkit’ for approaching the reading and analysis of any poem (see techniques suggested in additional resource “GCSE Poetry Toolkit”).

Draw on prior knowledge by revising language techniques and poetry terms learned during KS3 and before (e.g. metaphors, similes, onomatopoeia, etc.).

38


Unit/Option content


Content


39


Unit/Option content


Content


Section B: The Study of Poetry (cont.)

Reading and Understanding Using the basic ‘toolkit’ taught previously, divide

students into pairs/small groups and give each a copy of a poem to read and discuss. Give specific question(s) based on ability, e.g. what happens in the poem? What tone of voice is adopted? How does the poet approach the chosen topic? Students feed ideas back and whole class can discuss.

PS, WO

Student groups each approach a different poem and present their findings to whole class.

SM, Comm – T & L, PS

One large copy (A3) of each poem set up at a ‘station’ around the classroom; students rotate round each station within a given timeframe and add one idea or observation of their own to each sheet. The teacher can then use these as a basis for covering each poem in class.

PS

Language ActivitiesStudents can develop their abilities to recognize and analyse language features with word – and phrase – level activities. These could include: highlighting or underlining particular language

features (e.g. adjectives, forceful verbs, appeals to senses, colours, alliterative phrases, etc.) and linking each to a mood or effect; these can then be linked to

40


Unit/Option content


Content


the subject or tone of the poem as a whole. substituting alternative words or phrases and asking

how this changes the overall meaning to tease out ideas about effects achieved.

PS


examining the titles of poems and linking them to the subject and tone(s) of the poem.

reading a poem aloud in different ways (e.g. angry, sarcastic, sad) and contrasting the effects of each.

examining examples of imagery and connotations evoked by language choices.

assembling ‘moodboards’ or collages with pictures found online to visually represent imagery in poems.

UICT

creating presentations incorporating music, film clips, images and/or readings to illustrate connections suggested by the language.

UICT

NB: Students should be consistently encouraged to link their observations to suggested effects and to the meaning of the poem overall. Language level activities can also be used to foster concise, accurate selection and use of quotations to illustrate points and

41


Unit/Option content


Content


interpretations.

42


Unit/Option content


Content



Structure Activities Students sort cut-up lines or stanzas into order and

explain their choices.PS

Prepared version of poem with punctuation missing is shown on interactive whiteboard; students drag punctuation to the correct places and explain the effect it has.

UICT, PS

Highlight structural features (e.g. use of ellipsis or dashes, end-stopped lines, enjambment, direct speech, etc.) at sentence level and discuss the effects of these, then move on to discuss the impact of the number/length/shape of stanzas.

Highlight particular features of structure in relation to where they occur in the poem and use this as a basis to theorise how these features help the poem’s meaning progress or relate to what happens at a particular point.

PS

If relevant to a particular poem, student research/investigate set forms or traditions of poetry such as ballad (e.g. repetition of lines/phrases related to the oral tradition for ease of memorizing) or sonnet (e.g. a more grand or classical stance/treatment for subject matter).

UICT

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Unit/Option content


Content



NB: Understanding of structure and its importance can be greatly improved with kinesthetic and spatially-based activities to incorporate a variety of learning styles. As with language features, students should be encouraged to relate any observation to a possible intended effect and/or to the tone and theme of the poem itself. For example, lots of pauses or fragmented sentences may indicate an interrupted or uncertain narrative voice.

Use of Context Students use library and/or ICT resources to

research the background of poets and the social/historical/cultural settings of poems. These can be presented to the class; students can take their own notes and apply as they see fit.

UICT, Comm – T &L, SM

NB: It is strongly advised that students are made aware from the outset that huge chunks of irrelevant contextual information will not be awarded marks; rather they should practise linking specific contextual details meaningfully to the question and to the poem, expressing them clearly and concisely.

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Unit/Option content


Content



Developing Interpretations Assign each student/pair/group several ‘fragments’

(e.g. short quotations, a contextual detail about the poet, a description of the structure, the title, etc.) of one poem and ask them to formulate an idea or make a prediction about it based only on evidence they’ve been given. This can then be opened up to class discussion and an overall theory developed, building on other students’ evidence and interpretations.

WO, PS, Comm – T & L

Put forward several ideas/interpretations for one poem and have students debate/critique each, vote for the most apt and explain their choice.

Comm – T & L

Use the internet to research two or more possible interpretations of a poem, present both to the class and explain which they favour and why.

UICT

Select particular words/phrases/lines from each poem and ask students to list as many possible synonyms, associations and references for each as they can; review and discuss which could have an impact on the reader’s understanding of the poem and/or how relevant they are.

Suggest an alternative title for each poem and

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Unit/Option content


Content


explain the choice.Section B: The Study of Poetry (cont.)

Making Comparisons Identify and develop a list of appropriate

categories/aspects from the poems on which comparisons can be made (e.g. narrative voice, main themes, use of particular language devices, historical context, etc.).

PS

Create ‘crib cards’ for each poem listing these categories/aspects and invite students to play a form of ‘Top Trumps’, with one student playing a card/poem and naming a category and others in the group playing a different card/poem and explaining how that detail on their card is similar to or contrasts with the first poem.

WO

Show a quotation from a poem on the board; invite students to link it to another poem with textual detail.

PS

Instigate a quiz in which student teams must answer a given category (e.g. parent-child relationship, reference to racial identity, occurrence of death, first person narrator, etc.) with titles of two or more appropriate poems.

WO

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Resources In addition to copies of the chosen anthology, the following sites may be of help:

CCEA GCSE English Literature microsite

BBC Bitesize www.bbc.co.uk/schools/gcsebitesize/english_literature/

Teachit www.teachit.co.uk/gcse-english-literature

Poetry Foundation www.poetryfoundation.org/

Crossref-it – Recognising Poetic Form www.crossref-it.info/articles/category/17/poetry-recognising-poetic-form

Sparknotes www.sparknotes.com/poetry/

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Unit 3: Shakespeare

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Subject Skills Assessed through English Literature:The following skills are assessed in GCSE English Literature:Students should be able to: read and understand a play; respond to the play critically and imaginatively; select and evaluate relevant textual material; use details from the play to illustrate interpretations; and explain and evaluate how the dramatist uses dramatic techniques,



Cross-Curricular Skills at Key Stage 4

The Northern Ireland Curriculum at Key Stage 3 and Key Stage 4 promotes teaching skills and capabilities alongside subject knowledge and understanding. The Planning Framework identifies opportunities for developing the Key Stage 4 Statutory Cross-Curricular Skills and Thinking Skills and Personal Capabilities as shown below:





formats; and explore and respond, both imaginatively and critically, to a variety of

texts.


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Thinking Skills and Personal Capabilities at Key Stage 4Problem Solving


understand links between language that Shakespeare uses to express meaning and achieve effects;

propose justified explanations, for example use textual evidence to justify a viewpoint on a character from a play;

reason, form opinions and justify their views, for example analyse language in a scene;

analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes or agendas, for example engage in debate on the effectiveness of Shakespeare’s dramatic techniques, arguing an individual viewpoint;

explore unfamiliar views without prejudice, for example in group discussion, listen and respond to others’ views on characters, themes and ideas; and

weigh up options and justify decisions, for example explain and illustrate their interpretation of a character in a play.

Working with Others



making, taking account of others’ opinions, for example work with a group to act out an incident referred to but not seen in a play taking responsibility for a specific role in the task.

Self-Management



ordinate the research, resource gathering and writing preparation for analysis of a specific episode in a play in order to meet deadlines and goals.


Communication Skills Comm – T&L (Talking & Listening) W (Writing) R (Reading)

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Using Mathematics UMUsing ICT UICTProblem solving PSWorking with Others WOSelf-Management SM

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which are aligned to the GCSE English Literature Unit 3: Shakespeare specification content.

Highlights opportunities for inquiry-based learning. Indicates opportunities to develop subject knowledge and

understanding and specific skills. Indicates opportunities to develop the Cross-Curricular Skills and

Thinking Skills and Personal Capabilities. Provides relevant, interesting, motivating and enjoyable teaching and

learning activities which will enhance the student’s learning experience.

Makes reference to supporting resources.

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Unit/Option content


Content


A Shakespeare play

Students should be able to: read and understand

a play written by Shakespeare;

The suggestions for teaching and learning activities are generic and suitable for any Shakespeare play.

Pre-reading activities:

respond to the play critically and imaginatively;


Explore what pre-knowledge the students may have of Shakespeare and any of his plays.

Jumbled play titles. Groups could be given jumbled titles of some of Shakespeare’s best known plays to sort out.

Comm

WO

use details from the play to illustrate interpretations;

explain and evaluate how Shakespeare uses dramatic techniques, language, structure and form to present ideas, themes, characters and settings; and

Discuss the meaning/significance of the title of the play and what reaction(s) it evokes.

Look at the cover of the text and discuss in groups, speculating and predicting, what the play will be about. Groups report back to whole class.

WO/PS

WO/PS

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Unit/Option content


Content


relate the play to its social, cultural and historical contexts.

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Unit/Option content


Content


A Shakespeare play (cont.)

During reading activities: In groups or whole class, discuss the setting of the

opening scene and what impressions this creates of the main characters either through what they say/do or what is said about them.

PS

In groups, students predict what might happen in the next scene/act of the play.

Hot seat main characters at various key points in the play.

WO/Comm

Comm

Creative responses to the characters’ experiences at various points in the play e.g. a letter from Romeo to a friend after he has gone to Mantua; a newspaper report of Macbeth’s heroic actions at the beginning of the play.

Create a log of the play detailing key events.

Comm

Keep a log or character chart of the characters/character profiles recording what we know at the beginning of the play and what we learn about them as the play progresses.

Role on the wall drama technique – using outlines of characters pinned up, groups use post-it notes to record details of the character, physical and personality features as well as their opinions and

SM

WO

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Unit/Option content


Content


behaviours.A Shakespeare play (cont.)

Sequence the events in the play (students could be given ‘jumbled up’ events to sequence). This could be an individual, paired or group activity.

Use freeze frame drama technique to explore what is happening and how the characters are feeling.

PS/WO

WO/Comm

Use decision alley or thought tunnel drama technique to explore characters’ feelings and choices.

Create newspaper stories for key events in the play.

Comm/PS

Comm

Discuss differences between the text and any film representations watched with a focus on either a chosen theme or characters for the Controlled Assessment task. What was different/Why? Did this add to or detract from the characters/presentation of the chosen theme? This could be whole class or group activity.

Matching exercise: in pairs, match quotations from the play with who said them.

WO/Comm

WO/Comm

Debate some of the moral issues explored in the play.

Create a mind map to summarize the main points about a character.

CommSM

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Unit/Option content


Content


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Unit/Option content


Content



Literary Devices & Dramatic Methods: In groups, list examples of dramatic methods used in

the play studied e.g. stage directions, costume, setting, lighting, gestures, props. One method/device could be allocated to each group and then the group would report back to the whole class.

WO

Dramatic structures: Give groups a list of the features of classically structured play and ask them to identify how Shakespeare’s play adheres to this, giving evidence from the text.

WO/PS

Staging a scene: in groups decide how they would stage a scene from the play (either as written or an updated version) including use of costumes, lighting and props as well as stage directions.

WO

Individual task: explore the setting(s) used in the play by designing/drawing a set for a production of the play.

PS/SM

Mix and match: give students a list of language features (appropriate to the play studied) e.g. colloquial language, soliloquy, irony, pathos, etc. and ask them to find an example from a given scene or the whole play. This could be an individual or group activity.

WO/SM

Literary Devices and Terms mix and match exercise. WO/Comm

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Unit/Option content


Content


In pairs or groups, match terms to their meaning e.g. soliloquy, dramatic irony, pentameter, assonance, blank verse.

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Unit/Option content


Content



Teachers must assess the following skills through the controlled assessment: showing knowledge

and understanding of the text;

Context activities: Research Shakespeare’s life and create a

PowerPoint presentation lasting 1 minute. Some students could present their PowerPoint to the class.

Individually/In pairs/In groups, pupils complete a research task using the internet in school or at home, to develop understanding of the context of the play. Research is divided between pupils and each pupil/group reports back to the whole class.

SM

organising and supporting ideas in a logical manner;

reasoning and coming to well-informed conclusions;

WO/Comm

exploring and analyzing language;

using external contextual information to inform and enhance writing;

Preparation for Controlled Assessment: Look at the Assessment Criteria for Unit 3 with the

class. Give the class the task title to which they are

responding. Research carried out by students using a variety of

resources including the internet. Students plan and prepare for the assessment.

thinking independently; and

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Unit/Option content


Content


writing accurately and clearly, in a literary register.

During this time teacher can only give oral advice at a general level.

Maximum 2 hours to complete the assessment under high level of control.

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Resources Copy of the text Realised version of the play (if available) Sample Agreement Trial Materials CCEA English Literature Specification CCEA English Literature microsite: www.ccea.org.uk Study notes e.g. Spark Notes, York Notes, etc.

The following websites may also be of value:www.tes.com/teaching-shakespeare/context/www.shakespearesglobe.com/education/teachers/teaching-resourceswww.rsc.org.uk/shakespeare/language

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