Study of 'Frankenstein' by Mary Shelley for Component 2 of the A Level. It is being compared with 'The Handmaid's Tale' by Margaret Atwood, which is studied in Terms 3 and 4. Students will be able to write cohesive evaluations of the methods used by the two writers to present their ideas, make focused connections between the two texts and explore the significance of the contexts of production and reception.
The discrimination against people on the basis of their ethnic origins.
The way in which two or more people or things are connected, or the state of being connected.
The reporting of speech by repeating the actual words of a speaker, as used in the opening of the Walker's novel.
Walker's novel is constructed through a series of letters between characters and from characters to God.
The relationship Walker's characters have with God changes throughout. For some he is an abstract, authoritative, dependable figure and for others it is the relationship within.
The oppressed characters in Walker's novel eventually find a way to express themselves through letters and singing.
The ability to do something that frightens one; bravery.
All of the people born and living at about the same time, regarded collectively.
The process of receiving or giving systematic instruction, especially at a school. The process of learning.
The period of life from baby until adulthood. A key theme in the novels, and looking at the impact that childhood can have on an adult.
Free from outside control; not subject to another's authority.
Unity or agreement of feeling or action, especially among individuals with a common interest; mutual support within a group.
The quality of not being loyal to a person, country, or organization; unfaithfulness.
This theme is key to Walker's novel, as it is not only in the title, but is used to illustrate characteristics, is important in terms of race and is also present for the characters to appreciate the world around them.
Existence or experience beyond the normal or physical level.
Students will develop an in-depth knowledge of the Victorian period, and conventions of both the genre and time period. This will be their first introduction into A Level and therefore a large part of focus will be on developing higher level evaluation of writer's craft and developing cohesive essays.
A level is largely focused on students developing their own ideas, therefore there will be considerable time for class discussion and debate.
Students will study 18 poems from the Forward Book of Poetry. Students will be asked to read the poems before the lesson in Term 1 and complete some tasks based on key ideas. Lessons will be dedicated to development of these ideas, looking for alternatives to initial interpretations and solidifying ideas in annotations of the poems. Students will start to approach the poems as unseen in preparation for their final exams. Students need to learn how to write about poems at A Level Literature standard under timed conditions. Teachers will be trained in appropriate essay style and using correct terminology. The focus of study will be on analysing writer's methods, considering language, structure and form. A comprehensive and critical evaluation of the poems are needed.
Comparison of poems will also be explore by theme. Additional unseen poems will be included in the SOW and students will explore how studied poems can be compared to these. Focused feedback on essays will inform future writing.
Exam in January - Comparing two studied poems based on a theme - 1 hour 15 minutes.
Term 4 - One comparison essay - unseen and studied poem - 1 hour 15 minutes
Essays set to practice all of the above throughout the scheme.
A type of poem, usually praising something.
Excessive exaggeration.
Comparing one thing with another thing which it is not using like or as.
A word or phrase applied to something that it is not. Saying something is something else.
When more than one word in sequence starts with the same letter.
Applying human characteristics to non human objects.
Close repetition of vowel sounds.
A full stop in the middle of a line, to create impact at the pause.
Stanza of 2 lines or pair of lines, often rhyming.
Continuation of a sentence across more than one line, noticeable by the lack of punctuation at the end of a line.
A short note or verse from another text, placed at the beginning of the poem.
A line of the poem which forms part of a stanza.
The rhythm of a line.
A repeated line within the poem.
Words that sound alike, especially words that end in the same sound.
The beat of the poem.
Group of lines in a poem.
Saying the same word or idea more than once to create impact.
Words that sound like the noise they are describing
A type of poem, usually arranged in quatrains and is narrative in style.
A line of verse with five metrical feet, each consisting of one short (or unstressed) syllable followed by one long (or stressed) syllable.
Non rhyming verse in iambic pentameter.
A serious disagreement which is often linked to war and violence.
In physical terms an act of travelling from one place to another. Can also be attributed to a mental journey.
Take part in something which you have never done before.
An act or process through which something becomes different.
The characteristics, thoughts and culture that make up a person.
Feeling like you fit in with a place or group.
A sentimental longing or wistful affection for a period in the past.
The physical world, can include: plants, animals, weather.
Make a journey, typically of some length.
The fact or process of losing something or someone. Can include death, separation or distance.
A poem written in elegiac couplets. Or a poem of serious reflection, typically a lament for the dead.
The repetition of a word or phrase at the beginning of successive lines.
Poetry written with lines of irregular verse and often without rhyme.
A play on words. Two different meanings are drawn out of a single word, usually for comedy.
A fourteen line poem, written in iambic pentameter. Traditionally about the theme of love.
A four line stanza.
The feeling, mood, voice, attitude, manner or outlook of a poem.
Students will develop knowledge of the poems being studied, including their background and any relevant context. As well as learning and developing their subject terminology. This will be their introduction into A Level poetry and therefore a large part of focus will be on developing higher level evaluation of craft and developing cohesive essays.
A Level is largely focused on students developing their own ideas, therefore there will be considerable time for class discussions and debate.
Students will study Tennessee Williams' exciting and iconic play 'A Streetcar Named Desire'. Students will be guided through reading the play by the teacher setting sections to read at home and in lessons. Contextual elements of Williams' life and New Orleans in the 1940s will play a focal role in understanding the complex characters of the play. At the heart of all study are Williams' methods and the themes that drive the plot. Additional works from Williams and prompts from critical responses will also inform teaching. Students will work independently and in small group situations to develop a range of ideas and interpretations.
Term 3 - Essay on the whole text based on a key theme - 45 minutes
Essays set on analysis and focused on methods and ideas throughout the scheme.
The action or fact of dying or being killed; the end of the life of a person. Linked with mourning and funerals.
A deceptive appearance or impression. Also perceived within Williams' play as fantasy. Blanche creates a false sense of herself, however it may not be entirely deceptive, as it is her version of reality.
The state of things as they actually exist, as opposed to an idealistic or notional idea of them. In Williams' play Stanley wants to expose Blanche and show the real her.
Showing or feeling active opposition or hostility towards someone or something. Many of Williams' characters have an antagonistic relationship with Blanche, as she is from a different life and holds different ideals.
Williams' play is largely set within the home of Stella and Stanley, and revolves around their interactions with each other and their friends. It involves domestic disputes and relations and also exposes the domestic issues of the other characters.
Preconceived opinion that is not based on reason or actual experience. In Williams' play Blanche is prejudiced against Stanley and his friends, but equally Stanley acts against Blanche from the start.
The way characters present themselves in terms of sex. Williams' play is centred around this and sex, and it is important to understand how the characters act, and how they wish to be perceived to understand their agendas.
How does Williams use lighting on the stage? Blanche covers the light with a paper lantern. The use of the red light in the poker game. Also references to the light like Allan's suicide.
How does Williams use music on the stage? Think about the Varsouviana Polka, and the songs the Blanche sings.
A supporting character who is needed to advance the plot, or reveal crucial details, but the audience does not know much about them.
The state of relying on or being controlled by someone or something else.
The beliefs or opinions that are generally held about someone or something. In 'A Streetcar Named Desire' Blanche tries to escape her reputation, whereas the men try to build a strong, dominating masculine reputation.
Students will develop an in-depth knowledge of the era, and conventions of theatre, genre and time period. This will be their first encounter of drama at A Level and therefore a large part of focus will be on developing higher level evaluation of writer's craft and developing cohesive essays.
A Level is largely focused on students developing their own ideas, therefore there will be considerable time for class discussion and debate.
In preparation for writing their coursework piece on a comparison of two texts of their choice, on a topic of their choice, students will be explicitly taught about planning, researching, plagiarism, contextual information, including wider reading and analytical style in writing. There will be time for students to research, plan and write in lessons with teacher supervision and support. Further work on narrative style and language style will be incorporates in preparation for writing their piece.
Draft deadline in November of year 13
Final deadline in January of year 13
Narrative style is accomplished through the use of four main styles: First-person narrative, third-person narrative, alternating-person narrative and second-person narrative. There are other less common styles.
A literary element which is generally described as the structural framework that underlies the order and manner in which a narrative is presented to a reader, listener, or viewer. The narrative text structures are the plot and the setting.
The category which a text fits into. Examples include: crime, fantasy, classics, romance, dystopian.
Expressing or involving an analysis of the merits and faults of a work of literature, music, or art. To take a critical view towards something, primarily a text or article discussing text.
A play dealing with tragic events and having an unhappy ending, especially one concerning the downfall of the main character. Also an event causing great suffering, destruction, and distress, such as a serious accident, crime, or natural catastrophe.
The particular way something is constructed. For instance the form could be a novel, article, essay.
A narrative account that experiments with or explores the idea of storytelling, often by drawing attention to its own artificiality.
A literary work in the form of letters.
Students will develop knowledge of the era, and conventions of both the genre and time period. This will be their independent section of A Level and therefore a large part of focus will be on developing higher level research skills, critical responses and deciding what their unique viewpoint will be.
Students will be required to do independent research, however there will be considerable class time for group discussion and for students to compare their findings and debate their own unique views.
During this terms teachers will carefully tailor their lessons to their students' needs. Lessons will be split between examined components.
Lessons will include timed tasks which will focus on exam style and help the students to become adjusted to the strict timing. Lessons will also focus on essay style and writing responses, with some focus on content.
Teachers will set focused revision and essays for all students to complete independently at home.
The discrimination against people on the basis of their ethnic origins.
A type of poem, usually praising something.
Excessive exaggeration.
Comparing one thing with another thing which it is not using like or as.
A word or phrase applied to something that it is not. Saying something is something else.
When more than one word in sequence starts with the same letter.
Applying human characteristics to non human objects.
Saying the same word or idea more than once to create impact.
Close repetition of vowel sounds.
A full stop in the middle of a line, to create impact at the pause.
Stanza of 2 lines or pair of lines, often rhyming.
Continuation of a sentence across more than one line, noticeable by the lack of punctuation at the end of a line.
A short note or verse from another text, placed at the beginning of the poem.
A line of the poem which forms part of a stanza.
The rhythm of a line.
A repeated line within the poem.
Words that sound alike, especially words that end in the same sound.
The beat of the poem.
Group of lines in a poem.
Words that sound like the noise they are describing.
A type of poem, usually arranged in quatrains and is narrative in style.
A line of verse with five metrical feet, each consisting of one short (or unstressed) syllable followed by one long (or stressed) syllable.
Non rhyming verse in iambic pentameter.
A serious disagreement which is often linked to war and violence.
In physical terms an act of travelling from one place to another. Can also be attributed to a mental journey.
Take part in something which you have never done before.
An act or process through which something becomes different.
Feeling like you fit in with a place or group.
A sentimental longing or wistful affection for a period in the past.
The physical world, can include: plants, animals, weather.
Make a journey, typically of some length.
The fact or process of losing something or someone. Can include death, separation or distance.
Giving freely, without expectations of receiving something in return.
The way in which two or more people or things are connected, or the state of being connected.
The action or fact of dying or being killed; the end of the life of a person. Linked with mourning and funerals.
The reporting of speech by repeating the actual words of a speaker, as used in the opening of the Walker's novel.
Walker's novel is constructed through a series of letters between characters and from characters to God.
The relationship Walker's characters have with God changes throughout. For some he is an abstract, authoritative, dependable figure and for others it is the relationship within.
The oppressed characters in Walker's novel eventually find a way to express themselves through letters and singing.
The ability to do something that frightens one; bravery.
All of the people born and living at about the same time, regarded collectively.
The process of receiving or giving systematic instruction, especially at a school. The process of learning.
The period of life from baby until adulthood. A key theme in the novels, and looking at the impact that childhood can have on an adult.
Free from outside control; not subject to another's authority.
Unity or agreement of feeling or action, especially among individuals with a common interest; mutual support within a group.
The quality of not being loyal to a person, country, or organization; unfaithfulness.
This theme is key to Walker's novel, as it is not only in the title, but is used to illustrate characteristics, is important in terms of race and is also present for the characters to appreciate the world around them.
Existence or experience beyond the normal or physical level.
A poem written in elegiac couplets. Or a poem of serious reflection, typically a lament for the dead.
The repetition of a word or phrase at the beginning of successive lines.
Poetry written with lines of irregular verse and often without rhyme.
A play on words. Two different meanings are drawn out of a single word, usually for comedy.
A fourteen line poem, written in iambic pentameter. Traditionally about the theme of love.
A four line stanza.
The feeling, mood, voice, attitude, manner or outlook of a poem.
A deceptive appearance or impression. Also perceived within Williams' play as fantasy. Blanche creates a false sense of herself, however it may not be entirely deceptive, as it is her version of reality.
The state of things as they actually exist, as opposed to an idealistic or notional idea of them. In Williams' play Stanley wants to expose Blanche and show the real her.
Showing or feeling active opposition or hostility towards someone or something. Many of Williams' characters have an antagonistic relationship with Blanche, as she is from a different life and holds different ideals.
Williams' play is largely set within the home of Stella and Stanley, and revolves around their interactions with each other and their friends. It involves domestic disputes and relations and also exposes the domestic issues of the other characters.
Preconceived opinion that is not based on reason or actual experience. In Williams' play Blanche is prejudiced against Stanley and his friends, but equally Stanley acts against Blanche from the start.
The way characters present themselves in terms of sex. Williams' play is centred around this and sex, and it is important to understand how the characters act, and how they wish to be perceived to understand their agendas.
How does Williams use lighting on the stage? Blanche covers the light with a paper lantern. The use of the red light in the poker game. Also references to the light like Allan's suicide.
How does Williams use music on the stage? Think about the Varsouviana Polka, and the songs the Blanche sings.
A supporting character who is needed to advance the plot, or reveal crucial details, but the audience does not know much about them.
The state of relying on or being controlled by someone or something else.
The beliefs or opinions that are generally held about someone or something. In 'A Streetcar Named Desire' Blanche tries to escape her reputation, whereas the men try to build a strong, dominating masculine reputation.
The original publishing of a novel in magazines which were cheap and affordable for the masses. Often around 3 chapters would be published at a time, and people would be waiting for the next part. Authors could edit the plot in response to the reader.
Moral authority is authority premised on principles, or fundamental truths, which are independent of written, or positive, laws.
The Industrial Revolution was the transition to new manufacturing processes which happened in Britain in the 19th Century. It meant workers needed to use machines and work faster to keep up with the process, and they were working long hours for low wages.
Dull, tedious, and repetitious; lacking in variety and interest.
This does not purely refer to the introduction of mechanical processes, but also to the turning of people into working machines who would work quickly and without any thought or individuality.
Pain, hardship and distress.
Qualities or attributes regarded as characteristic of women. In Dickens' novel this is important in the females recognising the joint behaviours.
The legally or formally recognised union of two people as partners in a personal relationship. In the 19th Century this could be arranged and was about alliances between families.
The ability of the mind to be creative or resourceful. Dickens has this oppressed by his characters, but sparks still break through.
Students will become truly reflective learners, able to identify their own strengths and needs. they will develop critical reflection skills, drawing on their knowledge of the exam to pinpoint and plan their own development. This develops their independence of revision before their end of year exams.
Students will revise to secure knowledge of key texts and skills. There will be a degree of knowledge sharing.