https://www.youtube.com/watch?v=3l93jrxoGsI
LITERATURE
English Literature
Assessment Objective
What this means
AO1: Maintain a critical style, develop a
personal response; use textual references
and quotations to support interpretations.
• Show knowledge of your texts.
• Quotes and really close references.
• Ability to stay focused on the question.
AO2: Analyse the language, form and
structure used by the writer to create
meanings and effects; use relevant subject
terminology.
• Understanding and analysis of the
writer’s methods.
• Understanding of the effects he/she
achieves.
• Correct terms.
AO3: Show understanding of relationships
between texts and the contexts in which
they were written.
• Ability to make links across a
text/between texts.
• Understanding of context.
AO4: Quality of your written
communication.
• Spelling, punctuation and grammar.
What do you need to re-read for English Literature?
Macbeth
A Christmas Carol
Animal Farm
All 15 poems from the Power and Conflict Anthology
What can you do to help you understand as you read?
Have your revision guide open at the same time…read a section of
the revision guide before you read each part of the text.
Watch short animated versions of the text to give you an overview
before you start.
Have a dictionary nearby to check words.
Read in short bursts – 20 minutes for example. Write bullet point
notes in the margin at the end of the reading time. These should
check you have taken in what you have read. Also, you can re-read
the bullet notes to remind you where you got to before you start
reading again next time.
What can you do to help you build ideas as you read?
 Create ‘role on the wall’ posters for key characters. Add
notes after each time you read.
On the outside of the
figure, add
information about
their appearance,
behaviour, events that
happen to them and
so on…
Add thoughts,
feelings and
motives inside
What can you do to help you build ideas as you read?
 Create a chart to keep notes of how characters or events
link to themes or context
Other methods…
 Read as much about the historical/social context of the books
as possible.
 Create a book mark that you keep in the text. As you read, write
down specific examples of how social context can be linked in.
 Make cue cards clusters – put 5-7 cue cards on a treasury tag.
This will be a set of quotations for ONE character. On each
card, you should have a key quotation, plus bullet points on how
it:
 Shows the writer’s message
 Reveals ideas using a literary technique
 Links to historical context
Ozymandias by Percy Bysshe Shelley
http://www.bbc.co.uk/schools/gcsebitesize/english_literature/poetrycharactervoice/ozymandiasrev1.shtml
http://www.sparknotes.com/poetry/shelley/section2.rhtml
Annotate your poem with details on:
• The meaning of the poem
• The message and themes
• The poet
• The tone of the poem
• The historical context it was written in
• The language and poetic devices used – and their effects
• The form and structural features – and their effects
• How this poem can be compared and contrasted to other poems in Cluster 2 Power and
Conflict
London by William Blake
http://www.bbc.co.uk/schools/gcsebitesize/english_literature/poetryblake_lon/
http://www.shmoop.com/london-blake/
Annotate your poem with details on:
• The meaning of the poem
• The message and themes
• The poet
• The tone of the poem
• The historical context it was written in
• The language and poetic devices used – and their effects
• The form and structural features – and their effects
• How this poem can be compared and contrasted to other poems in Cluster 2 Power and
Conflict
Compare how ‘Ozymandias’ and ‘My
Last Duchess’ explore the dangers of
excessive pride.
Compare how ‘War Photographer’
and ‘Checking Out Me History’
present the anger of individuals.
Compare how ‘Exposure’ and
‘Bayonet Charge’ present the front
line experience of conflict.
Compare how ‘Poppies’ and ‘War
Photographer’ present noncombatants’ experiences of conflict.
Compare how ‘The Emigree’ and
‘Poppies’ present the theme of loss.
Plan these essays.
In the exam you will
have to choose your
own poem!!!
Compare how ‘Storm on the Island’
and ‘The Prelude’ present fear.
Compare how ‘Tissue’ and ‘Poppies’
explore family identity.
Compare the power of memories in
‘The Prelude’ and ‘Kamikaze.’
Compare how abuse of power is
presented in ‘My Last Duchess’ and
‘Checking Out Me History.’
Compare how ‘Ozymandias’ and
‘The Prelude’ illustrate the pride of
man.
Animal Farm
Revision -videos
Make notes and LEARN them!
Writer’s methods
Context
Theme – equality
https://www.youtube.com
/watch?v=R103Ly6fiow
https://www.youtube.com
/watch?v=R103Ly6fiow
Theme – use of the enemy
https://www.youtube.com
/watch?v=uAs2a6eY5o8
Theme – power and
corruption
https://www.youtube.com
/watch?v=rmeCRDWiPtQ
Animals and Russia
https://www.youtube.com
/watch?v=BBqHuWhPhsk
https://www.youtube.com
/watch?v=1HBYBzDRn1s
https://www.youtube.com
/watch?v=MXOFwQlkAUk
https://www.youtube.com
/watch?v=8lYdWGJBsO0
Key quotations
https://www.youtube.com
/watch?v=zf99C-NSsSE
Symbolism in the text
Characters
https://www.youtube.com
/watch?v=sbE2wugE1GM
https://www.youtube.com
/watch?v=yBUycePPPtA
https://www.youtube.com
/watch?v=knh47mdPhew
https://www.youtube.com
/watch?v=2C8zsg2dTMo
Motifs
https://www.youtube.com
/watch?v=uqw7jM2fkro
https://www.youtube.com
/watch?v=7tve0bv34Vc
Animal Farm
Revision1. Significant Names
devices
Write a list of the characters.
What do their names reveal
about their role in the allegory?
4. Pick a Page
Each day, pick a page at random
and read it. Then decide how it
contributes to:
- The development of a
character
- The development of a theme
2. Character Cards
For each character, create
revision cards that cover:
- Events they are involved in
- Key quotations
- Methods Orwell uses to
present them
- Themes they help to develop
- Ways they link to Russia and
the allegory
Read them daily, and ask others
to test you.
3. Subject terminology
Skim your English notes for
terminology on Animal Farm, or
look at the list at the back of a
revision guide. Create flash cards
and get yourself tested.
5. Timeline
6. Quotation cards
Create a plot timeline/diagram to With a friend, make sets of key
show the structure of the novella quotation cards (each of you
should make a different set). You
should then mix them up and
test each other on how many
layers of meaning and analysis
you can pick out of them.
Animal Farm –
essays to plan
1. “Power tends to corrupt and absolute power corrupts
absolutely.” Explore this idea in relation to Animal Farm.
2. How does ignorance add or lead to the social and political
oppression in George Orwell's Animal Farm?
3. What is the significance of __________ (insert name of
character here) in Animal Farm?
4. Who is the hero of Animal Farm?
5. How is the theme of hope explored in Animal Farm?
6. How is the theme of trust explored in Animal Farm?
7. What is the significance of The Battle of the Cowshed in
Animal Farm?
8. How does Orwell explore hypocrisy in Animal Farm?
Where can I go for more help?
http://www.bbc.co.uk/education/subjects/zr9d7ty
http://www.shmoop.com/literature/
https://getrevising.co.uk/
Pixl Lit App
Revision Guides
Lunchtime sessions in English
P
E
T
A
L
Point/inference (what have you figured
out that could answer the question?)
Evidence/quote (to support your P/I)
Technique/terminology (what has the
writer done deliberately?)
Analysis (connotations, effect on the
reader; writer’s message; link to P/I)
Link (to context, to other parts of the
text, or to other texts).
I
Q
T
A
English Language
Assessment Objective
What this means
AO1: Identify and interpret explicit and
implicit information and ideas.
• Understand ideas in a text.
• Ability to read between the lines to
figure out less obvious meanings.
• Inference.
AO2: Explain, comment on and analyse
• Understanding and analysis of the
how writers use language and structure to
writer’s methods.
achieve effects and influence readers,
• Understanding of the effects he/she
using relevant subject terminology to
achieves.
support their views
• Correct terms.
AO3: Compare writers’ ideas and
perspectives, as well as how these are
conveyed, across two or more texts
• Ability to make links across texts
(ideas and writers’ methods).
AO4: Evaluate texts critically and support
this with appropriate textual references
• Give your opinion.
• Use quotes to support ideas.
• Understand that writers’ methods can
be compared too.
English Language Paper 1 (1 hrs 45 mins)
Section A –
Reading Q1
Section A –
Reading Q2
Section A –
Reading Q3
Section A –
Reading Q4
List 4 things…
How does the
writer use
language to…?
How has the
writer
structured the
text to…?
“Quote giving
Write a piece of
an opinion
description or a
about the text”. story.
To what extent
do you agree…?
5 minutes
4 marks
AO1
15 minutes
8 marks
AO2
15 minutes
8 marks
AO2
25 minutes
20 marks
AO4
45 minutes
24 + 16 = 40
AO5 and AO6
Paraphrase or
directly quote.
Annotate left
Annotate centre
Annotate right
Words, phrases,
sentences and
language
features.
Paragraphs and
whole texts
(cyclical or
chronological;
repetition;
patterns or
contrasts; focus
at beginning,
middle and end)
Inference with
language and
structure.
•
•
•
IQTA (x 3/4)
IQTA (x 4/5)
Put them in a
list.
Only include 4.
IQTA (x 3/4)
Every point needs
to start with
agree/disagree.
Section B Writing
•
•
FWAP
Detailed ideas
Paragraph
lengths and
links
Vocabulary
Accurate and
varied
punctuation
and sentences.
4-5 big ideas
English Language Paper 2 (1 hrs 45 mins)
Section A –
Reading Q1
Section A –
Reading Q2
Choose four
statements
below that are
true.
Write a
How does the
summary of the writer use
differences
language to…?
(both texts).
Compare how
Write a text
the two writers expressing a
convey their
viewpoint.
attitudes, views
or
perspectives?
5 minutes
4 marks
AO1
15 minutes
8 marks
AO1
15 minutes
12 marks
AO2
25 minutes
16 marks
AO3
45 minutes
24 + 16 = 40
AO5 and AO6
Shade only 4
boxes.
Annotate left
Annotate centre
Annotate right
Match up
contrasting
quotes and
inferences from
the two texts –
use numbers.
Words, phrases,
sentences and
language
features.
Inference with
language and
structure.
•
•
•
IQ + connective
+ IQ (x 3/4)
Section A –
Reading Q3
IQTA (x 3/4)
Section A –
Reading Q4
IQTA +
connective +
IQTA (x 3/4)
Section B Writing
•
•
FWAP
Detailed ideas
Paragraph
lengths and
links
Vocabulary
Accurate and
varied
punctuation
and sentences.
4-5 big ideas
Easter Revision Session:
Tuesday 11th April: 10am – 2pm
Letters to be sent out this week – reply slips needed asap