AQA GCSE ENGLISH LITERATURE - Southam College · AQA GCSE ENGLISH LITERATURE ... TASK 1 – Read...

1

AQA GCSE ENGLISH LITERATURE

Paper 2: 60% of Exam 92 Marks overall 2hrs 15 mins

Section A: Modern Text (Animal Farm/Inspector Calls)

Section B: Power and Conflict Poetry

Section C: Unseen Poetry

Student Name:

Class:

Target Grade:

2

Introduction

Your second GCSE English Literature Paper 2 is Friday 25th May 2018.

Revision needs to start NOW!

This booklet is to help you:

Learn how to revise

Improve your exam technique

Develop your knowledge of the exam content

Each week you are expected to:

Complete at least 1 task in the booklet

Add keywords and their definition to the glossary

You are expected to spend at least 30 minutes per week revising for Paper 1 and Paper 2 English

Literature.

There will be a prize draw for students who have completed all 3 tasks to a high standard and

show that they have gone above and beyond with their independent revision.

GOOD LUCK & HAPPY REVISING

3

Contents

Week No. Task Page No. Revision Guide Support

1 1 – Context of modern text

2 – Writer’s background research

3 – Key themes (Animal Farm)

Key themes (An Inspector Calls)

4

5

6

7

Snap Revision Guide (AF)18-25

(AIC)16-25

Snap Revision Guide (AF)18-25

(AIC)16-25

Snap Revision 42 – 57

Snap Revision 44 - 57

2 1 – Key characters (AF)

Key characters (AIC)

2 – Plot development

3 – Character development

8

9

10 & 11

12



Snap AF 4 – 15, AIC 4 – 17

Snap AF 26 – 43, AIC 26 - 41

3 1 – Structural features

2 – Quiz on modern text (AIC)

Quiz on modern text (AF)

3 – Glossary of key terminology

13

14 & 15

16 & 17

18

Snap AF 14 & 15, AIC 16 & 17

Snap whole guide

Snap whole guide

Snap AF 74 & 75, AIC 74 & 75

4 1 – Poetry context research

2 – Create poetry quiz

3 – Poetry key themes

19, 20 & 21

22 & 23

24 & 25

CGP guide 2 – 13

CGP whole guide

CGP 36 - 45

5 1 – Comparing poems

2 – Key poetry quotes

3 – Practice Power & Conflict

question

26 & 27

28, 29 & 30

31

CGP 2 – 27

CGP whole guide

CGP 62 - 66

6 1 – Annotate unseen poem

2 – Unseen poetry question

3 – Glossary of key poetry

terminology

32

33

34

CGP unseen poetry guide 3

CGP unseen 3 & 5

CGP P&C 50 & 51, unseen 60-

61

7 1 – Annotate unseen poem

2 – Comparing unseen poems

3 – Comparison question

35

36

37

CGP unseen 3

CGP unseen 7

CGP unseen 7

8 1 – Unseen poetry revision

resource

2 – Example essay response

3 – Poetry collage

38

39 & 40

41

CGP unseen whole guide



4

WEEK 1: W/C 8th January

Task 1

Complete the grid below – you need to include information about what was happening at the time your modern text

was written, important information about the author of the text and then explain how it links to the modern text.

E.g

AIC – J.B Priestley was a socialist writer In the play he shows how people should take responsibility

for each other.

AF – The Russian Revolution took place in 1917. Orwell uses the events of 1917 to craft the novel and it’s

characters – he aims to show the realities of it.

Contextual Information How it relates to the text

5

Task 2

Research the author of your modern text and complete each of the boxes to give yourself a full picture of the

writer’s intentions and background.

Biography – Details about the author’s life

Political Interests – look at their

beliefs and ideas about politics

Why did the author decide to write the

text? What statement were they

making about the world?

Other Works

6

Task 3:

Draw an image to represent each of the key themes from Animal Farm – e.g you could draw bags of money to

represent greed.

Animal Farm Theme Image to represent theme

Power

Greed

Equality

Corruption

Deceit

7

Draw an image to represent each of the key themes from An Inspector Calls – e.g you could draw bags of money to

represent greed.

An Inspector Calls Theme Image to represent theme

Morality

Responsibility

Inequality

Old Generation vs

New Generation

Gender

8

WEEK 2: W/C 15th January

TASK 1 – Read through the quotations provided for each key character in the modern prose you have studied.

Annotate the quotations with the techniques/word classes you can identify and complete the last section of the grid.

Key Character Key Quotation What does it suggest about the character?

Old Major “What is the nature of this life of ours?” “A majestic looking pig, with a wise and benevolent appearance”

Napoleon “Large, fierce looking Berkshire boar” “Napoleon stood sternly surveying his audience”

Snowball “Plans for innovations and improvements” “Quicker in speech and more inventive”

Squealer “Our Leader, Comrade Napoleon” “He could turn black to white”

Boxer “I will work harder” “Napoleon is always right”

9

TASK 1 – Read through the quotations provided for each key character in the modern prose you have studied.

Annotate the quotations with the techniques/word classes you can identify and complete the last section of the grid.

Key Character Key Quotation What does it suggest about the character?

Mr Birling “Hard-headed, practical man of business” “Working together – for lower costs and higher prices”

Mrs Birling “Girls of that class- “ “You’re not that type – you don’t get drunk”

Sheila “Oh Gerald is it the one you wanted me to have?” “Mother – I begged you and begged you to stop”

Eric “Why shouldn’t they try for higher wages?” “You killed them both – damn you, damn you”

Inspector “Apologise for what – doing my duty?” “We don’t live alone. We are members of one body. We are responsible for each other”

10

TASK 2 – Create a series of diagrams outlining the plot of your modern prose. You might want to use online

resources and notes in your exercise books to help support your understanding of the plot. Consider the key

moments as well as the writer’s intentions of the structure.

Opening:

Focus Development:

Focus Development:

11

Summarise how the plot develops: _______________________________________________________________

_____________________________________________________________________________________________

Focus Development:

Focus Development:

Ending:

12

TASK 3 – Find 3 adjectives to describe each character at the beginning, middle and end of the modern prose you

have studied.

Character Name 3 Adjectives Why do they help to describe the character?

1.

2.

3.

4.

5.

COUNTDOWN – ONLY 130 DAYS UNTIL YOUR ENGLISH LITERATURE PAPER 2 EXAM

13

WEEK 3: W/C 22nd January

Task 1:

Think about the way your modern text is structured –pick out 5 key structural features of your text and answer the

question below.

5 structural features – Think about the staging/characters who are introduced first or last/key plot points and where

they come in the text/Flashbacks or chronological order/Narrative voice/Repeated motifs

1.

2.

3.

4.

5.

How has the writer structured the text to interest you as a reader?

14

TASK 2 - Complete the quiz below based on the modern prose text you have been studying.

An Inspector Calls Quiz

1. What did Sheila do to Eva Smith?

a) Laughed at her

b) Complained about her so that she was sacked from Milward’s

c) Got her sacked from Mr Birling’s business

d) Stole Gerald away from her

2. What is the Inspector’s last name?

a) Gaol

b) Gool

c) Ghoul

d) Goole

3. Who says ‘Girls of that class’?

a) The Inspector

b) Sheila

c) Mrs Birling

d) Mr Birling

4. Which characters are most different at the end of the play?

a) Mr and Mrs Birling

b) Sheila and Eric

c) Gerald and Sheila

d) Eric and Mr Birling

5. Who does the Inspector question first?

a) Gerald Croft

b) Mrs Birling

c) Shelia

d) Arthur Birling

6. What does Eric steal from the family business?

a) Money

b) Jewels

c) A ring

d) A car

15

7. Where is the play set?

a) Nottingham

b) Tanley

c) Brumley

d) Derby

8. What are the family celebrating at the start of the play?

a) Christmas

b) Gerald’s engagement to Sheila

c) Eric’s birthday

d) Arthur Birling’s promotion to Mayor

9. Which ship does Mr Birling think is ‘unsinkable’?

a) The Lusitania

b) The Mary Celeste

c) The Titanic

d) The Marie Rose

10. What other name does Eva go by at one point in the play?

a) Daisy Renton

b) Polly Olsen

c) Anne Tuft

d) Sarah Last

16

TASK 2 – Complete the quiz below based on the modern prose you have been studying. Highlight or circle the

correct answer.

ANIMAL FARM QUIZ

1. Who created the manifesto for the farm?

a. Squealer

b. Snowball

c. Old Major

d. Boxer

2. Why does Old Major call all of the animals in for a meeting?

a. He wants to have a meeting every week to show their news and views

b. He wants to tell them about a dream he had

c. He wants them to leave Manor Farm and move to another, better farm

3. Why doesn’t Mr Jones shut the pop-holes on the hen house?

a. He is too tired

b. He is too lazy

c. He is too drunk

4. Why do the pigs lead the preparation for the rebellion?

a. They are the bossiest animals

b. They are the most respected

c. Old Major is a pig

d. They are seen as the most intelligent on the farm

5. Who won the battle of the cowshed?

a. Mollie

b. The dogs

c. Snowball

d. Napoleon

6. Why is propaganda used in the novel?

a. To reflect the reality of working on the farm

b. To reflect how the media disguised and persuaded people to follow the ideas of the leader

c. To make labour sound fun

7. Which of the following are the main methods Napoleon uses to rule Animal Farm?

a. Violence and intimidation

b. Ruthlessness and determination

c. Teambuilding and encouragement

8. How many animals have retired with a pension so far?

a. Several

b. None

c. One

17

9. Which of the following does Pilkington admire about Animal Farm?

a. Its up-to-date methods of farming

b. The beer that they brew

c. Its discipline and orderliness

d. The fact that the animals work harder and eat less than those on any other farm in the country

10. Which animal represents religion?

a. Mollie

b. Moses

c. Muriel

d. Squealer

18

TASK 3 – Complete the glossary below of key terms to show your understanding of the text and key vocabulary that

applies throughout.

Key Term Definition How does it link to your modern prose? Can you think of any examples?

Totalitarian

Socialism

Communism

Propaganda

Aristocracy

Authoritarian

Materialism

Tyranny

Capitalist

Industrial Revolution

Hierarchy

19

WEEK 4: W/C 29th January 2018

Task 1: Research the poems from the anthology and find out contextual information about them. Look for the

author’s beliefs, political issues at the time and personal experience. You could use the revision guide to help you if

you have it.

Poem Author Contextual Information

Ozymandias Shelley

London Blake

The Prelude Wordsworth

My Last Duchess Browning

The Charge of the Light Brigade

Tennyson

20

Exposure Owen

Storm on the Island

Heaney

Bayonet Charge Hughes

Remains Armitage

Poppies Weir

War Photographer

Duffy

21

Tissue Dharker

The Emigree Rumens

Kamikaze Garland

Checking Out me History

Agard

22

Task 2: Create a quiz based on your favourite poem in the Power and Conflict Anthology - create at least 10

questions.

1.

2.

3.

4.

5.

6.

7.

8.

23

9.

10.

24

Task 3:

For each theme write down which poems relate to it and how – think about what it is saying about the theme itself –

e.g: Ozymandias can fit into power of humans and power of nature because it shows that nature is more powerful

than humans but equally it is about the desire to be remembered. You may find the poems fit into several themes.

Theme Poems that explore the theme and how

Power of Humans

Power of Nature

Effects of Conflict

Loss and Absence

Memory

25

Negative Emotions

Identity

Individual Experience

26

WEEK 5: W/C 5th February 2018

Task 1: For each Venn diagram bullet point the similarities and differences between the poems. Put differences

under the specific poem and the similarities in the middle.

War Photographer

Ozymandias

Poppies

My Last Duchess

27

The Emigree London

28

Task 2: Read through the quotations provided for each poem. Annotate the quotations with the techniques/word

classes you can identify and complete the last section of the grid

Poem Key Quotation What does it suggest?

Ozymandias “Look on my works, ye Mighty, and despair!" “Half sunk, a shatter'd visage lies”

London ‘The mind-forged manacles’ ‘And the hapless soldier's sigh Runs in blood down palace-walls.’

The Prelude “There hung a darkness, call it solitude” “Small circles glittering idly in the moon”

My Last Duchess “That's my last Duchess painted on the wall” “I gave commands; Then all smiles stopped together.”

The Charge of the Light Brigade

“Into the mouth of hell Rode the six hundred.” “Reel'd from the sabre-stroke Shatter'd and sunder'd.”

29

Exposure ‘Our brains ache, in the merciless iced east winds that knife us . ..’ ‘But nothing happens.’

Storm on the Island

‘the flung spray hits The very windows, spits like a tame cat’ ‘We are bombarded with the empty air.’

Bayonet Charge ‘Bullets smacking the belly out of the air’ ‘Suddenly he awoke and was running – raw’

Remains ‘His blood-shadow stays on the street’ ‘I see every round as it rips through his life’

Poppies ‘All my words flattened, rolled, turned into felt’ ‘On reaching the top of the hill I traced the inscriptions on the war memorial, leaned against it like a wishbone’

War Photographer

‘spools of suffering set out in ordered rows.’ ‘A stranger’s features faintly start to twist before his eyes, a half-formed ghost.’

Tissue ‘Paper that lets the light shine through’ ‘what was paid by credit card

30

might fly our lives like paper kites.’

The Emigree ‘I am branded by an impression of sunlight.’ ‘My city takes me dancing through the city of walls.’

Kamikaze ‘the dark shoals of fishes flashing silver as their bellies swivelled towards the sun’ ‘enough fuel for a one-way journey into history’

Checking out me History

‘Blind me to me own identity’ ‘Dem tell me bout 1066 and all dat’

31

TASK 3 – Read the exam question below, annotate the poem and complete the exam response. You should spend

approximately 45 minutes answering the question and write in SQI paragraphs. Remember to apply all of your

knowledge about the context impacting the poems.

Q. Compare how the theme of loss and absence been explored in London and another poem you have studied in

the Power & Conflict cluster.

London

I wandered through each chartered street,

Near where the chartered Thames does flow,

A mark in every face I meet,

Marks of weakness, marks of woe.

In every cry of every man,

In every infant's cry of fear,

In every voice, in every ban,

The mind-forged manacles I hear:

How the chimney-sweeper's cry

Every blackening church appals,

And the hapless soldier's sigh

Runs in blood down palace-walls.

But most, through midnight streets I hear

How the youthful harlot's curse

Blasts the new-born infant's tear,

And blights with plagues the marriage-hearse.

William Blake

32


TASK 1 – Read the poem below and annotate language features and devices showing how the poet presents the way

the closed road has changed over time.

The Way Through the Woods

They shut the road through the woods

Seventy years ago.

Weather and rain have undone it again,

And now you would never know

There was once a road through the woods

Before they planted the trees.

It is underneath the coppice and heath,

And the thin anemones.

Only the keeper sees

That, where the ring-dove broods,

And the badgers roll at ease,

There was once a road through the woods.

Yet, if you enter the woods

Of a summer evening late,

When the night-air cools on the trout-ringed pools

Where the otter whistles his mate,

(They fear not men in the woods,

Because they see so few.)

You will hear the beat of a horse's feet,

And the swish of a skirt in the dew,

Steadily cantering through

The misty solitudes,

As though they perfectly knew

The old lost road through the woods.

But there is no road through the woods.

Rudyard Kipling

33

TASK 2 – Answer the following question on The Way Through the Woods. You should spend approximately 30

minutes answering this question.

Q. How does Rudyard Kipling present the way that the closed road has changed over

time?

[24 marks]

Sentence Starters:

In The Way Through the Woods Kipling uses (technique) to show that the road has changed by…

The quote “________” suggests that the road is…

This could also imply…

The word (identify word class) “_____” has connotations of…

This makes the reader feel _____ because…

34

TASK 3 – Complete the glossary below of key terms to show your understanding of the terminology and key

vocabulary that applies throughout poetry.

Key Term Definition An example from a Power and Conflict poem

Enjambment

Caesura

Personification

Iambic Pentameter

Metaphor

Simile

Imagery

Pathetic Fallacy

Rhyme

Dialogue

Monologue

35


TASK 1 – Read the poem below and annotate language features and devices showing how the poet creates a

mysterious atmosphere.

Echo

“Who called?” I said, and the words

Through the whispering glades,

Hither, thither, baffled the birds—

“Who called? Who called?”

The leafy boughs on high

Hissed in the sun;

The dark air carried my cry

Faintingly on:

Eyes in the green, in the shade,

In the motionless brake,

Voices that said what I said,

For mockery's sake:

“Who cares?” I bawled through my tears;

The wind fell low:

In the silence, “Who cares? who cares?”

Wailed to and fro.

Walter de la Mare

36

TASK 2 – Compare how both The Way Through the Woods and Echo create a mysterious atmosphere. Complete the

grid below.

How do the poets create a mysterious atmosphere?

Quote from each poem What do the quotations infer about the atmosphere? How is atmosphere represented?

1

2

3

37

TASK 3 – Answer the following question on The Way Through the Woods and Echo. You should spend approximately

15 minutes answering this question.

Q. The Way Through the Woods and Echo both have a mysterious atmosphere. Compare

the methods the poets use to create this atmosphere.

[8 marks]

Sentence Starters:

In The Way Through the Woods Kipling uses (technique) to show that the atmosphere is…

The quote “________” suggests that the atmosphere is…




Similarly, de la Mare uses (technique) in Echo to show how the atmosphere is…

The quote “________” suggests that the atmosphere is…




38


Task 1: Create a resource for other students about how to answer the unseen poetry question. Think about: what

steps they should go through when looking at an unseen poem, how they should approach answering the question

and what sort of things they should be looking for in the poem.

39

Task 2: Look that the essay response below. Using the mark scheme annotate this essay for things that have been

done well and areas for improvement. At the end tick the boxes that have been achieved and then re-write one of

the paragraphs out including the action that they need to complete in order to show progress in their response.

Compare the ways in which conflict and power are shown in ‘Ozymandias’ and one other poem you have studied.

The writers of both ‘Ozymandias’ and ‘London’ use setting to convey conflict and power. In ‘Ozymandias’, Shelley

writes that ‘the lone and level sands stretch far away’ while describing Ozymandias’ statue as a ‘colossal wreck’. This

creates contrast to the powerful statement on the statue’s pedestal, which uses an imperative to ‘Look on my

work…and despair.’ The contrast demonstrates that Ozymandias’ power has not lasted, but instead has been over-run

by the power of Nature. This suggests that humans should not be too arrogant in the face of Nature and Time, both of

which will outlast us. In the conflict between humanity and Nature, there is a clear winner.

Whereas Shelley uses setting to show how powerful Nature is, Blake uses locations to convey his beliefs that people

in London are being poisoned by organised religion and society’s class discrimination. Blake’s use of ‘every black’ning

Church appals’ cleverly uses polysemy to reflect not only the pollution in London during the Industrial Revolution and

Blake’s personal belief that religion corrupted people. Blake’s beliefs could be seen to be purely subjective, and a

matter of opinion reflecting his feelings about London life at the time, whereas Shelley’s views seem more objective

with a moral warning; Nature and time will outlast us, and we should be wary of arrogance.

Both writers present conflict through their descriptions of people. In ‘Ozymandias’, it is clear that Ozymandias was a

powerful leader. Shelley describes the legs of the statue as ‘vast’ which suggests the whole statue must have been

huge, implying his importance. Ozymandias’ power was clearly created through his personality, with the use of

‘wrinkled lip’ and ‘sneer of cold command’ reflecting an angry and demanding leader. This detailed description allows

the traveller (and therefore the reader) to get a sense of the man even though his visage is now ‘shattered’ – like his

empire. Where Shelley uses one man to demonstrate arrogance and hubris, Blake employs repetition of the

determiner ‘every’ to show that London has polluted many people, from ‘infant’ to ‘man’. The only women mentioned

in the poem are ‘harlots’ suggesting that the women of London have resorted to prostitution, because the situation in

the city is so unpleasant and bleak. This again shows that Shelley is warning against individual arrogance, whereas

Blake is bemoaning the state of all people who live in London.

Both poets show conflict through their description of people’s thoughts. Ozymandias’ pedestal orders others to ‘look

on my work…and despair.’ This imperative shows his arrogance and shows that he wanted to use his achievements to

instill fear in others, thus increasing his power through conflict. The verb ‘despair’ has connotations of complete loss

of hope, and desperation. The two simple verbs here convey a clear set of instructions. Look, and despair. This suggests

that Ozymandias thinks there is no other option; once someone has seen what he has achieved, there is no option for

them but to feel lost and worthless. However, Blake describes the people of London as living in ‘mind-forg’d manacles’.

This suggests that the people who are suffering have created their own prison in their minds. ‘Manacles’ has

connotations of slavery, oppression and victimisation, suggesting that Blake feels that London is oppressing its

residents, but the use of ‘mind-forg’d’ suggests that the people have the choice to escape, and yet do not. This could

be Blake suggesting that London residents could leave if they wanted, but at the time the poem was written, London

was seen as a place where dreams were made, and the streets were paved with gold. Despite this not being the case

for the majority, many stayed with the faint hope of one day enjoying success. Shelley could be suggesting that

arrogance will turn to hubris if we expect others to react a certain way to our achievements, whereas Blake seems to

40

be implying that we should not stay in a bad situation if we do not have to. Perhaps Blake is turning some of his anger

at the state of London on those who live there and do not take responsibility for leaving.

Does the answer include?

Feedback: Clearly communicated ideas linking to the question You’ve used terminology well Clear links to another poem you have studied Your ideas are insightful You have used a good range of evidence You’ve written a good amount in the time You’ve discussed the writer’s intentions Clear links to the context of the poem Effect on the reader Other:

Action: Link to context Identify techniques Link to the question Use evidence in your answer Make links to another poem you have studied Explain the effect on the reader Explain the poet’s intentions Other:

Response:

41

Task 3:

Create a collage on A4 which reflects and represents all the poems in the Anthology – think about themes and

images.

AQA GCSE ENGLISH LITERATURE - Southam College · AQA GCSE ENGLISH LITERATURE ... TASK 1 – Read...

Documents

Transcript of AQA GCSE ENGLISH LITERATURE - Southam College · AQA GCSE ENGLISH LITERATURE ... TASK 1 – Read...