Priory School - Year 11 Autumn Term...Juxtaposition Pathetic Fallacy Atmosphere Infer Symbolism...

Year 11

Autumn Term

English, Maths & Science

Knowledge Organisers

Student Name: Tutor Group:

Analytical Verbs: use a range of verbs in your analytical writing to be specific about what the writer’s choices

achieve.

Advises Affects Argues Builds Confirms Connotes

Conveys Creates Criticises Deepens Denotes Depicts

Describes Demonstrates Displays Echoes Emphasise Establishes

Evokes Exaggerates Examines Expands Explains Explores

Exposes Expresses Forces Highlights Heightens Hints

Illustrates Impacts Implies Indicates Informs Introduces

Juxtaposes Means Mentions Narrates Perceives Persuades

Portrays Presents Recognises Refers Relates Reveals

Shows Signifies Symbolises Suggests Supports Underlines

Analytical adverbs: Be careful when selecting these. You can’t just pick any adverb. You need to use an appropriate

one as they each have nuanced connotations.

Assuredly Judiciously Emotionally Sarcastically Emotionally Clearly

Didactically Vividly Cleverly Critically Disparagingly Evidently

Explicitly Obviously Sceptically Subtly Indirectly Directly

Implicitly Sceptically Ironically

Possible subject terminology you may need to use in your analysis

Noun Verb Adjective Adverb Pronoun Preposition

Word Semantic Field Metaphor Simile Personification Oxymoron

Juxtaposition Pathetic Fallacy Atmosphere Infer Symbolism Contrast

Imagery Connotations Onomatopoeia Humour Irony Emotive

language

The question will look something like this:

Basic PEAL Paragraph formula (aim for 3 paragraphs like this).

Point

Evidence

Analysis

Link to

You can develop your PEAL paragraphs by:

Using a range of accurate subject terminology in your analysis

Analysing more than one word/technique in the quote

Using a second quote to develop your ideas

Showing that you are adding to your inference by saying ‘in addition’

‘Link to’ could mean…

Subject: English Language Topic: Language Analysis Dates: Language Paper 1

Q2

8 marks 12-15 minutes 1 Source 3 quotes

Reread lines 29-37.

How is language used to create a positive impression of the area?

You could include the writer’s choice of:

• Words and phrases

• Language features and techniques

• Sentence forms. (8 marks)

Pay attention to the lines that you need to look at.

Pay attention to the focus of the question.

The bullet points are suggestions you do not

have to talk about all of them.

o Link to the writer’s intentions

o Link to the reader’s inference

o Link to the subject of the text

Subject: English Language Topic: Structure

Analysis

Dates: Language Paper 1

Q3

8 marks 12-15 minutes 1 Source 3 paragraphs

Structural Terminology: use a range of structural terms in your analysis

Zoom in Zoom out Focus Attention Shift Cyclical

Repeats Foreshadows Foregrounds Switches Introduces Opening

Closing Returns to Narrative voice Withheld Delayed Linear

Plot Tension Climax Pivot moment Beginning

Significant Structural Features - ask yourself these question about the text:

Why is the opening effective?

What is the narrative perspective? How does this change what we do and do not ‘know’?

Is the order in which the information is given significant?

Is some information clearly withheld or delayed?

Does the writer return to or repeat information?

Is the structure linear? Circular?

Do we shift between

o People

o Perspective

o Places/setting

o Time

Is the writer hinting at or foreshadowing something?

Why is the ending effective?

Is there a key moment where something is revealed/exposed - a turning point for the reader?


Basic PESTI Paragraph formula (aim for 3 paragraphs like this):

Point: Write a clear point stating what section of the text you are focusing on. E.g. at the beginning the writer

focuses the reader's attention on...

Evidence: Now add in a quote to support your point. Try to embed your quote if you can. DO NOT ANALYSE THE

LANGUAGE IN THE QUOTE.

Structural Technique: Use structural terminology (see above) to analyse what structural choices the writer is making

and what effect this has on the reader. Never say "it makes the reader want to read on" or "creates an image in the

reader's mind".

Inference: What can the reader infer about the characters/plot/setting etc. based on the information that they have

at that point in the text?

How is the text structured to interest you as a reader?

You could write about:

• what the writer focuses your attention on at the beginning

• how and why the writer changes this focus as the extract develops • any other structural features that interest you

The question will always be the same.

The best way to structure your

answer is to write about the

beginning and two key moments

of shift in the rest of the

extract.

At each point consider: How does the information you are given link to what you have previously read in the text?

Subject: English Language Topic: Evaluate a

Statement


Q4

20 marks 25 minutes 1 Source 5 paragraphs

Decide if you:

If you somewhat or partially agree then you can go on to somewhat or partially disagree

If you strongly agree then you cannot go onto to disagree

Two options for your 5 paragraph structure:

Strongly Agree

Strongly Agree

Strongly Agree

Strongly Agree

Strongly Agree

As it is an evaluative question you could use adverbs to evaluate how the writer shows something.




Implicitly Sceptically Ironically Successfully Convincingly Skilfully


Basic PEAL Paragraph formula (aim for 5 paragraphs like this):

Point: State clearly in your point how far you agree or disagree

Evidence: Embed a supporting quote

Somewhat agree

Partially Agree

AgreeWholly Agree

Strongly Agree

Focus this part of your answer on the second half of the source from line 29 to the end.

A student having read this section of the text has said ‘I really enjoy the description of the area, it as if you are walking the street with Utterson and Enfield’.

To what extent do you agree?

In your response, you should:

• Write about your own impressions of the area

• Evaluate how the writer has created these impressions

• Support your ideas with quotations from the text (20 marks)

Reread the section of the extract and

highlight anything that agrees with the

statement.

Somewhat Agree

Somewhat Agree

Somewhat Agree

Partially disagree

Partially disagree

Analysis: Analyse the quote in detail using subject terminology and adverbs to explain how the writer has shown

something.

Statement: Return back to the statement and restate your view

Subject: English Language Topic: Creative Writing Dates: Language Paper 1

Q5

40 marks 10 minute planning

35 minutes writing

2 question options

Aim to describe

You must plan your

answer first

Priory’s Descriptive Writing Formula

Punctuation How to use it

? Question Mark: Use at the end of a rhetorical question. It should only ever be found at the end of a

sentence. Do not use it excessively.

… Ellipses: The ellipsis introduces a long pause, which is a basic technique for creating tension. Avoid

using it in the middle of a paragraph. Do not over use it.

; Semi-Colon: Used to connect independent clauses. It shows a closer relationship between the

clauses than a full stop would show. If the sentences could stand alone but are connected by an idea

then separate them with a semi-colon.

( ) Brackets can be used to add in additional information. If you removed the information in the

brackets the sentence should still make sense.

! Used to express excitement, surprise, astonishment, or any other such strong emotion. Never use

more than one together and never use them alongside a question mark.

Range of sentence structures

Sentence Structure Example

Adverb first sentence Cautiously, the sun began to permeate the clouds.

(note that the adverb should be followed by a comma)

One word sentence The man sat on the dilapidated wall. Alone.

Never use ‘bang’ or ‘crash’.

Repetition sentence Nothing could be seen. Nothing could be heard.

Formula Focus Consider

Above Describe the weather and create a mood. Using Imagery:

Metaphors

Similes

Personification

Drop In Describe the atmosphere from within the

picture. Use the senses.

Using Onomatopoeia.

Using a range of verbs and adjectives.

Shift To a specific person and describe them in

detail.

Describe their eyes.

Describe their body language/posture.

Describe their clothes.

Zoom In On that person’s thoughts, feelings and

memories.

Using rhetorical questions as part of their thoughts.

Zoom Out Describe the weather again, focus on

some kind of change in the setting.

Using repetition.

E.g. Nothing could be seen. Nothing could be heard.

Leave Find a way to end the description with a

one sentence paragraph. Transport

Time

Movement

Three Adjective first

sentence

Frail, fragile and fatigued she sat looking out of the window.

(this works even better if you can use alliteration)

Verb first sentence Trembling, she stared into nothingness

(note that the verb should be followed by a comma)

Making inference

The majority of the marks will be awarded for the quality of your inference. You do not have to say ‘the reader can

infer’ every time:

The reader can infer

This implies

This suggests

This is perhaps because

This indicates that

Comparing

To show similarities To show differences

In the same way Unlike

Likewise On the other hand

In comparison In contrast

Similarly Whereas

Remember, as part of your inference you may wish to consider the fact that the sources will be from two different

centuries. This is likely to be a factor if the similarities/differences that you are summarising.


Basic PQIC PQIC structure:

Point: Write a clear point about Source A, focused on the question

Quote: Now add in a quote to support your point. Try to embed your quote if you can

Inference: What can the reader infer from your quote? You may add in smaller supplementary

quotes to your inference. Do not analyse language

Connective: Now select a comparison connective based on whether Source B is similar or

contrasting- it will tell you this in the question

Point: As above but for Source B

Quote: As above but for Source B

Inference: As above but for Source B

Cross Compare: Write a final comparative sentence summarising the key similarity/difference

between Source A and Source B.


Q2

8 marks 12-15 minutes 2 Sources 1 synthesised (blended)

paragraph

Details means quotes

Both sources will

always have

something in

common. E.g. both

about Africa.

You will need to refer to both sources for this question.

Synthesise (blend) your PQIC structure by:

Starting with an overall statement that outlines a clear and specific connection between the two sources

Drop in smaller supplementary quotes into your inference in order to further your comparison.


Q3

12 marks 15-17 minutes 1 Source 4 quotes

Analytical Verbs: Use a range of verbs in your analytical writing to be specific about what the writer’s

choices achieve.

Advises Affects Argues Builds Confirms Connotes

Conveys Creates Criticises Deepens Denotes Depicts

Describes Demonstrates Displays Echoes Emphasise Establishes

Evokes Exaggerates Examines Expands Explains Explores

Exposes Expresses Forces Highlights Heightens Hints

Illustrates Impacts Implies Indicates Informs Introduces

Juxtaposes Means Mentions Narrates Perceives Persuades

Portrays Presents Recognises Refers Relates Reveals

Shows Signifies Symbolises Suggests Supports Underlines

Analytical adverbs: Be careful when selecting these. You can’t just pick any adverb. You need to use an appropriate

one as they each have nuanced connotations.




Implicitly Sceptically Ironically Successfully Convincingly Skilfully

Possible subject terminology you may need to use in your analysis

Noun Verb Adjective Adverb Pronoun Preposition

Word Semantic Field Metaphor Simile Personification Oxymoron

Juxtaposition Pathetic Fallacy Atmosphere Infer Symbolism Connotations


Basic PEAL Paragraph formula (aim for 4 paragraphs like this):

Point

Evidence

Analysis

Link to

Develop your PEAL paragraphs by:

Using a range of accurate subject terminology in your analysis

Analysing more than one word/technique

Using a second quote to develop your ideas

Reread lines 29-37.

How is language used to create a positive impression of the area?

You could include the writer’s choice of:

• Words and phrases

• Language features and techniques • Sentence forms. (8 marks)

Pay attention to the line that you need to look at.

Pay attention to the focus of the question.

The bullet points are suggestions you do not have

to talk about all of them.

Showing that you are adding to your inference by saying ‘in addition’

‘Link’ to could mean…

o Link to the writer’s intentions

o Link to the reader’s inference

o Link to the subject of the text.


Q4

16 marks 20-25 minutes 2 Sources 2 comparisons

Methods

Tone


Basic MEATI Paragraph formula:

Method: Write a clear point about Source A in which you state a method that the writer uses. E.g. In Source A the

writer uses first person perspective to show their views on...

Evidence: Now add in a quote to support your point. Try to embed your quote if you can.

Analysis: This should be the most developed part of your paragraph. Pick apart your judicious quote and look at in in

close detail. Why did the writer select that specific language?

Tone: As part of your analysis you may want to say what tone of voice is created through the writer's language and

method choice.

“How” means what methods do they use?

Go back through both sources and highlight any

quotes that show the writer’s view on the given

topic.

Top Tip: When thinking about methods always consider comparing if the Sources are in 1st or 3rd person

because this is a method that will always be present in any source.

Inference: For your reader's inference focus on what you can infer about how the writer feels/ what the writer

thinks/what their attitude/perspective is.

Add an appropriate connective before repeating the process for Source B. If Source B uses the same method say

'similarly' or 'likewise'. If Source B uses a different method say 'on the other hand' or 'whereas' on

'in contrast'.

Subject: English Language Topic: Writing for a

purpose


Q5

40 marks 10 minutes planning

35 minutes writing

Work out the TAP and

then plan

You must plan your

answer first

Question Example: TAP the text to work out the Type, Audience and Purpose.

“Being Homeless is not a lifestyle choice. It is a problem that we cannot ignore and should no longer be an issue in

modern Britain.”

Write a letter from the Charity “Shelter” aimed at householders, asking people to donate money to help the

Homeless.

Once you have worked out the Type, Audience and Purpose of the question you can plan your opening, intro,

conclusion and sign off. You could learn the examples from the table below:

Opening Intro Conclusion Sign Off

Article/Blog/Essay Headline

Subheading

Imagine…

Imagine…

Imagine…

To conclude it is my

belief that…

I urge you to

consider the

question….

Letter Dear Sir/Madam

Whomever it may

concern

I am writing to you

today to…

To conclude, I hope

this letter has

demonstrated…

Yours Faithfully,

Speech (adverb) in the next

10 minutes, whilst I

make this speech

(shocking statistic)

Hello, my name is

(…) I am (…) and I

am here today to

talk about

Ladies and

gentlemen, I urge

you to…

Thank you for

listening.

Possible Headline styles

Style Example from The Guardian

Colon “We need to cut plastic waste: and supermarkets should lead the way”

Emotive Language “the shameful truth about Britain’s response to Grenfell”

It’s time “It’s time to move on from this overblown commemorations of war”

Let’s “Let’s get real before we corrupt our democracy”

Pronouns “We must transform our lives to save the burning planet”

Rhetorical Question “Is showing compassion to migrants a crime?”

Think Again “If you think Love Island is harmless trash TV, think again”

Why “Why trade tariffs could be Trump’s undoing”

Yes… But… “Yes Corbyn has to protest against Trump. But where does that leave politics?”

WES- Once you have planned your opening, intro, conclusion and sign off you can plan your WES paragraphs. You

should aim for 3-4 WES paragraphs in your response.

Identify the type of

text.

Identify the audience Identify the purpose

WES What do you have to do? What methods work?

What’s your

point?

Explaining clearly a specific and focused point

that you have to support your view

A list of three, Metaphors, Repetition,

Pronouns

Evidence Use a clear example or evidence that would

supported your point

Statistic, personal anecdote, expert option,

example all work well as evidence.

So what? So what would be the consequences? What

can we avoid/achieve/promote/show/change

by acknowledging this argument?

So why does what you are saying matter?

Rhetorical questions

Emotive Language

Key Context

The play was

written in

1597. Elizabethan England was a patriarchal society in which male street fighting was common. Men were

expected to be masculine and aggressive like those we see in the opening scene of the play. Tybalt

represents a typical upper class Elizabethan male- Romeo is atypical because he is more effeminate.

The Wheel of

Fortune and

astrology

Elizabethans believed that the Goddess Fortuna controlled the Wheel of Fortune and this could suddenly

change someone’s fate. They also believed in the stars controlling their destiny. This idea runs

throughout the play with Romeo in particular thinking the stars align against him.

Subject: English Literature Topic: Romeo and Juliet Dates: Year 10 Spring

2

Additional Information:

Literature Paper 1

Essential Vocabulary Link to Romeo and Juliet

Bawdy Humour/

Comic Relief

Humorous content in a dramatic or

literary work intended to offset more

serious episodes.

The Nurse and Mercutio provide

the low brow entertainment for

the Groundlings.

Climax Always Act 3 of a tragedy. A turning

point, there’s no going back from this.

Scene 3 Act 1- The Fight Scene

(Romeo seals his fate).

Dramatic Irony Audience know what the characters do

not know.

We know Juliet is not dead in Act

5 Scene 3.

Fatal Flaw The weakness of a tragic hero which

brings about their downfall and eventual

death.

The Friar warns Romeo and Juliet

“wisely and slow”. They are

impulsive and impatient.

Foreshadowing Hints about what is to come later in the

text.

The many references to graves and

poison in the play.

Oxymoron Where two words of opposite meaning

are used next to each other for effect.

Romeo talking about love in Act 1

Scene 1 to Benvolio.

Patriarchy A system, organisation or society where

men are superior in the hierarchy.

Lord Capulet abusing Juliet in Act 3

Scene 5.

Prologue An introduction section. In a tragedy it

tells us the ending.

There a prologue before Act 1 and

Act 2.

Soliloquy The act of speaking one's thoughts aloud

so the audience can hear them.

Juliet waiting impatiently for

Romeo in Act 3 Scene 2.

Sonnet A 14 line poem usually about love.

Usually ends in a rhyming couplet.

Romeo and Juliet’s first

conversation is a Sonnet up to

their first kiss.

Tragic Hero The protagonist or main character in a

tragedy who may have a character flaw or

a moral weakness; they are often a victim

of fate and die.

Romeo. But arguably Juliet is

herself a type of feminist tragic

hero.

Key Themes

Youth Age

Rebellion Authority

Feminism Patriarchy /

Masculinity

Love Hate

Fate Free Will

Great Chain of

Being

Elizabethans believed in the Great Chain of Being which placed angels as superior to humans. Therefore

it is significant that Romeo compare Juliet to an angel repeatedly in the play.

The role of

women

Women were expected to marry young and have children. Upper class women would marry according

to their father’s choice to preserve the family status in society. Upper class women used wet nurses to

feed their babies so that they could continue to have more children.

Elizabethan

theatre

Theatres were attended by every class of society. Lower class ‘Groundlings’ would stand in the pit.

Bawdy humour such as that from Mercutio and the Nurse was designed to keep them entertained as

they would be standing for over three hours.

Courtly love A medieval tradition, the ‘Noble Lover’ is infatuated with an unobtainable woman and is deeply

emotionally disturbed by this.

Subject: English Literature Topic: Romeo and Juliet Dates: Additional Information:

Literature Paper 1

30 Marks (+4 SPAG Marks) 5 minutes planning

40 minutes writing

5 minutes checking

Introduction

5 x paragraphs

You should try to link

ideas from the rest of

the play to the extract

For this question you will be given an extract from the play. Follow steps 1 2 3 4

Suggested writing frame:

Shakespeare presents Romeo and Juliet as fated to die…

Quote

Language Analysis

Shakespeare intends to / the audience learn/ this links to when / this connects to the play’s context because

Key plot points. A01: Knowing ‘what happens when’ will allow you to support your ideas with references

3. Aim to highlight 2-3

quotes from the extract that

could be used to answer

this question.

4. Write down any other quotes

you know from the rest of the

play that could work for this

question. Aim for 2-3. Consider

how you could twist the quotes

you know to match this question.

2. Always look at where the extract is from as this will help you understand it. Then read it through twice.

Students should use their quote cards and context cards to revise.

1. Make sure you know what the focus of the

question is before you start reading.

Act1 Scene 1: Servants fight on the street. Romeo loves Rosaline.

Act 1 Scene 2: Lord Capulet is caring and loving when Paris asks to marry Juliet.

Act 1 Scene 5: Romeo and Juliet meet at the Capulet Ball.

Act 2 Scene 2: The window Scene. Romeo and Juliet plan to marry and defy their parents.

Act 3 Scene 1: The fight scene. Mercutio and Tybalt die. Romeo is banished.

Act 3 Scene 5: Lord Capulet demands that Juliet gets married to Paris.

Act 4 Scene 1: Juliet and the Friar make the plan.

Act 5 Scene 1: Balthasar brings news to Romeo in Mantua of Juliet’s death.

Act 5 Scene 3: Both Romeo and Juliet die. The families vow to end the Ancient Grudge.

Symbols in the play include Light and Dark, Masks, Stars and the Sun, Poison , Grave/tombs, Flowers/weeds, Birdsong , Plagues

Subject: English Literature Topic: A Christmas Carol Dates: Year 11

Autumn 2


Literature Paper 1

Essential Vocabulary Link to A Christmas Carol

Allegory A story, poem, or picture that can be

interpreted to reveal a hidden meaning,

typically a moral or political one.

Dickens’ allegoric message was that

everybody needed to take social

responsibility and not be ignorant.

Gothic A genre of literature centred on dark

events or supernatural occurrences.

It was a very popular genre in the 19th

century. Dickens used its popularity to

ensure his novel would be widely read.

Lower Class These were the people at the bottom

of the social hierarchy. This group

would include orphans, beggars,

criminals etc.

The middle classes like Scrooge looked

down on these groups. Joe and Mrs Dibler

would be examples in the novel.

Middle Class Educated people who worked in skilled

jobs or owned businesses. They

generally disapproved of the classes

below them considering them to be

‘idle’.

All of Dickens’ readers would have been in

this class. Scrooge is portrayed as a

quintessential middle class character.

Social

Responsibility

Everyone needs to act in a way that will

benefit the society as a whole.

Dickens was incredibly socially conscious

and used the novel as a vehicle for his

message.

Stave A set of fine lines used in written music. The structure of Dickens's novella uses a

similar structure to a song to present a

moral tale of transformation.

Working

Class

These people worked in unskilled, low

paid jobs.

The Cratchit family epitomise this class of

people.

Key Themes: The Central theme is Social responsibility

Family Isolation Christmas Responsibility

Generosity Greed Society/ Social Class Ignorance

Money Poverty Love Supernatural

Regret Redemption Change Food and Nourishment

Key Context

The novella was

written in

(19th Century)

1843. Christmas was just starting to become popular due to Queen Victoria’s husband Albert

bringing over German traditions. Gothic fiction and social commentary literature was very

popular with middle class readers. This book was commercially very appealing.

Industrial

Revolution

Following industrial advances many people moved to the cities. This meant the cities were

crowded and dirty and there was a very clear divide between the classes who co-existed.

Poor Law and

workhouses

In 1934, 9 years before Dickens wrote the novel, the Poor Law was passed. It meant that

middle class “parish money” no longer went to the poor and they usually had to work in

horrific workhouses for their food and shelter. The middle classes had resented helping them.

Malthusian

Population

Theory

This was a theory popularised in the 19th Century suggesting that in terms of population

growth, poverty was a ‘population check’ and therefore some people should go hungry.

Scrooge indirectly quotes this in Stave 1.

Subject: English Literature Topic A Christmas Carol Dates: Year 11 Autumn

2


Literature Paper 1

30 Marks 5 minutes planning

40 minutes writing

5 minutes checking

Introduction

5 x paragraphs

You should try to link

ideas from the rest of

the novel to the extract

For this question you will be given an extract from the play. Follow steps 1 2 3 4


Dickens presents the Ghost of Christmas Present as…

Quote

Language Analysis

Dickens’ life Dickens was born middle class. However, his father went to debtor’s prison and Dickens had

to leave school to work in a shoe polish factory. Therefore, he experiences life at different

positions on the Victorian social hierarchy.

1842 Miner’s

Report

Dickens read this reports which contained thousands of first-hand accounts of the horrific child

labour taking place in mines and factories. It was a huge catalyst for writing ACC.

Hungry Forties The combination of bad harvests and trade laws meant that hunger was the biggest social

problem of the decade. Many of Dickens’ books put food at the very centre of their plot.

Ragged Schools Like the mines Dickens has also visited many Ragged Schools, where lower class children were

sent but the education and conditions were appalling. He used some of the things he saw to

inspire his description of Ignorance and Want.

Christmas Was becoming increasingly popular. Dickens purposefully capitalised on its popularity in order

to spread his social message to the masses.


4. Write down any other

quotes you know from

the rest of the play that

could work for this

question. Aim for 2-3.

Consider how you could

twist the quotes you

know to match this

question.

2. Always look at where the extract is from as this will help you understand it. Then read it through twice.

1. Make sure you know

what the focus of the

question is before you

start reading

3. Aim to

highlight 2-3

quotes from

the extract that

could be used

to answer this

question.

Dickens intends to / the readers learn/ this links to when / this connects to the novel’s context because

Key plot points. A01: Knowing ‘what happens when’ will allow you to support your ideas with references

Stave 1: Christmas Eve. Scrooge refuses to help charity workers or go to Fred’s for Christmas. Marley visits him.

Stave 2: The Ghost of Christmas past shows Scrooge his school, Fezziwig’s party and Belle breaking up with him.

Stave 3: The Ghost of Christmas present shows Scrooge the Cratchit’s Christmas. He says Tiny Tim won’t

survive.

Stave 4: The Ghost of Christmas yet to come shows Scrooge Tiny Tim’s death and people reacting to his own

death.

Stave 5: Scrooge wakes up reformed, he donates money to charity, gives the Cratchits food and spends Christmas

at Fred’s.

Symbols in the novel include

Clocks/time, Candles/Heat/Fire, Light/Dark, Ignorance and want , Ghosts, Homes, Fog, Marley’s chains

Subject: English Literature Topic: Lord of the Flies Dates: Year 9 Summer

2 Year 10 Autumn 2


Literature Paper 2

Essential Vocabulary Link to Lord of the Flies

Allegory A story, poem, or picture that can be

interpreted to reveal a hidden meaning,

typically a moral or political one.

Golding’s allegoric message is that all

humans have the capacity for evil.

Dystopia An imagined state or society in which

there is great suffering or injustice.

At first the island seemed like a

perfect paradise but this changes.

Fable A story with a central moral message.

Sometimes animals are used to represent

types of people.

Golding wrote an essay called ‘Fable’

in which he concluded that “we are all

suffering from the terrible disease of

being human.”

Juxtaposition The fact of two things being seen or

placed close together with contrasting

effect.

Many of the characters and themes in

the novel are directly opposing. The

contrast between them emphasises

their importance.

Microcosm A community, place, or situation

regarded as encapsulating in miniature the

characteristics of something much larger.

The island is like a miniature version

of the world in 1954. The fear of

nuclear war and the tension between

democratic and dictatorial ideologies.

Symbolism The use of symbols in a piece of

literature to stand for or represent a key

idea.

There are many physical objects that

are symbols in the novel: fire, the

beast, Piggy’s glasses, and the conch. Key Themes

As the novel progresses negative themes increase and positive themes decrease. All of these themes link to

Golding’s central theme which is Human Nature.

Savagery Civilisation

Immorality/ Evil Morality

Corruption Innocence

Chaos Order

Key Context

The novel was

written in 1954

Following WW2, Cold War paranoia spread. The novel is set against the backdrop of nuclear

war which can be seen through the plane crash and the dead airman.

Nuclear war Mutually Assured Destruction and the idea that civilisation could be wiped out suddenly is

symbolised through the fire on the island which is a microcosm for the world.

Golding was a

navy officer in

WW2

During his time serving, Golding realised that when you take away boundaries, all humans have

the capacity for evil and there is a ‘beast’ within us all. Golding said “man produces evil like the

bee produces honey”. The boys have no grownups /teachers/ policeman on the island.

Dictators During WW2 Hitler had shown how fear can be used to gain power and manipulate people-

this is like Jack. Hitler’s right hand man ‘Himmler’ was his aggressive and evil counterpart, like

Roger.

Garden of Eden The island appears at first to be a Utopia however it is almost destroyed by the boys. This

could reflect the original sin and Adam and Eve being tempted by evil in the Garden of Eden.

Coral Island Coral Island was published in 1858. Golding read it at school and he used the character names

Jack and Ralph in his version. He rewrote Coral Island which was full of wholesome adventure

to be a more realistic reflection of human nature.

Golding as a

teacher

Golding worked in a Boys’ Grammar School. He wanted to portray in the novel how boys can

be very competitive and how they value physical strength over intelligence.

Lord of the Flies Comes from the Hebrew word ‘Beelzebub’ which means ‘devil’. The pig’s head claims to be the

Lord of the Flies when Simon converses with it symbolising the capacity for evil in humans.

Subject: English Literature Topic: Lord of the Flies Dates: Year 9 Summer

2 Year 10 Autumn 2


Literature Paper 2

30 Marks (+4 Spag Marks) 5 minutes planning

40 minutes writing

5 minutes checking

Introduction

5 x paragraphs

You should plan and

learn your introduction

in advance.

For this question you will not be given an extract but you will be given a choice of two questions.

Answer one. Follow steps 1 and 2:

Dictatorship Democracy

Destruction Fragility

1. Read both questions twice. Decide which question you will have more ideas for. You

are aiming for about 5 ideas per questions. We encourage you to consider the

theme questions.

2. Once you have

decided on your

question you need to

make a plan. Plan 5

paragraphs by

recording your 5 key

ideas (points) and a

quote/quotes to

support that point.


Key plot points. Chapter summaries are below.

A01: Knowing ‘what happens when’ will allow you to support your ideas with references 1 They find the conch. Ralph is chief. 7 Whilst hunting the beast they act out hunting Robert.

Ralph gets involved and enjoys the thrill of it.

2 Piggy’s glasses start a fire. A littlun is killed. 8 Jack tries to be chief. They kill a pig and put the head

on a stick as a gift for the beast. Jack’s tribe grows.

3 Jack wants to hunt. Ralph and Simon build huts. 9 Simon talks to the Pig’s head. The boys kill him.

4 Roger bullies the littluns. Jack is obsessed with

hunting. The fire goes out as a ship passes.

10 Jack and his tribe are on Castle Rock and have

transformed into savages. Ralph, Piggy and some

littluns are left. 5 There is an emergency assembly late at night

about the fire. Simon says that they are the

beast.

11 Piggy tries to confront Jack and get his glasses back.

Roger kills him with a giant rock. The conch explodes.

6 An airman is shot down and lands on the

mountain. Samneric think it is the beast. Some

of the boys go to look for it.

12 Jack’s tribe hunt Ralph who is now alone. They start a

huge fire but are rescued by a navy officer.

The question might:

Contain a quote (use it!)

Ask you ‘How far’ so look at both sides.

Ask you what ‘you think’.


Golding presents the importance of the beast…

Quote

Language Analysis

Golding intends to…

Subject: English Literature Topic: Unseen Poetry Dates: Year 10

Spring1


Literature Paper 2

Essential Poetic Vocabulary Links to Anthology

Ambiguity Where there is more than one

possible interpretation of what a quote

might mean

E.g. in My Last Duchess

“all smiles stopped”

Anaphora Repetition at the beginning of

successive lines of poetry.

Used several times in Charge of the Light

Brigade

Blank Verse Non-rhyming iambic pentameter. E.g. The Prelude. This section is 44 lines of blank

verse (no real structure). The work is in iambic

pentameter to give it a consistent pace.

Caesura A break in the middle of a line of

poetry.

E.g. in War Photographer.

Beirut. Phnom Penh, Belfast.

Couplet A pair of successive lines, usually of the

same length. Can be rhyming.

Remains ends in a Couplet to symbolise the two

‘hands’.

War Photographer uses rhyming couplets.

Dramatic

Monologue

A poem with one person speaking

their thoughts aloud.

My Last Duchess- Alfonso doesn’t let the advisor

speak.

End Stop Line A metrical line ending at a natural

grammatical boundary or break—such

as a dash or closing brackets—or with

punctuation such as a colon, a

semicolon, or a full stop.

E.g. Charge of the Light Brigade

The pause at the end of each line creates a

steady pace to replicate the sound of the horses.

Enjambment When a phrase, a clause, or a sentence

in a line of poetry doesn't finish at the

line break but spills over into the next

line.

Use in several poems. E.g. in Bayonet Charge to

show the movement of the soldier.

Extended

Metaphor

Multiple references to the same

metaphorical idea

Tissue. Life is compared to paper throughout the

whole poem

Persona The speaker in the poem. Not

necessarily the poet.

E.g. in Remains the persona is Rob but the poet

is Armitage

Poet Laureate The nation’s official poet Lord Tennyson, Hughes, Duffy and Armitage

Semantic Field A group of words that are linked by

meaning. These often create a theme

in a poem.

E.g. In Storm on the Island there is a Semantic

Field of warfare used in relation to the storm.

Sonnet A poem that has 14 lines and each line

has 10 syllables. It has a very specific

rhyme scheme, usually ending in a

rhyming couplet

Ozymandias- Ironically showing his love or

power and hubris

Spoken Word Though some spoken word poetry

may also be published on the page, the

genre has its roots in oral traditions

and performance. Spoken word can

encompass or contain elements of rap,

hip-hop, storytelling, theatre, and jazz,

rock, blues, and folk music.

Stanza A fixed number of lines of verse; a

paragraph in a poem

Tone The poet’s feelings or attitude in a

poem

E.g. the tone of futility in Exposure.

Volta Italian word for “turn.” In a sonnet, the

Volta is the turn of thought or

argument.

Students should use their quote cards and context cards to revise,

Subject: English Literature Topic: Anthology Poetry Dates: Year 11

Autumn 1


Literature Paper 2


40 minutes writing

5 minutes checking

Introduction

4-6 paragraphs

Layer your paragraphs

on each poem.

Poem Key context Structure

London Reflects the Romantic suspicion of large institutions

of Power. Inspired by the French Revolution.

ABAB rhyme scheme replicates Blake’s

footsteps walking through London.

Ozymandias Based on the real statue of Ramesses II, Egyptian

pharaoh. An ironic satire of dictatorial power.

The sonnet form is ironic. It reflects

Ozymandias’ love or power.

The Prelude Classic Romantic poetry rejecting modernity and

praising the power or nature. Poet out walking and

feels overwhelmed.

An extract of a larger poem. The

continuous enjambment and blank verse

reflect the idea of ‘journey’.

My Last

Duchess

Based on a real Duke, Duke Alfonso whose wife

mysteriously disappeared in suspicious

circumstances.

Dramatic monologue. One speaker.

Shows the Duke’s authority and ego.

Charge of the

Light Brigade

Written by the Poet Laureate in response to the

Battle of Balaclava in the Crimean war. Written to

glorify sacrifice and manage the public mood

following the unnecessary loss of life.

Lots of anaphora to represent the

relentless repetition of the cannonfire.

Exposure WW1 anti propaganda. Owen was a soldier and

suffered from Shellshock. Exposing the truth to the

home front.

Repetition at the end of each stanza.

Reflects the boredom and repetition of

trench warfare.

Bayonet

Charge

Written about WW1 trench warfare. Hughes was a

former RAF pilot in WW2 so had first-hand

experience of war.

The first stanza uses enjambment to

speed up the poem. In the second stanza

caesura slows the poem down.

Storm on the

Island

A reflection of the troubles in Northern Ireland.

The political building Stormont is clearly hinted at in

the title.

Extended metaphor. The storm

pummeling the Island is a metaphor for

the Troubles in Northern Ireland.

War

Photographer

Written about Don McCullin who was Duffy’s friend

and a famous war photographer.

The poet uses ceasura to force the

reader to stop and pause out of respect

for those who have lost their lives.

Kamikaze About young intelligent Japanese WW2 Kamikaze

pilots who sacrificed themselves in suicide missions

for Samurai honour.

Italics indicate the change in speaker,like

the daughter is passing the story on.

Tissue Written after 9/11, Dharker reflects on the fragility

of life and the power of politics, religion and money

over humanity.

Extended metaphor, paper represents

life.

Remains Based on the true experiences of Robert, a solider

in Iraq. He spoke about his PTSD experience for a

Channel 4 documentary called “The Not Dead”.

Last stanza is a couplet. Armitage says

this could be to represent the dead and

the not dead, or to represent the two

‘bloody hands’.

Poppies Do not confuse the speaker with the poet. Jane

Weir did not have a son who went to war, she just

imagined what it would be like.

The stanzas show the passing of time.

Enjambment reflects the mother’s voice

and the conversation tone of the poem

as she reflects on memories.

Emigree Written in the 1990s to reflect rising immigration

into the UK. The speaker is female.

The last stanza has one extra line, this

could reflect the speaker not wanting the

connection with her home to end.

Checking out

Me History

Based on Agard’s experiences growing up in British

Guyana before it was liberated from the British

Empire. Examines how colonisation can take away

identity.

Parts in italics are intended to be sung.

This promtes the idea that the poem is a

celebration of identity not an angry rant.


For this question you will be given one poem from the anthology. You must compare the poem to one other poem

from memory. Follow steps 1 2 3 4

Subject: English Literature Topic: Anthology Poetry Dates: Year 11

Autumn 1s


Literature Paper 2


40 minutes writing

5 minutes checking

Introduction

4-6 paragraphs

Layer your paragraphs

on each poem.

2. Read the focus of the question as this will help you decide which

poem is best to compare it to.

2. Read through the poem you have

been given and highlight 3-4 quotes

that could be analysed for this question.

If you like you can quickly annotate the

quotes with ideas.

3. Write down all of the quotes/ideas

you can think of from the other poem

that you are going to use to compare.

E.g. My Last Duchess

“My gift of a hundred year old name”

“Wilt thou please look at her”

“I gave commands”

Try to link your quotes to what you have

highlighted in the poem.

4. Finally, write down anything you know about the context/

structure of both poems that you will be comparing.

E.g. Ozymandias= Sonnet My Last Duchess= Dramatic Monologue

Themes

Power

Conflict

Authority

War

Nature

Personal

experience

Identity

Loss of

Identity

Relationships

Dominance

Place

Soldiers

Displacement

Comparison Model:

Both Ozymandias and My Last Duchess show the effects of power and how it corrupts. Shelley

describes Ozymandias’ ‘sneer of cold command’ as if to suggest that he is a cruel and heartless

leader, only concerned with his own power and the immortality it will bring. The adjective

“cold” reflects that Rameses II had no regard for his subjects, whilst the noun ‘command’

clearly indicates that he is a dictatorial leader. The ironic way in which Shelley presents

Ozymandias may be satirical political commentary and Shelley’s way of subtly expressing his

approval of the French Revolution and his disapproval of the inequality in early 19th century

society.

Similarly, The Duke in My Last Duchess, is likewise concerned with his own power and status.

Although the monologue is supposed to replicate a conversation, there is no opportunity for his

listener to speak – Browning writes the dramatic monologue to show the Duke’s self-obsession

and that he is not interested in anyone’s views other than his own. Moreover the purposely

ambiguous line ‘I gave commands; then all smiles stopped together’ clearly hints that the Duke

uses his power to dispose of his first wife. Like Shelley’s poem, the noun ‘commands’ is used to

illustrate the power of a single man who controls those around him. Browning’s poem reflects

that patriarchal dominance was common place in the 19th Century.

Subject: Maths Topic: Foundation Dates: Autumn

Term, Year 11


N/A

Subject: Maths Topic: Higher Dates: Autumn

Term, Year 11


N/A

Additional information can be found at: https://www.bbc.com/bitesize/examspecs/zjgx47h

https://www.bbc.com/bitesize/examspecs/zjgx47h

Priory School - Year 11 Autumn Term...Juxtaposition Pathetic Fallacy Atmosphere Infer Symbolism...

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