Year 11 – Spring Term Home Learning

FHS English Department

GCSE – Y11

English Language andEnglish Literature

Spring Term

Name: ____________________________________________Teacher: __________________________________________

Websites:Quizlet: https://quizlet.com/Read Theory: https://readtheory.org/auth/loginFHS English Department: https://fazakerleyenglish.weebly.com/ No Red Ink: https://www.noredink.com/

Year 11 – Spring Term Home LearningTASK COMPLETE?

1. Learn spellings, vocabulary and quotes for week 1 using LOOK-COVER-WRITE-CHECK method.

2. Review LANGUAGE AND STRUCTURE TERMINOLOGY-Read over the list to familiarise yourself with the terms.-Try to remember them using LOOK-COVER-WRITE-CHECK method.-Cover the list and give yourself 5 minutes to write down as many as you can remember in the table.-Shade the boxes on the table with the language techniques in one colour and the structural techniques in another.-Use the Quizlet link to keep working on your terminology knowledge3. Complete the grammar tasks. Use the link to this website for help:

https://grammarist.com/glossary/ -Terminology definitions-Add terminology to the definitions-Explain what each exam question is asking you to do-Revise the different forms of non-fiction writing4. Reading unseen 19th century fiction-Read and summarise the extract-Read the questions-Go back and read the extract again, annotating as you go-Answer questions 1, 2 and 3-Self-assess your work using the mark scheme5. Reading unseen 19th century fiction-Read and summarise the extract-Read the question-Go back and read the extract again, annotating as you go – think about what the writer was trying to achieve-Answer questions 46. Imaginative Writing-Complete at least one of the tasks.-Check your use of vocabulary-Make sure you vary your sentences-Mark your responses using the marking criteria-Improve the boring descriptions by selecting better vocabulary and using different sentence structures.-Complete at least one of the 200 word challenges7. Reading and writing non-fiction-Read the article-Answer question 3 using the success criteria to help you-Answer question 6 using the success criteria to help you-Read the two writing tasks and make a plan for both-Choose one of the writing tasks and write a response-Complete at least one of the 200 word challenges

Year 11 – Spring Term Home Learning-Complete at least one of the tasks with a structure strip to support you8. Romeo and Juliet-Answer the big questions with as much information as you can remember-Complete at least three of the quotations drills (it is better if you can do them all)-Revise the themes across the play by using the Quizlet link: https://quizlet.com/_87tomq?x=1qqt&i=24y2vj -Make your own plans for each theme with three scenes or events or ideas to refer to. Remember you can use certain events for more than one theme – you do not have to have different for every theme – be SMART!-Using your plans above find an extract from the play (http://shakespeare.mit.edu/romeo_juliet/full.html) and answer the questions to revise part a.-Use the success criteria to mark your answer..Complete an answer to one of your plans for part b.-Use the success criteria to mark your answer9. Blood Brothers- Answer the big questions with as much information as you can remember.-Complete the knowledge quiz of 15 questions to check your confidence rating.-Complete a writing task to check your knowledge.-Answer the multiple choice questions.-Find one word quotes for all of the characters.-Complete at least three of the extract analysis activities.10.Blood Brothers-Test your knowledge on chapters 1-5-Read the extract and complete a part a answer.-Use the success criteria to self-assess-Memorise the quotations of the theme of secrecy.-Choose a part b question to answer and use the structure strip to help you.-Self-assess using the success criteria.11.Anthology Poetry-Look at the dual coded images that tell the narratives of the poems. Add the quote to the correct stage of the poem.-Revise the two poems A Poison Tree and Cousin Kate using the information to LOOK-COVER-WRITE-CHECK. Use the Quizlet links to revise each poem: https://quizlet.com/_79b5yg?x=1jqt&i=24y2vj , https://quizlet.com/_79dhm7?x=1jqt&i=24y2vj -Complete the exam question on Cousin Kate12.Unseen Poetry-Compete the exam question

Year 11 – Spring Term Home LearningWeek 15

Spelling1. Fundamental2. Generate3. Generous4. Gesture5. Gradual6. Highlight7. Horror8. Humour9. Illustrate 10. Imagination Vocabulary11. Rational12. Austere13. Principled Quotes A Poison Tree“Angry with my foe”“And I water’d it in fears”“It grew both day and night”“Glad I see my foe outstretched beneath the tree”

Week 16Spelling1. Imply2. Improvement3. Incredible4. Inevitable5. Initially6. Initiative7. Innocent8. Integrate9. Intention 10. InvolvementVocabulary11. Restrained12. Withdrawn13. Dedicated Quotes DeathPRO. Do with their death bury their parents’ strife1.1. Turn thee, Benvolio, look upon thy death.3.1 Ay, ay, a scratch, a scratch 3.5 I have a faint cold fear thrills through my veins 4.1. O, bid me leap, rather than marry Paris5.3. Thus with a kiss I die

Week 17Spelling1. Journey2. Judgement3. Landscape4. Laughter5. Liberate6. Literary7. Manufacture8. Massive9. Necessarily10. NegotiationVocabulary11. Reputable12. Immoral13. Moral Quotes Mickey1.‘I wish I was our Sammy’2.‘See this means that we’re blood brothers, an’ that we always have to stand by each other’3.‘That was kids’ stuff, Eddie. Didn’t anyone tell y? But I suppose you still are a kid, aren’t ye?’4.‘I don’t wear a hat I could tilt at the world’ 5.‘Why didn’t you give me away? I could have been…I could have been him!’

Week 18Spelling1. Occasional2. Offensive3. Oppose4. Overwhelming5. Painful6. Paranoia7. Permanent8. Perspective9. Persuade10. Preparation Vocabulary11. Indifferent12. Amoral13. RemorselessQuotesThe Prelude“Led by her”“I struck and struck again”“There in her mooring-place I left my bark”“No familiar shapes remained”

Week 19Spelling1. Quantity 2. Reasonable 3. Recognition 4. Reference5. Reluctant6. Remarkable7. Resistance8. Routine9. Satisfied10. SeriouslyVocabulary11. Primitive12. Lascivious13. Callous QuotesDr Jekyll1.“every mark of capacity and kindness”2.“The moment I choose, I can be rid of Mr Hyde”3“disconsolate prisoner”4.“Man is not truly one, but truly two”5.“I felt younger, lighter, happier in body.”

Week 20Spelling1. Speculate2. Stimulate3. Strengthen4. Subsequent5. Sufficient6. Suggestion7. Surrender8. Suspicion9. Temperature10. Threatening Vocabulary11. Deceitful12. Manipulative13. Remorseful Quotes

Catrin“Red rope of love”“defiant”“hot white Room”“still I am fighting”

Week 21Spelling1. Tournament2. Tradition3. Tragedy4. Tremendous5. Triumph6. Ultimate7. Valuable8. Violent9. Vulnerable10. Wealth Vocabulary11. Ambitious12. Reckless13. RespectableQuotesFamily HonourPRO. Two households both alike in dignity1.3. I'll look to like, if looking liking move.2.2. Deny thy father and refuse thy name3.1. A plague o' both your houses!3.5. Hang thee, young baggage! Disobedient wretch!

Year 11 – Spring Term Home LearningWeek 22

Spelling1. Accommodation2. Beautiful3. Because4. Beginning5. Believe6. Business7. Ceiling8. Decided9. Definitely10. Disappear Vocabulary11. Distinguished12. Prominent13. Traditional

Quotes War Photographer“seek out the tragic”“this is how things are”“mouth too small for her dark scream”“arbitrary blood stain on the wall”

Week 23Spelling1. Disappointed2. Embarrass3. Friend4. Immediately5. Minute6. Necessary7. Neighbour8. Nervous9. Opportunity10. PersuadeVocabulary11. Conservative12. Conventional13. Concerned

QuotesEddie1.‘I’ll look in the dictionary’2.(to Mrs Lyons, about Mickey) ‘I like him more than you’3.‘She’s fabulous your ma’, isn’t she?’4.‘I’ve got money, plenty of it’5.‘Why is a job so important?’

Week 24Spelling1. Queue2. Queueing3. Quiet4. Quite5. Receive6. Separate7. Sincerely8. Surprised9. Until10. Character Vocabulary11. Cautious12. Unadventurous13. Perplexed

QuotesWhat Were They Like?“It is silent now.”“Light hearts turned to stone”“After the children were killed”“Water buffalo stepped surely across terraces”

Week 25Spelling1. Repressed2. Duality3. Gothic4. Etiquette 5. Conceal 6. Troglodytic 7. Unscrupulous 8. Depravity 9. Eminent 10. Evolution Vocabulary11. Perturbed12. Distressed13. Prudish

QuotesDr Lanyon1.“hearty, healthy, dapper, red-faced gentleman”2. “It is more than ten years since Henry Jekyll became too fanciful for me.”3. “Such unscientific balderdash”4.“Deep-seated terror of the mind.”5.“My soul sickened at it. I must die.”

Week 26Spelling1. Narrative2. Atmosphere3. Persona4. Foreshadowing5. Juxtaposition 6. Pathetic fallacy7. Personification 8. Equilibrium 9. Resolution 10. Novella Vocabulary11. Observant 12. Professional13. Dependable

Quotes Love1.1. O brawling love! O loving hate!1.5. My only love sprung from my only hate!2.2. With love's light wings did I o'er-perch these walls2.3. Turn your households' rancour to pure love.5.3. Thus with a kiss I die

Week 27Spelling1. Accommodation2. Beautiful3. BecauseVocabulary4. Myriad of - a lot

of5. Asserts - says6. Egregious - bad7. Erroneous -

wrong8. Engenders -

causes9. Employs - uses10. Salient –

important

QuotesBelfast Confetti“raining exclamation marks”“kept stuttering”“I know this labyrinth so well”“Why can’t I escape?”

Week 28Spelling1. Business2. Ceiling3. DecidedVocabulary4. Perfunctory -

hasty/careless5. Appease - to

make someone feel less dissatisfied

6. Assert - to state as true

7. Attest - to vouch for the truth of a statement

8. Collaborate - to work together

9. Comply (with) - to obey or follow a command

10. Convey - to communicate an idea

QuotesHalf Caste“Excuse me”“Explain yuself”“half a dream”“I will tell yu de other half of my story”

Year 11 – Spring Term Home LearningWeek 29

Spelling1. Definitely2. Disappear3. DisappointedVocabulary4. Devise - to come up with a

plan5. Disastrous - having extremely

unfortunate or dire consequences

6. Ethical - the right, moral thing to do

7. Impressive - causing admiration because of an object's importance, size, or quality

8. Indignant - feeling or showing anger or annoyance at what is perceived as unfair treatment.

9. Mundane - ordinary, common

10. Negligible - of very little value, almost worthless

QuotesThe Destruction of Sennacherib“gleaming in purple and gold”“Angel of death spread his wings”“The lances unlifted, the trumpet unblown”“widows of Ashur are loud in their wails”

Week 30Spelling1. Embarrass2. Friend3. ImmediatelyVocabulary4. Ludicrous - ridiculous, laughable,

absurd5. Perspective - viewpoint, way of

seeing things6. Pertinent - on topic7. Rational - logical8. Repercussion - a consequence

for a bad decision9. Rigorous - severe, harsh, strict;

thoroughly logical10. Adequate - good enough,

mediocre

QuotesThe Charge of Light Brigade“Valley of Death”“Forward the Light Brigade”“Reel’d from the sabre-stroke”“Noble six hundred!”

Week 31Spelling1. Minute2. Necessary3. NeighbourVocabulary4. Beneficial - helpful, opposite of

detrimental5. Detrimental - hurtful, opposite of

beneficial6. Controversial - causing a great

deal of disagreement7. Dissuade - to convince someone

not to do something or think something

8. Foremost - the most important, the most prominent

9. Incentive - a reward for doing something

10. Mutual - involving both sides

QuotesThe Man He Killed“Had he and I but met”“As he at me”“Because – because he was my foe”“Quaint and curious war”

Week 32

Revise all spellings, vocabulary and quotes.Week 33

Revise all spellings, vocabulary and quotes.Week 34

Revise all spellings, vocabulary and quotes.Week 35

Revise all spellings, vocabulary and quotes.

Year 11 – Spring Term Home Learning

Y11 Home Learning Booklet – Spring TermEnglish Language

Revising Language and Structure

Language and Structure Checklist

LANGUAGE use of pre or post modifying adjectivesUse of pre or post modifying adverbsSensory language (uses senses) conversational / colloquial language colour / descriptive language inclusive pronouns 'we' / ‘us’ indirect pronouns 'he’ /’ she’ / ‘it’ direct pronoun 'you' / direct address imperatives / command verbs metaphor / metaphorical language simile Symbolism (image has deeper meaning) pathetic fallacy alliterative language / alliteration sibilance (alliteration with ‘s) assonance (repeated vowel sounds) consonance (repeated consonants) adverbials (time, manner, place, reason) lexical field (pattern of related

words)Plosive sounds p/t/k/d/g Fricative sounds f/v/h/z third person omniscient narrator third person limited narrator first person narrative use of TENSE & past/present participles

Look over the list for 5 minutes.You are then going to try and write down as many of these features as you can remember.

LOOK>COVER>WRITE>CHECK

STRUCTURE contrast / oppositions repetition co-ordinators (FANBOYS) compound sentence (FANBOYS) subordinators (e.g. although, if) complex sentence minor sentence (no verb)Compound-complex sentenceUse of punctuation for PACEleaving best till last in sentence/text exposition (setting/intro)rising pattern of action climax (turning point / most tense) narrative resolution (ending) flashback / back-story epiphany (moment of realisation) cyclical structure (end is like start) foreshadowing juxtaposition ( unusual positioning) narrative ellipsis (misses out events)

Y11 Home Learning Booklet – Spring Term_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Y11 Home Learning Booklet – Spring Term

You have 3 minutes to write as many language and structure features as you can think of:LANGUAGE STRUCTURE

Y11 Home Learning Booklet – Spring TermGCSE Analytical Terms

Task 1: Shade the language features in one colour and the structural features in another. Task 2: Are there any that could be deemed as both?

Simile Order of events – at the start, in the middle, at the end

Juxtaposition/contrasting ideas Metaphor

Repetition Personification

Alliteration Tense changes – past, present, future

Punctuation to vary pace First sentenceLast sentence

Noun Foreshadowing – hints of future event

Perspective/viewpoint change Adjective

Adverb Narrative voice - 1st, 2nd, 3rd

Cliff-hanger Verb

Onomatopoeia Flashback

Challenge: Can you come up with your own examples of these or ones from a text you have studied? Write them below:

Task 3) Revision of terminology: Use Quizlet to revise language (https://quizlet.com/_87tj02?x=1qqt&i=24y2vj ) and structure (https://quizlet.com/_87tjty?x=1qqt&i=24y2vj )

Y11 Home Learning Booklet – Spring Term

Grammar Tasks (for support use: https://grammarist.com/glossary/ )

Task 1) Write an example of each of the following sentence types:

Simple:

Compound:

Complex:

Give a definition and example of each of the following:

Abstract verb:

Common noun:

Proper noun:

Adjective:

Adverb:

Interrogative sentence:

Exclamative sentence:

Imperative sentence:

Task 2) Complete this quiz.

Y11 Home Learning Booklet – Spring TermTask 3) For each of the language exams, write down what each question asks you to do:

Language Paper One Section A 1:2:3:4:Section B5:OR6:

Language Paper Two Section A1:2:3:4:5:6:7a:7b:Section B8:OR9:

Task 4) Revise the language terminology from the tasks above and create cue cards for each of the different forms of writing: https://www.bbc.co.uk/bitesize/guides/zqtwnbk/revision/1

1. Letter to a friend/family member2. Guidebook (Travel)3. Text book 4. Magazine article5. Newspaper article6. Speech7. Blog post8. Letter to a newspaper company

For each one include:- The features of the format (e.g. Letter – address, date, addressee, introduction…etc.)- The possible purposes (advise, inform, entertain, persuade etc.)- The key language features that might be included (rhetorical questions, simile etc.)

Reading Tasks – Paper 1 – 19th Century Fiction:

Y11 Home Learning Booklet – Spring TermTask 1) Answer the questions below on the extract:

● Remember to read the summary of the text.

● Following this, read the extract through carefully.

● Then read it again!

This is an extract from a short story. Dr Watson (the narrator) explains how the famous detective Sherlock Holmes receives an early morning visitor requesting his help.

‘The Speckled Band’: Sir Arthur Conan Doyle

It was early in April in the year ’83 that I woke one morning to find Sherlock Holmes standing, fully dressed, by the side of my bed. He was a late riser, as a rule, and as the clock on the mantelpiece showed me that it was only a quarter-past seven, I blinked up at him in some surprise, and perhaps just a little resentment, for I was myself regular in my habits.

“Very sorry to knock you up, Watson,” said he, “but it’s the common lot this morning. Mrs. Hudson has been knocked up, she retorted upon me, and I on you.”

“What is it, then—a fire?”

“No; a client. It seems that a young lady has arrived in a considerable state of excitement, who insists upon seeing me. She is waiting now in the sitting-room. Now, when young ladies wander about the metropolis1 at this hour of the morning, and knock sleepy people up out of their beds, I presume that it is something very pressing which they have to communicate. Should it prove to be an interesting case, you would, I am sure, wish to follow it from the outset. I thought, at any rate, that I should call you and give you the chance.”

“My dear fellow, I would not miss it for anything.”

I had no keener pleasure than in following Holmes in his professional investigations, and in admiring the rapid deductions, as swift as intuitions, and yet always founded on a logical basis with which he unravelled the problems which were submitted to him. I rapidly threw on my clothes and was ready in a few minutes to accompany my friend down to the sitting-room. A lady dressed in black and heavily veiled, who had been sitting in the window, rose as we entered.

“Good-morning, madam,” said Holmes cheerily. “My name is Sherlock Holmes. This is my intimate friend and associate, Dr. Watson, before whom you can speak as freely as before myself. Ha! I am glad to see that Mrs. Hudson has had the good sense to light the fire. Pray draw up to it, and I shall order you a cup of hot coffee, for I observe that you are shivering.”

“It is not cold which makes me shiver,” said the woman in a low voice, changing her seat as requested.

“What, then?”

“It is fear, Mr. Holmes. It is terror.” She raised her veil as she spoke, and we could see that she was indeed in a pitiable state of agitation, her face all drawn and grey, with restless frightened eyes, like those of some hunted animal. Her features and figure were those of a woman of thirty, but her hair was shot with premature grey, and her expression was weary and haggard. Sherlock Holmes ran her over with one of his quick, all-comprehensive glances.

Y11 Home Learning Booklet – Spring Term

“You must not fear,” said he soothingly, bending forward and patting her forearm. “We shall soon set matters right, I have no doubt. You have come in by train this morning, I see.”

“You know me, then?”

“No, but I observe the second half of a return ticket in the palm of your left glove. You must have started early, and yet you had a good drive in a dog-cart, along heavy roads, before you reached the station.”

The lady gave a violent start and stared in bewilderment at my companion.

Glossary

Metropolis: a big busy city

------------------------------------------------------------------------------------------------------------

● Now answer questions 1-3 below about the text. These questions are the same as those you would

get in Paper 1.

● Remember to box out the lines needed for each question’s answer.

● Answer question 3 using full paragraphs and ensure you write about language and structure.

1) From lines 1-5, identify the phrase which shows that Doctor Watson is not very happy about being woken up early.

……………………………………………………………………………………………………………………………………………………………………………………………….. (Total for Question 1 = 1 mark)

2) From lines 6-16, give two ways in which the writer shows that Sherlock Holmes thinks the visitor will be interesting.

You may use your own words or quotations from the text.

1 …………………………………………………………………………………………….…

.………………………………………………………………………………………………...

2 ……………………………………………………………………………………………….

.…………………………………………………………………………… …………………...(Total for Question 2 = 2 marks)

3 In lines 16-32, how does the writer use language and structure to show the narrator’s interest in meeting Holmes’ visitor?

Support your views with reference to the text.

(6 marks)

TOP TIP: Complete this on lined paper before looking at the markscheme.

Annotate your answer with why you got the mark you think you got!

Y11 Home Learning Booklet – Spring Term

Mark scheme for Q1-3:

Section A: Reading

1 Accept only words from the following. Those in bold must be included to gain the mark:

‘I blinked up at him in some surprise, and perhaps just a little resentment, for I was regular in my habits.’

(1)

2 Accept any reasonable answer based on lines 6 to 15, up to a maximum of 2 marks.

Quotations and candidate’s own words are acceptable. For example:

● ‘when young ladies wander about the metropolis at this hour of the morning,

and knock sleepy people up out of their beds, I presume that it is something very pressing which they have to communicate.’

● ‘a young lady has arrived in a considerable state of excitement’

● ‘I thought, at any rate, that I should call you and give you the chance’ (to be involved in the case)

(2)

Responses that are unbalanced cannot access Level 2 or above, where analysis of both language and structure is required.

3 Responses might include the following points about the language of the text.

● The narrator is excited by the visitor, shown by the way he quickly responds to Holmes’

question: ‘I would not miss it for anything’. The word ‘anything’ shows that he is really excited to meet the visitor.

● The narrator rushes to get dressed so that he can meet the visitor: ‘I rapidly threw on

my clothes.’ The verb ‘threw’ shows his haste and suggests he was careless about getting dressed because he was rushing.

● The narrator says that he ‘had no keener pleasure’ than in observing Holmes’

investigations. The word ‘pleasure’ shows extreme enjoyment; he also uses the word ‘admiring’, which shows his great respect for his friend.

● The way Dr Watson describes Holmes’ investigations shows his admiration of Holmes’

talent: ‘rapid deductions’ and ‘he unravelled the problems’ show how logical Holmes is and that Watson almost found he was enjoying watching an expert solve a puzzle.

Responses might include the following points about the structure of the text:

● Dr Watson speaks very politely to his friend and his quick response to his offer shows

how interested he is. ‘My dear fellow, I would not miss it for anything.’ Watson’s

Y11 Home Learning Booklet – Spring Termexcitement is shown in his speech and makes the reader think the case will be interesting.

● Before the visitor is described Watson comments on Holmes’ excellent detective skills:

‘rapid deductions, as swift intuitions’; this supports Watson’s idea that the case will be interesting. It also prepares the reader for Holmes’ clever observations about his visitor. The reader is not surprised by Holmes’ intelligence because it has been suggested by these earlier comments by Watson.

● The visitor is described in quite a dramatic fashion: ‘dressed in black and heavily

veiled’. Initially there is not much information about her which creates mystery and adds interest.

Level Mark (AO2) Descriptor

0 No rewardable material.

Level 1 1–2 ● Comment on the language and/or structure used to achieve effects and influence readers, including use of vocabulary.

● The selection of references is valid, but not developed.

NB: The mark awarded cannot progress beyond the top of Level 1 if only language OR structure has been considered.

Level 2 3–4 ● Explanation of how both language and structure are used to achieve effects

and influence readers, including use of vocabulary and sentence structure.

● The selection of references is appropriate and relevant to the points being

made.

Level 3 5–6 ● Analysis of how both language and structure are used to achieve effects and

influence readers, including use of vocabulary, sentence structure and other language features.

● The selection of references is discriminating and clarifies the points being

made.

Task 2) Answer the questions below on ‘The Poor Relation’s Story’ extract:

● Remember to read the summary of the text

● Following this, read the extract through carefully

● Then read it again!

This is an extract from a short story. The poor relation is asked to tell a story to the family about his life.

‘The Poor Relation’s Story’: Charles Dickens

Y11 Home Learning Booklet – Spring Term1 I preserve the particulars of my history; they run thus:

It was when I first took John Spatter (who had been my clerk) into partnership, and when I was still a young man of not more than five-and-twenty, residing in the house of my uncle Chill, from whom I had considerable expectations, that I ventured to

5 propose to Christiana.

I had loved Christiana a long time. She was very beautiful, and very winning in all respects.

I rather mistrusted her widowed mother, who I feared was of a plotting and mercenary turn of mind; but, I thought as well of her as I could, for Christiana’s sake. I never had loved any one but Christiana, and she had been all the world, and O far more than all the world, to me, from our childhood!

Christiana accepted me with her mother’s consent, and I was rendered very happy indeed. My life at my uncle Chill’s was of a spare dull kind, and my garret chamber was as dull, and bare, and cold, as an upper prison room in some stern northern fortress. But, having Christiana’s love, I wanted nothing upon earth. I would not have changed my lot with any human being.

Avarice was, unhappily, my uncle Chill’s master-vice. Though he was rich, he pinched, and scraped, and clutched, and lived miserably. As Christiana had no fortune, I was for some time a little fearful of confessing our engagement to him; but, at length I wrote him a letter, saying how it all truly was. I put it into his hand one night, on going to bed.

22 As I came down-stairs next morning, shivering in the cold December air; colder in my uncle’s unwarmed house than in the street, where the winter sun did sometimes shine, and which was at all events enlivened by cheerful faces and voices passing along; I carried a heavy heart towards the long, low breakfast-room in which my uncle sat. It was a large room with a small fire, and there was a great bay window in it which the rain had marked in the night as if with the tears of houseless people. It stared upon a raw yard, with a cracked stone pavement, and some rusted iron railings half uprooted, whence an ugly out-building that had once been a dissecting-room (in the time of the great surgeon who had mortgaged the house to my uncle), stared at it.

32 We rose so early always, that at that time of the year we breakfasted by candle-light. When I went into the room, my uncle was so contracted by the cold, and so huddled together in his chair behind the one dim candle, that I did not see him until I was close to the table.

Complete this Question 3 on the extract:

In lines 22 to 35, how does the writer use language and structure to suggest that the narrator was in a depressing situation?

Support your views with reference to the text. (6)

Use the previous mark scheme to work out your marks.Annotate your answer with why you believe you have got this mark.

Task 4) 4 In this extract, there is an attempt to make the reader feel sympathetic towards the narrator’s situation.

Evaluate how successfully this is achieved.

Support your views with detailed reference to the text. (15)

Y11 Home Learning Booklet – Spring Term

Paper 1 - Imaginative Writing Tasks:

Task 1) Complete the following imaginative writing tasks:- Spend 5 minutes planning and ensure you include:

1. The atmosphere and feelings2. A motif3. Drop, Shift, Zoom In, Zoom Out plan

Choose a real historical character and write an internal monologue in which they are thinking over a current issue. Do not write about how they rose to fame.” Have the identity of the character emerge at the end.

Success Criteria:

● Similes

● Personification

● An adverbial sentence starter

● A three verb sentence starter

● An exclamative sentence

Write about an experience in which food played an important role. Your response could be real or imagined. Success Criteria:

● Metaphors

● An interrogative sentence

● A more, more, more sentence

● A Semicolon

Task 2) Write a description based on this image and task.

Write about a time when you felt the need to escape. Your response could be real or imagined.

Don’t forget to plan!

Use:

● An exclamation mark

● A one word paragraph

● A smell

Y11 Home Learning Booklet – Spring Term● A complex sentence beginning with a subordinate clause

Mark your written responses using the mark scheme below:

Writing mark schemeAO5

Level Mark The candidate:

0 ● provides no rewardable material

Level 1 1–4 ● offers a basic response, with audience and/or purpose not fully established

● expresses information and ideas, with limited use of structural and grammatical

features

Level 2 5–9 ● shows an awareness of audience and purpose, with straightforward use of tone,

style and register

● expresses and orders information and ideas; uses paragraphs and a range of

structural and grammatical features

Level 3 10–14 ● selects material and stylistic or rhetorical devices to suit audience and purpose,

with appropriate use of tone, style and register

● develops and connects appropriate information and ideas; structural and

grammatical features and paragraphing make meaning clear

Level 4 15–19 ● organises material for particular effect, with effective use of tone, style and

register

● manages information and ideas, with structural and grammatical features used

cohesively and deliberately across the text

Level 5 20–24 ● shapes audience response with subtlety, with sophisticated and sustained use of

tone, style and register

● manipulates complex ideas, utilising a range of structural and grammatical

features to support coherence and cohesion.AO6

Level Mark The candidate:

0 ● provides no rewardable material

Level 1 1–3 ● uses basic vocabulary, often misspelled

● uses punctuation with basic control, creating undeveloped, often

repetitive, sentence structures

Level 2 4–6 ● writes with a range of correctly spelt vocabulary, e.g. words with regular

Y11 Home Learning Booklet – Spring Termpatterns such as prefixes, suffixes, double consonants

● uses punctuation with control, creating a range of sentence structures,

including coordination and subordination

Level 3 7–9 ● uses a varied vocabulary and spells words containing irregular patterns

correctly

● uses accurate and varied punctuation, adapting sentence structure to

contribute positively to purpose and effect

Level 4 10–12 ● uses a wide, selective vocabulary with only occasional spelling errors

● positions a range of punctuation for clarity, managing sentence

structures for deliberate effect

Level 5 13–16 ● uses an extensive vocabulary strategically; rare spelling errors do not

detract from overall meaning

● punctuates writing with accuracy to aid emphasis and precision, using a

range of sentence structures accurately and selectively to achieve particular effects.

Task 3)

Improve these boring descriptions of each image:

Use:

● Similes

● Personification

● Adverbial sentence starters

● Verb sentence starters

● All three sentence types

● Different sentence constructions

● A variety of punctuation

The arch was covered in snow. It was cold. There was lots of ice and snow.

Y11 Home Learning Booklet – Spring Term

Imaginative Writing – 200 Word Challenges

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There were lots of leaves and bushes. They were covering the wall. In the wall there was a door made from wood and there was a gate in

The cave smelt dirty. The water was blue and there was sun coming down. It was a bit scary.

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Paper 2 Revision – Non Fiction Texts:

Task 1) Read the article printed below and complete a Question 3 style response:

Analyse how the writer uses language and structure to interest and engage readers.

Support your views with detailed reference to the text.

Write up your points into a 15 mark answer. Use the following success criteria to guide you:

Paper 2: Non Fiction and Transactional Writing Section A: Question 3: Analyse writers use of Language and Structure: AO2 (15 marks)

A Make two precise points about the writer’s use of language (vocabulary and/or language techniques)

B Support each point with a precise quotation from the text

C Use quotation marks accurately

D Analyse the keywords/technique giving a range of connotations

E Explain the effect of each choice on the reader

F Make two points about the writer’s use of sentence structure (sentence types/lengths/construction) or other structural features (paragraphing, punctuation, repetition, use of connectives)

G Precisely reference the text to evidence your structural point

H Analyse how structural features have been used

I Explain the effect of the sentence structure/structural features on the reader

Y11 Home Learning Booklet – Spring TermJ Use relevant and accurate subject terminology

Of course pets need Christmas presents – but why get swanky with them?

Michele Hanson

You already know what they want: anything edible, noisy and wrapped up. Your dog doesn’t give a sniff whether its ball thrower is a £24 retro wooden model

Sales of Christmas pressies for pets have gone up 300% over the last two years, according to newspaper reports. And the gifts seem to be getting swankier: dog cologne for £12.95 a pop, cat beds for £449, pet tip is at £54. And I thought most people were hard up.

There’s nothing wrong with giving your pets presents. But, speaking as a dog owner, doing so should come with a warning. It’s the present opening that dogs love even more than the present. What, after all, is more fun than ripping something open and tearing it to shreds? Even if it isn’t yours.

Once a dog gets a taste for present opening, it will probably open everyone else’s, too, or any parcel that arrives at any time of the year, so that means there are no more presents under the tree for us. I recommend putting them on a high shelf instead. And without close supervision, a dog tends to gobble up its edible presents in one go, so the next day you may have a sea of vomit and excrement to mop up. That will be your dog’s only present to you.

So my daughter and I give our dogs modest presents: a biscuit, familiar treat or chew, or new squeaky toy, all wrapped up in lots of lovely, scrunchy, rippy paper. Squeakies can be a bit risky, because dogs tend to play with them obsessively, so throughout the festive period you’ll have loud and maddening squeaking – even multiple squeakings, or confiscation, whining and barking or squabbling dogs. Because one thing a dog wants more than anything else is another dog’s squeaky, especially when it’s high on doggie chocs and a general atmosphere of anxiety and panic. Our dogs’ meerkat Father Christmas squeaky has caused endless battles.

If you can stand all that, then it is fun, fun, fun to give your dogs presents for Christmas (I don’t know about cats – I’ve never had one) and to witness such excitement and happiness. It’s just what we need when it’s cold, dark and miserable outside. The dogs distracts you from any human tensions and miseries. And dogs are so easily pleased – much more easily than relatives, friends and particularly children.

You need spend barely a minute wondering what the dogs will want. You already know. Anything edible, noisy and wrapped up. They don’t want the latest toy or bit of technology; they don’t know about trends, status, style, or whether you gave them the same thing last year, or whether their present only cost peanuts. There is no need to go over the top with advent calendars, crackers and beers. The dog does not give a sniff whether his ball-thrower is a retro wooden model costing £24 or if its tipi is monogrammed. It doesn’t insist that its biscuits taste seasonal or are heart-shaped. My dogs have consistently rejected Christmas-dinner-flavoured treats.

In the current climate, it might be sickening to see people frittering away hundreds of pounds on dog presents. Otherwise, why not? Their presents are partly for us. They give us a chance to stop being sensible and to have a laugh. This, after all, is a festival of lights, intended to keep the gloom at bay.

Y11 Home Learning Booklet – Spring TermAnd if you really want to buy a dog a serious present, why not rescue one for Christmas? That would be the best present any dog could get.

Task 2) Attempt to plan and write a Question 6 style response using the success criteria to guide you.

In this article, the writer attempts to create a sense of light heartedness towards the issue of spending money on dogs.

Evaluate how successfully this is achieved.

Support your views with detailed reference to the text.

AO4: Evaluate texts critically and support this with appropriate textual references.

Paper 2: Non Fiction and Transactional Writing Section A: Question 6: Evaluate the text critically: AO4 (15 marks)

K Give a short introduction identifying the key theme of the question

L Use evaluative language

M Explain at least 4 key themes, ideas or events that link to the question

N Introduce each paragraph with a clear and precise point about the writer’s choice

O Use a precise quotation

P Use quotation marks accurately

Q Explain the precise effect of the choice in relation to the question

R Analyse the language/structural features found in your quotations

S Use an academic style (avoid using I)

Paper 2 - Transactional Writing tasks:

Task 1) Read through both questions below and plan an answer.

When planning you must decide on:

✓ The purpose

✓ The audience

✓ The format of writing

✓ Highlight the key words in the question – check that you have identified the correct form!

✓ The tone of your writing. Is it going to be serious? Comical?

✓ Write down at least 5 language features you plan on using in your writing that are appropriate for

the form you are using.

Y11 Home Learning Booklet – Spring TermTask 2) Write up a response to either of your plans. You should spend about 10 minutes planning, 30 minutes writing and 5 minutes PROOFREADING!

EITHER

*8 Write a letter to your favourite restaurant applying for a position as a waiter or waitress.

In your letter you could:

● explain why you are interested in the position

● describe the experience and skills that make you a good candidate

● explain what you think you could contribute to the restaurant

as well as any other ideas you might have.

*Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar.

(Total for Question 8 = 40 marks)OR*9 Your school has entered a competition called: ‘Britain’s Best School Dinners’. Write a review of your school’s canteen to be sent to the company running the competition.

You could:

● explain what your school dinners are like

● describe the canteen or dining area

● explain why you think your school deserves to win the prize

as well as any other ideas you might have.

*Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar.

(Total for Question 9 = 40 marks)

Transactional Writing – 200 Word Challenges

Y11 Home Learning Booklet – Spring Term

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Y11 Home Learning Booklet – Spring Term_______________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Slow Writing Task – use the frame to write a response

TASK: ‘Prison is no longer a suitable punishment for criminals who commit serious crimes; inmates have far too many luxuries and far too much freedom.’

Write an article for a broadsheet newspaper in which you explain your thoughts on the above statement..

Introduction: Make your

Y11 Home Learning Booklet – Spring Termopinion clear from the outset and immediately engage your reader.

Techniques: Trailer opening + Generalisation

Because: Offer your first point through a topic sentence agreeing or disagreeing that prison is no longer a suitable punishment. Don’t forget to justify your view with reasons why you think this. Techniques: For too long + Figurative language

Because: Offer your second point through a topic sentence agreeing or disagreeing that prison is no longer a suitable punishment.

Y11 Home Learning Booklet – Spring TermDon’t forget to justify your view with reasons why you think this.

Techniques: Imperative sentence + Hyperbole

But: ‘However, some critics may argue…’ Acknowledge the opposing point of view but then challenge it. Why are those critics wrong and you’re right?Techniques: Anecdote + Exclamatory sentence

So: Offer solutions for the points you raised in your ‘because paragraphs’. How can we avoid these issues?Techniques: Anaphora +

Y11 Home Learning Booklet – Spring Term‘Now more than ever’

Conclusion: Leave your reader with a lasting memory of your argument. This is your last chance to persuade them to agree with you. Techniques: Dramatic sentence + contrast

‘In today’s society, too much emphasis is placed on looks. The selfie generation are making us forget what truly matters.’ Write a speech to perform in assembly in which you argue for or against this statement.

Y11 Home Learning Booklet – Spring TermIntroduction: Make your opinion clear from the outset and immediately engage your reader.Techniques: Trailer opening + GeneralisationTechniques: Trailer opening + Generalisation

Because: Offer your first point through a topic sentence agreeing or disagreeing that too much emphasis is placed on looks. Don’t forget to justify your view with reasons why you think this.

Techniques: For too long + Figurative language

Because: Offer your second point through a topic sentence agreeing or disagreeing that the selfie generation are making us

Y11 Home Learning Booklet – Spring Termforget what truly matters. Don’t forget to justify your view with reasons why you think this.

Techniques: Imperative sentence + Hyperbole

But: ‘However, some critics may argue…’ Acknowledge the opposing point of view but then challenge it. Why are those critics wrong and you’re right?

Techniques: Anecdote + Exclamatory sentence

So: Offer solutions for the points you raised in your ‘because paragraphs’. How can we avoid these issues?

Techniques:

Y11 Home Learning Booklet – Spring TermAnaphora + ‘Now more than ever’

Conclusion: Leave your reader with a lasting memory of your argument. This is your last chance to persuade them to agree with you.

Techniques: Dramatic sentence + contrast

English Literature Paper 1: ROMEO AND JULIET

Romeo and Juliet: REVIEW THE BIG QUESTIONSWhat is a prologue? What were the beliefs and ideas of those in

Shakespeare’s society?

Y11 Home Learning Booklet – Spring TermWhy does the play open with conflict? What does the balcony scene reveal about our

characters?

Who is the Prince? Who is Friar Lawrence?

Who is Romeo? How is friendship presented between Mercutio and Romeo?

What is Benvolio’s function as a character? How is parental love presented? (Nurse)

Who is Juliet? How is conflict presented?

What is the Nurse’s function? How is Juliet not a typical female lead?

Who is Mercutio? Why is status important to Lord Capulet?

Y11 Home Learning Booklet – Spring Term

How is Mercutio’s speech a premonition? How is parental love portrayed? (Lord and Lady Capulet)

What is revealed by Juliet and Paris’ interactions? What are Juliet’s final thoughts?

What is revealed about love in Act 4 Scene 4? How does each character demonstrate grief in Act 4 Scene 5?

How does Romeo convey his grief? How are letters and messages significant?

Why is the tomb a significant setting? How is time important within Act 5 Scene 3, and the play as a whole?

What do we learn from the play? What does the future hold for Verona?

Y11 Home Learning Booklet – Spring Term

Y11 Home Learning Booklet – Spring TermUSE THE FOLLOWING GRID TO REVISE THE THEMES ACROSS THE PLAY: Quizlet link: https://quizlet.com/_87tomq?x=1qqt&i=24y2vj

FATE VIOLENCE ISOLATION KEY MOMENTSThe prologue introduces theme1.4. Romeo’s premonition3.1. Romeo’s existential crisis3.5, Juliet’s premonition5.1. Romeo defies fate5.3. Romeo’s suicide

KEY QUOTATIONSPRO. A pair of star-cross'd lovers take their life1.4. My mind misgives some consequence yet hanging in the stars 3.1. O, I am fortune's fool!3.5. O God, I have an ill-divining soul!..I see thee…in the bottom of a tomb. 3.5 O Fortune, Fortune! All men call thee fickle5.1 My dreams presage some joyful news at hand5.1. I defy you, stars! 5.3. Shake the yoke of inauspicious stars

KEY MOMENTSThe prologue introduces theme1.1. The civil brawl.1.5. Capulet prevents violence2.6. Friar’s warning3.1. Mercutio/Tybalt fight3.5. Capulet’s threats4.3. Juliet’s violent fears5.3.Deaths of Paris and 2 lovers

KEY QUOTATIONSPRO. From ancient grudge break to new mutiny1.1. Do you bite your thumb sir?1.5. He shall be endured…Am I the master here, or you?1.5. Now seeming sweet convert to bitter gall2.6. These violent delights have violent ends.3.5. My fingers itch4.3. With a club, dash out my desperate brains?5.3. Tempt not a desperate man5.3. Thou desperate pilot, now at once run on the dashing rocks

KEY MOMENTS1.4. Romeo’s lovesick isolation3.2. Juliet learns of banishment3.3. Romeo banished4.1. Suicidal Juliet4.3. Juliet takes potion alone

KEY QUOTATIONS1.4 You have dancing shoes… I have a soul of lead3.2. I'll to my wedding-bed;And death, not Romeo, take my maidenhead!3.3 Ha, banishment! be merciful, say 'death;' 3.3. There is no world without Verona walls, but purgatory, torture, hell itself.4.1. bid me lurk where serpents are; chain me with roaring bears4.3, My dismal scene I needs must act alone.4.3. I have a faint cold fear thrills through my veins

CONTEXT Elizabethans believed fate was controlled by the stars and god planned people’s destiny. Shakespeare was a humanist who believed people contributed to their downfall through a fatal flaw (hamartia) in their character.

CONTEXTShakespeare explores the violence lurking beneath the dignified Venetian society. The violence is always caused by the passion of characters whether it be love or hate.

CONTEXTShakespeare shows how societal and family institutions act as obstacles to the lovers and leave both Romeo and Juliet feeling isolated at various points in the play.

LOVE FAMILY HONOUR DEATH KEY MOMENTS1.1. Lovesick Romeo1.5. Romeo first meets Juliet2.2. Balcony Scene2.3. Friar’s mission to create love between families2.6. Friar’s marriage advice5.3. Suicides of lovers

KEY QUOTATIONS1.1. O brawling love! O loving hate!1.1. Under love’s heavy burden do I sink1.5. If I profane with my unworthiest hand.1.5. You kiss by the book.1.5. My only love sprung from my only hate!2.2. With love's light wings did I o'er-perch these walls2.3. Turn your households' rancour to pure love.2.6. Love moderately5.3. Thus with a kiss I die5.3. Seal with a righteous kissa dateless bargain to engrossing death.

KEY MOMENTSPrologue introduces theme1.2. Capulet’s marriage patience1.3. Juliet’s indifference to Paris2.2. Juliet on Romeo’s name2.2. Juliet’s dilemma3.1. Mercutio’s disdain3.5. Capulet’s impatience4.2. Juliet’s fake obedience5.3. Families reunited

KEY QUOTATIONSPRO. Two households both alike in dignity1.2. Let two more summers wither in their pride, ere we may think her ripe to be a bride.1.3. I'll look to like, if looking liking move.2.2. Deny thy father and refuse thy name2.2. A rose by any other name would smell as sweet3.1. A plague o' both your houses!3.5. Hang thee, young baggage! Disobedient wretch!4.2. I am ever ruled by you5.3. O brother Montague, give me thy hand.

KEY MOMENTSThe Prologue introduces theme1.1. Tybalt’s death threat3.1. Mercutio’s death3.5. Juliet’s premonition4.1. Juliet’s death threat4.4. Capulet’s sorrow5.3. Death personified5.3 Suicide of Romeo and Juliet

KEY QUOTATIONSPRO. Do with their death bury their parents’ strife1.1. Turn thee, Benvolio, look upon thy death.3.1 Ay, ay, a scratch, a scratch 3.5 I have a faint cold fear thrills through my veins 4.1. O, bid me leap, rather than marry Paris4.1. Shut me nightly in a charnel-house4.4. Death lies on her like an untimely frost upon the sweetest flower of all the field.5.3. Shall I believe that unsubstantial death is amorous? 5.3. Thus with a kiss I die5.3 O happy dagger!

CONTEXTShakespeare mocks the conventions of courtly love through Romeo’s feelings towards Rosaline. Courtly love is a non-physical unrequited love. Shakespeare also warns of the dangers of pursuing true love through Romeo and Juliet’s deaths.

CONTEXTFamily honour is presented in both a positive and negative light. Shakespeare uses Capulet to criticise the idea of arranged marriages by the way he forces Juliet to marry Paris and Tybalt to link to the violent volatility of mas-culine society. However, the end of the feud in Act 5 gives both families

CONTEXT:The Elizabethan era was a highly religious society which considered suicide to be an act of sin that would tarnish family honour. However, the emerging Renaissance movement considered suicide to be

Y11 Home Learning Booklet – Spring Terman opportunity to show honour. honourable and heroic.

Now, create your own plans for different themes across the play

Explain the importance of violence elsewhere in the play.PRO: From ancient grudge break to new mutiny Contrast of ‘ancient’ and ‘new’ emphasises feud has been violent for a long time.Scene Quote or reference What happens? Importance?

Context?

1.5. Capulet prevents violence

1.5. He shall be endured…Am I the master here, or you?

Capulet tries to squash violence at the party by telling Tybalt not to fight Romeo.

Shakespeare explores the violence lurking beneath the dignified Venetian society. The violence is always caused by the passion of characters whether it be love or hate.

3.1 Mercutio’s anger

3.1 Tybalt, you ratcatcher, will you walk.

Insulting Tybalt, almost provoking him into fighting with him.

4.3. Juliet’s violent fears

4.3. With a club, dash out my desperate brains?

Violent language/RQ shows Juliet is worried she will go mad when she wakes in tomb.

Y11 Home Learning Booklet – Spring Term

Explain the importance of _______________________ elsewhere in the play.PRO:

Scene Quote or reference What happens? Importance?Context?

Y11 Home Learning Booklet – Spring Term

Y11 Home Learning Booklet – Spring TermRomeo and Juliet Revision Tasks:

Task 1) To revise Part A:

Task: Revise the plot and characters by identifying extracts that you could use to answer the questions below. Read the extracts and decide on a start and end point. Plan a response by annotating the extract you have identified. Find a copy of the play here: http://shakespeare.mit.edu/romeo_juliet/full.html

The list of questions is not exhaustive; feel free to create your own.

1. In this extract, how does Shakespeare present the theme of violence?

2. In this extract, how does Shakespeare present the character of Friar Lawrence as a confused man?

3. In this extract, how does Shakespeare present relationships which are broken?

4. In this extract, how does Shakespeare represent Juliet’s emotions?

5. In this extract, how does Shakespeare present humour?

Task 2)

Use the success criteria and mark schemes to help you answer the following questions. Proofread, compare them with a friends and mark them when complete:

English Literature: Paper 1, Section A: Part A: Extract Based - AO2 (20 Marks): 30 minutes

A Plan your answer before you begin writing

B Make three separate points in three separate paragraphs

C Use a quotation from the extract to support each point

D Analyse the language used in each quotation

E Analyse the structure (punctuation, rhythm, repetition) at least twice

F Include the effects of individual words and phrases on the audience

G Link your analysis to the question (keywords) either at the start or the end of each point

H Use subject specific terminology (metaphor, oxymoron, contrast, alliteration, rhyme, iambic pentameter…)

I Use grammatical terminology (verb, adverb, adjective, imperative verb, noun, superlative, comparative, noun phrase, modal verb, preposition, pronoun)

English Literature: Paper 1, Section A: Part B:Whole text Question AO1 (15 marks), AO3 (5 marks): 25 minutes on Part B

J Plan your answer before you begin writing

Y11 Home Learning Booklet – Spring TermK Write at least three separate points linked to the question (keywords) ideally from different parts of

the play

L Write a paragraph for each of your points

M Explain how your point link to the question

N Include short embedded quotations or a detailed references to the text in each paragraph – from memory

O Explore quotations and references in relation to the question

P Make at least two references to context (interweave these into your points)

Q Explain the importance of the theme/character in your point by thinking about the effect on the audience/what they learn from the part you have explored.

R Use evaluative phrases to introduce your points

Mark Schemes: Part (a):

Y11 Home Learning Booklet – Spring Term

Y11 Home Learning Booklet – Spring TermPractice question: Edexcel – Shakespeare Romeo and Juliet

You should spend about 55 minutes on this section.You should divide your time equally between parts (a) and (b) of the question.From Act 1, scene 1, lines 68-90In this extract, the Prince is addressing the people of Verona who have been fighting.

PRINCERebellious subjects, enemies to peace,Profaners of this neighbour-stained steel,--Will they not hear? What, ho! you men, you beasts,That quench the fire of your pernicious rageWith purple fountains issuing from your veins,On pain of torture, from those bloody handsThrow your mistemper'd weapons to the ground,And hear the sentence of your moved prince.Three civil brawls, bred of an airy word,By thee, old Capulet, and Montague,Have thrice disturb'd the quiet of our streets,And made Verona's ancient citizensCast by their grave beseeming ornaments,To wield old partisans, in hands as old,Canker'd with peace, to part your canker'd hate:If ever you disturb our streets again,Your lives shall pay the forfeit of the peace.For this time, all the rest depart away:You Capulet; shall go along with me:And, Montague, come you this afternoon,To know our further pleasure in this case,To old Free-town, our common judgment-place.Once more, on pain of death, all men depart.

a) Explore how Shakespeare presents the Prince as angry in this extract. Refer closely to the extract in your answer. 20 marks

b) In this extract we see the Prince trying to stop the feud from breaking out on the streets of Verona. Explain the importance of the feud elsewhere in the play. In your answer, you must consider:• where the feud is shown;• the reasons for the feud breaking out. 20 marks

Task 3) Memorise these quotations on the theme of violence in Romeo and Juliet:

1. “from ancient grudge break to new mutiny” (Prologue)2. “Peace? I hate the word.” (Tybalt)3. “To strike him dead I hold it not a sin.” (Tybalt)4. “These violent delights have violent ends.” (Friar Laurence)5. “A plague o’ both your houses.” (Mercutio)

Y11 Home Learning Booklet – Spring TermTask 4) Practice questionEdexcel – Shakespeare Romeo and JulietYou should spend about 55 minutes on this section.You should divide your time equally between parts (a) and (b) of the question.

From Act 1, scene 2, lines 81-100.In this extract, Benvolio is trying to convince Romeo to go to the Capulets’ masked ball that evening.

BENVOLIOAt this same ancient feast of Capulet'sSups the fair Rosaline whom thou so lovest,With all the admired beauties of Verona:Go thither; and, with unattainted eye,Compare her face with some that I shall show,And I will make thee think thy swan a crow.ROMEOWhen the devout religion of mine eyeMaintains such falsehood, then turn tears to fires;And these, who often drown'd could never die,Transparent heretics, be burnt for liars!One fairer than my love! the all-seeing sunNe'er saw her match since first the world begun.BENVOLIOTut, you saw her fair, none else being by,Herself poised with herself in either eye:But in that crystal scales let there be weigh'dYour lady's love against some other maidThat I will show you shining at this feast,And she shall scant show well that now shows best.ROMEOI'll go along, no such sight to be shown,But to rejoice in splendor of mine own.

a) Explore how Shakespeare presents Benvolio and Romeo’s attitude to Rosaline in this extract. Refer closely to the extract in your answer. 20 marks

b) In this extract we see friendship between Romeo and Benvolio. Explain the importance of friendship elsewhere in the play. In your answer, you must consider:• where the friendship is shown;• the importance of the friendship. 20 marksTask 5) List as many things as you can about life in Elizabethan England which are shown in Romeo and Juliet:

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

Y11 Home Learning Booklet – Spring TermStructure strip to support Q3b Romeo and Juliet

Introduction:

1. NO RETELLING OF THE PLOT / NARRATIVE

2. SPELL SHAKESPEARE CORRECTLY 3. ENSURE THAT YOU HAVE A CLEAR

ARGUMENT / THESIS STATEMENT THAT WILL DRIVE THE RESPONSE

4. KEEP IT PRECISE / FOCUSED / 5. CREATE A GOOD FIRST IMPRESSION

DISCUSS the key terms in the question

DEFINE the key terms in the question

REFINE the key terms in the question

Remember that you will be have analysed an extract – you cannot refer to this in this section.

Within the play as a whole … the idea of …

Throughout Shakespeare’s romantic tragedy ….

Shakespeare utilises the constructs of …

Shakespeare employs the idea / concept of …

Undoubtedly, the idea of …. is ….

Although the idea / construct of …. It can be argued that …

Main Paragraphs:

1. USE the WHAT / HOW / WHY approach. Remember to vary the approach to this so that your paragraphs are varied in approach.

2. DO NOT re-tell contextual detail. Integrated them where possible.

3. EMBED and INTEGRATE quotations.

4. ALTERNATIVES

5. FOCUS ON EFFECTS ON READER / AUDIENCE

What central ideas are being presented in relation to the question?

How are these ideas portrayed through methods (language, structure, form)?

Why has the writer presented it in this way?

Shakespeare reveals / portrays / emphasises / the idea of …

The issue / concept / idea of …. is displayed …

Shakespeare uses the construct / idea of …. which portrays / displays / illuminates …

Through the construct of ….

The adjective / verb / phrase / image of ‘add quote’ ….

This suggests / demonstrates / emphasises /

This (may / perhaps / could) symbolise (or) represent … in that …

Alternatively, it perhaps … / It may also suggest / portray …

The audience are encouraged to … because …

This exposes / highlights / intensifies / Priestley’s central message that … because ….

Contextually, … / At the time … / This reflects …

Conclusion:

Summarise your central argument.

Ensure that you link back to the question.

Try to end on a note that is persuasive and convincing so that you leave a lasting impression upon the examiner.

Overall … / In conclusion …

To sum up …

Shakespeare’s depiction / portrayal of … explores the important message that ….

Y11 Home Learning Booklet – Spring TermEnglish Literature Paper 1: BLOOD BROTHERS

Big Questions – Knowledge Check

What does the title of the play mean?

What is the role of the narrator? What is a tragedy?

Who is Mickey? What is a monologue? Who is Sammy?

Who is Eddie? What is the argument for nurture? What is the argument for nature?

What is motherhood? What are the contrasts between Mickey and Eddie?

What are we meant to learn from the play as a whole?

What is social advantage? How did the narrator make accurate predictions?

Who is to blame for the twins’ death?

Y11 Home Learning Booklet – Spring TermWho is Mrs Johnstone? Who is Mrs Lyons? How do Mrs Johnstone and Mrs Lyons

contrast?

Who is Linda? How is time used in the play? What is social class?

What has happened to Mickey? How has Mickey and Linda’s relationship changed?

What impact does Mickey’s arrest have on the rest of the play?

What makes this an effective tragedy?

What is a motif?

Y11 Home Learning Booklet – Spring Term

The 10 minute knowledge quizQuestion What is your answer? RAG rate

your answer. How confident are you that you’re correct?

What is the actual answer?

1 When is Blood Brothers set?

2 Where is Blood Brothers set?

3 What event is told to the audience in the prologue?

4 Which character says, “You never put new shoes on the table”?

5 Which method is used when the narrator says “There’s a stone in place of her heart”?

6 List two superstitions that we are told at the beginning of the play

7 What is the narrator’s tone?

8 What is the missing word:“Oh…you mean you’re _____________”?

9 What is the looking glass?10 What dramatic device is used by

Russell to announce the entrance of the narrator?

11 What is the missing word“We must make a ___________________ agreement”?

12 How does Mrs Lyons try to make it look as though she’s pregnant?

13 What was Mrs Johnstone’s relationship to Mrs Lyons?

14 What name is given to Mr and Mrs Lyons’ child?

15 What does Mrs Johnstone tell her children had happened to the other twin?

Year 11 –Blood Brothers

Answer the questions and RAG rate your answers. We will mark this together next lesson. Complete one of the extended writing activities that follow in full sentences.

Y11 Home Learning Booklet – Spring Term

Now complete one of the following activities in full sentences:

Write a detailed summary of what happens in Act One without looking in your books. OR Mrs. Lyons tells Mrs Johnstone that: “We both think it would be better if you left” when she fires her. Mrs Lyons seems to be a selfish and cruel character. Do you agree? Explain your ideas.Extended Writing Task__________________________________________________________________________________________________________________

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Y11 Home Learning Booklet – Spring TermBlood Brothers Quizzing

1. Highlight/circle the answer you think it is.2. Then annotate your answer in more detail/making links to the text

Blood BrothersWhat key character links to the idea of superstition?

Mrs Lyons Mrs Johnstone Mr LyonsWhat does nature versus nurture mean?

It’s comparing both of the mothers It means that genetics is what defines us

The way you’re brought up compared to your genetics

Why are we told this at the beginning of the play?So did y’hear the story of the Johnstone twins?

As like each other as two new pins,Of one womb born, on the self same day,How one was kept and one given away?

An’ did you never hear how the Johnstones died,Never knowing that they shared one name,

Till the day they died…?It creates a fable-like story, as we know the outcome.

IT starts with a twist as it’s more exciting.

To establish who the characters are

Blood BrothersWhich word best describes Sammy?

aggressive Juvenile delinquent Dominant How would you describe the narrator, and why?

All-knowing and menacing Wistful and careful Terrifying yet calmingWhy are the guns used in the play? What are they symbolic of?

They are a toy used to demonstrate the boys’ immaturity

They foreshadow the horrific events of the play

They are symbolic of fear

Blood Brothers

What key ideas is Russell addressing in ‘Blood Brothers’?

Poverty and class division The growth of business marriageWhich character represents violence?

Mrs Lyons Mickey Eddie

Why is Marylin Monroe used as a symbol in the play?

Marylin symbolises the once glamorous side of Hollywood (the positive) but then also shows the decline in her character, like Mrs Johnstone.

Marylin symbolises the idea of a glamorous lifestyle that Mrs Johnstone once had.

Marylin symbolises that MRs Johnston can’t every have the life Marylin did.

Micro Quotations for The Blood Brothers – Students choose five single word quotations to learn – add your words to the chart

Mickey Edward Linda Narrator Milkman Postman

Y11 Home Learning Booklet – Spring Term

Gynaecologist Tax Collector Bus Driver Judge School Teacher

Mrs Lyons

Mrs Johnstone Sammy Mr Lyons Act 1 – Summary

Act 2 - Summary

Techniques

Week 1

Y11 Home Learning Booklet – Spring TermHow does Russell present the Narrator as a significant character

throughout the play?

You should consider: How Russell presents the Narrator at the beginning of the play How and why the Narrator consistently breaks the fourth wall How the Narrator is used as a structural technique

Task 1: Annotate the above extract by highlighting key words/phrases and noting down how the Narrator is presented as a significant character. Don’t forget to identify language and structural features.

Task 2: The question asks you ‘how’ which means that you must consider Russell’s methods. Go back to the quotes you’ve already annotated. Can you identify any methods used deliberately by Russell for a specific effect?

Task 3: Identify 3 quotations from the song ‘Marilyn Monroe’ that juxtapose the Narrator’s description of her character.

o 1)

o 2)

o 3)

Task 4: Why does Russell choose to contrast the Narrator’s depiction of Mrs Johnstone immediately at the beginning of the play? Consider your understanding of the entire plot.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Y11 Home Learning Booklet – Spring Term_________________________________________________________ ________________________________Now write two WHW or one WHW paragraph in response to the question. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Y11 Home Learning Booklet – Spring TermWeek 2

How does Russell present the struggles of the working class throughout the play?

You should consider:

How Mrs Johnstone’s life is presented as a working class single mother How the Milkman responds to Mrs Johnstone, despite also being working class How Mrs Johnstone’s children are affected by the working class environment

Task 1: Annotate the above extract by highlighting key words/phrases and noting down how the struggles of the working class are presented. Don’t forget to identify language and structural features.

Task 2: The question asks you ‘how’ which means that you must consider Russell’s methods. Go back to the quotes you’ve already annotated. Can you identify any methods used deliberately by Russell for a specific effect?

Task 3: Identify 3 quotations from the song ‘Easy Terms’ that reinforce the struggles of the working class.

o 1)

o 2)

o 3)

Task 4: Why does Russell choose to present this conversation to the audience? Consider your understanding of the entire plot.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Y11 Home Learning Booklet – Spring Term_______________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________Now write two WHW or one WHW paragraph in response to the question.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 3

Y11 Home Learning Booklet – Spring Term

How does Russell emphasise the privileges of the middle class?

You should consider: Mrs Lyons’ lifestyle as a married, middle-class woman How Russell uses language and stage directions for effect How Russell creates a juxtaposition between Mrs Lyons and Mrs Johnstone

Task 1: Annotate the above extract by highlighting key words/phrases and noting down how Russell presents the privileges of the middle class. Don’t forget to identify language and structural features.

Task 2: The question asks you ‘how’ which means that you must consider Russell’s methods. Go back to the quotes you’ve already annotated. Can you identify any methods used deliberately by Russell for a specific effect?

Task 3: Identify 3 quotations from ‘My Child’ that reinforce the privileges a middle class parent can offer their child.

o 1)

o 2)

o 3)

Task 4: Why does Russell choose to introduce Mrs Lyons at this point in the play alongside Mrs Johnstone? Consider your understanding of the entire plot.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Y11 Home Learning Booklet – Spring Term___________________________________________________________ ___________________________Now write two WHW or one WHW paragraph in response to the question.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 4

Y11 Home Learning Booklet – Spring TermHow does Russell present ideas surrounding the impact of upbringing

throughout the play?

You should consider:

The accent and dialect of Mickey and Edward Their understanding and use of language How and why they are juxtaposed

Task 1: Annotate the above extract by highlighting key words/phrases and noting down how Russell presents the impact of upbringing. Don’t forget to identify language and structural features.

Task 2: The question asks you ‘how’ which means that you must consider Russell’s methods. Go back to the quotes you’ve already annotated. Can you identify any methods used deliberately by Russell for a specific effect?

Task 3: Identify 3 quotations from elsewhere in the scene that also convey the impact of upbringing.

o 1)

o 2)

o 3)

Task 4: Why does Russell introduce Mickey and Edward this way? Consider your understanding of the entire plot.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Y11 Home Learning Booklet – Spring Term___________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________

Now write two WHW or one WHW paragraph in response to the question. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Y11 Home Learning Booklet – Spring Term__________________________________________________ ____________

______________________________________________Week 5

How does Russell present Mrs Lyons as a stereotypical middle class woman?

You should consider: Mrs Lyons’ attitudes towards Mickey and the working class as a whole How Russell uses language effectively to reflect the extent of her feelings How Mrs Lyons is portrayed as stereotypically middle class

Task 1: Annotate the above extract by highlighting key words/phrases and noting down how Mrs Lyons is presented as a stereotypical middle class woman. Don’t forget to identify language and structural features.

Task 2: The question asks you ‘how’ which means that you must consider Russell’s methods. Go back to the quotes you’ve already annotated. Can you identify any methods used deliberately by Russell for a specific effect?

Task 3: Identify 3 quotations from the rest of the play which reinforce her representation as a stereotype.

o 1)

o 2)

o 3)

Task 4: Why does Russell choose to present Mrs Lyons as a stereotypical character? Consider your understanding of the entire plot.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Y11 Home Learning Booklet – Spring Term__________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________

Now write two WHW or one WHW paragraph in response to the question.

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Y11 Home Learning Booklet – Spring Term__________________________________________________ ____________

___________Week 6

How does Russell explore ideas surrounding social prejudice throughout Blood Brothers?

You should consider: How the Policeman behaves towards Mrs Johnstone His use of aggressive and condescending language What this scene reveals about society’s attitudes towards the working class.

Task 1: Annotate the above extract by highlighting key words/phrases and noting down how social prejudice is presented. Don’t forget to identify language and structural features.

Task 2: The question asks you ‘how’ which means that you must consider Russell’s methods. Go back to the quotes you’ve already annotated. Can you identify any methods used deliberately by Russell for a specific effect?

Task 3: Identify 3 quotations from the remainder of the scene where the Policeman visits Mr Lyons.

o 1)

o 2)

o 3)

Task 4: Why does Russell choose to use a parallel scene here? What does it create and how does this reveal the social prejudice that was prevalent at the time the play is set.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Y11 Home Learning Booklet – Spring Term___________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________Now write two WHW or one WHW paragraph in response to the question.

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Y11 Home Learning Booklet – Spring Term__________________________________________________ ______________________________________________________________________________________________________________________________________________________________

______________________________________________Week 7

How does Russell explore ideas surrounding education throughout the play?

You should consider: How both characters respond to one another Mickey’s attitudes towards education How Mickey’s lack of aspiration is connected to his social class

Task 1: Annotate the above extract by highlighting key words/phrases and noting down how education is presented. Don’t forget to identify language and structural features.

Task 2: The question asks you ‘how’ which means that you must consider Russell’s methods. Go back to the quotes you’ve already annotated. Can you identify any methods used deliberately by Russell for a specific effect?

Task 3: Identify 3 quotations from the scene between Edward and his teacher which creates a juxtaposition between his and Mickey’s experience of education.

o 1)

o 2)

o 3)

Task 4: Why does Russell choose to use a parallel scene here? What does it create and how does this reveal about the education system at the time the play was set?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Y11 Home Learning Booklet – Spring Term___________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________ Now write two WHW or one WHW paragraph in response to the question. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Y11 Home Learning Booklet – Spring Term__________________________________________________ ____________

______________________________________________Week 8

How does Russell explore ideas about childhood innocence?

You should consider: How Russell uses metaphors to convey the innocence of childhood How Russell foreshadows the difficulties of growing up How Russell uses anaphora for effect

Task 1: Annotate the above extract by highlighting key words/phrases and noting down how childhood innocence and growing up is presented. Don’t forget to identify language and structural features.

Task 2: The question asks you ‘how’ which means that you must consider Russell’s methods. Go back to the quotes you’ve already annotated. Can you identify any methods used deliberately by Russell for a specific effect?

Task 3: Identify 3 quotations from elsewhere in the summer sequence that convey ideas surrounding childhood innocence and growing up.

o 1)

o 2)

o 3)

Task 4: Why does Russell choose to use the summer sequence at this point in the play? Consider your understanding of the entire plot.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Y11 Home Learning Booklet – Spring Term___________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Now write two PEAE or one PEALE paragraph in response to the question. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Y11 Home Learning Booklet – Spring Term__________________________________________________ ____________

______________________________________________Week 9

Explore how far you think Russell creates sympathy for Mickey throughout the play.

You should consider: Mickey’s behaviour towards Edward Mickey’s attitude towards unemployment How Russell conveys a change in Mickey’s character in contrast to the beginning of

the play.

Task 1: Annotate the above extract by highlighting key words/phrases and noting down how sympathy is created for Mickey. Don’t forget to identify language and structural features.

Task 2: The question asks you ‘how far you think’ which means that you can also consider how Mickey may not be viewed sympathetically. Go back to the quotes you’ve already annotated. Can you offer an alternative interpretation for any of them in which you consider how he may not be viewed sympathetically but as something else?

Task 3: Identify 3 quotations from elsewhere in the play that reinforce the audience’s feelings of sympathy towards Mickey.

o 1)

o 2)

o 3)

Task 4: Why does Russell choose to use another parallel scene between Mickey and Edward at this point in the play? Consider your understanding of the entire plot.

Y11 Home Learning Booklet – Spring Term____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Now write two WHW or one WHW paragraph in response to the question. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Y11 Home Learning Booklet – Spring Term__________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Week 10

Explore how Russell presents the impact of growing up on key characters.

You should consider: Mickey’s behaviour and attitude towards Edward How Russell conveys their differing levels of maturity How social class impacts their experience of growing up

Task 1: Annotate the above extract by highlighting key words/phrases and noting down how growing up impacts key characters. Don’t forget to identify language and structural features.

Task 2: The question asks you ‘how’ which means that you must consider Russell’s methods. Go back to the quotes you’ve already annotated. Can you identify any methods used deliberately by Russell for a specific effect?

Task 3: Identify 3 quotations from elsewhere in the play that convey key characters’ experiences of growing up.

o 1)

o 2)

o 3)

Task 4: Why does Russell choose to create a juxtaposition between Mickey and Edward’s experiences of growing up? Consider your understanding of the entire plot.____________________________________________________________________________________________________________________________________________________________________________

Y11 Home Learning Booklet – Spring Term___________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Now write two WHW or one WHW paragraph in response to the question. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Y11 Home Learning Booklet – Spring Term__________________________________________________ ______________________________________________________________________________________________________________________________________________________________

_____________________________________________JEKYLL AND HYDE KNOWLEDGE TEST CHAPTERS 1 – 5Use the Quizlet link to revise: https://quizlet.com/_7alucs FHS Y10 Jekyll and Hyde Ch1-5 Knowledge Quiz

QUESTIONS – CH 1 ANSWERS1 Who is described as a man of “rugged countenance”?

2 What does “somehow lovable” mean when describing Mr Utterson?

3 What does austere mean?

4 Which two characters typically go on Sunday walks together?

5 What is the relationship between Utterson and Enfield?

6 What is the ‘hook’ of the novel?

7 What time of night did the incident take place?

8 What out of place object prompts Enfield to relate his story about Mr Hyde to Utterson?

9 Finish the quote: “they walked to a ________ block”.

10 Finish the quote: “The door was equipped with neither __________ nor __________.”

11 How do the crowd react to Hyde?

12 Which other character helped Enfield to hold Hyde to account for his actions?

13 What technique is used here: “trampled calmly”?

14 After trampling the young girl, how does Mr Hyde appease the angry crowd that gathers?

15 What evil figure is Hyde compared to?

16 What strikes Enfield as peculiar about Mr Hyde’s cheque?

17 Finish this quote: “something _____________, something downright _____________

18 Who is the protagonist in the story?

19 Who is the antagonist?

20 What narrative viewpoint is used?

QUESTIONS – CH2 ANSWERS1 What does Utterson check the details of?

2 What strange detail does he rediscover?

3 Who does he go to visit to see if he knows Hyde?

4 What have Lanyon and Jekyll fallen out over?

5 What does Lanyon call Jekyll’s experiments?

6 Who does Utterson have a nightmare about?

7 What noun is used to refer to him in the dream

8 What other noun is repeated in the account of the dream?

9 What does Utterson think Hyde is doing to Jekyll?

Y11 Home Learning Booklet – Spring Term10 Utterson decides he will become “Mr …..…”?

11 How does Utterson get to meet Hyde?

12 Utterson is uneasy in the meeting and describes his “disgust, _______ and fear”?

13 What verb describes Hyde’s response?

14 What contrasting adjective describes his laugh?

15 What two adjectives does Utterson use to describe Hyde?

16 Where does Utterson go after his meeting with Hyde?

17 What do we discover about the neglected building?

18 What is Utterson surprised to discover about Hyde when he talks to Poole?

19 What does Utterson “read” in the “flickering of the firelight”?

20 What phrase does Utterson repeat to show he is worried about Jekyll?

QUESTIONS – CH3 ANSWERS1 How much time has passed since Chapter 2?

2 What is meant by Utterson’s “unobtrusive company”?

3 Why does Utterson stay behind?

4 What is Jekyll’s first reaction to the questioning?

5 What does Jekyll change the subject to?

6 Why does he change the subject?

7 What does he call Lanyon?

8 Jekyll claims he can be “___” of Mr Hyde when he wants.

9 Finish the quote: “grew pale to the very lips and there came …”

10 Utterson describes himself as “a man to be _______”

11 What words does Jekyll repeat to describe his situation?

12 What does Jekyll mean when he says “I beg of you to let it sleep”?

13 What does Jekyll beg Utterson to do if he disappeared?

14 How does Utterson feel about Jekyll’s request?

QUESTIONS – CH4 ANSWERS1 The events in this chapter start some time later. How much later?

2 The crime is described as one of “singular ________________”

3 What mood is created at the beginning of the chapter?

4 How was the street lit when the murder took place?

5 What two adjectives are used to describe the gentleman?

6 How did the maid recognise Hyde?

7 Name three verbs used to show Hyde’s violence in the attack.

8 What object did Hyde use as a weapon when he killed Carew?

9 What did the maid do immediately after witnessing the event?

10 How is the victim described as lying in the lane?

Y11 Home Learning Booklet – Spring Term11 What three objects were found on Carew's body?

12 Utterson is called to see the body? Where does he go to do this?

13 How does Utterson recognise the stick that had been left at the scene of the crime?

14 How does the officer describe Hyde?

15 How is the fog described?

16 Name 3 things that are listed on the dingy Soho street.

17 How much money did Hyde inherit from Jekyll?

18 How is the woman described who opens the door to Hyde’s home?

19 How were the rooms furnished?

20 What item of Jekyll's is found at Hyde's house described?

QUESTIONS – CH5 ANSWERS1 After the Carew Murder Case, Utterson visit Jekyll's house. Which room is he

shown to?2 How is the lab described?

3 What began to “lie thickly”?

4 How is Jekyll described?

5 How did Jekyll know about the murder of Carew?

6 What does Utterson immediately ask Jekyll?

7 What does Jekyll say about his friendship with Hyde?

8 What does Jekyll say that he's received from Hyde?

9 How is the handwriting described in the letter?

10 How does Utterson feel about the news in the letter that Hyde has gone?

11 Jekyll says he no longer had the envelope. What did he do with it?

12 What does Utterson tell Jekyll that Hyde intended to do to him?

13 What does Jekyll say he has learned?

14 How does Utterson know that the letter did not come from a messenger to the front door?

15 Where does Utterson think the letter had come from?

16 What is the name of Utterson's head clerk?

17 What is still described as hovering over the city?

18 Why does he ask Guest to look at the handwriting?

19 What does Mr Guest notice about the handwriting?

20 What conclusion does Utterson make about the letter and the handwriting?

CHARACTERS ANSWERS1 Which character would you describe as rational, austere and principled?

2 Which character would you describe as wealthy, reckless and manipulative?

3 Which character would you describe as amoral, remorseless and primitive?

4 Which character would you describe as conventional, respectable and cautious?

Y11 Home Learning Booklet – Spring Term5 What does it mean to be a traditional Victorian gentleman?

6 Why did Victorians worry about Darwin’s theory of evolution?

Jekyll and Hyde Revision Tasks:

TOP TIP:

● Complete the tasks or complete a full answer question.

● Mark your responses using the success criteria and mark schemes.

● Compare with a partner’s response and discuss what you can improve.

Part a):

English Literature (Paper 2): 19th Century Novel and Poetry Since 1789 Section A: The Strange Case of Dr Jekyll and Mr Hyde:

Part A: Extract Question: 20 marks: AO2: 25 minutes

A Make three to four separate points in three separate paragraphs

B Use a number of short embedded quotations from the extract to support each point

C Analyse the language used in each quotation

D Analyse and give the effect of at least one structural feature (punctuation, repetition, interruptions, sentence types/constructions)

E Include the effects of individual words and phrases on the audience

F Link your analysis back to the question (keywords) either at the start or the end of each point

G Use subject specific terminology (metaphor, simile, hyperbole, juxtaposition etc.)

H Use grammatical terminology (verb, adverb, adjective, imperative verb, noun, superlative, comparative, noun phrase, modal verb, preposition, pronoun)

Part b): You DO NOT need context.

English Literature (Paper 2): 19th Century Novel and Poetry Since 1789 Section A: The Strange Case of Dr Jekyll and Mr Hyde: Part B: Whole text question: 20 Marks: AO1: 30 minutes

I Write about three separate points linked to the question (keywords) ideally from different parts of the text

J Write a paragraph for each of your points

K Include a quotation or a detailed reference to text in each paragraph – from memory

Y11 Home Learning Booklet – Spring TermL Explain how your points link to the question

M Analyse each quotation – include the effects of individual words and phrases on the audience

N Use evaluative phrases to introduce your points

O Use a critical academic writing style

To revise for Part A:

Task 1)

● Read and annotate the question below carefully.

● Read the extract fully.

● Plan a response making 4 clear points.

You can repeat this process for any extract in the novella.

1. In this extract, how does Stevenson the impact of Hyde’s actions on Utterson?

In this extract from Chapter 2, Utterson dreams of Mr Hyde before deciding he must attempt to meet

him.

Six o 'clock struck on the bells of the church that was so conveniently near to Mr. Utterson's dwelling, and

still he was digging at the problem. Hitherto it had touched him on the intellectual side alone; but now his

imagination also was engaged, or rather enslaved; and as he lay and tossed in the gross darkness of the

night and the curtained room, Mr. Enfield's tale went by before his mind in a scroll of lighted pictures. He

would be aware of the great field of lamps of a nocturnal city; then of the figure of a man walking swiftly;

then of a child running from the doctor's; and then these met, and that human Juggernaut trod the child

down and passed on regardless of her screams. Or else he would see a room in a rich house, where his

friend lay asleep, dreaming and smiling at his dreams; and then the door of that room would be opened,

the curtains of the bed plucked apart, the sleeper recalled, and lo! there would stand by his side a figure to

whom power was given, and even at that dead hour, he must rise and do its bidding. The figure in these

two phases haunted the lawyer all night; and if at any time he dozed over, it was but to see it glide more

stealthily through sleeping houses, or move the more swiftly and still the more swiftly, even to dizziness,

through wider labyrinths of lamplighted city, and at every street-corner crush a child and leave her

screaming. And still the figure had no face by which he might know it; even in his dreams, it had no face, or

one that baffled him and melted before his eyes; and thus it was that there sprang up and grew apace in

the lawyer's mind a singularly strong, almost an inordinate, curiosity to behold the features of the real Mr.

Hyde. If he could but once set eyes on him, he thought the mystery would lighten and perhaps roll

Y11 Home Learning Booklet – Spring Termaltogether away, as was the habit of mysterious things when well examined. He

might see a reason for his friend's strange preference or bondage (call it which you please) and even for

the startling clause of the will. At least it would be a face worth seeing: the face of a man who was without

bowels of mercy: a face which had but to show itself to raise up, in the mind of the unimpressionable

Enfield, a spirit of enduring hatred.

Mark Schemes: Part (a):

Level Mark Descriptor – bullets 1 and 2 = AO2 (20 marks)

0 No rewardable material

Level 1

1-4 Identifies and explains effect on the reader of one of the following:

● Word/language device (language).

● How extract is ordered/sentence types/structural device (structure).

● The way it is written/narrative perspective or style (form).

Level 2

5-8 Identifies and explains effect on the reader of two of the following:

● Word/language device (language)

● How extract is ordered/sentence types/structural device (structure.)

● The way it is written/narrative perspective or style (form).

Level 3

9-12 Identifies and explains effect on the reader of one of all of the following:

● Word/language device (language).

● How extract is ordered/sentence types/structural device (structure).

● The way it is written/narrative perspective or style (form).

Level 4

13-16 Details effects on readers of all of the following:

● Word/language device (language).

● How extract is ordered/sentence types/structural device (structure).

Y11 Home Learning Booklet – Spring Term● The way it is written/narrative perspective or style (form).

Uses four or five terms correctly such as ‘symbolism’ (language), ‘imperative’ (structure) and ‘epistolary’ (form).

Level 5

17-20 Interrelates effects on readers of all of the following:

● Word/language devices (language).

● How extract is ordered/sentence types/structural devices (structure).

● The way it is written/narrative perspective or style (form).

Uses more than 5 terms precisely such as ‘oxymoron’ (language), ‘sibilance’ (structure) and ‘limited omniscient narrative’.

Task 2) Memorise these quotations on the theme of secrecy in Jekyll and Hyde:

1: "This is a matter I thought we had agreed to drop." Jekyll

2. "I cannot say that I care what becomes of Hyde; I am quite done with him.” Lanyon

3. “The door which was equipped with neither bell nor knocker, was blistered and distained”

4. ‘like some disconsolate prisoner, Utterson saw Dr. Jekyll’ Utterson seeing Jekyll at the window

5. "Do you think I do not know my master after twenty years?” Poole

Task 3)

Now pick one of the two questions below to answer as a Part B question whole text question.

Remember, you should plan your answer before you start writing and pick the best 3-4 points. Use the success criteria on the previous pages and the mark scheme below after you have completed the task.

1. In this extract, Stevenson presents the theme of Science in the novel.Explain how science is portrayed elsewhere in the novel.In your answer you must consider:

● The ways in which characters interact with science

● The way in which science is viewed by the charactersOR

2. In this extract, Stevenson presents the theme of ambition.

Explain how ambition is portrayed elsewhere in the novel.In your answer you must consider:

Y11 Home Learning Booklet – Spring Term● How different characters show ambition

● The effects of ambition on these characters

Part (b):

Level Mark Descriptor – bullets 1, 2 and 3 – AO1 (20 marks)

0 No rewardable material

Level 1 1-4 ● One point about the novel.

● Makes sense.

● One mention about what happens or a theme.

Level 2 5-8 ● Tells a bit of the story from two parts which relate to the task.

● Is clearly written.

● Uses evidence or a quotation.

Level 3 9-12 ● Explains importance of three different parts of the novel.

● Makes an interpretation of the novel.

● Relates closely to task and uses at least three bits of evidence and quotations.

Level 4 13-16 ● Considers the importance of at least three different parts in relation to the task.

● Develops interpretations by considering alternatives and deeper meanings.

● Selects quotations and references carefully and well.

Level 5 17-20 ● Interrelates the importance of at least three different parts of the novel in

relation to the task.

● Makes critical interpretations by arguing different interpretations throughout.

● Embeds precise quotations and references which support argument.

Task 4) Memorise these quotations about Jekyll in Jekyll and Hyde:

1. “For two good reasons, I will not enter deeply into this scientific branch of my confession.” (Jekyll) 2. “The most racking pangs succeeded: a grinding in the bones, deadly nausea, and a horror of the

spirit” (Jekyll)

Y11 Home Learning Booklet – Spring Term3. O poor old Harry Jekyll, if ever I read Satan's signature upon a face, it is on that

of your new friend." (Utterson talking about Hyde/Jekyll)4. "Some day, Utterson, after I am dead, you may perhaps come to learn the right and wrong of this. I

cannot tell you." (Jekyll)5. “I bring the life of that unhappy Henry Jekyll to an end." (Jekyll)

Task 5) Complete this question:Use the exam success criteria and mark scheme. From ‘Search for Mr Hyde’ – Utterson confronts Hyde at his door in Soho.

[Utterson] "Will you let me see your face?" asked the lawyer.

Mr. Hyde appeared to hesitate, and then, as if upon some sudden reflection, fronted about with an air of defiance; and the pair stared at each other pretty fixedly for a few seconds. "Now I shall know you again," said Mr. Utterson. "It may be useful."

"Yes," returned Mr. Hyde, "it is as well we have, met; and a propos, you should have my address." And he gave a number of a street in Soho.

"Good God!" thought Mr. Utterson, "can he, too, have been thinking of the will?" But he kept his feelings to himself and only grunted in acknowledgment of the address.

"And now," said the other, "how did you know me?"

"By description," was the reply.

"Whose description?"

"We have common friends," said Mr. Utterson.

"Common friends?" echoed Mr. Hyde, a little hoarsely. "Who are they?"

"Jekyll, for instance," said the lawyer.

"He never told you," cried Mr. Hyde, with a flush of anger. "I did not think you would have lied."

"Come," said Mr. Utterson, "that is not fitting language."

The other snarled aloud into a savage laugh; and the next moment, with extraordinary quickness, he had unlocked the door and disappeared into the house.

The lawyer stood awhile when Mr. Hyde had left him, the picture of disquietude. Then he began slowly to mount the street, pausing every step or two and putting his hand to his brow like a man in mental perplexity. The problem he was thus debating as he walked, was one of a class that is rarely solved. Mr. Hyde was pale and dwarfish, he gave an impression of deformity without any nameable malformation, he had a displeasing smile, he had borne himself to the lawyer with a sort of murderous mixture of timidity and boldness, and he spoke with a husky, whispering and somewhat broken voice; all these were points against him, but not all of these together could explain the hitherto unknown disgust, loathing, and fear with which Mr. Utterson regarded him. "There must be something else," said the perplexed gentleman. "There is something more, if I could find a name for it. God bless me, the man seems hardly human! Something troglodytic, shall we say? or can it be the old story of Dr. Fell? or is it the mere radiance of a foul soul that thus transpires through, and transfigures, its clay continent? The last, I think; for, O my poor old Harry Jekyll, if ever I read Satan's signature upon a face, it is on that of your new friend."

Y11 Home Learning Booklet – Spring Term

a) Explore how Stevenson presents the feelings between Utterson and Hyde in this extract. Give examples from the extract to support your ideas.

(20)

b) In this extract, Utterson worries about his friend. Explain how worries are portrayed elsewhere in the novel. In your answer, you must consider:

● what worries the characters have.

● how the worries are expressed.

(20)

(Total for Question 3 = 40 marks)

Structure strip to support Q3b Jekyll and Hyde

Y11 Home Learning Booklet – Spring TermIntroduction:

1. NO RETELLING OF THE PLOT / NARRATIVE 2. SPELL STEVENSON CORRECTLY 3. ENSURE THAT YOU HAVE A CLEAR ARGUMENT /

THESIS STATEMENT THAT WILL DRIVE THE RESPONSE

4. KEEP IT PRECISE / FOCUSED / 5. CREATE A GOOD FIRST IMPRESSION

DISCUSS the key terms in the questionCertainly, mystery and tension is displayed in this extract through the presentation of …. Through this …. , Stevenson exposes the central idea of … which was a key anxiety in the late nineteenth century Fin-de-Siècle.

DEFINE the key terms in the question Whilst mystery and tension is created in this passage, it is also displayed through the constructs of …. in the novella

REFINE the key terms in the questionIndeed, the idea of mystery and tension reflects Stevenson’s central intent of portraying Victorian society as having numerous deep secrets that it fears unleashing and uses the constructs of …. to illuminate / achieve / tap into this idea …

Remember that you will have read an extract form the novel and you cannot include this in your answer..

Within Stevenson’s Gothic novella ‘The Strange Case…’

The wider novella portrays …

Throughout Stevenson’s Gothic novella …

Stevenson taps into the anxieties surrounding in this extract and the novella through the constructs of …

The constructs of … are integral to this Gothic novella as Stevenson can illuminate / demonstrate / display the idea / concerns / fears surrounding …

Without a doubt, the idea of … is explored in Stevenson’s…

Whilst …… may appear …. / it can be argued that …

Main Paragraphs:

1. USE the WHAT / HOW / WHY approach. Remember to vary the approach to this so that your paragraphs are varied in approach.

2. DO NOT re-tell contextual detail. Integrated them where possible.

3. EMBED and INTEGRATE quotations.

4. ALTERNATIVES

5. FOCUS ON EFFECTS ON READER / AUDIENCE

What central ideas are being presented in relation to the question?

How are these ideas portrayed through methods (language, structure, form)?

Why has the writer presented it in this way?

Stevenson presents / explores / highlights / the idea of …

The idea of … is exposed at the beginning of the play when ….

Here … the adjective / verb / phrase / …. is used to …

Stevenson employs the motif of … which ….

Through this, Stevenson exposes the concern / central idea / central concept of …. which is not only evident in this extract but in ….. of the novella ….

This (may / perhaps / could) symbolise (or) represent … in that … A reader may feel / is positioned …. Because …

Alternatively, it perhaps … / It may also suggest / reveal / portray …

This exposes / highlights / intensifies / Stevenson’s central message that … because ….

Contextually, … / At the time … / This reflects … Conclusion:

Summarise your central argument. Ensure that you link back to the question. Try to end on a note that is persuasive and convincing so that you leave a lasting impression upon the examiner.

Overall … / In conclusion … Ultimately …

Stevenson’s deliberate portrayal of … enables him to …. the important message ….

Y11 Home Learning Booklet – Spring TermANTHOLOGY POETRY

Use the following dual coded images of the poems to recap the narratives. Add the quotes next to the correct image.

The Prelude1. I found a little boat tied to a willow tree2. Straight I unloosed her chain3. Troubled pleasure4. Sparkling light5. Like a swan6. Huge peak, black and huge7. I left my bark8. No colours9. Grave and serious mood10. Trouble to my dreams

Charge of the Light Brigade1. Half a league, half a league, half a league onward2. Not tho’ the soldier knew someone had blunder’d3. Theirs not to make reply4. Mouth of hell/Jaws of death5. Cannon to the right of them/cannon to the left of them6. Flashed all their sabres bare7. Stormed at with shot and shell8. When shall their glory fade?

Y11 Home Learning Booklet – Spring TermExposure

1. The merciless iced east winds that knive us2. I hear the mad gusts tugging on the wire, like twitching

agonies of men3. Dawn massing in the east her melancholy army4. Sudden successive flights of bullets streak the silence5. Pale flakes with fingering stealth come feeling for our

faces6. Door and shutters all closed. On us the doors are closed.7. For love of God seems dying8. All their eyes are ice

Poppies1. Poppies had already been place on individual war graves2. Spasms of paper red3. Sellotape bandaged around my hand4. I wanted to graze my noseacross the tip of your nose, play atbeing Eskimos like we did whenyou were little.5. Gelled blackthorns of your hair6. Like a treasure chest7. Released a songbird from its cage8. Leaned against it like a wishbone

Y11 Home Learning Booklet – Spring Term

War Photographer1. spools of suffering set

out in ordered rows.2. as though this were a

church and hea priest preparing to intone a Mass.

3. All flesh is grass.4. which did not tremble

thenthough seem to now.

5. to fields which don’t explode beneath the feetof running children in a nightmare heat.

6. a half-formed ghost7. how the blood stained

into foreign dust8. A hundred agonies in

black and whit

Y11 Home Learning Booklet – Spring Term

A Poison Tree Effects StatementsSummary The speaker of the poem details two different approaches to anger. In the first, openly talking about

anger is presented as a way of moving past it. In the second, the speaker outlines the danger of keeping anger within. The poem uses an extended metaphor to describe the speaker's anger as growing into a tree that bears poisonous apples. The speaker's enemy then eats an apple from the tree and dies.

Context Against negative effects of Industrial Revolution – wanted gentler ways.

Aimed at children to understand the negative world.

Anger can grow if you don’t do anything about it.It is easy to remove anger through communication.Anger grows stronger if you feed it with other emotions.

Form

4Four stanzas (quatrains) – four elements of a story: setting, problem, climax, resolution.

First person – hear from the speaker and more likely to believe the moral.

The four stanzas represent the four stages of the story where we see it unfold and go into the rising action, climax and resolution so we follow the recall. This enables the reader to sense the emotion of the narrator and see his anger and resentment build and unfold.

The use of first person provides a sense of trust and honesty which makes the reader more likely to believe the story being told.

Structure

:.

Simple structure – simple emotion

Rhyming couplets – show differences between communication of emotions

Alternating rhythms - create tension and reflect the conflict

End-stopped lines – child-like quality

The simple structure represents a simple human emotion but also ensures the moral of the tale is clear.

The rhyming couplets provide a contrast between his behaviour.

The use of the alternating rhythms in the first stanza of lines 1 and 3 and lines 2 and 4 visually and audibly help the reader to see the difference between the two situations. They can see how he has sorted the problem and then how the other one is festering and growing.

Language Sibilance – emphasises negative and evil nature of growing tree

Alliteration of b – harsh sound to show rage and hatred

References to time – rage consumes every moment

Extended metaphor of tree – show rage and resentment grows stronger

The sibilance emphasises the evil feelings that are created from the emotions that the narrator has.

The harsh sound of the alliteration of #b# shows his rage and hatred towards his enemy.

The references to time show how the rage consumes his every moment.

The extended metaphor highlights how his anger has grown into something large, like a tree, as a result of him feeding it with his emotions and time.

A Poison Tree

I was angry with my friend:I told my wrath, my wrath did end.I was angry with my foe:I told it not, my wrath did grow.

And into my garden stoleWhen the night had veiled the pole;In the morning, glad, I seeMy foe outstretched beneath the tree.

And it grew both day and night,Till it bore an apple bright,And my foe beheld it shine,And he knew that it was mine,

-

And I watered it in fearsNight and morning with my tears,And I sunned it with smilesAnd with soft deceitful wiles.

And I sunned it with smilesAnd with soft deceitul wiles.

And it grew both day and night,Till it bore an apple bright,And my foe beheld it shine,

Night and morning with my tears,And it grew both day and night,

Y11 Home Learning Booklet – Spring Term

Cousin Kate Effects StatementsSummary A naïve young girl is taken advantage of by a nobleman. She becomes an outcast who feels mistreated

and he turns his attention to her cousin, Kate who he marries. The young girl reveals she has had a son to the lord and this pleases her as Kate has not provided him with an heir.

Context Women were expected to be chaste and would be an outcast if they were not.Men were thought to be superior physically and mentally - women were superior morally.

In ‘Cousin Kate’, Rossetti wants to show how upper class men took advantage of lower class women and the inequality that then existed in the moral code that they were held against.

Form Dramatic monologue – offers the view of the female speaker/victim

Traditional ballad – sense of an old story – a lesson to learn

The poem is written as a dramatic monologue which enables the reader to get what feels like an honest account from a vulnerable female voice. Rossetti also uses first person and a traditional ballad form suggesting an old story giving the idea nothing will ever change. It also provides a moral for the listener where the voice is trying to warn them not to be tricked like she was. The “cottage maiden” takes the reader through the journey she went on with the lord from when she met him to where they are now.

Structure Complex rhyme scheme – complex situation she has found her self in.

Repetition of “why” shows her confusion at his actions.

“he/his” – throughout to demonstrate his power and control.

Chronological order – unravels like a warning to young females

At the beginning of the poem she emphasises her innocence and uses questions and repetition to emphasise how the lord pursued her and question his motives. She asks “Why did the great lord find me out?” which has the effect of showing how in her reflection she feels he took advantage and she didn’t understand why he pursued her.

Language “lured” and “bound” – tricked – the lord is a predator – trapped

Contrast of “lord” and “palace” to “cottage maiden” showing status

Simile – an object of fashion used and thrown away

Oxymoron “my shame, my pride” contrast with “gift” showing conflicting emotions

The voice in the poem also uses contrasting imagery of the “lord” and his “palace” to herself the “cottage maiden”. This highlights how he had used his power and position to take advantage of her and how she had no choice but to agree to his demands.

abcbdbeb

Y11 Home Learning Booklet – Spring Term

A Poison Tree Effects StatementsSummary

Context

Form

4Structure

:.Language

A Poison Tree

I was angry with my friend:I told my wrath, my wrath did end.I was angry with my foe:I told it not, my wrath did grow.

And into my garden stoleWhen the night had veiled the pole;In the morning, glad, I seeMy foe outstretched beneath the tree.

And it grew both day and night,Till it bore an apple bright,And my foe beheld it shine,And he knew that it was mine,

-

And I watered it in fearsNight and morning with my tears,And I sunned it with smilesAnd with soft deceitful wiles.And I sunned it with smilesAnd with soft deceitul wiles.

And it grew both day and night,Till it bore an apple bright,And my foe beheld it shine,

Night and morning with my tears,And it grew both day and night,

Y11 Home Learning Booklet – Spring Term

Cousin Kate Effects StatementsSummary

Context

Form

Structure

Language

abcbdbeb

Y11 Home Learning Booklet – Spring TermConflict

Cousin Kate

WAS a cottage maiden Hardened by sun and air, Contented with my cottage mates, Not mindful I was fair. Why did a great lord find me out, And praise my flaxen hair? Why did a great lord find me out To fill my heart with care? He lured me to his palace home-- Woe's me for joy thereof-- To lead a shameless shameful life, His plaything and his love. He wore me like a silken knot, He changed me like a glove; So now I moan, an unclean thing, Who might have been a dove. O Lady Kate, my cousin Kate, You grew more fair than I: He saw you at your father's gate, Chose you, and cast me by. He watched your steps along the lane, Your work among the rye; He lifted you from mean estate To sit with him on high. Because you were so good and pure He bound you with his ring: The neighbours call you good and pure, Call me an outcast thing. Even so I sit and howl in dust, You sit in gold and sing: Now which of us has tenderer heart? You had the stronger wing. O cousin Kate, my love was true, Your love was writ in sand: If he had fooled not me but you, If you stood where I stand, He'd not have won me with his love Nor bought me with his land; I would have spit into his face And not have taken his hand.

Y11 Home Learning Booklet – Spring TermYet I've a gift you have not got, And seem not like to get: For all your clothes and wedding-ring I've little doubt you fret. My fair-haired son, my shame, my pride, Cling closer, closer yet: Your father would give lands for one To wear his coronet.

9. Re-read Cousin Kate. Choose one other poem from the conflict anthology.

Compare how a relationship based conflict is presented in the two poems.

In your answer you should consider the:

The poet’s use of language, form and structure The influence of the contexts in which the poems were written

(Total for Question 9 = 20 marks)

Y11 Home Learning Booklet – Spring Term

SECTION B, Part 2 – Unseen PoetryRead the two poems and answer Question 11.

You should spend about 45 minutes on this section.

Free-Wheeling

With concrete claimed elbows and kneesI grip the handlebarsAs tight as the hand of my fatherWhen crossing roads

Almost outgrown stabilizer wheelsUnscrewed and undoing Lay discarded beside the swingsThat sing out a safer songThan this bicycle

My father, Holding tight, keeping me upright,Runs behind His grip, an umbilical cord between usSewn from a hundred shouted promises that he’ll hold on

My father holds me in that momentBefore I’m gone.

We gather up speed like celluloid gathers up lightMade immortal By images that will be replayed Many years from now.

My feet peddling circles like a watermillI glide through the air Eyes wide As I catch a glimpse of my fatherNo longer behind. He’s laughing and cheering

And I,I am free-wheeling.

Y11 Home Learning Booklet – Spring TermNettles

My son aged three fell in the nettle bed.'Bed' seemed a curious name for those green spears,That regiment of spite behind the shed:It was no place for rest. With sobs and tearsThe boy came seeking comfort and I sawWhite blisters beaded on his tender skin.We soothed him till his pain was not so raw.At last he offered us a watery grin,And then I took my billhook, honed the bladeAnd went outside and slashed in fury with itTill not a nettle in that fierce paradeStood upright any more. And then I litA funeral pyre to burn the fallen dead,But in two weeks the busy sun and rainHad called up tall recruits behind the shed:My son would often feel sharp wounds again.

11. Compare the ways the poets present feelings about parent and child relationships in ‘Nettles’ and ‘Freewheeling.’

In your answer you should compare:

The ideas in the poems The poets’ use of language The poets’ use of form and structure

(Total for Question 11 = 20 marks)