Extend your thinking @ Bishop Justus 2013/2014

Extend your thinking @ Bishop Justus 2013/2014

Literary Techniques: Dramatic irony, imagery, simile, metaphor, oxymoron, rule of 3Formula Words: portrays, suggests, emphasises, represents, reflects, illustrates, highlightsKey Words: Shakespeare, tragedy, character, Verona, interpretation, Elizabethan audience

Year 11English Literature

Controlled Assessment Retake

Lesson 3LQ: Am I able to plan

developed and detailed comparisons of the

disturbed characters in Macbeth and Havisham?

Literary Techniques: repetition, list of three, powerful verbs, precise adjectives, onomatopoeia, alliteration, metaphors, similes, short sentences, monosyllabic phrases, emotive language, hyperbole, pathetic fallacy, iambic pentameter, imagery, caesura, enjambement, monologueKeywords: emphasises, illustrates, reiterates, shows, portrays, suggests, highlights, supports

Good progress: I will be able to plan comparative paragraphs on ITAPE elements, terminology and social context included.

Excellent progress: I will be able to plan comparative DEVELOPED paragraphs on ITAPE elements – 2 quotations per point, terminology and social context included.

Outstanding progress: I will be able to plan comparative DEVELOPED paragraphs on ITAPE elements – 2 quotations per point, advanced terminology, sophisticated vocabulary and social context included.

How much progress will you make today?

Literary Techniques: repetition, list of three, powerful verbs, precise adjectives, onomatopoeia, alliteration, metaphors, similes, short sentences, monosyllabic sentences, emotive language, hyperbole, pathetic fallacy, iambic pentameter, imagery Keywords: emphasises, illustrates, reiterates, shows, portrays, suggests, highlights, supports



English Literature CA20% of total grade

‘Compare the ways a disturbed character is presented in

Shakespeare’s Macbeth and Duffy’s Havisham.’






Starter: Group Discussion Task

Review your annotations and begin to link annotations to ensure your points are developed

Extension Task:Can you link to social context?



Literary Techniques: repetition, list of three, powerful verbs, precise adjectives, onomatopoeia, alliteration, metaphors, similes, short sentences, monosyllabic phrases, emotive language, hyperbole, pathetic fallacy, iambic pentameter, imagery, caesura, enjambement, monologueKeywords: emphasises, illustrates, reiterates, shows, portrays, suggests, highlights, supportsIntroduction: Group Comparison Task

Create a table:Quotation Technique 2nd Qu Social

contextInvites you in/ Start (macB)Invites you in/ Start (Havisham)Tone (Mac B) Tone (Havisham)Aural Choices(Macb)Aural Choices (H)Pace (M)Pace (H)Ending (M)Ending (H)




Task2: Class Consolidation Task

Share your completed grid with the rest of the class and clarify, develop and extend your ideas

Photograph for your own notesExtension Task:

Can you identify original and insightful

points to answer the questions?




Task2: Class Consolidation Task Practice two paragraphs on an element of your choice, make sure both texts are covered

Extension Task: Can you use sophisticated vocabulary?

Good progress: I will be able to plan comparative paragraphs on ITAPE elements, terminology and social context included.

Excellent progress: I will be able to plan comparative DEVELOPED paragraphs on ITAPE elements – 2 quotations per point, terminology and social context included.

Outstanding progress: I will be able to plan comparative DEVELOPED paragraphs on ITAPE elements – 2 quotations per point, advanced terminology, sophisticated vocabulary and social context included.




Plenary: Individual Reflection Task

Consider your introduction and conclusion and ensure you are clear on your points ready to plan next lesson

Write any questions you have down and be ready to ask them at the end of the lesson

Documents

Extend your thinking @ Bishop Justus 2013/2014