GCSE Edexcel English Literature

Time and Place

1. Presents from my aunt in Pakistan by Moniza Alvi

2. Hurricane Hits England by Grace Nichols

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Learning goals

AO2 - Language RAG ratingB F S T

Learning Can I identify a language technique that has been used to within a text and make a brief comment about it?

Mastering Can I show an understanding of language techniques and their effect on a reader?

Extending Can I analyse a range of language techniques, sustaining the effect on the reader?Can I evaluate the language and its effect on the reader?

AO2 - StructureLearning Can I identify a structural technique or a

technique specific to the form within a text and make a brief comment about it?

Mastering Can I show an understanding of structural techniques and techniques stemming from a particular form and comment on their effect on the reader?

Extending Can I analyse the use of structural techniques or techniques specific to the form and sustain their effect on the reader?Can I show a perceptive grasp of form and structure and their effect on the reader?

AO2 – Subject terminologyLearning Can I make an attempt to use subject

terminology?Mastering Can I use relevant subject terminology to support

my examples?Extending Can I use relevant subject terminology accurately

and appropriately to develop my ideas?Can I integrate subject terminology precisely?

AO3 – ContextLearning Can I show some awareness of the relevant

context?Mastering Can I make sound comment on the relevant

context?Extending Can I sustain comments on the relevant context?

Can I show an excellent understanding of context?

AO3 – Relationship between the text and its

contextLearning Can I offer some comment on the relationship

between a text and its context?Mastering Can I make sound relevant comment on the

relationship between a text and context?Extending Can I show detailed awareness of the relationship

between a text and its context?Can I integrate convincing understanding of the relationship between a text and its context?

AO3 – ComparisonLearning Can I offer simple comparisons and contrasts

offering obvious similarities and differences between poems?

Mastering Can I compare and contrast a range of points considering some the similarities and differences between the poems?

Extending Can I compare and contrast the poems effectively, considering a wide range of similarities and differences and supporting my points with relevant examples from both poems throughout?Can I offer perceptive comparisons and contrasts, considering a varied and comprehensive range of similarities and differences?

Lesson 1

Retention quiz: Jekyll and Hyde

Chapter One

1. What type of person is Mr Utterson?

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2. Why do Enfield and Utterson go for a walk together every Sunday?

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3. What was of interest about the door that Enfield tells the story about? What did it look like?

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4. What did Enfield witness regarding Hyde and the small girl?

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5. Why and how did the crowd manage to get Hyde to write the girl’s family a cheque? What was odd about the cheque?

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6. What is strange about Mr Hyde according to Enfield?

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Presents from my aunt in Pakistan by Moniza Alvi

The next poem we are going to read is called ‘Presents from my aunt in Pakistan’ by Moniza Alvi.

Task: Can you identify where Pakistan is on the map?

Question: What do you know of Pakistan and nearby India or what do you associate with those countries?

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Question: To what extent do you think your life would be different if you lived in Pakistan or nearby India?

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Moniza Alvi

Moniza Alvi, a British teacher and poet was born in Lahore, Pakistan, in 1954 to a Pakistani father and an English mother. She was brought to England as a baby and grew up in Hertfordshire. She did not return to Pakistan until after the writing of this poem in 2000. As a teenager she felt torn between two cultures.

We are now going to watch a short video in which she talksAbout her background. As you are watching, respondTo the following question:

What do you learn about Moniza Alvi’s feelings about her own identity?

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Question: Bearing in mind what you have learnt about Moniza Alvi, what aspect of ‘Time and Place’ do you think the poem Presents from my aunt in Pakistan is going to present?

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Lesson 2

Retention quiz: Jekyll and Hyde

Chapter Two

1. Why is Utterson so upset about Jekyll’s will?___________________________________________________________________

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2. Why does Utterson visit Lanyon? Why has Lanyon lost interest in Jekyll as a scientist?

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3. What is Utterson worried about and what does he dream about?___________________________________________________________________

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4. What steps does Utterson take to find Mr Hyde?___________________________________________________________________

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5. Why does Hyde accuse Utterson of lying to him?___________________________________________________________________

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6. Why does Utterson visit Jekyll immediately after seeing Hyde?___________________________________________________________________

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7. Why is Utterson even more worried about Jekyll at the end of the chapter?___________________________________________________________________

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Presents from my aunt in Pakistan: The meaning of the poem

Last lesson we learnt that the poet Moniza Alzi wrote Presents from my aunt in Pakistan as a way of showcasing her feelings about her identity. Before we read through Moniza’s poem, consider the following questions in pairs:

Have you ever faced a situation where you have felt ‘like a fish out of water’? (For example: after moving to a new house, a new neighbourhood or a new school)

What were the circumstances and how did these make you feel? Did the feeling last for just a short time, or was it more a prolonged sense of

not fitting it? How did you cope / react to the situation?

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Let’s complete a reading of the poem by Monica Alzi.

1 They sent me a salwar kameez2 peacock blue,3 and another4 glistening like an orange split open,5 embossed slippers, gold and black6 points curling.7 Candy-striped glass bangles8 snapped, drew blood.9 Like at school, fashions changed10 in Pakistan -11 The salwar bottoms were broad and stiff,12 then narrow.13 My aunts chose an apple-green sari,14 silver-bordered15 for my teens.

16 I tried each satin-silken top -17 was alien in the sitting room.18 I could never be as lovely 19 as those clothes -20 I longed 21 for denim and corduroy.22 My costume clung to me23 and I was aflame,24 I couldn’t rise up out of its fire,25 half-English26 unlike Aunt Jamilia.

27 I wanted my parents’ camel-skin lamp -28 switching it on in my bedroom,29 to consider the cruelty30 and the transformation31 from camel to shade,32 marvel at the colours33 like stained glass.

34 My mother cherished her jewellery - 35 Indian gold, dangling, filigree,36 But it was stolen from our car.37 The presents were radiant in my wardrobe.38 My aunts requested cardigans39 from Marks and Spencers.

40 My salwar kameez41 didn’t impress the schoolfriend42 who sat on my bed, asked to see

43 my weekend clothes.44 But often I admired the mirror-work,45 tried to glimpse myself 46 in the miniature47 glass circles; recall the story48 how the three of us 49 sailed to England.50 Prickly heat had me screaming on the way.51 I ended up in a cot52 In my English grandmother’s dining-room,53 found myself alone,54 playing with a tin-boat.

55 I pictured my birthplace56 from fifties’ photographs57 When I was older58 there was conflict, a fractured land59 throbbing through newsprint.60 Sometimes I saw Lahore -61 my aunts in shaded rooms, 62 screened from male visitors,63 sorting presents,64 wrapping them in tissue.

65 Or there were beggars, sweeper-girls66 and I was there -67 of no fixed nationality,68 staring through fretwork69 at the Shalimar Gardens.

In this poem, the poet is presented with a gift – a salwar kameez - from her aunts in Pakistan. She has mixed feelings about the present as it reminds her about her native homeland – Pakistan.

Task:

Look at the descriptions on the following page which have been taken from the poem. These descriptions reveal what she has been given and the feelings it stirs up within her.

tried to glimpse myself gold and black I was aflame

snapped, drew blood glistening like an orange split open

candy-striped

costume I admired [them] I could never be as lovely

radiant bottoms broad and stiff then narrow

alien in the sitting room

apple-green, silver bordered

didn’t impress the school friend

I longed for denim and corduroy

peacock-blue I couldn’t rise up out of its fire

Question: What initial inferences can you make about the poet’s feelings upon receiving this gift and why?

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Task: Now having looked at these descriptions and made some initial inferences, can you decide whether each quotation suggests the poet appreciates the clothes, feels uneasy about the clothes or whether the quotation suggests both an appreciation and a feeling of uneasiness.

This quotation suggests the poet appreciates the

This quotation suggests the poet feels uneasy

This quotation could suggest that the poet

clothes about the clothes appreciates the clothes or that the poet feels uneasy about the clothes.

What do you notice?

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Question: What do the gifts from Pakistan meant to symbolise?

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Lesson 3

Vocabulary: embossed, filigree

Retention quiz: Jekyll and Hyde

Chapter Three

1. Why does Jekyll think Lanyon is a pedant?___________________________________________________________________

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2. What does Jekyll make Utterson promise? Why is Utterson uneasy about the promise?

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3. What is Jekyll’s state of mind at this point do you think?___________________________________________________________________

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Chapter Four

1. What were the circumstances of the murder of Sir Danvers Carew? How was he killed?

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2. Why was Utterson contacted?

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3. What incriminating evidence was found in Hyde’s rooms?

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4. Why is Hyde now a hunted man?

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Figurative language

Last lesson we began to consider how the language used by Moniza Alzi helped to present the confusion felt over her own identity. One of the methods Monzia Alzi uses is imagery which is presented through her references to colour.

Task: Go back through the poem and list all the references to colour that you can find.

Colour references in ‘Presents from my aunt in Pakistan’

Task: Identify whether the colours listed are associated with Pakistan (P) or whether they are associated with England (E).

Question: What do you notice? What message do you think Alvi is trying to convey through colour?

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Moniza’s poem is also rich with figurative language, specifically similes (a comparison between two things using the words ‘like’ or ‘as’) and metaphors (a comparison between two things saying something ‘is’ something else).

Task: Reread the poem to identify how the poet uses simile and metaphor. Enter examples of such imagery from the text on the chart below and write notes about their symbolic effect.

Poetic device Examples from the poem

Effect

Colour references in ‘Presents from my aunt in Pakistan’

Similes

Metaphors

When writing a response to a poem, we can use our TEEE structure (technique, example, exploration, effect). Here is an example of a TEEE paragraph exploring the use of the simile ‘glistening like an orange split open.’

Moniza Alvi uses the simile ‘glistening like an orange split open’ to describe one of

the salwar kameez’s she has been sent. Whilst the verb ‘glistening’ suggests that

the salwar kameez sparkles and radiates like the inside of an orange and therefore

shows an appreciation of the beauty of the clothing, the verb ‘split’ suggests a

division. To the reader this could symbolise the poet’s own torn feelings about her

cultural roots because whilst she appreciates the kameez’s beauty and everything it

represents, she does not feel entirely comfortable with it and feels more at one in

her ‘denim and corduroy’.

Task: Can you identify the TEEE structure within the above paragraph?

Task: Now construct your own TEEE paragraph, exploring one of the other similes or metaphors in the poem to consider how it has been used to reflect the poet’s feelings about place.

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Lesson 4

Vocabulary: symbolism, simile, metaphor

Retention quiz: Jekyll and Hyde

Chapter Five

1. What does the state of Jekyll’s laboratory tell us about his state of mind?

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2. What does the letter to Jekyll from Hyde say?

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3. Why does Utterson believe Jekyll forged the letter?

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Chapter Six

1. Dr Jekyll enters a new phase of life at the beginning of the chapter: what does he do that was different from before?

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2. Then he refuses to see Utterson: why do you think – look at “Henry Jekyll’s full statement of the case” for the answer

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3. How has Lanyon changed when Utterson visits him?

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4. What letter does Utterson receive from Lanyon and what instructions come with it?

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Analysing the structure of Presents from my aunt in Pakistan

Look at the poem ‘Presents from my aunt in Pakistan’ and consider the following question:

Question: What do you notice about the line lengths? Why do you think the lines are presented in this way?

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A viewpoint is the perspective from which an event is told.

In this poem the adult poet is looking back and seeing the events of her teenage years through herself-as-a-teenager’s eyes as well as some reflections about her journey to England as a baby. Therefore there are three different points of view in the poem which help to present and strengthen her feelings about place over time. You are now going to explore these three viewpoints.

Task: Identify and record your ideas in the table on the next page about the poet’s different feelings about her cross-cultural experiences at different points in her life. Is she using the voice of a child, a teenager or an adult?

Quotation When was this? How do you know?

How does she feel?

I tried each satin-silken top –

was alien in the sitting room.

Prickly heat had me screaming

on the way.

Sometimes I saw Lahore –

my aunts in shaded rooms,

screened from male visitors

I admired the mirror-work,

tried to glimpse myself

in the miniature

glass circles

and I was there –

of no fixed nationality,

staring through fretwork

a fractured land

throbbing through newsprint

I ended up in a cot

in my English grandmother’s dining-room

Question: How have the poet’s feelings towards place developed over time?Consider the poet as a baby, as a teenager and as a young adult in your response.

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Lesson 5Vocabulary: line length, viewpoint

Retention quiz: Jekyll and Hyde

Chapter 7

1. What does Enfield discover about Hyde’s rooms that he didn’t know?

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2. Why do you think Utterson hadn’t already told him this information?

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3. What are Jekyll’s mood and emotions like in this chapter?

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Hurricane Hits England

Grace Nichols was born in Georgetown, Guyana, in 1950 but moved to England in 1977 with her husband John Agard. She said ‘When I am in Guyana, I feel like I belong there because I spring from that landscape. I’m still enriched by the myths and the legends and the landscape and I am still inspired a lot by Guyana.

Question: What connection can you already see between Grace Nichols and the experiences of Moniza Alvi and Fleur Adcock?

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Task: Now read the poem ‘Hurricane hits England’ written by Grace Nichols. What evidence can you find to suggest Grace Nichols does not quite feel at home in England? Is this true by the end of the poem?

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1 It took a hurricane, to bring her closer2 To the landscape.3 Half the night she lay awake,4 The howling ship of the wind,5 Its gathering rage,6 Like some dark ancestral spectre.7 Fearful and reassuring.

8 Talk to me Huracan9 Talk to me Oya10 Talk to me Shango11 And Hattie,12 My sweeping, back-home-cousin.

13 Tell me why you visit14 An English coast?15 What is the meaning16 Of old tongues17 Reaping havoc

18 In new places?

19 The blinding illumination,20 Even as you short-21 Circuit us22 Into further darkness?

23 What is the meaning of trees24 Falling heavy as whales25 Their crusted roots26 Their cratered graves?

27 O why is my heart unchained?

28 Tropical Oya of the Weather,29 I am aligning myself to you,30 I am following the movement of your winds,31 I am riding the mystery of your storm.

32 Ah, sweet mystery, 33 Come to break the frozen lake in me,34 Shaking the foundations of the very trees within me,35 Come to let us know36 That the earth is the earth is the earth.

Unlike Fleur Adock and Moniza Alvi, Grace Nichols comes to realise by the end of the poem that beneath the superficial differences we are all connected and share common experiences leading her to feel more comfortable in her new homeland. What evidence is there to support this interpretation in the last few stanzas?

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How does this differ to the attitudes of Fleur Adcock and Moniza Alvi at the end of their poems?___________________________________________________________________

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Lesson 6

Vocabulary: spectre, aligning

Retention quiz: Jekyll and Hyde

Chapter 8

1. Why does Poole ask for help? What is his mood?

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2. What is the weather like?

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3. Why are all the servants afraid?

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4. What has Poole had to do for his master during these past few weeks?

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5. What do Jekyll’s notes to the chemist reveal about his state of mind?

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6. What has Jekyll been doing these past few weeks? Why does Poole call him ‘it’?

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7. Why and how do they break down the door?

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8. When they break into the “cabinet” what do they find?

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9. What evidence is there that Hyde has killed himself?

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10. What evidence is there that Jekyll has been there very recently?

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Methods in presenting the Hurricane

The title of the poem ‘Hurricane Hits England’ which reads like a newspaper headline. This is because the poem is based upon the infamous hurricane of October 1987 remembered principally for the fact that the BBC weatherman at the time, Michael Fish, denied it was going to happen. It was a dramatic moment for England.

This poem effectively uses language to present the storm whilst also exploring Nichol’s reaction to it.

Task: Identify key words, phrases and lines that help to present the storm and list these in the chart below.

Example:

The howling ship of the wind

Key technique:

Metaphor

Example:

Key technique:

Example:

Key technique:

Example:

Key technique:

Example:

Key technique:

Question: What do you learn about the hurricane from the descriptions above?

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Task: Choose one of the examples above and construct a TEEE paragraph, analysing Nichol’s use of language in presenting the hurricane.

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Task: It could be argued that Grace Nichols experiences a range of feelings as the Hurricane hits. Some of these are listed below. Which words, phrases and lines reinforce the different feelings she experiences?

Frightened In need of reassurance

Uncertainty Inconvenience

Curiosity Thoughtful Desire Resolute

Question: Why does Nichol’s experience such a range of feelings in this poem?

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Lesson 7

Retention quiz: Jekyll and Hyde

Chapter Nine

1. What does Jekyll’s letter to Lanyon order him to do?

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2. What is Lanyon’s reaction to Jekyll’s letter and the contents of Jekyll’s drawer?

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3. What does Lanyon think of Hyde?

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4. What happens to Hyde and why is Lanyon so shocked? Why does the sight of Hyde’s transformation cause his death?

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Analysing the structural methods used to present the Hurricane and Nichol’s feelings about place

In today’s lesson we are going to consider the range of structural methods Nichols has used to help her convey her feelings about place.

Person

Firstly, Nichols has used person to present Nichols feelings towards place.

In the first stanza, she uses the third person in the line

‘It took a hurricane, to bring her closer / To the landscape.’

In the last stanza, she uses the first person in the lines

‘Come to break the frozen lake in me,

Shaking the foundations of the very trees within me’

Question: Why do you think Nichols starts the poem in the third person? Why do you think this then shifts to the first person by the end of the poem? How does the shift from third to first help convey her changing feelings towards her new homeland?

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Anaphora

The use of the first person is most evident in the lines

‘I am aligning myself to you,

I am following the movement of your winds,

I am riding the mystery of your storm.’

Question: Why do you think the verb phrase ‘I am’ has been used at the start of every line?

Challenge: How does the use of the second person ‘you’ or ‘your’ help to show Nichol’s changing feelings about place?

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Questions

Nichols uses a number of questions in the poem. List these in the chart below, identifying what these questions reveal about her feelings towards the hurricane?

Question Reason for the question and what it reveals about Nichol’s feelings

Nichol’s use of questions reveal ________________________________________

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Lexical repetition

Towards the end of the poem, Nichols uses lexical repetition to link the final two stanzas.

I am riding the mystery of your storm.

Ah, sweet mystery.

Question: How does the use of mystery in both lines reflect Nichols feelings towards place? Clue: look at the lines that follow ‘Ah, sweet mystery.’

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Consolidation question: Which structural method do you think has best helped to convey Nichols feelings about place?

Construct a TEEE paragraph, analysing the use of this method.

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Lesson 8

Vocabulary: person, first person, second person, third person, anaphora, questions, lexical repetition

Retention questions: Jekyll and Hyde

Chapter Ten

1. What was Jekyll’s upbringing like? Why were the seeds of him becoming ‘Jekyll and Hyde’ sown then?

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2. What experiments did Jekyll pursue and why did other scientists like Lanyon regard him as misguided for doing them?

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3. What are Jekyll’s emotions when he tramples on the girl talked about in the first chapter?

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4. What were the circumstances that led up to the murder of Carew?

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5. What does Jekyll decide to do after the murder of Carew?

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6. What evidence is there that Jekyll is being taken over by Hyde?

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7. What happens in Regent’s Park that shocks Jekyll so much?

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8. What does Jekyll feel towards Hyde and what does Hyde feel towards Jekyll?

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Timed response

Over the past two weeks we have been exploring the poems ‘Presents from my aunts in Pakistan’ and ‘Hurricane Hits England.’ In today’s lesson we are going to plan for a response to the following question:

Compare how feelings of identity are presented in the two poems.

In your answer you should consider the:

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

Introduction:How are feelings of identity presented in Presents?How are feelings of identity presented in Hurricane?

Link to context:

Presents Comparative / contrastive connective

Hurricane

Idea

Language

Structure

Conclusion:In what ways are the two poems similar and different in presenting feelings of identity?