Close Analysis of Macbeth and Romeo and Juliet for GCSE Literature Exam

1. Literature Text Revision GCSE Literature Papers 1 & 2 5 – clear understanding6/7 – thoughtful, developed consideration8/9 – Convincing, critical analysis and exploration Today you will get the chance to answer a selection of potential exam questions whilst focusing on close analysis (and structuring your quick plans!) In 2/3s you will be given a sheet with potential Macbeth/Romeo and Juliet exam questions on and will complete/plan a response step by step, swapping as we go (8 minutes for each step). AVOID USING TEXTS! Before we begin, a quick recap…

2. Literature Text Revision GCSE Literature Papers 1 & 2 5 – clear understanding6/7 – thoughtful, developed consideration8/9 – Convincing, critical analysis and exploration Mark scheme descriptors: • Band 4 – level 5 – clear understanding • Band 5 – Level 6/7 – thoughtful, developed consideration • Band 6 – level 8/9 – Convincing, critical analysis and exploration

3. AO1 – understanding of texts 5 – clear understanding6/7 – thoughtful, developed consideration8/9 – Convincing, critical analysis and exploration 12 marks are available for your ability to show the examiners that you understand the texts, can evidence from the extract and can link to the play as a whole - you cannot only quote from the extract you have been given! Let’s recap the plot of each play. As you watch, note down any details you have forgotten. https://www.youtube.com/watch?v=RCsQ21ySfvA https://www.youtube.com/watch?v=E1zHhOHTdm8 https://www.youtube.com/watch?v=RCsQ21ySfvA

4. You MUST make links to context (A03) THROUGHOUT your response R&J • Love and Relationships were not “conducted” in the way that we expect today! • For those in the Court, Love was something that was subject to rules and traditions. • Marriages were arranged by parents. • Children were chaperoned at all times. • Children did not always have the freedom to choose who they would spend their life with and have children with. • Plus, marriage happened at a much younger age – as young as 12 (for girls) was totally acceptable! • Romeo & Juliet was set in a Catholic society with a strong belief in damnation for mortal sin. It was a very religious period. • Suicide and bigamy were both considered to be mortal sins. • Going against your family was seen as betraying God! • Many Shakespeare plays show conflict between parents and children. • The father was the undisputed head of the household. • Women had no rights or authority in law. They could not own property or money, but could influence their husbands. • Children were regarded as ‘property’ – and could be given in marriage to a suitable partner. Often a political or financial transaction, to secure and retain wealth. • It was not unusual to be married very young. • In high society, children were often raised by a ‘wet nurse’ and did not have a strong bond with parents. Macbeth • Shakespeare wrote Macbeth in 1606 - the year after the Gunpowder Plot of 1605. live a simple life. • King James 1 reign was full of insecurities and therefore the plays Shakespeare wrote during this time were dark and cynical. • He included the idea that excessive ambition would have terrible consequences - as it did for those involved in the Gunpowder Plot. • 'The Great Chain of Being' was the belief that God had designed an ordered system for both nature and humankind within which every creature and person had an allotted place. It was considered an offence against God for anyone to try to alter their station in life. Since royal rank was bestowed by God, it was a sin to aspire to it. • To kill a king was a terrible sin – regicide • Shakespeare wrote Macbeth especially to appeal to James – it has witches and is set in Scotland, where he was already king. Witch-hunting was seen as a respectable, moral, and highly intellectual pursuit.

5. Literature Text Revision GCSE Literature Papers 1 & 2 5 – clear understanding6/7 – thoughtful, developed consideration8/9 – Convincing, critical analysis and exploration Step 1: • Highlight the key words in the question and add synonyms/connotations/associations • Around the question, add points to answer it (detailed points only – no quotes yet!) SWAP

6. Literature Text Revision GCSE Literature Papers 1 & 2 5 – clear understanding6/7 – thoughtful, developed consideration8/9 – Convincing, critical analysis and exploration Step 2: • Add quotes to back up every point that has been made SWAP

7. Literature Text Revision GCSE Literature Papers 1 & 2 5 – clear understanding6/7 – thoughtful, developed consideration8/9 – Convincing, critical analysis and exploration Step 3: • Add key word analysis – what connotations does this word have? More than one? What is it suggesting? • Add technique analysis – what technique has been used and what is the impact of this technique? Author’s intentions? SWAP

8. Literature Text Revision GCSE Literature Papers 1 & 2 5 – clear understanding6/7 – thoughtful, developed consideration8/9 – Convincing, critical analysis and exploration Step 4: • Add context links to each point – what does this quote tell us about attitudes towards women/lower class/children etc. at the time? What is the author’s social view here? SWAP

9. Literature Text Revision GCSE Literature Papers 1 & 2 5 – clear understanding6/7 – thoughtful, developed consideration8/9 – Convincing, critical analysis and exploration Step 5: • Add author’s intentions to each point – why have they included this line? How will a modern/contemporary reader/audience react to it and why? SWAP

10. Literature Text Revision GCSE Literature Papers 1 & 2 5 – clear understanding6/7 – thoughtful, developed consideration8/9 – Convincing, critical analysis and exploration SWAP One final time! This time you will keep the planned question you have and use it to write a joint response with your partner. We will swap these after and check for anything that could be improved further! 15 minutes to answer your question in detailed paragraphs.

11. Literature Text Revision GCSE Literature Papers 1 & 2 5 – clear understanding6/7 – thoughtful, developed consideration8/9 – Convincing, critical analysis and exploration SWAP With another pair. In a different coloured pen, make comments on their response about any positives and anything missed from the list: • Point about where the quote is taken from • Link to another part of the text • Close analysis of key word and connotation • Close analysis of technique and impact • Link to context • Author’s intentions/message/social views • Modern/contemporary reader/audience reaction How could their answer be improved even further?

12. Literature Text Revision GCSE Literature Papers 1 & 2 5 – clear understanding6/7 – thoughtful, developed consideration8/9 – Convincing, critical analysis and exploration Planning a practice exam question Follow these steps – exactly the same as language sources and the poetry questions: Step 1 – read the question and highlight key words. Step 2 – read extract once Step 3 – read extract again and add annotations FOCUSSING ON ANSWERING QUESTION. Add relevant links/quotes/analysis to rest of play in different colour.

13. Literature Text Revision GCSE Literature Papers 1 & 2 5 – clear understanding6/7 – thoughtful, developed consideration8/9 – Convincing, critical analysis and exploration Step 1 – read the question and highlight key words. Step 2 – read extract once Step 3 – read extract again and add annotations FOCUSSING ON ANSWERING QUESTION. Add relevant links/quotes/analysis to rest of play in different colour.