1 / 12

English Literature: Unit 3: Controlled Assessment

The Significance of Shakespeare and the English Literary Heritage. English Literature: Unit 3: Controlled Assessment. Texts:. Shakespeare’s play: ‘Romeo and Juliet’ Alan Bennett’s dramatic monologues: ‘Playing Sandwiches’ AND /OR ‘The Outside Dog’. CA TASK:.

dunne
Download Presentation

English Literature: Unit 3: Controlled Assessment

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Significance of Shakespeare and the English Literary Heritage English Literature: Unit 3: Controlled Assessment

  2. Texts: • Shakespeare’s play: ‘Romeo and Juliet’ • Alan Bennett’s dramatic monologues: ‘Playing Sandwiches’ AND /OR ‘The Outside Dog’

  3. CA TASK: • Explore the ways disturbed characters are presented in the texts you have studied.

  4. What do I have to do? • 2,000 words (approximately 8 sides) in • 4 Hours • Good planning is going to be essential!

  5. What am I assessed on?: • AO1: respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations • AO2: explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings • AO3: explain links between texts, evaluating writers’ different ways of expressing meaning and achieving effects • AO4: relate texts to their social, cultural and historical contexts; explain how texts have been influential and significant to self and other readers in different contexts and at different times

  6. What can I include in my planning? • An outline (not in full sentences) of your line of argument. • Key ideas for points to be made. • Page refs for quotations and starter words which provide evidence for your points. • Key terminology (and spellings) eg: monologue, soliloquy, metaphor, simile, tripartite sequence, hyperbole etc. Which will help you to critically unpack your quotations. • Key words on effects created. • Key contextual points (not in full sentences).

  7. Character Focus: * Tybalt in ‘Romeo and Juliet’ (Key Scenes: Act 1, scene 1;Act 1, scene 5; Act 3, scene 1) ComparedwithEITHER: * Wilfred in ‘Playing Sandwiches’ And /OR: * Stuart / Marjory in ‘The Outside Dog’

  8. Possible Titles: • Compare the ways a disturbed character is presented in ‘Romeo and Juliet’ by William Shakespeare and ‘ Playing Sandwiches’ by Alan Bennett. • In what ways do we respond to the presentation of disturbed characters in ‘Romeo and Juliet’ and in the monologues of Alan Bennett? • In what ways are disturbed characters important in ‘Romeo and Juliet’ and in ‘ The Outside Dog’? For example Tybaltand Stuart. • In what ways has your response to disturbed characters in your two linked texts: ‘Romeo and Juliet’ and one of Alan Bennett’s Talking Heads been affected by the writers’ presentation and by performance of the drama texts on screen. Compare interpretation and performance with the language of the texts. • Explore the ways in which Shakespeare and Bennett present disturbed characters. To what extent do you sympathise with these characters? For example Tybalt and Wilfred. • OR NEGOTIATE YOUR OWN.

  9. FAQ: • Can I write about performances I have seen? • Yes, but you must refer to specific films or theatre productions and to the specific director’s interpretation and refer back to the text. E.G: In BazLuhrman’s version of ‘Romeo and Juliet’ he chose to highlight Tybalt’slove of violence when he kisses his guns before aiming to kill Benvolio in the opening scene. At this point in the play however, although Tybalt’s hatred of the Montaguesis clear ‘I hate hell, all Montagues, and thee’ the tripartite focuses on his reason for hating rather than his love for violence for its own sake.

  10. FAQ: • What does it mean by context? • You will need to show an appreciation of the time that the text was written / set and how this may have influenced reception by the contemporary audiences as well as how the texts are received now. This should be built in to your response where useful to do so. EG: ‘ The Outside Dog’ was written between 1988 and 1998 when the collection was published. It is rooted in real places – Rawdon is a large village on the outskirts of Leeds – and echoes news events of the late 1970s and early 1980s; in particular the hunt for, and subsequent arrest and conviction of the Yorkshire Ripper.

  11. What Next? • Background research on Shakespeare and Bennett needs to be kept manageable and relevant to your question – when they were born is irrelevant but the fact that Bennett was writing the monologues in the 1980s and laws and social attitudes to mental illness were changing, may say something about his attitude to these issues; in Shakespeare’s time it was not uncommon for girls of 13 to be married and have children and the husband to be chosen by her father so we must be prepared to be open-minded in our thinking and appreciate how audiences from different times will see the morality of these texts very differently because of their own culture.

  12. And now? • As we study the play, we will build in links to the monologues throughout so this assumes that you have a working knowledge of them. • Have both texts with you every lesson. • The notes you take should focus on your choice of topic – the quicker you choose, the more pertinent your notes can be. Either use post-it notes or record page refs / key quotations as you go in your exercise books.

More Related