Tennyson Look over the notes you were completing where you were applying a theoretical lens to two of the poems. You are going to share 5 of your points.

Slides:



Advertisements
Similar presentations
AS English Literature F662 Literature Post-1900 (40%)
Advertisements

CREATIVE CRITICAL RESPONSE Assessment objectives: AO1 (6 marks): Articulate creative, informed and relevant responses to literary texts, using appropriate.
‘Moon on the Tides’ Mock poetry Exam Question
What must students cover
Connections paper Route J – Religious Ethics with New Testament 2792 About the paper & exam questions.
Miss L. Hamilton Extend your Bishop Justus 6 th Form Year 12: AS Level English ‘Struggle for Identity in Modern Literature’ Lesson 11 Year 12:
Keats – Isabella The Pot of Basil LQ: Can I explore connections between Isabella and a range of wider reading texts? Literary Terms: rhyming couplet, ottava.
Top Girls – Act Two Starter: Our key word for today’s lesson is: Repartee Working with a partner, write down what you think the definition for this word.
Miss L. Hamilton Extend your Bishop Justus 6 th Form Year 12: AS Level English ‘Struggle for Identity in Modern Literature’ Lesson One Year.
LO: To analyse language effectively using PEEZ.
GCSE English Language 8700 GCSE English Literature 8702 A two year course focused on the development of skills in reading, writing and speaking and listening.
The History Boys : An Introduction Alan Bennett. The AS level: Where does it fit? Paper 2 (Drama and Prose post-1900): 1 hour 45 - One question on The.
GCE English Literature Tuesday 13 November - Everglades Hotel, Derry Wednesday 14 November - Tullylagan Hotel, Cookstown Thursday 15 November - Stormont.
POETRY BY THEME Objectives : To consolidate your understanding of the poems by linking poems together by theme Challenge : Evaluate how the elements of.
Section B Elements of the Gothic 2 hours long 40 marks available for Section A, 40 marks for Section B.
Essay Writing Skills for University. Aims of session To improve awareness of the process of writing a well structured essay. To improve your essay writing.
Non-fiction and Media Higher Tier.
A Level English Literature AQA English Literature A
The LENSES of Paper 2 Questions
A2 – G325 - Critical Perspectives in Media
Close reading coursework
Drafting Guidelines Introduction should:
Advanced Higher Modern Languages
Planning and writing your assessed essay: section b
How has the writer structured the text to interest readers?
Lesson 1 – La Belle Dame Sans Merci
Next Step Working…. You must re-develop a section of your previous assessment, using the I comments as your starting point. Don’t forget: The basics of.
SB 2.18 & Feminist Critique: The Tree of Life Objective: I will analyze “The Giving Tree” by locating and using text evidence to support the.
Critical Essays Learning Intention:
SPaG.
English Literature Exam
Paper 2 Section B Poetry Love and Relationships Cluster
Personal Response: The Émigrée
The Courtship of Mr Lyon
Q1-Identify and Interpret List four things from the text about…
English Language Assessment Objectives
English Literature Top Tips May 2018.
‘A Kestrel for a Knave’.
Year 13 A2 English Literature
HA teachers: you might want to run the starter game like ‘Just a Minute’ (but with answers linked to the anthology) – no hesitation, deviation or repetition.
Horror v Terror.
HA option: Teacher notes: the video contains lots of errors so please warn students. It is probably too basic.
Writing analytically PETER checklist Point:
AS LEVEL Paper One – Section A / B
MYP Exam Review 11/13/2017.
LQ: Can I explain the factors which shape my identity?
CLIFS AO1: Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written.
Today you will answer one of the following questions:
Paper 1 Love Through the Ages
A guide to comparisons: structure, language, tone and meaning in the poetry. AO1: Articulate creative, informed and relevant responses to literary texts,
How are you are assessed by the examiner…
Unseen Poetry.
Approaching Unseen Poetry
Which critical perspective regarding Heathcliff is the most accurate?
How has the writer structured the text to interest readers?
A LEVEL Paper Three– Section A
How do I form a critical and evaluative opinion?
To know the format of questions in the poetry section of the exam
Connector: Spend 15 minutes adding relevant and specific quotations to each of the following sections in your booklet: The isolated protagonist Damsels.
English Literature Paper 2 – 2 hours 15 minutes
What does this Candidate do well?
LQ: Can I understand the mark scheme and assessment criteria?
Paper 1: Tues 6th June GCSE English Language Paper 2: Mon 12th June
Assessment Objectives
Assessment Objectives
Assessment Objectives...
A Streetcar Named Desire
‘The Telegram’ Critical essay May 2011.
AO1 Read, understand and respond to texts. Maintain a critical style and develop an informed personal response. Use textual references, including quotations,
GCSE.
Presentation transcript:

Tennyson Look over the notes you were completing where you were applying a theoretical lens to two of the poems. You are going to share 5 of your points with the class. You have 10 minutes to check over, add to your notes and prepare your 5 points.

Tennyson Section A, the second question. AO1:Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression What I have to say is interesting and shows that I know my subject material as I have read well. I use technical terminology when it is needed and relevant. I debate the question in a way that is clear to follow and is well expressed, using punctuation and paragraphing. 10%

Tennyson Section A, the second question. AO3: clear consideration of some different interpretations of texts with some evaluation of their strengths and weaknesses I show that I am aware that texts can be interpreted in many different ways, by different readers. I show that some interpretations are more appropriate or relevant for some themes – I can debate and argue that some interpretations are more valid than others. 20%

Tennyson Section A, the second question. AO4: Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received. I can argue why a text is important. I can explain how a text is influenced by and reflects its contemporary time. I can also suggest how a text is important today and interpret how it might be received.

Poem lucky dip. Godiva The Lady of Shalott Mariana Ulysses Tithonus Women Loss and bereavement The past – classical and medieval settings Progress and the future Beauty and art Men Death

Tennyson Tennyson is ‘the poet of melancholia, passion and despair’. T. S. Eliot

Tennyson Have a read of the quotations. Do any of them obviously link to any of the poems? Label them. Which do you feel is the strongest/most interesting comment and why? Which poem/s does it apply to?

Tennyson ‘The women in Tennyson’s poems are presented as victims of a male world.’ How far do you agree? Some will agree and focus on the wife of Ulysses the Lady of Shallot Godiva to a point Aurora - victim of the male gods perhaps Mariana Some will disagree and focus on Godiva’s triumph over her husband and her gaining immortality in legend Mariana might be discussed as a victim of herself or of clinical depression Tithonus – more a victim than Aurora Lady of Shallot – victim perhaps of supernatural forces, etc. AO1: Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression AO3: clear consideration of some different interpretations of texts with some evaluation of their strengths and weaknesses AO4: detailed exploration of some contextual factors with specific, detailed links between context/texts/task

Tennyson ‘The women in Tennyson’s poems are presented as victims of a male world.’ How far do you agree? AO1:Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression AO3: clear consideration of some different interpretations of texts with some evaluation of their strengths and weaknesses AO4: detailed exploration of some contextual factors with specific, detailed links between context/texts/task Plan: Set up the debate in the first paragraph – are they only presented as victims? What does it mean to be a victim? What does the term suggest? Could they be viewed differently? Choose one of the poems and explore how the female character and her story are presented. What images do we get of her? How could she be interpreted by different readers? How might we respond to her character? Why is Tennyson presenting her character like this – consider the ways that women were treated and how they were viewed both at the time (contemporary) and now (modern context). Consider a second character. Consider a third character – maybe one who is completely different.

‘The women in Tennyson’s poems are presented as victims of a male world.’ How far do you agree? Some readers and critics may argue that… The counter argument would be that… Alternatively… It is debatable that… There is ambiguity regarding… It can be argued that… However… It could be interpreted that… A contemporary reader may… whereas a modern reader might… Yes: … No: … Don’t forget to connect to the STORY/NARRAT IVE. Consider voices, description, events, sequence.