1. https://www.youtube.com/watch?v=CSav51fVlKU Only those who will risk going too far can possibly find out how far one can go. T. S. Eliot

2. GCSE English Literature Wednesday 10 December 2014

3. Objectives By the end of this session, ALL students will: have revised generalised approaches to Unit 1 and Unit 2 examinations.

4. Guess who?

5. Cliff Young In 1983 Young won the first Westfield Sydney to Melbourne ultra-marathon 544 miles 5 Days, 15 hours and four minutes He was 63

6. How? By running while the other competitors slept! Young had an unwavering belief in himself which he developed through his work.

7. Key message… You must believe that you can do it… …and then act on that belief.

8. Aristotle We are what we repeatedly do. Excellence, then, is not an act, but a habit.

9. Guess who?

10. Sir Roger Banister

11. What? 3:59.4 The first person to ever run a mile in under 4 minutes. 6 May 1954 – Iffley Road Track, Oxford.

12. What happened next? In the months that followed the record was reduced further.

13. Key message… You must believe that you can do it… …and then act on that belief.

14. Ghandi You must be the change that you want to see in the world.

15. Impossible to inevitable How do we make the impossible inevitable?

16. Let’s see what Will Smith says about success. https://www.youtube.com/watch?v=ikHyDwyqdRM

17. Paul the apostle When I was a child, I spoke as a child, I understood as a child, I thought as a child; but when I became a man, I put away childish things.

18. Friday 12 December Unit 2 Poetry across time 1 hour 15 minutes Moon on the Tides – Anthology Two questions Section A – Cluster of poetry Section B – Unseen poetry

19. Section A Find your cluster on the examination paper: Character and voice Place Conflict Relationships

20. Section A Read BOTH questions carefully

21. Section A Choose ONE question to answer. The exam paper says EITHER…OR. Cross out the question that you will not answer.

22. A typical question Compare how poets use language to explore ideas and feelings in ‘Clown Punk’ (page 4) and in one other poem from Character and Voice.

23. Before you answer the question Read your chosen question again. Carefully. Highlight key words Read the named poem. This is poem number 1 Make a careful choice of poem number 2 Read poem number 2 Plan and make notes

24. A typical question Compare how poets use language to explore ideas and feelings in ‘Clown Punk’ (page 4) and in one other poem from Character and Voice.

25. Plan (one possible approach) Clown Punk. (Poem one) Singh Song (Poem Two)

26. Plan (one possible approach) Ideas and feelings 1. ageing, fashion/trends, persona and character, observational, ‘broken’ sonnet. Main idea – we live with our choices. We can forget the clown punk. He can’t remove himself from his choices. 2. First person, narrative, also about identity, free verse. Main idea …

27. Compare…some useful connectives On the other hand… Similarly… However, in this poem… Alternatively… Whereas… Likewise…

28. What is the examiner looking for? Respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations.

29. What is the examiner looking for? Explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings.

30. What is the examiner looking for? Make comparisons and explain links between texts, evaluating writers’ different ways of expressing meaning and achieving effects.

31. Explore, evaluate, explain…imaginatively This made me think that… After reading this the impression I had was… One interpretation of this is… However, an alternative reading of the poem is… This poem is personally significant because I am reminded of… The effect that this has on me is…

32. ‘Literature is news that stays news.’ Ezra Pound

33. Section B (18 marks, 30 minutes) Unseen poetry Read the question first and highlight what you are looking for in the poem Read the poem carefully and annotate briefly Read the question again Use your reading framework. For example, WRITERS.

34. W Who is speaking?

35. W What is happening?

36. R Rhyme?

37. R Rhythm?

38. R …and structure?

39. I Imagery?

40. T Tone?

41. E Effects?

42. R Response? Critical and imaginative evaluation

43. Explore, evaluate, explain…imaginatively This made me think that… After reading this the impression I had was… One interpretation of this is… However, an alternative reading of the poem is… This poem is personally significant because I am reminded of… The effect that this has on me is…

44. Monday 15 December Unit 1 Exploring Modern Texts 1 hour 30 minutes Two questions Section A:Modern prose or drama Section B: Exploring cultures

45. Section A Choose ONE question to answer. The exam paper says OR. Cross out the question that you will not answer.

46. What is the examiner looking for? Respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations.

47. What is the examiner looking for? Explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings.

48. Before you answer the question Read your chosen question again. Carefully. Highlight key words Plan and make notes

49. Plan (a possible approach) How does Priestley present ideas about social class in An Inspector Calls? 30 Marks SPaG 4 Marks

50. Plan (a possible approach) How does Priestley present ideas about social class in An Inspector Calls?

51. Techniques Stagecraft Language Character Action Inequality Industrial relations Power Birling is wealthy/local politician Edna – taken for granted/small role BUT she is the one that lets Goole in

52. Key quotations Use your text to find quotations which illustrate and support interpretations.

53. Use the question to get you started The first way that Priestley presents ideas about social class is through the language used in the opening stage directions. The play opens with...

54. Sticky answers Every time you start a new paragraph, read the question and your plan/notes again.

55. Section B: Exploring cultures Find the correct text! It is not unseen prose Read both parts of the question Read the passage carefully and highlight/annotate relevant textual detail For part A, TRACK THROUGH THE TEXT Start at the beginning

56. ALAAL A lot about a little

57. PEEEPEEE Point Evidence Explain Explore interpretations

58. Stay on track Examiners are looking for you to track carefully through the text Start at the beginning Work your way through the text. IT HAS BEEN CHOSEN FOR THIS REASON.

59. Sticky answers Every time you start a new paragraph, read the question and your plan/notes again.

60. Use the question to get you started The differences in character between George and Lennie are evident from the outset of the passage. The first time that we see them together Lennie walks ‘behind’ George.

61. Section B, part B In the rest of the novel… In the novel as a whole…

62. What is the examiner looking for? 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.

63. Question In this passage, how does Steinbeck demonstrate the fact that George and Lennie are different characters? 30 Marks 4 SPaG

64. Question In this passage, how does Steinbeck demonstrate the fact that George and Lennie are different characters?

65. Relate to historical context It is clear the George and Lennie are both lonely. Perhaps this is no surprise given the fact that many of the workers are itinerant, moving from ranch to ranch in the dustbowl of 1930s California. When viewed through such economic depression Lennie’s repeated desire to live off ‘the fat of the lan’ represents an answer to such loneliness: a real connection to place. His repeated, childlike desire to hear the story makes me empathise with his lonely existence.

66. Historical context The novel is set in the 1930s. This was an important period of American history because of a set of economic and environmental circumstances. The first of these was the Wall Street crash of 1922.

67. Help your examiner! Write the question number in the margin Start each question on a new page Answer the correct question Answer the question Timing. Timing. Timing

68. Help your examiner: SPaG Candidates spell, punctuate and use the rules of grammar with consistent accuracy and effective control of meaning in the context of the demands of the question. Where required, they use a wide range of specialist terms adeptly and with precision.

69. Impossible to inevitable How do we make the impossible inevitable?