The Road 1
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This document discusses aspects of narrative and how to analyze narratives. It provides assessment objectives (AOs) focused on demonstrating understanding of narrative structure and form, making connections between texts, and understanding historical context. Key points covered include brainstorming what narrative is and how it's created, articulating creative and informed responses to literature, and exploring connections between texts informed by other interpretations.
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This document provides guidance on how to address Section B of the AO3 exam. It explains that Section B questions focus on identifying the significance of a particular aspect of narrative, such as genre conventions or moments of crisis, in three texts. To answer successfully, students must explore how the given aspect is used in the language, form and structure of each text and then consider how these uses can be interpreted. The document advises brainstorming how each text employs the aspect of narrative and structuring the response to discuss each text separately with textual evidence. Finally, it provides examples of potential Section B exam questions.
MOON booklet - a guide, workbook and text book for A-Level film studies for E...
Thanks for taking a look at my resource. This resource is a 48 page, 12,000+ word guide to the A-Level Film studies film MOON.
This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints.
There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of narrative and narrative theory, a thorough exploration of ideology related to gender studies including oak on Clover, Mulvey & Creed, details on the aesthetics of the sci-fi film, plus analytical work and tasks , work on exam questions and much, much more.
This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high quality PDF, ready for printing or sharing immediately.
Section b lucky dip
The document provides advice for students on how to answer a Section B question for an exam. It advises students to carefully consider the question and decide which texts and parts of texts will best answer the aspect of narrative focused on in the question. Students should relate this aspect to the stories in each text and discuss it in three different ways as it relates to the texts. The texts should be connected by this common narrative aspect.
Similar to The Road 1 (20)
Compose an independent critique of a chosen selection.
Compose an independent critique of a chosen selection.
Hamlet - within the context of the HSC Module B - Critical Study of Text
Hamlet - within the context of the HSC Module B - Critical Study of Text
MOON booklet - a guide, workbook and text book for A-Level film studies for E...
MOON booklet - a guide, workbook and text book for A-Level film studies for E...
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Stretch and Challenge
The document discusses the concepts of "stretch and challenge" in learning. It provides examples of lesson activities that effectively stretch and challenge students, such as using higher-level Bloom's verbs in objectives, modeling for students, and giving students choice in activities and presentations. It also discusses factors that can limit learning, such as excessive pace, overloading of activities, and inflexible planning. Suggestions are provided to help teachers plan for effective stretch and challenge, including considering links to primary schools, incorporating challenge into the curriculum, and promoting a love of reading.
Data presentation for minibite
The document provides information about different metrics and terminology used to evaluate student progress and performance. It includes definitions of terms like average points score, average predicted grade, average target grade, and ALPS (Average GCSE point score linked to expected outcome). It also defines levels of attainment (lower, middle, higher tiers) and how to interpret UMS, UCAS, and SCATT scores. The key information is how to use the data - look for underperformance, trends, compare classes, consider residuals and prediction quality, and use it as a signpost for differentiation and sharing best practices rather than an end in itself.
Challenge toolkit[1]
This document provides a toolkit of activities to intellectually challenge students across different subjects. It includes 50 ideas grouped into categories such as insoluble problems, ethical dilemmas, poetry, symbols, and more. The ideas are presented generically so they can be adapted for different topics. The document acknowledges that the ideas come from the creator's own mind as well as colleagues and various websites listed for additional resources. It provides a contents page that lists and briefly describes each challenge category. The goal is to minimize additional teacher workload while stretching student thinking.
Example of science gcse unit front sheet (zs)
This document lists 15 physics lessons covering topics like kinetic theory, energy transfer through heating, infrared radiation, generating electricity through non-renewable and renewable sources, properties of waves, the electromagnetic spectrum, sound, and red shift. It includes a checklist for whether the student was present for each lesson and their self-reported level of understanding for each topic on a scale of 1 to 3.
Example of science gcse lesson checklist 3 (zs)
Electricity is generated at high voltages at power stations and distributed through transformers and power lines along the National Grid to consumers. Step up transformers increase the voltage for more efficient long-distance transmission over power lines, while step down transformers lower the voltage to the 230V used safely in homes, with overhead cables connecting neighborhoods to the grid and underground lines an alternative.
English plc template 9 oct-13
This document provides a summary of a student's grades. The student received an overall grade of B3 and needs 17 more UMS to reach the next grade of A. Their total UMS score is 74. The breakdown shows the student received grades of C3, B3, and B1 in different units. The detailed scores for assessments within each unit are also provided.
Plc's
AfL takes place both inside and outside the classroom. Students use personal learning checklists (PLCs) outside the classroom to inform teachers about areas they need help with. There are two types of PLCs - ones based on skills students need to learn, and ones based on specific knowledge objectives. The PLC process involves diagnosis of student understanding, providing therapy or improvement, testing knowledge, and tracking progress over time using a scoreboard. Examples of PLCs from different subjects are provided.
Year 9 lesson 25th june
This lesson plan outlines a Year 9 English class that will focus on analyzing the character of the Inspector from An Inspector Calls. Students will work collaboratively in groups to closely examine quotations about the Inspector and evaluate possible audience responses. Some students will then discuss their ideas using Socratic dialogue, while others provide feedback. Finally, students will write a paragraph analyzing the Inspector using evidence from the text. The learning objectives differentiate skills based on student levels, with higher levels expected to more deeply analyze evidence and audience reactions.
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This document provides information about a geography lesson on the 2012 UK floods for a mixed ability Year 10 class.
During the lesson, students will explore the causes and impacts of the 2012 UK floods by collaborating to collect information and generate questions. They will carry out an inquiry to generate conclusions about the floods. The most able students will evaluate the role of people and nature in causing the floods.
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Doc1
1) Porphyro sneaks into the mansion where his beloved Madeline is staying on St. Agnes' Eve, hoping to see her.
2) With help from the old woman Angela, Porphyro hides in Madeline's bedroom closet to watch her without being seen.
3) As Madeline sleeps, Porphyro quietly sets out a feast for them, enchanted by her beauty and deep in love. He hopes she will awaken and accept his proposal.
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The document discusses John Keats' narrative poem "The Eve of St. Agnes" through analyzing its themes, structure, and plot. It examines how Keats uses the difficult Spenserian stanza form and its interlocking rhyme scheme to create a coherent, antique-sounding structure for the romantic story. An overview is then provided of the poem's plot, which follows Porphyro as he sneaks into the castle to see his love Madeline on St. Agnes' Eve and the two consummate their relationship while she dreams of him.
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This document provides feedback on analyzing John Keats' poem "Lamia" through close reading of its language, structure, and form. It offers examples of student responses and suggests how they could be expanded into more advanced evaluation. For language analysis, students are advised to comment specifically on word meanings and how they characterize figures or settings. For structure, examining how line breaks or rhythmic patterns influence tone and foreshadow events. The goal is for students to analyze textual details and discuss their intended effects on interpreting the overall narrative.
Friday 8th march close textual analysis
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Tuesday 5th march
The document provides analysis questions about John Keats' poem "Lamia". It examines themes like imagination, truth and beauty, negative capability, nature, and women. It asks the reader to consider how Keats explores these themes in "Lamia" and discusses passages from the poem relating to imagination, beauty and truth, negative capability, nature, and how Keats depicts women. The document also provides questions about Keats' narrative methods in specific lines from the poem.
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The Road 1
- 1. Aspects of Narrative Brainstorm your ideas about what narrative is and how it is created?
- 2. AO1 – Section A, 2nd question Section B • Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression
- 3. AO2 – Section A, 1st question Section B • Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts
- 4. AO3 – Section A, 2nd question Section B • Explore connections and comparisons between different literary texts, informed by interpretations of other readers
- 5. AO4 – Section A, 2nd question • Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received
- 7. The • Road is set in a post-apocalyptic world, date The story and place unnamed, though the reader can assume it's somewhere in what was the United States because the man tells the boy that they're walking the "state roads.” • Neither the man nor the boy is given a name; this anonymity adds to the novel's tone that this could be happening anywhere, to anyone. • Stylistically, the writing is very fragmented and sparse from the beginning, which reflects the barren and bleak landscape through which the man and boy are traveling. McCarthy also chooses to use no quotation marks in dialogue and for some contractions, he leaves out the apostrophes. Because this is a post-apocalyptic story, the exemption of these punctuation elements might serve as a way for McCarthy to indicate that in this
- 8. Beginnings • Read the following comments on openings and pick out the point which seems to you most interesting or helpful when thinking about The Road. • Present it, explaining the point and adding a comment of your own, related to The Road: Ian McEwan draws attention to the fact that beginnings are constructed.
- 9. Scenes and places: Time and sequence: Characters and characterisation: Voices: Point/s of view: Destination: Themes:
- 10. Line of continuum • We are going to be placing these chapters in order of importance to the narrative. • Will they go in numerical order? • Why? • What are we saying about narrative?
- 11. Homework – due Tuesday (hand in to Mr Lawrence, or email me: jrawlings@woolwichpoly.greenwich.sch.uk or jorawlings78@gmail.com • Write about the ways that McCarthy tells the story in section 1 of The Road. Band 6 answers: • evaluation of how the author’s • 30 minutes – Language, narrative methods Structure, Form (the work; • several points overall effect, it’s the fully developed opening chapter of a and evaluated; novel). structure/voice evaluated; • Use the ‘building excellent blocks’ as ideas. AO2: Demonstrate detailed critical illustration; understanding in analysing the ways in which structure, form and language • integrated shape meanings in literary texts. evaluation of the story and