Ms Norris and Miss Richardson's Controlled Assessment

CONTROLLED ASSESSMENT DATE: Week Commencing 28th June

UNIT 3

Significance Of Shakespeare & English Literature Heritage

Extended Reading

Macbeth’s fatal flaw is his ambition and determination to become king. Other characters within the play Macbeth take advantage of Macbeth’s weakness.

Explore how Shakespeare shows Macbeth’s inner conflict, his feelings of doubt and how he is ‘manipulated’ to decide to kill the king in Act 1 Scene 7.

Mr Carroll's Controlled Assessment Task

CONTROLLED ASSESSMENT DATE: Week Commencing 28th June

UNIT 3
Significance Of Shakespeare & English Literature Heritage

Extended Reading

Explore how a hero is presented in the texts you have studied.
Romeo and Juliet – William Shakespeare
Great Expectations – Charles Dickens

Romeo Montague and Abel Magwitch are widely regarded as two of the most prominent tragic heroes, in light of how they are first presented to the audience. How do Shakespeare and Dickens utilise the opening of the play and novel respectively to present an initial perception of these characters?

Romeo Montague
1000 Words 2 hours Controlled Assessment
Abel Magwitch
1000 Words 2 hours Controlled Assessment

The Assignment is divided into two sections.
The analysis of Romeo is to be completed during Term 3 of Year 9 and Abel Magwitch in Term 3 of Year 10. Both sections carry an equal weighting and there is no opportunity to complete the tasks again in the future.

What you produce in the Controlled Assessment carries towards your GCSE Grade. It is essential therefore that you produce work of a standard which you will be happy to submit to the Examination Board when you leave school in Year 11.

Mr Cameron's Controlled Assessment Task

CONTROLLED ASSESSMENT DATE: Week Commencing 28th June
Task

Controlled Assessment

Significance of Shakespeare and the English Literary Heritage

Extended Reading

25% of the total English literature GCSE marks

Explore the ways writers present conflict in the texts you have studied.

Romeo and Juliet – William Shakespeare

Great Expectations – Charles Dickens

The Question

Compare the ways conflict is presented through the experiences of Romeo and Pip in “Romeo and Juliet” by William Shakespeare and “Great Expectations” by Charles Dickens.

(Although reference will be made to the texts as a whole, there will be a particular focus on Act 3 sc. 1 of Romeo and Juliet, and chapters 1 and 8 of Great Expectations)

Romeo Montague

1000 words 2 hours Controlled Assignment

Pip

1000 words 2 hours Controlled Assignment

The Assignment is divided into two sections.

The analysis of the way conflict is presented through the experience of Romeo is to be completed during term 3 of Year 9 and the analysis of the way conflict is presented through the experience of Pip is to be completed in Term 3 of Year 10. Both sections carry an equal weighting and there is no opportunity to complete the tasks again in the future.

What you produce in the Controlled Assessment carries towards your GCSE Grade. It is essential therefore that you produce work of a standard which you will be happy to submit to the Examination Board when you leave school in Year 11.

Ms Norris + Miss Richardson's Work for Controlled Assessment

Year 9 Controlled Assessment Task

Context: Macbeth’s fatal flaw is his ambition and determination to become King. Other characters within ‘Macbeth’ take advantage of this weakness. Therefore, when Macbeth comes to kill Duncan he is still deeply troubled and constantly doubts his decision, leading to tragic consequences.

Question – How does Shakespeare reveal Macbeth’s inner conflict (his feelings of doubt) and, how is he manipulated to decide to kill the King in Act 1, Scene 7?

Weekly Plan

Week 1 - beginning 17^th May

Introduce the question and check students understand task

Emphasise the importance of CA – 25% of literature marks

Explore social and historical context to play ie. Witchcraft, Divine Right of Kings etc.

Read and watch beginning of play up until Act 1, Scene 7 to provide context

Homework – Diary entry for Lady Macbeth after Act 1, Scene 5 describing her concerns for her husband and what she plans to do.

Week 2 – Beginning 24^th May

Read/watch Act 1, Scene 7 UNDERSTANDING

Explore purpose and dramatic effects of soliloquy

Main questions to be discussed: what is revealed about characters of Macbeth and Lady Macbeth and their relationship?

How is this a turning point in the play?

Homework – diary entry for Macbeth describing the decisions that he has made and his admiration for his wife.

Week 3 – Beginning 7^th June

Explore the process of essay writing – Writing an introduction to an essay

SECTION 1 of essay – MODEL

Homework – re-draft introduction

Week 4 – Beginning 14^th June

SECTION 2 of essay – Exploration of Macbeth’s soliloquy

Work in pairs – students rewrite into ‘modern language’ the soliloquy

How does it reveal Macbeth’s feelings? Analysis of language and dramatic techniques

MODEL

Homework – re-draft section 2

Week 5 – Beginning 21^st June

SECTION 3 of essay - Read rest of scene and explore conversation between Macbeth and his wife – how does Lady Macbeth persuade him to kill Duncan? Analysis of language

MODEL

Homework – re-draft section 3

Week 6 – Beginning 28^th June

Writing a conclusion – MODEL

Clarify purpose/importance of CA and plan for CA next week

Homework – students to re-draft Conclusion and plan for CA next week

Week 7 – Beginning 5^th July

UNDERTAKE CONTROLLED ASSESSMENT

Mr Carroll's class - Work for Controlled Assessment

Literature Planning

Shakespeare 2010 Teaching Strategy.

Week 1

Introduce the question from the outset.

Understand ‘nature’ of the task

Emphasise the importance of CA

Contextualise Elizabethan life – Utilise PPT (LRi) Social & Hist. Context

Read and watch Prologue and Act 1 Scene 1

Discuss the intended purpose of the scene

Week 2

SECTION 1

Explore the process of essay writing - Writing an introduction to an essay.

SECTION 1 Model – demonstrate mastery

SECTION 2

HOW TO SUMMARISE OUTLINE / CONTEXTUALISE

Explore Tragic Hero Elements – group exploration within the text of examples

Summarising a play

How is Romeo introduced in the opening Act?

SECTION 2 Model – demonstrate mastery H/W

Week 3

SECTION 3

Exploration of the Prologue. – Annotation / Discursive Work

Work in pairs – pupils rewrite into ‘modern language’ the prologue. Understanding

What information does it reveal?

SECTION 3 Model – demonstrate mastery H/W

Week 4

SECTION 4

Lines 1 -115 Read - Explore - Annotate

SECTION 4 Model – demonstrate mastery H/W

SECTION 5

Lines 116-155 Read – Explore - Annotate

SECTION 5 Model – demonstrate mastery H/W

Week 5

SECTION 6

Lines 156 to end of scene. Romeo enters the stage

Read – Explore – Annotate

SECTION 6 Model – demonstrate mastery H/W

Week 6

Writing a Conclusion – Model – Demonstrate Mastery

Week 7

Planning a Response

How to do you plan for this question for a CA

UNDERTAKE CONTROLLED ASSESSMENT

Mr Cameron's Class - Work for the Controlled Assessment

Significance of Shakespeare and the English Literary Heritage

Controlled Assessment Summer 2010

Outline of Teaching Approach

Week 1

• Introduce question, assessment criteria and grade descriptions
• Emphasise realities of controlled assessment
• Examine context of play/Elizabethan life
• Examine conflict, and conflict in the play

Week 2

• Looking at writing an introduction
• Consider points to make
• Model approach
• Drafting introduction

Week 3

• Examine conflict in the play leading up to Act 3 sc. 1
• Look at the Prologue, Act 1 sc.1, Act 1 sc.5 etc.
• Model approach
• Drafting 1^st section of essay

Week 4

• Begin looking at 1^st third of Act 3 sc.1 in detail
• Discuss and annotate copy of the scene
• Model approach
• Drafting next section of essay

Weeks 5 & 6

• Similar approach as per week 4 for next two sections of scene
• Writing conclusion – model and draft

Week 7

Final preparation and then do Controlled Assessment

GCSE REVISION SESSIONS

There seems to be a printing error on the revision session invitations sent out to year 11 pupils regarding GCSE English Language and GCSE English Literature revision with Mr Carroll and Miss Richardson.

The correct dates should be:

Tuesday 13th April for GCSE English Language with Mr Carroll and Miss Richardson
Wednesday 14th April for CSE English Literature with Miss Richardson and Mr Carroll.

Both revision sessions will be at the same starting time and finishing time as stated on the invitation.

Could you please spread the word!!