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Session on Analysis of 19th Century Text

Suggested Timings for 90 min session

(to be adapted as required)

Content the session Teaching and Learning Activities

Resources

5 mins Introduction, with group, to give a brief understanding of Jane Austen and her position in society.

Students to listen to overview

PowerPoint slide with details of Jane Austen.

Previewing a passage in order to predict its content

Students to work individually and to read and underline the following

The title, the first few words of each paragraph and the last line of the extract.

Learners must then turn the extract over so that it

Copy of extract number 5 Pride and Prejudice Chapter 6 from the anthology

Use of interactive whiteboard

Extract 5 - Pride and Prejudice - Charlotte and Elizabeth discuss marriage.

Author: Jane Austen

Objectives

To understand the content and theme of the extract To explore the differences in writing, for example, sentences, syntax and language To select relevant and effective quotations to support a point of view To develop an informed, personal response to the text To evaluate the text as a whole.

is out of sight, and in small groups, discuss what they think the extract is about.

Tutor then asks for some words or phrases to be written on interactive white board to summarise predictions.Short discussion to compare different predictions.

10 mins Reading text extract in full Learners to carefully read extract in full.

Feedback from learners to discover if predictions were accurate.

Discuss prediction techniques used and how they can be used in examinations.


15 mins Identifying ideas/characters/settings re-enforced by supporting information

Students to work in pairs to identify the main ideas and characters of the text.

Complete a chart writing the main themes of the text and the additional phrases that support the main idea. For each phrase, identify the language features.


Activity 1

Tutor to ask pairs to share their responses.

10 mins Understanding of vocabulary encountered in the extract.

Students to look at unfamiliar words and phrases within the text and highlight them. Tutor to write these phrases or words on whiteboard and ask for explanations from the class.

Tutor to explain and expand on those not understood by group.


Highlighting pens

10 mins An activity around study of the extract asking for differences in sentence length, syntax and language

Tutor to show extract on whiteboard with sentences numbered.

Students allocated sentences to study and to make observations about the content and syntax of their allocated sentence/s

Copy of extract number 5 Pride and Prejudice Chapter 6 on interactive whiteboard with sentences numbered

See Activity 2

5 mins Identifying modern romance literature/films/TV Group session

Students to “ideas storm” 21st century literature / films and TV that portray relationships

Tutor to note some titles on whiteboard/flipchart

Interactive whiteboard or flipchart

10 mins Comparison of courtship and marriage in extract compared to 21st century

Small group discussions

Learners to discuss the differences between 19th century attitudes to engagement compared to attitudes to modern day

“Post it” notes available for each learner

Flip chart

engagements/partnerships. Each learner to make a personal response to be noted on a “post it” note

Each learner puts their own post it note on a flip chart or wall.

Tutor to summarise attitudes and personal responses from “post it” notes on flip chart or wall. These to remain for the rest of the session available for all to view and read

10 mins Introduce topics for individual completion to be completed for homework. Remind the students to refer to grammatical terminology and supportive details from the text, to support their answers

Individual written work responding to topics relating to the text

Examples of topics

Does the length of a courtship in the 19th century relate to happiness and contentment within a marriage?

Did men and women in the 19th century play an equal part in the journey towards engagement and marriage?

The following pages show examples of how the materials can be presented. These can be adapted to suit the teaching situation and can be delivered in a variety of ways; as a whole class activity, in small groups or pairs or as individuals.

They can also be altered to fit into a presentation, shown on an interactive white board or be used as worksheets.

Activity 1

Main themes of text

Quote to support ideas about themes

Additional phrase that supports this idea

Language features of quotes e.g. Alliteration, similes, metaphors, personal voice, personification, repetition, emotive language, listing, repetition, onomatopoeia, humour.

Finding a husband should not be left to chance

But he may never do more than like her, if she does not help him on

But if a woman is partial to a man, and does not endeavour to conceal it, he must find it out

Repetition, humour

Characters

Quote to support ideas about characters

Additional phrase that supports this idea

Language features of quotes e.g. Alliteration similes, metaphors, personal voice, personification, repetition, emotive language, listing, repetition, onomatopoeia, humour.

Charlotte has a cynical attitude towards marriage

When she is secure of him, there will be more leisure for falling in love as much as she chooses

It is better to know as little as possible of the defects of the person with whom you are to pass your life

Humour and emotive language

Activity 2

Allocated sentence number/s

No of word in sentence

Are they: Short (approximately 5 words in length)Medium (approximately 18 words in length) Long and involved (30 or more words in length)?

Does the sentence length fit the subject matter?

Examine the arrangement of ideas in a sentence. Are they set out in a special way for a purpose?

3 “(If I can perceive her regard for him, he must be a simpleton, indeed, not to discover it too.”)

19 Medium Yes, because the author wishes to combine 2 different thoughts.

Elizabeth does not immediately refer to Bingley as a simpleton but makes it clear that it is very easy for him to see her sister’s regard.

Looking at the extract as a whole, what variety of sentence lengths is present? What is the ratio of simple/compound/complex sentences?

Examine sentence beginnings. Is there a good variety or does a pattern emerge?

Does the sentence length, syntax and language achieve the action and purpose of the author?


Suggested Timings


Content of the session Teaching and Learning Activities

Resources

5 minutes Introduce the passage and explain the main points of analysing and evaluating a text.

Tutor to explain to students the importance of Reading, Reflection and Response.

PowerPoint to show overview

5 minutes Students to read through the extract and underline unfamiliar vocabulary not explained in the footnote.

Tutor to discuss words with the group.

15 minutes

Students will then turn over or put away the original extract. They will be given a Cloze extract with words removed.

Learners need to match the correct words to fill in the blanks.

They then choose three of the words to explore further

Activity 1

Activity 2

Extract 7 – Frankenstein –The creature is wandering in a wood when he sees a young girl.

Author: Mary Shelley

Objectives

To understand the content and theme of the extract To explore the differences in writing, for example, sentences, syntax and language To demonstrate understanding of the themes of the text To select relevant and effective quotations to support a point of view To develop an informed, personal response to the text To evaluate the text as a whole

10 minutes

Group discussion on choice of words and the effect that they have on the reader.

Individual and group discussion with Q&A about choice and effect of vocabulary used in the extract.

This can be delivered via Moodle/ Whiteboard or Flipchart.

15 minutes

Having read the extract, it is time to reflect on the literary devices used by the author.

Use Activity 3 as a PowerPoint slide /Moodle /Flip Chart and ask students which of the listed features can be found in the text. An example should be given if the language feature is found in the text.

How has the use of language features enabled the writer to capture and sustain the interest of the reader?

This activity can be completed in a variety of ways depending upon the preference of the tutor.

Activity 3 – PowerPoint/ Moodle/ Flipchart

15 minutes

To further reflect on the literary devices used by the author, use Activity 4 questions to promote discussion and analysis of the text.

In pairs or groups, questions to be given out and individual responses given and discussed.

Activity 4

This activity can be carried out in a variety of ways using PowerPoint/ Moodle/ Flipchart. It could also be incorporated into a PowerPoint Presentation or used as a game.

20 minutes

It is now time to look at the response needed from the learner to answer specific questions on the extract. Give the group an example evaluation question Use Activity 5 to plan their

Tutor to go through the planning needed in order to respond thoroughly to a question. Use the

Activity 5

This activity can be carried out in a variety of ways using PowerPoint/

written responses. template to get ideas for the planned essay title.

Moodle/ Flipchart. It could also be incorporated into a PowerPoint Presentation.

Sample question could be

“Evaluate how the author engages the sympathy of the reader. Support your views with detailed reference to the text, including use of vocabulary and other language features.”

5 minutes Close the session and reiterate individual responses to be completed for the following session



Activity 1

Example CLOZE Exercise for Frankenstein – Extract Number 7

The nearer I approached to your habitation, the more deeply did I feel the spirit of revenge 1……… ₁ in my heart. Snow fell, and the waters were hardened, but I rested not. A few incidents now and then directed me, and I possessed a map of the country; but I often

wandered wide from my path. The agony of my feelings allowed me no 2………: no incident occurred from which my rage and misery could not extract its food; but a circumstance that happened when I arrived on the confines of Switzerland, when the sun had recovered its warmth, and the earth again began to look green, confirmed in an especial manner the bitterness and horror of my feelings.

I generally rested during the day, and travelled only when I was secured by night from the view of man. One morning, however, finding that my path lay through a deep wood, I ventured to continue my journey after the sun had risen; the day, which was one of the first of spring, cheered even me by the loveliness of its sunshine and the 3………… of the air. I felt emotions of gentleness and pleasure that had long appeared dead, revive within me. Half surprised by the novelty of these sensations, I allowed myself to be borne away by them; and, forgetting my solitude and 4…………, dared to be happy. Soft tears again bedewed my cheeks, and I even raised my 5………..eyes with thankfulness towards the blessed sun which bestowed such joy upon me.

I continued to wind among the paths of the wood, until I came to its boundary, which was skirted by a deep and rapid river, into which many of the trees bent their branches, now budding with the fresh spring. Here I paused, not exactly knowing what path to pursue, when I heard the sound of voices that induced me to conceal myself under the shade of a cypress. I was scarcely hid, when a young girl came running towards the spot where I was concealed, laughing, as if she ran from some one in sport. She continued her course along the precipitous₂ sides of the river, when suddenly her foot slipt, and she fell into the rapid stream. I rushed from my hiding place; and, with extreme labour from the force of the current, saved her, and dragged her to shore. She was senseless; and I endeavoured by every means in my power to restore 6………………, when I was suddenly interrupted by the approach of a 7……………, who was probably the person from whom she had playfully fled. On seeing me, he darted towards me, and tearing the girl from my arms, hastened towards the deeper parts of the wood. I followed speedily, I hardly knew why; but when the man saw me draw near, he aimed a gun, which he carried, at my body, and fired. I sunk to the ground, and my injurer, with increased swiftness, escaped into the wood.

This was then the reward of my 8…………..! I had saved a human being from destruction, and, as a recompense, I now writhed under the miserable pain of a wound, which shattered the flesh and bone. The feelings of kindness and gentleness, which I had entertained but a few moments before, gave place to hellish rage and gnashing of teeth. Inflamed by pain, I vowed eternal hatred and 9…………….. to all mankind. But the agony of my wound overcame me; my pulses paused, and I fainted.

For some weeks I led a miserable life in the woods, endeavouring to cure the wound which I had received. The ball had entered my shoulder, and I knew not whether it had remained there or passed through; at any rate I had no means of extracting it. My sufferings were augmented also by the 10………….. sense of the injustice and ingratitude of their infliction. My daily vows rose for revenge -- a deep and deadly revenge, such as would alone compensate for the outrages and anguish I had endured.

₂ precipitous – dangerously high

Word Bank for the Text

vengeance enkindled

humid benevolence

respite deformity

rustic oppressive

balminess animation

Cloze Answers

The nearer I approached to your habitation, the more deeply did I feel the spirit of revenge enkindled₁ in my heart. Snow fell, and the waters were hardened, but I rested not. A few incidents now and then directed me, and I possessed a map of the country; but I often wandered wide from my path. The agony of my feelings allowed me no respite: no incident occurred from which my rage and misery could

not extract its food; but a circumstance that happened when I arrived on the confines of Switzerland, when the sun had recovered its warmth, and the earth again began to look green, confirmed in an especial manner the bitterness and horror of my feelings.

I generally rested during the day, and travelled only when I was secured by night from the view of man. One morning, however, finding that my path lay through a deep wood, I ventured to continue my journey after the sun had risen; the day, which was one of the first of spring, cheered even me by the loveliness of its sunshine and the balminess of the air. I felt emotions of gentleness and pleasure that had long appeared dead, revive within me. Half surprised by the novelty of these sensations, I allowed myself to be borne away by them; and, forgetting my solitude and deformity, dared to be happy. Soft tears again bedewed my cheeks, and I even raised my humid eyes with thankfulness towards the blessed sun which bestowed such joy upon me.

I continued to wind among the paths of the wood, until I came to its boundary, which was skirted by a deep and rapid river, into which many of the trees bent their branches, now budding with the fresh spring. Here I paused, not exactly knowing what path to pursue, when I heard the sound of voices that induced me to conceal myself under the shade of a cypress. I was scarcely hid, when a young girl came running towards the spot where I was concealed, laughing, as if she ran from some one in sport. She continued her course along the precipitous₂ sides of the river, when suddenly her foot slipt, and she fell into the rapid stream. I rushed from my hiding place; and, with extreme labour from the force of the current, saved her, and dragged her to shore. She was senseless; and I endeavoured by every means in my power to restore animation, when I was suddenly interrupted by the approach of a rustic, who was probably the person from whom she had playfully fled. On seeing me, he darted towards me, and tearing the girl from my arms, hastened towards the deeper parts of the wood. I followed speedily, I hardly knew why; but when the man saw me draw near, he aimed a gun, which he carried, at my body, and fired. I sunk to the ground, and my injurer, with increased swiftness, escaped into the wood.

This was then the reward of my benevolence! I had saved a human being from destruction, and, as a recompense, I now writhed under the miserable pain of a wound, which shattered the flesh and bone. The feelings of kindness and gentleness, which I had entertained but a few moments before, gave place to hellish rage and gnashing of teeth. Inflamed by pain, I vowed eternal hatred and vengeance to all mankind. But the agony of my wound overcame me; my pulses paused, and I fainted.

For some weeks I led a miserable life in the woods, endeavouring to cure the wound which I had received. The ball had entered my shoulder, and I knew not whether it had remained there or passed through; at any rate I had no means of extracting it. My sufferings were augmented also by the oppressive sense of the injustice and ingratitude of their infliction. My daily vows rose for revenge -- a deep and deadly revenge, such as would alone compensate for the outrages and anguish I had endured.

₁enkindled – ignite

₂ precipitous – dangerously high

Activity 2

Example Vocabulary Exercise for Frankenstein – Extract Number 7

Choose 3 words from the extract

Word Why do you think the author has used this word?

What impression does it create for the reader?

1.

2.

3.

Activity 3

Example for Frankenstein – Extract Number 7

Which of the following language features can be found in the extract?

Language Feature Example from the Extract How effective do you consider this to be for creating description/ characters/ events/mood etc.?

Simile

Alliteration

Use of the senses “Snow fell, and the waters were hardened, but I rested not.”

This sentence touches our senses by enabling us to see the winter weather and to feel the cold that is evoked.

Personification

Metaphors

Description of the setting

Allowing us to experience the character`s thoughts and feelings

Character descriptions

Punctuation used for effect

Use of repetition

(Add any other examples that you feel should be included)

Activity 4

Example for Frankenstein – Extract Number 7

1. What can you say about the title of the text?

2. Comment on the introductory sentence

3. Find TWO adjectives in the first paragraph. Why has the writer chosen these?

4. What person is the text written in? What effect does this have?

5. Comment on the length of the sentences used in the text.

6. What genre would you say this text belongs to?

7. Why do you think the writer has written this text?

8. Identify the tone used. Is it friendly, neutral etc.

9. What does the title make you think of?

10. Where is the text set? How do you know?

11. When is the text set? How do you know?

12. Find a short sentence. What effect does this have?

13. What is the theme of each paragraph?

14. Find three words which give you an idea of the atmosphere

15. What characters are in the text?

16. Find TWO adverbs. Why has the writer chosen these?

17. Imagine you are the writer. How would you feel at the end of the extract?

18. Imagine you are the “rustic “in the text. What are your thoughts?

19. Find an example of a word not used today. Comment on the meaning.

20. Choose two quotations that show differing moods of the narrator.

21. Why do you think the extract is written in the first person?

22. Does the writer expect us to identify with any character? How do you know?

23. Imagine you’re explaining the text. Explain it in your own words.

24. When you read the first paragraph, why do you think the character feels this way?

25. You’re making a film of the text. What sort of music would you use to help to create the mood?

26. You’re teaching this session. What question would you ask about the use of language and sentences?

27. Sum up the text in TEN words.

28. How does the writer make us interested?

Find TWO ways.

29. Identify a quotation that gives an idea as to what may happen next.

30. What do you think is the main purpose of this extract?

Examples of questions to be put on cards/Moodle/ Whiteboard etc.

Activity 5 Example for Frankenstein – Extract Number 7Content and Style

Language Features used:Key Quotations to support points:

Evaluation Points with close reference to the question:

67

75

How does the author engage the sympathy of the reader? Support

your views with detailed reference to

the text.


Suggested Timings


Content of the session Teaching and Learning Activities Resources

5 minutes Introduce the passage to the group. Explain the importance of setting, characters and language techniques used by the author.

Students to listen to overview. Text Extract

10 minutes

Divide into small groups. Give each group one of three tasks on setting, character and techniques. Go over the tasks as shown in the activities.

Tutor to arrange groupings and issue tasks. Ensure all learners fully understand what is required

Activities 1, 2 and 3.

5 minutes Each group to appoint a spokesperson to feedback to the group.

Groups to discuss and decide on spokesperson


20 minutes

Groups read through the extract and highlight evidence for their topic. Use the activities to find examples and evidence from the text.

Groups to work together on the task. Tutor to circulate and ensure that questions are understood and also to help groups with discussion and


Language Features used:Key Quotations to support points:

Extract 9 - Great Expectations – Pip meets Miss Haversham for the first time.

Author: Charles Dickens

Objectives


questioning.

20 minutes

Feedback from each group using Moodle/ White Board / Flipcharts.

Feedback from each group to the whole class. Use any appropriate methods for this. Groups to be given all tasks so they can note the findings from other groups. Questioning and discussion to be promoted by the tutor


Moodle/ White Board / Flipcharts used as appropriate

5 minutes Tutor to summarise and note any additional points.

Students to note overview from tutor. Additional questions can be posed here and asked to the group.


20 minutes

5 minutes

Introduce some individual responses to the text. This needs to focus on evaluation of the whole extract as this is required for the examination.

Close the session and reiterate individual responses to be completed for the following session.

Go over the meaning of evaluation. Explain that it is an important part of the examination. In small groups, pairs or individually look at the ideas needed to evaluate a text.

Introduce topics for individual completion to be started in session and completed for homework. Remind the students to refer to grammatical terminology and supportive details from the text, to support their answers

See activity 4

Example of topic

“How effectively does the writer build up tension?”

Activity 1

Great Expectations – Pip meets Miss Haversham for the first time

Setting

Question Answer Evidence

1. Where do you think the story takes place?

2. Is the place important to the story?

3. Is the setting realistic?

4. Explain how the images used help to create the setting.

5. What words does the author use to describe the setting?

6. What mood is created by the setting of the extract?

7. What can you hear, see, feel or smell as you read the story?

Activity 2


Characters


Pip

1. How do you think Pip feels on entering the room? Why?

2. What do you see as his strengths?

3. What are his weaknesses?

4. Do you agree with Miss Havisham that he is “sullen and obstinate?”

5. Was he right to refuse to “play?”

Miss Havisham

1. What does Miss Havisham look like?

2. Do you think she has any strengths?

3.Give examples that illustrate her weaknesses.

4. What vulnerability does she display?

5. What do you think motivates Miss Havisham to behave in this way?

6. Do you feel sorry for Miss Havisham, as Pip did?

Activity 3


The Writer`s Technique

Uses Effect Evidence

Repetition

Emotive Language

Paradox

Tone

Similes

Metaphors

Alliteration

Assonance

Irony

Questions

Rhetorical Questions

Activity 4

Example Evaluation Exercise for Great Expectations – Pip meets Miss Haversham for the first time

Think About Questions to Consider Evidence from the Text

Setting Where and when does the story take

place?

Point of View Who is telling the story?

Characters Who are they?

How are they revealed?

Are they believable/ likeable/ frightening etc.?

Plot What happens in the extract?

Do you have an idea about what may happen next?

Theme What is the main idea of the story?

Style How is the story written?

What ideas are expressed?

This needs to include the author’s choice of words, sentence patterns, imagery and literary devices.


Suggested Timings for 90 min session



Resources

5 mins Introduction, with group, to give a brief understanding of George Eliott including her reasons for using a male pseudonym

Students to listen to overview

PowerPoint slide with details of George Eliot including an image of her to help students understand her desire not to be linked with other female authors

5 mins To understand and discuss main themes found in the Silas Marner extract

Discussion. Question and answer with the group.

PowerPoint detailing the main themes of the extract

15 mins Examine unfamiliar language and vocabulary Round Robin Exercise

Work in pairs to match the definitions (on cards) to

See Activity 1

Extract 13 - Silas Marner – the reader is introduced to Silas Marner.

Author: George Eliot

Objectives


Tutor to feedback to whole group the correct answers at end of exercise and also to ask the whole group the meaning of each quotation. Answers to be noted on interactive whiteboard

questions (on envelopes).

Students to have quotations on slips of card.

Envelopes with questions written on them are placed on different tables.

Learners have to put the quotations in the envelope that they think is correct.

10 mins Comparison of “undead/supernatural” characteristics found in extract with supernatural characteristics found in modern-day texts and films

Discussion, question and answer

PowerPoint detailing discussion points - see Activity 2

15 mins An activity around study of the extract for literacy devices, conventions, stylistic features and historical context

In small groups students to complete a chart involving close scrutiny of the text for quotations to answer specific questions and note the importance

See Activity 3

10 mins Examination of another text when introducing a character for the first time to the novel. Comparison of methods and effectiveness

Individual work. Students to read text and note differences and similarities between authors and their methods

Extract from a modern text which introduces a character for the first time e.g. “To Kill a Mockingbird” introducing Boo Radley to the novel

15 mins Reintroduce the text as a whole to help learners develop their own opinions gained through analysing the author’s use of language. This skill will be used in the examination

Individual written work then tutor to ask for individual learners to share their responses by writing them on whiteboard

See Activity 4 (used in PowerPoint) on Interactive white board

Tutor to save responses written on interactive whiteboard then arrange for a copy to be made available for all

15 mins Introduce topics for individual completion to be completed for homework. Remind the students to refer to grammatical terminology and supportive details from the text, to support their answers

Individual written work responding to topics relating to the text

Example of topics:

Evaluate how Eliot uses descriptive language to create emotions linked to Silas Marner?

How do the incidents related by the villagers help to create the myths and stories surrounding Silas Marner?



Activity 1

Example Vocabulary Exercise for Silas Marner – Extract Number 13

Round Robin Exercise:

Examples of Definitions to write on Slips of card

He inviter no comer to step across his door-sill

His pale face and unexampled eyes

Never marry a dead man come to life again

Just as he had made up his mind that the weaver was dead, he came to life again

If it was only to keep him from doing you a mischief

Examples of Questions to Write on Envelopes

How do we know that Silas Marner is very unsociable?

What was there about his appearance that alarmed the villagers?

Find three examples of why Silas Marner was thought to be supernatural?

Activity 2

Comparison Exercise for Silas Marner – Extract Number 13

How did the following help to contribute to the citizens of Raveloe thinking that Silas Marner was not quite “normal” and possibly had supernatural qualities. For each point quote an example from the text

Quote from Silas Marner Text

Appearance

Origins

Daily habits

Incidences

Compare these with a “zombie/vampire” found in modern literature e.g. The Vampire Diaries

Modern Text

Appearance

Origins

Daily habits

Incidences

Activity 3

Comparison Exercise for Silas Marner – Extract Number 13

Authors use literacy devices and language to help the reader feel a particular emotion or think in a certain way

Look at the ways that an author can influence the reader

Example from Silas Marner and its effect on the reader

Literary devices if present in text

i.e. listing, metaphor, simile, personification, repetition, alliteration, onomatopoeia

Simile

Sleep like a baby

Helps the reader understand how well Sally Oates had been cured

Emotive language “Heart had been beating enough to burst her body”

The reader is given an insight into the severity of Sally Oates’ illness

Sentence length:

simple or complex, short or long

Use of dialogue

Connotations linked to particular words

Activity 4

Silas Marner – Extract Number 13. For each question answered there needs to be evidence from the text

Main theme of the text?What do you think happened next?


SettingIs the setting familiar and/or can you relate to

it?

TimeDay or night?

Present or past?

Place and its significanceWeather?What effect does society have?

CharactersHow do they act?

What does the writer say about them?How do they react to the situation?How do they relate to each other?

How do you feel about the characters?

StyleHow is the story written?

What ideas are expressed?This needs to include the author’s choice of

words, sentence patterns, imagery and literary devices? Extract 15 - Jane Eyre arrives at

Thornfield Hall and is met by Mrs Fairfax.

Author: Charlotte Brontë

Objectives

To understand the content and theme of the extract To explore the differences in writing, for example, sentences, syntax and language To demonstrate understanding of the themes of the text

Suggested Timings



Resources

20 minutes

Introduce text to the group and ask them to read it through once. Explain the importance of evaluation and the necessity of understanding this for the examination. Divide into pairs or small groups and give out Activity 1.

In pairs students will analyse the text as a whole to gain a general understanding. The tutor will go over each section before asking the students to consider their own responses.

Upon completion, go through the main points as a group allowing the pairs to feedback their thoughts.

Using discussion and Q&A ascertain what was found to be the main problems to fully understanding the story.

Activity 1

Objectives

To understand the content and theme of the extract To explore the differences in writing, for example, sentences, syntax and language To demonstrate understanding of the themes of the text

5 minutes Short overview of Charlotte Brontë Students to listen to overview

PowerPoint slide with bullet points of main facts about Charlotte Brontë.

10 minutes

Look at some images of the time relevant to the text and include themes of the day and differences to modern times

Show images. Students to work in pairs or small groups to note differences to today and feedback to others. Focus on themes such as women novelists, governesses, nursery and pre-school education etc.

Real images of stately homes, Victorian interiors, examples of how different people dressed. These can be incorporated into a PowerPoint presentation.

20 minutes

Ask the students to underline any unfamiliar words or phrase. Then use these as the basis for finding out a suitable meaning for each of them and noting these on the grid provided.

Go through with the group to look for similarities and focus on the main areas of confusion. Have a blank grid for learners to note their choices. If computers are available, use these to find out definitions of unknown words and phrases. Failing this, have a list of your own of vocabulary and phrases from the text together with definitions and explanations. Ensure students attempt to give their own ideas on meanings before giving the answers. It is important that they use the context of the word and their own knowledge of grammar (e.g. prefixes and suffixes) to try to

Activity 2

work out the correct meaning before being given the answers.

20 minutes

This activity will focus on analysing the text for language features used by the author.

Use Activity 3 as a PowerPoint slide /Moodle /Flip Chart and ask students which of the listed features can be found in the text. An example should be given if the language feature is found in the text.

How has the use of language features enabled the writer to capture and sustain the interest of the reader?

This activity can be completed in a variety of ways depending upon the preference of the tutor.

Activity 3 – PowerPoint/ Moodle/ Flipchart

15 minutes

Return to the evaluation exercise and give an evaluation question to the group. Students to choose one and use the prompts from the sheet to plan their answer.

Introduce topic for individual completion to be started in session and completed for homework. Remind the students to refer to grammatical terminology and supportive details from the text, to support their answers.

“Evaluate how well the author reveals the personalities of the characters in this extract.”

Activity 1

Exercise for Jane Eyre– Extract Number 15


Setting Where and when does the story take place?










This needs to include the author’s choice of words, sentence patterns, imagery and literary devices?

Activity 2

Example Vocabulary Exercise for Jane Eyre– Extract Number 15

Unfamiliar Word or Phrase What I think it means Agreed Definition

Activity 3

Example for Jane Eyre– Extract Number 15

Which of the following language features can be found in the extract?

Example from the Extract How effective do you consider this to be for creating description/characters/ events/mood etc.?

Simile

Alliteration

Use of the senses “double illumination of fire and candle at first dazzled me, contrasting as it did with the darkness to which my eyes had been for two hours inured;”

This is very effective because you feel as Jane did at the sudden brightness and almost blink in response to the vivid description.

Personification

Metaphors

Description of the setting

Allowing us to experience the character`s thoughts

and feelings

Character descriptions

Punctuation used for effect

Use of repetition



Suggested Timings



5 minutes

Short overview of Charles Dickens

Short overview of Christmas celebrations in Victorian times

Students to listen to overview PowerPoint slide with bullet points of main facts about Charles Dickens and some examples of how Victorians celebrated Christmas

5 mins Introduction of text to the group Learners to read text and make any individual notes

Copy of text extract

10 mins Analysing sentence structure as a basis for literary analysis. Explain the importance of evaluation and the necessity of understanding this for the examination.

Teach the concept that the writer uses words and language in every sentence to do one or more of the following:Develop a plot.Develop a conflict.Develop a theme.

Go over an example of this on the whiteboard using Activity 1.

This could be incorporated

Extract 18 - A Christmas Carol – ‘The First of the Three Spirits.’

Author: Charles Dickens

Objectives


Develop the setting.Develop a character.Develop a response

Go over the example and re-inforce the concept that every sentence is important but not all developments/factors listed above will be seen each time.

as part of a PowerPoint.

5 mins Individual analysis of given sentence Individuals to complete their own analysis with a sentence given by the tutor. Activity 2 to be shown on the whiteboard.

Learners to work individually and use the chart provided to analyse a given sentence, to look at its words and language to conclude how it develops the above ideas. Tutor to ask for responses, then collate replies on whiteboard.

Activity 2 on whiteboard

10 mins Small group analysis of sentences Develop this idea further by dividing into small groups and asking each group to choose their own sentences and analyse them. Ensure that different groups are analysing different sentences. Ask the groups to complete sections 1-5 but not section 6. Analysis will include a vocabulary exercise. Ask the students to underline any unfamiliar words or phrases. Then use these as the basis for finding out a suitable meaning for each of them and noting these on the grid provided.

Activity 3

Dictionaries (paper or computer based if available)

10 mins Tutor to collate group answers and to share with all. Vocabulary words on whiteboard to share. Individuals to make notes and contribute to discussions.

Re-enforce how the writer develops sentences within text and that the answers to the questions in the activity are the basis of literary analysis.

10 mins This activity focusing on analysing the text for language features used by the author.

Go over with the class how a writer uses literary devices to back up his themes, characters and ideas. Give some examples.

Ask the group to look back at Activity 3 and identify literacy devices by completing section 6. Use the examples to aid and assist. Ensure that the learners understand how the use of language features enabled the writer to capture and sustain the interest of the reader?

PowerPoint detailing literary devices with some examples

e.g.

Simile, alliteration, personification, metaphors, onomatopoeia and any other that the tutor feels should be included.

5 mins Analysis of sentence length and syntax Groups to re-visit Activity 2 to analyse sentence length, structure and syntax. Feedback to whole group with feedback from tutor

Completed activity 3

5 mins Comparison of 19th century attitudes towards Christmas celebrations compared to modern attitudes

Learners to be shown very short extracts from various Christmas advertisements from major retailers. Short discussion on how Christmas is portrayed in 21st Century compared to Christmas in the extract. Ask students to use quotes from the text to expand.

Selection of short extracts from Christmas advertisements from major retailers available on the internet

10 mins Evaluation of the text as a whole Tutor to use Activity 4 on whiteboard to evaluate the text as a whole with the group. Discussion, question and answer with responses noted on board

See Activity 4

15 mins Personal response to text Introduce topics for individual completion to be started in session and completed for homework. Remind the students to

“Evaluate how the author reveals the personality of

refer to grammatical terminology and supportive details from the text, to support their answers

Scrooge in this extract.”

“How does the language used helped to convey the contracting moods and themes?”



Activity 1 Extract 18 ‘The First of the Three Spirits’ Charles Dickens

Sentence from Extract

He rose; but finding that the Spirit made towards the window, clasped its robe in supplication.

What is the author doing? How does he develop: Pick out the key words and phrases

the theme the Spirit

the setting of the story made towards the window

the main plot

the main character clasped its robe

a conflict he rose, but

a response in supplication


Sentence from Extract

As the words were spoken, they passed through the wall, and stood in the busy thoroughfares of a city.What is the author doing? How does he develop: Pick out the key words and phrases

the theme

the setting of the story

the main plot

the main character

a conflict

a response


1.Choose your own sentence and write it here

2.Pick out the key words and phrases

3.Unknown vocabulary 4. Meaning of unknown vocabulary

5. What do these key words and phrases do? Only answer the statements that are relevant and expand on the ideas. Do not give a yes or no answer

6. Are there any literacy devices in this sentence? If there are, identify them and say why they are effective

Develop the theme Develop the setting of the storyDevelop the main plotDevelop the main characterDevelop a conflictDevelop a responseActivity 4

Evaluation Exercise for Extract 18 ‘The First of the Three Spirits’ Charles Dickens










Style How is the story written? What ideas are expressed?



Extract 23 - Jekyll and Hyde – Mr Utterson has just met Mr Hyde for the first time.

Author: R. L. Stevenson

Suggested Timings for 90 min session*


5 mins Introduction, with group, to understand and discuss the meaning of Jekyll and Hyde and the concept of good and evil.


5 mins Short overview of R L Stevenson. Students to listen to overview. PowerPoint slide with details of R L Stevenson.

15 mins Look at images of the time relevant to the text and include themes of the day and differences to modern times.

Show images. Students to work in pairs or small groups to note differences to today and feedback to others.

Real images of Victorian Streets particularly at night. Could include paintings/cartoons of the time (can be on PowerPoint).

20 mins Compare the writing with a modern piece of literature, asking for differences in sentence length, syntax and language.

Pair work. To compare the extract with a piece of modern literature. Students to note differences in sentence length, syntax and language.

See Activity 1

15 mins Examine unfamiliar language and vocabulary. Examples taken from the text for learners to match meanings.

See Activity 2

Objectives


5 mins Watch a short video clip of modern characters who emphasise the characteristics discussed in the introduction.

Discussion with group on modern methods of portraying good and evil.

Video clip e.g. Batman and Joker or Harry Potter and Voldemort.

15 mins An activity around study of the extract for literacy devices, conventions, stylistic features and historical context.

In small groups students to complete a chart involving close scrutiny of the text for quotations to answer specific questions and note the importance.

See Activity 3

10 mins Introduce some individual responses to the text. This needs to focus on evaluation of the whole extract as this is required for the examination.


Go over the meaning of evaluation. Explain that it is an important part of the examination. In small groups, pairs or individually look at the ideas needed to evaluate a text.

Introduce topics for individual completion to be started in session and completed for homework. Remind the students to refer to grammatical terminology and supportive details from the text, to support their answers.

See Activity 4

Examples of topics:

“How does Stevenson use Contrasting language to create effect?”

“How does the language used help to convey the mood and theme?“

*timings to be adapted as required



Activity 1Comparison Exercise for Jekyll and Hyde – Extract Number 23

Authors use literacy devices and language to help the reader feel a particular emotion or think in a certain way.

Look at the ways that an author can influence the reader.

Example from Jekyll and Hyde and its effect on the reader

Example from a modern text (of your own choosing) and its effect on the reader

Literary devices if present in text

i.e. listing, metaphor, simile, personification, repetition, alliteration, onomatopoeia

Listing

Map-engravers, architects, shady lawyers and the agents of obscure enterprises

Helps the reader to understand the range of professions who worked in that area

Emotive language He was ashamed of his relief

Mr Utterson felt that he should not have this emotion and that it might be unjustified

Sentence length:

simple or complex, short or long

Use of dialogue

Connotations linked to particular words

Activity 2

Example Vocabulary Exercise for Jekyll and Hyde – Extract Number 23

Match the following words with their definition

Word Definition

1.disquietude a) having pleasing or agreeable manners, appearance, habits, etc

2.hitherto b) A person considered to be reclusive, reactionary, out of date, or brutish

3.troglodytic c) an edgy feeling that something is not quite right

4. pleasantest d) until this time

(add additional words and phrases as required)

Activity 3

Example Vocabulary Exercise for Jekyll and Hyde – Extract Number 23

Example Question Quotation from the text as Illustration

Meaning

How do we know that Mr Utterson was upset?

This implies that...

What made Mr Hyde so repugnant? This quote shows that...

Why is Jekyll’s house so different to the rest of the street?

This suggests...

Find three examples that suggest the house is the home of a wealthy gentleman.

From this quote we can infer that...

What makes you think Mr Utterson was still afraid, even in the warmth of the house?

This indicates...

Activity 4

Example Evaluation Exercise for Jekyll and Hyde – Extract Number 23












This needs to include the author’s

choice of words, sentence patterns, imagery and literary devices.


Suggested Timings



Resources

20 minutes

Introduce text to the group and ask them to read it through once. Explain the importance of evaluation and the necessity of understanding this for the examination. Divide into pairs or small groups and give out Activity 1.

In pairs students will analyse the text as a whole to gain a general understanding. The tutor will go over each section before asking the students to consider their own responses.

Upon completion, go through the main points as a group allowing the pairs to feedback their thoughts.

Using discussion and Q&A ascertain what was found

Activity 1

Extract 28 – The Sign of Four – Holmes, Watson and Mary are on their way to their first mysterious meeting

Author: Sir Arthur Conan Doyle

Objectives


to be the main problems to fully understanding the story.

15 minutes

Ask the students to choose a quotation that they consider to be important. They should then write the quotation onto a post it note with their name at the bottom.

Post it notes will be placed onto a whiteboard. The tutor will pick out a variety for analysis. Students should be prepared to explain the reasons for their choice.

Post it notes

10 minutes

As Sherlock Holmes is a character in the extract ask the students to work in small groups and to give a list of six things they think they know about his character.

Get examples from each group and discuss the findings. What is the genre of Sherlock Holmes stories? Does their preconceptions of him affect the reading of the extract?

Show some pictures portraying Holmes and Watson from a variety of sources.

Images of Holmes and Watson from film or fiction

15 minutes

Put Activity 2 onto Whiteboard or Moodle. Go through the importance of these points with the group and discuss them.

Then the students to work in pairs or groups to complete each section.

Discussion and Q and A to find examples from the text. On completion, feedback to the whole group giving opportunity for different opinions and reasons for this.

Activity 2

Go over the points from Activity 3 with reference to examining board requirements. Discuss each question with the group. Introduce some

Go over the meaning of evaluation. Explain that it is an important part of the


20 minutes

individual responses to the text. This needs to focus on evaluation of the whole extract as this is required for the examination.

examination. In small groups, pairs or individually look at the ideas needed to evaluate a text.

See Activity 3

10 minutes

Give an evaluation question that can be started in the session and completed for homework. Remind students to use examples from the lesson to assist them with completion of the task.


Introduce topics for individual completion to be started in session and completed for homework. Remind the students to refer to grammatical terminology and supportive details from the text, to support their answers

Example of topic

“ Evaluate how well Conan Doyle creates a sense of mystery in this extract”



Activity 1

Example Evaluation Exercise for Extract Number 28 – Sign of Four – Holmes, Watson and Mary are on their way to their first mysterious meeting













Activity 2

Exercise for Extract Number 28 – Sign of Four – Holmes, Watson and Mary are on their way to their first mysterious meeting

The Technique of the Writer


Dialogue

Emotive Language

Paradox

Tone

Similes

Metaphors

Alliteration

Assonance

Irony

Questions

Rhetorical Questions


Activity 3

Exercise for The Sign of Four Extract Number 28 – Sign of Four – Holmes, Watson and Mary are on their way to their first mysterious meeting

Evaluation Exercise


Identify and Interpret Information and Ideas:

8. What was Watson`s reaction to the unfamiliar nature of the journey and the destination?

9. How does Holmes show competence?

10. Do you perceive a sense of mystery in Holmes?

11. How threat is suggested when they reach the houses?

Explain, comment and analyse how writers use language and structure to achieve effect and influence readers

12. What language is used to describe the journey?

13. How does the weather add mystery?

14. Mystery is inherent in the extract. How is this achieved?

15. Comment on the use of description in the extract.

Evaluate texts critically

16. What features of detective fiction are present in the extract?

17. Could it be described as gothic? Why?

18. How does the use of language add to the element of threat?

19. Is Holmes seen as an expert detective?


Suggested Timings for 90 min session(to be adapted as required)


5 mins Introduction, with group, to give a brief overview of H G Wells

Students to listen to overview PowerPoint slide with details of H G Wells

5 mins Question and answer with group to understand and discuss the meaning of War of the Worlds and the concept of fighting for survival or to preserve a way of life


Interactive White Board or flip chart to note responses

20 mins To discuss and understand the themes of the text Learners to divide into small groups. Tutor to organise groups to maximise feedback. Learners to discuss the themes and to find quotes from the text to validate ideas.Groups to discuss and decide on a spokesperson to feedback. Feedback from each group to

See Activity 1

Moodle/ White Board / Flipcharts

Extract 31 - The War of the Worlds – The Martians return

Author: H G Wells

Objectives


whole class. Tutor to put ideas on Moodle/ White Board / Flipcharts

5 mins Watch short video clip of modern characters who portray opposing sides of conflict

Discussion with group of modern methods of portraying conflict and war

Video clip of modern film trailers e.g. Saving Private Ryan, Good Morning Vietnam.

10 mins To understand unfamiliar vocabulary and phrases Ask the students to underline any unfamiliar words or phrase in the text. Then use these as the basis for finding out a suitable meaning for each of them and noting these on the grid provided.Students to use the context of the word and their own knowledge of grammar (e.g. prefixes and suffixes) to try to work out the correct meaning before being given the answers. Dictionaries or ICT can then be used to find definition. In addition, tutors have a list of their own vocabulary and phrases from the text together with definitions and explanations.

See Activity 2Dictionaries/Computers/ Controlled Use of smartphone

15 mins Compare the language and vocabulary with some modern literature including differences in syntax and sentence length

Students to read some short extract from modern literature describing conflict.

Discuss in pairs the similarities and differences in language and vocabulary. Include differences in sentence length and syntax. Students to make own individual notes and to identify some

Examples of modern literature that have conflict as a theme.

The Hunger Games by Suzanne Collins

The Kite Runner by Khaled Hosseini

Sparta by Roxana Robinson

relevant quotes. Pairs to give feedback to tutor who gives overview of pair findings to rest of group. Examples of quotes to be written on whiteboard for individuals to note. (Quotes can also be shared via Moodle if available)

Sand Queen by Helen Benedict

10 mins An activity around study of the extract for literacy devices

In small groups students to complete a chart involving close scrutiny of the text for quotations to identify literacy devices.

See Activity 3

20 mins Introduce some individual responses to the text. This needs to focus on evaluation of the whole extract as this is required for the examination.

Close the session and reiterate individual responses to be completed for the following session

Introduce topics for individual completion to be started in session and completed for homework. Remind the students to refer to grammatical terminology and supportive details from the text, to support their answers.

Example of topics“How effectively does the writer build up tension?”

“How does the author use language to build a visual picture of the conflict between the Martians and the humans?”



Activity 1Evidence and quotes from the text as evidence

What happens in the extract? Who is the conflict between? Is the conflict expected? How quickly do the actions occur?

Where and when does the story take place? Find 3 examples that set the scene Is the setting familiar and/or can you relate to it? What time span does it describe? How can you tell whether it is night or day?

What do you think is the main theme of the text? Is it expressed implicitly or explicitly?

Who is telling the story?What makes it exciting?

How are the Martians presented? How are they revealed? Are they believable/ likeable/ frightening etc.?

What do you feel about the other characters? How do they act? What does the writer say about them? How do they react to the situation? How do they relate to each other?

How is the story written?What ideas are expressed?


Activity 2

Example Vocabulary Exercise for H G Wells – Extract Number 31 – The War of the Worlds

Unfamiliar Word or Phrase What I think it means Agreed Definition

Silvery pollard willows

Little cowled figures

Heat-Ray

Portmanteau

Activity 3

The War of the Worlds H G Wells – The Martians Return


Cacophony Conflict is often a noisy and unstructured event which bombards its participants with sound

A woman screamed

A heavy explosion shook the air

Hoarse murmur

Thunderclaps in my ears

Emotive Language

Similes

Metaphors

Repetition

Onomatopoeia

Imagery

Hyperbole

Tone

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