Term 1-2: Modern Novel: 'The Dark Lady' by Akala
Students will read and study 'The Dark Lady' by Akala. The text will be approached in the same way as we will when studying a set text for English Literature, exploring themes, character and socio-historical context. Analysis, inference and deduction skills will be developed, along with a focus on expanding vocabulary. Students will explore the writer's craft and analyse how language is used for effect.
For English language, students will study the genre of detective fiction and extracts from across the ages. They will be learning the features and conventions of detective writing, such as using eccentric characters, mysterious events, and red herrings, and then applying it to their own creative writing.
Language: analysis of an extract of detective fiction & creative writing within the genre.
Literature: questions in response to the main ideas and themes in the studied novel.
AGL: Portmanteau
A word blending the sounds and combining the meanings of two others.
AGL: Fractious
Readily angered; peevish; irritable; quarrelsome.
AGL: Abecedarian
A person who is learning the letters of the alphabet; a beginner in any field of learning.
AGL: Duel
A prearranged combat between two persons, fought with deadly weapons according to an accepted code of procedure, especially to settle a private quarrel.
AGL: Epistolary
Contained in or carried on by letters.
AGL: Misnomer
A misapplied or inappropriate name or designation; an error in naming a person or thing.
BOTH: Context
The circumstances or historical period that form the setting for an event.
AGL: Somniferous
Bringing or inducing sleep.
AGL: Unman
To deprive of courage or fortitude.
AGL: Plaintive
Expressing sorrow or melancholy; mournful.
AGL: Bilsdungroman
a novel dealing with a character (normally the main character) growing up or experiencing a spiritual education
AGL: Non-chronological
a text that is not written in time order; uses flashbacks/flashforwards
SC: Dual narrative
a story told from two characters' perspectives
SC: Destitute
poverty-stricken
SC: Tension
Creating an emotional reaction in the reader, normally anxiety or concern for a particular character or situation
SC: Recruit
Sign someone up, normally to the armed forces
SC: Layabout
Someone who is perceived of doing no work, doesn't make an effort to have a job
SC: Outcast
someone who has been rejected from society
SC: Colloquialism
a slang word
SC: Dosser
someone who sleeps rough
SC: Climax
the most intense or exciting part of the story
SC: Suspicious
a feeling that someone/something is mistrusting or illegal
SC: Revelation
a surprising/unknown piece of information that is revealed to the reader
Develop the individual:
Students will develop their empathy as they explore the thoughts, feelings and experiences of the first person narrative. They will explore the history of poverty and racism in London, and see how this impacted people at the time.
Create a supportive community:
Students are encouraged to share their opinions and beliefs about the themes of growing up and racism in the novel through class discussions.
Term 3: Modern Play: 'Blood Brothers'
Students will read, study and perform parts of Willy Russell's play, 'Blood Brothers'. Focus will be on analysis of characterisation, structure, dramatic devices and historical context of the play.
For English language, students will study diaries and memoirs that tell fascinating human stories from across history.
Language: analysis of a diary extract.
Literature: Passage based question, exploring relationships within the play.
Chronology
The sequential order in which events occur.
Margaret Thatcher
Prime Minister of the United Kingdom from 1979 to 1990 and the Leader of the Conservative Party from 1975 to 1990.
Trade Union
An organisation of workers that come together to protect their rights.
Social hierarchy
Society's categorisation of people into different levels, based upon their job and income, wealth and social status, or power (social and political).
Welfare state
The welfare state of the United Kingdom comprises spending by the government of the United Kingdom intended to improve health, education, employment and social security of its citizens.
Fragmentation
Existing or functioning as though broken into separate parts; disorganised.
Juxtaposition
An act or instance of placing close together or side by side, especially for comparison or contrast.
Flashback
A device in the narrative of a motion picture, novel, etc., by which an event or scene taking place before the present time in the narrative is inserted into the chronological structure of the work.
Dramatic irony
Irony that is inherent in speeches or a situation of a drama and is understood by the audience but not grasped by the characters in the play.
Dialogue
Conversation between two or more persons.
dialect
a particular form of a language which is peculiar to a specific region or social group.
Superstition
a belief in something unfounded, sometimes bordering on the supernatural
Inequality
When something is not fair or feels unequal
Bourgeoisie
The middle classes
Proletariat
The working classes
Foreshadowing
a warning or hint of something that will happen later in the play
Protagonist
the main character
Discrimination
the unjust of prejudiced treatment of different groups/types of people
Nature
A person's natural character/characteristics forming their personality
Nurture
The way in which a child is raised or cared for
Develop the individual:
Students will consider the moral and ethical issues that arise in the play and engage in discussion with peers and as a class. Students will gain a greater understanding of 1980s Britain and use this to empathise with the characters.
Create a supportive community:
Students will work in groups to explore the play through drama.
Term 4: Shakespeare: 'Romeo and Juliet'
Students will read and study the play, increasing their confidence in reading Shakespearean language and focusing on Shakespeare's presentation of conflict and love.
Language: unseen extract analysis, evaluating writer's use of language and structure and its success in interesting and engaging the reader.
Literature: whole text analysis of the play with a thematic focus.
Prologue
An introductory speech, often in verse, calling attention to the theme of a play.
Foe
A person who feels enmity, hatred, or malice toward another; enemy.
Audience
The people to whom a performance or speech is directed.
Tension
A strained relationship between individuals, groups, nations, etc.
Conflict
A fight, battle, or struggle, especially a prolonged struggle; strife; controversy; quarrel.
Dramatis personae
The characters in a play.
Neutral
Not taking part or giving assistance in a dispute or war between others; not aligned with or supporting any side or position in a controversy.
Iambic pentameter
A common meter in poetry consisting of an unrhymed line with five feet or accents, each foot containing an unaccented syllable and an accented syllable.
Antithesis
Opposition; contrast; the placing of a sentence or one of its parts against another to which it is opposed to form a balanced contrast of ideas.
Assonance
Resemblance of sounds; also called vowel rhyme; rhyme in which the same vowel sounds are used with different consonants in the stressed syllables of the rhyming words.
Dramatic irony
When the audience knows something that characters on stage do not
Oxymoron
words or phrases that contradict each other, e.g. 'loving hate'
Filial duty
A child's commitment to their parents' wishes or orders
Subservient
Obeys without question
Patriarchal society
A society ruled by men
Hierarchy
Order of power or importance
Sonnet
A 14 line poem, typically about love
Internal conflict
An emotional conflict that plays out in someone's mind
Act
A section of the play
Derogatory language
Rude or insulting language
Develop the individual:
Students will build on their understanding of Shakespeare's use of language, structure and dramatic devices and be encouraged to consider the moral issues that arise in the play.
Create a supportive community:
Students will work collaboratively to explore the play through drama.
Term 5-6: Poetry analysis and creation
Students will continue to develop their skills in analysing 'unseen' poetry texts, exploring poems from a range of poets that explore themes of identity. Over the course of the unit, students will exercise their capability to respond personally to poetry, alongside partaking in writing and performing their own poems.
End of year exam that will cover reading and writing skills.
Personification
The attribution of a personal nature or human characteristics to something
non-human.
Speaker
The voice in a poem.
Stanza
An arrangement of a certain number of lines, usually four or more, sometimes having a fixed length, meter, or rhyme scheme, forming a division of a poem.
Couplet
A pair of successive lines of verse, especially a pair that rhyme and are of the same length.
Hyperbole
Obvious and intentional exaggeration.
Internal rhyme
A rhyme created by two or more words in the same line of verse.
Syntax
Word order and sentence structure.
Autobiographical
Marked by or dealing with one's own experiences or life history.
Elegiac
Expressing sorrow or lamentation.
Figurative
Departing from a literal use of words; metaphorical.
Develop the individual:
Students learn to appreciate different forms of poetry from a range of different cultures, and develop their confidence in creating their own poems.
Create a supportive community:
Students are encouraged to perform their poems, fostering a supportive environment and team work.