Afternoon!
This lesson is about pulling ideas together about the presentation of death by Larkin and Shakespeare, with focus on the poem 'Ambulances' and Hamlet's soliloquy in Act 3 Scene 1.
Task 1: List all the ideas about death presented by each writer. Where are the writers the same and where are they different?
Find at least one example that supports each idea and attitude you have.
What linguistic points could you make about each example?
Task 2: Read this example paragraph taken from a piece of coursework on the subject of death. Download and annotate it. Highlight where there is a comparative point made (AO3); where there is analysis and evaluation of language to link to meaning (AO3); where there is contextual reference (AO3); and where there is terminology (AO1). What frameworks are discussed (AO1)?
Task 3: Construct a detailed paragraph on 'Ambulances' and Hamlet's soliloquy in Act 3 Scene 1.
Task 4: Analyse it as you did for task 2.
EXTENSION TASK: Read 'Nothing to be Said' by Larkin. What do you think it is about? How does it link to death? How does the poem fit in with what you know about Larkin's treatment of death. Find one point to make about grammar, discourse, lexis and semantics and phonology.
Friday, 16 October 2015
Wednesday, 14 October 2015
Developing Close Textual Analysis Skills
Good afternoon AS Lang Litters!
The aim of this lesson is to get you thinking about how to really delve into an extract and explore its linguistic and literary features.
KEY VOCAB FOR THIS LESSON: discourse, adjacency pairs, interrogatives, declaratives, power, ellipsis, humour, subtext, vocatives, fricatives, syndetic listing, reported speech, (extended) metaphor, stage directions, sarcasm, connotations, wider refererences
In the exam, one of the questions on The History Boys will be based on an extract for you to analyse.
Here are the key things you need to do in order to complete this task successfully:
1. Locate the extract in the context of the whole play: what has just happened and what will happen after. You could explore what has happened and what will happen to your characters (is there any character development?) or you could look at dramatic tension. Why is your scene placed where it is?
2. You must read the extract very carefully - you should be able to make a comment about every line. It helps if you annotate the text with your ideas.
3. Begin by looking at who is involved in the conversation. Explore the discourse structure and the dynamics of the converstion. Is there someone speaking more or holding the floor? What is the subject of their conversations? Who takes the lead? What are their motivations for speaking?
4. Identify as many language and linguistic techniques as you can. What do the features show us about the character, their ideas, their attitudes? How is the writer making the audience understand the character?
So, you now need to read pages 33 - 34 of The History Boys. This is the conversation between Rudge and Mrs Lintott. Follow instructions 1,2 & 3. Click here to take you to a framework to help you explore the linguistic and literary devices used.
Write a detailed analysis of the scene and post on your blog or email to me.
EXT: read the article on Rudge from EMagazine. This will help you to develop your ideas.
Next Lesson: we will go through developing a comparative analytical style for your poetry work and you will have feedback on your essays. You will also complete an assessment based on Song by Christina Rossetti - make sure you read through your notes and understand the key linguistic and literary features. For more information about the poem go to here. There is lots of useful information on this website. Also revise the key features and our expectations of a feature article from an online newspaper.
The aim of this lesson is to get you thinking about how to really delve into an extract and explore its linguistic and literary features.
KEY VOCAB FOR THIS LESSON: discourse, adjacency pairs, interrogatives, declaratives, power, ellipsis, humour, subtext, vocatives, fricatives, syndetic listing, reported speech, (extended) metaphor, stage directions, sarcasm, connotations, wider refererences
In the exam, one of the questions on The History Boys will be based on an extract for you to analyse.
Here are the key things you need to do in order to complete this task successfully:
1. Locate the extract in the context of the whole play: what has just happened and what will happen after. You could explore what has happened and what will happen to your characters (is there any character development?) or you could look at dramatic tension. Why is your scene placed where it is?
2. You must read the extract very carefully - you should be able to make a comment about every line. It helps if you annotate the text with your ideas.
3. Begin by looking at who is involved in the conversation. Explore the discourse structure and the dynamics of the converstion. Is there someone speaking more or holding the floor? What is the subject of their conversations? Who takes the lead? What are their motivations for speaking?
4. Identify as many language and linguistic techniques as you can. What do the features show us about the character, their ideas, their attitudes? How is the writer making the audience understand the character?
So, you now need to read pages 33 - 34 of The History Boys. This is the conversation between Rudge and Mrs Lintott. Follow instructions 1,2 & 3. Click here to take you to a framework to help you explore the linguistic and literary devices used.
Write a detailed analysis of the scene and post on your blog or email to me.
EXT: read the article on Rudge from EMagazine. This will help you to develop your ideas.
Next Lesson: we will go through developing a comparative analytical style for your poetry work and you will have feedback on your essays. You will also complete an assessment based on Song by Christina Rossetti - make sure you read through your notes and understand the key linguistic and literary features. For more information about the poem go to here. There is lots of useful information on this website. Also revise the key features and our expectations of a feature article from an online newspaper.
Thursday, 8 October 2015
Language and Literature Lesson 9th October
A happy Friday to all of you!
First of all, we need to continue developing our thoughts on the patterns of language in Plath's poem 'Daddy'.
Aim to link your points to the themes and ideas presented in the poem: death, oppression, mental illness, patriarchy and female submissiveness, power, authority, betrayal, breakdown of communication, broken relationships, parental relationships.
First of all, we need to continue developing our thoughts on the patterns of language in Plath's poem 'Daddy'.
1. After our discussion, put your ideas about the patterns you were working on last lesson onto a padlet post Link to Padlet Page. Feel free to add images, particularly if you are exploring patterns of images. You can also refer to the shmoop guide here.
Aim to link your points to the themes and ideas presented in the poem: death, oppression, mental illness, patriarchy and female submissiveness, power, authority, betrayal, breakdown of communication, broken relationships, parental relationships.
2. Copy the discussion point given to you onto the padlet page and make a comment on whether you agree with it or not and where there is evidence in the poem to support such an idea.
3. Next, I would like you to start exploring 'Ambulances' by Philip Larkin Ambulances You can write a line by line analysis of the poem, aiming to link your language points to Larkin's ideas about death and his presentation of our relationship with death. If you would like a little more support, you can complete the framework attached here
4. Extension Task: Read this interview with Philip Larkin from The Paris Review Larkin Interview in The Paris Review This will be brilliant reading for anyone who will be writing about Larkin as he discussed his use of poetic form.
Wednesday, 7 October 2015
The History Boys
Hello All :)
Today we are going to reviewing the scene where Irwin first teaches the boys, building on your points from the previous lesson.
Remember, we need to explore the text in terms of the discourse structure (what do the conversations show us about characters, relationships and attitudes); this links to the grammar used (types of sentences used, modality of sentences and what do they tell us about characters, relationships and attitudes); we also need to explore the lexis and semantics used throughout. This is just what words and images have been used and why - what do they tell the reader or the audience about the characters, relationships and attitudes? How do they link to the themes of the play?
Here is an overview of the language levels: Language Levels Prompt Sheet
Make sure you have notes on key points through the scene.
Now, you are going to explore some of the wider historical and textual references in the next scene we see Irwin teaching the boys (pages 23-27)
Wilfred Owen / reference to donkeys / General Haig / / Ruhr and Rhineland / Weimar Republic / Hitler / Cenotaph / the Last Post / the Unknown Soldier / Siegfried Sassoon/ Kipling (why does Akhtar respond to this) / quote from Kipling / Rembrandt / Larkin's MCMXIV
You will each be given a reference to a historical event or a literary figure. Research what / who it is and comment on:
Make sure you consider your reference within the context it is used.
Post your response on PADLET: Padlet War References
EXTENSION TASK: Start reading and making notes on Alan Bennett's Introduction to The History Boys. Post your notes on your blog. This can be done over the next couple of weeks.
Thank you! Enjoy!
Nina
Today we are going to reviewing the scene where Irwin first teaches the boys, building on your points from the previous lesson.
Remember, we need to explore the text in terms of the discourse structure (what do the conversations show us about characters, relationships and attitudes); this links to the grammar used (types of sentences used, modality of sentences and what do they tell us about characters, relationships and attitudes); we also need to explore the lexis and semantics used throughout. This is just what words and images have been used and why - what do they tell the reader or the audience about the characters, relationships and attitudes? How do they link to the themes of the play?
Here is an overview of the language levels: Language Levels Prompt Sheet
Make sure you have notes on key points through the scene.
Now, you are going to explore some of the wider historical and textual references in the next scene we see Irwin teaching the boys (pages 23-27)
Wilfred Owen / reference to donkeys / General Haig / / Ruhr and Rhineland / Weimar Republic / Hitler / Cenotaph / the Last Post / the Unknown Soldier / Siegfried Sassoon/ Kipling (why does Akhtar respond to this) / quote from Kipling / Rembrandt / Larkin's MCMXIV
You will each be given a reference to a historical event or a literary figure. Research what / who it is and comment on:
- the significance to Irwin's argument about History / knowledge / education
- what it demonstrates about the boys
- what themes are raised
Make sure you consider your reference within the context it is used.
Post your response on PADLET: Padlet War References
EXTENSION TASK: Start reading and making notes on Alan Bennett's Introduction to The History Boys. Post your notes on your blog. This can be done over the next couple of weeks.
Thank you! Enjoy!
Nina
Thursday, 1 October 2015
Hamlet Work
Good Afternoon.
I know that you are all raring to go on this Friday afternoon!
TASK 1
Review Hamlet's first soliloquy. You will each be given a very small section on Hamlet's soliloquy from Act 1 Scene 2. You need to analyse the quotation very carefully and explain how the language shapes our understanding of Hamlet as a character and his attitudes towards his mother. Post the quotation, with your analysis, onto Padlet The first one has been done for you.
TASK 2
Read the attached notes giving some historical and social context. Notes
TASK 3
Complete the task attached here exploring how the relationship between Hamlet and Gertrude is presented in Act 3 Scene 4 Act 3 Scene 4 Gertrude and Hamlet
EXTENSION TASK:
Watch the RSC interpretation of Act 3 Scene 4 with David Tennant. How have Hamlet and Gertrude been presented? Write a paragraph on this interpretation.
I know that you are all raring to go on this Friday afternoon!
TASK 1
Review Hamlet's first soliloquy. You will each be given a very small section on Hamlet's soliloquy from Act 1 Scene 2. You need to analyse the quotation very carefully and explain how the language shapes our understanding of Hamlet as a character and his attitudes towards his mother. Post the quotation, with your analysis, onto Padlet The first one has been done for you.
TASK 2
Read the attached notes giving some historical and social context. Notes
TASK 3
Complete the task attached here exploring how the relationship between Hamlet and Gertrude is presented in Act 3 Scene 4 Act 3 Scene 4 Gertrude and Hamlet
EXTENSION TASK:
Watch the RSC interpretation of Act 3 Scene 4 with David Tennant. How have Hamlet and Gertrude been presented? Write a paragraph on this interpretation.
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