Anthology Poems at a glance: Meaning (M), Context (C), Quotes ...

Anthology Poems at a glance: Meaning (M), Context (C), Quotes ...

Y9 Core KO (Knowledge Organisers) Learning this information will be so valuable! 1. 2. 3. 4. 5. Fiction Reading (Language Paper 1) Narrative Writing (Language Paper 1) Anthology War Poetry (Literature Paper 1) Non-Fiction Writing (Language Paper 2) Romeo and Juliet (Literature Paper 1) ROALD DAHL READING CORE KNOWLEDGE Terminology Definition Explicit obvious or easy to select as the meaning Implicit inferred - it is suggested, but not actually said, the reader reads between the lines Effect cause (something) to happen; bring about: Tension state of mental or emotional strain or suspense in the story Impression an idea, feeling, or opinion about something or someone Evaluate form an idea of the amount, number, or value of; assess Evidence To use a quotation from a text (short and snappy is best) Vocabulary Definition Macabre SKILLS Comprehension: Ability to select short, phrases or words that give exact responses to the question. Bullet point style answers, which are concise and to the point. Analysis Points: Link to the question Link to the terminology (Lang/Structure evaluating choice) Short Quote(s) Explain meaning and effect both obvious and hidden (explicit and implicit) Zoom in on words/explore connotations and effect Suggest what other readers might think/feel (offering an alternative opinion) Link to the writers intentions (step out from the close analysis to give an overview of meaning) Explore a linking quote/supporting idea Evaluation Points Evaluation Points: Link to the question Give a quote which links to your idea Explain briefly what the quote means Explain your own opinion in relation to the question Explain what other reader suggest or predict what other readers might contradict your opinion or point with. Disturbing because it is concerned with death. Sinister Evil and dangerous Psychopathic Having a serious mental illness that leads to violent behaviour A1 One question with five points Selecting evidence or own words, Bullet point list, No analysis Stereotype An oversimplified idea of the typical characteristics of someone/something A2 Subverting damage or weaken an established system One Language Analysis question Link to question, Link to technique language, Quotation 4 5, Explore hidden & obvious meaning & Effect, Link to writers intentions Naive Lacking experience, wisdom or judgement A3 Vulnerable Exposed to harm in some way One Language Analysis question Link to question, Link to technique language , Quotation 7 8, Explore hidden & obvious meaning & Effect, Link to writers intentions A4 Menace Associated with a sense of threat or danger Compulsion an irresistible urge to do something / forced to do something One Language/Structure Analysis question Link to question, Link to technique language and structure/tension/drama, Quotations 7 8, Explore hidden & obvious meaning & Effect, Link to writers intentions Tranquil Calm, free from disturbance A5 Animalistic Displaying similar behaviour to that of an animal One persuasive evaluation question Link to question, Give own opinion, Quotations 7 8, Evaluate the writers viewpoint and own response to this

Exam Question Requirements NARRATIVE WRITING CORE KO Vocabulary to create emotions Definition Uplifting Inspiring happiness or hope Joyful Expressing great pleasure or joy Hopeful Feeling or inspiring optimism for the future Despair Complete loss of all hope Distress Extreme anxiety, sorrow or pain Melancholy A feeling of pensive sadness with no obvious cause Optimistic Looking at the positive aspects of life Pessimistic Looking at the negative aspects of life Pensive Thoughtful mood Frustrated Feeling of annoyance Inferior Lower in rank status or quality Sentimental feelings of tenderness, sadness, or nostalgia Powerful Having great power or strength Insignificant Too small or unworthy to be considered important Nostalgia A longing for the past SKILLS Writing: SPAG Applying Spelling, punctuation and grammar effectively. Minimum expectations: capital letters, full stops, commas & apostrophes. Challenge: colons, semi-colons, parenthesis, exclamation marks, ellipsis Sentence structures applying a variety for effect simple, compound and complex. PANIC sentence openers & being able to apply these. Paragraphing TIPTOP Time, Person, Topic, Place Narrative Writing Terminology Definition Freytags narrative structure Exposition, Rising Action, Falling Action, Climax, Resolution Narrative Hook The start of a story that grabs the readers attention in some way Exposition Background information about characters, time, location Rising Action is a series of relevant incidents that create suspense, interest and tension in a narrative Dramatic Peak/Climax the most intense, exciting, or important point of the story Falling Action What occurs directly after the climax Resolution the action of solving a problem or contentious matter Cliff-hanger A tense line or moment that creates suspense or intrigue Withholding information Holding back information from the reader for effect Asides Where a character talks to the reader, often in brackets Plot the main events of a play, novel, film, or similar work, presented by the writer in a related sequence. Character the mental and moral qualities distinctive to an individual in a story Setting the place or type of surroundings where something is positioned or where an event takes place The Senses Sight, Sound, Touch, Taste, Feel embedding these elements into a story

Pathetic Fallacy ascribing human conduct and feelings to nature Symbolism the use of symbols to represent ideas or qualities Exam Question Requirements Write a clear, believable and engaging short story which has a start, middle and end and which follows a clear plot line. Organisation and Communication must be well structured and clear. SPAG & vocabulary must be accurate and effective. Success Criteria for a well thought out story 1. Unusual, intriguing description 2. Brief, realistic dialogue 3. Showing not telling 4. Linking beginning to the end 5. Pathetic fallacy 6. Asides 7. Paragraph Links / cliff hangers 8. Sensory Description 9. Not rushing the dramatic section 10. Starting sentences in a variety of ways PANIC: With a preposition, adverb/adjective, noun, ing word (verbs), connectives Punctuation Rules to Apply Capital Letters: For Proper Nouns Name of place/person & at the start of a sentence Full Stops: end of a sentence that is not a question or statement Comma: separates lists/phrases/words & when using sentence adverbs (however, moreover etc.) from the rest of the sentence, & to indicate a sub-clause in a sentence Apostrophe: ~ to show that letters have been left out. & to show possession. WAR POETRY ANTHOLOGY CORE KO Terminolo gy Definition Imagery visually descriptive or figurative language Simile comparison between two things using like or as Metaphor where one thing becomes another in a comparison Onomatopoeia words that sound like their meaning Symbolism the use of symbols to represent ideas or qualities Noun the name of something (Proper Noun: people, places, dates & months must have a capital letter at the start) SKILLS EXAM REQUIREMENTS Analysis Points: Link to the question Link to the terminology (Lang/Structure evaluating choice) Short Quote(s) Explain meaning and effect both obvious and hidden (explicit and implicit) Zoom in on words/explore connotations and effect Suggest what other readers might think/feel (offering an alternative opinion) Link to the writers intentions (step out from the close analysis to give an overview of meaning) Explore a linking quote/supporting idea COMPARISON SKILLS: Link to the question for both texts stating the similarity or difference, Give a quote which links to your idea from TEXT 1 Explain briefly what the quote means Use comparative connectives in your answer to then explain a quote from TEXT 2 and HOW the quotes are different or the same and what they make you think Dulce et Decorum est by Wilfred Owen (1917) Mametz Wood by Owen Sheers (2005) Considers the horror and lies told about the glory of war and dying for ones country, with an account of a gas attack. Explores the waste of life within a Welsh regiment sent to fight and die at Mametz Wood and never given credit. As the farmers find their bodies, their voices are heard again, and we remember them. Latin It is sweet and fitting to die for ones country Propaganda message of the time. Owen experienced WW1 first hand, and believed this to be a lie. Use of mustard gas was a chemical first used by German army in 1917 led to agonising death. Part of Battle of the Somme bloodiest battle of WW1. Mametz Wood much bigger undertaking than Generals thought 600 died, 4000 injured. Bravery not acknowledged at the time. Welsh poet fascinated by history/identity of the Welsh. Like old beggars under sacks, coughing like hags Gas! Gas, quick boys! He plunges at me, guttering, choking, drowning His hanging face, like a devils sick of sin My friend, you would not tell with such high zest For years afterwards, the farmers found them the wasted young The broken birds egg of a skull Twenty men buried in one long grave Their skeletons paused mid dance macabre absent tongues Personification giving human qualities to inanimate objects, animals, or natural phenomena Adjective a word used to describe Verb a word used to describe an action Adverb often ly words which describes how things are done Juxtaposition placing contrasting ideas close together in a text

Repetition giving human qualities to inanimate objects, animals, or natural phenomena Enjambment incomplete sentences at the end of lines in poetry, where one line runs on to the next for effect The Manhunt by Simon Armitage (2007) The Soldier by Rupert Brooke (1914) A Wife in London by Thomas Hardy (1899) Caesura a break in the middle of a line of poem using punctuation (. , : ; ) A soldier with physical and emotional pain. His wife supports him towards recovery An idealistic representation of fighting and dying for ones country, written before the true horrors became apparent. A wife waits alone in the gloomy London fog, She receives news of her husbands death, by telegram, then the next day ironically receives a love letter from him. Rhythm A recurring beat in the poem Stanzas a verse of poetry Eddie Beddoes peacekeeper in Bosnia, shot, PTSD. Rebuilding relationship with wife. Written before the war started. Propaganda originally entitled The recruit 2 million men ended up dying in WW1 About the Boer War, and a soldiers death. Communication channels bad in 19th century. Poet separated from wife. Wife died. He still loved her though & read her letters after her death links to voice from beyond the grave Frozen river which ran through his face Handle and hold His grazed heart Foetus of metal beneath his chest Unexploded mine buried deep in his mind Theres some corner of a foreign field that is forever England A dust whom England bore, shaped, made aware All evil shed away Gives somewhere back the thoughts by England given At peace under and English heaven Comparison Connectives Tentative Phrases Similarly In contrast /Contrastingly Could Maybe In the same way On the other hand Might Possibly Also However May Perhaps She sits in the tawny vapour A messengers knock cracks smartly Flashed news Shaped so shortly He has fallen-in the far South Land. His hand, whom the worm now knows Penned in highest feather page full of his hoped return SINGLE POEM ESSAY 20 mins (including planning time) Intro link to question. Explain the overall meaning of the poem briefly. Mention time period/context. Throughout the essay Choose relevant quotes and analyse the language, structure and effect of these quotes. Refer to the question and link to the context regularly. COMPARISON POEM ESSAY 40 mins (including planning time) Intro link to question. Explain the overall meaning of the poem briefly. Mention time period/context. Throughout the essay Start with the 2nd poem, choose relevant quotes from the poem and analyse the language, structure and effect of these quotes and then how they link to examples and analysis from poem 1. You must use connectives of comparison. Refer to the question and link to the context regularly. NON-FICTION WRITING CORE KO

Exam Question Requirements 2 Tasks 30 minutes each Plan(2 mins/Write and Edit -28 mins) Terminology Definition PAFT Purpose, audience, form and tone Purpose What a text trying to do. Is it informative, advisory or persuasive Audience Who a text is aimed at Format The type of text (eg: letter, speech, report etc) Punctuation Rules to Apply Tone The way a piece of text sounds e.g. sarcastic etc. The mood or atmosphere in the writing. Hyperbole Use of exaggerated terms for emphasis. Anecdote A short story often from ones own experience Capital Letters: For Proper Nouns Name of place/person & at the start of a sentence Full Stops: end of a sentence that is not a question or statement Comma: separates lists/phrases/words & when using sentence adverbs (however, moreover etc.) from the rest of the sentence, & to indicate a sub-clause in a sentence Colon: to introduce a list. Parenthesise: To include additional information. Directives Using you, we or us. Asides Offering a quick humorous comment to the reader, often in brackets Facts/Statistics Facts and figures Passive voice When the subject of the sentence has an action done to it but something or someone else. E.g. the dog was being washed by the girl. Modal Verb A word that provides an option -Should, Could, Might Rhetorical Question Asking a question as a way of asserting something. Asking a question, which already has the answer hidden in it. Anecdote A short story, often from ones own experience Guilt trip Making the reader feel guilty about something Repetition Where words or phrases are used more than once in a piece of writing Writing for 2 different purpose, audience and formats with clear communication and technical accuracy. Write a report about..for. Write a letter to..about SPAG & vocabulary must be accurate and effective. How to develop ANY non-fiction paragraph: Start in an interesting way Use Imagine perhaps. Ask yourself why your idea is important. Give a specific example of how it might work. Consider what effect it will have or why it might be different to the norm. Finish up with a persuasive technique. SKILLS SPAG Applying spelling, punctuation and grammar effectively. Minimum expectations: capital letters, full stops, commas & apostrophes. Challenge: colons, semi-colons, parenthesis, exclamation marks, hyphens. Sentence structures applying a variety for effect simple, compound and complex. Using time and sequencing connectives. Paragraphing TIPTOP rules & being able to apply these effectively. Persuasion Using a range of techniques effectively and suitably (FATHORSE/HADAFOREST) ADVICE 2 person You nd PERSUADE REVIEW REPORT 1 person I 1 person I 3rd person st Modal phrases should/could/perhaps Rhetorical questions to strengthen advice Keep it simple, uncomplicated 2nd person You NOT 1st person I Informal, friendly tone Reassuring Give choices/alternatives

Rhetorical Questions Facts / Statistics Imagery Short Sentence Flattery Guilt trip Anecdote Directives Repetition Exaggeration/Hyperbole Emotive Language st Strengths& Weaknesses Humour Descriptive techniques adjectives, similes Directives / Asides Exaggeration / Hyperbole Informal friendly tone For each of the 3 sections, provide a problem, and recommended solution Formal style Factual Combines informative and advice writing Passive voice Structure / Format Reminders FOR ANY TASK: Aim for a brief introduction, 3 detailed points/paragraphs, a brief conclusion Article Title Speech Introduce who you are/ speech topic Grab audiences attention to begin End with a powerful final message Letter Your address, date, Dear Sir/Madam/Mr Smith End with -Yours faithfully/sincerely Report Title Sub-headings ROMEO & JULIET CORE KNOWLEDGE Y11 Vocabulary Definition Unrequited love Love which is felt by one person, but not returned Patriarchy Society dominated by males who rule over females Masculinity Traits relating to being stereotypically male Impulsive Acting/doing something without thinking Loyalty Having a strong feeling of support or allegiance Audience Spectators or listeners Wisdom Quality of having good judgement/being wise Justice Fair treatment or behaviour Rebellion Armed resistance to a government or the laws Marriage Formal union of two persons in the eyes of god Aggression Anger which results in aggressive behaviour Maternal Feelings which are related to being a mother Societal expectation Social normalities relating to the time Morbid

An interest in death and disease Futile Terminology Definition Tragedy Form of the play exploring tragic events & downfall of character Dramatic Irony where the audience are more aware of the action happening than the characters Soliloquy an individual character in a play speaking their thoughts out loud to the audience Protagonists The main character who propels the action forward Celestial Imagery Images relating to heaven Oxymoron using two opposing terms together, that normally contradict each other Juxtaposition Placing contrasting ideas close together in a text Foreshadowing a hint or suggestion of what might happen later in the story Emotive Language Language which creates an emotion in the reader Connotations/ Zooming in Implied or suggested meanings of a word or phrases Hyperbole use of extremely exaggerated terms for emphasis Puns Joke exploiting the possible different meanings of a word pointless SKILLS Analysis Points: Link to the question Link to the terminology (Lang/Structure evaluating choice) Short Quote(s) Explain meaning and effect both obvious and hidden (explicit and implicit) Zoom in on words/explore connotations and effect Suggest what other readers might think/feel (offering an alternative opinion) Link to the writers intentions (step out from the close analysis to give an overview of meaning) Explore a linking quote/supporting idea Act & Theme Key Moments Prologue: Love, Civil War, Fate Conflict Exposition of feud between Montagues and Capulets. Love story & deaths of Romeo & Juliet revealed . Act 1: Civil War, Conflict Law, Fate, Patriarchy Family Relationship Servants of both houses fight in the street. Prince breaks it up. Paris asks to marry Juliet. Nurse reveals this to Juliet & we see their close bond. Romeo argues against going to the ball. R&J meet & fall in love at the Capulet Ball. Tybalt recognises Romeo & wants to fight. Lord Capulet stops him. Act 2: Civil War, Conflict Law , Fate, Patriarchy, Family Relationship Chorus inform of the futile love. Romeo abandons his friends & jumps into Capulets orchard. Balcony scene they confess their love & arrange to marry. Friar Laurence agrees to marry R&J. Tybalt challenges Romeo. Nurse acts as messenger regarding the wedding. They marry in secret. Act 3: Civil war, Cnflict, Death, Love, Religion, Law, Fate, Patriarchy, Family Relationship

Mercutio & Tybalt fight. Tybalt kills Mercutio. In anger Romeo kills Tybalt. Prince banishes Romeo to Mantua. First the lovers spend the night together. Juliet is distraught about Romeo being banished. Capulet agrees to Paris & Juliet marrying. Juliet refuses to marry him. The nurse says she should. Act 4: Fate, Love, Death, Patriarchy, Family Relationship Friar plans to give Juliet sleeping drug. Juliet agrees to marry Paris. Takes the drug. Everyone thinks she is dead (Nurse finds her). Act 5: Death, Fate, Conflict, Family Relationship s, Love, Law, Religion, Patriarchy, Romeo doesnt receive a letter about the Friars plan. He hears she is dead. Buys poison. Friar Laurence sends another letter. Romeo arrives at the tomb. Kills Paris. Drinks poison. Juliet awakes to find Romeo dead. Juliet stabs herself. The families are brought together in grief. EXAM REQUIREMENTS EXTRACT ONLY: Intro link to the question with overview of meaning in the extract. Explain where the extract happens in the play, Start of extract choose 2 3 quotes to explore, Middle of extract choose 2 3 quotes to explore, End of the extract choose 2 3 quotes to explore, Conclude Short summary of points ESSAY ON ROMEO & JULIET: Intro link to the question with overview of meaning. Explain which 3 to 4 events in the play you will focus on. Idea 1 choose a moment from the play to explore (quotes if remembered) Idea 2 - choose a 2nd moment from the play to explore (quotes if remembered) - Idea 3 - choose a moment from the play to explore (quotes if remembered) - Idea 4 choose a moment to explore (quotes if remembered) Conclude Short summary of points Character Quotes & Technique & Brief Analysis ROMEO Main Protagonist In sadness, cousin, I do love a women Act1:1 juxtaposition Romeo swooning and pining for Rosaline. Arise fair sun and kill the envious moon, Act 2 Metaphor to show his rejection of Rosaline in favour of Juliet. With loves light wings did I oerperch these walls, Act 2:2 Celestial Imagery to show he is linked to God and the heavens. O I am Fortunes fool Act 3:1 Metaphor/ Alliteration. Cursing fate after he has killed Tybalt. Death hath had no power yet upon thy beauty. Act 5:3 Imagery to show that death hasnt changed Juliets appearance yet Shakespeare is playing with the audience here. Thus with a kiss I die Act 5:3 statement first person he dies JULIET Main Protagonist You kiss by the book Act 1:5 metaphor falling in love with Romeo. My only love sprung from my only hate Act 1:5 juxtaposition/Oxymoron Realising Romeos family. Whats in a name? That which we call any rose would smell as sweet. Act 2:2 metaphor Juliet questioning Romeos family names importance. Methinks I see thee now, thou art so low, as are dead in the bottom of the tomb Act 3:5 Juliet has a vision of Romeo lying dead. Proud I can never be of what I hate Act 3:5 Juliet saying to her father that she cannot be proud of being paired with Paris. O happy dagger let me die!Act 5:3Personification Juliet before she kills herself. TYBALT Cousin to Juliet - Antagonist What, drawn, and talk of peace! I hate the word, as I hate hell, all Montagues, and thee Act 1:1 Repetition Tybalt showing his primary character trait of loving fighting.This, by his voice, should be a Montague. Fetch me my rapier, boy. Act 1:5 Tybalt recognises Romeo who has gatecrashed the party and wants to attack him. Boy, this shall not excuse the injuries that thou hast done me. Therefore turn and draw. Act 3:5 Metaphor Tybalt emphasising how he feels damaged by Romeos behaviour, and is determined to fight. LORD CAPULET Juliets father What noise is this? Give me my long sword, ho! Act 1:1 Capulet keen to join in the fighting And, to say truth, Verona brags of him to be a virtuous and well-governed youth. Act 1:5 Adjectives - At Capulets party, he admits that Romeo is an honourable, young man. hang thee, young baggage. Act 3:5 adjectives - Capulet insulting Juliet. NURSE Capulet household What lamb? What Ladybird! God forbid, wheres this girl? What Juliet? Act 1: 3 Rhetorical questions - nurse calling Juliet to speak to her mother. I am so vexed that every part about me quivers. Act 2:4 adjectives hyperbole the nurse is angry about the way Romeo and his friends are speaking to her. Shes dead deceased, shes dead, shes dead! Act 4:5 Repetition alerts Lady Capulet to Juliets pretend death FRIAR LAURENCE unaffiliated For this alliance may so happy prove/To turn your households rancour to pure love. A2:3 poetic/hopeful tone FL agrees to marry R&J hoping it stops the fighting . O Juliet, I already know thy grief, Act 4:1 compassionate tone, connotations, showing FL is aware of how Juliet feels about marrying Paris and that he is complicit in her possible bigamy if she does marry Paris. Come, Ill dispose of thee among a sisterhood of Nuns. Act 5:3 Friar Laurence plotting even at the end to try and help Juliet escape the marriage to Paris, even when the sleeping drug plan goes wrong. LADY CAPULET Juliets mum Wll think of marriage now; younger than you, Act 1:3 cajoling tone questioning LC is trying to persuade Juliet to marry Paris. You are too hot. Act 3:5 short sentence - telling her husband not to be so angry with Juliet. O woeful time! Act 4:5 exclamation mark, adjective, despairing tone LC just learnt of her daughters death. LORD MONTAGUE With tears augmenting the fresh morning dew Act 1: 1 metaphor to show he is worried about Romeo. Who set this new quarrel abroach? Act 1:1 Rhetorical question to find out how the fight started. For I will raise her statue in pure gold, Act 5:3 hyperbole, persuasion Montague assures Capulet hell erect a gold statue in her memory MERCUTIO Romeos friend Antagonist Nay, gentle Romeo, we must have you dance Act 1:4 Imperative must persuading Romeo to go to the ball. O calm, vile dishonourable submission Act 3:1 Adjectives Mercutio not understanding why Romeo is cowardly and backing down from a fight with Tybalt. A plague aboth your houses! Act 3: 1 -Metaphor blaming both the Montagues and the Capulets and wishing them the most unpleasant death. Related to the Prince BENVOLIO Romeos ousin I do but keep the peace. Put up thy sword, Appeasing tone. Short sentence to show he doesnt want to fight. Ill pay that doctrine, or else die in debt. hyperbole/exaggeration, alliteration to show he is loyal to Romeo. Go then, for tis in vain/To seek him here A2:2 Imperative leaving Romeo after ball in Juliets orchard PARIS unaffiliated Love interest Younger than she are happy mothers made Act 1:2 Paris trying to persuade Capulet to allow him to take Juliet as his wife. That may be must be, love, on Thursday next. Act 4:1 Modal into an Imperative. Paris speaking to Juliet about marrying her on Thursday. O, I am slain! If thou be merciful, open the tomb, lay me with Juliet Act 5:3 Paris dying & hoping to be buried alongside Juliet. He isnt. PRINCE unaffiliated Peacemaker If ever you disturb our streets again, your lives shall pay the forfeit of the peace Act 1:1 The Prince saying that execution will result for future fighting. Let Romeo hence in haste, else when he is found, that hour is his last Act 3:1 Prince banishes Romeo. If he returns he will be executed. Capulet, Montague! See what a scourge is laid upon your hateAll are punished. Act 5:3 Prince blaming the heads of both families for the deaths of their children.

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