Levels for R&J

Level 5

—You use key words from the question

—Your paragraphs contain a point, a piece of evidence/quote and an explanation of the quotation (PEE)

—Your quotes clearly support the point you are making

—You analyse key words or phrases form the quotations and discuss their significance and effect

—You are discussing the whole play

Level 6

—All paragraphs are linked (connectives) and being referred back to the question

—You use PEE and your explanation analyses the language

—You use terms like soliloquy, oxymoron, foreshadowing, simile, metaphor, alliteration and comment on their effect

 

¢Level 7

—Your paragraphs include detailed analysis of the effects of language: you can make two or more different comments about he effects of the quotation (Furthermore, An additional effect...)

—Your essay included some of your own ideas
you are showing that you are thinking about the relevance of the play as a whole and why Shakespeare wrote it

R&J Essay Plan

Romeo and Juliet – Year 9 Essay Plan-
Click here if you don't have a copy of the play

Question:  How does Shakespeare present love in Romeo & Juliet?

Introduction

·         When written

·         By whom

·         Brief summary

·         Love/tragedy

Paragraphs

·         How is love shown (happy/sad/madness/love at first sight

·         Write about the scenes we have studied

o   The prologue – a sonnet/words about death/foreshadowing

o   Act 1, sc i - unrequited love/love as madness/love causing sadness/oxymoron

o   Act 1, sc v – The Capulet ball – first meeting/sonnet shared/words shared/love at first sight

o   Act 2, sc ii -  the Balcony scene – Romeo’s soliloquy/words about light/ name not important/agree to marry after a few hours

o   Act 3, sc 5 – after their night together – metaphor (birds for day and night)/Juliet’s premonition (foreshadowing)

o   Act 5, sc iii – The Tomb – words about death and darkness

o   You must write PEE+ paragraphs

o   You must give quotes “...”

o   You must explain what point Shakespeare was making about love in each scene

o   Try and link to other points

Conclusion

o   Summarise the presentation of love in the play

o   Is it the romantic story many people see it as?

o   What do you think the play says about love – is it different for a modern audience?

o   Is the play still relevant?  Why/Why not?

Romeo and Juliet - PEEL Grid

Way love is shown/portrayed	Evidence from the play	Explanation of importance	link to the context/history
Love is shown as linked to fate/destiny. The person you will love has been chosen by the stars	Prologue	Through dramatic irony, the audience know from the prologue that Romeo and Juliet’s love will end in a tragic way.
Love is shown in a very crude/rude way. Also funny.	Act 1, sc.1		Important that Shakespeare had something for all people in the audience as he needed to make money from his plays.
Romeo is shown engaged in ‘courtly’ love. He is shown loving someone who does not love him back.			Courtly love was once seen as ideal, or perfect. The admired woman was seen as if she were almost a goddess – above normal (real) women.
Love at first sight. Romeo and Juliet fall in love the first time they see each other.		Romeo and Juliet move from talking to touching and kissing very quickly. This is very different to his relationship to Rosaline.
Love is shown as less important than marriage. Juliet is expected to marry who her parents chose.	Lady Capulet: “Well think of marriage now. Younger than you, Here in Verona, ladies of esteem, Are already mothers made.” Act1, sc.2, 69-71.

7x3 - Ton-Up Challenge

KEEP READING!

We are doing really well and I firmly believe that, at this rate, we will reach our target of 100 books read before Easter!

Please continue to read over the holiday and remember to make a note of your book title and author in your planner ready to write out your book spine in the new term!

This has been such an exciting challenge and I already have my eye on a potential prize winner! 

Is it you?

8y3 - Ballad Research

Please ensure that you come to our next lesson knowing what is meant by the term:
Pathetic Fallacy

Extension

What else can you find out about Gelert?  Bring any information/images that you have for class discussion.

Year 9 - R&J

Romeo and Juliet Act 2 Scene 2

Consider how love is represented. Whay type of love is it? Does it differ from other types of love we have seen so far?

Year 7 Poetry

Research Maya Angelou.

Select 3 pieces of information about her ready to share in our next lesson.

Yr8 The Gresford Disaster Ballad

1.Where is Bodmin Moor

2.Look at photos of it (Google images) and write down three words to describe it.

 

You will need this homework and your newspaper front page homework for our next lesson - Friday 30th November

Romeo and Juliet Assessment Prep

Remember that your assessment will be on how Shakespeare presents love in R&J so you need to read around the subject. Happy note taking!

Year 8 - Frankie and Johnny Ballad

Due in Tuesday 27th November

What things are on the front page of a newspaper?  List them.

7x3 Revision

Answer the following question using a PEE paragraph.

Find two features of Stanley's character and explain how they are suggested. Write your answer down and then compare it to ours.

Stanley and his parents had tried to pretend that he was just going away to camp for a while, just like rich kids do. When Stanley was younger he used to play with stuffed animals, and pretend the animals were at camp. Camp Fun and Games he called it. Sometimes he'd have them play soccer with a marble. Other times they'd run an obstacle course, or go bungee jumping off a table, tied to broken rubber bands. Now Stanley tried to pretend he was going to Camp Fun and Games. Maybe he'd make some friends, he thought. At least he'd get to swim in the lake.

'Holes' - Louis Sachar

Year 11 - extend your reading skills

As discussed in class today, the exam questions tend to be fairly standard in that the skills the exam boards want to examine you on do not vary.

The following questions are very typical of the type of question you could be asked and therefore, I urge you to consider these every time you read a newspaper/magazine/web article:

Explain in your own words what you find out about ...

How are facts and opinions used in this item?

Year 11 - Half Term

Please complete the exam paper in 'real time'.

Then...

If you have not finished, make a note of where you got up to and complete the rest of the paper.

The English Department would greatly appreciate it if you took great care of these papers and returned them unharmed after half term.

On a separate note,

Please do not worry if you are finding the poetry a bit tough.  I just want you to ensure that you are as familiar as you can be with each of the poems ready for January.

Year 9 - Half Term Work

The Tragedy of Romeo and Juliette

The Prologue

Two households, both alike in dignity,
In fair Verona, where we lay our scene,
From ancient grudge break to new mutiny,
Where civil blood makes civil hands unclean.
From forth the fatal loins of these two foes
A pair of star-cross'd lovers take their life;
Whose misadventured piteous overthrows
Do with their death bury their parents' strife.
The fearful passage of their death-mark'd love,
And the continuance of their parents' rage,
Which, but their children's end, nought could remove,
Is now the two hours' traffic of our stage;
The which if you with patient ears attend,
What here shall miss, our toil shall strive to mend.

The prologue is in the form of a sonnet.

What is a ‘sonnet’?

Why would someone write a sonnet?

What is the form/structure of a Shakespearean sonnet?

Extension:  find out some basic facts about the poet Petrarch – who was he, when/where did he live?  What ldo think is the ink between Petrarch and Shakespeare?

Write a short paragraph defining and explaining sonnets.

Extra challenges:

1                 learn the prologue by heart – prize if you can recite it when asked!

2                 Can you write your own sonnet?  Here are the first two lines (but you can choose your own setting if you want to).  There will be a prize for the one that the English Department judge to be the best!

Two classrooms, quite unlike in atmosphere,

Inside this building, (where I write this rhyme),

Yr 7 - Long term holiday and extension homework

The book challenge begins.

As a class, we will undertake the challenge of reading 100 books between now and July 2013!

100 I hear you cry!  Let's think about it and do some sums.

There are 31 students in our class.
There are 3 terms in the academic year

If each student reads 1 book per term, the sum would be: 31 x 3 = 93.

If  I read 1 book per term, the sum would now be: 32 x 3 = 96.

If we asked Mr Marshall to join in, the sum would now be: 33 x 3 = 99

Only 1 book left over and we will reach our 100!  Easy!

Some authors you might like to consider are:

David Almond
Ian Serraillier
Michell Magorain
Helena Pielichaty
Philppa Pearce
Sally Gardner
Michael Morpurgo
Francesca Simon
Sharon Creech...

Please visit Mrs Charles and Mrs Daniels in the LRC as they will be able to support you in making suitable choices.

Still stuck for an enjoyable read? Click here and whizz off to find some wizard ideas

Happy reading

Mrs Couchman

PS - Did I mention a prize?  Oh dear, I am getting forgetful!

Year 11 - Due in on Thursday

Find either a magazine or web based article.

Analyse the article for language and presentational devices.

What is the intended impact on the reader?

You should aim to be prepared to speak about your article to the class - if asked to.

Year 11 Message

Dear Year 11

All the poetry information published on the blog is also available in the student shared folder on the school system:

student shared/english/moon on the tides

Enjoy yourselves

Mrs Couchman

Year 11 - What to Loook For Table

Headings	Tips
What the poems are about	All the poems are about relationships but there are different types of relationships here, and different feelings attraction, uncertainty, anger, love, and so on.  Which poems seem to have similar attitudes or types of relationships?
Beginnings/endings	Find examples of lines that look a bit similar, but where there’s a difference too.  For example, both ‘Hour’ and ‘The Farmer’s’ Bride’ use repetitions at the end.  How are they similar or different in effect?
Length	You might notice some distinct similarities of differences.  Include the number and length of stanzas, if there are any.
Rhyme	You need to look a little more carefully now.  Is there a regular rhyme scheme?  Does it change?  What is the effect of rhyme in the poem?  It’s very different in ‘Sonnet 43’ and ‘In Paris with You’ for example.
Rhythm	Are there any poems with a strong rhythm, or a sudden change in rhythm?  Look at the change at the end of ‘To His Coy Mistress’, for example.  Are any of the others similar to this?
Language	Some poems make considerable use of repetition of words and phrases, but others hardly use repetition at all.  Look for repetition, why do you think the writer made that choice?
Imagery	Some poems are rich in imagery, such as metaphors and similes, while other might seem quite plain.  Make a note of some obvious similarities and differences.

Year 11. Key poetic terms - ensure you understand thier meaning

Personification	Stanza
Alliteration	Caesura
Simile	Repetition
Metaphor	Rhythm
Onomatopoeia	Dramatic monologue
Sibilance	Enjambment
Plosive	End stop
Imagery	Assonance

Year 11 - Relationships MITSL grid

You may find it helpful to save an electronic version of this (see also student shared) and fill it in as you need to.

Moon on the Tides Anthology - Relationships

Title of Poem Contemporary Poems	Meaning My	Imagery Itchy	Tone Toes	Structure/Form Smell	Language Lovely
Man Hunt
Hour
In Paris With You
Quick Draw
Ghazal
Brothers
Praise Song for my Mother
Title of Poem Pre-1914 Poems	Meaning My	Imagery Itchy	Tone Toes	Structure/Form Smell	Language Lovely
Sonnet 116
Sonnet 43
To His Coy Mistress
The Farmer’s Bride
Sister Maude
Nettles
Born Yesterday