Knowledge Organisers for English You will study Romeo

Knowledge Organisers for English You will study: Romeo and Juliet Animal Farm A Christmas Carol The Poetry Anthology Context for the Anthology Unseen Poetry YOU ALL NEED TO LEARN THIS INFORMATION How do you use them? • Self quiz – read and write down what you remember • Look, cover, write, check • Create flashcards that you test yourself on to learn the knowledge • Create mini quizzes and swap and check your knowledge • Dual code – create a series of pictures or symbols that link to the information on the KO • Apply the information in context – use them to help you write an essay or plan an essay • How NOT to use them: Copy out the information with the KO directly in front of you Ignore them

ROMEO & JULIET CORE KNOWLEDGE – Y 11 AQA Vocabulary Definition Terminology Definition Tragedy Form of the play exploring tragic events & downfall of character Unrequited love Love which is felt by one person, but not returned Patriarchy Society dominated by males who rule over females Dramatic Irony Masculinity Traits relating to being stereotypically male where the audience are more aware of the action happening than the characters Soliloquy Impulsive Acting/doing something without thinking an individual character in a play speaking their thoughts out loud to the audience Loyalty Having a strong feeling of support or allegiance Protagonists The main character who propels the action forward Audience Spectators or listeners Celestial Imagery Images relating to heaven Wisdom Quality of having good judgement/being wise Oxymoron using two opposing terms together, that normally contradict each other Justice Fair treatment or behaviour Rebellion Armed resistance to a government or the laws Marriage Aggression Maternal Formal union of two persons in the eyes of god Anger which results in aggressive behaviour Feelings which are related to being a mother Societal expectation Social normalities relating to the time Morbid An interest in death and disease Futile pointless Juxtaposition Placing contrasting ideas close together in a text Foreshadowin g a hint or suggestion of what might happen later in the story Emotive 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 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 writer’s intentions (step out from the close analysis to give an overview of meaning) Explore a linking quote/supporting idea EXAM REQUIREMENTS EXTRACT & ESSAY COMBINED ESSAY ON ROMEO & JULIET: Intro – link to the question with overview of meaning. Explain which events in the play you will focus on. Extract Focus – explore what the extract means using supporting quotes and link to the question Idea 1 - choose a moment from the play to explore with quotes & context Idea 2 - choose a 2 nd moment from the play to explore with quotes & context - Idea 3 choose a moment from the play to explore with quotes & context - Idea 4 – choose a moment to explore with quotes and context Conclude – Short summary of points INCLUDE CONTEXT Context Patriarchy Women not as important as men Law – no justice system like we have today instead the class system hierarchy was responsible for keeping the peace Greek Tragedy – Use of a chorus in the prologue to narrate events Courtly Love – a love that was not returned – often love letters would be sent to a lady who did not reciprocate Fate - is from the work of a Roman scholar named Boethius who influenced Shakespeare Allusions/Greek Mythology – Several Greek myths are referenced throughout the play Arthur Brook’s poem inspired the play The Renaissance – was a time of significant change in the fields of religion, politics, science, language and the arts 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 Capulet’s 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 doesn’t receive a letter about the Friar’s 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.

Character Quotes & Technique & Brief Analysis ROMEO – Main Protagonist “In sadness, cousin, I do love a women” Act 1: 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 love’s light wings did I o’erperch these walls, ” Act 2: 2” Celestial Imagery to show he is linked to God and the heavens. “O I am Fortune’s fool” Act 3: 1 –Metaphor/ Alliteration. Cursing fate after he has killed Tybalt. “Death had no power yet upon thy beauty. ” Act 5: 3 Imagery to show that death hasn’t changed Juliet’s 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 Romeo’s family. “What’s in a name? That which we call any rose would smell as sweet. ” Act 2: 2 –metaphor –Juliet questioning Romeo’s 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: 3–Personification – 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 Romeo’s behaviour, and is determined to fight. LORD CAPULET – Juliet’s 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 Capulet’s 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, where’s 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. “She’s dead decease’d, she’s dead!” – Act 4: 5 Repetition –alerts Lady Capulet to Juliet’s pretend death FRIAR LAURENCE – unaffiliated “For this alliance may so happy prove/To turn your households rancour to pure love. ” A 2: 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, I’ll 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 – Juliet’s 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 daughter’s 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 he’ll erect a gold statue in her memory MERCUTIO – Romeo’s 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 a’both 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 – Romeo’s ousin “I do but keep the peace. Put up thy sword, ” Appeasing tone. Short sentence – to show he doesn’t want to fight. “I’ll 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” A 2: 2 – Imperative – leaving Romeo after ball in Juliet’s 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 isn’t. 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 hate…All are punished. ” Act 5: 3 –Prince blaming the heads of both families for the deaths of their children.

SKILLS A Christmas Carol CORE KNOWLEDGE AQA Vocabulary Definition Hardship Severe suffering or going without things Context • Dickens used conventions from the Gothic genre – death, spirits, supernatural, • Huge population increase in London in Victorian Britain. Overcrowding. Large supply of labour meant employers could pay low wages. • ¼ of population living in poverty. No welfare state to provide benefits for poor. Charity was vital. • Many children died in childbirth/infancy • No printers or copiers in 19 th century. Clerks wrote everything out by hand. Family, Christmas, Poverty and Wealth, The Past, Change, Food, Love, Death, Compassion • Dickens’ father ran up huge debts, and got sent to a debtors’ prison. EXAM REQUIREMENTS • Dickens then taken out of school and sent to a Blacking factory at age 12. Terrible conditions. Cruel employers. Low pay. • Poor Children sent to terrible evening ‘ragged schools’ where they were neglected, and not educated well which meant they would stay poor. Education wasn’t compulsory. Only rich children enjoyed good schools. • Dickens visited ragged schools – ones for the poor • Religious society –most went to church, and believed in after life and knew Christian message of forgiveness. • Dickens was inspired to write the book by insomnia filled night walks in London Analysis Points: Link to the question Link to the terminology (Lang/Structure – evaluating choice) Short Quote(s) -or Moment 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 writer’s intentions (step out from the close analysis to give an overview of meaning) Explore a linking quote/supporting idea ***DON’T FORGET CONTEXT FOR THIS TEXT!*** Transformation A marked change Welfare The health, happiness and fortunes of a person or group Redemption The action of saving or being saved from sin, error or evil Mankind The human race Festive Relating to a festival, usually Christmas. Also cheerful. Miser A person who hoards wealth and spends as little as possible Ignorance A lack of knowledge or education on a topic Free Will The ability to choose between different courses of action in your life Capitalism An economic system built around market forces and aimed at profit and wealth creation. Government intervention is minimal. Private companies largely in charge. Epiphany A moment of sudden and great revelation or realisation Solitude The state of being alone Humility Having a modest or low view of your own importance Nostalgia A sentimental longing for the past Apparition/Spectre A ghost Deference Polite submission and respect Parable A simple story used to illustrate a moral or spiritual lesson Philanthropy A desire to promote the welfare of others, especially by generous donations to good causes Terminology Definition Pathetic Fallacy Linking of nature and weather to human emotions/moods Metaphor Where one thing becomes another in a comparison Simile A comparison using like or as Allegory A story that holds a deeper, moral or political meaning Description A spoken/written account of a person, action or event Foreshadowing a hint or suggestion of what might happen later in the story Starting with this extract, explore how Dickens uses the Cratchit family to show the struggles of the poor. Write about: � how Dickens presents the Cratchit family in this extract � how Dickens uses the Cratchit family to show the struggles of the poor in the novel as a whole. Symbolism the use of symbols to represent ideas or qualities 30 marks] KEY THEMES ESSAY QUESTION– 50 mins (including planning time) Brief introduction – Offer an overall link to the question covering the novel as a whole. Extract Focus – 1 paragraph – Link to Question. Aim for a range of quotes covered & include context Whole Novel Focus -2 paragraphs – Link to how question can be answered in other key moments/quotes throughout the novel & include context Brief Conclusion – Link back to the question EMBED CONTEXT THROUGHOUT THE ESSAY Typical Question

Key Quotes Scrooge Bob Cratchit Family Jacob Marley The Ghost of Christmas Past The Ghost of Christmas Present The Ghost of Christmas Yet to Come Belle Fred Minor Characters Protagonist –An old miser who discovers the message of Christmas Scrooge’s long suffering clerk. His family survive on very little but are close and happy. Scrooge’s former business partner, now deceased. He appears as a ghost. The ghost that arrives in great light The ghost that resembles a jolly giant The ghost that resembles the grim reaper Scrooge’s one time fiancée who left him due to his obsession with money Scrooge’s nephew. Fan’s son. Fezziwig –Scrooge’s old boss Fan – Scrooge’s sister Mrs Dilber, The Laundress and Joe ‘Hard and sharp as flint’ ‘The clerk’s fire was so ‘One the very day of ‘Would you so soon ‘A jolly giant who bore ‘It was shrouded in a ‘Another idol has ‘I have always thought ‘Don’t be angry Uncle. Merry Christmas!’ FEZZIWIG –’He has the power to render us happy or unhappy; to make our service light or burdensome. The happiness he gives is…as if it cost a fortune. ’ ‘Scrooge’s offences carry their own punishment. Who suffers? Himself!’ FAN – ‘I have come to bring you home dear brother, home, home!’ ‘Solitary as an oyster’ ‘Are there no prisons? Are there no workhouses? ’ ‘Every idiot who goes around with Merry Xmas on his lips…should be buried with a stake of holly through his heart’ ‘If they would rather die, they had better do it, and decrease the surplus population’ ‘I will honour Christmas in my heart. I will live in the Past, the Present and the Future. I will not shut out the lessons that they teach’ ‘I am as happy as an angel’ ‘I’ll send it to Bob Cratchit’ very much smaller that it looked like only one coal’ ‘There’s another fellow, my clerk with fifteen shillings a week, a wife and family, talking about a merry Christmas. I’ll retire to Bedlam. ’ ‘Tiny Tim hoped the people saw him in the church because he was a cripple, and remember upon Christmas day, who made lame beggars walk and blind men see’ ‘’Mrs Cratchit made the gravy hissing hot…Miss Belinda sweetened up the apple sauce…There never was such a goose cooked’ ‘Eked out by apple-sauce and mashed potatoes’ ‘God bless us every one’ ‘Mr Scrooge. I’d give him a piece of my mind. An odious, stingy, hard , unfeeling man’ the funeral, Scrooge solemnised it with an undoubted bargain’ ‘I wear the chain I forged in life…The chain was made up of cash boxes…ledgers…heavy purses’ ‘My spirit never roved beyond the narrow limits of our money changing hole’ ‘Mankind was my business’ put out the light I give? ’ ‘Scrooge was conscious of a thousand odours floating in the air, each one connected with a thousand thoughts and hopes and joys long forgotten’ ‘A solitary child, neglected by his friends is left there still – Scrooge sobbed’ ‘One child: true – your nephew!’ ‘A small matter to make these folks so full of gratitude’ ‘I should like to be able to say a word or two to my clerk just now. That’s all. ’ a glowing torch with a cheery voice and a joyful air’ ‘I see a vacant seat. The child will die’ ‘Scrooge was the ogre of the family and the mention of his name cast a dark shadow. ’ ‘Even here…two men wished other Merry Christmas in their can of grog’ ‘Yes/No game…a disagreeable, savage animal. It’s Uncle Scro -o-o-oge!’ ‘They are Man’s. This boy is ignorance. This girl is Want. Beware for I see that written which is Doom. ’ deep black garment…left nothing visible except one outstretched hand. ’ ‘Ghost of the Future. As I know your purpose it to do me good, I am prepared to bear you company with a thankful heart. ’ ‘If there is any person in the town who feels emotion caused by this man’s death, show that person to me, Spirit, I beseech you!’ ‘I am sure we shall none of us forget Tiny Tim. ’ displaced me…a golden one’ ‘I have seen your nobler aspirations fall off, until the master passion, Gain, engrosses you. ’ ‘May you be happy in the life you have chosen’ ‘Now a comely matron sitting opposite her daughter. ’ of Christmas as a good time, a kind, forgiving, charitable, pleasant time. ’ LAUNDRESS ‘He’d have had somebody to look after him when he was struck by death, instead of lying gasping out his last there, along by himself’ ‘He read upon the stone of the neglected grave his own name, Ebenezer Scrooge. ’ The Plot Stave 1 Scrooge sits in his counting house on a cold Christmas Eve, miserable and cursing everything to do with Xmas. His clerk, Bob shivers in the side room. Scrooge rejects his nephew Fred’s annual offer to come to their house for Christmas, and gives nothing but a lecture to two charity collectors. He is visited by Jacob Marley who warns him to take note of his condition and the 3 spirits which will visit him. Stave 2 Scrooge is taken by the Ghost of Xmas Past, a childlike ghost with a brightly glowing head, back in time to revisit his sad lonely boarding school days left on his own at Xmas, then a time when his sister Fan came to collect him and he was overjoyed. He is also shown a Christmas Eve when he was the apprentice of Fezziwig, a happy, caring boss. He is also shown the scene where his fiancee, Belle left him, and Belle has a new husband daughter of her own. Stave 3 Scrooge is next taken by the Ghost of Xmas Present, a majestic giant wearing a green fur robe, through London to see Christmas as it will happen that year. He watches the Cratchit family prepare a miniature feast in their meager home. He discovers the courage and kindness of Tiny Tim, Bob Cratchit’s crippled son. He sees Fred’s Xmas party, and also countless people around the globe all celebrating Xmas with someone else, unlike Scrooge who appears doomed to spend it alone. The Ghost ages towards the end of the day, and reveals two starved children, Ignorance and Want, a warning to mankind of not caring for others in society. Stave 4 The Ghost of Xmas Yet to Come leads Scrooge through a series of mysterious scenes relating to an unnamed man’s recent death. Scrooge sees businessmen discussing the food at the funeral, some uncaring tramp like characters trading his belongings, and a poor couple expressing relief because their debt may be transferred to someone more merciful. Finally, the Ghost guides Scrooge to an abandoned old gravestone bearing the name of Ebenezer Scrooge. He begs and pleads with the silent spirit to change his fate, promising to change his ways. Stave 5 Overwhelmed with the chance to redeem himself, Scrooge rushes out on to the street to share his newfound Christmas spirit with bemused passers-by. He sends a giant Christmas turkey to the Cratchits, and raises Bob’s salary. He attends Fred’s Xmas party, and gives a generous sum to the charity collectors. As the years go by, he holds true to his promise and honours Christmas with all his heart, treating Tiny Tim as if he were his own child, providing for the poor, and treating fellow human beings with kindness, generosity and warmth.

ANIMAL FARM KO - Y 11 AQA Vocabulary Definition Revolution Forcible overthrow of a government or social order Animalism System designed by Old Major for a happy life free of human interference Commandments Seven rules by which the animals will live Unalterable Cannot be changed or adapted Equality Being equal Untrustworthy Not being able to trust someone, deceitful Capitalism an economic & political system where a country's trade & industry are controlled privately for profit, rather than by the state. Socialism An economic & political system where trade & industry are controlled centrally for the good of all Patriotic Being devoted to your country Corruption Dishonesty or fraudulent behaviour by rulers Republic A state where power is held by the people & their elected officials (America is a republic) (Britain is a Monarchy) Exploitation Treating someone unfairly to benefit from their work Anti – totalitarian Non-tolerance of people who have different opinions & a system of dictatorship Terminology Definition Symbolism use of symbols to represent ideas or qualities Imagery visually descriptive language Motif a recurring set of words/phrases or imagery for effect Allegory extended metaphor in which a symbolic story is told Omniscient third person narrative All knowing narrator who is not involved in the action but sees it all happening 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 writer’s intentions (step out from the close analysis to give an overview of meaning) Explore a linking quote/supporting idea EXAM REQUIREMENTS EXTRACT & ESSAY COMBINED ESSAY: Intro – link to the question with overview of meaning. Explain which events in the play you will focus on. Extract Focus – explore what the extract means using supporting quotes and link to the question Idea 1 - choose a moment from the play to explore with quotes & context Idea 2 - choose a 2 nd moment from the play to explore with quotes & context - Idea 3 choose a moment from the play to explore with quotes & context - Idea 4 – choose a moment to explore with quotes and context Conclude – Short summary of points INCLUDE CONTEXT Context Orwell was a Socialist. He despised the cruelties in the Soviet Union model of socialism. The novel is an anti-totalitarian novel. Each character represents different historical figures. Pig represent educated Russians who took power. Moses exploitation of religion in communism. The Sheep – Russian Masses. Mr Frederick – Hitler Mr Pilkington – Capitalist govt of Britain & The USA. The Hens – collective farmers ordered by Stalin to surrender their livelihoods. Mr Jones the Tzar Russian history And Stalin’s rise to power CHAPTER Guide to events CH 1 The animals hold a meeting to discuss overthrowing the humans. They decide on rules if they are successful. CH 2 The animals run the men off the farm & the Jones’ and rename it Animal Farm, destroying signs of slavery CH 3 The animals work hard to collect the harvest, a committee is established & the pigs take more than their share of the rations. CH 4 Jones tries to retake the farm. News of it has spread & neighbouring farmers are worried. The animals win The Battle of the Cowshed. CH 5 Mollie leaves the farm. Napoleon takes over all the decisions. CH 6 The pigs move into the farmhouse, they trade and the animals work hard to farm and build the windmill, overcoming setbacks. A storm destroys the windmill. CH 7 Napolean starves the hens when they refuse to lay more eggs, he convinces them off a different version of The Battle of the Windmill. CH 8 The pigs re-read the commandments, change them and get drunk. Frederick buys timber with forged money & blows up the windmill. CH 9 Th piglets go to school, the farm becomes a republic with Napoleon as the President, Boxer looks forward to retiring, his strength fails and he is sent to the slaughterer. Most animals don’t realise & whiskey arrives from the money confusing them. CH 10 Time passes, animals die, the conditions are poor for most and the pigs act like humans. The other animals can’t tell the animals from the humans.

Character Quotes & Technique Clover Ch 1. ‘Clover was a stout motherly mare approaching middle life. ’, Ch 2. ‘these two (Clover and Boxer) had great difficulty in thinking anything for themselves, . ’ ‘Clover learnt the whole alphabet, but could not put words together. ’ ‘Clover warned him sometimes to be careful not to overstrain himself. ’‘Clover looked down the hillside her eyes filled with tears. …not what they had aimed at when they had set themselves year ago to work for the overthrow of the human race. ’ (ch 7) ‘Such were thoughts, though she lacked the words to express them. ’(ch 7) ‘They accepted everything that they were told about the Rebellion and the principles of Animalism, especially from Clover. ’ Ch 1. ‘Mollie, the foolish, pretty white mare’ ‘hoping to draw attention to the red ribbons it was plaited with. ’ Ch 2. ‘The stupidest questions of all were asked by Mollie, the white mare. ’ ‘Shall I still be allowed to wear ribbons in my mane? ’ Ch 3. ‘Mollie, it was true, was not good at getting up in the morning. ’ ‘Mollie refused to learn any but the six letters which spelt her own name. ’ Ch 4. ‘She was found hiding in her stall’ Ch 5. ‘run away from work and go to the drinking pool…stand gazing foolishly at her own reflection. ’ Ch 1. ‘oldest animal on the farm, and the worst tempered. He seldom talked, … usually to make some cynical remark. ’ Ch 3. ‘Old Benjamin, the donkey, seemed quite unchanged since the Rebellion. ’ ‘When asked whether he was not happier now that Jones was gone, he would say only “Donkeys live a long time. None of you has ever seen a dead donkey. ”’ “Benjamin was the only animal who did not side with either faction (Ch 5) ‘Only old Benjamin refused to grow enthusiastic about the windmill. ’ (Ch 6) Ch 1. ‘Boxer was an enormous beast, nearly eighteen hands high, and as strong as any two ordinary horses put together. ’ “universally respected for his steadiness of character and tremendous powers of work. ’ Ch 3. ‘Boxer with his tremendous muscles always pulled them through. Boxer was the admiration of everybody. ’ ‘His answer to every setback, was “I will work harder. ”’ ‘Boxer could not get beyond the letter D. ’ Ch 4 ‘But the most terrifying spectacle of all was Boxer, rearing up on his hind legs and striking out with his great iron-shod hoofs like a stallion. ’ “He is dead”, said Boxer sorrowfully. “Ch 6. ‘His two slogans, “I will work harder” and “Napoleon is always right”, seemed to him sufficient answer to all problems. ’ ‘I do not understand it. I would not have believed that such things could happen on our farm. It must be due to some fault in ourselves. ’ (ch 7) ‘What victory? ’ said Boxer. His knees were bleeding, he had lost a shoe and split his hoof, and a dozen pellets had lodged themselves in his hide. ’ (ch 8) Mollie Benjamin Boxer Moses 'Mrs. Jones looked out of the bedroom window, saw what was happening, hurriedly flung a few possessions into a carpet bag… Moses sprang off his perch and flapped after her, croaking loudly. ’ , ‘He claimed to know of the existence of a mysterious country called Sugarcandy Mountain, ’, ‘The animals hated Moses because he told tales and did no work’, ‘Moses the raven suddenly reappeared on the farm, after an absence of several years. ’ ‘Many of the animals believed him. Their lives now, they reasoned, were hungry and laborious; was it not right and just that a better world should exist somewhere else? ’ ‘They [the pigs] all declared contemptuously that his stories …were lies, ’ The three pigs Napoleon “Never mind the milk, comrades”, “He lifted his leg, urinated over the plans and walked out without uttering a word”, “Napoleon announced that the windmill would be built after all”, “There were piles of corpses lying at Napoleon’s feet” Squealer: “The animals were not sure what the word meant, but Squealer spoke persuasively”, “Surely there is no one among you who wants to see Jones come back? ” “Many of us actually dislike milk and apples” Snowball “At the meetings, Snowball often won over the majority by his brilliant speeches”, "Comrade, " said Snowball, "those ribbons that you are so devoted to are the badge of slavery. ”, “Can you not understand that liberty is worth more than ribbons? “, "Now, comrades, " cried Snowball, throwing down the paint-brush, "to the hayfield! Let us make it a point of honour to get in the harvest more quickly than Jones and his men could do. “ [this quotation refers to his being chased from the farm] “…slipped through a hole in the hedge and was seen no more. ” The Sheep When they had once got it by heart, the sheep developed a great liking for this maxim, … start bleating "Four legs good, two legs bad!“, It went on for five minutes without stopping. … the chance to utter any protest had passed. ’ Muriel, the goat, could read somewhat’, ‘better than the dogs, and sometimes used to read to the others in the evenings from scraps of newspaper which she found on the rubbish heap’, ‘Finding herself unable to read more than individual letters, she fetched Muriel’. , "It says, 'No animal shall sleep in a bed with sheets, "' she announced finally. ’ Mr Frederick “terrible stories were leaking out from Pinchfield’, ‘He had flogged an old horse to death, he starved his cows, he had killed a dog by throwing it into the furnace, and he amused himself in the evenings by making cocks fight with splinters of razor-blade tied to their spurs. ’ ‘The animals' blood boiled with rage’ Mr Pilkington ‘These two [Frederick and Pilkington] disliked each other so much that it was difficult for them to come to any agreement’. ‘But at the moment the four pigeons who had been sent there [Pilkington’s farm] the day before returned bearing a scrap of paper from Pilkington. On it were penciled the words ‘serves you right’. Jessie and Bluebell ‘a terrible baying sound outside, ’ ‘escape their snapping jaws. ’, ‘the farm had grown richer without making the animals themselves any richer— except, of course, for the pigs and the dogs. ’ The Hens And you hens, how many eggs have you laid in this last year, and how many of those eggs ever hatched into chickens? The rest have all gone to market to bring in money for Jones and his men? ’, ‘Under the guidance of our leader, Comrade Napoleon, I have laid five eggs in six days’. , ‘He [Snowball] formed the Egg Production Committee for the hens. ’, ‘The hens, who had just come in to lay again, must surrender their eggs. When the hens heard this, they raised a terrible outcry. ’ Minimus ‘Animal Farm, Never through me shalt thou come to harm

AQA POWER & CONFLICT KO Vocabulary Sorrowful Conscience Tempestuous Corruption Terminology Definition Imagery visually descriptive or figurative language Simile comparison between two things using like or as Arrogant Power Metaphor a comparison as if a thing is something else Poignant Philosophical Onomatopoeia words that sound like their meaning Political Significance Symbolism the use of symbols to represent ideas or qualities Endemic Delusion Noun the name of something Problematic Youthful Personification Giving human qualities to inanimate objects Adjective a word used to describe Encouraging Renaissance Verb a word used to describe an action Articulating Elegance Adverb often ly words which describes how things are done Nightmarish Emotional Pronouns are used instead of names Rejection Commanding Connotations implied or suggested meanings of words or phrases Subverting Impotence Violent Symbolic Stereotypical Transience Confessional Traumatic Juxtaposition placing contrasting ideas close together in a text Oxymoron using two terms together, that normally contradict each other SKILLS Vocabulary Repetition when words or phrases are used more than once in texts Bereavement Desperation Enjambment incomplete sentences at the end of lines in poetry, where the line runs into the next line Defiance Despair Caesura a break in the middle of a line of poem using punctuation (. , : ; ) Government Distress End-stopping punctuation at the end of a line of poetry Identity Flashbacks Rhythm A recurring beat in the poem Heroic Memories Fearful Sympathising 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 writer’s 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 poem 1 Explain briefly what the quote means Use comparative connectives in your answer to then explain a quote from poem 2 and HOW the quotes are different or the same and what they make you think EXAM REQUIREMENTS – 30 mark question You will have one poem in front of you and will need to choose your comparison poem carefully and use your memory to compare it to the poem in front of you COMPARISON POEM ESSAY – 45 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 from the poem and analyse the language, structure and effect of these quotes and then how they link to examples and analysis from the comparison poem you have selected. You must use connectives of comparison. Refer to the question and link to the context regularly. Comparison Connectives Tentative Phrases Similarly In contrast /Contrastingly Could Maybe Stanzas the way verses are structured Assonance repetition of vowel sounds. Counteracting Stealth In the same way On the other hand Might Possibly Consonance Repetition of consonant sounds. Blame Guilt Also However May Perhaps

EXCERPT FROM THE LONDON “MY LAST DUCHESS OZYMANDIAS CHARGE OF THE LIGHT BRIGADE PRELUDE “chartered street… chartered “Looking as if she were “antique land” “half a league, ” “I unloosed her chains” Thames” alive. ” “frown…wrinkled “Valley of death” “Proud of his skill” “none puts by the curtain lip…sneer” “marks in every face… marks of “heaving … like a swan” that I have drawn for you, “the hand that weakness, marks of woe” “Storm’d at with shot and shell” “a huge peak, black and but I” mocked” “in every” x 5 “When can their glory fade? ” huge” “spot of joy” “king of kings” “black’ning Churches appals” “There hung a darkness, call “I gave commands; then all “lone and level “Rode the six hundred” and “plagues the marriage hearses” it solitude Or blank smiles stopped” sands stretched far “Noble six hundred!” desertion” “of mine for dowry” away” BAYONET CHARGE REMAINS STORM ON THE ISLAND POPPIES EXPOSURE “his sweat heavy” “legs it up the road” “The wizened earth has never “spasms of paper red” “Merciless iced east winds that troubled us” knife us…” “The patriotic tear that had “I see every round as it “all my words, flattened, “Raise a tragic chorus in a gale” “Attacks once more in ranks on brimmed in his eye” rips through his life –“ rolled, turned into felt” ranks of shivering ranks of grey” “tosses his guts back “skirting the church yard “Exploding comfortably down on “was he the hand pointing “sudden successive flights of bullets into his body” walls, my stomach busy” that second? ” the cliffs” streak the silence” “threw up a yellow hare “Spits like a tame cat turned “blood-shadow stays “leaned against it like a “Slowly our ghosts drag home; ” that rolled like a flame” savage” on the street” wishbone” “All their eyes are ice” “King, honour, human “bombarded by the empty air” “his bloody life in my “The dove pulled freely dignity etcetc” bloody hands” against the sky, ” WAR PHOTOGRAPHER TISSUE THE EMIGREE CHECKIN’ OUT ME HISTORY “spools of suffering set out in ordered “Paper that lets the light “my memory of it is sunlight-clear” “Dem tell em” rows” shine through” “Blind me to my own identity” “ordinary pain” “pages smoothed and “it may be sick with tyrants” stroked and turned” “the blood stained into foreign dust” “That child’s vocabulary…banned by the “Dick Whittington and he cat But “a hundred agonies in black and white” “they fall away on a sigh” state” Toussaint L’Ouverture” “I have no passport” “Trace a grand design” “hopeful stream to freedom river” “the reader’s eyeballs prick with tears between the bath and pre-lunch beers” “living tissue” “My shadow falls as evidence of sunlight” CONTEXT: for each of the poems think about; how different audiences would have perceived the poems; think about the obvious clues in the poem to suggest something about the political, historical or social context; think about what you know about the poet. “I carving out me identity” KAMIKAZEE “for a one-way journey” “little fishing boats strung out like bunting” “built cairns of pearl-grey pebbles” “he no longer existed” “Which had been the better way to die”

Anthology Context KO – AQA Power and Conflict CONTEXT: for each of the poems think about; how different audiences would have perceived the poems; think about the obvious clues in the poem to suggest something about the political, historical or social context; think about what you know about the poet. The Charge of the Light Brigade The narrative poem is a reflection of what happened in the Crimean War when soldiers and horses were ordered to go into the valley and were surprised by the ambush Officers in charge sent them into certain death by mistake – shows how men at the time were seen as dispensable Ambushed by the enemy and shows the weaponization of the army – which caused many deaths War never seems to stop and we don’t seem to learn from the mistakes of the past, rather continue to send men to war and to horrific deaths Tennyson may be criticising the army for sending these men to certain death and exploring the pointlessness of it My Last Duchess Duke of Ferrara who has had more than one wife and was considered a tyrant Shows an element of patriarchal society where the man is in charge and more important than women 16 th Century Duke who thinks he is able to own and possess anything including a person Duke is in control and is an authority figure who will control others 16 th century a lot of marriages were arranged and was seen as business transaction where the male is in control – patriarchy being shown again Ozymandias Oral tradition of storytelling passed from generation to generation The story of Pharaoh Rameses – ruler of Egypt who was disliked by his people Shelley was commenting on figures in power and disliked the role of power played in society He was a powerful ruler disliked by his subjects He wasn’t important after he died – death happens to all (Shattered visage reinforces this) Extract from The Prelude Able to ‘steal’ a boat as it has been moored in a quiet spot by one of the many Lakes in the Lake District Wordsworth’s childhood was passed in the Lake District and as a romantic poet he enjoyed the great outdoors Embracing nature and the beauty around him and appreciating the moment – romantic period reference Nature is very powerful and can impact the emotions of Wordsworth both positively and negatively Lost his parents as a teen and could have felt abandoned and last as a result, because this is a autobiographical poem it reflects events that happened to him & that remained with him London Industrial Revolution was changing the landscape of London as more people migrated from the countryside to work in industry and the streets became overcrowded. Blake was inspired by walking the streets of London and looking upon the misery that was indicated in people that he saw. The choices made by governments and the wealthy was affecting everyone and changing society into an unrecognisable negative world. Blake is commenting on the negative aspects of religion and showing that religion has a moral responsibility to help people overcome the difficult circumstances, but he finds them lacking. Blake wrote this and included it in the Anthology ‘Songs of Experience’ which suggests he had seen the evils in society and wanted to highlight the wrongdoing of Religion, people and the Government and Royalty Checking out me History Agard was writing to highlight the lack of voices in black history that were recognised History books whitewash the truth and Agard wants this to be recognised Toussaint was a slave who was involved in the Haitian Revolution, but his story is not often told. Shows the colonial education given to black people which eradicated their own historic figures in favour of nursery rhymes Nanny De maroon was a military leader and was know as a beacon of strength and unity Showing that black people are looking into and researching their own history and finding the information written down in history books insufficient and insulting to their heritage Kamikaze A Kamikaze pilot was a suicide pilot and they were supposed to die by crashing into planes – it was a matter of honour and this is a strong part of Japanese culture Ordinary life went on for everyone while the suicide fighters undertook their missions Childhood memories often have a great impact on people and the decisions that they make Lost honour by not killing himself and patriotism was more important than family Family honour meant that the narrative in this story values kamikaze pilots who did kill themselves more than those who opted out. A societal conflict is evident

The Emigree Heritage is important and the power of memory for individuals Middle eastern wars are being referenced in the poem and although she is no longer living there she cannot go back as it is not safe Banning a language from being spoken does happen but people continue to secretly speak their language Passports create a sense of belonging to a place and although they are only a small booklet they have wider symbolic significance As a migrant or emigrant there is a sense of belonging that is missing from the new place that you live and a sense that you always long for the past Tissue Could be a reference to religious hope that many people have Records have been written down for centuries and help us to learn more about the past We chart our history through buildings as well as through records Biblically God has a grand design for everyone (if you are religious) and this seems to be alluded to here Extended metaphor in the whole poem compares the architecture of life and paper and buildings to the construct of living War Photographer Newspapers will pay for the pictures that are taken in a war zone in order to publicise it, but don’t take into account the human suffering Horrors of war remain with the people who have witnessed it Religious motif and the literary allusion to The Soldier The physical act of taking the photographs captures for eternity the suffering and pain caused by war Life in this country is easy compared to the suffering endured by others in war zones and it is difficult to put yourself in those situations Poppies Context of war and remembrance – thinking about remembering those who died in the war Mothers who have lost a child may make poppies and make themselves busy to fill the gap and the loss Remembrance Sunday Parades are well-known War memorials are a symbol of war and the remembrance in most towns across the country and seen as a part of our heritage Birds are often used as symbols in literature and while the wars happening in Iraq and Afghanistan were still raging when Weir wrote this poem perhaps the wider symbolism is the lack of freedom these men have. The poet has not had a son Remains Soldier shoots the bank robber and is haunted by the image – replaying of events in the mind of the soldier Mental health of soldiers is impacted by events that they Duty of the soldier to carry on despite the suffering they have endured – PTSD Gulf War is referenced here, and the experiences are told as an anecdote by Armitage to bring to life the experiences of the soldiers Macbeth is referenced here – so who is the guilty party and emphasises the guilt of the soldier Bayonet Charge Telling a story of a bayonet charge and the emotional impact this has on the person at war – his fathers experience in WW 1 shaped his childhood Many soldiers went into war through a sense of patriotic duty, but found the reality very difficult Individual men wouldn’t make a huge difference and they would have questioned the worth of war Mustard gas was a horrific new invention that meant many men and animals suffered horrible painful choking deaths like the death of the hare No reason for going to war seems justifiable. The human sacrifice is too wasteful. Storm on the Island Being in a cottage on the edge of a cliff during a storm in Ireland – feels secure as the cottage has weathered storms before Tragic chorus is an element of Greek tragedy and commenting on what happens On the edge watching the storm and seeing the effects of nature on a rugged landscape Nature being used to show the unpredictability of the weather. Everyone is aware of pets that are tame and malleable but that they are still creatures we can’t control, just like we can’t control the weather Heaney was Irish and would have been familiar with this landscape Exposure WW 1 suggests that people suffered not only from injuries but from the terrible weather and not being inside – trenches offered little protection from the harsh reality of winter The poor weather conditions in the war make the long-standing suffering even worse for the soldiers – Owen was writing from experience as he suffered through the war War is unpredictable and men were not prepared well enough to cope with the long waits in between a sudden burst of action War is a slow and long process, and nothing happens immediately almost as if men lose hope through the continued suffering they face and the way that they seen to lose a part of themselves Owen died just before the end of the war so writing his experiences helped others to understand relate to the reality of war and how different elements such as the weather played a part in the misery of the men fascinated by the weather and the way nature manipulated the surroundings

UNSEEN POETRY KO Terminology Definition Imagery visually descriptive language Simile comparison between two things using like or as Metaphor where one thing becomes another in a comparison 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 writer’s intentions (step out from the close analysis to give an overview of meaning) Explore a linking quote/supporting idea Paper Two Literature Section C 20% of Lit GCSE Two previously unseen poems. 1 single poem essay. 1 comparison essay. Things to consider comparing: • Ideas • Themes • Effect on reader • Writer’s intentions • Tone • Mood and atmosphere • Imagery • Narrative voice • Language techniques • Structural techniques • Shift of focus • Beginning • End Onomatopoeia words that sound like their meaning Symbolism the use of symbols to represent ideas or qualities Repetition when words or phrases are used more than once in a piece of writing Personification Giving human qualities to inanimate objects Persona The voice/ speaker of the poem. Different from the writer. Semantic field A group of words related in meaning. Sonnet A 14 line poem, with a clear rhyme scheme. Usually focuses on love. Free-verse A poem that doesn’t have any clear rhyme scheme off rhythm. Alternate rhyme When alternate lines share the same rhyme scheme (ABAB) Fear Horror, Rage, Mortification, inferiority, Hysterical, Panic, Insecurity Rhyming couplet A pair of rhyming lines which follow on from one another (AA, BB) Love Tenderness, Desire, Longing, Affection, Caring, Passion, Compassion Juxtaposition placing contrasting ideas close together in a text Joy Enjambment incomplete sentences at the end of lines in poetry, where one line runs on to the next for effect Elated, Enthusiastic, Eager, Hopeful, Enchanted, Rapturous, Delighted Surprise Confusion, Overcome, Stimulated, Astounded, Speechless, Awe-struck, Dismayed a break in the middle of a line of poem using punctuation (. , : ; ) Sadness Disappointed, Suffering, Despair, Dismayed, Hurt, Regretful, Isolated Could Maybe Might Possibly End-stopping punctuation at the end of a line of poetry Tension May Perhaps Rhythm A recurring beat in the poem Tense, fraught, dramatic, nerve-wracking, anxiety, stress, straining, stretching, apprehension, pressure, worry Appears Seems to Caesura • EXAM REQUIREMENTS SINGLE POEM ESSAY – 30 mins 24 marks (including planning time) Intro – link to question. Explain the overall meaning of the poem briefly. Throughout the essay – Choose relevant quotes and analyse the language, structure and effect of these quotes. Refer to the question regularly. COMPARISON POEM ESSAY – 15 mins 8 marks (including planning time) Intro – link to question. Explain the overall meaning of the poem briefly. Through the essay– Start with the 2 nd 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 regularly. Emotions Synonyms to describe this feeling or emotion Anger Irritated, Annoyed, Rage, Hostility, Agitation, Aggravated, Contempt Comparison Connectives Similarly Contrastingly In the same way On the other hand Also However In addition Whereas Tentative Phrases