Wednesday, 21 November 2012

Year 10 controlled assessment info and helpful hints activity


How do writers create emotional voices for Romeo in Romeo and Juliet and the speakers in a selection of Browning Monologues.

 

Controlled Assessment dates: 30th November 2012-3rd December 2012

 

8:30 start in the HALL


  • How can I go from identifying key language and poetic devices to explaining them? (Band 2 to Band 3)
  • How can I go from explaining them to analysing their effects? (Band 3 to Band 4)
  • How can I go from analysing poetic language to exploring and interpreting it? (Band 4 to Band 5)


Why has alliteration been used in The Laboratory?


Band 2 – Identify and describe (what is the effect):
Browning uses alliteration in the ____ stanza as a way of portraying the emotions of the speaker.

Band 3 – Identify and explain (How): Now quote the relevant example:
An example of this is, “______________________".  

Band 4 – Analyse (Why): Now analyse the effects of the alliteration .
The words “___________________” suggest that the speaker feels ___________”. 

Band 5 – Explore (Why double time):
Now explore. LINK to other quotations in the poem in which the same technique is used. Or LINK to another technique used in the same quotation and discuss the effects of both combined. Or tie it to CULTURAL CONTEXT. 



What does punctuation tell you about the emotions of the speaker of The Laboratory?

Band 2 – Identify and describe (what is the effect):
Browning also uses punctuation as a way of portraying the emotions of the speaker.

Band 3 – Identify and explain (How): Now quote the relevant example:
This can be seen when the speaker says, “______________________” and also in the line, “__________”

Band 4 – Analyse (Why): Now analyse the effects of the alliteration .
The use of “___________________” suggest that the speaker feels ____________________”. We know this because­­­­­________________...

Band 5 – Explore (Why double time):
Now explore. LINK to other quotations in the poem in which the same technique is used. Or LINK to another technique used in the same quotation and discuss the effects of both combined. Or tie it to CULTURAL CONTEXT. 


Do the same thing for the points below:

      Oxymora and antithesis in Romeo and Juliet
      Monologue/soliloquy and dialogue
      Use of personal pronoun in the Browning poems
      Use pronouns in general (jealousy/love)
      ‘Thou art a villain’… ‘Boy, this shall not excuse the injuries’…in Romeo and Juliet
      Imagery

Other points you could explore:
  • Romeo as a selfish character
  • Arrogance and selfishness in the poems
  • Women and patriarchy (The Lab and My Last Duchess)
  • Men Vs. Boys in R+J

Remember:
Band 2 – Identify and describe (what is the effect)
Band 3 – Identify and explain (How): Now quote the relevant example
Band 4 – Analyse (Why): Now analyse the effects of the alliteration
Band 5 – Explore (Why double time)
Now explore. LINK to other quotations in the poem in which the same technique is used. Or LINK to another technique used in the same quotation and discuss the effects of both combined. Or tie it to CULTURAL CONTEXT. 

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