Supporting your child through their English and English Literature GCSEGCSE English Language GCSE English Literature

Paper Length

% Date Paper Length

% Date

1: 19th century fiction Imaginative Writing

1hr 45 mins

40 Tuesday 5th June am

1:Shakespeare Post 1914 Literature

1 hr 45 mins

50 Monday 22nd May

2: 20th century non-fiction Transactional Writing

2 hrs 60 Friday 8th June am

2:19th century novelTime and Place poetryUnseen poetry

2 hrs 15 mins

50 Friday 26th May

GCSE English Language GCSE English LiteraturePaper 1 Paper 1

Question focus Mark

Time Question focus Mark Time

Q1 Finding literal information 1 7.5 Q1 Macbeth part (a)Language, structure and form

20 25

Q2 Making inferences 2 7.5 Q2 Macbeth part (b)Context

20 25

Q3 Analysing language and structure

6 15 Q3 Post 1914 literatureAn Inspector Calls, Blood Brothers or Journey’s End Context

40 45

Q4 Evaluation 15 30Q5/6 Imaginative writing 40 45 Paper 2

Q1 19th century novel part (a)Jekyll and Hyde or A Christmas CarolLanguage, structure and form

20 20Paper 2

Question focus Mark

Time

Q1 Finding literal information 2 5

Q2 Analysing language 2 5 Q2 19th century novel part (b)Jekyll and Hyde or A Christmas CarolInference and interpretation

20 20Q3 Analysing language and

structure with a focus on interest and engaging the reader

15 20

Q4 Finding literal information 1 5Q5 Analysing language 1 5 Q3 Time and Place

anthologyLanguage, structure, form, context, comparison

20 45

Q6 Evaluation 15 20

Q7a Comparison - similarities 6 10

Q7b Comparison – differences 14 20 Q4 Unseen poetryLanguage, structure, form, context, comparison

20 30Q8/9 Transactional writing:

writing to argue, persuade, advise, inform, explain

40 45

GCSE English LanguageFinding literal information (P1:Q1)This type of question is asking pupils to identify and interpret explicit and implicit information and ideas. Pupils need to select a quotation from a specific part in the text in response to the question. For example,

How can you support your child with this type of question? Read a page from a fiction text or a newspaper article each week.

Ask them questions like the one above that asks your son/daughter to to pick out a key word to illustrate a point.

Making inferences (P1:Q2)This type of question asks pupils to identify and interpret explicit and implicit information and ideas but also asks them to read between the lines and draw conclusions about a character, setting or event.

How can you support your child with this type of question?

Read a page from a fiction text each week. Ask them questions like the one above that asks your son/daughter to read between the lines and make inferences. Probe your son/daughter further and ask them to explain how what they have chosen supports the focus of the question.

Analysing language and structure (P1: Q3)Analysing language (P2: Q2, Q5)These questions are worth more marks and require pupils to explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views. Pupils must comment on both how language and structure have been used.

How can you support your child with this type of question? Revise key linguistic and structural terms with your son/daughter

using the guide below as a starting point.

Linguistic StructuralNoun A word used for a

person, place or thing – table, woman, London, ball.

Simple sentence A sentence made up one subject and one verb – The boy ran to the shop.

Verb A word used for an action or a state of mind – run, love, think

Compound sentence

A sentence made up of two simple sentences joined by a conjunction – The boy ran to the shop and the girl walked.

Adjective A word that describes the noun – gigantic, blue, tall

Complex sentence

A sentence made up of two clauses: a main clause and a subordinate clause – The boy, who was on a mission, ran to the shop.

Adverb A word that describes the verb -suddenly, surprisingly, hesitatingly

Declarative sentence

A sentence that makes a statement – The boy ran to the shop.

Simile A comparison between two things using the words ‘like’ or ‘as’ – Simon was as brave as a lion

Exclamatory sentence

A sentence that makes an exclamation and ends with an exclamation mark -Help!

Metaphor A comparison between two things stating something is something else – Juliet is the sun.

Imperative sentence

A command – Give me the knife.

Personification

Giving an inanimate objects human qualities – The trees whispered….the stars danced

Interrogative sentence

A question – Can you give me the knife?

Sensory Language

Words, phrases that appeal to our senses.

Colons A punctuation mark used to

introduce a list, quotation or most significantly to exemplify a point - There are two things about him that drive me crazy: his music and his cooking.

Semi-colon A punctuation mark used between two closely related independent clauses (the sentences before and after the semi-colon must stand alone) – Women’s conversation is cooperative; men’s is competitive.

Dash A punctuation mark that indicates added emphasis, an interruption or an abrupt change of thought – You may think she is a liar – she isn’t.

When reading texts with your son/daughter, ask them to identify the use of the above methods and explain what effect the use of this technique might have on a reader and their thoughts on a character, setting or event.

Analysing language and structure to interest and engage (P2: Q3)

On paper 2, pupils will be asked to analyse how language and structure is used to interest and engage a reader. When we say interest, we mean hook a reader into a text. When we say engage, we mean keep the reader reading. The text in paper 2 will be non-fiction and the question will require your son/daughter to analyse a whole text. For this reason, the use of further linguistic and structural devices can be explored.

Linguistic StructuralAnecdote Little stories to

illustrate a point.Opening vs closing

Here, pupils should look at the connections between the opening and the closing paragraph.

Facts Something that can be proven to be true

Perspective or viewpoint

1st, 2nd or 3rd person and does this change throughout the piece. If so, why?

Opinions A viewpoint or judgment formed about something.

Tonal changes Pupils should look at how the tone across a piece changes – from sad to happy or angry to nostalgic.

Emotive language

Words that arouse emotion

Shifts in arguments

Pupils should look at the ideas being built up across the text or the arguments and how these are developed.

Statistics Numbers / graphs that provide convincing information

Juxtaposition The contrast of ideas.

Personal pronouns

Words such as ‘I’, ‘you’, ‘we’, ‘he’ or ‘she’

Repetition Saying the same thing more than once for emphasis

Quote the views of a professional

Supporting a point with the views of a professional

Rhetorical questions

A question that does not require an answer.

Clusters of three Three parallel words or phrases

The most important thing pupils need to be able to do is to comment upon the effect created by the linguistic or structural device. If looking at a text with your son/daughter, ask them each time to consider why the writer may have used the particular method?

Evaluation (P1:Q4, P2: Q6)In this question, pupils are required to analyse and evaluate the key ideas, events, themes or settings in a text (SITE) drawing upon textual references throughout. Pupils should draw on evaluative language and focus their responses on answering ‘how well’ a writer conveys something. They should also consider ‘how well’ something is done to suit the audience and purpose.

How can you support your child with this type of question? Pupils need to draw on evaluative language in their

response so ensuring your son/daughter knows a number of evaluative terms is important.

clearly skilfully powerfully Soundlycreatively successfully Perceptively Aptlysuccinctly appropriately Sufficiently Extensivelysoundly fittingly Imaginatively insightfully

We will provide further texts for evaluation purposes, but encouraging them to find a range of points to support the question and being able to identify a key method within that is key if they are striving for the highest of marks.

Comparison (P2: Q7a / Q7b)In question 7a, pupils are expected to select and synthesise a range of points between the two non-fiction texts they are presented with. The focus is on identifying the similarities between the two texts.

How can you support your child with this type of question? On a Saturday, buying a tabloid and a broadsheet

newspaper to find the same story that has been reported on in both and then asking your son/daughter to identify the similarities between the two stories.

Encouraging the use of phrases such as ‘Both’ is a sure-fire way to hit comparison straight away.

In question 7b, pupils are expected to do the same but extend their response to incorporate the differences between the two non-fiction texts they are presented with. They also need to develop their analysis of the writers’ ideas and perspectives. This question demands more time from the pupils than 7a.

How can you support your child with this type of question? Similar to 7a, on a Saturday, buying a tabloid and a

broadsheet newspaper to find the same story that has been reported on in both and then asking your son/daughter to identify not only the similarities but the differences too.

Reminding your son / daughter of the key connectives for comparison and contrast

Comparison ContrastSimilarlyIn the same wayFurthermoreMoreoverLikewise

HoweverWhereasAlthoughOn the other handIn contrast

Imaginative writing (P1)This question requires pupils to write imaginatively for 45 minutes. The focus should be on good quality writing and not quantity so we would recommend that pupils write no more than 2 sides. Pupils will write from a stimulus and have the choice of a title or an image. We would recommend the images. One key aspect to focus in on is that there is an overall structure to the writing and to support this we have introduced a structural approach in Drop, Shift, Zoom in and Zoom out. Transactional writing (P2)This question requires pupil to write a text that argues, persuades, informs, explains, advises or reviews for 45 minutes. Again, the focus should be on good quality writing and not quantity so we would recommend that pupils write no more than 2 sides.Argue Writing to argue puts

forward a well-considered point of view after exploring multiple viewpoints.

SpeechesLettersNewspaper articlesMagazine articlesSection of a textbookBiographies/Autobiographies

Persuade

Writing to persuade enables a writer to present a one-sided viewpoint on something.

Inform Writing to informs main purpose is to provide information: what? When? Who? Where?

Explain Writing to explain also provides information but

with reasoning.so as above but also considering the how and the why.

Advise Writing to advise is a piece in which advice is offered to the reader.

Review Writing to review is an opinion piece.

AO5 (Audience, purpose and form and Structure

and organisation)

AO6 (Sentence structures, punctuation and

vocabulary)Stylistic devices (imaginative writing): adjectives, sensory language, simile, metaphor, personification

Stylistic devices (transactional writing): facts, opinions, statistics, personal pronouns, anecdotes, emotive language

Paragraphing including a one sentence paragraph

Cohesive devices: connectives, adverbials

Overall cohesion: lexical repetition, motifs (a dominant or recurring idea) and extended metaphors.

Variety of sentence structures: ISPACED (sentences starting with -ing, simile, prepositional start (word to indicate place), adverbial, connective, -ed start)

Simple, compound, complex

One-word sentence

Active (the subject of the sentence performs the verb) vs passive sentences (the subject does not perform the action of the verb)

Full stops and capital letters, question mark, exclamation mark, speech marks, colon, semi-colon, ellipsis, dashes, apostrophes

Ambitious vocabulary

How can you support your child with this type of question?Imaginative writing

Collect images from newspapers and magazines. Ask your son/daughter to come up with a structure for their piece using the Drop, Shift, Zoom in and Zoom out structure.

Encourage your son / daughter to write for sustained periods of time using a range of images.

Transactional writing Read, read and read some more. Expose your son/daughter to

newspaper articles, magazine articles, letters within newspapers (formal), speeches.

Get them to practise SADOC planning where they identify spider legs to identify the main ideas of a piece, they add details to these legs, consider the devices they are going to use, and the connectives they wish to link those ideas.

Encourage your son / daughter to write for sustained periods of time. They could write in response to an article they have read.

GCSE English LiteraturePlease find on the next few pages, a knowledge organiser for the majority of literature texts. Knowledge of the literature texts is crucial and these organisers help to summarise the key knowledge. Pupils should take one section at a time and learn the key information within that section. You can help by testing them regularly as we do at school. In addition, pupils need to learn key quotations from each text. These have also been included on the following pages.

KS4 Macbeth Knowledge OrganiserEvents Context

Act 1 1. The witches meet on the heath2. Macbeth and Banquo have fought and won a battle3. The witches meet Macbeth and Banquo. Macbeth becomes Thane of Cawdor4. Duncan meets with Macbeth and plans to meet him at the castle.5. Lady Macbeth’s letter. Lady Macbeth convinces Macbeth to kill King Duncan.6. Duncan arrives at Macbeth’s castle7. Macbeth’s soliloquy. Macbeth tells Lady Macbeth he will not murder Duncan. She

convinces him to go ahead with the murder.

The Great Chain of Being

1. God is at the top of the Great Chain of Being2. Kings were chosen by ‘divine right.’ God chose the king.3. Males were above females.4. People were expected to respect their position in the chain and, if they did so, would be

rewarded in heaven.King James I

5. King of Scotland from 1567 - 16256. King James was fascinated by the supernatural and wrote a book entitled ‘Demonlogy’ in

15977. King James’s ancestor, Banquo, is made a hero in the play.8. King James had survived an assassination attempt.

Act 2 1. Banquo and Macbeth talk briefly about the witches. Macbeth sees a dagger in front of him.

2. Macbeth murders King Duncan. Macbeth’s guilt is apparent. Lady Macbeth feels no guilt.

3. Duncan’s dead body is discovered.4. Macbeth becomes king.

Witches and the supernatural

9. Christians believed witches to be the agents of Satan.10. In 1604, it was a capital offence to be a witch. Association with a witch led to hanging,

burning or drowning.11. It was believed, witches could see into the future, change the weather and could call up the

dead.

Act 3 1. Macbeth questions Banquo. He plans his murder.2. Lady Macbeth and Macbeth talk.3. Banquo is murdered.4. The banquet and Banquo’s ghost.5. Hecate6. Lennox shares his suspicions about Macbeth.

Adam and Eve

12. A creation myth.13. Adam and Eve are put into the garden of Eden but told not to eat from the Tree of

Knowledge.14. A serpent tells Eve she will not be punished if she does so. She is being deceived.15. Eve eats the fruit and gives some to Adam.16. They are banished from the Garden of Eden as a result.

Act 4 1. The witches share three prophecies as well as sharing a vision of Banquo.2. Macbeth has Macduff’s wife and children murdered.3. Malcolm puts Macduff to the test.

The role of women

17. Society was patriarchal.

Act 5 1. Lady Macbeth’s sleepwalking.2. The rebels3. Macbeth is fearless.4. Great Birnam wood rises5. Lady Macbeth is dead

6. Malcolm prepares for battle7. Macbeth kills young Siward8. Macduff kills Macbeth. 9. Malcolm is crowned king.

War of the Roses

18. War of the Roses happened between the years of 1455 and 1487.19. Massive disorder of the War of the Roses with 105,000 casualties.20. Afterwards, civil disorder was seen as the ultimate disaster and an ungodly state.

The Gunpowder plot

21. A failed attempt to blow up England’s King James I and the parliament22. Attempt happened on November 5th, 1605.

Characters Features of form Themes Motifs1. Macbeth courageous, confident, indecisive,

submissive, disloyal, tyrannical, deceiver, ambitious, remorseful, tormented, heartless, cunning, egocentric

1. Tragedy Tragic events are ones that deal with suffering, loss and death. Concerned with the downfall of one, usually very important or high status character. A unity in that it deals with one main plot, in a single location or place.

1. Ambition 1. Nature

2. Fate and free will 2. Sleep

3. Supernatural 3. Light and dark

4. Lady Macbeth

Ambitious, commanding, conniving, heartless, malicious, manipulative, ruthless, sinister, guilty, paranoid

4. Stage directions Instructions to an actor or director on how to perform certain lines. 4. Order and chaos 4. Dreams5. Dialogue A conversation between two or more people. 5. Good and evil 5. Blood6. Soliloquy When a character speaks their thoughts aloud directly to an audience and

without the presence of other characters.6. Revenge 6. Children

5. King Duncan

Fair, respected, naïve, trusting, jovial, optimistic, meek, moral

7. Aside A remark in a play that is intended to be heard by the audience but is supposed to be unheard by the other characters.

7. Masculinity and femininity

6. Banquo Brave, loyal, diplomatic, virtuous, friendly, astute, shrewd

8. Dramatic irony A situation, or the irony, arising from a situation in which the audience has a fuller knowledge of what is happening that a character.

8. Appearance and reality

7. The witches

Trouble-making, prophetic, evil, creepy, spooky, eerie

9. Peripeteias A sudden reversal of fortune. 10. Anagnorisis A moment in a play when a character makes a critical discovery.

9. Macduff Emotional, courageous, strong-willed, righteous, justice-oriented, focused, deliberate, heroic, responsive, intuitive

11. Hamartia A fatal flaw leading to the downfall of a tragic hero or heroine.12. Rhyme A correspondence of sound between words of the ending of words,

especially at the end of lines of poetry. The witches often speak in rhyme adding to the supernatural effect of creating spells.

13. Hubris Excessive pride or self-confidence. Macbeth is overfulled with ambition and arrogance. He allows his hubris to think he would be able to kill the king without penalty.

KS4 Blood Brothers Knowledge OrganiserEvents Context

Act 1 1. Prologue2. Marilyn Monroe3. Mrs Johnstone vs Mrs Lyons (living conditions)4. The pact.5. Mrs Johnstone loses her job.6. Mickey is envious of Sammy.7. Mickey and Edward meet.8. Sammy and his attitude towards Edward.9. Mrs Johnstone and Mrs Lyons try and separate Mickey and Edward.10. Edward swears at his mother.11. Kid’s games.12. The police man13. Edward moves away and Mrs Johnstone gives him a locket.14. The Johnstones are rehoused.

Willy Russell 23. Born into a working class family.24. He grew up near Liverpool.25. Father had various jobs including mining and factory work.26. Annoyed at treatment of intelligent working class and associated stereotypes.27. Left school at 15 with just one O’level: a D in English Language. Went to evening classes and university to become a

teacher.Liverpool 28. A major port and the centre for trade providing lots of jobs at the docks.

29. During the Industrial decline, Liverpool became very vulnerable as the docks were shut and unemployment rates soared.

30. Some men turned to crime and gangs in order to support themselves and their families. There were also riots in 1980s.Margaret Thatcher

31. Prime Minister in 1979.32. Reduced the power of the trade unions and closed down many factories etc leading to widespread unemployment.

Act 2 1. A fresh new start.2. Sammy and the bus.3. Mickey and Edward get suspended.4. Mrs Lyons and the locket.5. Mickey and Edward meet again.6. Nymphomaniac nights and Swedish Au Pairs.7. Mrs Lyons confronts Mrs Johnstone.8. Summer montage.9. Edward leaves for university and Mickey and Linda get together.10. Linda is pregnant. Mickey and Linda get married.11. Mickey is made redundant.12. Mickey and Edward fight.13. The robbery.14. Mickey goes to prison.15. Mickey becomes addicted to pills.16. Linda and Edward begin an affair.17. Mrs Lyons shows Mickey the affair.18. Mickey shoots Edward and the police shoot Mickey.

Skelmersdale 33. In the 1960s the government began building New Towns. These were small, existing towns which were extended and redeveloped to provide more housing for nearby cities.

34. Working class families were rehoused here in the 1960s.Class 35. Working class vs Middle class divide

36. More opportunities for middle classes reflected in education, job prospects and wealth.Education 37. The Education Act of 1944 led to ‘secondary modern schools’ and ‘grammar schools.’

38. Top 20% went to a grammar school with an academic curriculum. Secondary modern taught more practical subjects.39. 7% of students were educated in private, fee-paying schools. The average boarding school fees in the 1960s would

have been approximately 25%.Youth culture 40. Properly recognised group.

41. Television – Westerns (The Lone Ranger and Rawhide). Police drama - Z Cars fictional town called NewtownFamily 42. Nuclear structure the norm.

43. Divorce was easier in 1960s but single parents were frowned upon.44. Family was patriarchal.

Characters Features of form Themes Motifs10. Mrs

JohnstoneNaïve, loving and maternal, caring, rash, strong, generous, good, selfless, uneducated, superstitious, lively, zesty, trapped, victim, helplessness,

14. A didactic play A drama which intends to teach, especially with regard to morals. 9. Class 7. Guns15. Tragedy An event causing great suffering, destruction and distress. 10. Nature vs.

nurture8. Dancing

16. Parallels and contrasts

Parallels – similarities. Contrasts – differences. 11. Parents and children

9. Marilyn Monroe

13. Mrs Lyons Lonely, cold, wealthy, dependent, inconsiderate, pampered, self-centred, manipulative, over-protective, anxious, unreasonable, mad

17. Narrator A person who gives the spoken account of something. Omniscient to remind the audience about the ending of the play.

12. Growing up

18. Stage directions An instruction in the text of the play indicating the movement, the position or tone of an actor, or the sound effects and lighting.

13. Fate and superstition

14. Mickey Friendly, excitable, adventurous, sneaky, cast-off, wants to impress, shy, determined, bright, witty, hard-working, ambitious, trapped, victim

19. Song A single work of music that is typically intended to be sung by the human voice. It is through the songs that the characters reveal their true thoughts and feelings.

14. Friendship Identity

20. Dialogue A conversation between two or more people. 15. Gender16. Edward Friendly, generous, naïve, restricted, impulsive,

lacks compassion, condescending, sneaky21. Montage A series of short sequences are edited into a sequence to condense space.

17. Sammy Aggressive, threatening, sarcastic, anti-social, criminal, hostile

22. Foreshadowing A warning or indication of a future event.23. Symbols and motifs A thing that represents or stands for something else. A motif is a dominant or recurring

image of idea.19. Linda Kind, compassionate, feisty, humorous, strong-

willed, supportive, protective, poor, untrustworthy, desperate

24. Accent and dialect versus Standard English

Standard English is any form of the English Language that is accepted as a national norm. Accent is a distinctive way of pronouncing a language. Dialect is a particular form of language which is peculiar to a specific range or social group.

KS4 An Inspector Calls Knowledge OrganiserEvents Context

Act 1 8. The engagement of Sheila Birling and Gerald Croft is celebrated.9. A police inspector arrives to ask some questions about the suicide of Eva Smith.10. It is revealed that Eva Smith had worked at the Birling factory, two years previously.11. Mr Birling is questioned about the dismissal of Eva Smith following a strike at his works.12. It is revealed that Eva Smith found a job at Milwards Department Store following her dismissal

from Birling and Co.13. Sheila confirms that she had Eva sacked from her role as a result of petty jealousy.14. The Inspector reveals that she changed her name to Daisy Renton.15. Eric escorts the Inspector to the dining room and does not return.

Time set v. time written

45. Written in 1945- with the knowledge of two world wars and a wealth of political changes46. Set in 1912- before the first world war

Class 47. Social hierarchy in Britain defined by class: upper class, middle class, working class. You were expected to accept your place and act accordingly,

48. Britain had become less agricultural and more industrial which had resulted in a shift in the classes.

49. There was a swelling middle class, made up of businessmen who had made their money in trade. They wanted the power that the upper classes had.

50. The upper classes were no longer as secure in their positions. 51. The honours system used to award titles where they may not be deserved and all based

upon respectability.Act 2 5. Gerald reveals an affair with Eva that took place over the summertime.

6. Mrs Birling interrupts and attempts to intimidate the Inspector.7. Gerald reveals that extent of his relationship with Eva.8. Sheila returns Gerald’s ring and Gerald leaves for a walk.9. The Inspector challenges Mrs Birling about Eva’s application to her charity under the name of

Daisy Renton.10. Mrs Birling is unrepentant and tells the Inspector that his duty is to find the father of the child

and make him responsible.11. Sheila realises, but Mrs Birling does not, that Eric is the father of the child.

.

Capitalist viewpoints

52. Society had become more individualist at the upper end with a significant divide between the rich and the poor.

53. Capitalist viewpoints considered the profit from business and the acquisition of wealth, in order to look after oneself, to be the most important element.

54. Tories in government from 1886 until 1906 reflecting similar views.

Socialist viewpoints and the welfare state

55. A Liberal government was elected in 1906.56. Taxes were increased in 1909 to pay for the social reform desired by the Liberals.57. National Insurance Act in 1918 introduced sickness and maternity benefits.58. JB Priestly has a socialist viewpoint and visited the Soviet Union in the year that he wrote

the play.59. The wider Welfare State was proposed in 1942.

Act 3 7. Eric returns home.8. Eric is questioned on his involvement with Daisy Renton.9. The theft of money from Birling and Co is revealed.10. The Inspector leaves.11. Gerald returns with the information that the Inspector is unknown by the local constabulary.12. The infirmary is telephoned to check on suicide victims.13. The elder Birlings and Gerald Croft start to laugh off the ‘hoax’.14. Sheila and Eric protest.15. The telephone rings with the information that an inspector is on his way.

Respectability 60. A respectable façade, for the Upper classes, had to be maintained with misdemeanours covered up and kept out of the public eye.

The role of women

61. Upper class women did not work but were expected to be involved in charitable concerns.62. Working class women would be expected to work up until they were married.63. Women’s Social and Political Union founded in 1903 in an attempt to achieve votes for

women.64. Women imprisoned in the name of the suffragette movement went on hunger strike in

1909. 65. During the First World War many women had taken on male roles but when the war was

over, they were expected to return to their previous positions. 66. Universal Suffrage Act was passed in 1928.

General Strike

67. A wealth of strikes over wages, working hours and conditions took place between 1904 and 1926 when the General Strike took place.

68. Mass unemployment between 1921 and 1936 creating poverty and unrest.Characters Features of form Themes Motifs

Mr Birling

heavy-looking, portentous, middle fifties, arrogant, opinionated, socially ambitious, provincial in speech and manners, intimidating, prosperous, capitalist

A well-made play A play that is structured around the revelation of details and a chain of events leading to a climactic denouement towards the end of the play.

Appearance and reality

Divisions

Mrs Birling

aloof, arrogant, selfish, self-centred, cold, snobbish, proper, condescending, restrained, supercilious, prejudiced, pompous

Stage directions Instructions to an actor or director on how to perform certain lines. Socialism v. capitalism

Circles

Detective genre Details are slowly revealed through interrogation with the audience discovering the information at the same time as the characters.

Sheila Young, pretty, thoughtful, concerned, responsible, malleable, naïve, excitable, curios, perceptive, wise

Denouement The climax of the play where the truth is made clear. Is the ‘denouement’ here a ‘false’ one? Individual v. society

Calls

Gerald The son that Mr Birling wanted Eric to be! Upper class, at ease, well-bred, polite, man-about-town, aristocratic,

3 unities one main plot, one place, one time The curtains close at the end of acts but open again in the same place and time without having moved on.

Youth v. age Alcohol/ luxury

Eva Everywoman- represents all of the working class women. Morality

Eric Apologetic, uncertain, shadowed, conflicted, confused, weak, young, eager to make amends, reckless, frustrated

Cyclical structure The play is structured as a recurring loop to indicate that it is only a change in the thoughts and actions of the characters and the audience which, will allow a more positive progressive future.

Masculinity and femininity

The Inspector

Steinbeck’s mouthpiece.Obstacle, massive, purposeful, solid, careful, thoughtful, deep, weighty, disconcerting, intimidating, focused, determined.

Responsibility

Class and its impact upon

those at the bottom

KS4 A Christmas Carol Knowledge OrganiserEvents Context

Preface 16. Charles Dickens write a note to his readers to explain that he wants to introduce an entertaining idea to them.

Dickens’ Life

69. Charles Dickens was born on February 7, 1812 in Hampshire into a middle class family.70. His dad was imprisoned for debt leading to poverty for the family.71. Charles was put to work at Warren’s Blacking Factory.72. Dickens found employment as an office boy at an attorneys.73. A Christmas Carol was written in 1843

Stave One

1. Introduced to Ebenezer Scrooge on Christmas Eve. He is a lonely miser obsessed with money. He won’t pay to heat the office properly – meaning Bob Cratchit is very cold

2. We learn Jacob Marley, Scrooge’s business partner, died exactly 7 years earlier.3. Scrooge is irritated that Christmas Day seems to be interrupting his business. Scrooge is

visited byhis nephew Fred, who invites his uncle to Christmas dinner. Scrooge refuses.

4. Scrooge is visited by two charity workers, asking for donations. Scrooge refuses and exclaims he wants to be left alone.

5. Scrooge allows Bob to have Christmas Day off.6. Scrooge, when he is home, is visited by the Ghost of Jacob Marley – warning him he will

be visited by three more ghosts to help him change his ways.

Industrial Revolution

1. From 1780 factory owners in Britain began to use coal-fired steam engines to power the machines in big factories, bringing great fortune.

2. Transition from traditional farming methods to machinery led to Industrial revolution.3. People flocked from the countryside to the cities. London’s population between 1800 and 1900 from 1

million to 6 million people.4. This led to over-crowding and hunger, disease and crime. There were no proper drainage / sewage

systems. Many families had to share one tap / toilet. Children suffered the most and were exploited by factory owners who forced them to work long hours in dangerous conditions.

Stave Two

13. Scrooge is visited by the Ghost of Christmas Past who takes him to witness his past.14. Scrooge is taken first to his schoolboy years and he is reminded how his friends would go

home from Christmas while he was left at school.15. We see him with his sister, who one year took him home for the holidays. 16. Next we are shown Scrooge as a young apprentice, working for Fezziwig. Dickens

describes the Christmas ball Fezziwig organised for his employees.17. Finally, Scrooge is taken to see his ex-fiancée, Belle. We see the scene when they break

up, as money has taken over Scrooge’s life.18. Scrooge cannot bear to see any more and struggles with the spirit.

Malthus and the Poor Laws

1. 1798, Thomas Malthus wrote that the human population would grow faster than food supplies leading to famines and death. Malthus believed poverty was the result of overpopulation.

2. Malthus believed people should families in later life and not have too manychildren.

3. Dickens believed Malthus was wrong. He believed there was plenty of food to go around but only if the rich were more generous. Dickens felt it wrong the poor should suffer because the rich were too selfish to share their wealth.

4. Malthus thought existing poor laws in Britain were too charitable. Poverty relief, he believed, encouraged laziness in the poor and reduced the incentive to work hard and save money.

5. 1834 a new Poor Law was introduced to reduce the financial help available to the poor. It also ruled that all unemployed people would have to enter a workhouse in order to receive food and shelter. Conditions in workhouses were unpleasant to discourage the poor from relying on society to help them.

Stave Three

1. Scrooge is then visited by the Ghost of Christmas Present.2. The spirit shows Scrooge how the Cratchit family celebrate Christmas. Scrooge asked if

Tiny Tim will life. The spirit explain unless there are changes, he will die. The spirit reminds Scrooge of his earlier words: ‘If he is to die, he had better do it, and decrease the surplus population’

3. Scrooge is then taken to see how others celebrate Christmas: miners, lighthouse workers, sailors on a ship.

4. He is then taken to Fred’s house at Christmas, where they are playing games.5. The spirit then begins to age, and see under the spirit’s robes two children: Want and

Ignorance.6. The Ghost of Christmas Future then appears.

Charity 7. Industrial revolution led to a gap between the rich and poor with many struggling to survive relying on the generosity of those better off than themselves.

8. Some philanthropists were keen to enhance the lives of the workers. Cadburys tried to provide quality homes and improve lifestyles ofr workers at their factory in Bournville.

Education 1. Dickens believed strongly in the importance of education.2. As part of his campaign against the treatment of the poor, Dickens worked with a friend called Angela

Burdett-Coutts.3. In 1840s, Dickens and Coutts became involved in the Ragged Schools. The aim was to provide poor

children with basic education.4. Dickens believed that it is through education that one can leave poverty.

Stave Four

1. The Ghost of Christmas Future is described. 2. The spirit takes Scrooge to see a group of businessmen discussing someone who has

died.3. Scrooge is then taken to see Old Joe, where he is in the process of buying property of

the dead man – which have been stolen.4. Scrooge then returns to Bob Cratchit’s house, where it is revealed Tiny Tim has died.5. Scrooge is then taken to the graveyard and is shown a grave stone and realises this is for

him.6. Scrooge falls to his knees and begs that he will change his ways.

Religion 1. Christianity held a strong influence in Victorian Britain, especially amongst the middle / upper classes.2. Good Christians believed in a strict moral code – attending church regularly, avoiding alcohol and exercise

sexual restraint.3. Dicken’s view on Christianity was different. He believed that to be a good Christian people should seek

out opportunities to do good deeds for other people.4. Sabbatarianism – when people spent Sunday going to church and resting. Dickens was opposed to this

because it meant that working poorer people were denied any enjoyment on their one day off – everything was shut.

5. Poorer people didn’t have ovens at home so often food cooked by bakers. Sabbatarianism meant that many people couldn’t get a hot meal on Sundays because the bakers were shut.

Stave Five

1. Scrooge wakes up in his own bed.2. Scrooge wonders how much time has passed and calls to a boy. He then sends the boy

to the poulterer for the prize turkey to give to Bob Cratchit,3. Scrooge meets one of the charity collectors from earlier and whispers to him that he will

give a large donation.4. Scrooge then goes to Fred’s house and is welcomed in. He enjoys the dinner and party.5. On Boxing Day, Scrooge arrives early to work, and plays a trick on Bob. Scrooge then

tells him he is going to raise his salary and promises to help Bob’s struggling family.

Christmas 1. Start of 19th century Christmas was hardly celebrated. By the end of the century it was the most important celebration of the year.

2. Traditions associated with Christmas became important: cards, crackers, carols, decorations, gifts and Christmas dinner. Prince Albert in 1840 brought a tree from Germany to Britain for the first time. Christmas Card dates back to 1843 when Henry Cole asked an artist to design one for him. They were expensive so children made their own.

3. Christmas celebrations were becoming more secular as feasts and games became a central part of the festivities.

Scrooge is described to have completely changed and becomes a ‘second father’ to Tiny Tim – ‘who did not die.’

Characters Features of form (Novella) Themes20. Ebenezer

ScroogeMiserly, mean, bitter, materialistic, unsympathetic, indifferent, cold, selfish, isolated, cynical, charitable, value driven, generous, happy, sociable, transformed.

25. Allegory A story which can be interpreted to reveal a hidden meaning, typically a moral or political one. 1. Christmas spirit26. Novella A novella is longer than a short story, but not as long as a traditional novel.27. Stave A set of five parallel lines on any one or between any adjacent two of which a note is written to indicate its pitch. 23. Redemption28. Omniscient

narratorA narrator that sees everything, including what a character is thinking and feeling. 25. Poverty and

Social Responsibility

29. Protagonist The leading character in a novel. 27. Supernatural30. Tone How the narrator or a character speaks; can also be set through description. 29. Family31. Fairytale genre A genre (type of story) that incorporates an element of the magical. 6. Appearance

versus reality32. Pathetic

fallacyWhere human feelings and responses are attributed to inanimate things or animals. 7. Loneliness and

isolation33. Contrast The differences between two characters or settings etc. 8. Time 34. Symbolism The use of symbols to represent ideas or qualities. 9. Education

34. Marley’s Ghost

Materialistic, self-centred, terrifying, haunting, exhausted, direct, reformed, regretful, hopeful, selfless, wise

35. Foreboding A feeling that something bad will happen.36. Repetition Saying the same thing more than once for emphasis.37. Sensory

languageLanguage that connects to the five senses to create an image or description.

35. Bob Cratchit

Uncomplaining, tolerant, courteous, deferential, patient, civil, eager, pleasurable, good-humoured, playful, caring, tender, cheerful, loving, forgiving.

38. Analepsis (flashback)

These are ways in which a narrative's dialogue re-order's a given story by "flashing back" to an earlier point in the story

39. Prolepsis (flashforward)

These are ways in which a narrative's dialogue re-order's a given story by "flashing forward" to a moment later in the chronological sequence of events

40. Mirroring When a character, for example, resembles another character.

41. Parallel structures

Using the same pattern of words to show that two or more ideas have the same level of importance.

39. Fred Warm-hearted, empathetic, cheerful, optimistic, even-tempered, insightful, determined, generous, forgiving, jovial, enthusiastic, caring

42. Tension and suspense

A building of extreme emotion / anticipation where the outcome is uncertain.

43. Dramatic Irony Where the reader knows something that a character(s) are not aware of.44. Cliff-hanger A dramatic and exciting ending to an episode of a serial, leaving the audience in suspense and anxious not to

miss the next episode.42. Ghost of

Christmas Past

Contradictory, strong, gentle, quiet, forceful, questioning, mysterious

Ephemeral

45. Similes A figure of speech involving the comparison of onte thing with another thing of a different kind, used to make a description more emphatic or vivid..

46. Circular structure

The reader reaches a sense of closure when the piece finds it way back to the beginning of the narrative.

47. Foil Something or someone with opposite characteristics to the subject, used to balance them out and even to draw attention to their feelings.

45. Ghost of Christmas Present

Compassionate, abundant, generous, cheerful, jolly, friendly, severe, sympathetic

Prophetic

48. Personification Attributing a human characteristic to something non-human.

49. Exaggeration A statement that represents something as better or worse than it really is.

47. Ghost of Christmas Future

Mysterious, silent, ominous, intimidating, frightening, reoslute

50. Dialogue A discussion or conversation, or simply the words spoken by a character.

51. Rhetorical questions

A question that is asked in order to make a point rather than elicit an answer.

49. Tiny Tim Frail, ill, good, religious, 52. Interrogative A question that seeks to find something out.53. Motif An image that is repeated throughout a text showing the dominance of an idea.54. Charactonym A name which helps to give the reader an idea of a character’s personality.

KS4 Time and Place poetry Knowledge OrganiserPoem and link to Time and

PlaceContext Language Structure Form

Nothing’s Changed by Tatamkhulu Afrika

Place: District Six, AfricaTime: Comparison between past and present and the sad realisation that nothing has changed and apartheid still exists.

District Six was declared a ‘whites only’ zone during the 1960s and the era of Apartheid – segregation according to race.

Tatamkhulu Afrika was born Mogamed Fu’ad Nasif in Egypt to an Egyptian father and a Turkish mother, and came to South Africa as a child.

As a member of Nelson Mandela’s African National Congress (ANC) party, the poetry was arrested for terrorism offences in 1987 and banned from writing or speaking in public for five years. This was when he adopted the name Tatamkhulu Afrika under which he continued to write despite the ban.

After the dismantling of Apartheid, the poet expected to find a freer society but was angry and disappointed to witness continuing inequality and injustice.

Alliteration: harsh c sound to reflect poet’s anger ‘click’, ‘cuffs’, ‘cans

Boy again: adverb again suggests that the poet he feels he has regressed but this is more of a reflection that apartheid still exists and nothing has changed.

Repetition: but my feet know, / and my hands, and the skin about my bones, and the soft labouring of my lungs, and the hot, white inwards turning anger of my eyes.Every inch of him feels as though he does not belong and is not welcome.

Colon: No sign says it is: but we know where we belong. Feeling of not belonging is evident to poet. He does not need to be told.

Juxtaposition: two restaurants: new, up-market, haute cuisine, crushed ice white glass, linen versus working man’s café, bunny choses, plastic table’s top, spit

Autobiographical

Stewart Island by Fleur Adcock

Place: Stewart Island in New Zealand. The poet wishes to be back in England.

Fleur Adcock was born in New Zealand in 1934 but moved with her parents to England when she was five years old and spent the Second World War in Britain. Fleur found her spiritual home in England as she loved the weather.

The family returned to their native country when Fleur was 13. This early nomadic existence and her struggle for national identity has had a major part to play in her poetry.

Whilst Adcock was in New Zealand she married and, as a result of feeling unfulfilled, had an affair, leaving her first child behind with her ex-husband. As a divorced woman, she felt ostracised by the community until one day she broke down in her kitchen. She then met her second husband who physically abused

Verb: bearAs though living on the island is torturous for her.

Nouns (and adjectives): hills, atmosphere, white sand, sea’s edge, oyster boats, Maroi fishermanCreating an idyllic image

Adjective: coldLiterally, unenjoyable. Metaphorically – a representation of her feelings.

Verbs: jab, bitten, jetted.Shows how she views actions on the island as aggressive and as though she / her child is being attacked.

Direct speech: ‘But look at all this beauty.’ Sets the tone of the poem and immediately reveals how her feelings are in contrast to the majority.

Colon: True: it was fine bayWhilst Adcock cannot feel at home on Stewart Island, she has to accept the beauty of the island. The colon suggests the reluctance in her to acknowledge this.

Declarative: I had already decided to leave this country.Her feelings are clear. Adcock does not feel at home here.

AutobiographicalFree verse

her and to escape the marriage she fled back to England.

Presents from my aunt in Pakistan by Moniza Alvi

Place: Contrast between the English culture and the poet’s Pakistani heritageTime: Mix – past in Pakistan versus arrival in England versus present day.

Moniza Alvi, a British teacher and poet, was born in Lahore, Pakistan, in 1954 to a Pakistani father and an English mother. She was brought to England as a baby and grew up in Hertfordshire before studying at the universities of York and London. She did not return to Pakistan until after she had written the poem in 2000. As a teenager Alvi felt torn between two cultures, as is illustrated in the ambivalent feelings she describes towards here towards gifts sent from her family in Pakistan.

Verbs: My costume clung to me - She doesn’t feel comfortable in the salwar Kameez from Pakistan. / Longed - She wants her English clothes as she feels more comfortable in them. Cherished - The poet contrasts her feelings with that of her parents who hold items from Pakistan fondly. / Admired - The poet admires the clothes and appreciates their beauty. / Recall - The poet is reminded of how she first arrived in England and the journey she has undertaken.

Noun and noun phrases: Alien (metaphorical) – the clothes she has been sent make her feel like an alien – they are unfamiliar and she feels incredibly uncomfortable and different. Half-English and No fixed nationality – the poet is torn between two cultures leading her to struggle with her identity.

RadiantThe poet’s parents look radiant in their clothes from Pakistan whilst she does not feel comfortable.Alonefretwork

Juxtaposition: ‘peacock-blue’, ‘orange’, ‘gold’, ‘candy-striped’, ‘apple-green’, ‘satin’, ‘silk’, ‘silver-bordered’ VERSUS ‘denim’, ‘corduroy’, ‘cardigans’, ‘Marks and Spencers’Contrast in the vibrancy of the Pakistan culture and the elegance of the materials versus the simplicity and bland colours in England.

Line lengths and positioning: The lines in the poem are scattered reflecting the poet’s confusion over her cultural identity.

Autobiographical

Hurricane Hits England by Grace Nichols

Place: Guyana versus EnglandTime: Contrast between past in Guyana and present in England.

Grace Nichols is a poet and teacher, who was born in Georgetown, Guyana in 1950 but moved to England in 1977 with her husband. Georgetown is on the Atlantic coast of Guyana and a strong theme of Nichol’s poetry is her Caribbean heritage. Hurricane Hits England is based on the infamous hurricane of October 1987 which caused a great deal of damage across southern England.

Personification: The howling of the ship of the wind / Its gathering rage.Helps to evoke images of the storm and the strength of it. Howling suggests an aggression. Rage suggests anger.

Simile: Like some dark ancestral spectre.Implies the storm is mysterious and creeps up on the environment in a ghost-like way. ‘Ancestral’ refers to a familiarity of the storm.

Verb: unchainedThe familiarity of the storm reminds her of home and starts to soften her feelings towards England.

Oxymoron: Fearful and reassuring.The force of the storm is scary for the poet but it reassures her as it reminds her of the Caribbean.

Anaphora: Talk to me Huracan / Talk to me Oya / Talk to me Shango / And Hattie.The poet is pleading with the Gods to talk to her and explain why they are visiting her in England.

Questions: Tell me why you visit / An English coast? / What is the meaning of old tongues reaping havoc in new places?The poet is seeking to understand how the storm that is so familiar to her in the Carribean can also exist in England.

Lexical repetition: I am riding the mystery of your storm. / Ah, sweet mystery.The poet is accepting the storm and becoming more accepting of England as a result. The ‘sweet’ shows she is grateful to

Autobiographical

the storm for making her feel more at home in England.

London

Place: London

William Blake was a painter and printmaker as well as a poet. His poetry is considered to be a part of the early Romantic Age. It often spoke out against social injustices and the negative social effects of the Industrial Revolution on Britain. Blake lived in London so was in the perfect situation to comment on the suffering he saw throughout the capital. This poem was written in the aftermath of the French Revolution – an indication the people of England might revolt?

Metaphor: ‘mind forg’d manacles’ – unimaginative thoughts imposed on the human spirits. The people are oppressed.

Allusion: ‘And the hapless Soldiers sigh / Runs in blood down Palace walls’ – reference to the French Revolution

Adjectives: ‘blackning’, ‘hapless’, ‘youthful’, ‘new-born’

Repetition: ‘And mark in every face I meet / Marks of weakness, marks of woe.’The poet is suggesting that everyone in London is negatively affected by the effects of the Industrial Revolution and the effects are remaining with them.

Repetition: ‘chartered’To suggest everything in London is owned.

Repetition: ‘cry’ to imply total misery

Autobiographical – period of Industrial revolution and written in aftermath of French Revolution

Composed Upon Westminster Bridge

Place: Westminster Bridge, London

William Wordsworth was born in the Lake District in 1770. The natural beauty of his childhood surroundings influenced much of his poetry and his youthful spirituality. He wrote this poem whilst on a trip to France with his sister, Dorothy. It describes the view of London and the Thames early one morning from Westminster Bridge.

Personification: ’The sun steeps the city in its first splendour’ suggests it consciously chooses to bless the city with extra beauty and that London is worthy of this. ‘The river glides at his own will’ suggests it seems content and happy and in charge of its own destiny. ‘The houses seem asleep’ conveys a sense of calm. ‘The city as a whole is a mighty heart lying still’ conveys unusual quiet, stillness and power.

Adjectives: ‘fair’, ‘silent’

Nouns: ‘majesty’, ‘beauty’, ‘splendour’, ‘calm’

Declarative: ‘Earth has not anything to show more fair.’ In Wordsworth’s eyes, London is the most beautiful thing Earth has to offer.

Exclamatory sentences: ‘Dear God!’, ‘I, never felt, a calm so deep!’ conveys poet’s excitement.

Sonnet – associated with love poetry reflecting love for London.

Key quotations

Macbeth Blood Brothers An Inspector Calls1. Fair is foul and foul is fair:

Hover through the fog and filthy air.1. ‘worthy’, ‘valiant’, ‘brave’2. And oftentimes, to win us to our harm, /

the instruments of darkness tell us truths.3. If chance will have me king, why chance

may crown me.4. To throw away the dearest thing he owed.5. He was a gentleman upon whom I built an

absolute trust6. Vaulting ambition7. Come, you spirits / That tend on mortal

thoughts.8. This castle hath a pleasant seat.9. Screw your courage to the sticking place.10. Stars hide your fires: Let not light see my

black and deep desires or Look like th’ innocent flower, but be the serpent underneath.

11. This is a sorry sight.12. Where we are there’s daggers in men’s

smiles.13. Thou hast it now, King, Cawdor, Glamis,

all…as the weird sisters promis’d and I fear Thou hast play’d most foully for it.

14. Out damn’d spot!15. O full of scorpions is my mind / I am

cabbin’d, cribb’d, confin’d 16. Thou canst not say I did it17. Be innocent of the knowledge dearest

chuck18. Life is but a walking shadow, a poor player

/ That struts and frets his hour upon the stage, / And then is heard no more. It is a tale / Told by an idiot, full of sound and fury, / Signifying nothing.

1. Sexier / lovelier / twice the size of / looks a bit like2. An’ did y’never hear of the mother, so cruel, / There’s a stone in

place of her heart?3. Ey, Mam, how come I’m on free dinners? All the other kids laugh

at me. / I’m hungry. I’m starvin’4. It’s such a pleasure to clean. / It’s a pity it’s so big.5. Oh God. Mrs Lyons, never put new shoes on a table. / Oh…you

mean you’re superstitious. / I curse the day I met you. / Witch.6. Havin’ babies. It’s like clock-work to me. / They say I’m incapable

of controllin’ the kids I’ve already got. / Give one to me. / Please Mrs Johnstone. Please

7. He’d have all his own toys / and a garden to play in.8. Richard, can you let me have some cash? / I need about fifty

pounds.9. But a debt is a debt, and must be paid.10. They say that it either twin learns that he once was a pair, they

shall both immediately die.11. The ‘F’ word. / I’ll look it up in the dictionary.12. Gis a sweet. / Yes, of course. Take as many as you want.13. I don’t want you mixing with boys like that. You learn filth from

them and behave like this…14. You don’t wanna end up in court again / I’d just dock his pocket

money.15. He didn’t mean it mister.16. I’m going to have you suspended, Lyons. / You’re both suspended.17. It’s just a secret, everybody has secrets, don’t you have secrets?18. And you don’t even notice broken bottles in the sand.19. Linda’s pregnant!20. Miss Jones / It’s just another sign of the times21. But why is a job so important? / I don’t wear a hat I can tilt at the

world.22. But I can’t because while no one was looking I grew up. An you

didn’t, because you didn’t need to.23. Fifty quid / But he’s feelin’ fifty years older / And his speech is

rather slow.24. I didn’t sort anythin’ out Linda. Not a job, not a house, nothin’. It

used to be just sweets an’ ciggies he gave me, because I had none of me own. Now it’s a job and a house. I’m not stupid, Linda. You sorted it out. You an’ Councilor Eddie Lyons.

25. Why didn’t you give me away? I could have been…I could have been him!

26. And do we blame superstition for what came to pass / Or could it be what we, the English have come to know as class?

1. If men will not learn that lesson, then they will be taught it in fire and blood and anguish.

2. One Eva Smith has gone – but there are millions and millions of Eva Smiths and John Smiths.

3. A man has to make his own way – has to look after himself

4. By the way some of these cranks talk and write, you’d think we were all mixed up together like bees in a hive – community and all that nonsense.

5. But these girls aren’t cheap labour…they’re people.

6. Why shouldn’t they try for higher wages? / Lower costs and higher prices

7. I’ve done nothing wrong. / Still, I can’t accept any responsibility. / But I accept no blame for it at all.’ / I’ve got to cover this up as soon as I can.

8. I used my influence to have it refused. / I know I’m to blame. / I’ll never, never do it again.’

9. It’s you two who are being childish – trying not to face the facts.

10. The money’s not the important thing.

11. She’d had a lot to say – far too much – so she had to go.

12. But after all it’s better to ask for the earth than to take it.

13. Each of you helped to kill her. Remember that. Never forget it.

14. Girls of that class.

Jekyll and Hyde A Christmas Carol Time and Place poetry1. There is something wrong with his appearance; something

displeasing, something downright detestable.2. Trampled calmly3. He began to go wrong, wrong in mind; and though of course I

continue to take an interest in him for old sake’s sake, as they say, I see and I have seen devilish little of the man. Such unscientific balderdash added the doctor, flushing suddenly purple, would have estranged Damon and Pythias.

4. “Poor Henry Jekyll,” he thought, “my mind misgives me he is in deep waters!”

5. If he be Mr Hyde, I shall be Mr Seek.6. The large handsome face of Dr. Jekyll grew pale to the very lips,

and there came a blackness about his eyes. “I do not care to hear more,” said he. “This is a matter I thought we had agreed to drop.”

7. And then all of a sudden he broke out in a great flame of anger, stamping with his foot, brandishing the cane, and carrying on (as the maid described it) like a madman.

8. The moment I choose, I can be rid of Mr Hyde.9. The fire burned in the grate; a lamp was set lighted on the chimney

shelf, for even in the houses the fog began to lie thickly; and there, close up to the warmth, sat Dr. Jekyll, looking deathly sick. He did not rise to meet his visitor, but held out a cold hand and bade him welcome in a changed voice.

10. Now that the evil influence had been withdrawn, a new life began for Dr. Jekyll.

11. The middle one of the three windows was half-way open; and sitting close beside it, taking the air with an infinite sadness of mien, like some disconsolate prisoner, Utterson saw Dr. Jekyll.

12. All human beings…are commingled out of good and evil.13. “Well, sir,” returned the clerk, “there is a rather singular

resemblance; the two hands are in many points identical: only differently sloped.”

14. “I wish to see or hear no more of Dr. Jekyll,” he said in a loud, unsteady voice. “I am quite done with that person, and I beg that you will spare me any allusion to one whom I regard as dead.”

15. But the words were hardly uttered, before the smile was struck out of his face and succeeded by an expression of such abject terror and despair, as froze the very blood of the two gentlemen below.

16. “O God! I screamed and O God! Again and again: for there before my eyes – pale and shaken, and half-fainting, and groping before him with his hands, like a man restored from death – there stood Henry Jekyll.

17. “Here then, as I lay down the pen and proceed to seal up my confession, I bring the life of that unhappy Henry Jekyll to an end.”

18. With every day, and from both sides of my intelligence, the moral and the intellectual, I thus drew steadily nearer to that truth, by whose partial discovery I have been doomed to such a dreadful shipwreck: that man is not truly one, but truly two.

1. As solitary as an oyster2. Are there no prisons? Are there no

workhouses?3. The clerk’s fire was so very much

smaller.4. I wear the chain I forged in life / I

made it link by link, yard by yard, and of my own free will / The chain was made of cash boxes, ledgers, heavy purses’

5. Mankind was my business6. Like a child: yet not so like a child as

like an old man7. Free as its genial face, its sparkling

eye, its open hand, its cheery voice, its unconstrained demeanour, and its joyful air

8. Our contract is an old one. / Another idol has displaced me. / A golden one.

9. The happiness he gives, is quite as great as if it cost a fortune.

10. I have always thought of Christmas as a good time, a kind, forgiving, charitable, pleasant time.

11. I see a vacant seat / decrease the surplus population

12.This boy is ignorance. This girl is Want.

13.The Phantom slowly, gravely, silently approached. / Scrooge feared the silent shape so much that his legs trembled beneath him.

14.Hear me, I am not the man I was15. I will honour Christmas in my heart,

and try to keep it all the year.

Nothing’s Changed: No sign says it: we know where we belong / click / thrust / crunch / linen / and…and…and

Stewart Island: True: it was fine bay / But look at all this beauty / fine / white / Maori fishermen / too cold / bitten / jab / I had already decided to leave this country.Presents from my aunt in Pakistan: peacock blue / glistening / alien / I was aflame / longer for / my aunts requested / no fixed nationality / didn’t impress my school friendHurricane Hits England: like some dark ancestral spectre / fearful and reassuring / talk to me…talk to me…talk to me… / tell me why you visit an English coast? / that the earth is the earth is the earth Adlestrop: steam / high cloudlets / someone / no-one / a blackbird sang / meadowsweet / steam hissed / bare platform / grass / all the birds / mistier / afternoon of heat / willowsComposed Upon Westminster Bridge: fair / touching / majesty / beauty / silent / bright / glittering / beautifully / splendour / calm / very houses seem asleep London: charter’d / in every…in every…in every / weakness / woe / cry / mind forg’d manacles / black’ning / curse / plaguesPostcards from a Travel Snob: karaoke nights / beer / hotel / guest house / drunken tourist types / seaside-town / peaceful / consumer hell / sea and sangria / package holiday / untouched by man / wine connoisseurs / sleeping in a local farmer’s van / where nobody speaks EnglishFirst Flight: broad meringue kingdom / tangerine stain / mackeral / confounds forecasters / dismisses clocks / nimble tiny disc / tell us when we get to waterTo Autumn: close bosom friend of the maturing sun / load / bless / bend / fill / swell / plump / drows’d with the fume of poppies / by a cider pres with patient look / wailful choir / small gnats mourn / lambs loud bleat / mellow fruitfulnessWhere the Picnic was: through winter mire / a cold wind blows / the grass is grey / just as last year / on the hill to the sea / shut her eyes / for evermore / and the sea breathes brine / up hither, this grassy rise / but two have wandered farHome Thoughts from Abroad: oh, to be in England / the lowers boughs…are in tiny leaf / the whitethroat builds, and all the swallows / my blossomed pear tree…scatters on the clover / blossoms and dewdrops / the fields look rough with hoary dew / the buttercups, the little children’s dower.I Started Early Took My Dog: basement / upper floor / mermaids / frigates / hempen hands / man/tide / shoe/apron/bodice/belt / eat me up / dew/dandelion / silver heel / pearl / solid town / mighty look/withdrewAbsence: and nothing to instruct me to forget / thoughtless / nothing / played / played cunning in my thoughts / an earthquake tremor: fountain, birds and grass / were shaken by my thinking of your name.