Shakespeare Revision Lesson 1 Much Ado About Nothing: Planning an answer Objectives 9R1 extracting relevant information 9R5 evaluate their own critical writing 9S&L13 compare interpretations Vocabulary mood character dialogue motivation language rhetoric theme deception reference evidence Resources Extracts from ‘Much Ado’ Act 3 Scene 2 and Act 4 scene 1 lines 1 – 163. OHTs or slides of 1.1 to 1.7 Handouts of OHT 1.4 – 1.7 How is the theme of deception developed in these scenes? Support your answer by referring to the printed extracts. Remember 10 minutes Display the question above on the board and use OHT 1.1 to demonstrate the key characteristics of an answer. Use OHT 1.2a and OHT1.2b in sequence to model the initial planning of an essay. Alternatively, demonstrate how to construct a plan that addresses the main focuses of the question and links the key ideas with evidence using different shaped cards or post-it notes for point, evidence, explain. Opportunity for pair or group work during this process by asking pupils to complete one PEE per group. Show pupils how to plan a line of argument that has an introduction, a development that draws on both extracts and a conclusion that relates back to the question, by putting the various group’s PEE suggestions in order on the board and making links between them. Model how this can be done either by numbering the big ideas in the pattern plan or turning them into a linear sequence of big ideas (for example, paragraphs) that addresses the question, as on OHT 1.3. Point out that the time available for planning in the test is limited, and that it needs to be used well. Try 10 minutes Take pupils’ suggestions about how it would be possible to structure the main points of the answer in a way that is different from that on OHT 1.3. Remind pupils of the good news that there is never just one ‘right Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 1 answer’ on a Shakespeare question, but remind them that there is a right way to answer a question, and that is to exemplify ideas with quotations and text reference (for example, Point/Evidence/Explanation/Link or PEEL). Apply 10 minutes Show OHT 1.4 and ask pupils to identify the main focus targeted in each of the following parts of questions: (Where more than one focus applies it will be useful to discuss which is the dominant focus.) Secure 10 minutes Give pairs of pupils five minutes to annotate a question from OHT 1.5 and to plan their answer. Help some pairs prepare their work on an OHT and after 5 minutes ask them to explain their thought processes to the rest of the class. Cover as many questions as time allows and review what has been learned about planning a Shakespeare answer. Homework Provide pupils with handout OHT 1.6, a sample answer to a question. Ask pupils to identify the characteristics that the answer demonstrates, using the criteria on OHT 1.7. Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 2 Characteristics of level 5+ answers OHT 1.1 An answer on Shakespeare worthy of level 5 or above will, as required by the task set: comment on both parts of the text referred to in the task; comment with understanding on characters and their behaviour, relating characters’ speech and actions to motives, rather than simply describing what they do; analyse the features of language and what they contribute to character and action; demonstrate understanding of ideas, themes and issues; show some awareness of audience response to characters’ speech and action; illustrate by evidence and quotations from the text, picking out references, words or phrases to support and develop points. Explain how. Your answer needs to make it clear how Shakespeare explores the idea of deception in terms of plot, character and action on stage. Explain how particular words and actions relate to the idea of deception. Comment on the development of the theme of deception in the two extracts, focusing on the way the deception is planned and executed. Much Ado About Nothing Act3 scene 2 & Act 4 scene 1 lines 1 – 163 How is the theme of deception developed in these two extracts? Support your answer by referring to the printed extracts. Use brief, relevant quotations to provide evidence for the points you make. Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs Both sections must be referred to in your answer. 3 Planning an answer OHT 1.2a Possible points to include, with textual evidence. Shakespeare explores the theme of deception in terms of plot, language, character and action on stage. The idea of deception is shown in different lights through particular words and images. Much Ado About Nothing Act3 scene 2 & Act 4 scene 1 lines 1 – 163 How is the theme of deception developed in these two extracts? Support your answer by referring to the printed extracts. Shakespeare develops the theme of deception in the two extracts from the introduction of Don John’s accusations in Act 3 sc 2 to the conclusion in Act 4 sc 1. Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs The characters on stage react to the theme of deception in different ways. 4 OHT ‘Out on thy seeming! I will write against it…….savage sensuality.’ Claudio says that Hero appeared chaste as a goddess, but was actually like a wild animal in her sexual appetities. Use of questions by Don John in 3.2 and Claudio in 4.1 raises doubts in the characters’ minds. ‘Means your lordship to be married tomorrow?’ 3.2. l76 ‘Know you any Hero?’ 4.1 l 14 Shakespeare explores the theme of deception in terms of plot, language, character and action on stage. 1.2b Words: ‘You may think I love you not.’ Act 3 sc 2 line 82. Don John claims he loves Claudio, although it may not appear so from what he tells him. The idea of deception is shown in different lights through particular words and images. Much Ado About Nothing Act3 scene 2 & Act 4 scene 1 lines 1 – 163 How is the theme of deception developed in these two extracts? Support your answer by referring to the printed extracts. Shakespeare develops the theme of deception in the two extracts from the introduction of Don John’s accusations in Act 3 sc 2 to the conclusion in Act 4 sc 1. 3.2 line 90 Don John says ‘the lady is disloyal’. This marks the beginning of the deception. Claudio and Leonato are keen to believe the deception. ‘If I see anything tonight why I should not marry her tomorrow….. shame her.’ 3.2 line 109 – 111 ‘..the wide sea………tainted flesh.’ 4.1 line 139 - 142 ‘Give not this rotten orange to your friend! She is but the sign and semblance of her honour.’ Claudio is accusing Hero of deception, which further develops the theme. Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs The characters on stage react to the theme of deception in different ways. ‘By noting of the lady……truth.’ 4.1 line 157 – 163 The friar questions the accusations and balances the responses to the deception. 5 Shaping an answer Paragraph/big point 1 Shakespeare develops the theme of deception in the two extracts from the introduction of Don John’s accusations in Act 3 sc 2 to the conclusion in Act 4 sc 1. 2 The characters on stage react to the theme of deception in different ways. 3 Shakespeare explores the theme of deception in terms of plot, language, character and action on stage. 4 The idea of deception is shown in different lights through particular words and images. How is the idea of deception developed in these extracts? Evidence ‘the lady is disloyal’. Explanation Don John’s statement is the first indication of the deception. ‘If there be an impediment, I pray you discover it.’ Claudio begins to have doubts, as the deception develops. ‘Give not this rotten orange to your friend! She is but the sign and semblance of her honour.’ By this stage, Claudio believes everything Don John has accused Hero of and is convinced of her deception. ‘If I see anything tonight why I should not marry her tomorrow….. shame her.’ 3.2 line 109 – 111 ‘..the wide sea………tainted flesh.’ 4.1 line 139 - 142 Leonato takes little persuading of Hero’s guilt. This fuels the deception. OHT 1.3 Link Claudio’s progressive anger reflects the development of the plot, but other characters react differently. The friar’s more measured response acts as the voice of reason, but fails to halt the progress of the deception. Reactions of other characters add to the tension. Shakespeare uses questions to raise doubts in the minds of the other characters. The use of questions helps Shakespeare to create tension. ‘Out on thy seeming! I will write against it…….savage sensuality. Claudio says that Hero appeared chaste as a goddess, but was actually like a wild animal in her sexual appetities. ‘Give not this rotten orange to your friend! She is but the sign and semblance of her honour.’ Use of metaphor ‘rotten orange’ emphasises Claudio’s anger. Imagery reflects the theme of deception, ie Hero appears to be one thing, but was actually another. Language, eg ‘sign’ and ‘semblance’, reflects the theme of deception. ‘By noting of the lady……truth.’ 4.1 line 157 – 163 ‘Means your lordship to be married tomorrow?’ 3.2. l76 ‘Know you any Hero?’ 4.1 l 14 Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 6 Question Focus OHT 1.4 Test questions usually address a specific assessment focus. The expected focuses are: a b c d the motivation and behaviour of characters; ideas, themes and issues; the language of the text; the text in performance. Questions Focus In what ways does Shakespeare use language to contribute to the themes of honour and deception in both scenes? Show how and why Claudio’s character changes in these sections, from ... to ... In this scene how does Shakespeare use characters’ behaviour to suggest that ...? Explain how you would direct the actor playing Don John in these extracts. What impressions do you get of Claudio from the ways he talks and acts in ...? In these extracts, how do Leonato’s actions contribute to exploring the theme of deception? Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 7 Example questions on Much Ado About Nothing OHT 1.5 NB. The set scenes are Act 3 Scene 2 and Act 4scene 1 lines 1 to 163. The questions in the test will specify particular extracts, approximately half of the set sections, which will be printed in the paper and answers should relate particularly to the extracts. Example question 1 Explain how you would direct the person playing Claudio to show the audience how he feels: a) when he hears Don John's accusation of Hero; b) when he is in church about to denounce Hero. Example question 2 What impressions of the attitudes of men towards women might an audience gain from these scenes? Example question 3 How is language used to contribute to the themes of honour and deception in both scenes? Example question 4 What impression do you get of Claudio's character through what he says and does in these extracts? Example question 5 Drawing on the two extracts (Act 3 Scene 2 and Act 4 Scene 1), show how and why Claudio changes his mind about marriage to Hero. Example question 6 How would you direct the actors to bring out the contrast between the mood and atmosphere at the start of Act 3 Scene 2 (lines 1-68) and that in Act 4. Scene 1 (lines 6-110)? Example question 7 What does Don Pedro contribute to the development of the play in these two extracts? Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 8 Sample answer OHT 1.6 Example question 6 How would you direct the actors to bring out the contrast between the mood and atmosphere at the start of Act 3 Scene 2 (lines 1-68) and that in Act 4. Scene 1 (lines 6-110)? If I was directing ‘Much Ado About Nothing’, I would make sure that the actors understood the change in mood between the two scenes by looking in detail at the points in the scenes when the mood changes. For example, in Act 3 scene 2 Claudio should be laughing and joking with his friends at the beginning of the scene. As he says ‘If he be not in love with some woman, there is no believing old signs. A brushes his hat o’ mornings; what should that bode?’ However, once Don John enters the mood of the scene changes dramatically. The actor playing Claudio should now look more serious as he hears Don John ask to speak to Don Pedro in private, but that what he has to say concerns Claudio too. ‘Means your lordship to be married tomorrow?’ The actor playing Claudio should now be looking worried, because the word ‘means’ has sown a seed of doubt in his mind. Claudio’s response to the accusation should show mainly in his face, by a shocked expression and a disbelieving tone of voice when he delivers his short responses: ‘Who, Hero?’ and ‘Disloyal?’ After Don John has described the plot to catch Hero in the act of being unfaithful, Claudio’s tone should change to one of doubt and anxiety as he says ‘May this be so?’ Shakespeare has used a series of questions to demonstrate the range of emotions Claudio is experiencing. In contrast, once he has agreed to go with Don John, his mood changes to one of anger and determination. ‘If I see anything tonight why I should not marry her, tomorrow, in the congregation where I should wed, there will I shame her.’ Shakespeare uses a statement rather than a question to demonstrate Claudio’s determination. In the second extract, Act 4 scene 1, the scene opens with preparations for the wedding ceremony. Guests will be taking their seats, romantic music will be playing and the atmosphere will be happy. However, Claudio’s mood is very different. The actor playing Claudio should stand out on stage, apart from the rest of the actors, looking anxious and detached because he knows that the wedding will not take place as he is about to shame Hero in public. Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 9 In response to the Friar’s question,‘ You come hither my lord to marry this lady?’ , Claudio’s ‘No’ should be delivered to the Friar in a cold tone of voice without a glance at Hero, which hints at a change of mood. However, it is not until lines 18 and 19 that Claudio’s mood becomes apparent. Delivering the lines ’O what men dare do! What men may do! What men daily do, not knowing what they do!’ Claudio needs to address the general congregation and the audience in a knowing and sarcastic tone. Turning to speak to Leonato in line 22, his tone should continue to be sarcastic with the emphasis on the word ‘maid’. And again in lines 26 and 27, the emphasis should be on the words ‘rich and precious gift?’ Claudio’s real anger should not be apparent to the congregation until line 30 where he ‘gives’ Hero back to Leonato, calling her a ‘rotten orange’. The rest of this speech should be delivered to the audience and congregation angrily. It is important that the actor makes it clear that Hero is not directly addressed by Claudio at all. ’Her blush is guiltiness, not modesty.’ Claudio should not address Hero until line 55 in response to her question ‘And seem’d I ever otherwise to you?’ By describing her as a ‘pamper’d animal that rage in savage sensuality’, Claudio reveals the extent of his anger and hatred, which should be made obvious to the audience in his tone of voice and facial expressions. The tone changes to one of regret when Claudio says ’But fare thee well…….’ Line 101. These lines should be delivered to Hero in an emotional way, which leads to Hero fainting, as she is overwhelmed by his condemnation. As Claudio leaves the stage, he should not look at Hero or take any notice of the fact that she has fainted to demonstrate his dismissal of her. These two scenes would be challenging for the actor playing Claudio because of the range of emotions and the speed at which the moods change. Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 10 Answer analysis sheet OHT 1.7 How far do you think this answer meets these criteria? Key features of a level 5+ answer: This answer meets this criteria: Fully Partly Not at all Comments on both parts of the text referred to in the task Illustrates by evidence from the text, picking out words or phrases Comments with understanding on character, relating characters’ speech and actions to motives, rather than simply describing what they do Analyses the features and effect of language Shows awareness of audience response Writes about themes and ideas Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 11 Lesson 2: Writing an answer Objectives 9W6 Terminology for analysis 9W7 Layers of meaning 9W8 Connectives 9R12 Rhetorical devices 9R14 Analyse scenes 9S&L13 Compare interpretations Vocabulary mood character dialogue language rhetoric Resources OHTs or slides of E1.6 and E1.7 from previous lesson. OHTs or slides of 2.1 to 2.7 Handouts of 2.1, 2.6 and 2.7 Multiple copies of 2.8a OR 2.9a cut into strips for card sort activity starter. Starter 5 minutes Using Multiple copies of 2.8a OR 2.9a (simplified version) cut into strips ask pupils to complete a card sort activity to place the level criteria into order.Teacher sheets 2.8b and 2.9b show the correct order. Remember 10 minutes Display E1.7 and make sure pupils have access to E1.6 (sample answer) to revisit the homework task, which was to assess a sample answer to the question. How would you direct the actors to bring out the contrast between the mood and atmosphere at the start of Act 3 Scene 2 (lines 1-68) and that in Act 4. Scene 1 (lines 6-110)? Take comments on how the answer, which is at least level 5: • refers to the extracts as required; Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 12 • has a clear focus on the central element of the question; • gives advice to the actors; • shows general understanding of the characters and of their attitudes and situation; • shows some awareness of the audience’s likely reaction to what they see and hear on stage; • illustrates points by quoting evidence from the text; • develops a line of argument that often (but not always) relates to the question. Remind pupils that Shakespeare is assessed for reading, but point out that writing well enables someone to make points economically and effectively. Draw attention to mark-earning areas, less effective areas and areas which earn no marks although they are well phrased. Re-affirm the points made in lesson 1, by having selected pupils (who have had time to prepare their presentations) demonstrate on the board or OHT 2.1 how to annotate the question: In these two extracts, what impressions of Benedick and Hero do other characters give through the language they use? Ensure that pupils remember that on the paper, the relevant extracts will be printed out for use. Clarify the main focuses of the task, for example: what these extracts reveal about the characters of Hero and Benedick; the extent to which it is the figurative language that makes these characteristics apparent; what forms of figurative language are used; why this particular choice of imagery is effective. Highlight key words which tell you what to cover in your answer (e.g. two extracts, characters, Hero, Benedick, figurative language). Model 15 minutes The focus of the previous lesson was the process of planning an answer. This lesson is about writing an answer because pupils often need help in expressing themselves with maximum economy and impact. Use OHT 2.2 to remind pupils of the PEE(L) process, linking points with evidence in the form of quotations and text reference. (You may wish to use OHT E3.3 from the 2005 Booster Pack again here.) Openings and endings are notoriously challenging, not just for pupils working towards level 5. Use OHT 2.3 to provide the basic content for Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 13 an answer, then demonstrate how to organise the ideas and focus on writing the opening sentences and closing paragraph for that question. If further support is needed, use OHTs 2.4 and 2.5 to model possible opening sentences and closing paragraphs for the question under consideration. Discuss the strengths and shortcomings of these opening and concluding paragraphs. Can pupils suggest improvements or alternatives? Ask pairs to generate suggestions on mini-whiteboards or paper, then evaluate and develop these suggestions with the whole class. Try 15 minutes Give pupils, working in pairs, 10 minutes to plan an answer to one of the questions on OHT 2.6 and to write their opening paragraphs. Ask some pupils to write on OHTs , flip chart sheets or A3 sheets to make it easier to share and after 10 minutes discuss what is good about the initial attempts and take suggestions on how they might be improved. (With some classes it might be helpful to have the opening paragraphs prepared on OHT in advance.) Ensure that pupils are familiar with the language needed to answer a question about directing what actors should say and do. Provide the specific vocabulary by using or creating a phrase bank such as that on OHT 2.7. Apply 15 minutes Ask pupils to identify the characteristics of an effective conclusion. Then ask them to write a concluding paragraph for their planned answer to the question above. Help two or three of the pairs to prepare their work on an OHT and be ready to explain their thought processes to the rest of the class and take constructive comment. Secure 5 minutes 1 Ask pupils to work in pairs for 2 minutes and note down the five things that they know they need to remember about answering Shakespeare questions well in the tests. Take comments and agree a top five for the class. 2 Invite pupils to give examples of things they do well in relation to writing about Shakespeare. Homework Finally, for homework, set pupils to plan and write a full answer to time on one of the questions from OHT 2.6. Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 14 Reading the question OHT 2.1 In these two extracts, what impressions of Benedick and Hero do other characters give through the language they use? Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 15 Shaping an answer OHT 2.2 In these two extracts, what impressions of Benedick and Hero do other characters give through the language they use? Point 1. What Don Pedro says about Benedick’s usual attitude to love. Evidence Don Pedro : …from the crown of his head to the sole of his foot, he is all mirth. He hath twice or thrice cut Cupid’s bowstring, and the little hangman dare not shoot at him. He hath a heart as sound as a bell; and his tongue is the clapper, for what his heart thinks, his tongue speaks. 2. Benedick’s appearance and behaviour have begun to change now that he is in love. Claudio:… the old ornament of his cheek hath already stuffed tennis balls. … Don Pedro:: ..’a rubs himself with civet. Claudio: Nay, but his jesting spirit, which is now crept into a lute string, and now governed by stops. Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs Explanation Benedick is regarded as being a bit of a laugh. He is unlikely to fall victim to love’s charms which he has resisted two or three times. Being shot by Cupid’s arrow would make someone fall in love, but in Don Pedro’s metaphor Benedick is said to have cut Cupid’s bowstring so he would be unable to shoot at Benedick. Benedick’s heart has not been harmed by love (Cupid’s arrow) so it is sound. Don Pedro plays with the simile (“sound as a bell”) to refer also to Benedick’s love of talking, suggesting he is a straight talking character. A “clapper” is what rings a bell. By “the old ornament of his cheek” Claudio means Benedick’s beard. Claudio argues that Benedick must be in love, as much of his time has been spent at the barbers preening himself and Don Pedro makes the point that he is wearing perfume. They also know that Beatrice said she “could not endure a husband with a beard on his face” (II.i), so he must have done this for her. In this scene his mood seems to have changed – he is melancholy and does not have much to say. Claudio uses a metaphor to express how Benedick’s jesting spirit has gone; he is punning on “stops” (the frets on a lute). 16 3. Claudio has viewed Hero as pure and innocent up until the point that Don John sows the seeds of doubt. Claudio: Who? Hero? … Disloyal? Claudio use of single word questions shows his disbelief at what Don John is saying. Claudio: You seem to me as Dian in her orb, As chaste as is the bud ere it be blown. Claudio’s words echo the theme of Act III scene 2 of women having to be ‘pure’ before marriage. Hero is likened to Diana, the chaste goddess of the moon; Claudio’s second simile compares her to a pure bud before it has blossomed. 4. Characters respond differently to Hero’s public shaming at the wedding. Claudio: Give not this rotten orange to your friend! … Leonato: O she is fallen / Into a pit of ink, that the wide sea / Hath drops too few to wash her clean again The intensity of Claudio’s and Leonato’s outbursts and the use of vivid imagery convey the men’s outrage that Hero is not a virgin. Claudio’s metaphor refers to her as a bad fruit. Her falling into ‘a pit of ink’ symbolises that she is stained with sin which cannot be washed off by the entire sea. Friar : And in her eye hath appear’d a fire / To burn the errors that these princes hold Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs Only the Friar defends Hero, using a metaphor to describe her indignant innocence. 17 Planning an answer OHT 2.3 In these two extracts, what impressions of Benedick and Hero do other characters give through the language they use? Possible points to include, with textual evidence: Don Pedro sees Benedick as a keen wit who is not inclined to fall in love easily. - When he says “from the crown of his head to the sole of his foot, he is all mirth.”, he means that Benedick is full of fun. - Don Pedro is planning a trip to Arragon and argues that Benedick, not Claudio, should accompany him because Benedick is less likely to be thinking of love as “He hath twice or thrice cut Cupid’s bowstring”. Benedick’s appearance and behaviour have begun to change now that he is in love. - Firstly, Claudio tells us that Benedick has had his beard shaven off: “the old ornament of his cheek hath already stuffed tennis balls”, suggesting that he has done this to please Beatrice; while Don Pedro states that he now uses perfume: “’a rubs himself with civet”. - Claudio also suggests that Benedick’s mood is now more serious. Claudio uses a metaphor to express how Benedick’s jesting spirit has gone: “his jesting spirit, which is now crept into a lute string, and now governed by stops.” Claudio has viewed Hero as pure and innocent up until the point that Don John sows the seeds of doubt. - Claudio’s use of single word questions e.g. “ Disloyal?” shows his disbelief at what Don John is saying. In Shakespearian times it was expected that a woman would remain pure before marriage (a major theme of both scenes). - Claudio continues the theme of purity before marriage by likening Hero to Diana, the chaste goddess of the moon: “You seem to me as Dian in her orb”. His second simile, “As chaste as is the bud ere it be blown”, compares her to a pure bud before it has blossomed. Characters respond differently to Hero’s public shaming at the wedding. - The intensity of Claudio’s and Leonato’s outbursts and the use of vivid imagery e.g. “rotten orange” convey the men’s outrage that Hero is not a virgin. Claudio’s metaphor refers to her as a bad fruit, while Leonato’s statement that she has fallen into ‘a pit of ink’ symbolises that she is stained with sin which cannot be washed off by “the wide sea”. - In contrast, the Friar is the only one to defend Hero. His use of phrases such as “a thousand blushing apparitions” and “angel whiteness” shows that he reads her face as one that shows her innocence. Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 18 Example question OHT 2.4 In these two extracts, what impressions of Benedick and Hero do other characters give through the language they use? Possible opening sentences: The language that the other characters use gives a clear impression of how they see Benedick and Hero. I am going to write about the language that the characters use when talking about Benedick and Hero. I shall discuss what it says about them. In these extracts we learn much about Benedick and Hero and how others see them from the language that other characters use when talking about them. Shakespeare’s vivid and interesting language gives us clear impressions of how the other characters see Benedick and Hero. Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 19 Example question OHT 2.5 In these two extracts, what impressions of Benedick and Hero do other characters give through the language they use? Possible final sentences: As I have explained, the language that the other characters use when describing Benedick in Act 3 scene 2 shows us how he has changed since falling in love with Beatrice. In contrast, the language used to describe Hero in Act 4 Scene 1 shows how the attitude of the male characters towards Hero has changed because they suspect she is no longer pure. The use of figurative language is a good way of showing the audience what characters feel about other characters in the play. This is what Shakespeare does in these two extracts. I think that the language used to describe how Benedick’s appearance and attitude have changed is not only effective but justified. However, the language that most of the characters use when talking about Hero is vivid but cruel and unfair. Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 20 Examples of questions on Much Ado About Nothing OHT 2.6 NB. The set scenes are Act 3 Scene 2 and Act 4 Scene 1 lines 1 – 163. The questions in the test will specify particular extracts, approximately half of the set sections, which will be printed in the paper and answers should relate particularly to the extracts. Example question 1 How does Shakespeare create dramatic tension in each of these two extracts? Example question 2 Explain how you would direct the person playing Claudio to show the audience how he feels a) when he hears Don John's accusation of Hero and b) when he is in church about to denounce Hero. Example question 3 How would you direct the actors to bring out the contrast between the mood and atmosphere at the start of Act 3 Scene 2 (lines 1-68) and that in Act 4. Scene 1 (lines 6-110)? Example question 4 How important is Don John's role in these two extracts? Example question 5 What impressions of the attitudes of men towards women might an audience gain from these scenes? Example question 6 How is language used to contribute to the themes of honour and deception in both scenes? Example question 7 Drawing on the two extracts (Act 3 Scene 2 and Act 4 Scene 1), show how and why Claudio changes his mind about marriage to Hero. Example question 8 Explain the importance of Don Pedro's role in these two extracts. Or What does Don Pedro contribute to the development of the play in these two extracts. Example question 9 What impression do you get of Claudio's character through what he says and does in these extracts? Example question 10 What impression do you get of Leonato's character through what he says and does in these extracts? Example question 11 How does the relationship between Leonato and Claudio change in these two scenes? Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 21 Useful terms OHT 2.7 language figurative language dialogue imagery character simile mood metaphor impressions symbolises vocabulary argue phrase reactions describe pun description Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 22 Card sort: marking criteria Pupil Sheet OHT 2.8a Pupils cut up these jumbled criteria and sort them into six mark bands. Pupils give an answer focused on the task and showing understanding of the extracts. They comment on features of language and its impact, as well as on attitudes and behaviour. They select appropriate references from the text to support and justify their ideas. Pupils comment on plot rather than language, but do try to give some explanation. They show some understanding of attitudes and behaviour shown in the extracts. They may paraphrase the text or include a few words or phrases. Pupils’ answers show general understanding of the text. They comment on attitudes and behaviour, although their ideas may be undeveloped. They show some awareness how use of language contributes to the presentation of character. They refer to the text to support their ideas. Pupils make a few simple comments on the extracts, but with hardly any explanation. They show limited understanding of the ways characters behave. They retell or virtually copy some parts of the text, and answers may be only partly relevant. Pupils give a confident answer, clearly focused on the task and reflecting thoughtful understanding. The commentary they offer shows insight into the attitudes and behaviour of characters. They analyse features of language and appreciate how language contributes to the presentation of character. They justify ideas through precisely selected references to the text. Pupils give an answer reasonably focused on the task and showing understanding of the extracts. They comment on attitudes and behaviour, showing some awareness of how characters use language, not just on what they say. They select appropriate references from the text to support their ideas. Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 23 Card sort: marking criteria OHT 2.8b Teacher’s Sheet (In the order that matches the six bands of the mark scheme) 1 Pupils make a few simple comments on the extracts, but with hardly any explanation. They show limited understanding of the ways characters behave. They retell or virtually copy some parts of the text and answers may be only partly relevant. 2 Pupils comment on plot rather than language, but do try to give some explanation. They show some understanding of attitudes and behaviour shown in the extracts. They may paraphrase the text or include a few words or phrases. 3 Pupils’ answers show general understanding of the text. They comment on attitudes and behaviour, although their ideas may be undeveloped. They show some awareness of how use of language contributes to the presentation of character. They refer to the text to support their ideas. 4 Pupils give an answer reasonably focused on the task and showing understanding of the extracts. They comment on attitudes and behaviour, showing some awareness of how characters use language, not just on what they say. They select appropriate references from the text to support their ideas. 5 Pupils give an answer focused on the task and showing understanding of the extracts. They comment on features of language, and its impact, as well as on attitudes and behaviour. They select appropriate references from the text to support and justify their ideas. 6 Pupils give a confident answer, clearly focused on the task and reflecting thoughtful understanding. The commentary they offer shows insight into the attitudes and behaviour of characters. They analyse features of language and appreciate how language contributes to the presentation of character. They justify ideas through precisely selected references to the text. Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 24 Card Sort Marking criteria (simplified version) Pupil Sheet OHT2.9a Pupils cut up these jumbled criteria and sort them into six mark bands. The answer is mainly retelling what happens. There are a few comments about the ways characters behave, but not much explanation. The answer is not always a response to the question that was asked. The answer refers to the question and shows understanding of the extracts. There is comment on the attitudes and behaviour of characters and understanding of how these are presented through language and performance. Appropriate quotations support the points made in the answer. The answer is focused on the question and shows understanding of the extracts. There is comment on features of language and its impact on an audience as well as on the attitudes and behaviour of characters. Well-chosen quotations support the points made in the answer. The answer shows general understanding of the question. Ideas may be undeveloped, but there is comment on the attitudes and behaviour of characters. There is some understanding of how use of language helps to present characters and ideas. Quotations are used to make points. The answer is clearly focused on the question and shows thoughtful understanding. It shows insight into the attitudes and behaviour of characters. The answer analyses features of language and explores how language contributes to the presentation of character and ideas. The points made are relevant and are justified through carefully selected references to the text. The answer is more about what happens than about the language used, but it is not just an account. The explanation of characters’ attitudes and behaviour shows understanding. It may include a few words or phrases from the extracts. Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 25 Card sort: marking criteria (simplified version) Teacher’s Sheet OHT 2.9b (In the order that matches the six bands of the mark scheme) 1 The answer is mainly retelling what happens. There are a few comments about the ways characters behave, but not much explanation. The answer is not always a response to the question that was asked. 2 The answer is more about what happens than about the language used, but it is not just an account. The explanation of characters’ attitudes and behaviour shows understanding. It may include a few words or phrases from the extracts. 3 The answer shows general understanding of the question. Ideas may be undeveloped, but there is comment on the attitudes and behaviour of characters. There is some understanding of how use of language helps to present characters and ideas. Quotations are used to make points. 4 The answer refers to the question and shows understanding of the extracts. There is comment on the attitudes and behaviour of characters and understanding of how these are presented through language and performance. Appropriate quotations support the points made in the answer. 5 The answer is focused on the question and shows understanding of the extracts. There is comment on features of language and its impact on an audience, as well as on the attitudes and behaviour of characters. Well-chosen quotations support the points made in the answer. 6 The answer is clearly focused on the question and shows thoughtful understanding. It shows insight into the attitudes and behaviour of characters. The answer analyses features of language and explores how language contributes to the presentation of character and ideas. The points made are relevant and are justified through carefully selected references to the text. Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 26 From Booster Pack: Linking points to explain evidence E3.3 Point: what the writer does The writer ... shows this by... describes ... as ... uses ... to ... compares ... to/with ... suggests that ... Example/evidence from the text For example, ‘__(quote)__’ For instance, ‘__(quote)__’ Explanation: what effect this has on the reader This / which creates the/an impression of/that ... shows that ... emphasises that ... makes the reader feel that ... suggests that ... Year 9 booster kit: English 2005 | Adapted by Birmingham LEA for 2006 SATs 27