I.G.c.S.E. literature revision How to . . . A guide for parents

What do boys do? (When they think they are revising . . .) Procrastinate. Plan a timetable. Take a break to rally morale. Sit and suffer passive boredom and call it work.

The examination board and specification: Edexcel I.G.S.C.E. English Literature Paper 4ET0 Paper 1: Drama and Prose Paper code: 4ET0/01  Externally assessed  Closed book 60% of the total International GCSE  Drama.  Prose. Overview of assessment: The assessment of this paper is through a one-hour and 45 minute examination, set and marked by Edexcel. The total number of marks available is 60. 30 per essay.

Our chosen texts Section A: Drama William Shakespeare: Much Ado About Nothing Section B: Prose Harper Lee: To Kill a Mocking Bird

Assessment objectives All students will be required to demonstrate the following: AO3 Understanding of the writers’ use of language, structure and form to create literary effects AO4 A focused, sensitive, lively and informed personal engagement with literary texts.

MARK SCHEME: Level 4 19-24  Thorough knowledge and understanding of the text evident in the response  Comments about the writer’s use of characterisation/theme/plot/setting for literary effect show sustained appreciation of the writer’s craft  Engagement with the text is sustained, examples used are fully relevant  Where response requires consideration of two or more features, a thorough, balanced approach is evident Level 5 25-30  Assured knowledge and understanding of the text evident in characterisation/theme/plot/setting for literary effect show a perceptive appreciation of the writer’s craft  Engagement with the text is assured, examples used are fully relevant features, a perceptive, balanced approach is evident

MARK SCHEME: Level 4 19-24  Thorough knowledge and understanding of the text evident in the response CORRECT IDEAS  Comments about the writer’s use of characterisation/theme/plot/setting for literary effect show sustained appreciation of the writer’s craft HOW THE TEXT IS WRITTEN  Engagement with the text is sustained, examples used are fully relevant QUOTATIONS AS EVIDENCE FOR IDEAS; QUOTATIONS EXPLAINED  Where response requires consideration of two or more features, a thorough, balanced approach is evident Level 5 25-30  Assured knowledge and understanding of the text evident in the response characterisation/theme/plot/setting for literary effect show a perceptive appreciation of the writer’s craft  Engagement with the text is assured, examples used are fully relevant features, a perceptive, balanced approach is evident

Sample Shakespeare questions: Much Ado About Nothing – William Shakespeare 4 Either (a) How does Don Pedro, Prince of Aragon, influence other characters and actions in the play? (30) Or (b) ‘This is a play in which things are not always as they seem.’ How far do you agree with this statement? (Total for Question 4 = 30 marks)

Sample Shakespeare questions: Much Ado About Nothing – William Shakespeare 4 Either (a) How does Don Pedro, Prince of Aragon, influence other characters and actions in the play? CHARACTER OR GROUP OF CHARACTERS (30) Or (b) ‘This is a play in which things are not always as they seem.’ How far do you agree with this statement? THEME (Total for Question 4 = 30 marks)

Sample harper lee questions: To Kill a Mockingbird – Harper Lee 9 Either (a) Show the different ways in which the theme of inequality between different people is explored in the novel. (30) Or (b) Explain the importance of the Ewells and the Radleys in the novel. (Total for Question 9 = 30 marks)

Sample harper lee questions: To Kill a Mockingbird – Harper Lee 9 Either (a) Show the different ways in which the theme of inequality between different people is explored in the novel. THEME (30) Or (b) Explain the importance of the Ewells and the Radleys in the novel. CHARACTER OR GROUP OF CHARACTERS (Total for Question 9 = 30 marks) These questions are an open goal: you can write about most aspects of the text as long as you link your idea using a topic sentence to the question.

WHAT CAN BE DONE? 1) READ AND REREAD THE TEXTS; 2) REREAD ANNOTATIONS; 3) LEARN QUOTATIONS; 4) CREATE QUOTATION BANK; 5) TEST YOURSELF ABOUT QUOTATIONS; 6) WRITE A LIST OF POSSIBLE QUESTIONS; 7) PLAN ANSWERS TO QUESTIONS; 8) WRITE ESSAYS TO ANSWER QUESTIONS; 9) PLACE ESSAYS IN SOCK DRAW TO FERMENT; 10) REREAD AND REDRAFT ESSAYS; 11) ‘RINSE AND REPEAT IF DESIRED’ from Stage 5.

Correct all essays with a green pen to ensure clarity WHAT CAN BE DONE? Correct all essays with a green pen to ensure clarity 1) READ AND REREAD THE TEXTS; 2) REREAD ANNOTATIONS; 3) LEARN QUOTATIONS; 4) CREATE QUOTATION BANK; 5) TEST YOURSELF ABOUT QUOTATIONS; 6) WRITE A LIST OF POSSIBLE QUESTIONS; 7) PLAN ANSWERS TO QUESTIONS; 8) WRITE ESSAYS TO ANSWER QUESTIONS; 9) PLACE ESSAYS IN SOCK DRAW TO FERMENT; 10) REREAD AND REDRAFT ESSAYS; 11) ‘RINSE AND REPEAT IF DESIRED’ from Stage 5.

How to create cue cards? Write a short quotation (one word or phrase) along with who says it and where it comes from in the text on one side of the card. On the other side of the card write in bullet points to explain: What the quotation means. How the quotation is written. Links or contrasts to other ideas, characters, quotations, themes. (In addition pupils can create cue cards that list ideas linked to a theme, or character development.)

‘Give not this rotten orange to your friend’ An example: REVERSE SIDE: The insulting metaphor ‘rotten orange’, used to describe Hero, suggests Claudio is angry at being deceived : he believed her to be ‘fair’ because of her beauty but now he has discovered her true nature is corrupt as too late you might discover an orange was decayed beneath the attractive peel. Links: After the ball, Beatrice puns Claudio is ‘a very civil orange’ suggesting he is bitter and jealous when he thinks Don Pedro is wooing Hero for himself. He remembers the insult, later at the first wedding, suggesting he is still upset at having been mocked. OBVERSE SIDE: ‘Give not this rotten orange to your friend’ Act 4, Scene 1 Claudio

How Claudio changes throughout the play: part 1. An example: REVERSE SIDE: Changes to Claudio: Looks innocent but returns from war a brave warrior. A lover not a bachelor with Benedick Keen on Leonato’s money? Jealous of Don Pedro but silent. Keen to marry straight away. Confident enough to trick Benedick into believing Beatrice loves him. Laughs at Balthazar's song encouraging women to be unfaithful. OBVERSE SIDE: How Claudio changes throughout the play: part 1. Now use the ‘character development’ cue card by matching a quotation from your quotation cards to each idea.