1. 1. I show an understanding of the key ideas in both texts All
Title: Testing
Date: 26 April 2019
Objective: Can I write a draft controlled assessment?
Success Criteria
Grade/level
Key Words
1. I show an understanding of the key ideas in both texts
All
Audience
Engagement
Genre
theme
8. I show an understanding of how the similarities and differences between the texts.
Most
12. I can develop my comparison in detail, evaluating and critiquing how successfully writers portray their messages.
Some
Numeracy
Literacy
Articulating my opinions succinctly
SMSC
& Values
Exploring different viewpoints, creating an argument

2. English Literature Controlled Assessment
How do Shakespeare and Yeats present ideas about love in ‘Romeo and Juliet’ and ‘The Wind Among the Reeds’?
25% of your English Literature GCSE Grade
In today’s lesson you are writing a draft controlled assessment so your teacher can mark it over the holidays. In the real thing, you will not be allowed this much support. This is a practice.

3. Title: Testing
Date: 26 April 2019
Objective: Can I write a draft controlled assessment?
Select a Starter
Grade/level
Read the information about Maud Gonne. What can you find out about her relationship with Yeats?
All
Can you explain how the contextual information about Maud Gonne helps us to understand Yeats’ poetry? What similarities can you see with Romeo and Juliet?
Most
To what extent can the contextual information about Maud Gonne be applied to our reading of Yeats’ poems? Can you make perceptive links between this information and Romeo and Juliet?
Some

4. Who was Maud Gonne? How does she help us to understand Yeat’s poems?
In 1889, Yeats met Maud Gonne, then a 23-year-old heiress and ardent Nationalist. Gonne was eighteen months younger than Yeats and later claimed she met the poet as a "paint-stained art student."[Gonne had admired "The Isle of Statues" and sought out his acquaintance. Yeats developed an obsessive infatuation with her beauty and outspoken manner, and she was to have a significant and lasting effect on his poetry and his life thereafter.
In later years he admitted, "it seems to me that she brought into my life those days—for as yet I saw only what lay upon the surface—the middle of the tint, a sound as of a Burmese gong, an over-powering tumult that had yet many pleasant secondary notes."[37] Yeats' love initially remained unrequited, in part due to his reluctance to participate in her nationalist activism.[38]
In 1891, he visited Gonne in Ireland and proposed marriage, but was rejected. He later admitted that from that point "the troubling of my life began". Yeats proposed to Gonne three more times: in 1899, 1900 and She refused each proposal, and in 1903, to his horror, married the Irish nationalist Major John MacBride.

5. The marriage, as forecast by both their sets of friends and relations was an early disaster. This pleased Yeats as Maud began to visit him in London. After the birth of her son, Seán MacBride, in 1904, she and MacBride agreed to end the marriage, although they were unable to agree on the child's welfare. Despite the use of intermediaries, a divorce case ensued in Paris in Maud made a series of allegations against her husband with Yeats as her main 'second' though he did not attend court or travel to France. A divorce was not granted as the only accusation that held up in court was that MacBride had been drunk once during the marriage. A separation was granted with Maud having custody of the baby with John having visiting rights.[42] Yeats' friendship with Gonne persisted, and, in Paris, in 1908, they finally consummated their relationship. "The long years of fidelity rewarded at last" was how another of his lovers described the event. Yeats was less sentimental and later remarked that "the tragedy of sexual intercourse is the perpetual virginity of the soul."[39] The relationship did not develop into a new phase after their night together, and soon afterwards Gonne wrote to the poet indicating that despite the physical consummation, they could not continue as they had been: "I have prayed so hard to have all earthly desire taken from my love for you and dearest, loving you as I do, I have prayed and I am praying still that the bodily desire for me may be taken from you too."[43] By January 1909, Gonne was sending Yeats letters praising the advantage given to artists who abstain from sex. Nearly twenty years later, Yeats recalled the night with Gonne in his poem "A Man Young and Old":

6. English Literature Controlled Assessment
Task:
How do Shakespeare and Yeats present ideas about love in ‘Romeo and Juliet’ and ‘The Wind Among the Reeds’?
Personalised Learning Checklist
1. I show an understanding of the key ideas in the text
2. I show an understanding of the whole text.
3. I can explain how the context of the text affects the way we read it.
4. I use details from the text in my answer
5. I show an understanding of how language is used for effect
6. I can explore how the structure creates an effect.
7. I show an understanding of how the text affects the reader as a poem.
8. I show an understanding of how the text affects an audience as a drama.
9. I can compare the writers key ideas and attitudes
10. I compare how the writers use structure for effect
11. I can use a range of interesting quotations to support my points
12. I can develop my points, giving a sustained interpretation
13. I can analyse the language choices writers make, discussing alternative possible interpretations
14. I can compare how the writers use language devices for effect
15. I can explore links between the two texts I am studying.
Keep your PLC in from of you as you are writing. This is what your teacher will be marking you against.

7. Romeo and Juliet was written during a time when…
How do Shakespeare and Yeats present ideas about love in ‘Romeo and Juliet’ and ‘The Wind Among the Reeds’? Introduction
Outline the context of the different texts
Explain what Shakespeare teaches us about love in Romeo and Juliet
Explain how this is similar to Yeats’ presentation of love in his poems
Explain how both writers use the ideas of courtly love
Romeo and Juliet was written during a time when…
In Romeo and Juliet, Shakespeare teaches us that love is…
Whilst Yeats presents love as…
Yeats wrote his poems about…
Both writers explore the idea of courtly love and demonstrate that….
1. I show an understanding of the key ideas in the text
2. I show an understanding of the whole text.
3. I can explain how the context of the text affects the way we read it.
9. I can compare the writers key ideas and attitudes

8. Introduction
Romeo and Juliet is a famous love story based on a real Italian story from the third century. In Shakespeare’s interpretation of the story he presents love in various different ways. To an extent we witness how powerful and beautiful young, forbidden love can be. However, Shakespeare also makes us question how realistic and reliable the young couple’s love for each other is. Because of their death’s at the end, the play could almost be seen as a warning against infatuation and rebelling against parental guidance.
In the play we watch Romeo play out the conventions of courtly love; writing love poetry to Rosaline and worshiping Juliet with the famous line ‘I am the east and Juliet is the sun’. However, where an Elizabethan audience might have viewed this as proof of the power of Romeo’s love, other audiences might view his obsession with being in love as proof that his love for Juliet is rash and unreliable. Juliet herself voices these concerns when she tells him ‘swear not by the moon’ and asks him for real promises.
Yeat’s poems were written around the time he was desperately in love with Maud Gonne. They portray the pain of unrequited love, and just like Romeo, Yeats very much plays the part of courtly lover in these poems. He bides his ‘soul ride upwards’ suggesting he is unworthy of Maud the queen. We can draw strong comparisons between the speaker in Yeats’ poems and the pain and anguish Romeo’s love causes him.
Further, both Yeats and Shakespeare end their texts with a suggestion of death; meaning that they could both be writing to warn readers and audiences of the destructive power of young love.

9. In the prologue Shakespeare uses foreshadowing to present love as..
How do Shakespeare and Yeats present ideas about love in ‘Romeo and Juliet’ and ‘The Wind Among the Reeds’? Writing about the Prologue
Explain how Shakespeare uses foreshadowing in the prologue to teach us about love
Explain the impact on the audience
Compare how this presentation of love is similar to one of Yeats’ poems
Explore key words and their impact carefully
In the prologue Shakespeare uses foreshadowing to present love as..
For example he writes ‘……’ This is foreshadowing because… It makes the audience feel that love is…
This links to Yeat’s presentation of love because…
For example in ….. Yeats writes ‘……..’ the word/phrase
‘……’ presents love as ….. This tells readers that…..
4. I use details from the text in my answer
5. I show an understanding of how language is used for effect
6. I can explore how the structure creates an effect.
15. I can explore links between the two texts I am studying.

10. The Prologue
In the prologue Shakespeare uses foreshadowing to present love as destructive. The prologue is performed to the audience before the play begins and acts as a summary and an insight into the events of the play. Shakespeare presents their love as destructive by using foreshadowing to tell us ‘A pair of star-cross'd lovers take their life’. This means that right from the beginning of the play the audience are aware that Romeo and Juliet’s relationship will end in their deaths. The term ‘star cross’d’ presents their love as doomed; destined to fail and means that throughout the play the audience are essentially waiting for their deaths.
This links to Yeat’s presentation of love because in ‘He Hears the Cry of the Sedge’
Yeats writes ‘Until the axle break/That keeps the stars in their round…Your breast will not lie by the breast Of your beloved in sleep. ’ The speaker in the poem is suggesting that, like Romeo and Juliet, it is the stars; fate and destiny, which are stopping the speaker from being with their lover. The ‘axle’ appears to represent fate being mounted up against them in the same way that Shakespeare uses ‘star crossd’ to demonstrate the impossibility of Romeo and Juliet’s love. Yeats makes us read right until the end of the poem until he reveals that fate is stopping them from lying together. We could also read the line ‘lie by the breast’ as a metaphor for death; suggesting that, again like Romeo and Juliet, these two lovers will only truly be together in their deaths.

11. In Act 1 scene 1, Romeo is presented as…for example, he says, “…………..”
How do Shakespeare and Yeats present ideas about love in ‘Romeo and Juliet’ and ‘The Wind Among the Reeds’? Writing about Act 1 Scene 1
Explain how Shakespeare presents unrequited/courtly love in the scene
Explain the impact on the audience
Compare how this presentation of love is similar to one of Yeats’ poems
Explore key words and their impact carefully
Compare similarities/ differences between the writers’ messages
In Act 1 scene 1, Romeo is presented as…for example, he says, “…………..”
Shakespeare uses the word ‘….’ to make the audience think that Romeo/love is…
Yeats presents love in a similar way because…
For example in ….. Yeats writes ‘……..’ the word/phrase
‘……’ presents love as ….. This tells readers that…..
This suggests that both writers believe love is…
7. I show an understanding of how the text affects the reader as a poem.
8. I show an understanding of how the text affects an audience as a drama.
9. I can compare the writers key ideas and attitudes

12. Act 1 Scene 1
In Act 1 scene 1, Romeo is presented as playing the courtly lover. The audience hears that he has not been sleeping and his been out walking until the early hours because he is suffering from his unrequited love for Rosaline. When Benvolio attempts to comfort him her tells him ‘Alas, that love, whose view is muffled still,/Should, without eyes, see pathways to his will!
Where shall we dine?’ Here Shakespeare uses personification to describe the power love has over Romeo with the phrase ‘pathways to his will’ which suggests that love can completely control Romeo. Here Romeo is playing the courtly lover because he is allowing love to dominate all his thoughts and talking at length about the pain of being in love. The fact that we hear Rosaline’s name so rarely suggests that, like the typical courtly lover, Romeo is on love with being in love rather than with Rosaline. Further, the contrast of Romeo describing the pain of being in love with his line ‘where shall we dine’ makes his pain and love a bit unconvincing; suggesting he is just playing the courtly lover rather than that he actually is in love with Rosaline.
Yeats presents his speaker’s love in a similar way in the first stanza of The Cap and Bells. He describes the Jester standing below his Lady’s windowsill and tells us ‘He bade his soul rise upward And stand on her window-sill.’ Here Yeats’ speaker is playing the courtly lover by putting his lover on a pedestal; she is physically and metaphorically above him. Further the word ‘bade’ ha connotations of begging suggesting that the Jester is saying that he is not worthy of her love.
Both writers are exploring the concept of courtly love and the pain unrequited love can bring this male.

13. How do Shakespeare and Yeats present ideas about love in ‘Romeo and Juliet’ and ‘The Wind Among the Reeds’? Writing about the Balcony Scene
Explain how Shakespeare uses metaphors/jusxtaposition to teach us about love Explain how different audiences would view this hasty love
Compare how this presentation of love is similar to one of Yeats’ poems
Explore structural techniques and their impact carefully
In the balcony scene, Shakespeare teaches us that love is… This is because we see …For example R/J says ‘…….’ Shakespeare uses the technique ‘…..’ to suggest to teach us that….
This would make a modern audience see their relationship as ‘……………’ because…
However an Elizabethan audience would see it differently because ……………..
This links to Yeats’ presentation of love because…
For example in ….. Yeats writes ‘……..’ the word/phrase
‘……’ presents love as ….. This tells readers that…..
3. I can explain how the context of the text affects the way we read it.
9. I can compare the writers key ideas and attitudes
13. I can analyse the language choices writers make, discussing alternative possible interpretations

14. Balcony Scene
In this scene R +J’s relationship is presented in different ways. On the one hand we witness the power of Romeo and Juliet’s love; a few hours after meeting for the first time at the party they have agreed to marry each other. However, on the other hand Shakespeare presents their love as rash and foolish. A good example of this is when Romeo begins swearing his love for Juliet by saying ‘by yonder blessed moon I vow’ he uses exaggeration to declare his love for Juliet. However, Juliet responds saying ‘O, swear not by the moon th’ inconsistent moon, that monthly changes’. He Shakespeare contrasts Juliet’s more measured and careful reluctance to accept Romeo’s promises by Romeo’s grand gestures. The word ‘O’ suggests her frustration with him and presents their relationship as unbalanced: she is the more mature and careful lover who wants concrete promises. We could also almost read her fear as a kind of foreshadowing; she anticipates the many ‘changes’ which are to come and feels scared by them. We could argue then, that here Shakespeare is warning us against Romeo’s exaggerated courtly love and advising us to be more cautious like Juliet.
This links to Yeats’ presentation of love because like Romeo and Juliet, he could be warning us against the dangers of this kind of overpowering and dominating love. In the Cap and Bells there is a strong suggestion that the Jester dies for his mistress with the line ‘'I have cap and bells,' he pondered, I will send them to her and die‘. Here Yeats uses the Jester’s hat to represent his personality and his life and suggests that the jester is willing to give up everything for his lover. This could be read as a warning against the dangers of love. We can find further evidence for this with the final lines of the poem which say ‘And her hair was a folded flower /And the quiet of love in her feet’ this could also be a metaphor for the Queen’s death; she is now lying down and her hair has become part of the earth and the flowers. If this is the case, like Romeo and Juliet, Yeats uses the end of his poem to kill off his characters and warn us about the destructive power of love.

15. How do Shakespeare and Yeats present ideas about love in ‘Romeo and Juliet’ and ‘The Wind Among the Reeds’? Writing about Act 5 Scene 1
Explain how Shakespeare uses structure to teach us about love
Explain how different audiences would react
Compare how Yeats uses strucuture to present love in his poems
Try to develop different interpretations
In Act 5, scene 1 we see Romeo…
Shakespeare uses foreshadowing/dramatic irony to present love as… For example, Romeo states, “……………….” This would make an audience feel….because… however it could also crate a feeling of…
Yeats also uses the structure of his poems to present love as…
For example in ‘……’ the poem is…
This structure could be seen to suggest that love is… however other readers might think the structure suggests that…. Because…
6. I can explore how the structure creates an effect.
7. I show an understanding of how the text affects the reader as a poem.
8. I show an understanding of how the text affects an audience as a drama.
10. I compare how the writers use structure for effect
14. I can compare how the writers use language devices for effect
15. I can explore links between the two texts I am studying.

16. How do Shakespeare and Yeats present ideas about love in ‘Romeo and Juliet’ and ‘The Wind Among the Reeds’? Conclusion
Summarise Shakespeare’s overall message about love and explain how context helps us to understand this
Summarise Yeats’ message about love and explain how context helps us to understand this
Compare how successfully writers use language/structure to convey their messages
To conclude, Shakespeare’s seems to be teaching us that… This message becomes even clearer when we remember that in Elizabethan times…..
This is similar to Yeats’ poems which seem to teach us that… again this message becomes clearer when we understand the history of…
Both writers use language to suggests that…and also use structure to highlight that….
Overall, I find ………..’s message most powerful because…
1. I show an understanding of the key ideas in the text
2. I show an understanding of the whole text.
9. I can compare the writers key ideas and attitudes
10. I compare how the writers use structure for effect
12. I can develop my points, giving a sustained interpretation
14. I can compare how the writers use language devices for effect
15. I can explore links between the two texts I am studying.

17. Have you turned all your skills green?
English Literature Controlled Assessment
Task:
How do Shakespeare and Yeats present ideas about love in ‘Romeo and Juliet’ and ‘The Wind Among the Reeds’?
Personalised Learning Checklist
1. I show an understanding of the key ideas in the text
2. I show an understanding of the whole text.
3. I can explain how the context of the text affects the way we read it.
4. I use details from the text in my answer
5. I show an understanding of how language is used for effect
6. I can explore how the structure creates an effect.
7. I show an understanding of how the text affects the reader as a poem.
8. I show an understanding of how the text affects an audience as a drama.
9. I can compare the writers key ideas and attitudes
10. I compare how the writers use structure for effect
11. I can use a range of interesting quotations to support my points
12. I can develop my points, giving a sustained interpretation
13. I can analyse the language choices writers make, discussing alternative possible interpretations
14. I can compare how the writers use language devices for effect
15. I can explore links between the two texts I am studying.
Have you turned all your skills green?

18. Quotation Analysis and Comparison
In this scene Shakespeare presents R+J’s relationships as ….. This is because… For example, we see Romeo/Juliet… Romeo/Juliet says ‘………………..’ This tells the audience that their relationships is….. This is because…. The keyword/phrase ‘………….’ makes the audience think/feel ‘………….’ Shakespeare did this because he wanted to present their relationship as ‘……….’ This would make a modern audience see their relationship as ‘………………’ because… However an Elizabethan audience would see it differently because …………….. We could also interpret this line to mean that ‘……………………..’ This links to Yeats’ poem ‘………’ because he also presents love as…. For example in Stanza …. We find out that…. And Yeats writes ‘……………………’ This suggests that the speaker’s relationship is…. This is because the word ‘……’ tells readers that…. Yeats also uses structure to show us that this relationship is…. Because he…. We can compare the speaker’s relationship with his lover to Yeats‘ life because… This links to Romeo and Juliet’s relationship because…..