Important Information:

AS English Literature Paper 1: Poetry and Drama (Edexcel)

72 marks  – 24 marks for Section A and 48 marks for Section B. 60% weighting

Exam Length: 2 hour (80 min on Drama; 40 min on Poetry)

Open book – clean copies of the texts can be taken into the examination.

Two sections: students answer one question from a choice of two on their studied poetry collection in Section A and one question from a choice of two on their studied drama text in Section B.

Section APoetry: students answer one question from a choice of two. Comparative essay question on a named poem from the studied text, plus a free choice of second poem from the selected list. Students will draw on their knowledge of poetic form, language, and conventions (AO1, AO2, AO4 assessed).

Section BDrama: one essay question from a choice of two (character and theme) (AO1, AO2, AO3, AO5 assessed).

Breakdown of Assessment Objectives for Poetry (Paper 1 is 60% of total AS mark)
AO1 Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written
AO2 Analyse ways in which meanings are shaped in literary texts (language, structure, form)
AO3 Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received
AO4 Explore connections across literary texts NOT ASSESSED IN DRAMA
AO5 Explore literary texts informed by different interpretations

In this paper, students are required to:

  • show knowledge and understanding of a range of literary texts and make connections and explore the relationships between texts
  • show knowledge and understanding of how playwrights use dramatic forms to shape meaning in drama texts and evoke responses in audiences
  • show knowledge and understanding of the function of genre features and conventions in poetry
  • show knowledge and understanding of a range of ways to read texts, including reading for detail of how writers use and adapt language, form and structure in texts, responding critically and creatively
  • show knowledge of the contexts in which texts have been produced and received
  • respond to and critically evaluate texts, drawing on their understanding of interpretations by different readers
  • identify and explore how attitudes and values are expressed in texts
  • communicate fluently, accurately and effectively their knowledge, understanding and evaluation of texts
  • use literary critical concepts and terminology with understanding and discrimination
  • make appropriate use of the conventions of writing in literary studies, referring accurately and appropriately to texts

 

 

Session One : Context

According to Williams the play is about…..

“the ravishment of the tender, the sensitive, the delicate, by the savage and brutal forces of modern society”

Session One

Podcasts

http://literatureguides.philipallan.co.uk/bookpage.aspx

Greek Tragedy podcast

In Our Time: Tragedy

Setting

http://plays.about.com/od/plays/a/streetcarsetting.htm

Critical Reading

Setting%20and%20A%20Streetcar%20Named%20Desire[1]-2

Context grid

Streetcar context grid

The Whole Text

http://www.metropolitancollege.com/Streetcar.pdf


                           Session Two

Learning Goal:

To evaluate the significance of characters and setting in Scene One

Big Questions:

How does Williams present the character of Blanche?
How does William’s use stage directions to create atmosphere and tension?
How does Williams create a sense of inevitable tragedy?

Resources

Session 2 (1)

sceneone

Opening


                      Session 3

Screen Shot 2015-09-20 at 17.23.24

Learning Goals

  • To explore how Williams develops key themes and characters in Scene 3
  • To analyse how Williams creates conflict in Scene 3
  • To evaluate the dramatic presentation of Blanche

EssayPlan

Scenes 2 and 3

Scene2

Session 4: Scenes 4-6

Learning Goals:

  • To explore the dramatic significance of the end of Scene 4
  • To explore the dramatic significance of Blanche’s past
  • To evaluate the dramatic presentation of the relationship between Mitch and Blanche

Streetcar 4-6

Scene 6


                    Session 5
                 Learning Goals
  • To explore the ways in which Williams uses plastic theatre to portray the inner lives of his characters and develop key themes of the play
  • To explore the dramatic function of scene 10 as the climax of the play

Plastic Theatre

Getting the Colored Lights Going – Henry I. Schvey


                     Session 6
                   Learning Goals
  • To evaluate the significance of the ending 

Statements


                     Session 7
Copy of Dramatic contrast and motivation
                  Learning Goals

To evaluate the dramatic significance of the rape scene
To analyse how Williams structures the rising action and climax of the play

Graph

                    Revision

A_Streetcar_Named_Desire_eNotes

a-streetcar-named-desire-LitChart

Useful Streetcar website

http://streetcarnameddesire.wikispaces.com/Plastic+Theatre

http://mrhoyesibwebsite.com/Drama%20Texts/Streetcar/Useful%20Info/Symbolic%20Devices.htm

                        Session 8
                      Learning Goals
  • To analyse the dramatic presentation of the male characters
  • To evaluate the extent to which the male characters conform to gender stereotypes of 1950s America
  • To explore different interpretations of the characters

Characterisation

                     Session 9
                   Learning Goals

To explore and evaluate the dramatic presentation of key themes

To increase our knowledge and awareness of assessment objectives

Elysian fields

Conflict

Illusion

All Themes

Session 10

Presentations

Session 11

Evaluating Our Essay

Essay feedback

The essays below are A level not AS level essays, but they are an indicator of what a good essay looks like:

A level exemplar essays

AS Streetcar exam Qs

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