Pre-AICE English Literature

Transcription

1 CCPS Pre-AICE English Literature Quarterly Map CCPS 5/7/2014

2 Cambridge IGSCE Literature (English) offers learners the opportunity to read, interpret, evaluate, and respond to a range of literature in English. The range includes drama, prose and poetry from the works of Shakespeare to contemporary literature. This course enables learners to deepen their understanding and appreciation of the ways in which writers use English to express meaning and achieve effects. Cambridge IGSCE Literature (English) will stimulate learners to read for pleasure, to explore wider and universal issues, promoting a better understanding of themselves and the world. Cambridge programs and qualifications are designed to support learners in becoming: Confident in working with information and ideas-their own and those of others Responsible for themselves, responsive and respectful to others Reflective as learners, developing their ability to learn Innovative and equipped for new and future challenges Engaged intellectually and socially, ready to make a difference Syllabus aims Cambridge IGCSE Literature (English) aims to develop learners who: enjoy the experience of reading literature understand and respond to literary texts in different forms and from different periods and cultures communicate an informed personal response appropriately and effectively appreciate different ways in which writers achieve their effects experience literature s contribution to aesthetic, imaginative and intellectual growth explore the contribution of literature to an understanding of areas of human concern. Assessment objectives The assessment objectives in Cambridge IGCSE Literature (English) are: AO1: show detailed knowledge of the content of literary texts in the three main forms (drama, poetry and prose) AO2: understand the meanings of literary texts and their contexts, and explore texts beyond surface meanings to show deeper awareness of ideas and attitudes AO3: recognize and appreciate ways in which writers use language, structure and form to create and shape meanings and effects AO4: communicate a sensitive and informed personal response to literary texts.

3 Pre-AICE Literature (English) candidates take Component 1 and Component 2 as their assessment, which is explained below: Poetry and Prose All candidates take Component 1 1 hour 30 minutes Weighing 50% Candidates answer two questions on two texts: one poetry and one prose. There is a choice of two questions (one passage-based and one essay) on each text. 50 marks Externally marked Drama All candidates take Component 2 1 hour 30 minutes Weighing 50% Candidates answer two questions on two texts. There is a choice of two questions on each text: (one passage-based and one essay) on each text. 50 marks Externally marked Pacing While the course is divided based on quarter and genre, it is imperative that students are always interacting with various types of texts and being asked to analyze them in a complex manner. The Cambridge Teacher website has numerous resources to assist in guiding teachers in regards to what works to teach and also supplies them with previous assessments so that students can receive constant practice with the material in preparation for their Pre-AICE Literature (English) examination.

4 Quarter One Overview- Drama Major Concepts and Themes: 1. Introduction to Drama 1.1- What is drama? 1.2- Why is drama essential to literature and understanding? 1.3- How do literary elements influence the impact of drama? 1.4- What themes exist within dramatic works and how are they parallel to other works? 2. Dramatic Elements 2.1- What are the 12 dramatic elements? 2.2- How are these elements present within a drama? 2.3- How do these elements develop the plot, characterization, conflict, and overall theme within a drama? 3. Tragic Hero 3.1- What is a tragic hero? 3.2- Why is the inclusion of such a hero influential to the piece? 3.3- How does this role lend itself to the work? Assessment Objectives (Components of A1-4) A. Enjoy reading, watching or listening to a play, appreciating the distinctive qualities of a drama text B. Experience acting for themselves: e.g. role play, hot-seating, improvisation C. Engage with the build-up of interest and tension D. Respond to mood and changes of mood, appreciating how dialogue or monologue or stagecraft contributes to the impact of the play E. Appreciate the structure of the play: how Acts and Scenes are arranged for dramatic impact F. Appreciate the juxtaposition of contrasting scenes (slow and frenetic, serious and comic, etc.) G. Emphasize with characters, appreciating what motivates them H. Explore developments in characters and they are portrayed at different stages of the play I. Explore the dramatic interaction of characters J. Appreciate the lines spoken and their tone K. Explore the conflicts between and within characters L. Appreciate the contribution of stage directions to our understanding of how a play might be performed M. Be alert to the ways in which texts can be re-interpreted through performance N. Explore the play s thematic concerns O. Analyze the dramatist at work e.g. variation of style diction to differentiate character, dramatic, irony, recurrent imagery, prose/verse forms P. Appreciate the context of significant moments within the overall text Q. Be aware of historical, social and cultural contexts as illuminated by the text R. Communicate in extended writing informed personal responses to passage-based responses, discursive essay questions, empathic tasks

5 Vocabulary Simile, metaphor, hyperbole, oxymoron, paradox, symbol, allusion, analogy, apostrophe, diction, imagery, mood, tone, theme, irony, foreshadowing, personification, characterization, setting, conflict, flashback, rhyme, protagonist, antagonist, tragic hero, pathos, ethos, logos, scene, stage, prop, pause, stage direction, dialogue, monologue, aside, soliloquy, dramatic effect, suspense, stichomythia, anecdote, exposition, rising action, climax, falling action, resolution Quarter Two Overview- Prose Major Concepts and Themes: 1. Introduction to Prose 1.1- What is prose? 1.2- What genres exist within prose? 1.3- What characteristics are specific to each genre? 1.4- How can one identify the applicable genre? 2. Literary Elements 2.1- What are the literary elements? 2.2- What impact do these elements have on literature? 2.3- How can identification of such elements improve understanding and analysis? 3. Analysis 3.1- Why is literary analysis necessary? 3.2- What methods and strategies must be adopted when analyzing a written work? 3.3- What relationships exist between various works? Additional Resources Julius Caesar by William Shakespeare Death of a Salesman by Arthur Miller Macbeth by William Shakespeare Twelve Angry Men by Reginald Rose Songs of Ourselves: Cambridge Anthology Stories of Ourselves: Cambridge Anthology Cambridge Drama Unit: view=tmist Cambridge IGSCE Past Exams: cambridge-igsce-english-literature-0486/past-papers Assessment Objectives (Components of A1-4) A. Enjoy reading prose fiction B. Appreciate narrative viewpoint including particular characteristics of first and third person narrators C. Appreciate the writer s use of structure, including foreshadowing and parallelism in the plotting D. Emphasize with characters, appreciating what motivates them E. Explore developments character and the way they are portrayed as the novel or story progresses F. Explore ways in which relationships between characters are presented G. Explore how dialogue is used to present and differentiate characters H. Appreciate the interplay of dialogue, description and plot development I. Explore the novel s or story s thematic concerns J. Appreciate expression of ideas K. Engage with the twists and turning-points of narratives and appreciate the build-up of suspense and creation of tension L. Respond to mood and changes of mood, including comedy, tragedy, irony, pathos M. Analyze the writer at work : the way s/he uses language to create particular effects, e.g. diction, irony, recurrent imagery, symbolism N. Appreciate the context of significant episodes within the overall text O. Be aware of the historical, social and cultural contexts as illuminated by the text P. Communicate in extended writing informed personal responses to passage-based questions, discursive essay questions, empathic tasks, and questions on unseen prose extracts

6 Vocabulary Simile, metaphor, hyperbole, oxymoron, paradox, symbol, allusion, pun, analogy, antithesis, apostrophe, diction, imagery, mood, tone, theme, irony, foreshadowing, personification, characterization, setting, conflict, parallelism, flashback, protagonist, antagonist, tragic hero, pathos, ethos, logos, cacophony, euphemism, juxtaposition, exposition, rising action, climax, falling action, resolution Additional Resources Night by Elie Wiesel Things Fall Apart by Chinua Achebe The Things They Carried by Tim O Brien A Long Way Gone by Ishmael Beah Songs of Ourselves: Cambridge Anthology Stories of Ourselves: Cambridge Anthology Cambridge IGSCE Past Exams: Quarter Three Overview- Poetry Major Concepts and Themes: 1. Introduction to Poetry 1.1- What is poetry? 1.2- How is poetry influential in literature? 1.3- How are works from the past still prevalent in today s society? 2. Types of Poetry 2.1- What are the various types of poetry? 2.2- What traits does each type of poem contain? 2.3- How does each format contribute its own individual meaning? 3. Annotation 3.1- What is annotation? 3.2- How does annotating a poem assist in understanding? 3.3- What themes and ideas are parallel between various types of works? Assessment Objectives (Components of A1-4) A. Enjoy poetry as a vehicle for: description, narrative, personal reflection, expression of emotion, exploration of ideas, a mixture of the above B. Savour the sounds of poems and enjoy reading poems aloud C. Appreciate their contribution to poetic effect through rhythm, rhyme, assonance, alliteration, onomatopoeia, and enjambment D. Explore the use of diction e.g. the connotations of words, appeal to the sense E. Appreciate imagery and its contribution to poetic effect through similes, metaphors, personification F. Respond to tone and changes of tone G. Explore the contribution of a poem s structure to its overall effect H. Explore different layers of meaning I. Appreciate ambiguity and ambivalence in poetry J. Understand that there are alternative interpretations K. Build confidence in producing informed personal responses to the poems they read, giving brief textual support and precise analytical comment on poetic effect L. Be aware of the historical, social and cultural contexts as illuminated by the text M. Communicate in extended writing informed personal responses to set text poems and unseen poems

7 Vocabulary Assonance, consonance, onomatopoeia, simile, metaphor, oxymoron, hyperbole, paradox, symbol, allusion, diction, imagery, mood, tone, theme, irony, foreshadowing, personification, characterization, conflict, rhyme, iambic pentameter, sonnet, villanelle, lyric, dramatic, narrative, stichomythia, cacophony, euphemism, stanza, line, speaker, couplet, blank verse, free verse, caesura, conceit, ballad, euphony, enjambment, end-stopped, metonymy, synecdoche Additional Resources: Review Cambridge Syllabus for list of poems to include: Songs of Ourselves: Cambridge Anthology Stories of Ourselves: Cambridge Anthology Cambridge IGSCE Past Exams: Quarter Four Overview- Parallel Tasks Major Concepts and Themes: 1. Parallelism 1.1- How are works of drama, prose, and poetry parallel? 1.2- Why are analytical strategies imperative when connecting two or more pieces of work? 1.3- How can one draw from brief passages and integrate prior knowledge and literary analysis to develop a wellwritten piece? Assessment Objectives (Components of A1-4) A. The learning objectives below should be read in conjunction with relevant learning objectives in the Prose and Poetry Units i. Build confidence in developing informed personal responses to a range of poems and prose extracts drawn from different genres ii. Annotate unseen extracts effectively, recognizing this as an important stage of planning iii. Produce brief paragraph plans as the final stage of planning in order to encourage the writing of coherent arguments

8 Vocabulary Simile, metaphor, hyperbole, oxymoron, paradox, symbol, allusion, pun, analogy, antithesis, apostrophe, diction, imagery, mood, tone, theme, irony, foreshadowing, personification, characterization, setting, conflict, parallelism, flashback, rhyme, protagonist, antagonist, tragic hero, pathos, ethos, logos, scene, stage, prop, pause, stage direction, dialogue, monologue, aside, soliloquy, dramatic effect, suspense, stichomythia, anecdote, exposition, rising action, climax, falling action, resolution, cacophony, euphemism, juxtaposition, assonance, consonance, onomatopoeia, rhyme, iambic pentameter, sonnet, villanelle, lyric, dramatic, narrative, stichomythia, stanza, line, speaker, couplet, blank verse, free verse, caesura, conceit, ballad, euphony, enjambment, end-stopped, metonym, synecdoche Additional Resources: Songs of Ourselves: Cambridge Anthology Stories of Ourselves: Cambridge Anthology Cambridge IGSCE Past Exams: Review Cambridge Syllabus for list of poems to include: