GCSE English Literature Paper 2 ‘An Inspector Calls’ by J.B. Priestley Knowledge Organiser

Plot Key Characters Key Characters Key Concepts: Context & Writer’s Intentions Act 1

The Birling family and Gerald Croft are celebrating Sheila’s engagement to

Gerald. Mr B makes pompous speeches outlining his political and social views. He

says we should ignore the ‘cranks’ talking about socialism. The evening is interrupted by the arrive of Inspector Goole making

enquiries about the suicide of Eva Smith. Mr B is questioned and admits sacking her for leading strike action for

higher wages. Sheila is questioned and admits having Eva sacked from Milward’s due to

her jealousy. Gerald reacts to the news that she changed her name to Daisy Renton.

Mr Arthur Birling Capitalist Arrogant Verbose Stubborn Industrialist

“Heavy looking, rather portentous man” “A hard-headed practical man of business” “Just a knighthood, of course.” “A man has to mind his own business and look after himself….” “Look - there’s nothing mysterious – or scandalous – about this business…”

Miss Sheila Birling Intelligent Feminine Emotional Transformative Empowered

“But these girls aren’t cheap labour – they’re people” “I had her turned out of a job” “At least I’m trying to tell the truth. I expect you’ve done things you’re ashamed of.” “Why – you fool – he knows!” “The point is, you don’t seem to have learnt anything.”

About J.B. Priestley: 1914-18: WW1, Aged 20, Priestley serves on the front line in France and is wounded. 1919: awarded place at Trinity Hall, Cambridge to study Literature, History and Politics. 1922: begins to work as a journalist in

London. 1934: writes ‘English Journey’ about the poorer parts on Britain. 1939-45: makes regular wartime radio broadcasts called ‘Britain Speaks’. 1945: writes An Inspector Calls.

Act 2 Gerald is questioned and admits keeping Daisy as his mistress for six months.

Mrs B tries to bully the Inspector and to control events. Sheila starts to realise that the Inspector’s enquiries are well founded, and

that her mother might have had some dealings with the girl. While Eric is out of the room, Mrs B is forced to admit that the girl asked

for help from her charity, and she refused help. It is revealed that the girl was pregnant. Mrs B lays the blame on the father

of the unborn child. Suspicion grows that Eric is the father of the unborn child.

Mrs Sybil Birling Judgemental Old money Traditional Insincere Controlling

“Rather cold woman… her husband’s social superior.” “Please don’t contradict me like that” “It’s disgusting to me.” “Unlike the other three, I did nothing I’m ashamed of or that won’t bear investigation.” “He didn’t make me confess – as you call it.”

Master Eric Birling Irresponsible Spoilt Reckless Immature Transformative

“Not quite at ease half shy, half assertive.” “I wasn’t in love with her or anything – but I liked her – she was pretty and a good sport –” “In a way, she treated me – as if I were a kid” “You’re not the kind of father a chap could go to when he’s in trouble.” “You’re beginning to pretend that nothing’s really happed at all. And I can’t see it like that.”

1912 England In 1912 the Liberal party is in power

under the Prime Minister Herbert Henry Asquith and the Labour Party, founded by James Kier Hardie, is beginning to make headway.

Coal miners took part in the first ever labour strikes and secure a minimum wage for workers. This meant that all workers must be paid a minimum rate. However, many employers did not take trade unions seriously.

The Suffragette movement gained momentum with activists staging increasingly violent protests such as smashing shop windows in London’s Oxford Street.

Pre WW1 Britain had a strict social hierarchy in which the people who held the most power were wealthy white men. The social model was both patriarchal and Capitalist.

Social mobility was relatively unheard of – there were some families who were emerging as ‘new money.’ ‘New money’ was a descriptor for wealth that had been recently acquired, typically that which a person has earned rather than inherited.

The RMS Titanic sank in the early morning hours of 15 April 1912 in the North Atlantic Ocean, four days into the ship's maiden voyage from Southampton to New York City. This became the UK’s greatest ever maritime disaster and became a symbol of how the poor were mistreated and dismissed by the wealthy as most of the fatalities were lower class steerage passengers.

1945 England Post WW1 and WW2 had less defined class

distinctions because the WWs had meant that people of all classes were forced to work together and suffer the same tribulations. This phenomena is termed social levelling.

Following the end of WW2, a Labour government was elected and many social reform bills were passed through parliament which led to the construction of the welfare system including the 1944 Education act, the Family Allowances act and the 1945 National Insurance act which created compulsory contributions from employees and relief for unemployment, death, sickness, and retirement.

Following WW2 and the social reforms that followed, the NHS was founded so that good healthcare should be available to all, regardless of wealth.

Women were praised for their wartime work, but expected to make way for the returning troops. As after WW1, there was an assumption that their temporary roles had been specifically linked to wartime. By 1951 the number of working women had returned almost to the pre-war level and a bar on married women working continued in many jobs. Trade unions still defended higher wages for men, despite an increase in women’s union membership. However, the 60s and 70s saw the emergence of feminist groups and heightened awareness of gender inequality – campaigning for more rights and greater opportunities saw very many more women aware of their potential and the need for change.

Act 3

Eric returns and confesses that he got a girl pregnant. He also confesses to stealing money from his father’s office.

Eric blames his mother for the girl’s death. The Inspector makes a dramatic speech about the consequences of selfish

behaviour and social irresponsibility. The Inspector, having shown that each had a part in ruining the girl’s life,

leaves. Between them, Gerald and Mr B gradually prove that the man was not a

real police inspector. A telephone call to the Chief Constable establishes that there is no

Inspector Goole on the police force. A telephone to the Infirmary reveals that there has been no recent suicide. Eric and Sheila continue to feel guilty about their own, and their family’s,

behaviour whilst the others shrug it off. Mr B answers the telephone: a young woman has just died on the way to

the Infirmary. An Inspector is on his way to make enquiries.

Mr Gerald Croft Aristocratic Secretive Traditional Privileged Evasive

“Easy, well-bred young man-about-town.” “You seem to be a nice well-behaved family” “You’re just the kind of son-in-law I always wanted.” “The hero… the wonderful Fairy prince.” “I’m rather more upset – by this business than I probably appear to be –”

Miss Eva Smith Working class Determined Vulnerable Emblematic Allegorical

“A lively good-looking girl – country bred… and a good worker too.” “She had a lot to say – far too much – so she had to go.” “She was very pretty and looked as if she could take care of herself.” “Now she had to try something else.” She went away “to be alone, to be quiet, to remember all that had happened.”

Subject Terminology

Dialogue A conversation between two or more people

Monologue A long speech by one character

Stage directions An instruction in the text of a play indicating the movement, position, or tone of an actor, or the sound effects and lighting.

Dramatic irony When the audience is aware of something that the characters are not

Foreshadowing Hinting at (usually negative) events that are yet to happen

Props Theatrical property. An object used by actors during a performance

Cliff-hanger An ending to a scene, act or text that is unresolved and creates tension

Characterisation The creation or construction of a fictional character.

Symbolism The use of symbols to represent ideas or qualities.

Euphemism A mild or indirect word or expression substituted for one considered to be too harsh or blunt when referring to something unpleasant or embarrassing.

Coup de theatre A dramatically sudden action or turn of events, especially in a play.

Morality play A kind of allegorical drama having personified abstract qualities as the main characters and presenting a lesson about good conduct and character,

Microcosm A small scale version of a larger idea or concept

Allusion A reference to something that audiences are expected to be aware of or know

Juxtaposition A harsh contrast created for the effect of emphasis or exaggeration

Cyclical narrative A narrative in which the start and end are connected in some way e.g. through setting, similar events etc.

Three unities play Unities, in drama, are the three principles derived by French classicists from Aristotle’s Poetics; they require a play to have a single action represented as occurring in a single place and within the course of a day. These principles were called, respectively, unity of action, unity of place, and unity of time.

Wider considerations of the plot (linking AO1 and AO3): All of the characters commit one or more of the seven deadly sins (Lust, Avarice

(greed for money), gluttony (greed for food / drinks), wrath (anger), sloth (laziness), envy (jealousy), pride)

Eva died because of the sins of the Birlings. Eva could be interpreted as a representation of Jesus.

The Inspector is used to teach – he’s a didactic or sermonic character. He is omniscient (knows everything) and appears omnipotent (all powerful) – he could be viewed as a representation of God.

Sheila and Eric begin to learn from the Inspector’s sermonic teachings – they could be viewed as representations of the disciples who choose to follow a better path.

The older Birlings and Gerald are ignorant and refuse to listen to the teachings of the Inspector. They are nihilistic and will cause their own downfalls because they refuse to accept new moral codes.

The Titanic reference is foreshadowing the family’s downfall and the falling of the class system. Eva is the iceberg that causes the family to sink into despair.

Key Characters Key Concepts: Context & Writer’s Intentions

Inspector Goole Priestley’s mouthpiece Impressive Commanding Social justice Omnipotent

“Massiveness, solidity and purposefulness.” “But after all it’s better to ask for the earth than to take it.” “It’s my duty to ask questions.” “A nice promising life there, I thought, and a nasty mess somebody’s made of it.” “You see, we have to share something. If there’s nothing else, we’ll have to share our guilt.” “One Eva Smith has gone – but there are millions and millions and millions of Eva Smiths and John Smiths still left with us.” “Fire and blood and anguish”

Capitalism An economic and political system in which a country's trade and industry are controlled by private owners for profit, rather than by the state. Capitalism advocates the advance of the individual and the construction of social

hierarchies based on wealth, status and power.

Socialism A political and economic theory of social organisation which advocates that the means of production, distribution, and exchange should be owned or regulated by the community as a whole. The basis of Socialism are the ideas of collective responsibility, community and equality. Socialism advocates the advance of the collective.

Central Themes

Mystery

Social responsibility

Truth and lies

Hypocrisy

Wealth, power and

influence

Rights and responsibilities

Public versus private lives

Morality versus legality

Young versus old

Capitalism versus

Socialism

Individual versus

Collective responsibility

Love, sex and consent

Gender roles and relations

Guilt

Character name analysis

Arthur Means bear king suggesting that Birling is clumsy and arrogant. He rules with brute force.

Sybil Means prophetess (which is usually associated with being able to see into the future and doing god’s work) which creates irony since she has very little foresight being the last to realise the truth about Eric and lacks in Christian morals.

Sheila Means blind which is ironic since Sheila is the first to realise the importance of the Inspector’s visit.

Eric Means ever ruler, which creates irony since Eric is mollycoddled by his mother and his father sees him as incapable to run the family business.

Gerald Means rule of the spear which could be linked to how he is a more sophisticated ruler than Arthur but also the spear is closely related in physical appearance to the sceptre carried by kings and aristocracy.

Eva Means living one which is ironic since she is deceased. It also creates an allusion to Eve of the bible being the first woman and the enactor of the original sin (first sin) which highlights Eva’s role as a symbol or microcosm of all lower class women.

Smith Taken from the occupation of being a blacksmith linking Eva to the working classes

Goole Goole is a homophone of ghoul meaning ghost, which suggests that the Inspector is a supernatural character.

Daisy Literally a small white flower linking to ideas of beauty, fragility and purity or innocence.

Renton Contains “rent” which means either to pay someone for the use of something hinting at prostitution or to separate two parts violently or tear linking to how Eva is destroyed

Edna Means kernel or seed which links to the idea that everything is grown from the working classes even though they’re seen as small and insignificant

TIER 2 VOCABULARY FOR DISCUSSING AN INSPECTOR CALLS

Didactic Intended to teach, particularly in having moral instruction as an ulterior motive.

Polemic A strong verbal or written attack on someone or something.

Omniscient Knowing everything; godlike

Omnipotent All powerful

Parable A simple story used to illustrate a moral or spiritual lesson, as told by Jesus in the Gospels.

Allegorical Constituting or containing allegory (a story, poem, or picture that can be interpreted to reveal a hidden meaning, typically a moral or political one).

Altruistic Showing a disinterested and selfless concern for the well-being of others; unselfish.

Hypocritical Behaving in a way that suggests one has higher standards or more noble beliefs than is the case.

Penitent Feeling or showing sorrow and regret for having done wrong; repentant.

Domineer Assert one's will over another in an arrogant way.

Impoverish Make (a person or area) poor.

Patriarchy A society which is ruled by and for the benefit of males

Key quotes Witches: Fair is foul and foul is fair (1.1)

Macbeth: Stars, hide your fires/Let not light see my black and deep desires (1.4)Lady Macbeth: Unsex me here (1.5)

Macbeth: Is this a dagger which I see before me? (2.1)

Lady Macbeth: My hands are of your colour but I shame to wear a heart so white (2.2)

Macbeth: Full of scorpions is my mind dear wife (3.2)

Macbeth: Be innocent of the knowledge, dearest chuck (3.2) Blood will have blood (3.4)

Witch: By the pricking of my thumbs/something wicked this way comes (4.1)

Malcolm: This tyrant whose sole name blisters our tongue was once thought honest (4.3)

Lady Macbeth: All the perfumes of Arabia will not sweeten this little hand (5.1)

Macbeth: Life’s but a walking shadow (5.5)Macbeth: I bear a charmed life (5.8)

Plot Act 1

Macbeth and Banquo meet witches, previous Cawdor executed, Lady M reads letter then manipulates husband, Duncan arrives

Act 2

Macbeth contemplates murder, sees dagger, Kills Duncan, Malcolm flees, Macbeth crowned.

Act 3

Banquo suspects Macbeth, Banquo murdered but Fleance escapes, Banquo’s ghost appears at banquet

Act 4

Macbeth goes back to witches, Macduff’s family murdered while Macduff is in England, Malcolm tests Macduff’s loyalty

Act 5

Lady M sleepwalks then commits suicide, Macbeth prepares for battle, Macduff kills Macbeth, Malcolm becomes king

Context King James I - James I had been James VI of Scotland before he succeeded to the English throne in 1603. In focusing on Macbeth, a figure from Scottish

history, Shakespeare paid homage to his king’s Scottish lineage. Additionally, the witches’ prophecy that Banquo will found a line of kings is a clear nod to James’ family’s claim to have descended from the historical Banquo. Witchcraft and Daemonologie - King James was convinced that a group of witches were plotting to bring about his death and played an active role in the North Berwick witch trials. He later published Daemonologie in 1597. Charges of witchcraft continued in Great Britain, with Scotland in particular experiencing a number of witch hunt crazes throughout the 17th century.

Conten

t

Dramatic devices Themes

Soliloquy – One character speaking to the audienceDramatic irony – Audience knows more than characters Hamartia – Fatal flaw which leads to tragic hero’s downfallHubris – Excessive pridePeripeteia – Sudden reversal of fortune

Fate and free will – ‘If chance will have me king, why chance may crown me’Ambition – ’vaulting ambition’ Appearance and reality – ’look like th’ innocent flower, but be the serpent under’t’Supernatural – ‘double double toil and trouble’

VocabularyMacbeth: ambitious, courageous, deceitful, impulsive, ruthless, treasonous, tyrannical, zealousLady Macbeth: cunning, dominant, emasculating, malevolent, mutinous, powerful, scheming, vulnerableBanquo: devoted, intuitive, loyal, trustworthy, virtuousDuncan: benevolent, faithful, honest, naïve, sincereMacduff: devout, fervent, heroic, merciless, patriotic, unwaveringWitches: corrupt, ignoble, manipulative, sinister, subversiveThe audience feel…Astonished BewilderedDisgustedDisquietedDistressedNonplussedPerturbedScandalisedSurprised UnnervedUnsettled

Motifs

BloodSleep and dreamsLight and darkNature

Macbeth - Knowledge Organiser

GCSE English Literature Paper 1 ‘Macbeth’ by William Shakespeare Knowledge Organiser

Plot Key quotes Key Characters (AO1) Key Concepts (AO2) Context & Writer’s Intentions (AO3)

Act 1 The witches plan to meet Macbeth returning from battle and promise him he will be King. Macbeth tell his wife who instantly starts plotting King Duncan’s murder. Macbeth isn’t sure and has to be convinced by Lady Macbeth. She calls him a coward and accuses him of being weak. Macbeth agrees to the plan.

‘Fair is foul, foul is fair’ ‘O Valiant Cousin’ ‘Stay you imperfect speakers’ ‘Leave all the rest to me’ ‘look like the innocent flower but be the serpent under’t’

Macbeth The protagonist. He is the tragic hero with the fatal flaw of ambition that

leads to his death.

The Chain of Being The belief that God set out a social order that should be

maintained. God – King - Nobles

William Shakespeare A playwright who wrote ‘Macbeth’

during the reign James I. He was part of the King’s Men and his plays had

to interest the King,

Act 2 Macbeth debates killing the King and wrestles with his conscience. He hallucinates a dagger. Macbeth kills the King and instantly suffers from guilt and nightmares. Lady Macbeth frames the guards for the murder. Macduff discovers the body and suspects Macbeth. King Duncan’s sons feel fearing they will be next. Macbeth is crowned King and Macduff refuses to attend.

‘Is this a dagger?’ ‘Macbeth does murder sleep’ ‘Had he not resembled my father as he slept, I had done’t’ ‘O horror, horror, horror’ ‘There’s daggers in men’s smiles’

Lady Macbeth An ambitious woman who convinces

Macbeth to kill the king.

The Divine Right of Kings The King is chosen by and answerable to God. The

right to rule comes directly from God.

James I King at the time ‘Macbeth’ was

written. Fascinated by witches and feared regicide after the Gunpowder

Plot.

Act 3 Banquo fears that Macbeth has done something terrible in order to become King. In fear, Macbeth decides to have Banquo and his son Fleance murdered. Macbeth knows he is a true and honest person and sees him as a threat. Banquo is killed but Fleance escapes. Macbeth is starting to struggle with the guilt of his actions. At a banquet, Banquo’s ghost appears to haunt Macbeth.

‘Our fears stick deep in Banquo’ ‘We have scotch'd the snake, not kill'd it’ ‘O full of scorpions is my mind’ ‘make faces vizards to our hearts’ ‘Don’t shake thy gory locks at me’

Banquo Macbeth’s friend and a brave and

noble character. He is the opposite of Macbeth.

Regicide

The murder of a king.

Witchcraft The audience believed strongly in

witchcraft and feared it. The blame witches for illnesses, the weather

and unnatural acts.

Act 4 Macbeth re-visits the witches and they tell him that no man of woman born shall harm Macbeth and that he is safe until Birnam Wood comes to Dunsinane Castle. They also tell him to beware of Macduff. Macduff flees to England to speak with Malcolm, the true King of Scotland. Macbeth has Macduff’s family murdered. Macduff is told the news and he puts his own grief aside and swears to restore order in Scotland.

‘By the pricking of my thumbs, Something wicked this way comes’ ‘O hell-kite! All? What, all my pretty chickens’ ‘Bring thou this fiend of Scotland and myself; Within my sword's length’

The Witches Plot evil against Macbeth and bring

chaos to the natural order. The have superior knowledge and power over

others.

Gender The play explores ideas

about what it means to be masculine and feminine

according to the expectations at the time.

Writer’s intentions (AO3) Shakespeare wrote the play to

appeal to the interests of James I. He wrote the play as a moral

message to people about disrupting the natural order and the

consequences of unchecked ambition. He wrote the play as a

tribute to James I and his interests. The links with Scotland celebrates

James I’s lineage as the former King of Scotland.

Act 5 Lady Macbeth and her guilt leads her to insanity. She dies. Outside the castle, the English army and Malcolm prepare to attack whilst wearing pieces of Birnam Wood. Macbeth prepares to defend the castle but remembers the prophecy. Knowing he has lost; Macbeth resolves to die fighting. Macduff and Macbeth finally face each other and fight. Macduff kills Macbeth as he was not born of woman. Malcolm is crowned King and order is restored in Scotland.

‘Out, damned spot! out, I say!’ ‘I cannot taint with fear’ ‘I'll fight till from my bones my flesh be hacked’ ‘Turn thee hell hound’ ‘dead butcher and fiend like Queen’

Macduff The foil to Macbeth. He is loyal to

Scotland and leads the crusade against Macbeth to restore peace.

Supernatural The powers of evil were believed to be real and

therefore engaging for the audience.

Subject Terminology (AO2)

Simile A comparison made using like or as.

Metaphor When you say something is something else.

Juxtaposition Two contrasting ideas placed together for effect.

Repetition The recurrence of an idea throughout a text.

Personification Human features given to something non-human.

Foreshadowing A warning or indication of a future event.

Symbols – objects/characters used to represent ideas.

Dagger Symbolises the act of murder.

Animals Used as bad omens. For example, the ‘Raven’ before the murder of the King. The serpent = corruption. Scorpion = poison and guilt.

Light and Dark Represent good and evil throughout the play.

Blood Symbolises murder, guilt and violence.

Water Symbolises purification and cleansing of bad deeds. For example, when Lady Macbeth asserts after the murder that ‘a little water clears us of this deed’.

Sleep Symbolises innocence and peace of mind. When Macbeth does ‘murder sleep’ this leads to his nightmares and the end of his peace.

Ghosts Symbolise the past coming back to haunt Macbeth.

The weather Pathetic fallacy is used to reflect the political and corruption in the Macbeth.

Features of a Play (AO2)

Act A way to divide a play.

Scene A section of an act.

Stage

Directions

Instructions in a play directing the

movement or action.

Soliloquy Where a character speaks their

thoughts/feelings aloud alone on stage.

Aside A passage in a play that is to be heard

by the audience but unheard by the

other characters in the play.

Dramatic Irony Where the audience have more

knowledge that the characters.

Features of a Tragedy (AO1)

Tragic end A character with a fatal flaw.

A Hero/tragic hero Fate

Internal conflict Human suffering

Themes (AO2)

Guilt Fate/Free will

Power Supernatural

Deception Tyranny

Weakness Cruelty

Responsibility Duty

Loyalty Inevitability

Nature Ambition

Insanity Bravery

Kingship Courage

Good vs Evil Masculinity

Time Fear

Revenge Control

Evil Reality

Death Violence

POETIC STRUCTURE1. STANZA The grouping of lines in poetry. This is similar to paragraphs in

prose. They can be different lengths.

ABAB 2. RHYME SCHEME The pattern of rhyme that comes at the end of each line or verse. E.g. the rhyme scheme ABAB means the first and third lines of a stanza, or the “A”s, rhyme with each other, and the second line rhymes with the fourth line, or the “B”s rhyme together. This can either create a pleasant and even, controlled structure, or can be used to make something stand out if it suddenly deviates from the rhyme scheme of the poem.

3. RHYTHM Rhythm can be described as the beat and pace of a poem. Rhythm is created by the pattern of stressed and unstressed syllables in a line or verse.

4. IAMBIC PENTAMETER

10 syllables in a line, one stressed and one unstressed. It mimics the dee-dum-dee-dum sound like a heartbeat E.g. ‘Shall I compare thee to a summer’s day?’

5. SYLLABLE A syllable is a single, unbroken sound of a spoken or written word. Sometimes syllables are referred to as the ‘beats’ of spoken language. E.g. ‘read-ing’ is 2 syllables. This might be useful to comment on if there is a juxtaposition between

6. RHYMING COUPLET

When the end of two lines of poetry, which come after one another, rhyme. E.g. ‘For sweetest things turn sourest by their deeds; / Lilies that fester smell far worse than weeds.’

7. BLANK VERSE Poetry written with unrhymed lines (but almost always in iambic pentameter).

8. TURN or VOLTA A change or shift in the tone or the idea of the poem. For instance, the first 10 lines may describe childhood as fun and full of mischief, then on line 11 there is a volta that begins to describe it as being restrictive.

9. CAESURA When punctuation is used to cause a pause or end a sentence within a line of poetry, rather than at the end of the line.

10. END STOPPED LINE

When punctuation is used to end a sentence at the end of a line, and the next line begins a new sentence.

11. ENJAMBEMENT When there is no punctuation at the end of a line, and the sentence continues with no pause onto the next line or stanza.

POETIC TECHNIQUES1. SIMILE Where two things are compared using the words ‘like’ or

‘as’ E.g. Her eyes shone like two of the brightest stars in heaven.

2. METAPHOR One thing is directly referred to as if it is another thing. E.g.Mr. Neck storms into class, a bull chasing thirty-three red flags.

3. PERSONIFICATION Where an inanimate object is given human characteristics. E.g. the sun smiled down on us.

4. TONE An attitude of a poet towards the topic of the poem. Tone is generally shown through the choice of words, or the viewpoint of a writer on a particular subject.

P P P 5. ALLITERATION Two or more words with the same letter or sound at the beginning. E.g. Peter Piper picked a peck of pickled peppers.

S S S 6. SIBILANCE Alliteration using the letter ‘S’ – this creates a number of effects, depending on the context of the poem. 1) a hissing sound often associated with creating a sinister tone, 2) a soft ‘s’ sound as though it is secretive and being softly whispered, or 3) can symbolise a continuation of something as an ‘s’ sound doesn’t have an abrupt end like a hard consonant ‘t’, ‘k’ or ‘d’ sound.

7. ONOMATOPOEIA Where the word imitated the actual sound. E.g. clack, whir, zip, ding-dong.

8. SEMANTIC FIELD

9. JUXTAPOSITION

A group of words that are linked by a theme or idea. E.g. presents, festive, red, wrapping, cards, turkey, Santa –all belong to a semantic field of Christmas.

It is a type of opposition between two objects, highlighted to emphasize their differences. E.g. Happy and sad.

10. SPEAKER The character narrating the poem if it is written in 1st

person – ‘I wandered, lonely as a cloud’ - not necessarily the poet’s voice, but the ‘voice’ of a character they have created.

YEAR 10: POETRY

SELF QUIZZING

1. POETIC TECHNIQUES 1-10

2. POETIC STRUCTURE 1-11

3. ANALYTICAL VERBS

4. ALL OF THE ABOVE

ANALYTICAL VERBS

1. CONNOTE to suggest (certain meanings, ideas, etc.) in addition to the literal meaning.

2. CONVEYS gets across a message/ idea/ theory.

3. DEMONSTRATES provides a clear explanation/ example.

4. DENOTE to present something literally.

5. EMPHASISES Draws special attention to something.

6. EVOKES to make the reader feel an emotion.

7. HIGHLIGHTS making something stand out.

8. ILLUSTRATES creates a distinct image.

9. IMPLIES suggests something beyond the obvious / literal – a synonym for ‘connotes’

10. INDICATES acts as a clear pointer or signpost.

11. PORTRAYS shows or represents something / someone in a certain way.

12. PRESENTS introduces as an idea.

13. REVEALS makes a meaning/ interpretation clear.

14. SIGNIFIES using a word or a sign to make the meaning clear.

15. CONTRASTS is intentionally different to something else to highlight the difference

How to use this knowledge organiser

1) Learn the KNOWLEDGE in the given section – you can do this by repeating it out loud, copying it up, colour coding it, drawing an image to represent it in a new way… anything that helps you to learn it. Then PRACTISE this knowledge – use look, cover, write, check to test yourself on the knowledge. Alternatively, cover the information and look at the icon / image, say the term out loud and uncover it to check if you were right, then say the definition out loud and uncover it to see if you were right.

2) In the self-quiz, write your answer to the best of your ability

3) After you have answered all of the questions, CHECK your answers against this knowledge organiser. If you got ALL of it right, code if G (green), for SOME of the answer right, code it A (amber), for an incorrect or missed answer, code if R (red).

4) For amber or red answers, use the knowledge organiser to add your corrections in the final column.

5) These corrections are things that you should now prioritise in your revision. To be really effective and independent, you should test yourself AGAIN on these things as part of your ongoing home learning and revision.