Enhancing Students' Understanding of Context in Literature Analysis
Welcome to our online meeting
#eduqasrepteam
Welcome
Thank you for attending the Eduqas regional team online session today.Please
remember to turn your audio and video off.
If you have questions, please use the Chat function or, if this is not available on your
device, email
us
on
. We will answer as many as we can in
the second half.@wjec.co.ukhugh.lester
Sessions on a variety of qualifications and topics continue until
December.
Follow the
Twitter hashtag #eduqasrepteam to find out more.
Eduqas regional team: here to support you
Email hugh.lester@wjec.co.uk to be put in touch with the rep for your
area.
WJEC Eduqas GCSE English Literature
Using contexts effectively
Aims
Build confidence with approaches to writing about context –
with reference to the extract question from 19
th
Century novel
“Silas Marner”.
Use effective learning methods in application.
Scaffold writing using a “Front the Writing” technique.
What do you find most challenging about
approaching AO3 (context) with students?
Think, Pair, Share
Knowledge of
context
Writing
about
context
Knowledge of
context
Writing
about
context
What do students have to do to
achieve AO3?
“Show understanding of the relationships between the
texts and the contexts in which they were written.”
Language
Character
Plot
Language
Plot
Character
Teachers start thinking
this
…but it can also
be this
Writing about
Context
Writing about
Context
Themes
Theme
Approaching AO3
Context becomes effective when the
student
can decide:
1.
What is relevant for inclusion in an answer.
2.
How best to show their knowledge.
3.
How this helps them to appreciate the writing.
Be flexible with approaches
Approaching AO3
There are many ways of approaching context within the scope of English
Literature:
Time and place
Language use and meaning
Linking themes that are universal and still relevant today
Literary period
Students often show what they have been taught but not what they
know. Developing an understanding of what is relevant to the question is
a key idea for the students to develop, guided by the teachers.
Make
it visible
She
walks in
beauty
1814
Ozymandias
1818
Sonnet
43
1844
The
Prelude
1850
Silas
Marner
1861
To
Autumn
1820
Linking via themes
Linking via themes
Silas
Marner
focusses on
the
relationship
s in the
small, rural,
farming
community
Love from a
parent to a child
as they grow
and change.
The aging of the
parent as the
child grows
Front the Writing
Learners engage with a question in a pre writing task – everyone must write
something.
Group discussion facilitates broader knowledge of the question and gives
learners options to add on or refine their ideas further. Here you might
consider using the hexagon approach as extra support during discussion. A
discussion tracker for students to note-take during this might include things
like:
Things I want to add to my answer
Useful terms/vocabulary/phrases
Ideas that support my answer
Ideas that contrast with my answe
r
Learners are given time to re-write and improve their first answer using the
knowledge collected in the group task.
Question
Write about the importance of money in
Silas Marner
and how George Eliot presents this at different points in
the novel.
Extract from Silas Marner:
This is the history of Silas Marner until the fifteenth year after he came to Raveloe. The
livelong day he sat in his loom, his ear filled with its monotony, his eyes bent close down on
the slow growth of sameness in the brownish web, his muscles moving with such even
repetition that their pause seemed almost as much a constraint as the holding of his
breath. But at night came his revelry: at night he closed his shutters, and made fast his
doors, and drew out his gold. Long ago the heap of coins had become too large for the
iron pot to hold them, and he had made for them two thick leather bags, which wasted
no room in their resting place, but lent themselves flexibly to every corner. How the
guineas shone as they came pouring out of the dark leather mouths! The silver bore no
large proportion in amount to the gold, because the long pieces of linen which formed his
chief work were always partly paid for in gold, and out of the silver he supplied his own
bodily wants, choosing always the shillings and sixpences to spend in this way. He loved
the guineas best, but he would not change the silver–the crowns and half-crowns that
were his own earnings, begotten by his labour; he loved them all. He spread them out in
heaps and bathed his hands in them; then he counted them and set them up in regular
piles, and felt their rounded outline between his thumb and fingers, and thought fondly of
the guineas that were only half-earned by the work in his loom, as if they had been
unborn children–thought of the guineas that were coming slowly through the coming
years, through all his life, which spread far away before him, the end quite hidden by
countless days of weaving.
Extract from Silas Marner:
This is the history of Silas Marner until the fifteenth year after he came to Raveloe. The
livelong day he sat in his loom, his ear filled with its monotony, his eyes bent close down on
the slow growth of sameness in the brownish web, his muscles moving with such even
repetition that their pause seemed almost as much a constraint as the holding of his
breath. But at night came his revelry: at night he closed his shutters, and made fast his
doors, and drew out
his gold
. Long ago the
heap of coins
had become too large for the
iron pot to hold them, and he had made for them two thick leather bags, which wasted
no room in their resting place, but lent themselves flexibly to every corner. How the
guineas shone as they came
pouring out of the dark leather mouths!
The silver bore no
large proportion in amount to the gold, because the long pieces of linen which formed his
chief work were always partly paid for in gold, and out of the silver he supplied his own
bodily wants, choosing always the shillings and sixpences to spend in this way
.
He loved
the guineas best, but he would not change the silver–the crowns and half-crowns
that
were his own earnings, begotten by his labour; he loved them all. He
spread them out in
heaps and bathed his hands in them; then he counted them and set them up in regular
piles, and felt their rounded outline between his thumb and fingers, and thought fondly of
the guineas that were only half-earned by the work in his loom, as if they had been
unborn children–thought of the guineas that were coming slowly
through the coming
years, through all his life, which spread far away before him, the end quite hidden by
countless days of weaving.
Extract from Silas Marner:
This is the history of Silas Marner until the fifteenth year after he came to Raveloe.
The
livelong day he sat in his loom, his ear filled with its monotony, his eyes bent close down on
the slow growth of sameness in the brownish web, his muscles moving with such even
repetition that their pause seemed almost as much a constraint as the holding of his
breath
. But at night came his revelry: at night he closed his shutters, and made fast his
doors, and drew out his gold. Long ago the heap of coins had become too large for the
iron pot
to hold them, and
he had made for them two thick leather bags
, which wasted
no room in their resting place, but lent themselves flexibly to every corner. How the
guineas shone as they came pouring out of the dark leather mouths! The silver bore no
large proportion in amount to the gold, because
the long pieces of linen which formed his
chief work were always partly paid for in gold, and out of the silver he supplied his own
bodily wants, choosing always the shillings and sixpences to spend in this way
. He loved
the guineas best, but he would not change the silver–the crowns and half-crowns that
were
his own earnings, begotten by his labour
; he loved them all. He spread them out in
heaps and bathed his hands in them; then he counted them and set them up in regular
piles, and felt their rounded outline between his thumb and fingers, and thought fondly of
the guineas that were only half-earned by
the work in his loom
, as if they had been
unborn children–thought of the guineas that were coming slowly through the coming
years, through all his life, which spread far away before him, the end quite hidden by
countless days of weaving.
Possible contextual references
Could be included
Ideas about being a social
outsider
Rural life on the edge of the
Industrial Revolution
The importance of money and the
various names for it vs hardship,
ruin and poverty.
Victorian ideas of hard work as a
noble act
Popular ideas about the “miser”
in Literature of the time
Probably not needed
Details about George Eliot’s life
Use of her pen name
Previous work as an editor/critic
Scandals in her life
Where she lived
When she died
Quick review
Had the writing improved from the first attempt?
What other skills are developed along with the writing?
How will you use this in your classroom?
In summary
Students need to decide for themselves what is relevant to be
included in the answer
Teach context that is relevant to the text and offers help in
appreciating the writing
Connect the context to the text using writing models
Practise writing about context with short, low risk tasks that
involve student discussion and time to re-draft and change.
“Students who tend to use common,
important literary terms very well use more
complex, esoteric terms very sparingly if at all,
and instead focus their attention on valid
observations, interesting ideas about texts and
insightful comment expressed with clarity and
sophistication.”
- Barbara Bleiman
Any Questions?
End of session
Thank you
Thank you for attending the Eduqas regional team online session today. It would be
very helpful if you could let us know your thoughts on the event by responding to the
very brief survey here
:
Find out about future sessions by following the Twitter hashtag #eduqasrepteam
Eduqas
regional team: here to support you
hugh.lester@wjec.co.uk
to be put in touch with the rep for your area
Phone:
English Literature: 029 2240 4290
Email:
gcseenglish@eduqas.co.uk
@Eduqas_English
Join the Eduqas regional team online session to improve your skills in approaching AO3 context with students. Gain valuable insights on how to write about context effectively, understand the relationships between texts and contexts, and show knowledge in your answers. Discover strategies to build confidence, scaffold writing, and enhance learning methods. Be part of a supportive educational community dedicated to your success in literature analysis.
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Presentation Transcript
Welcome to our online meeting #eduqasrepteam
Welcome Thank you for attending the Eduqas regional team online session today.Please remember to turn your audio and video off. If you have questions, please use the Chat function or, if this is not available on your device, email us on hugh.lester@wjec.co.uk. We will answer as many as we can in the second half. Sessions on a variety of qualifications and topics continue until December. Follow the Twitter hashtag #eduqasrepteam to find out more. Eduqas regional team: here to support you Email hugh.lester@wjec.co.uk to be put in touch with the rep for your area.
WJEC Eduqas GCSE English Literature Using contexts effectively
Aims Build confidence with approaches to writing about context with reference to the extract question from 19th Century novel Silas Marner . Use effective learning methods in application. Scaffold writing using a Front the Writing technique.
What do you find most challenging about approaching AO3 (context) with students? Think, Pair, Share
Knowledge of context Writing about context
Knowledge of context Writing about context
What do students have to do to achieve AO3? Show understanding of the relationships between the texts and the contexts in which they were written.
Writing about Context Character Language Themes Plot Character Language Writing about Context Theme Plot Teachers start thinking this but it can also be this
Approaching AO3 Context becomes effective when the student can decide: 1. What is relevant for inclusion in an answer. 2. How best to show their knowledge. 3. How this helps them to appreciate the writing. Be flexible with approaches
Approaching AO3 There are many ways of approaching context within the scope of English Literature: Time and place Language use and meaning Linking themes that are universal and still relevant today Literary period Students often show what they have been taught but not what they know. Developing an understanding of what is relevant to the question is a key idea for the students to develop, guided by the teachers.
Makeit visible Silas Marner She walks in beauty The Prelude Ozymandias 1818 1861 To Autumn Sonnet 43 1814 1850 1820 1844
Linking via themes Love Natural world/M aterial world Loss/Gr ief Silas Marner - themes Childho od/ Age Relations hips Wealth and povert y
Linking via themes Love from a parent to a child as they grow and change. The aging of the parent as the child grows Love Natural world/M aterial world Loss/Gr ief Silas Marner focusses on the relationship s in the small, rural, farming community Silas Marner - themes Childho od/ Age Relations hips Wealth and povert y
Front the Writing Learners engage with a question in a pre writing task everyone must write something. Group discussion facilitates broader knowledge of the question and gives learners options to add on or refine their ideas further. Here you might consider using the hexagon approach as extra support during discussion. A discussion tracker for students to note-take during this might include things like: Things I want to add to my answer Useful terms/vocabulary/phrases Ideas that support my answer Ideas that contrast with my answer Learners are given time to re-write and improve their first answer using the knowledge collected in the group task.
Question Write about the importance of money in Silas Marner and how George Eliot presents this at different points in the novel.
Extract from Silas Marner: This is the history of Silas Marner until the fifteenth year after he came to Raveloe. The livelong day he sat in his loom, his ear filled with its monotony, his eyes bent close down on the slow growth of sameness in the brownish web, his muscles moving with such even repetition that their pause seemed almost as much a constraint as the holding of his breath. But at night came his revelry: at night he closed his shutters, and made fast his doors, and drew out his gold. Long ago the heap of coins had become too large for the iron pot to hold them, and he had made for them two thick leather bags, which wasted no room in their resting place, but lent themselves flexibly to every corner. How the guineas shone as they came pouring out of the dark leather mouths! The silver bore no large proportion in amount to the gold, because the long pieces of linen which formed his chief work were always partly paid for in gold, and out of the silver he supplied his own bodily wants, choosing always the shillings and sixpences to spend in this way. He loved the guineas best, but he would not change the silver the crowns and half-crowns that were his own earnings, begotten by his labour; he loved them all. He spread them out in heaps and bathed his hands in them; then he counted them and set them up in regular piles, and felt their rounded outline between his thumb and fingers, and thought fondly of the guineas that were only half-earned by the work in his loom, as if they had been unborn children thought of the guineas that were coming slowly through the coming years, through all his life, which spread far away before him, the end quite hidden by countless days of weaving.
Extract from Silas Marner: This is the history of Silas Marner until the fifteenth year after he came to Raveloe. The livelong day he sat in his loom, his ear filled with its monotony, his eyes bent close down on the slow growth of sameness in the brownish web, his muscles moving with such even repetition that their pause seemed almost as much a constraint as the holding of his breath. But at night came his revelry: at night he closed his shutters, and made fast his doors, and drew out his gold. Long ago the heap of coins had become too large for the iron pot to hold them, and he had made for them two thick leather bags, which wasted no room in their resting place, but lent themselves flexibly to every corner. How the guineas shone as they came pouring out of the dark leather mouths! The silver bore no large proportion in amount to the gold, because the long pieces of linen which formed his chief work were always partly paid for in gold, and out of the silver he supplied his own bodily wants, choosing always the shillings and sixpences to spend in this way. He loved the guineas best, but he would not change the silver the crowns and half-crowns that were his own earnings, begotten by his labour; he loved them all. He spread them out in heaps and bathed his hands in them; then he counted them and set them up in regular piles, and felt their rounded outline between his thumb and fingers, and thought fondly of the guineas that were only half-earned by the work in his loom, as if they had been unborn children thought of the guineas that were coming slowly through the coming years, through all his life, which spread far away before him, the end quite hidden by countless days of weaving.
Extract from Silas Marner: This is the history of Silas Marner until the fifteenth year after he came to Raveloe. The livelong day he sat in his loom, his ear filled with its monotony, his eyes bent close down on the slow growth of sameness in the brownish web, his muscles moving with such even repetition that their pause seemed almost as much a constraint as the holding of his breath. But at night came his revelry: at night he closed his shutters, and made fast his doors, and drew out his gold. Long ago the heap of coins had become too large for the iron pot to hold them, and he had made for them two thick leather bags, which wasted no room in their resting place, but lent themselves flexibly to every corner. How the guineas shone as they came pouring out of the dark leather mouths! The silver bore no large proportion in amount to the gold, because the long pieces of linen which formed his chief work were always partly paid for in gold, and out of the silver he supplied his own bodily wants, choosing always the shillings and sixpences to spend in this way. He loved the guineas best, but he would not change the silver the crowns and half-crowns that were his own earnings, begotten by his labour; he loved them all. He spread them out in heaps and bathed his hands in them; then he counted them and set them up in regular piles, and felt their rounded outline between his thumb and fingers, and thought fondly of the guineas that were only half-earned by the work in his loom, as if they had been unborn children thought of the guineas that were coming slowly through the coming years, through all his life, which spread far away before him, the end quite hidden by countless days of weaving.
Possible contextual references Probably not needed Could be included Ideas about being a social outsider Details about George Eliot s life Use of her pen name Rural life on the edge of the Industrial Revolution Previous work as an editor/critic Scandals in her life The importance of money and the various names for it vs hardship, ruin and poverty. Where she lived When she died Victorian ideas of hard work as a noble act Popular ideas about the miser in Literature of the time
Quick review Had the writing improved from the first attempt? What other skills are developed along with the writing? How will you use this in your classroom?
In summary Students need to decide for themselves what is relevant to be included in the answer Teach context that is relevant to the text and offers help in appreciating the writing Connect the context to the text using writing models Practise writing about context with short, low risk tasks that involve student discussion and time to re-draft and change.
Students who tend to use common, important literary terms very well use more complex, esoteric terms very sparingly if at all, and instead focus their attention on valid observations, interesting ideas about texts and insightful comment expressed with clarity and sophistication. - Barbara Bleiman
Any Questions? End of session
Thank you Thank you for attending the Eduqas regional team online session today. It would be very helpful if you could let us know your thoughts on the event by responding to the very brief survey here: Find out about future sessions by following the Twitter hashtag #eduqasrepteam Eduqas regional team: here to support you Email hugh.lester@wjec.co.uk to be put in touch with the rep for your area
Contact our specialist Subject Officers and administrative support team for your subject with any queries. Phone: English Literature: 029 2240 4290 Email: gcseenglish@eduqas.co.uk @Eduqas_English
