In Come on Come Back and Belfast Confetti both poets present similar ideas about feelings of confusion in conflict.
Both Come on Come Back and Belfast Confetti use imagery to represent ideas about confusion. In come on come back, the author uses an image of darkness to communicate the idea of confusion. The author describes the ‘water on either side of the moony track’ that is ‘black as her mind’. The word ‘black’ suggests emptiness and the unknown. The use of a simile draws comparisons between the darkness of her mind and the waters. The waters are described like this to create a sense of mystery that reinforces the feeling of confusion the woman is currently experiencing. In Belfast Confetti, the poet also uses imagery to communicate ideas about confusion. For example, a ‘fusillade of question-marks’ is used to describe the burst of the explosion. Metaphorically, the the poet exchanges the shrapnel of the bomb with question marks to show the poet’s growing number of questions about conflict. As this is the final line of the poem, it communicates that there are several questions about conflict, but no answers. The word ‘fusillade’ shows the sheer volume of questions which shows the extent and relentlessness of the poet’s state of confusion. Therefore, both poems use imagery to present confusion.
Both Come on Come Back and Belfast Confetti use…
In conclusion, both authors use a number of similar language features and devices to present the effects war can have on the state of mind of people in conflict zones and the feelings of confusion they hold.
Of Mice and Men was written at the time of America’s Great Depression. With large numbers of unemployed men looking for work, Steinbeck loads his novella with such a wealth of material it can often be difficult to know where to begin.
For me, the starting point has to be the relationship that opens the text and, traumatically, closes it: the friendship of George and Lennie.
Steinbeck crafts his writing to explore the complexity of life in 1930’s America through the unique relationship of George and Lennie. This lesson focusses on revising the themes of fraternity, oppression and the American dream, but through the relationship of George and Lennie.
This is not only a powerful way to approach the examination, but also a powerful lens through which to understand a text that has moved generations.
Fraternity, Oppression and the American Dream
Below you will find the full text of ‘Of Mice and Men’.
The best possible revision you could do for your upcoming exam would be to read the text again. There is still plenty of time – the novel is short but almost perfectly formed.
I am immensely jealous that Mr Price had the opportunity to teach this text to you fully last year. It is one of the most moving novels I have ever read.
While we will not have time to complete an in depth study, we will complete some revision activities within class to support your reading at home.
Monday’s lesson has a dual focus as we begin to develop the sophistication of our responses to The Crucible.
We will be examining the theme of Tyranny within a few key moments of the text, while also attempting to consider our approach to answering thematic questions.
In order for you to access the higher bands on the Crucible question, you will need to develop your own interpretation of the text in an ‘insightful’ and ‘exploratory’ way. Within this lesson, we will discuss how we might develop these kinds of responses by taking a broader look at Miller’s artistic intentions.
One of the central themes of The Crucible is conflict.
Old conflicts fuel new conflicts on both an individual and a community-wide scale.
Salem finds itself in conflict as fear begins to spread about new sects of Christianity penetrating its traditional beliefs. When combined with their genuine fear of the Devil, Salem falls into panic as it tries to cling on to its traditional ideals.
Old rivalries re-emerge as old foes try to settle old scores under the cover of accusations and false confessions of Devil worship, while other’s struggle with a conflict within themselves.
The tasks below seek to develop your ability to analyse language alongside theme, while also getting you more familiar with getting ‘hands on’ with the text.
Conflict and The Crucible
Below you will find the presentation and copies of each poem from the revision session that was run during the Easter Holidays.
Please use these resources to develop your understanding of the key features of the two poems within your own time.
Mametz Wood and Charge of Light Brigade Comparison
Mametz Wood and Charge of Light Brigade Poems
As the hysteria begins to set in and with the witch trials well underway, the social landscape within Salem has begun to change.
Those who were previously on the fringe of the community suddenly find themselves in positions of great responsibility. The court has been established and women, in particular, have great influence over proceedings.
Mary Warren suddenly finds herself holding the power to decide whether the accused should live or be hanged as a witch.
The tasks below allow you to analyse a key moment within the text. You should complete all tasks before attempting to write your analytical paragraph.
Empowerment (Act 2)
Just a gentle reminder that your homework is due.
You must have completed the PEA paragraph by Friday.
The Opening – Symbolic Settings
Below you will find an example exam question that mirrors Question 1 in the Cambridge IGCSE examination.
We may not cover this material in lesson, so please feel free to complete the activities as a piece of extra practice for the exams.
Please send me any work you complete to receive feedback!
Question One Practice