Dawood Public School

Course Outline 2023-24

English Literature (Syllabus Code: 2010)
Grade X

Monthly Break Up For the Term (August 2023- March 2024):

Total Classes: (3 classes per week)

Month Content Textbook References

⮚ Poetry: Charles Tennyson Turner, ● Songs of Ourselves
‘On Finding a Small Fly Crushed in
a Book’ ● Great Expectations by Charles
August ⮚ Prose: Chapters 1 – 10 Dickens
● A Midsummer’s Night Dream
⮚ Drama: Act 1 – 2 (Revision) by William Shakespeare
⮚ Poetry: Thomas Hardy, ‘He Never ● Songs of Ourselves
Expected Much’
⮚ Prose: Chapters 11 – 19 ● Great Expectations by Charles
September
Dickens
⮚ Drama: Act 3 (Revision) ● A Midsummer’s Night Dream
by William Shakespeare
● Songs of Ourselves
⮚ Poetry: W H Auden, ‘Funeral Blues’
● Great Expectations by
⮚ Prose: Chapters 20 – 29 Charles Dickens
October
● A Midsummer’s Night
⮚ Drama: Act 4
Dream by William
Shakespeare
⮚ Prose: Chapters 30 – 35 ● Great Expectations by Charles
Dickens
November ⮚ Drama: Act 5 ● A Midsummer Night’s Dream
by William Shakespeare
Revision for Mid-Year Examination
December Mid-Year Examination
⮚ Poetry: Judith Wright, ‘Request To ● Songs of Ourselves
A Year’
⮚ Prose: Chapters 36 – 46 ● Great Expectations by Charles
January ⮚ Drama: Introduction to elements Dickens
of tragedy, Introduction to Antony ● Antony and Cleopatra by
and Cleopatra William Shakespeare

February ⮚ Poetry: Peter Porter ‘A Consumer’s ● Songs of Ourselves

Report’ ● Great Expectations by Charles
⮚ Prose: Chapters 47 – 52 Dickens
⮚ Drama: Act 1 ● Antony and Cleopatra by
William Shakespeare
⮚ Poetry: Anne Stevenson ‘The Spirit ● Songs of Ourselves
is too Blunt and instrument’ ● Great Expectations by Charles
March ⮚ Prose: Chapters 53 to 59 Dickens
⮚ Drama: Act 2 ● Antony and Cleopatra by
William Shakespeare
April Revision for Final Examination
May Final Examination
 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus. The aims are to enable students to:
• 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 overview
All candidates take two components. Candidates will be eligible for grades A* to E.
All candidates take: and:
Paper 1 Paper 2
1 hour 30 minutes 1 hour 30 minutes

Poetry and Prose 50% Drama 50%

50 marks 50 marks
Two questions on two texts: Two questions on two texts
one poetry and one prose
Externally assessed. Externally assessed I

Assessment objectives
The assessment objectives (AOs) are:
AO1
Show detailed knowledge of the content of literary texts in the three main forms (drama, poetry and
prose), supported by reference to the text.
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
Recognise 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.

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised
below.
Assessment objectives as a percentage of the qualification
Assessment objective Weighting in O Level %
AO1 25
AO2 25
AO3 25
AO4 25
Total 100
Assessment objectives as a percentage of each component
Assessment objective Weighting in components %
Paper 1 Paper 2
AO1 25 25
AO2 25 25
AO3 25 25
AO4 25 25
Total 100 10
 Poetry
Content Learning Objectives
1. Fleur Adcock, ‘The Telephone Call’ ● Identify the literary devices used.
2. Boey Kim Cheng, ‘The Planners’ ● List attributes of the title implied in the
3. Margaret Atwood, ‘The City Planners’ poem.
4. Edward Thomas, ‘Rain’ ● Describe the effect of the devices used.
5. Percy Bysshe Shelley, ‘Ozymandias’ ● Comment on how the main
6. Stevie Smith, ‘Away, Melancholy’
theme/different themes are portrayed in
7. Tony Harrison, ‘From Long Distance’
the poem.
● Identify the tone and mood of the poem.
● Apply the TPCASTT (title, paraphrase,
connotation, attitude, shift, title (again),
and theme) technique during analysis in
class discussion.
● Comment on the rhyme scheme.
● Comment on form and structure of the
poem.

Fleur Adcock, ‘The Telephone Call’

Vocabulary:
Lottery ticket, retrospective Chances Module.
Literary Techniques:
Enjambment, irony, simile, metaphor, personification, ellipsis.
Sample Questions:
1. Comment closely on the tone of the following poem, discussing ways in which it presents the narrator’s response to
the call.
2. Explore the ways in which Fleur Adcock strikingly conveys the two sides of the conversation in The Telephone Call.
Internet Resources:
https://poemanalysis.com/fleur-adcock/the-telephone-call/
https://studylib.net/doc/6677943/-the-telephone-call--by-fleur-adcock
Boey Kim Cheng, ‘The Planners’
Vocabulary:
Gridded, permutations, dental dexterity, plugged, anesthesia, amnesia, hypnosis, piling, fossils, blueprint.
Literary Techniques:
Assonance, extended-metaphor, alliteration, caesura, enjambment, repetition.
Sample Question:
1. How does Boey Kim Cheng powerfully convey his attitude to the planners in this poem?
Internet Resources:
https://owlcation.com/humanities/Analysis-of-Poem-The-Planners-by-Boey-Kim-Cheng
https://www.academicdestressor.com/line-by-line-analysis-of-the-planners-by-boey-kim-cheng/
https://literature720019509.wordpress.com/2021/08/02/boey-kim-cheng-the-planners-analysis-notes/

Margaret Atwood, ‘The City Planners’

Vocabulary:
Cruising, sanities, pedantic, sanitary trees, rebuke, hysteria, coil, capsized, obliquely, political conspirators, territories,
blizzard, transitory lines, suburb.
Literary Techniques:
Enjambment, alliteration, imagery, personification.
Sample Question:
1. How does the poet Margaret Atwood effectively use language to present the “Power of Nature” in “The City
Planners”?
Internet Resources:
https://poemanalysis.com/margaret-atwood/the-city-planners/
https://www.academicdestressor.com/line-by-line-analysis-of-the-city-planners-by-margaret-atwood/
 Edward Thomas, ‘Rain
Vocabulary:
Bleak, solitude, reeds, solitary, myriads, tempest.
Literary Techniques:
Imagery, repetition, metaphor, enjambment, simile.
Sample Questions:
1. How does Edward Thomas powerfully communicate thoughts and feelings in this poem?
Internet Resources:
https://poemanalysis.com/edward-thomas/rain-poem/
https://interestingliterature.com/2016/09/a-short-analysis-of-edward-thomass-rain/
https://www.writework.com/essay/rain-edward-thomas-analysis-entitled-rain-war
https://movehimintothesun.wordpress.com/2011/04/20/rain-edward-thomas/

Percy Bysshe Shelley, ‘Ozymandias’

Vocabulary:
Antique, Vast, Shattered, Cold, Pedestal, Mocked, Lifeless, Survive, Colossal, Lone, Decay.
Literary Techniques:
Enjambment, Caesura, Sibilance, Alliteration.
Sample Question:
1. What point in regard to tyranny is Shelley making in the sonnet?
Internet Resources:
https://studymoose.com/ozymandias-notes-and-explanations-essay
https://www.litcharts.com/poetry/percy-bysshe-shelley/ozymandias

Stevie Smith, ‘Away Melancholy’

Vocabulary:
Melancholy, carrieth, raiseth, tyranny, pox, aspire.
Literary Techniques:
Alliteration, anaphora, enjambment, repetition.
Sample Questions:
1. In what ways does the poet vividly convey the thoughts and feelings of the speaker in “Away, Melancholy”.
Internet Resources:
https://poemanalysis.com/stevie-smith/away-melancholy/

Tony Harrison, ‘From Long Distance’

Vocabulary:
Blight, scraped, popped out.
Literary Techniques:
Enjambment, imagery.
Sample Question:
1. How are the speaker and his father each affected by their loss, and how does the poet present their thoughts and
feelings to the reader?
Internet Resources:
https://poemanalysis.com/tony-harrison/long-distance-ii/
https://www.grin.com/document/197112
https://jwpblog.com/2020/12/02/unseen-for-edexcel-igcse-practice-long-distance-ii-tony-harrison/
Short Stories
Content Learning Objectives
⮚ no. 3 Christina Rossetti, ‘Nick’ ● Identify ‘themes’ with evidences in the selected
⮚ no. 14 Olive Schreiner, ‘The Woman’s Rose’ text.
⮚ no. 30 Mulk Raj Anand, ‘The Gold Watch’ ● Identify the characteristics of short story from the
⮚ no. 35 Margaret Atwood, ‘When It Happens’ selected text.
● Highlight key phrases and words from selected
text.
● Assign a literary device each for identified key
words or phrases.
● Comment on the effect of identified key words or
phrases.
 Christina Rosetti, ‘Nick’

Vocabulary:
Churl, pet, bidding fair to, bludgeon, turnpike, crowbar.
Sample Questions:
1. Explore how does Rossetti portray the themes of discontentment and redemption in the story.
2. Explore the character development of Nick.
Internet Resources:
http://sittingbee.com/nick-christina-rossetti/
https://www.forgottenbooks.com/download_pdf/Christina_Rossetti_a_Biographical_and_Critical_Study_1000204083.pdf

Olive Schreiner ‘The Woman’s Rose’

Vocabulary:
Stoep, trifle, outskirts, drawl, dahlias, chrysanthemums, acacia.
Sample Questions:
1. What is the significance of “the rose” in the story?
2. Identify the conflict between two young women and support your answer with textual reference.
Internet Resources:
https://www.marxists.org/subject/women/authors/schrein/dream/ch02.htm
http://sittingbee.com/the-womans-rose-olive-schreiner/
https://www.jstor.org/stable/41556936
https://www.123helpme.com/essay/Analysis-Of-The-Womans-Rose-FJXUS3BDNR

Mulk Raj Anand, ‘The Gold Watch’

Vocabulary:
Sahib, Grhast, sepoy, sarupnaka, Buick, sola topee, papadum.
Sample Questions:
1. What is the significance of the title of the short story “The Gold Watch”?
2. Explore how does Anand portray the sufferings of the poor Indian working class.
Internet Resources:
http://sittingbee.com/the-gold-watch-mulk-raj-anand/
https://www.coursehero.com/file/7653562/The-Gold-Watch/
https://www.mutemelodist.com/postings.php?pid=94&cid=2&subid=60

Margaret Atwood, ‘When It Happens’

Vocabulary:
bushels, Pliofilm, woodlot, aggravate.
Sample Questions:
1. Explore how does Atwood make it such an intriguing short story.
2. How are the themes of fear and control portrayed in the story?
Internet Resources:
http://sittingbee.com/when-it-happens-margaret-atwood/
https://literaturestudies.co.uk/prose/stories-of-ourselves-volume-2/when-it-happens/
https://www.studocu.com/en-gb/document/sixth-form-uk/english-literature-a1/development-of-tension-in-when-it-happ
ens-by-margaret-atwood/25926767

Drama – A Midsummer Night’s Dream by William Shakespeare

Play Progression Learning Objectives
 ● Describe what the Shakespearean stage looked like and how it differed
from a modern stage.
● Describe the historical background of
● Elizabethan England (Shakespeare’s England).
● Describe the political significance to ‘Twelfth Night’.
Act I Scene I-II ● Explain the term ‘comedy’ in drama.
● Describe the structure of Shakespearean comedy.
Act II Scene I-II ● Identify ‘vital’ words or phrases from the play.
Act III Scene I-II ● Elucidate the ideals and nuances of romance as shown within the play.
● Analyze the presence of illusions within and outside of the enchanted
Act IV Scene I-II
forest.
Act V Scene I ● Discuss the allusions to Greek myth and English folklore.
● Connect Elizabethan theater conventions to the comedy evoked by
Bottom and company.
● Differentiate between characters based on Shakespeare's use of verse or
prose.
● Identify the two geographical locations within the play and explain the
effect each has on the characters.
● Discuss Shakespeare's treatment of women in the play.
Vocabulary for Act I:
Dowager, revenue, solemnities, gaud, conceits, filched, prevailment, livery, mewed, barren sister, yoke, austerity, estate
unto, beteem, misgraffed, league, edict, lodestars, Phoebe, bated, waggish, eyne, Phibbus, extempore.
Literary Elements:
Allusion, Blank Verse, Foreshadowing, Irony, Juxtaposition, Pun, Setting, Symbol.
Vocabulary for Act II:
Pale, lob, changeling, bootless, quern, barm, loffe, tarry, buskined, murrion flock, nine-men’s-morris, old Hiems, votress,
wanton, chide, dulcet, leviathan, impeach, griffin, weed, reremice, Philomel, roundel, troth, churl, darkling, sphery.

Vocabulary for Act III:

Pat, casement, eke, ousel, throstle, gleek, nole, fowler, misprision, aby, oes, engilds, sojourned, confederacy, burr, fray,
welkin, wonted, rail.

Vocabulary for Act IV:

Coy, neaf, swain, vaward, toys, idle gaud, woodbine.

Vocabulary for Act V:

Masques, interlude, mural, mote, gore, imbrue, foredone.
Sample Questions:
1. How long does the action last in A Midsummer Night's Dream?
2. What dramatic purpose does Shakespeare attain by making Lysander and Hermia, and also the Athenian mechanicals,
leave the city?
3. The characters in this play constitute four groups. What are they?
4. Have the causes of the action of the drama been clearly set forth in this opening act? What were those causes?
5. What was Puck's special function?
6. What is the dramatic purpose of the reference by the king and queen of the Fairies to Theseus and Hippolyta?
7. What is the dramatic function of the juice of the flower love-in-idleness?
8. What measures does Puck, acting under orders from Oberon, now take to accomplish the Resolution of the drama?
9. What is the nature of this play? Is it a masque?
10. What anachronisms are there in the play?
11. What three forms of composition does Shakespeare use in this play?

Internet Resources:
https://www.bbc.co.uk/bitesize/guides/zvs9q6f/test
https://myshakespeare.com/midsummer-nights-dream/act-1-scene-1
https://www.sparknotes.com/shakespeare/msnd/plot-analysis/
https://literariness.org/2020/07/26/analysis-of-william-shakespeares-a-midsummer-nights-dream/
https://www.cliffsnotes.com/literature/m/a-midsummer-nights-dream/about-a-midsummer-nights-dream