AO1 Articulate creative, informed and relevant responses to literary texts,
using appropriate terminology and concepts, and coherent, accurate
written expression (10%)

AO2 Demonstrate detailed critical understanding in analysing the ways in
which structure, form and language shape meanings in literary texts (10%)

AO3
Explore connections and comparisons between different literary texts,
informed by interpretations of other readers (10%)

AO4 Demonstrate understanding of the significance and influence of the
contexts in which literary texts are written and received (10%)

Pre-reading

Students will undertake some research into the nature of classical tragedy

Students independently read another C20th American play (e.g. A View from the Bridge, All My Sons, A Streetcar Named Desire in preparation for discussion of the set text.

Reading

Shared reading of both plays. Teachers may wish to use an audio CD of the Shakespeare text.

Students may complete a reading log (chart) with comments on characterisation, themes, setting, dramatic techniques and audience response.

Independent re-reading of the plays. Students may add to their initial comments (a separate column or in a different colour) and focus on the structure of the play, techniques such as foreshadowing and revised comments on previous ideas.

Introduction / revision of appropriate dramatic terminology (see glossary): e.g. soliloquy, dramatic irony, tragedy, tragic hero, realism, symbolism.

Post reading

Students link research on tragedy conducted prior to reading the play to the play itself.

Students are also directed to further, more specific research on a range of contexts (as appropriate to the text): e.g.
part to whole (relation of one extract to the rest of the play);
dramatic/ theatrical context (context of production: theatrical devices, audience response);
social context (socio-economic contexts such as the American Dream; class & education);
historical context (post World War II);
cultural context ( themes / ideas common to Miller's plays or to other C20th American dramatists)
literary context (tragedy / the tragic hero)
critical context (e.g. feminist)
linguistic context (use of language/ contrasts)

Students may present ideas/ findings as mind-maps, diagrams/ charts, powerpoint presentations.

It would be desirable for students to attend a performance of the play and make notes on theatrical techniques, actors' / director's interpretation and their own response.

Film versions of the play may also be available and, again, actors' / director's interpretation and their own response could be discussed and noted.

Students should complete one conventional essay on key aspects of the plays and the tragic genre. Students then complete either another conventional essay on each text or a recreative piece.

AQA Specification

AQA Teachers' Guide

AQA Specimen questions & mark schemes

AQA Support material

Death of a Salesman, Arthur Miller, Heinemann plays

Othello, Shakespeare (or another Shakespeare tragedy)

AS AQA English Literature B, A. Beard & Dr A. Kent, Nelson Thornes

emagazine

'The English Review'

emagazineplus (website)

Literature online website

Arthur Miller, Dennis Welland (in main school library)

Students will be able to appreciate how the tragedy genre originated and developed.

Students will be able to appreciate two tragic plays from different periods.

Students will be able to analyse a range of theatrical techniques & their potential effectiveness.

Students will be able to contribute appropriately to class discussions and / or deliver a presentation to the group.

Students will be able to understand & appreciate the significance of a range of contexts when analysing a play texts.

Students will be able to use short & effective quotations to support their points.

Students may have the opportunity to appreciate one or both texts in production.

Students will be able to write clearly & analytically on the plays in coursework (1200 - 1500 words each).

Students will be able to write a recreative piece on one or both texts, accompanied by a commentary explaining choices made. (The commentary is included in the 1200 - 1500 word count.)