A01: communicate clearly the knowledge, understanding & insight appropriate to literary study, using appropriate terminology & accurate & coherent written expression.
(5% of AS marks)

AO2i: respond with knowledge & understanding to a literary text.
(5% of AS marks)

AO5i: show understanding of the contexts in which literary texts are written & understood.
(10% of AS marks)

Pre-reading

Students will undertake some research into the author's life and into C20th America

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

Re-reading of the play. Students 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.

Students should complete essays on key aspects of the play: e.g. development or contrast of characters; author's aims; use of a range of theatrical techniques to achieve impact on the audience.

Post reading

Students link research 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 must become familiar with short quotations from the text. These could be given to students to learn or students could choose the most useful / appropriate quotations to learn. Students could be regularly tested on these or could test each other. (e.g. complete the quotation; who said this, when, to whom.)

Students should be given guidance about examination technique, particularly in 'closed book' exams and should complete at least two timed essays prior to the exam.

AQA Specification

AQA Teachers' Guide

AQA Past questions & mark schemes

AQA Support material (on website)

'Death of a Salesman, Arthur Miller, Heinemann plays

emagazine

'The English Review'

emagazineplus (website)

Literature online website

Arthur Miller, Dennis Welland (in main school library)

Students will be able to appreciate a play from a specific period and understand how it differs in genre from other texts studied.

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 text.

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

Students will be able to write clearly & analytically on the play in homework and in timed essays.

Students will be able to organise their time sensibly in an examination on two different texts.

Students will be able to write a well structured, clearly written essay which includes textual reference in timed conditions in May of year 12.