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ENGLISH FIRST ADDITIONAL LANGUAGE FACILITATOR’S GUIDE: LITERATURE Grade 12

A member of the FUTURELEARN group

English First Additional Language Facilitator’s guide: Literature

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Grade 12

CAPS aligned

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Facilitator’s Guide G12 ~ English First Additional Language: Literature

CONTENTS PREFACE............................................................................................................................ 3 TIMETABLE AND TIME MANAGEMENT ........................................................................... 4 ASSESSMENT REQUIREMENTS .................................................................................... 14 STUDY TIPS AND METHODS .......................................................................................... 15 YEAR PLANNING ............................................................................................................. 16 Unit 1: Introduction to literature ..................................................................................... 17 LESSON 1: Genres are unique ............................................................................. 17 Activity 1: MEMORANDUM ..................................................................... 17 LESSON 2: Literary devices and terms ................................................................. 18 Activity 2: MEMORANDUM ..................................................................... 18 Unit 2: “Pied Beauty”....................................................................................................... 19 LESSON 3: “Pied Beauty” ..................................................................................... 19 Activity 3: MEMORANDUM ..................................................................... 20 LESSON 4: My Family and Other Animals (pp. 5 – 27) ........................................ 21 Activity 4: MEMORANDUM ..................................................................... 21 Unit 3: “The Cool Web” ................................................................................................... 24 LESSON 5: “The Cool Web” ................................................................................. 24 Activity 5: MEMORANDUM ..................................................................... 25 LESSON 6: My Family and Other Animals (pp. 28 – 64) ...................................... 26 Activity 6: MEMORANDUM ..................................................................... 26 Unit 4: “Piano and Drums”.............................................................................................. 29 LESSON 7: “Piano and Drums”............................................................................. 29 Activity 7: MEMORANDUM ..................................................................... 30 LESSON 8: novel: My Family and Other Animals (pp. 65 – 95) ............................ 31 Activity 8: MEMORANDUM ..................................................................... 31 Unit 5: “The Hunchback in the Park” ............................................................................. 33 LESSON 9: “The Hunchback in the Park” ............................................................. 33 Activity 9: MEMORANDUM ...................................................................... 34 LESSON 10: My Family and Other Animals (pp. 97 – 143) .................................. 36 Activity 10: MEMORANDUM ................................................................... 36 Unit 6: “The Jaguar” ........................................................................................................ 39 LESSON 11: “The Jaguar” .................................................................................... 39 Activity 11: MEMORANDUM ................................................................... 40 LESSON 12: My Family and Other Animals (pp. 144 – 194) ................................ 41 Activity 12: MEMORANDUM ................................................................... 41

Facilitator’s Guide G12 ~ English First Additional Language: Literature

Unit 7: “The Cry of South Africa” ................................................................................... 43 LESSON 13: “The Cry of South Africa” ................................................................. 43 Activity 13: MEMORANDUM ................................................................... 44 LESSON 14: My Family and Other Animals (pp. 185 – 233) ................................ 44 Activity 14: MEMORANDUM ................................................................... 45 Unit 8: “Elegy for Jane”................................................................................................... 47 LESSON 15: “Elegy for Jane” ............................................................................... 47 Activity 15: MEMORANDUM ................................................................... 48 LESSON 16: My Family and Other Animals (pp. 234 – 284) ................................ 48 Activity 16: MEMORANDUM ................................................................... 49 Unit 9: “How Do I Love Thee? ......................................................................................... 51 LESSON 17: “How Do I Love Thee?” (Sonnet 43) ................................................ 51 Activity 17: MEMORANDUM ................................................................... 52 LESSON 18: My Family and Other Animals (setting, characters, themes) ........... 52 Activity 18: MEMORANDUM ................................................................... 53 Unit 10: “This is Just to Say” .......................................................................................... 54 LESSON 19: “This is Just to Say” ......................................................................... 54 Activity 19: MEMORANDUM ................................................................... 55 LESSON 20: My Family and Other Animals (pp. 285 – 308 ) ............................... 55 Activity 20: MEMORANDUM ................................................................... 56 Unit 11: “The Hermit” ...................................................................................................... 57 LESSON 21: “The Hermit”..................................................................................... 57 Activity 21: MEMORANDUM ................................................................... 58 LESSON 22: My Family and Other Animals (revision) .......................................... 59 Activity 22: MEMORANDUM ................................................................... 59 Unit 12: Revision – exam time ........................................................................................ 60 BIBLIOGRAPHY ............................................................................................................... 61

Facilitator’s Guide G12 ~ English First Additional Language: Literature

YEAR PLANNING

UNIT TERM 1 1 2

TERM 2 6

TERM 3 10

TERM 4 12

DATE DATE STARTED COMPLETED

LESSON LESSON 1: Genres are unique LESSON 2: Literary terms LESSON 3: “Pied Beauty” LESSON 4: My Family and Other Animals (pp. 5 – 27) LESSON 5: “The Cool Web” LESSON 6: My Family and Other Animals (pp. 28 – 64) LESSON 7: “Piano and Drums” LESSON 8: My Family and Other Animals (pp. 65 – 95) LESSON 9: “The Hunchback in the Park” LESSON 10: My Family and Other Animals (pp. 99 – 143) LESSON 11: “The Jaguar” LESSON 12: My Family and Other Animals (pp. 144 – 194) LESSON 13: “The Cry of South Africa” LESSON 14: My Family and Other Animals (pp. 195 – 233) LESSON 15: “Elegy for Jane” LESSON 16: My Family and Other Animals (pp. 234 – 284) LESSON 17: “How Do I Love Thee” LESSON 18: My Family and Other Animals (Setting, etc.) LESSON 19: “This is Just to Say” LESSON 20: My Family and Other Animals (pp. 285 – 308) LESSON 21: “The Hermit” LESSON 22: My Family and Other Animals (Revision) LESSON 23: Exam Revision

Facilitator’s Guide G12 ~ English First Additional Language: Literature

Unit

UNIT 1: Introduction to literature

LEARNING OBJECTIVES FOR THE YEAR After you have completed the units in this book you must be able to:     

Actively make sense of the poem/novel. Understand the meaning of unfamiliar words in the context of the poem/novel. Identify and explain figurative language and rhetorical devices. Identify and explain the poet’s/author’s intention. Explain the choice and effectiveness of the use of figures of speech, imagery and sound devices.

Introduction In this introductory chapter we will look at the difference between the two genres you are going to study this year. We will then discuss the most important literary terms that are used to refer to specific aspects in these genres. More specifically we will discuss types of poetry and specifically look at the different types of sonnets. The structure of novels as a genre will also be explored.

IMPORTANT TERMINOLOGY

Genre is a particular type of text written with a specific purpose and audience in mind; it has a recognisable structure and features. Examples of genre include: novel, drama, poetry, short stories, film, diaries, journals, academic articles, comics, etc.

LESSON 1: Genres are unique

Activity 1: MEMORANDUM 1.1

The Italian sonnet consists of an octave (first 8 lines) where a theme is presented, and a sestet (last 6 lines) in which these ideas are further developed or a deeper meaning to this theme is given. The Shakespearean sonnet consists of three quatrains (first 12 lines) in which an argument is presented, and a rhyming couplet (last two lines) where the poet comes to a conclusion resulting from his argument. (8)

Unit

1.2

Facilitator’s Guide G12 ~ English First Additional Language: Literature

It is the central idea or message the writer is trying to put across. It is often something abstract like love and hate or people’s selfish greed.

(2) (10)

LESSON 2: Literary devices and terms

Activity 2: MEMORANDUM 2.1

Antithesis One would expect a soldier/army man to hate the people he fights against and love the people that he fights for in the war. (1)

2.2

Metaphor/Alliteration The tiger’s orange fur is “burning bright”, comparing it to a fire and suggesting life and energy. Alliteration of the “b” sound emphasises the blazing colour of the tiger. (1)

2.3

Simile The boy moving away from his father is like a satellite moving out of its orbit.

(1)

2.4

Hyperbole “ages and ages” is an example of hyperbolic exaggeration. He means much later in his life, not literary “ages” – that would mean periods of time of a hundred years or longer. (1)

2.5

Consonance “Curse, bless me now! With fierce tears I pray” (Remember consonance is about the sound that is repeating and has nothing to do with the spelling of the words). (1) (5)

Facilitator’s Guide G12 ~ English First Additional Language: Literature

Unit

UNIT 2: “Pied Beauty” Introduction In this unit we will discuss the poem “Pied Beauty” by Gerard Manley Hopkins. We will also look at pp. 5 – 27 of My Family and Other Animals written by Gerald Durrell. Remind the candidates that the answers to the homework activities should always: 1. be answered in full sentences 2. be answered in as much detail as possible 3. keep the mark allocation in mind as it is a clear indication of the expected length of an answer 4. be answered in their own words. Candidates should NOT use the exact words in the poem/extract of the novel. The purpose of questions is to determine whether candidates understand what the different words in the poems/extracts of the novel mean. A candidate may only quote from the texts if they are specifically asked to do so. 5. refer to the text. Even if the candidate’s own opinion is asked, it must be based on what they have read in the text. The candidate must first refer to what was said in the text concerning the matter in question before indicating his/her own opinion.

LESSON 3: “Pied Beauty” 3.1

Listening and speaking

Encourage candidates to talk about the following: Think and talk about nature. What do you like or dislike in nature? Pick one place in nature that you regard as exceptionally beautiful and try to describe it. Not as easy as you thought, right? In the poem “Pied Beauty” Hopkins decided to describe not only one scene, but to concentrate on different scenes. Here the images that he describes do not seem to fit together, yet he comments that God has specifically combined them to make an extraordinary scene. 3.2

About the poet

Discuss the poet’s background with candidates. 3.3

Reading and analysing the poem

Read and discuss the poem with candidates.

Unit

Facilitator’s Guide G12 ~ English First Additional Language: Literature

Pied Beauty

Gerard Manley Hopkins

Glory be to God for dappled things – For skies as couple-coloured as a brinded cow; For rose-moles all in stipple upon trout that swim; Fresh-firecoal chestnut-falls; finches’ wings; Landscape plotted and pieced – fold, fallow, and plough; And all trades, their gear and tackle and trim. All things counter, original, spare, strange; Whatever is fickle, freckled (who knows how?) With swift, slow; sweet, sour; adazzle, dim; He fathers-forth whose beauty is past change: Praise him.

Activity 3: MEMORANDUM 3.1

The sky is dual-coloured (blue and white/yellow and orange) just as the hide of a cow is often streaked with different shades of brown. (3)

3.2

The dappled things described in the poem seem to be the opposite of (counter to) what one would regard as “normal”. OR Dappled things seem to be unusual or strange. (2)

3.3

No, in spite of the general belief that freckled things are unfashionable, he is amazed by the beauty of freckled things in nature. (2)

3.4

Although the beautiful things that God has created in nature constantly change, He never changes. God remains constant. (2)

3.5

The last line can be linked to the first line of the poem (“Glory be to God”) and emphasises the tone of reverence and wonder at the way God created everything. It summarises the essence of the poem, that God should be praised for what He has given us. (3) (12)

Facilitator’s Guide G12 ~ English First Additional Language: Literature

Unit

LESSON 4: My Family and Other Animals (pp. 5 – 27) 4.1

Listening and speaking

Discuss the following with candidates before they start reading: Before you start reading this story, think about the following questions. Do you enjoy reading an autobiographical novel (where the author has written about the story of his/her own life)? If you haven’t read an autobiography before, you are going to do so now. Why do you think some people would want to share their life story with others? Would you like to do that one day? How truthful do you think such a story will/should be? Can we believe everything that is said in such a story? Read this book and ask yourself to what extent this story has been “sugar-coated” for the enjoyment of the reader. 4.2

Reading the story

Read the story from pp. 5 to 27, paying careful attention to the words, the figurative language used, and the development of plot, setting, characters, and theme. Activity 4: MEMORANDUM The Speech for the Defence 4.1 Durrell intended to write the book about the natural history of the island and its animal life. He ended up writing more about his family and their life on Corfu. (3) 4.2

The writer wants to come to his own defence regarding the way he wrote the book. He makes excuses for not writing the book only about the history of Corfu. He also apologises for the plot of the story perhaps not always being an exact account of what has happened, but reminds the reader that it is an account of what he can remember from a time when he was 10 to 15 years old. (4) (7)

PART ONE: The Migration 4.3 Metaphor. The writer compares the way in which the family moved to Corfu to the migration of a flock of swallows. It means that the whole family packed up and moved to the better weather of Corfu, just like swallows do. (3) 4.4

Margot’s luggage consists of numerous thin and light garments, three books about slimming and many small bottles with substances that are said to cure acne. ANY 2 (2) Leslie had a couple of roll-top pullovers and a pair of trousers that were wrapped around two revolvers, an air-pistol, a book entitled Be your Own Gunsmith, and a large bottle of oil that leaked. ANY 2 (2)

Unit

Facilitator’s Guide G12 ~ English First Additional Language: Literature

c) d) e)

Larry had two trunks of books and a briefcase containing his clothes. (2) Mother’s luggage included an equal amount of clothing and a variety of books on cooking and gardening. (2) Gerald (Gerry) took whatever he thought would enable him to lessen his boredom on the trip: four books on natural history, a butterfly net, a dog, and a jam jar full of caterpillars that were about to turn into butterfly pupae. (2)

4.5

SIMILE: The white foam of the wake is described as being similar to a white peacock’s tail glinting with bubbles. METAPHOR: The sky is described as being similar to a pale person and stained with the yellow of the rising sun. METAPHOR: Corfu in the distance is compared to a brown chocolate smudge that is squatting (like a person) close to the earth in the mist. METAPHOR: The island is described as having a frill (like a person would wear on the end of a piece of clothing) of foam at its base. METAPHOR: Then as the sun lifts over the horizon the sky turns blue as the crested largely blue jay bird. METAPHOR: Where the sea initially has the colours of flames in the rising sun, it starts changing into a royal purple with green spots. METAPHOR: Then the mist lifts and they can clearly see the blue sky being similar to the blue eyes of the jay bird. METAPHOR: The island is described with its mountains that look as though they are sleeping beneath a crumpled blanket of brown, the folds stained with the green olive groves. SIMILE: They can see the white beaches that are curved as white tusks among the gold, red and white rock. METAPHOR: As they turn around the bend of the island they see the rust-red cliff (the cliff looks red like rust) carved into a series of caves. ANY 2 (4)

4.6

A new beginning for the family on Corfu.

(1) (18)

Chapter 1: The Unsuspected Isle 4.7 Dilapidated means in a state of decay or ruin. The writer is trying to say that the carts are in a fine state of ruin. (1) 4.8

Instead of them entering the town in an elegant, stylish manner (as a gracious family), they looked like a troupe of medieval tumblers. (2)

4.9

The moment the cart stopped, the dogs surrounded them. The family had to work together as a group to get Roger out of the cart and into the hotel. They had to lift him up and carry him while trying to control him. Larry leapt from the cart and was jumping around on the pavement swinging the whip around to make a path through the dogs that the rest of the family could use while carrying their heavy burden (Roger). ANY 4 (4)

Facilitator’s Guide G12 ~ English First Additional Language: Literature

4.10

Unit

Open-ended No. When Margot goes to the toilet in the hotel she accidently takes some of the used paper to wipe herself, not realising that there is no clean toilet paper. This upsets Mother a lot because she realises how unhygienic it is and that Margot may catch a foul disease because of this. Mother is not being snobbish to want a bathroom inside her house because this is what she has been used to in England. OR Yes. Mother seems to find fault first with the hotel and then also all 10 villas Mr Beeler shows her. She is determined that the house should have a bathroom. If all the houses he shows her do not have bathrooms, it is clear that all the people in Corfu are used to not having a bathroom inside a house. This must have been in the time when having a bathroom (specifically a toilet) inside a house was regarded as unhygienic. Note: Do not award a mark for YES or NO only. For full marks the response must be well substantiated. The discussion must support the initial response, but answers containing combinations must be credited. The candidate’s interpretation must be based on the text of the novel. (3) (10)

Unit

Facilitator’s Guide G12 ~ English First Additional Language: Literature

UNIT 3: “The Cool Web” Introduction In this unit we will discuss the poem “The Cool Web” by Robert Graves. We will also look at pp. 28 – 64 of My Family and Other Animals.

LESSON 5: “The Cool Web” 5.1

Listening and speaking

Discuss the following questions with candidates. How important is language? Do you think language (written or oral) can really be sufficient to voice how you feel about something/someone? How would you be able to manage if you could not speak or voice your opinion about something? 5.2

About the poet

Discuss the background of the poet. 5.3

Reading and analysing the poem

Read and discuss the poem. The Cool Web

Robert Graves

Children are dumb to say how hot the day is, How hot the scent is of the summer rose, How dreadful the black wastes of evening sky, How dreadful the tall soldiers drumming by. But we have speech, to chill the angry day, And speech, to dull the rose’s cruel scent. We spell away the overhanging night, We spell away the soldiers and the fright. There’s a cool web of language winds us in, Retreat from too much joy or too much fear: We grow sea-green at last and coldly die In brininess and volubility. But if we let our tongues lose self-possession, Throwing off language and its watery clasp Before our death, instead of when death comes, Facing the wide glare of the children’s day, Facing the rose, the dark sky and the drums We shall go mad no doubt and die that way.

Facilitator’s Guide G12 ~ English First Additional Language: Literature

Unit

Activity 5: MEMORANDUM 5.1

The title of the poem captures the essence of the poem when it compares language to a spiderweb. As one gradually learns to use language, you become more and more caught up in its web, until you later find yourself unable to live life without it – you will want to describe your experiences in words. Yet, just as a spiderweb traps you and lessens your freedom of movement, language/description takes away something of the intensity and depth of your experiences. (ANY 4 ideas) (4)

5.2

Children find it difficult to portray their feelings by using words, so it is as if they are unable to speak. (2)

5.3

The “spell” can have two meanings in this context: a) We can use words to talk about our experiences (e.g. of the fear we experience when we see soldiers and are reminded of war) – so we can “spell” it out; put our feelings into words so that we can learn to deal with our emotions. b) We can cast a “spell” with our words to try to lessen the impact of our fears. (4)

5.4

Language makes wonderful, joyful experiences less wonderful and fearful situations less fearful.

(2)

5.5

Just as the sea is all-encompassing when you’re in it, language is also all around us. There is no way you can escape it. (2)

5.6

Yes. The poet says that without language we will, without a doubt, go mad and die. We do need language to express our feelings and make sense of all our experiences. It will be impossible to live in a world of communication without using language. OR No. If language has the ability to make our experiences dull and we lose some of the intensity of an experience, I would prefer to rather keep quiet and experience life to the full.

Note: Candidates’ own opinion is asked, but it must be based on the text. The candidate MUST first refer to what the poet says in the poem and then base his/her opinion on that. (2) (16)

Unit

Facilitator’s Guide G12 ~ English First Additional Language: Literature

LESSON 6: My Family and Other Animals (pp. 28 – 64) 6.1

Listening and speaking

Discuss the following questions with the candidates. In this part of the story Durrell concentrates on how the family settles into their new home, Gerry’s pets and his education. What do you usually do to settle in a new home? Do you find it exciting or daunting? 6.2

Reading the story

Read from pp. 28 to 64, paying careful attention to the word meanings, figurative language used, and the development of plot, setting, characters and theme.

Activity 6: MEMORANDUM Chapter 2: The Strawberry-Pink Villa 6.1 Any 3:  Spiro takes them shopping.  He helps them to get the house.  He pays their hotel bill.  He organises a cart to carry their luggage.  He drives them to the villa.  He buys them groceries.

(3)

6.2

He accuses the customs official of attacking innocent foreigners and also reminds Cristaki (the customs official) that he was fined 12 000 drachmas for dynamiting fish. Spiro then simply picks up the bags and leaves. (3)

6.3.1 6.3.2

Simile. (1) Spiro stuck to the family like a prickly seed and it was difficult to shake him off. (2)

6.4

Spiro becomes their “guide” because he takes them wherever they want to go, he makes arrangements for things they need to have done and even tells them what to pay for things. Spiro becomes their “philosopher” because he praises the children’s mother and tells them that they should appreciate her. Spiro becomes their “friend” because he is always there, watching over them and looking after their best interests. (3)

Facilitator’s Guide G12 ~ English First Additional Language: Literature

6.5

Unit

Margot’s appearance is very important to her – she puts on a tiny bikini and wants to sunbathe. She is always surrounded by a bunch of young men who want to help her. Larry adores his books. He unpacks them and spends the whole day in front of his typewriter. Leslie has an obsession with his revolvers. He practises shooting a target (an old tin can) from his bedroom window. Mother enjoys cooking and gardening. She prepares food, consulting her numerous recipe books. She starts gardening by pruning, cutting, weeding and planting. Gerry explores the garden, finding unknown creatures and studying them. (5) (17)

Chapter 3: The Rose-Beetle Man 6.6 Roger is affectionate without exuberance, brave without being belligerent, intelligent and full of good-humoured tolerance for Gerry’s eccentricities. (3) 6.7

Any 3:    

A strange mentally challenged youth with a round face. The fat and cheerful Agathi. The old shepherd Yani. The rose-beetle man.

(3)

6.8

She looks like a big black toad because of the way her black hair is plaited and wound carefully round a pair of polished cow horns. Her mouth is also wide open as she sings, which reminds one of a toad/frog. (2)

6.9

He smiles, pats his pockets and rubs his forefinger and thumb together in the Greek way of articulating “money”. (2)

6.10

He is very intelligent, loveable and has a peculiar sense of humour.

6.11   

6.12

(3)

He refuses to accept that he is a bird and can fly. He walks everywhere. He insists on sleeping on Margo’s bed. He is a musical pigeon that can recognise the differences between various types of music. (3) Quasimodo turns out to be a female. “He” becomes embittered, sullen and starts to peck irritably at anyone who wants to pick “him” up. So “he” becomes moody. (2) (18)

Unit

Facilitatorâ€™s Guide G12 ~ English First Additional Language: Literature

Chapter 4: A Bushel of Learning 6.13 Leslie thinks that Gerry must be taught how to shoot and to sail. Margo thinks that Gerry must to learn to dance. Mother thinks he should be taught, among other things, mathematics and French. Larry thinks that Gerry should get a solid foundation in literature. (4) 6.14

Geography, English, French, natural history and mathematics.

(5)

6.15.1 Perform a large task that requires great strength. 6.15.2 Prepare for action. They should start tackling the mathematical problem.

(1) (1)

6.16

6.17

ÂŠ Impaq

To the fact that George will practise his dancing and fencing while Gerry is supposed to concentrate and do mathematics.

(1)

Gerry and George take a sea slug each and make them squirt a jet of sea water off of either end of their bodies. They note where the water strikes the sea. They then move to that spot and the one who discovers the greatest amount of sea fauna in his area wins a point. (3) (15)