a state of anxiety, confusion or disturbance

the most perfect or typical example of something

using words to create a vivid picture for the reader

'Small Island': reading Act 2, Scenes 5 to 6

English

Exploring 'Small Island' and the Windrush context

Helen Edmundson on adapting 'Small Island' for the stage

'Small Island': from page to stage

'Small Island': reading the start of Act 1 Scene 1

'Small Island': exploring the theme of power through Little Hortense

'Small Island': tracking the events of Act 1 Scene 1

'Small Island': the significance of the hurricane

Watching and discussing 'Small Island' Act 1 Scene 1 with director Rufus Norris

'Small Island': reading Act 1 Scene 2

Watching and discussing 'Small Island' Act 1 Scene 2 with director Rufus Norris

'Small Island': reading the beginning of Act 1 Scene 3

'Small Island': reading the end of Act 1 Scene 3

Watching 'Small Island' Act 1 Scene 3 with Rufus Norris and Helen Edmundson

'Small Island': reading Act 1, Scenes 4-6

'Small Island': reading Act 1, Scenes 7 and 8

Watching and discussing 'Small Island' Act 1 Scenes 4-8 with Rufus Norris

'Small Island': exploring Act 1 through the context of Windrush

Exploring and evaluating the importance of Act 1

'Small Island': reading Act 2, Scene 1

Watching and discussing 'Small Island' Act 2 Scene 1 with Helen Edmundson

'Small Island': reading Act 2, Scenes 2 to 4

Watching and discussing 'Small Island' Act 2 Scenes 2 to 6 with Rufus Norris

'Small Island': reading Act 2, Scenes 7 and 8

'Small Island': reading Act 2, Scenes 9 to 11

Watching 'Small Island' Act 2 Scenes 7-11 with Rufus Norris and Helen Edmundson

Rufus Norris on directing and adapting 'Small Island'

Tracking characters and tension in 'Small Island'

Helen Edmundson on the context, characters and themes of 'Small Island'

Understanding questions and writing thesis statements on ‘Small Island’

'Small Island': creating topic sentences and using quotes in essays

Essay writing: using context in responses to ‘Small Island’

Introductions and conclusions in a 'Small Island' essay

Planning and writing a 'Small Island' essay

Refining and improving an essay on 'Small Island'

In 'Small Island', pupils explore the ways in which transferring Levy's novel onto the stage enables both the playwright and the director to powerfully evoke its ideas about race, identity and belonging. In 'Leave Taking', pupils build on their learning about the Windrush Generation to explore the cultural and generational conflicts, that can arise as a result of migration. 

In 'The Tempest', pupils examine the roles of Caliban and Ariel and how they are treated as outsiders, questioning who has a rightful claim to the island. In 'Small Island', pupils look at the play in the context of the Windrush generation and through the lens of key themes, including identity and belonging.  

In this unit, pupils explore the playtext adaptation of Andrea Levy's novel 'Small Island'. They first explore the transition from novel to stage, before reading the playtext in full and exploring key scenes in detail. They then plan and write an essay on the theme of 'hope' in the text.

'Small Island'

Expressions that are regarded as coarse or otherwise unacceptable, including swear words and rude words.

Discriminatory behaviour or images, whether on the grounds of race, gender, disability, religion or belief or sexual orientation, or otherwise.

Depiction or discussion of discriminatory behaviour

Historic or outdated representations of people that may portray inequality or injustice.

Casual clothes, indicating her relaxed state of mind.

A colourful dress, reflecting her optimism.

A pristine white coat, hat, and gloves, showing her efforts to be accepted.

In 'Small Island', what does Hortense wear in Act 2 Scene 6, and why is it significant?

He thanks him for looking after Queenie and providing an income

He expresses indifference towards Gilbert

In 'Small Island' Act 2 Scene 5, how does Bernard react when he meets Gilbert?

In 'Small Island', which **two** adjectives does Edmundson use to describe London?

In 'Small Island', Gilbert describes his idealistic view of England and lists symbolic images of London. Which **one** of these is **not** in his list?

"She [...] hesitates for a moment, confused, panicky'

Match the character from 'Small Island' to the stage directions that describe them.

Parallel versions of Gilbert and Hortense.

Society and its attitudes as a whole, rather than individual people. 

In 'Small Island', Edmundson includes the minor characters MAN and WOMAN in the stage directions. What do they represent?

In 'Small Island', what do we find out about Queenie at the end of Act 1? 

In 'Small Island', what is suggested might have happened to Bernard?

Complete this quote spoken by Queenie in 'Small Island': "And what am I? Am I a {{}} or what?"

Hortense arrives in England. She is horrified at Gilbert's living situation.

Miss Todd reveals the racist attitude of the neighbourhood which Queenie rebukes

The racism and hostility Gilbert endures at work is revealed.

Hortense attempts to make egg and chips which results in an argument.

Hortense sees Miss Jewel in her 'mind's eye' after an argument with Gilbert.

Hortense tells Gilbert about the racism she has encountered for the first time.

Starting with the first, put these plot points from 'Small Island', Act 2 Scenes 1-4 in chronological order.

A roast dinner to emphasise how bad her cooking is.

She knits him some socks to show how cold the house is.

She cooks egg and chips but it's a disaster, which reveals cultural differences.

A pot of tea to create a quintessential image of Britain.

In 'Small Island' Act 2 Scene 4 what does Hortense attempt to make for Gilbert and why is it significant?

"You make me come here to live like an animal!"

"And let me tell you this one thing - you are lucky!"

Match the character from 'Small Island' to the correct quote.

'Small Island': reading Act 2, Scenes 5 to 6

Lesson outcome

Content guidance