the use of remarks that clearly mean the opposite of what they say

easily persuaded or willing to believe most things

not trusting or unwilling to believe that there are good intentions

describes language that is informal or casual everyday language

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

English

An introduction to the play 'Small Island'

'Small Island': from page to stage

'Small Island': reading the start of Act 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

'Small Island': reading Act 1 Scene 2

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

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

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

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

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

Exploring and evaluating the importance of Act 1

Understanding questions and writing thesis statements on ‘Small Island’

'Small Island': reading Act 2, Scene 1

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

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

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

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

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

Introductions and conclusions in a 'Small Island' essay

Tracking characters and tension in 'Small Island'

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

Depiction of war, threats of war, death or the aftermath of war.

Depiction or discussion of violence or suffering

In 'Small Island', which term best describes Elwood's attitude towards Gilbert's decision to enlist?

In 'Small Island' Elwood asks Gilbert "why you wanna go licky-licky to the British?". What describes this types of language use?

In 'Small Island' Scene 3,  which dramatic techniques are used that are also found in Scenes 1 and 2?

"Why you wanna lose your life for a white man?"

"Have you heard what this Hitler fellow is saying?"

"This war will change nothing for you and me."

"I will be an air-gunner. And I will go to an English university".

"I tell you what this is about - you are jealous."

Match the quotes from 'Small Island' to either Elwood or Gilbert.

In 'Small Island' what role does Gilbert get assigned when he joins the RAF in England?

In 'Small Island', how does Gilbert describe the reactions of the people in the village.

In 'Small Island', what do the characters Michael and Bernard both sign up for after dramatic events?

In 'Small Island', how does Edmundson use the house in Scene 2 to reflect Bernard's characterisation?

In 'Small Island', who is the first character to use direct address?

Bernard and Queenie are arguing over furniture which Queenie wants to donate.

Queenie addresses the audience and tells them about her upbringing.

Queenie agrees to marry Bernard after her Aunt Dot dies.

The air raid siren begins to wail and the house is bombed.

Bernard tells Queenie he loves her and then joins up for the RAF.

Starting with the first, put these events from Act 1 Scene 2 of 'Small Island' into chronological order.

In 'Small Island' what dramatic device does Edmundson use to enable characters to share their histories?

Exit Quiz