something that feels pointless or lacking any worth

having subtle differences or distinctions that add depth or complexity to something

a cyclical structure is where the events at the end of a text mirror the start

in terms of stories or texts this refers to the conclusion or the end. More specifically, an ending that feels definite and finished

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

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

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

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

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

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'

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.

Subjects which particular individuals may be sensitive to, eg, adoption, migration, bereavement or death, divorce, poverty, deprivation.

Depiction or discussion of sensitive content

Something that is feels pointless or lacking any worth.

Having subtle differences that add depth or complexity to something.

Where the events at the end of a text mirror the start.

An ending that feels definite and finished.

Match the key terms to their definitions.

In Act 2 Scene 10 of 'Small Island' Hortense declares: “this is not what I was {{}} in England.”  

Complete the quote from Act 2 Scene 9 of 'Small Island': "We can work {{}}, Mr Bligh."

How do Hortense's feelings for Gilbert change by the end of 'Small Island'? 

she knows it will be a difficult life for him when he's older

she's not sure her and Bernard are up to the job of protecting him

she's worried he will be sent to America and will be treated badly

Why does Queenie ask Hortense and Gilbert to adopt baby Michael in 'Small Island'? 

Complete the stage directions from Act 2, Scene 11 of 'Small Island': “there is only a spotlight on ..."

What major event happens in Act 2 Scene 7 of 'Small Island'?

Who helps Queenie deliver her baby in Act 2 Scene 7 of 'Small Island'?

Act 2, Scene 8 of 'Small Island' Edmunson uses the symbol of  __________ to suggest hope and the potential for beauty amidst devastation.

the end of a text mirroring the beginning

What do we mean by the term 'resolution' when talking about a text?  

Complete the quotation from Bernard in Act 2 Scene 8 of 'Small Island': " {{}} little fellow."

Act 2, Scene 8 of 'Small Island' ends on a tone of...

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

Lesson outcome

Content guidance