dealing with things in a systematic and realistic way

viewing something as perfect even if the reality suggests something different

becoming a part of a group, country, society or culture

a word or phrase used to express similarities or differences

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

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

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

'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'

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

Depiction or discussion of sensitive content

Depiction or discussion of sex or sexual body parts, including sex education.

Depiction or discussion of sexual content

Viewing something as perfect even if the reality suggests something different.

Becoming a part of a group, country, society or culture.

Dealing with things in a systematic and realistic way.

Being too emotionally involved in things.

Which answer best describes the word 'pragmatic'?

In 'Small Island', what does Celia describe that presents an idealised view of England?

Hortense is pregnant with Gilbert's child.

Queenie is pregnant with Michael's child.

Queenie is pregnant with Bernard's child.

In 'Small Island', what do we discover at the end of Act 1?

Because she will give him the money for the boat fare

In 'Small Island', why does Gilbert agree to marry Hortense?

Complete this quote from Act 1 Scene 7 of 'Small Island'. Hortense states "England is my...

Queenie and Hortense do not marry for love.

Likewise, Queenie believes that marriage offers a better life.

Similarly, Hortense's decision to marry is a pragmatic one.

However, Michael and Queenie’s relationship has an element of danger.

Whereas, Queenie and Michael's relationship is "electrifying".

Which one of these sentences does **not** use a comparative conjunction?

In 'Small Island', what items does Celia say she will have in her home in England?

In Act 1 Scene 5 of 'Small Island' who does Hortense mistake Gilbert for?

In 'Small Island', Gilbert gives Hortense a nickname. What is it?

He was shot and died on the battle field.

He is secretly living in London after being de-mobbed.

He served a short spell in military prison, before deciding to stay away.

He has gone missing and no one knows where he is.

In 'Small Island', what does Queenie learn about Bernard in Act 1 Scene 5? 

Hortense reveals she is in love with Gilbert.

Hortense ruins her chances of going to England.

Hortense ruins her clothes by accidentally knocking her over.

Gilbert admits he is in love with Hortense.

At the end of Act 1 Scene 6 in 'Small Island', why does Celia hit Hortense in the mouth?

Hortense believes that Gilbert is Michael.

Additionally, Hortense's ominous look reveals her intentions.

Historically, the promises of the 'mother country' were not a reality.

Specifically, Celia's dream of a big house reveals her hopes and dreams.

For example, Elwood repeats the phrase "licky-licky".

Which one of these sentences does **not** use a fronted adverbial?

Exit Quiz

Which answer best describes the word 'pragmatic'?