using humour to comment or remark on a serious issue

associated with a high social class and meant to show exaggerated politeness and respectability

to remove from a person the qualities that make them; to take away someone's identity

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

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 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'

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.

Displaying genuine politeness and respectability.

She depersonalises them, indicating a racist attitude.

In 'Small Island', what does Miss Todd's language reveal about her attitude towards Queenie's lodgers?

In 'Small Island', Act 2 Scene 3 who does Gilbert see in his "mind's eye"?

In 'Small Island', Act 2 Scene 4 who does Hortense see in her "mind's eye"?

It symbolises the characters' love for nature.

It reflects Hortense's idealised view of Britain.

It showcases the characters' literary knowledge.

It serves as a metaphor for the characters' aspirations.

In 'Small Island' Act 2 Scene 4, what does the inclusion of Wordsworth's poem "Daffodils" represent?

Which word beginning with 'g', is used to describe Miss Todd in 'Small Island'?

That she is worried and wants to remind Gilbert of their wedding day.

It emphasises how importantly she views migrating to England.

That she is nervous and wants to ensure everyone knows she is married.

In 'Small Island' Act 2 Scene 1, Hortense is wearing "the white hat and gloves she wore for her wedding" - what does this suggest about her feelings towards coming to England?

His strong sense of identity and belonging

In 'Small Island', what does Gilbert's dilapidated room symbolise in the text?

The setting is described as "a grey, starkly realistic world".

The doorbell rings and Hortense has arrived in a "pristine white coat".

Amidst her shock and disappointment Hortense meets Queenie and Kenneth.

Gilbert admits he is "so tired" from working nights he accidentally fell asleep.

Gilbert reveals the discrimination he has encountered with "faces that cloud".

Hortense exclaims "you make me come here to live like an animal!"

Gilbert gets angry and shouts "you are lucky!" to Hortense.

Starting wth the first, put these events from 'Small Island' Act 2 Scene 1 in to chronological order.

In 'Small Island' Act 2 Scene 1, what does Hortense suggest Gilbert sleeps on?

 Act 2 Scene 1 confirms the characters' unrealistic expectations.

Act 2 Scene 1 reveals the characters' adaptation to reality.

Act 2 Scene 1 shatters the characters' hopeful expectations.

 Act 2 Scene 1 reinforces the characters' positive outlook.

In 'Small Island', how does Act 2 Scene 1 contrast with Act 1 regarding the characters' expectations and reality?

In 'Small Island' Act 2 Scene 1, what does the euphemism "there are children" actually imply?

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

Lesson outcome

Content guidance