O slideshow foi denunciado.
Utilizamos seu perfil e dados de atividades no LinkedIn para personalizar e exibir anúncios mais relevantes. Altere suas preferências de anúncios quando desejar.

Never Let Me Go by Kazuo Ishiguro: Revise

9.020 visualizações

Publicada em

GCSE English Literature revision for Never Let Me Go

Publicada em: Educação
  • Seja o primeiro a comentar

Never Let Me Go by Kazuo Ishiguro: Revise

  1. 1. Never Let Me Go by Kazuo Ishiguro
  2. 2. Characters Tommy Kathy Ruth What do you know about each character? Task: Create a mind map for each one and write the main character traits.
  3. 3. Kathy
  4. 4. Tommy
  5. 5. Ruth
  6. 6. Other Characters • List the other key characters with a short description of them. • What is their role in the plot? For example – Keffers – Context society Real reaction of a member of the public – distrusts them, disgusted by them = marginalisation and discrimination. Warning against lack of moral ethics.
  7. 7. Themes What ideas and themes does the novel deal with? Lesson Objectives: To use a thematic revision grid to answer a theme exam question To understand the structure of the 20 mark Character/Theme essay question
  8. 8. Key Themes • Conformity • Hope • Wilful ignorance • Free will • Communication • Friendship • Fear
  9. 9. Conformity The characters in Never Let Me Go place a cultural premium on conformity. The organ donation system seems to run relatively smoothly because everyone is willing to accept docilely their fate as donors. Conformity is a common topic for dystopian science fiction novels like Never Let Me Go, but Ishiguro is unusual in that he does not suggest a better alternative to conformity. With the exception of Tommy's brief tantrum in the field, no character indulges in any act of rebellion, large or small. The novel's universe is one in which conformity is an immutable quality of human nature. Kathy is comforted by the rules. She repeatedly emphasises how “typical” she is. Kathy never rebels: • Relationship with Tommy • She approaches Tommy during his tantrum • Churchyard scene where she allows Ruth to discredit her in front of Tommy • She is a carer for so long • She accepts Tommy’s request for her to leave him • She drives to Norfolk at the end to contemplate her grief “The only indulgent thing I did, just once,….” p281
  10. 10. Hope Ishiguro's outlook on hope is highly conflicted. It may make people feel better and allow them to live "decent lives"; the clones are happier at the Cottages because they have the idea that they can apply for deferrals if they wish, a rumour that Miss Emily allows to exist because it gives people hope. Nevertheless, in the novel's universe, hope only comes from falsehoods and delusions, from Kathy's hope that Ruth will break up with Tommy, to the illusive hope offered by the imagined deferral program. Tommy is desperate for hope that their fate can be altered. • Believes in the possibility of deferrals and that he will be able to live for longer if he is in love. • He clings to the notion of becoming creative to keep him alive for longer. p255 • He is naïve p84 (elbow). • Miss Lucy gives him hope. Ruth hopes she is different and special. She searches for her possible. She believes in deferrals.
  11. 11. Wilful ignorance Ishiguro highlights many forms of wilful ignorance, of social issues (like the organ donations) as well as personal issues (like sex and virginity). Often, his characters shy away from pressing for information when they sense they do not want to know the answers to their questions. He suggests that wilful ignorance is the mechanism by which social injustices are perpetuated. • Kathy denies the truth for a long time. “It’s a bit too much like a conspiracy theory for me – I don’t think our guardians were that crafty……. Certainly, it feels like I always knew about donations in some vague way” p81 • “Did someone think we didn’t have souls?” p255. Kathy is shocked that people were so cruel about the donor clones even though they knew from a young age how people felt about them when Madame is afraid of them in the “spiders” incident. • They believe things to protect themselves from the truth. P50 “There were all kinds of horrible stories”
  12. 12. Free will The clones are unable to change their fates as organ donors, but their lack of free will affects many other elements of their lives as well. For example, Ruth never achieves her dream of working in an office, and Kathy gets precious little time with Tommy. Ishiguro is ambiguous about where this lack of free will comes from––because Ruth never tries to work in an office, we never learn whether her unhappy life is due to the system or her own lack of initiative. Communication Part of the novel's heart-breaking, ending can be attributed to the characters' failure to communicate. Communication failures factor into pivotal moments in the plot, such as Ruth's mocking of Tommy's drawings. However, there are also barriers to communication that lie beyond the characters' control; for example, Ruth never finds out whether her plan to reunite Kathy and Tommy worked.
  13. 13. Friendship Task – Can you think about how friendship is presented in the novel? The entire book is focused on the relationship between three friends – Kathy, Tommy and Ruth. Rely on the friendship, no matter what, as this is their only comfort in a lonely life without any family. Having friends is the closest thing they have to being normal. It is important to them, as it shows the reader that they have human qualities which ensures the reader has sympathy for the main characters. Their friendships evolve into relationships.
  14. 14. Theme/Character Question How is friendship presented in the novel Never Let Me Go? (20 + 4) • This is worth 24 marks • 20 marks for content • Criteria for marking focuses on thoughtful discussion and knowledge of the text • 4 marks for spelling, punctuation and grammar 10-14 marks: Candidates will use a sound knowledge of the text to support their discussion, which will become increasingly thoughtful and thorough at the top of this band 15-20 marks: Discussion of the central theme will be assured and evaluative, and for 18 - 20 “important” will be addressed with some success.
  15. 15. Theme/Character Question How is conformity important to the novel as a whole? • This is worth 20 marks • Criteria for marking focuses on thoughtful discussion and knowledge of the text 10-14 marks: Candidates will use a sound knowledge of the text to support their discussion, which will become increasingly thoughtful and thorough at the top of this band 15-20 marks: Discussion of the central theme will be assured and evaluative, and for 18 - 20 “important” will be addressed with some success.
  16. 16. Theme/Character Question How is the character Tommy important to the novel as a whole? • This is worth 24 marks (20 content + 4 SPG) • Criteria for marking focuses on thoughtful discussion and knowledge of the text 10-14 marks: Candidates will use a sound knowledge of the text to support their discussion, which will become increasingly thoughtful and thorough at the top of this band 15-20 marks: Discussion of the central theme will be assured and evaluative, and for 18 - 20 “important” will be addressed with some success.
  17. 17. Tommy Questioning • “conspiracy” • “not taught enough” • Creativity Emotional • Tantrums • “burst into thunderous bellowing” • “face like thunder” p91 Laura • Jealous of Patricia C Target for Bullies • He is different • Not creative – gives up
  18. 18. Symbols in the text Fences are a symbol to show how the characters are prevented and blocked from having a real life.
  19. 19. What extracts or evidence could I use as evidence to show how futile their acts of rebellion are and how they are pushed to conform? • Fences of Havisham  Miss Emily (concentration camp)  The stories about what lies beyond the fence  Fear about the woods on the top of the hill in the distance  Favourite film is The Great Escape (wire fence) • Repetition of barb wire fences  Boat scene – as they walk towards the boat they have to climb under a barb wire fence  At the end of the novel Kathy stands alone looking at a barb wire fence with rubbish caught on it • Weather  The wind blows against Kathy and Tommy after he has his loss of hope tantrum in the field after finding out deferrals were nonsense  The rain falling when Kathy stands up to Ruth about her lies at Hailsham • Ruth  Does she prevent Tommy and Kathy from being able to follow their hearts?  Does she break the rules of friendship?  Churchyard scene/Cottages where she tells Kathy that Tommy isn’t interested in her/How she admits she kept them apart
  20. 20. Structure your answer • Introduce the theme briefly • Aim to write at least 5 PEARL chains and have an argument flowing through your entire essay • Pick out how the theme is presented by events, characters and author ideas • Zoom in to specific parts of the novel • Show an overview of the novel as a whole • Include your opinion in a complete discussion where you weigh up your ideas, supported by evidence • Use quotes, paraphrase what characters say or refer to the textual events. Pick out key words that link • Summary of your key points
  21. 21. Extract Answer – 10 marks • Extract – close reference to the text is essential so pick out lots of quotes. • Work through the extract methodically highlighting the quotes you will use to answer the question. • Plan at least three main points using your annotations. • Start your answer with a summary of where the extract is taken from and what happens before or after this extract. • Write paragraphs about your three main points working from top to bottom of the extract – use the extract to structure your answer.
  22. 22. Extract Answer – 10 marks • Extract – close reference to the text is essential so pick out lots of quotes. • Work through the extract methodically highlighting the quotes you will use to answer the question. • Plan at least three main points using your annotations. • Start your answer with a summary of where the extract is taken from and what happens before or after this extract. • Write paragraphs about your three main points working from top to bottom of the extract – use the extract to structure your answer. Directed Improvement and Reflection Time
  23. 23. Time will be given for you to read your targets .Using a different coloured pen, go back to your work and make the improvements. The different coloured pen will help your teacher to see where you have made improvements DIRT check: Have you had dedicated improvement and reflection time? Yes completed today No will complete next lesson as a starter Completing feedback for homework Use DIRT time – a student’s guide

×