Image & ADH summative prep

• Engels
• Upper Secondary (Key Stage 4)
• GCSE

Goals for today 

Pairing an image and an extract 

Summative breakdown or break down (?)

Example single analysis response 

Comparative paragraph content and structure 

Example summative - planning a single response 

planning a comparative response 

What will your test look like?

• Discuss in your group what you will see when you look at your summative paper on 12th May 
  
• How will you prepare for that test content and structure? 

Summative 12th May 

Single extract analysis and comparative analysis. (IO construction) 

1. Global issue - 3 choices. This can function as your thesis statement. 

2. Introduction & conclusion 

3. One BP analysing the GI in extract A (remember your TTTC presentation) 

4. One BP analysing the GI in extract B (remember your TTTC presentation) 

5. One BP comparing and constrasting the GI in both extracts 

Ibsen illustrates that in a patriarchal society, expectations surrounding women’s appearance function as a subtle yet powerful means of objectification and sexualisation. In this extract, Ibsen explores how seemingly playful, domestic interactions conceal imbalanced gender dynamics that reduce women to attractive and performative objects for male consumption. At this point in the play, dramatic dialogue and stage directions are used to highlight how Nora’s body and clothing become the focus of male attention rather than her personality or intellect. The repeated focus on the “silk stockings” and the adjective “flesh-coloured” creates a semantic field of sensuality, drawing attention to Nora’s physicality and encouraging the consideration of her as an erotic object.  Furthermore, Nora’s imperative commands, such as “Just look at those!” and “you must only look at the feet,” create the illusion that she controls the male gaze; however, this performative agency ultimately reinforces her role as an object on display within patriarchal expectations. The flirtatious tone and euphemistic language obscure the impropriety of the interaction, suggesting how sexualisation is normalised within this seemingly respectable middle-class setting. Rank’s understated response, “Hm!—”, combined with his later intimate confession delivered using the stage direction a “lower voice,” signals the underlying male desire that Nora appears naïve to or deliberately ignores. Ibsen’s use of infantilised actions shown in the direction Nora “hits him lightly on the ear with the stockings,” reinforces the global issue that women are expected to remain playful, decorative, and harmless. Through this interaction, Ibsen critiques how societal norms dictate that women express themselves through dress and charm, enabling male entitlement to the female body while disguising objectification as flirtation.

Topic sentence clearly tied to the GI

Contextual framing (brief, relevant)

Quotation

Technique identified

Analytical explanation (“This suggests… which reinforces…”)

Link to the work as a whole

You have at least three different techniques that show different aspects of the GI

Write a bullet point plan for a single response paragraph for the extract from A Doll's House 

Single analyses:

Paragraph 1 = claim about Text A

Paragraph 2 = claim about Text B

Comparative paragraph:

One conceptual claim about the global issue

Both texts are used together to develop that claim

A comparative paragraph uses two texts to make one deeper argument about the global issue that neither text could fully reveal on its own.

One controlling idea, not two separate arguments

You are answering this question: 

What becomes clearer about the global issue when these texts are read together?

This often happens through:

Similarity (both illustrate the internalised objectification and sexualisation of women)

Contrast (sexualisation to manipulate or persuade & sexualisation as a societal expectation)

Development (how does one text anticipates or elaborates the other?)

A comparative paragraph answers:

Connect

One similarity in how women are sexualised and/or objectified

Extend

One difference (personal vs systemic)

Challenge

One assumption about “sexualisation” that the texts make more complex or nuanced. 

Connect - extend - challenge - individually 

In your groups put your ideas into a shared comparison chart:

Make a shared comparison chart

	A Doll's House	Image Lauren Greenfield
Objectification
Sexualisation
Role of society vs individual expectations

Plan out your comparative paragraph.

Then, in the same document or on the same page, write a comparative paragraph for this extract and this image. 

Put your comparative paragraph in Teams class notebook in the tab for photography 

Homework for Monday 11th May 8:30 

Plan and write 

Goals for today 

Comparative response assessment 

Understanding the assessment criteria 

The White Tiger, narrative voice, form, setting and symbols 

opportune, copious, optimum, opulent, mopery, optimistic

1. The palace was so __________ that visitors were amazed by its gold decorations and luxurious furnishings.
   
2. To achieve the best results, you need to find the __________ balance between speed and accuracy.
   
3. After weeks of rain, the fields received __________ amounts of water.
   
4. Despite the challenges, she remained __________ about the outcome of the project.
   
5. His constant __________ made it difficult for others to enjoy being around him.
6. The manager waited for an __________ moment to announce the company’s expansion.

Both A doll's House and the photograph from Lauren Greenfield's Generation Wealth explore how patriarchal societies encourage the objectification and sexualisation of women through appearance and performance. In A Doll's House extract, Nora is presented as being valued mainly for her physical attractiveness, show when she reveals her "silk stockings" to Doctor Rank and jokingly tells him he may "look at the legs too." The flirtatious dialogue and stage directions reveal how Nora has learned to use her appearance to gain male attention and approval. 

1. Which criterion is this most clearly addressing?” (A, B, C, or D)
   
2. For the criterion you chose, which band is it in? 
   
3. Justify your answer by using one phrase from the rubric band that aligns with this work.
   

Work in your group of 3

1. Highlight in two colours. Mark where you see: 

Colour 1: Evidence of knowledge/understanding & interpretation (Criterion A)

Colour 2: Evidence of analysis and evaluation (Criteria B)

2. In the margin, label:
“A”, “B”, “C”, or “D” next to each key sentence for the criterion that you feel is most strongly addressed. There may be more than one criterion addressed in a sentence. 
3. Agree on:
A band for each criterion
One strength and one limitation, both phrased using the language from the assessment rubric. Write all this information on your paper. 

Where exactly is the comparison happening?<div>Is this analysing how meaning is made—or just pointing something out?</div><div>Which words in the rubric justify that band?</div>

Move, as a group, to another table with a different paragraph. 

Read the previous group’s suggested marks

Add:

✅ Agree — with one rubric‑based reason

❓ Disagree — with a specific counter‑argument

Write your response with your support on the paragraph paper. 

Do this once more so that you have responded to all three paragraphs. 

Goals for today 

Summative feedback and feedforward 

"The Fourth Morning" democracy and electoral fraud in India You will make notes and  connect the commentary on India's 2019 election to the Adiga's satirical references 

Eponym 

This person was training to be a lawyer, but decided to run away to the circus in the 1870s. He developed an amazing trapeze act in Paris and soon developed a costume that was originally made from wool and was only for men. 

His name became synonymous with this article of clothing. 

What is it? 

Jules Léotard&nbsp;<div>The Leotard&nbsp;</div>

• Hook - not mandatory
  
• The name of the literary work/ non-literary work is stated 
  
• The author is given 
  
• The text type is clearly identified without elaboration 
  
• where the text appeared is stated (anthology/collection/publication etc.) 
  
• When it was produced/published is stated (date of translation to English) 
  
• The content of the work as a whole is summarised 
  
• The content excerpt is briefly summarised
  
• The intended audience/reader is stated (if definable) 
  
• The purpose(s) is stated
  
• The social, cultural and temporal context is addressed (if available)
  
• The thesis: This is the global issue you chose. 
  

Incomplete introduction - improve it

Hook
The name of the literary and non-literary works	A Doll's House & "untitled"
Author or source	Henrik Ibsen & Gregory Crewdson
Text type	Play/drama & photograph
where appeared	Beneath the Roses
when produced & translation	1879, 1890 (official translation), 2007
Content work summarised	Ibsen's play concerns a middle-class housewife, Nora, who leaves her family and home when she realises that her marriage is a patriarchal illusion after her husband refuses to support her when a secret is revealed.
content excerpt summarised	Crewdson's photograph depicts the interior of a bourgeois home in the mid- nineteenth century in which a man is seen lounging in an armchair while a female figure works in the kitchen.
intended audience	X
purpose	entertain, inform, persuade
social cultural & temporal context	Norwegian, Victorian, patriarchal, middle-class, bourgeois Western, mid-nineteenth century, early evening
Thesis statement	Global issue

Central Idea 

Do not write about the text.  

instead, write about how the author uses the text to communicate a message to the reader. 

Subject specific language - photography 

• Lighting - warm and cold (temperature) sources, artificial, inside/outside 
  
• Physical isolation of the figures - boxing, leading lines, dynamic lines, colour
  
• Posture & body language 
  

 

• Foreground, mid ground, background
  
• Rule of thirds 
  
• Not candid - constructed, staged
  
• Colour saturation 
  
• Visual narrative 
  
• Depth of field 
  
• Focal point - how? Why?
  

Subject specific language - drama 

• Dramatic dialogue 
  
• Diction choice 
  
• Characterisation 
  
• Dramatic irony 
  
• Symbolism - money
  
• Tricolon - "dance, dress up and play the fool"
  
• Stage direction/ speech direction 
  

 

• Contrast/ juxtaposition 
  
• Foil character 
  
• Protagonist 
  
• Punctuation - hesitancy, interrogatives, exclamations, monologue
  
• Repetition  
  

Self-reflection form 

In MB class stream there is a self-reflection form

Complete this form and predict your grade.

When the class has completed, I will give you your grade.