Literary analysis: theme, symbol, ambiguity

Reading Comprehension

CCSS RL.11-12.2CCSS RL.11-12.3CCSS RL.11-12.5England: GCSE English Language Paper 1 Q4England: A-level English Literature

Objective and success criteria

Students will: Literary analysis: theme, symbol, ambiguity.

I can answer questions on today's skill on my own, without help.
I can explain each step and say why it works.
I can check my answer and spot a mistake.

Before and after

Needs first: How characters change; Theme

Leads to: Literary movements: Romanticism, Gothic, Realism, Modernism and more; Satire, parody, caricature and deadpan

Materials: A short text or extract (one copy each), Highlighters, Question cards, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 5 min

Quick retrieval from earlier learning (How characters change; Theme). Students answer on mini whiteboards.
Show answers together and note who needs support in the main task.

At the start of the year, Leo refused to join any club. By June, he was captain of the chess team and organising the school tournament. How does Leo change? (He does not change. / He becomes lazier. / He stops liking chess. / He goes from withdrawn to confident and involved.) → He goes from withdrawn to confident and involved.Prompt: What does the character say and do?
Marcus wanted the prize money for himself. But after seeing how hard his teammates had worked, he insisted on sharing it equally. What causes Marcus to change? (Losing the competition / A rule change / Recognising his teammates' effort / His parents' orders) → Recognising his teammates' effortPrompt: What does the character say and do?
Hana laughed at the old man's stories about the war. Then she found his medal and a letter explaining what he had lost. The next time he spoke, she listened in silence. How does Hana change? (She starts collecting medals. / She moves from dismissive to respectful. / She becomes more rude. / She forgets the old man.) → She moves from dismissive to respectful.Prompt: What does the character say and do?

Hook · 5 min

Read the first lines of a short text aloud and ask what students predict will happen and why.
Share the objective: Literary analysis: theme, symbol, ambiguity. Read the success criteria together.

I do: model it · 10 min

Work through the example out loud, saying why you do each step, not just what you do.
Example: A poem describes an old woman planting an oak tree she knows she will never see fully grown. Which theme does this image most strongly suggest?
Step 1: A theme is the message about life that the story explores.
Step 2: So the answer is: acting generously for the benefit of future generations
Answer: acting generously for the benefit of future generations
Pause after each step and ask a student to say what comes next.

We do: guided practice · 10 min

Do these together. Students try each step on whiteboards before you reveal it.
Use the hints as prompts rather than giving the answer.

Throughout the novel, the wealthy family's house is described as having locked gates and high walls, while the narrator's home has a door that is always open. What contrast does this imagery develop? (modern versus old architecture / summer versus winter / exclusion and isolation versus openness and community / city versus countryside) → exclusion and isolation versus openness and communityPrompt: What big idea about life does the text explore?
The story ends with the protagonist on a train, unsure whether she is leaving home or returning to it. What is the effect of this ambiguous ending? (It shows the writer forgot to finish. / It invites readers to reflect on what 'home' means rather than giving a neat answer. / It proves she is going on holiday. / It reveals the train has broken down.) → It invites readers to reflect on what 'home' means rather than giving a neat answer.Prompt: What big idea about life does the text explore?

You do: independent practice · 10 min

Students work on the student sheet. Circulate and check the first two answers of every student early.
Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

In the story, a girl keeps a broken clock on her windowsill long after her father's death. In the final scene, she finally has it repaired, and it begins to tick. What does the repaired clock most likely symbolise? (That time has stopped forever. / Her love of mechanics. / The family's wealth. / Her readiness to move forward with life after grief.) → Her readiness to move forward with life after grief.Prompt: What big idea about life does the text explore?
The story ends with the protagonist on a train, unsure whether she is leaving home or returning to it. What is the effect of this ambiguous ending? (It shows the writer forgot to finish. / It reveals the train has broken down. / It invites readers to reflect on what 'home' means rather than giving a neat answer. / It proves she is going on holiday.) → It invites readers to reflect on what 'home' means rather than giving a neat answer.Prompt: What big idea about life does the text explore?

Watch out for

Answering from memory or opinion instead of evidence in the text.
Copying a long quote without explaining what it shows.

Support and stretch

Support

Review first: How characters change.
Use concrete materials: a short text or extract (one copy each).
Give the first step of each question, or a partly worked example to finish.
Pair with a confident partner for the guided practice.

Stretch

Move on to: Literary movements: Romanticism, Gothic, Realism, Modernism and more; Satire, parody, caricature and deadpan.
Explain a common mistake in writing and how to fix it.
Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-12.

Free lesson plan from eurekami.com/lesson-plan-builder

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Literary analysis: theme, symbol, ambiguity

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Inheritance

When my aunt died she left me her piano, which was the one thing in her house I had never wanted. It was an upright of dark, scarred wood, too large for any room it had ever stood in, and it had been out of tune for as long as I could remember. As a child, I had been made to sit at it every Thursday while she counted the beats aloud in a voice like a ruler rapping a desk. I had hated it with the pure, uncomplicated hatred of a nine-year-old. The removal men groaned it up the three flights to my flat and left it in the hall, where it blocked the light from the only window. For a month I edged around it sideways, as one edges around a guest who has outstayed their welcome. I told friends I would sell it. I photographed it twice for the listing and deleted the pictures both times. It was during a power cut in February that I finally lifted the lid. I could not have said why. The flat was cold and dark and silent, and perhaps I simply wanted to hear something. I pressed middle C. It was flat, of course – everything about that piano was slightly flat – but the note hung in the hall far longer than I expected, and something in the slowness of its fading undid me. I played the only piece I still knew, a dull exercise in C major that my aunt had made me repeat a hundred times. My fingers found it before my mind did. Halfway through, I realised I was counting under my breath, in her rhythm, in her voice. I have not had the piano tuned. People ask me why, and I tell them I haven't got round to it, which is true in the way that most convenient answers are true. The other reason is harder to explain. Every flat note is exactly as she left it. I am not ready to correct her yet.

1
Question 1
Read "Inheritance". What does the narrator's realisation that he is counting "in her voice" reveal?
- A. His aunt's influence has become part of him, despite his earlier resentment.
- B. He has hired a teacher.
- C. He has forgotten the piece.
- D. He is imitating her to mock her.
2
Question 2
Read "Inheritance". What is the best interpretation of "I am not ready to correct her yet"?
- A. He plans to become a piano tuner.
- B. He thinks his aunt played badly.
- C. He cannot afford a piano tuner.
- D. Tuning the piano would feel like erasing a trace of her, and he is still grieving.

3
Question 3
In the story, a girl keeps a broken clock on her windowsill long after her father's death. In the final scene, she finally has it repaired, and it begins to tick. What does the repaired clock most likely symbolise?
- A. The family's wealth.
- B. Her readiness to move forward with life after grief.
- C. That time has stopped forever.
- D. Her love of mechanics.
4
Question 4
Throughout the novel, the wealthy family's house is described as having locked gates and high walls, while the narrator's home has a door that is always open. What contrast does this imagery develop?
- A. exclusion and isolation versus openness and community
- B. city versus countryside
- C. summer versus winter
- D. modern versus old architecture
5
Question 5
A poem describes an old woman planting an oak tree she knows she will never see fully grown. Which theme does this image most strongly suggest?
- A. acting generously for the benefit of future generations
- B. regret about wasted time
- C. the dangers of gardening in old age
- D. the speed at which oak trees grow
6
Question 6
The story ends with the protagonist on a train, unsure whether she is leaving home or returning to it. What is the effect of this ambiguous ending?
- A. It proves she is going on holiday.
- B. It invites readers to reflect on what 'home' means rather than giving a neat answer.
- C. It reveals the train has broken down.
- D. It shows the writer forgot to finish.

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Answer key: Literary analysis: theme, symbol, ambiguity

1. A. His aunt's influence has become part of him, despite his earlier resentment.
2. D. Tuning the piano would feel like erasing a trace of her, and he is still grieving.
3. B. Her readiness to move forward with life after grief.
4. A. exclusion and isolation versus openness and community
5. A. acting generously for the benefit of future generations
6. B. It invites readers to reflect on what 'home' means rather than giving a neat answer.