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Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn. Lesson 1 Of Mice and Men - PowerPoint PPT Presentation
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Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn...Extend your Learning @
Bishop Justus
Lesson 1Of Mice and MenLQ: Am I able to
communicate my first impressions of the novella?
Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn...
Miss L. Hamilton
Extend your Learning @ Bishop Justus
We strongly recommend that you buy your own copy of this book so you can annotate it. You will be studying this book in year 11 also. They are available on Amazon for £3+
for second hand copies. Also, you need to print off the new resource booklet for this term. You can find this at:
www.justusenglishresources.blogspot.co.uk.
It is only 21 pages this term (19 if you don’t print the 2 title pages).
LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella?
Good Progress: I will be able write a PETER paragraph to respond to Steinbeck’s writing
Excellent progress: I will be able write a concise PETER paragraph using advanced terminology and “the formula” to
create concise criticism
Outstanding progress: I will be able write a concise PETER paragraph using advanced terminology, “the formula” and
embed two quotations to strengthen my argument
How much progress will you make today?
10
Extend your Learning @ Bishop Justus
Literary terms: onomatopoeia, misogynistic language, animalistic imagery, colloquial abbreviated dialogue, innuendo, well-chosen adverbs, proleptic irony, extended
metaphor, repetition, alliteration, sibilance, racist language Keywords: portrays, suggests, emphasises, represents, reflects, reveals, illustrates,
highlightsStarter:
Have a look at the book covers – what do you think the novella is about?
Do you know what
a novella is?
Homework to extend learning... Homework to extend learning... Homework to extend learning... Homework to extend learning... Homework to extend learning... Homework to extend learning... Homework to extend learning...
Miss L. Hamilton
Extend your Learning @ Bishop Justus
Homework: In pairs research an area of 1930s America and be ready to present your information during Monday’s lesson:Dust BowlHoovervillesItinerant WorkersAmerican Dream Wall Street CrashGreat DepressionSteinbeck’s early life
Due: Monday
Literary terms: onomatopoeia, misogynistic language, animalistic imagery, colloquial abbreviated dialogue, innuendo, well-chosen adverbs, proleptic irony, extended
metaphor, repetition, alliteration, sibilance, racist language Keywords: portrays, suggests, emphasises, represents, reflects, reveals, illustrates,
highlights
LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella?
10
Extend your Learning @ Bishop Justus
Introduction:
The title of this novella is taken from a poem called ‘To a Mouse’ by Robert Burns. The penultimate verse reads:But Mousie, thou are no thy-lane, In proving foresight may be vain: The best laid schemes o' Mice an' Men, Gang aft agley, An' lea'e us nought but grief an' pain, For promis'd joy!
How does this poem develop
your ideas?
Literary terms: onomatopoeia, misogynistic language, animalistic imagery, colloquial abbreviated dialogue, innuendo, well-chosen adverbs, proleptic irony, extended
metaphor, repetition, alliteration, sibilance, racist language Keywords: portrays, suggests, emphasises, represents, reflects, reveals, illustrates,
highlights
Translation“But little Mouse, you are not alone,In proving foresight may be vain:The best laid schemes of mice and menGo often awry,And leave us nothing but grief and pain,For promised joy!”http://en.wikipedia.org/wiki/To_a_Mouse
LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella?
30
Extend your Learning @ Bishop Justus
Main Task:Begin reading Chapter 1 of the novella How does Steinbeck use language to present the characters of George and Lennie? Find 5 language techniques that are used to describe
George/Lennie Write up two PETER paragraphs answering the above
question
Do you know what
PETER stands for?
EXT: Can you comment on layers of meaning?
Can you come up with an ORIGINAL point that no
one else has thought of?
Literary terms: onomatopoeia, misogynistic language, animalistic imagery, colloquial abbreviated dialogue, innuendo, well-chosen adverbs, proleptic irony, extended
metaphor, repetition, alliteration, sibilance, racist language Keywords: portrays, suggests, emphasises, represents, reflects, reveals, illustrates,
highlights
LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella?
30
Extend your Learning @ Bishop Justus
Main Task:Begin reading Chapter 1 of the novella How does Steinbeck use language to present the characters of George and Lennie? Find 5 language
techniques that are used to describe George/Lennie
Write up two PETER paragraphs answering the above question
Literary terms: onomatopoeia, misogynistic language, animalistic imagery, colloquial abbreviated dialogue, innuendo, well-chosen adverbs, proleptic irony, extended
metaphor, repetition, alliteration, sibilance, racist language Keywords: portrays, suggests, emphasises, represents, reflects, reveals, illustrates,
highlights
EXT: Can you comment onlayers of meaning?
Can you come up with an ORIGINAL point that no one else has thought of?
Good Progress: I will be able write a PETER paragraph to respond to Steinbeck’s
writing
Excellent progress: I will be able write a concise PETER paragraph using advanced terminology and “the formula” to create
concise criticism
Outstanding progress: I will be able write a concise PETER paragraph using
advanced terminology, “the formula” and embed two quotations to strengthen my
argument
LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella?
5 Extend your Learning @ Bishop Justus
Plenary:
Swap PETER paragraphs with the person next to you
Identify and label the 5 PETER aspects in the paragraph and write a SIT comment for your partner
StrengthsImprovementsTargets
Literary terms: onomatopoeia, misogynistic language, animalistic imagery, colloquial abbreviated dialogue, innuendo, well-chosen adverbs, proleptic irony, extended
metaphor, repetition, alliteration, sibilance, racist language Keywords: portrays, suggests, emphasises, represents, reflects, reveals, illustrates,
highlights
Good Progress: I will be able write a PETER paragraph to respond to Steinbeck’s
writing
Excellent progress: I will be able write a concise PETER paragraph using advanced terminology and “the formula” to create
concise criticism
Outstanding progress: I will be able write a concise PETER paragraph using
advanced terminology, “the formula” and embed two quotations to strengthen my
argument
EXT: Can you comment onlayers of meaning?
Can you come up with an ORIGINAL point that no one else has thought of?
LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella?
Good Progress: I will be able write a PETER paragraph to respond to Steinbeck’s writing
Excellent progress: I will be able write a concise PETER paragraph using advanced terminology and “the formula” to
create concise criticism
Outstanding progress: I will be able write a concise PETER paragraph using advanced terminology, “the formula” and
embed two quotations to strengthen my argument
How much progress will you make today?
