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Preparation Lesson 1 Of Mice and Men EXTEND A/A* LQ: Am I able to write developed and sophisticated analysis focussing on how Steinbeck uses structure to present discrimination?. Extend your Learning @ Bishop Justus A/A*. - PowerPoint PPT Presentation
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Extend your Learning @ Bishop Justus A/A*
Preparation Lesson 1Of Mice and Men
EXTEND A/A*
LQ: Am I able to write developed and sophisticated
analysis focussing on how Steinbeck uses structure to
present discrimination?
LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised?
Excellent progress: I will be able to write an analytical PETE D paragraph which uses correct terminology to analyse
Steinbeck’s use of structure in Chapter 4 (A/B)
Outstanding progress: I will be able to write an analytical PETE D paragraph which provides sophisticated
interpretation and uses advanced terminology to analyse Steinbeck’s use of structure in Chapter 4 (A/A*)
How much progress will you make today?
Literary terms: onomatopoeia, racist language, well-chosen adverbs, proleptic irony, extended metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase,
pathetic fallacy, emotive language, short sentences, narcissism, innuendoSocial terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised?
5Starter: NO HANDS UP
Terminology warm-up
Victim 1: define the term given, and choose next person.
Victim 2: example of the technique (EXT: in the novel)and choose next victim 1.
EXT:Can you think of a
time where this technique is used
in Of Mice and Men?
Extend your Learning @ Bishop Justus A/A*
Literary terms: onomatopoeia, racist language, well-chosen adverbs, proleptic irony, extended metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase,
pathetic fallacy, emotive language, short sentences, narcissism, innuendoSocial terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised?
25 Introduction:
Listen carefully to this songhttp://www.youtube.com/watch?v=z1hm5fxJEkY What is about?
Which themes from the novel does it mirror?
EXT: can you link the song to any moment or quotations in Chapter 4?
Extend your Learning @ Bishop Justus A/A*
Literary terms: onomatopoeia, racist language, well-chosen adverbs, proleptic irony, extended metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase,
pathetic fallacy, emotive language, short sentences, narcissism, innuendoSocial terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised?
20Main Task:How does Steinbeck
present discrimination in
Chapter 4?
Firstly brainstorm the quotations that
you could use in writing about your
character…
Extend your Learning @ Bishop Justus A/A*
Excellent progress: I will be able to write an analytical PETE D paragraph
which uses correct terminology to analyse Steinbeck’s use of structure in
Chapter 4 (A/B)
Outstanding progress: I will be able to write an analytical PETE D
paragraph which provides sophisticated interpretation and uses
advanced terminology to analyse Steinbeck’s use of structure in
Chapter 4 (A/A*)
A* EXTENSION:
Can you spot a quotation no one else has
noticed?
Literary terms: onomatopoeia, racist language, well-chosen adverbs, proleptic irony, extended metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase,
pathetic fallacy, emotive language, short sentences, narcissism, innuendoSocial terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised?
20Main Task:How does Steinbeck
present discrimination in
Chapter 4?
NOW Literary terms for quotations
Extend your Learning @ Bishop Justus A/A*
Excellent progress: I will be able to write an analytical PETE D paragraph
which uses correct terminology to analyse Steinbeck’s use of structure in
Chapter 4 (A/B)
Outstanding progress: I will be able to write an analytical PETE D
paragraph which provides sophisticated interpretation and uses
advanced terminology to analyse Steinbeck’s use of structure in
Chapter 4 (A/A*)
A* EXTENSION:
Can you use sophisticated vocabulary?
Literary terms: onomatopoeia, racist language, well-chosen adverbs, proleptic irony, extended metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase,
pathetic fallacy, emotive language, short sentences, narcissism, innuendoSocial terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised?
20
Extend your Learning @ Bishop Justus A/A*
Literary terms: onomatopoeia, racist language, well-chosen adverbs, proleptic irony, extended metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase,
pathetic fallacy, emotive language, short sentences, narcissism, innuendoSocial terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised?
20Main Task:How does Steinbeck
present discrimination in
Chapter 4?Now try to link the
quotations. Can you observe how Steinbeck
has structured the chapter for greater
effect.
Extend your Learning @ Bishop Justus A/A*
Excellent progress: I will be able to write an analytical PETE D paragraph
which uses correct terminology to analyse Steinbeck’s use of structure in
Chapter 4 (A/B)
Outstanding progress: I will be able to write an analytical PETE D
paragraph which provides sophisticated interpretation and uses
advanced terminology to analyse Steinbeck’s use of structure in
Chapter 4 (A/A*)
EXTENSION:is there anything
worth mentioning
because of what has happened before in the
novella or what may happen
later?
Literary terms: onomatopoeia, racist language, well-chosen adverbs, proleptic irony, extended metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase,
pathetic fallacy, emotive language, short sentences, narcissism, innuendoSocial terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised?
20
Extend your Learning @ Bishop Justus A/A*
EXT:Can you see the Band 5 -
A/A* elements?
However, Steinbeck carries on to use minimalist language to present Curley’s wife so the stereotype that is first made, is exaggerated and the reader is left to make their own version of ‘Curley’s wife’. This is seen with the name of ‘Curley’s wife’. She has no given name making her more of a possession of her husband then a person. This again makes her seem inferior to the men of the ranch and a toy or play mate for Curley, the most prominent person in their relationship, which is presented in the name, Curley’s wife. ‘You seen a girl around here?’ is a sentence used by Curley about his wife, which again shows the reader that she is just a ‘girl’ and not a wife and not even a person as still, she has no name. This makes her similar to Candy’s dog; another of the few characters or things in the book with no referred name. Curley’s wife having no name and making her similar to the many things that are killed off in the book could be proleptic irony; hinting for the rest of the book.
Literary terms: onomatopoeia, racist language, well-chosen adverbs, proleptic irony, extended metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase,
pathetic fallacy, emotive language, short sentences, narcissism, innuendoSocial terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised?
20
Extend your Learning @ Bishop Justus A/A*
EXT:Can you see the Band 5 -
A/A* elements?
Literary terms: onomatopoeia, racist language, well-chosen adverbs, proleptic irony, extended metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase,
pathetic fallacy, emotive language, short sentences, narcissism, innuendoSocial terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
https://www.youtube.com/watch?v=tGc7wLJADFs
LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised?
20Main Task:How does Steinbeck
present discrimination in
Chapter 4?
Using your notes, as a group write a “perfect paragraph” focussing
on the effect of Steinbeck’s structure.
Extend your Learning @ Bishop Justus A/A*
Excellent progress: I will be able to write an analytical PETE D paragraph
which uses correct terminology to analyse Steinbeck’s use of structure in
Chapter 4 (A/B)
Outstanding progress: I will be able to write an analytical PETE D
paragraph which provides sophisticated interpretation and uses
advanced terminology to analyse Steinbeck’s use of structure in
Chapter 4 (A/A*)
A* EXTENSION:Can you use
social context terminology?
Literary terms: onomatopoeia, racist language, well-chosen adverbs, proleptic irony, extended metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase,
pathetic fallacy, emotive language, short sentences, narcissism, innuendoSocial terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised? LQ: Am I able to actively read chapter 3 considering how tension is raised?
20PEER ASSESS
Extend your Learning @ Bishop Justus A/A*
Excellent progress: I will be able to write an analytical PETE D paragraph
which uses correct terminology to analyse Steinbeck’s use of structure in
Chapter 4 (A/B)
Outstanding progress: I will be able to write an analytical PETE D
paragraph which provides sophisticated interpretation and uses
advanced terminology to analyse Steinbeck’s use of structure in
Chapter 4 (A/A*)
A* EXTENSION:Can you use
social context terminology?
Literary terms: onomatopoeia, racist language, well-chosen adverbs, proleptic irony, extended metaphor, repetition, alliteration, sibilance, powerful adjectives, simile, monosyllabic phrase,
pathetic fallacy, emotive language, short sentences, narcissism, innuendoSocial terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
10SECRET TEACHERS REVEALED!
Extend your Learning @ Bishop Justus A/A*
LITERARY TERMS: onomatopoeia, misogynistic language, animalistic imagery, colloquial abbreviated dialogue, innuendo, well-chosen adverbs, proleptic irony, extended metaphor, repetition, alliteration, sibilance, racist language, pathos,
crescendo, personificationKEYWORDS: portrays, suggests, emphasises, represents, reflects, reveals, illustrates,
highlights
How much progress have you made today?
Excellent progress: I will be able to write an analytical PETE D paragraph which uses correct terminology to analyse
Steinbeck’s use of structure in Chapter 4 (A/B)
Outstanding progress: I will be able to write an analytical PETE D paragraph which provides sophisticated
interpretation and uses advanced terminology to analyse Steinbeck’s use of structure in Chapter 4 (A/A*)
Miss L. Hamilton
Extend your Learning @ Bishop Justus A/A*
