Extend your Learning @ Bishop Justus Lesson 9 Of Mice and Men EXTEND A/A* LQ: Am I able to analyse how language is used to create tension in Chapter 3?

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Lesson 9Of Mice and Men

EXTEND A/A*LQ: Am I able to analyse how language is used to

create tension in Chapter 3?

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?

Good Progress: I will be able to analyse the language in a PETER format (B)

Excellent progress: I will be able to write an analytical PETER paragraph which uses correct terminology

(A/B)

Outstanding progress: I will be able to write an analytical PETER paragraph which provides

sophisticated interpretation and uses advanced terminology (A/A*)

How much progress will you make today?


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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,

highlightsStarter:

Terminology warm-up

Victim 1: define the term given, and choose next person.

Victim 2: example of the technique and choose next victim 1.

Phone a friend for a hint if necessary

EXT:Can you think of a

time where this technique is used

in Of Mice and Men?


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Introduction:

Actively read Chapter 3 adding to your notes regarding plot, themes and character



highlights

What literary techniques are used to show tension mounting?


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QUICK CONSOLIDATION:

TAKE TWO CHARACTERS AND GIVE THEM A FACEBOOK STATUS FOR ANY POINT DURING THE SCENE (2 MINS)



highlights

EXT: CAN YOU USE FITTING COLLOQUIAL DIALECT?


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Main Task:Consider how

Steinbeck raises tension through as the characters wait

for Candy’s dog to be shot?

In pairs come up with at least 3 points

Write up your favourite as a PETER paragraph (ON YOUR OWN)



highlights


Excellent progress: I will be able to write an analytical PETER paragraph which uses

correct terminology (A/B)

Outstanding progress: I will be able to write an analytical PETER paragraph which provides sophisticated interpretation and

uses advanced terminology (A/A*)

EXT:Can you

EMBED a 2ND

quotation to

develop your

argument?

Can you come

up with an

original point

that no one

else has

considered


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PEER ASSESS:Grade, progress statement and

WWW/ebi



highlights

Good Progress: I will be able to analyse the language in a PETER format

Excellent progress: I will be able to write an analytical PETER paragraph which uses

correct terminology

Outstanding progress: I will be able to write an analytical PETER paragraph which provides sophisticated interpretation and

uses advanced terminology

EXT:Can you

EMBED a 2ND

quotation to

develop your

argument?

Can you come

up with an

original point

that no one

else has

considered

10

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Plenary:

Your homework this week is to answer the following question:

How does Steinbeck use language to capture the characters’ belief in the American Dream?

Plan in pairs for 3 analytical paragraphs

How are you going to plan this quickly and effectively?



highlights


Excellent progress: I will be able to write an analytical PETER paragraph which uses correct terminology

(A/B)

Outstanding progress: I will be able to write an analytical PETER paragraph which provides

sophisticated interpretation and uses advanced terminology (A/A*)

How much progress will you make today?

Miss L. Hamilton

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Homework:

How does Steinbeck use language to

capture the characters’ belief in the American

Dream?

Due: Monday 3rd December

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Documents

Extend your Learning @ Bishop Justus Lesson 9 Of Mice and Men EXTEND A/A* LQ: Am I able to analyse how language is used to create tension in Chapter 3?