Age, Gender and class

1. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric, proleptic irony CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy Age, Gender and class LQ: How does Williams present the gender and class struggle in Scenes 2 and 3? Can I see alternative interpretations?

2. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion Age, Gender and class LQ: How does Williams present the gender and class struggle in Scenes 2 and 3? Use the blog: Justuslearning.com > blog > + search “Streetcar”

3. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context to illuminate alternative interpretations EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context GOOD PROGRESS: I can articulate my analysis of the ways the language, structure and form of the play present struggles

4. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion How has the dialogue created tension so far? Is Blanche flirtatious or simply avoiding acting submissive? How does this show struggle in EACH character? EXT: how has Williams created a threatening atmosphere?

5. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion Scenes 2+3 Read scenes as a class. Active Reading – how does the audience feel about each character?

6. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context to illuminate alternative interpretations After the shocking end to Scene 3, how does the audience feel about: 1. Stanley 2. Blanche 3. Stella 4. other characters EXT: can you see an alternative interpretation/reaction EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context GOOD PROGRESS: I can articulate my analysis of the ways the language, structure and form of the play present struggles

7. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion Now flip your opinions… can you 1. sympathise with Stanley 2. blame Blanche 3. criticise Stella 4. ? How does this mixed reaction to a shocking but difficult scene demonstrate numerous struggles? EXT: Does the theatrical FORMcontribute to the efficacy of the scene? OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context to illuminate alternative interpretations EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context GOOD PROGRESS: I can articulate my analysis of the ways the language, structure and form of the play present struggles

8. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion Decide on at least five quotations worth using for our “wider reading” quotation banks. For each quotation, make sure we identify the struggle and have some terminology for each. OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context to illuminate alternative interpretations EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context GOOD PROGRESS: I can articulate my analysis of the ways the language, structure and form of the play present struggles