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Extend your Learning @ Bishop Justus A/A*

Lesson 12 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*.

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Extend your Learning @ Bishop Justus A/A*

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  1. Lesson 12 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*

  2. 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, innuendo Social 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? How much progress will you make today? 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*) 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)

  3. 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, innuendo Social 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? 5 Starter: 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. Extend your Learning @ Bishop Justus A/A* EXT: Can you think of a time where this technique is used in Of Mice and Men?

  4. 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, innuendo Social 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 song http://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*

  5. 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, innuendo Social 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 Groups: 1 - Crooks 2- Lennie 3 – Candy 4 C’s Wife HollyBarnesCorinneLisa Owen J Lo Alex Marco Zoe Rhianna Alasdair Betty S J.D. Lucy Mazza Lily Adam 5 - Lennie 6 Candy 7 Crooks KaiKirstenDevin Bobby GeorgieHarriet Annie TToyin Clarisse Betty PTom Abi Matthew Extend your Learning @ Bishop Justus A/A* NAMES IN RED ARE GROUP LEADERS and SCRIBES

  6. 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, innuendo Social 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 Main Task: How does Steinbeck present discrimination in Chapter 4? Firstly brainstorm the quotations that you could use in writing about your character… 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*) 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) A* EXTENSION: Can you spot a quotation no one else has noticed?

  7. 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, innuendo Social 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 Main Task: How does Steinbeck present discrimination in Chapter 4? NOW Literary terms for quotations 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*) 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) A* EXTENSION: Can you use sophisticated vocabulary?

  8. 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, innuendo Social 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*

  9. 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, innuendo Social 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 Main Task: How does Steinbeck present discrimination in Chapter 4? Now try to link the quotations. Can you observe how Steinbeck has structuredthe chapter for greater effect. 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*) 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) EXTENSION: is there anything worth mentioning because of what has happened before in the novella or what may happen later?

  10. 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, innuendo Social 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 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. Extend your Learning @ Bishop Justus A/A* EXT: Can you see the Band 5 - A/A* elements?

  11. 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, innuendo Social 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 https://www.youtube.com/watch?v=tGc7wLJADFs Extend your Learning @ Bishop Justus A/A* EXT: Can you see the Band 5 - A/A* elements?

  12. 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, innuendo Social 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 Main 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. 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*) 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) A* EXTENSION: Can you use social context terminology?

  13. 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, innuendo Social 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 PEER ASSESS 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*) 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) A* EXTENSION: Can you use social context terminology?

  14. 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, personification KEYWORDS: portrays, suggests, emphasises, represents, reflects, reveals, illustrates, highlights 10 SECRET TEACHERS REVEALED! Extend your Learning @ Bishop Justus A/A*

  15. How much progress have you made today? 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*) 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)

  16. Extend your Learning @ Bishop Justus A/A* Miss L. Hamilton

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