Download Literary terms - Justus Learning

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*
Preparation Lesson 1
Of Mice and Men
EXTEND A/A*
Literary terms: onomatopoeia, racist language, well-chosen adverbs, proleptic irony, extended metaphor,
LQ:alliteration,
Am I able to
activelypowerful
read chapter
3 considering
how tension
raised?fallacy,
LQ: Am
I able to
repetition,
sibilance,
adjectives,
simile, monosyllabic
phrase,ispathetic
emotive
language, short sentences, narcissism, innuendo
Social terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
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)
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.
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,
LQ:alliteration,
Am I able to
activelypowerful
read chapter
3 considering
how tension
raised?fallacy,
LQ: Am
I able to
repetition,
sibilance,
adjectives,
simile, monosyllabic
phrase,ispathetic
emotive
language, short sentences, narcissism, innuendo
Social terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
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*
Literary terms: onomatopoeia, racist language, well-chosen adverbs, proleptic irony, extended metaphor,
LQ:alliteration,
Am I able to
activelypowerful
read chapter
3 considering
how tension
raised?fallacy,
LQ: Am
I able to
repetition,
sibilance,
adjectives,
simile, monosyllabic
phrase,ispathetic
emotive
language, short sentences, narcissism, innuendo
Social terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
20
Main Task:
How does Steinbeck
present discrimination
in Chapter 4?
Firstly brainstorm the
quotations that you
could use in writing
about your character…
A* EXTENSION:
Can you spot a
quotation no one
else has noticed?
Extend your Learning @ Bishop Justus A/A*
Literary terms: onomatopoeia, racist language, well-chosen adverbs, proleptic irony, extended metaphor,
LQ:alliteration,
Am I able to
activelypowerful
read chapter
3 considering
how tension
raised?fallacy,
LQ: Am
I able to
repetition,
sibilance,
adjectives,
simile, monosyllabic
phrase,ispathetic
emotive
language, short sentences, narcissism, innuendo
Social terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
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)
20
Main Task:
How does Steinbeck
present discrimination
in Chapter 4?
NOW Literary terms for
quotations
A* EXTENSION:
Can you use
sophisticated
vocabulary?
Extend your Learning @ Bishop Justus A/A*
Literary terms: onomatopoeia, racist language, well-chosen adverbs, proleptic irony, extended metaphor,
LQ:alliteration,
Am I able to
activelypowerful
read chapter
3 considering
how tension
raised?fallacy,
LQ: Am
I able to
repetition,
sibilance,
adjectives,
simile, monosyllabic
phrase,ispathetic
emotive
language, short sentences, narcissism, innuendo
Social terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
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)
20
Extend your Learning @ Bishop Justus A/A*
Literary terms: onomatopoeia, racist language, well-chosen adverbs, proleptic irony, extended metaphor,
LQ:alliteration,
Am I able to
activelypowerful
read chapter
3 considering
how tension
raised?fallacy,
LQ: Am
I able to
repetition,
sibilance,
adjectives,
simile, monosyllabic
phrase,ispathetic
emotive
language, short sentences, narcissism, innuendo
Social terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
20
Main 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.
EXTENSION:
is there anything
worth mentioning
because of what has
happened before in
the novella or what
may happen later?
Extend your Learning @ Bishop Justus A/A*
Literary terms: onomatopoeia, racist language, well-chosen adverbs, proleptic irony, extended metaphor,
LQ:alliteration,
Am I able to
activelypowerful
read chapter
3 considering
how tension
raised?fallacy,
LQ: Am
I able to
repetition,
sibilance,
adjectives,
simile, monosyllabic
phrase,ispathetic
emotive
language, short sentences, narcissism, innuendo
Social terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
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)
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*
Literary terms: onomatopoeia, racist language, well-chosen adverbs, proleptic irony, extended metaphor,
LQ:alliteration,
Am I able to
activelypowerful
read chapter
3 considering
how tension
raised?fallacy,
LQ: Am
I able to
repetition,
sibilance,
adjectives,
simile, monosyllabic
phrase,ispathetic
emotive
language, short sentences, narcissism, innuendo
Social terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
20
https://www.youtube.com/watch?v=tG
c7wLJADFs
Extend your Learning @ Bishop Justus A/A*
Literary terms: onomatopoeia, racist language, well-chosen adverbs, proleptic irony, extended metaphor,
LQ:alliteration,
Am I able to
activelypowerful
read chapter
3 considering
how tension
raised?fallacy,
LQ: Am
I able to
repetition,
sibilance,
adjectives,
simile, monosyllabic
phrase,ispathetic
emotive
language, short sentences, narcissism, innuendo
Social terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
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.
A* EXTENSION:
Can you use social
context
terminology?
Extend your Learning @ Bishop Justus A/A*
Literary terms: onomatopoeia, racist language, well-chosen adverbs, proleptic irony, extended metaphor,
LQ:alliteration,
Am I able to
activelypowerful
read chapter
3 considering
how tension
raised?fallacy,
LQ: Am
I able to
repetition,
sibilance,
adjectives,
simile, monosyllabic
phrase,ispathetic
emotive
language, short sentences, narcissism, innuendo
Social terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
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)
20
PEER ASSESS
A* EXTENSION:
Can you use social
context
terminology?
Extend your Learning @ Bishop Justus A/A*
Literary terms: onomatopoeia, racist language, well-chosen adverbs, proleptic irony, extended metaphor,
LQ:alliteration,
Am I able to
activelypowerful
read chapter
3 considering
how tension
raised?fallacy,
LQ: Am
I able to
repetition,
sibilance,
adjectives,
simile, monosyllabic
phrase,ispathetic
emotive
language, short sentences, narcissism, innuendo
Social terms: segregation, marginalisation, social inequality, class difference, Great Depression, discrimination
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)
SECRET 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, personification
KEYWORDS:
portrays, suggests, emphasises, represents, reflects, reveals, illustrates, highlights
10
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)
Extend your Learning @ Bishop Justus A/A*
Miss L. Hamilton