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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