Lesson ob: to develop knowledge of social and

Lesson ob: to develop knowledge of social and

Lesson ob: to develop knowledge of social and historical context http://www.youtube.com/watch?v=nyAZGqFtVjw http://www.youtube.com/watch?v=x2CiDaUYr90 Students to take notes key dates causes effects on people/families effects on jobs (no need to watch all of each video, just enough to get the general idea, 10/15 mins)

Who did the Dust Bowl and the Depression affect and how? Ranch workers - like George and Lennie moving around - ..... job security - ..... poor wages/conditions - ...... Lesson ob: to develop textual knowledge READ section 1

What words would you use to describe these images? Lesson ob: to discuss how individual words can create certain meanings Grade D: basic comments on language using limited reference/knowledge of the text Grade C: explanation of comments about language based on secure knowledge/reference to the text Grade B: detailed explanation of comments about language based on secure knowledge/reference to the text Grade A/A*: thorough explanation of specific details of language, and what this tells us about the writer's intentions, based on secure/detailed knowledge/reference to the text

Lesson ob: to discuss how individual words can create certain meanings Which of these pairs of words are best at creating a feeling of stillness and why? noiselessly lifeless quiet empty

Lesson ob: to discuss how individual words can create certain meanings Spot the differences between these two extracts. The shade climbed up the hills toward the top. On the sand banks the rabbits sat as The shade went toward the top of the hills. quietly as little gray, sculptured stones. On the sand banks rabbits sat quietly, and And then from the direction of the state then from the direction of the state highway came highwayThecame the sound footsteps

shade climbed up the hillsof toward the top. On on the sand banks the rabbits sat as the sound of loud footsteps. quietly as little gray, sculptured And then from the direction of the rushed state Rabbits

for cover. A tall heron shot crisp sycamore leaves. The stones. rabbits hurried highway came the sound of footsteps on crisp sycamore leaves. The rabbits hurried up into down the river. air and flew heavily downriver. noiselessly for for cover.

stilted heron noiselessly cover. AA stilted heron labored up into the air and pounded the place was lifeless, and then two men emerged the path and the place was quiet, and Forfrom a moment laboredFor upa moment

into the air and pounded down came into the opening by the green pool. then two men appeared on the path and river. For a moment the place was lifeless, came into the opening by the stinking pool. and then two men emerged from the path and came into the opening by the green pool. The words "..............." create a feeling of stillness because.... Also, the words "........." show us that.... Discuss in pairs: for each of the differences, which one do you think is

best at creating the idea of stillness and why? Answer the following question. How does Steinbeck use language to create a feeling of stillness? If this is a grade A, what do you need to do in order to achieve it? (Look at your grade descriptors) 'Little, gray' illustrates the insignificant stature of the animals and their nondescript colour, thus conveying the idea of stillness. Steinbeck uses the word 'noiselessly' which emphasises the absence of sound in this situation as even the movement of the rabbits is silent. The fact that the sound of 'crisp sycamore leaves' are audible shows the lack of other noise. The scene is 'lifeless' until George and Lennie 'emerge', as if by

magic, from nowhere. This suggests the scene is dreamlike and therefore still and silent. What grade is this? 'Little, gray' suggests that the animals are pale and don't have much colour in them which means they're still. Steinbeck uses the word 'noiselessly' which shows there is no noise anywhere and it's quiet which means that even the birds aren't making any noise. You can hear the 'crisp sycamore leaves' which means they are crunching and it sounds like autumn. It is 'lifeless' until George and Lennie 'emerge' from inside the trees. This suggests that it is very still and calm and quiet with not a lot going on. Using the quotations that you picked as being better, write an answer to the question below using clear P.E.E:

How does Steinbeck create a feeling of stillness in the extract? Some starters (you don't have to use them): Steinbeck creates stillness when he says '.......' because ................... The writer uses the word '.......' which sounds like he wants us to think about ........................... The quotation '..........' suggests that the atmosphere is .......................... because ................................ Share best practice and answers (peer assessment as people read out?) Lesson ob: to discuss how character is presented through close study of

language George 1) Brainstorm at least 4/5 facts about this character based on what you have read in Chapter One. 2) Then come up with at least 5 words to describe this character/his personality/his behaviour Lennie 1) Brainstorm at least 4/5 facts about this character based on what you have read in Chapter One. 2) Then come up with at least 5 words to describe this character/his

personality/his behaviour Lesson ob: to discuss how character is presented through close study of language Grade D: basic comments on character using limited reference/knowledge of the text Grade C: explanation of comments about character based on secure knowledge/reference to the text Grade B: detailed explanation of comments about character based on secure knowledge/reference to the text Grade A/A*: thorough explanation of specific details/actions of a character, and what this tells us about them, based on secure/detailed knowledge/reference to the text

Lesson ob: to discuss how character is presented through close study of language Listen to my discussion of Lennie's character and decide, using your grade descriptors, what grade I'm working at. Lennie is a clumsy character shown by the quotation "and the follower nearly ran over him". He seems simple when he is described as "dragging his feet a little, the way a bear drags his paws". How could I improve? (kids should suggest 'explanation' as way to improve)

"And even in the open one stayed behind the other" Caring "Both were dressed in denim trousers... both wore black." Unpredictable "Small and quick, dark of face, with restless eyes and sharp strong features"

Childlike Forgetful Reliant "Behind him walked his opposite, a huge man, shapeless of face with large, pale eyes with wide, sloping shoulders" Frustrated

In charge "Flung himself down and drank from the surface of the green pool; drank with long gulps, snorting into the water like a horse" Dreamer Dodgy Suspicious "Dragging his feet a little, the way a bear drags his

paws" "The small man stepped nervously beside him" Like an animal Strong Clumsy Now you need to find your own quotations and create your own list of matching adjectives (describing words) - page 20 to 22 You must discuss with a partner why you have chosen that adjective for that quotation.

Quotations "Behind him walked his opposite, a huge man, shapeless of face with large, pale eyes with wide, sloping shoulders" Adjectives Forgetful Feedback Write up

Explain why you have chosen to match up the quotations with the adjectives. This should be a written form of the discussion you had with your partner The quotation '...........................................' suggests that Lennie is childlike because ........................................................ Lesson Ob: to understand how a writer uses imagery to create character Lennie George

Lesson Ob: to understand how a writer uses imagery to create character "And he walked heavily, dragging his feet a little, the way a bear drags his paws" What is he compared to? What does that makes us think about Lennie? Because he is like this, what do we expect from him in the rest of the novel? Lesson Ob: to understand how a writer uses imagery to create character

"And he walked heavily, dragging his feet a little, the way a bear drags his paws" Why are these words specifically chosen? Lesson Ob: to understand how a writer uses imagery to create character IN PAIRS: "Small and quick, dark of face, with restless eyes and sharp strong features" Think back to our starter. Which one of those animals would

you compare him to based on this quotation? Because he is like this, what do we expect from him in the rest of the novel? Lesson Ob: to understand how a writer uses imagery to create character "Small and quick, dark of face, with restless eyes and sharp strong features" Which words would you highlight as being important language choices here? Why are these words specifically chosen?

Lesson Ob: to understand how a writer uses imagery to create character Feedback "And he walked heavily, dragging his feet a little, the way a bear drags his paws" "Small and quick, dark of face, with restless eyes and sharp strong

features" "And he walked clumsily, like a wobbling Tower of Pisa, brushing past everything" "Small and quick, with a dirty face and wandering eyes and with a pointy nose"

Why does Steinbeck compare his two main characters to animals? If they were described like they are on the right hand side, what we expect/not expect during the novel? Lesson Ob: to understand how a writer uses imagery to create character "With stand-on-end ears, a permanent, malicious grin and black-as-the-night eyes, he cackled like a hyena, patrolling around the farm" If a writer described a character like this, what you would expect

them to do/behave like during the story? Break apart the quotation into sections Analyse what each bit suggests Put together your pieces at the end - what does the imagery of this character suggest? Lesson ob: to identify theme through the close study of language meerkat mannatee sheep cat

dog What group heading would you give to these terms? How does this link to our objective? football rugby tennis golf Lesson ob: to identify theme through the close study of language

"Guys like us, that work on the ranches, are the loneliest guys in the world. They got no family." Which words would you group together? "Guys like us, that work on the ranches, are the loneliest guys in the world. They got no family." Group heading: LONELINESS Lesson ob: to identify theme through the close study of language Circle words in the following extract that you would group together

because they have something in common. "Guys like us, that work on the ranches, are the loneliest guys in the world. They got no family. They don't belong no place. They come to a ranch an' work up a stake and then they go inta town and blow their stake, and the first thing you know they're poundin' tail on some other ranch. They aint got nothing to look ahead to..." George went on. "With us it ain't like that. We got a future. We got somebody to talk to that gives a damn about us. We don't have to sit in no bar room blowin in our jacks jus because we got no place else to go. If them other guys gets in jail they can rot for all anybody gives a damn. But not us."

What heading would you give to each of these groups? In terms of LO, what are these headings? The first theme you should have identified is loneliness. "Guys like us, that work on the ranches, are the loneliest guys in the world. They got no family. They don't belong no place. They come to a ranch an' work up a stake and then they go inta town and blow their stake, and the first thing you know they're poundin' tail on some other ranch. They aint got nothing to look ahead to..." George went on. "With us it ain't like that. We got a future. We got somebody to talk to that gives a damn about us. We don't have to

sit in no bar room blowin in our jacks jus because we got no place else to go. If them other guys gets in jail they can rot for all anybody gives a damn. But not us." Another theme you should have identified is friendship. A grade targets: what do you notice about structure? Why is this effective? What themes does the writer want us to think about in the extract? The writer wants us to think about the theme of...because it says... The words...make us think about...

The phrase...makes us think about the theme of...because... Lesson ob: to identify theme through the close study of language What are these childrens' dreams? http://www.youtube.com/watch?v=24-zvMyxNAo "OK. Some day - we're gonna get the jack together and we're gonna have a little house and a coupla acres and a cow and some pigs and..." 1) What is George and Lennie's dream? Underline words which give you a clue. Why are these word choices effective?

their dream is to own their own place 'getting the jack together' is good because it sounds like they're piling their money up together and sharing 'little house' sounds unambitious and modest but realistic 'coupla acres' sound small but manageable and homely Look at the following extract. "An live of the fatta the lan'," Lennie shouted. "An' have rabbits. Go on, George! Tell about we're gonna have in the garden and about the rabbits in the cages and about the rain in the winter and the stove, and how the thick the cream is on the milk you can hardly cut it. Tell about that, George."

2) (B+) How does the structure of the sentences reflect the excitement about the dream? ... 3) What other parts are there to their dream based on the above? "Well," said George "we'll have a big vegetable patch and a rabbit hutch and chickens. And when it rains in the winter, we'll just say the hell with goin to work, and we'll build up a fire in the stove and set around it an' listen to the rain comin down on the roof - nuts!" 4) What other parts are there to their dream based on the above?

2) (B+) the writer's sentences are long and unbroken (little punctuation) to show how he's getting carried away with himself they want to be self sufficient for their food (cream, milk, rabbits, chickens) they want to be their own boss - "to hell with work" they want to share their dream together and feel happy/content together "build up a fire in the stov and set around it an' listen" (B+) the dream sounds so nice and perfect, but George knows it's a bit unrealistic/dreamy - "nuts!" shows how he thinks this Create a study aid for next year's Y10 about themes in Of Mice and Men. All of the themes you know so far Key quotes that show the theme, along with explanation of how/why

How the theme is related to certain characters Lesson ob: to understand how character is presented and created using different devices Read section two! Lesson ob: to find important information to understand how character is presented and created using different devices We're going to look at pgs.46-47 from:

At that moment a young man came into the bunk house; down to... He turned towards the door and walked out, and his elbows were still bent out a little. Use a sheet of A4 paper In pairs, find 2 quotations from the extract that tell us something about Curley Pass the sheet of A4 to the pair next to you Add 2 different quotations Repeat the process Pass the sheet back to its original owners

" a thin young man with a brown face, with brown eyes and a head of tightly curled hair." We learn that Curley is 'thin' and has a 'brown face'. We could also imply that, like his 'head of tightly curled hair' he, too, is tightly wound. No help this time... "He glanced coldly at George and then at Lennie. His arms gradually bent at the elbows and his hands closed into fists."

Try to make inferences about what this quotation tells us about Curley. Deal with each sentence in turn. This is what a good answer will look like. Why? The way that Curley glances 'coldly' shows that he is hostile and unwelcoming because he has never met them, or spoken to them before. Curley's arms then 'gradually bent at the elbows' and 'his hands closed into fists.' which shows that he is reacting badly to seeing them, particularly Lennie. His 'fists' show that he is intent on using them for violence.

This is what a bad one will look like. Why? Curley is a nasty man and he doesn't like people because he is angry. Explains all of the sentences as one. Doesn't explain individual words. Explanations are detailed. Explains each sentence. Explains individual words. Explanations are vague/muddled.

Repeat the process we have just been through for as many of the quotations that you have on your sheet in 10 minutes. Is yours a good one? Which of these bullet points applies to your work? Set one as a target. Explains all of the sentences together. Doesn't explain individual words. Explanations are detailed. Explains individual words.

Explains each sentence. Explanations are vague/muddled. LO: to use inference to find information about a character to use empathy to understand a character's feelings What words would you use to describe the character in this picture? What impression do you get of Curley's wife from this quote? She had full, rouged lips and wide-spaced eyes, heavily made up. Which words?

What would you/George be thinking based on this? Thought tracking In pairs, one of you is to be Curley's wife and one of you George Curley's wife picks and acts out one of the quotations on pgs.53-54, and says it aloud George then says what he is thinking about her and the situation out loud ?

Watch the teacher give an example of good/bad thought tracking. In your pair, one of you is going to play George and respond to the first five quotes said by Curley's wife. Now swap. The next five will be the other person playing George and responding to Curley's wife. First impressions count...? Quotations Her fingernails were red. Her hair hung in little rolled clusters,

like sausages. on the insteps of which were little bouquets of red ostrich feathers. Her voice had a nasal, brittle quality. "'Oh!' She put her hands behind her back and leaned against the door frame so that her body was thrown forward. What would George be thinking? Quotation Lennie's eyes moved down over her body. She looked at her fingernails.

'Sometimes Curley's in here,' she explained. 'I guess I better look some place else,' she said playfully. She smiled archly and twitched her body. 'Nobody can't blame a person for lookin',' 'Gosh, she was purty.' He smiled admiringly. George looked quickly down at him and then he took him by an ear and shook him. What George is thinking

Plenary Pretend you are George. Lennie has asked you why he shouldn't say much to Curley's wife. You have to explain to Lennie, in words he would understand, why he can't. Remember to say it how George would! why she's trouble (looks, acts, speaks) what would happen to them if he did what it would mean for their dream What atmosphere do these individual words

help to create? uneasily hopefully put the old devil out of his misery LO: to look at how a writer creates atmosphere through _________, _________ and __________ During the conversation Carlson had refused to be drawn in. He continued to look down at the old dog. Candy watched him uneasily. At last Carlson said, 'If you want me to, I'll put the old devil out of his misery

right now and get it over with. Ain't nothing left for him. Can't eat, can't see, can't even walk without hurtin'.' The first one is highlighted for you. If you refuse to drawn in, why is that important? In to what? Looking back at our highlighting, what sort of choices are we looking at? Complete the objective LO: to look at how a writer creates atmosphere through what happe what they say and language choice During the conversation Carlson had refused to be drawn in. He continued to look down at the old dog. Candy watched him uneasily. At last Carlson said, 'If you want

me to, I'll put the old devil out of his misery right now and get it over with. Ain't nothing left for him. Can't eat, can't see, can't even walk without hurtin'.' Candy said hopefully, 'You ain't got no gun.' 'The hell ain't. Got a Luger. It won't hurt him none at all.' Candy said, 'Maybe tomorra. Le's wait till tomorra.' 'I don't see no reason for it,' said Carlson. He went out to his bunk, pulled his bag from underneath it, and took out a Luger pistol. 'Let's get it over with,' he said. 'We can't sleep with him stinkin' round in here.' He put the pistol in his hip pocket. Candy looked a long time at Slim to try to find some reversal. And Slim gave him none. FEEDBACK When Carlson "refused to be drawn in" he doesn't want to get

involved because he's weird. And a loner. "Candy watched him uneasily" shows Candy is uncomfortable because he's only got one hand and is poor. Carlson says the dog "can't eat, can't see, can't even walk without hurtin'" which shows how he's really sympathetic towards animals. Is this example good or bad? Why? When Carlson "refused to be drawn in" he won't be distracted from his purpose - which is to kill the dog. The atmosphere is therefore very tense because they know he is focused. "Candy watched him uneasily" shows us that Candy is aware of how determined Carlson is because of the word "uneasily".

He knows that this could spell the end for his beloved pet. Carlson says the dog "can't eat, can't see, can't even walk without hurtin'" which shows how he is emphasising how useless the dog is and trying to make it sound sensible to kill him by repeating the word "can't". Is this example good or bad? Why? The words "..................." suggest that the atmosphere is .............. because (NAME) feels .................................................. The word "..............." shows the atmosphere is about to change because ..................................

................................... When (NAME) says "......................." the audience can understand that the atmosphere is becoming ........................... and ...................... because ........................................................... NEXT LESSON How does the writer create atmosphere from halfway down p.74 ("From his pocket...") down to p.76 ("... then he rolled slowly over and faced the wall and lay silent.") what happens

what they say language choice The words "..................." suggest that the atmosphere is .............. because (NAME) feels .................................................. The word "..............." shows the atmosphere is about to change because .................................. ................................... When (NAME) says "......................." the audience can understand that the atmosphere is becoming ........................... and ......................

because ........................................................... Rough mark scheme Candy said "maybe tomorra, le's wait till tomorra" And took out a Luger pistol "We can't sleep with him stinkin' around in here" Candy looked a long time at Slim to try and find some reversal. And Slim gave him none. Candy said "softly" and "hopelessly" - "awright take him" He did not look down at the dog at all

LO: to infer information about a character to select and retrieve relevant quotations and pieces of information. Why is Candy lonely/isolated? He can't work with everyone else because he only has one hand. * a shelter for the poor "I got hurt four years ago," he said. "They'll can me purty soon. Jus' as soon as I can't swamp out no bunkhouses they'll put me on the county*."

Based on this sentence and your work from the starter activity, why is it so important for Candy to be a part of George and Lennie's dream? "I ought to have shot that dog myself George. I shouldn't ought to have let no stranger shoot my dog." (p. 89) But Candy said excitedly "we oughta let 'im get away." Now Candy spoke his greatest fear. "You an' me can get that little place can't we George?" You an' me can go there and live nice, can't we George? Can't we? He looked helplessly back at Curley's Wife, and gradually his sorrow and his anger grew into words. "You god damn tramp" he said viciously.

He sniveled, and his voice shook. "I could've hoed in the garden and washed dishes for them guys." And he repeated the old words "if they was a circus or a baseball game... we would have went to her... just said "ta hell with work"... and went to her" His eyes blinded with tears and he turned and went weakly out of the barn. how does Candy feel here? how do WE (as readers) feel at this point? why has the author used the words he has? Pick out examples and explain their effect p.89

"Maybe if I give you guys my money, you'll let me ho in the garden even after I aint no good at it. And I'll wash dishes an' little chicken stuff like that. But I'll be on our own place and I'll be let to work on our own place." He said miserably. "You seen what they done to my dog tonight? They says he wasn't no good to himself nor nobody else. When they can me here I wisht somebody'd shoot me. But they won't do nothin' like that. I won't have no place to go, an' I can't get no more jobs. I'll have thirty dollars more comin', time you guys is ready to quit." "Maybe if I give you guys my money, you'll let me ho in the garden even after I aint no good at it. And I'll wash dishes an' little chicken stuff like that. But I'll be on our own place and I'll be let to work on our own place." He said miserably. "You seen

what they done to my dog tonight? They says he wasn't no good to himself nor nobody else. When they can me here I wisht somebody'd shoot me. But they won't do nothin' like that. I won't have no place to go, an' I can't get no more jobs. I'll have thirty dollars more comin', time you guys is ready to quit." Candy realises this is his last opportunity for happiness and to get some idea of his dream of having his own place and being independent, "even after I aint no good at it", which shows that he'll be secure and safe even if he can't work because George and Lennie will take pity on him. "But I'll be on our own place and I'll be let to work on our own place," shows he is wanting to be his own boss and not have to rely on anyone. "wasn't no good to himself nor nobody else," shows Candy fears that the same that happened to his dog will happen to him if he stays on the ranch - he will be

'got rid of' or canned when he can't sweep up any more. LO: to develop inference skills to understand social and historical context to develop empathy skills "Ya see the stable buck's a nigger." How do you react to this statement? How would an audience from the 1930s have reacted? Quote quest about Crooks Find quotations to prove:

He's lonely He's educated He's proud and dignified He is in pain He has had lots of his rights taken away, so he clings on to the ones he has left He has suffered for a long time

Now, in your exercise books, pick out the most important word in those quotations, e.g. He has suffered for a long time "he had thin, pain-tightened lips" The word '...................' suggests that ...................... ................................ His life must have been........... The word 'pain-tightened' suggests that the pain physically affected Crooks. He must have had a hard, painful life.

LO: empathy Hot seating - Crooks think of a list of topics to ask Crooks questions about, e.g. living on his own come up with questions to ask Crooks based around these issues. Make sure you include: his room, his possessions, how he feels, friendship (or lack of), his job, living with the horses, how he's treated

Examples of good questions Do you have many friends? Why? How do you feel about people coming into your room? Why? Who are the people treat you best, if anyone? Why? Do you have a choice about being on your own or not? Why? Would you want more friends? Why? Use your discussions to develop a profile of Crooks using each question/answer: Does he have many friends? Why?

Find a quotation that backs this up (from p.100) What theme can you link this to? Discuss why this is effective Why has the writer made Crooks like this? Change the bold bit each time, going through each of your hotseating questions and answers, but keep the rest of the answer the same Does he have many friends? Why? Find a quotation that backs this up (from p.100) What theme can you link this to? Discuss why this is effective

Why has the writer made Crooks like this? Crooks does not have many friends. This is because he is black. Steinbeck uses the language "They say I'm black... They say I stink. Well, you all stink to me." This can be linked to the theme of friendship and loneliness because there are no other black people on the ranch and people don't like him. This is effective because it makes him seem like an outsider to everyone else and it makes him angry. The writer has made Crooks like this so that we feel sorry for him. It also shows how black people were treated at the time. How does he feel about people coming into

his room? Find a quotation that backs this up (from p.100) What theme can you link this to? Discuss why this is effective Why has the writer made Crooks like this? LO: To understand how a writer uses a theme within a text so we can understand his intentions. What do we associate with darkness? What do we associate with light? Categorise the characters of OMAM into characters who are 'light' and

'dark': Light Darkness George Lennie Crooks Curley Curley's wife Candy

Slim Towards the conclusion of the story: "The light climbed out of the valley" 1) Think back to our starter. What does the light represent here? 2) What sort of a task is climbing? How difficult is it? 3) Why pick a deep

feature like a valley? Overall, is this quotation positive or negative? "Although there was evening brightness showing through the windows of the bunkhouse, inside it was dusk" 1) Highlight the important words to discuss which might stand for something? 2) It means there is some brightness outside/elsewhere, but inside was dark. How does this compare to the lives of the characters?

(referring to Crooks' eyes): "lay deep in his head, and because of their depth seemed to glitter with intensity" Explain the effectiveness of this metaphor "in the stable buck's room a small electric globe threw a meagre yellow light" Explain the effectiveness of this metaphor (not a direct quotation):

When Curley's wife first appears in the bunkhouse, both Lennie and George notice that the rectangle of sunshine in the doorway is cut off. Explain the effectiveness of this metaphor Just before Curley's wife dies: "the sun streaks climbed up the wall" Explain the effectiveness of this metaphor After Curley's wife's death:

"the sun streaks were high on the wall by now, and the light was growing soft in the barn" Explain the effectiveness of this metaphor Towards the conclusion of the story: "Already the sun had left the valley to go climbing up the slopes of the Gabilan Mountains, and the hill tops were rosy in the sun." Explain the effectiveness of this metaphor OVERALL: 1) What sort of things does darkness tend to represent?

2) What sort of things does light tend to represent? 3) Why do you think the writer wanted to split up positive and negative in this way? 4) What does the split of positive and negative say about the lives of the characters? How effective is the theme of darkness and light overall? Explain your answer LO: to understand how a writer presents a character in different ways in the text What words do you associate with Curley's Wife?

Attention-seeking Intelligent Hurt Dreamer Dangerous Floozy 'Easy' Aggressive Desperate

Brave Intelligent Stupid Lonely Caring Childlike What impression do we get of Curley's Wife if these words describe her? (Without using the circle words!)

Attention-seeking 'Easy' Floozy Dangerous Dreamer Desperate Lonely Childlike Caring

Hurt What impression do we get of Curley's Wife if these words describe her? (Without using the circle words!) Attention-seeking Her fingernails were red. Floozy

'Easy' Dangerous "Listen, nigger! You know what I can do to you if you open your trap... I could get you strung up on a tree so easy it aint even funny" And she looked longest at Lennie until he dropped his eyes in embarrassment. Suddenly, she said "Where'd you get them bruises on your face?" "Standing here talking to a bunch of bindle

stiffs - a nigger an' a dumb-dumb and a lousy ol' sheep." "'Oh!' She put her hands behind her back and leaned against the door frame so that her body was thrown forward. "She moved closer to him, and she spoke soothingly." "I don't like Curley. He aint a nice fella." "Why can't I talk to you? I never get to

talk to nobody. I get awful lonely." "He says he was gonna put me in the movies. Says I was a natural." "What's the matter with me?" She cried. "Aint I got a right to talk to nobody? Whatta they think I am anyways?" Childlike Dreamer Caring Desperate

Hurt Lonely And the meanness and the plannings and the discontent and the ache for attention were all gone from her face. Choose which quotation you think you can link to the most number of terms in the circle Write: 1) Quick point of one thing about her character as you see it 2) Include the quotation that supports this

3) Use the words from the circle to explain (underline each one used) Curley's Wife is alone in this world and has always been hurt and desperate for more in her life. This is shown best through the quotation "I always thought my ol' lady stole it [the letter]. Well, I wasn't gonna stay no place where I couldn't get nowhere or make something of myself an' where they stole your letters." Curley's Wife feels hurt by the actions of her mother, who kept letters from the movie scout hidden from her. This showed she was dreaming about becoming a star and is now hurt that she is living a lonely life without the chance of achieving her childlike dream. LO: to understand how a writer uses structural cohesion within a text What does 'dropping a hint' mean? Write your best example OR explanation.

GET INTO PAIRS Person 1 - it's your birthday coming up and you want an iPod/new dress/other fancy item from your mum/dad. But you obviously can't just ask say what you want because that would be rude! You need to drop hints that you would like one Person 2 - you are the mum/dad. You need to play dumb at first but then eventually realise what they want. REST OF THE CLASS - you have to guess what item that person 1 wanted when we perform back to each other. This idea of 'dropping hints' is also done in literature, particularly in O

Mice and Men. It is called foreshadowing. 1 - George and Lennie were forced to ................... 2 - Lennie accidentally ... ......................................... Lennie accidentally killing Curley's wife 3 - Lennie accidentally ... ......................................... Candy's decision to .......

.......................... or not ....................................... George's decision to shoot Lennie or not The death of Lennie Why might a writer want to drop a hint? What effect will these hints have on the reader? How would the reader feel if they 'guessed right' about the

foreshadowing and what it was hinting at? Explain why it's an effective technique in Of Mice and Men, considering Lennie is one of the main characters. What does it tell us about him? LO: to understand how a writer creates sympathy and empathy for a character sympathy - feeling SORRY for someone (remember the S!) empathy - UNDERSTANDING how someone feels sympathy - feeling SORRY for someone

List 5 reasons why we feel sorry for George at the end of the novel: He had to kill his only real friend - to let them go. In pairs: did George have a choice about killing Lennie or not? Come up with arguments for and against Have you ever had to let a friend go? Do have a pet put down because it was the right thing to do? Explain how we understand what George is going through by linking it to our own lives LO: to understand how a writer presents character interaction

HOW are George and Lennie similar? HOW are they different? Give ideas/examples Similar Depend on each other Opposites Father/son

"They walked in single file down the path, and even in the open one stayed behind the other." "Both wore black, shapeless hats and both carried tight blanket rolls slung over their shoulders." "The first man was small and quick, dark of face, with restless eyes and sharp, strong features. Every part of him was defined: small, strong hands, slender arms, a thin and bony nose." "Behind him walked his opposite, a huge man, shapeless of face, with large, pale eyes, with wide, sloping shoulders; and he walked heavily, dragging his feet a little, the way a bear drags his paws. His arms did not swing at his sides, but hung loosely."

"I ... ain't gonna say nothin'. Jus' gonna stan' there." "Good boy. That's well. You say that over two, three times so you sure won't forget it." "Think I'd let you carry your own work card?" (talking about the dead mouse) "Give it here!" Said George "Aw, leave me have it, George." "Give it here!" Lennie's closed hand slowly obeyed. "With us it ain't like that. We got a future. We got somebody to talk to that gives a damn about us. We don't have to sit in no bar room blowin'

in our jack jus' because we got no place else to go. If them other guys gets in jail they can rot for all anybody gives a damn. But not us." Lennie broke in. "But not us! An' why? Because ... because I got you to look after me, and you got me to look after you, and that's why." "Me an' Lennie's gonna roll up a stake." "Me an' Lennie's gonna roll up a stake." "George gonna come back," Lennie reassured himself in a frightened voice. LO: exam preparation

1. Choose a character to study for your exam question 2. List the main events of the novel that they are involved in (use the handout to fill in) 3. Find each main event in the novel and add AT LEAST 3 QUOTATIONS for each Lennie Event 1. With the mouse at the beginning

Key quotes 1. "..." Explain what it tells us 2. "..." Explain what it tells us 3. "..." Explain what it tells us 2. Around the fire LO: to develop analytical reading skills in order to build up points effectively. Levels of reading analysis

E/D Quotation/story re-telling C- Explain what the quote tells us C+ B A

A* Develop this explanation and look at words/phrases Themes are discussed in connection to the quote Analyse why these themes were/are important Evaluate themes and how the writer expresses his/her ideas through language/teachnique What do we learn about Lennie? D

C- Quotation/ story re-telling Explain "We're gonna get our own place with alfalfa and rabbits" .......... ? ? ? C+

Develop The American Dream... ? B Themes A Analyse The use of the dream as a theme is...

A* Evaluate The regular recurrence of the dream shows... How do we fill in the gaps? D Quotation/ story re-telling C-

Explain C+ Develop B Themes A Analyse

A* Evaluate "We're gonna get our own place with alfalfa and rabbits" shows George and Lennie's dream. This quote shows the details of their hopes and what they want to do in the future. They hope to achieve it by getting through the day to day grind of the hard work they have to do on the ranch. Introduce theme...

Analyse theme and relate to context (what was happening in the world)... Evaluate effectiveness of language choices, use of theme, overall feeling/atmosphere, personal response/reaction D Quotation/ story re-telling C- Explain

C+ Develop B Themes A Analyse A*

Evaluate "We're gonna get our own place with alfalfa and rabbits" shows George and Lennie's dream. This quote shows the details of their hopes and what they want to do in the future. They hope to achieve it by getting through the day to day grind of the hard work they have to do on the ranch. Their 'own place' represents their dream of being independent, relying on themselves and having no boss to answer to. This dream was one shared by many Americans at

the time because of the harsh reality of the Great Depression. The simplicity of this dream, expressed in simple language, illustrates the limited aspirations of men with some, but little hope for the future - a far cry from the world we live in now. "With us it ain't like that. We got a future. We got somebody to talk to that gives a damn about us." E/D Quotation/story re-telling

C- Explain what the quote tells us C+ B A A* Develop this explanation and look at words/phrases

Themes are discussed in connection to the quote Analyse why these themes were/are important Evaluate themes and how the writer expresses his/her ideas through language/teachnique Exam Prep Lesson Use the grids to help you organise your ideas Music: Dolly Parton 'Blue Smoke' How would you feel if you lived here?

The Bunk House LO: To analyse the description of the bunk house so we can explore what life was like on the ranch. Grade C Give impressions of the bunk house, with evidence. Grade B

Comment on the effect of individual words. Grade A/A* Link to what life was like at the time and mention the writer's intentions/ messages. The beginning of Section 2: The

bunk house was a long, rectangular building. Inside, the walls were whitewashed and the floor unpainted. In three walls there were small, square windows, and in the fourth, a solid door with a wooden larch. Against the walls were eight bunks, five of them made up with blankets and the other three showing their burlap ticking. Over each bunk there was nailed an apple box with the opening forward so that it made two shelves for the personal belongings of the occupant of the bunk. And these shelves were loaded with little articles soap and talcum powder, razors and those Western magazines ranch men love to read and scoff at and secretly believe. And there were medicines on the shelves, and little vials, combs; and from nails on the box sides, a few neckties. Near one wall there was a black cast-iron stove, its stovepipe going straight up through the ceiling. In the middle of the room stood a big square table littered with playing cards, and around it were grouped boxes for the players to sit on. TASK - Highlight quotations that: describe the bunkhouse

list the possessions of the workers The bunk house seems to be a very disappointing and depressing place to live if you were working on a ranch in the 1930s. This can be seen when the text says 'over each bunk there was nailed an apple box...so that it made two shelves' and also 'the floor unpainted.' The word 'unpainted' suggests that it isn't even finished as there is still work to do inside it. It also makes me think that it is uncared for and that the boss hasn't bothered to make life more comfortable for his workers. It could also mean that the workers are uncared for in the same way. We get the impression that life at the time was very difficult and that they were mostly anonymous and their individuality didn't matter. The workers' priority was survival as they are not made to feel very comfortable or at home in the bunkhouse. Steinbeck might be trying to show us that, despite being altogether, the ranch workers feel isolated because they are not allowed to be themselves. The message here could be that ranch workers knew their place and generally were not cared about or even appreciated by those they worked for.

Give impressions of the bunk house, with evidence. Comment on the effect of individual words. Link to what life was like at the time and mention the writer's intentions or messages. The bunk house seems like... This can be seen when the text says '....' and also '...' The word '...' suggests that...

It makes me think that... It could also mean... We get the impression that life at the time was... The workers' priority was... Steinbeck might be trying to show us... The message here could be that... KEYWORDS: clinical, impersonal, survival, repressed, depressing, isolated, neutral, anonymous, inhibited, unpleasant, unwelcoming How have you met the LO?

Use your highlighters to show where you have met the LO. LO: To analyse the description of the bunk house so we can explore what life was like on the ranch. Grade C Give impressions of the bunk house, with evidence.

Grade B Comment on the effect of individual words. Grade A/A* Link to what life was like at the time and mention the writer's intentions/ messages. Extract Question Feedback

LO: Debrief Friday's extract question. Read the rest of the story. The Good *great adjectives to Improvements *link to context! describe Candy. *not bad discussion of character. *reference to the rest of the story.

*a range of points (generally). *refer to reader feeling/sympathy. *don't spend too long on one point. *a wider range of points. melancholy vulnerable isolated marginalised argumentative

resentful bitter anxious victimised respected manipulative manipulated cynical insecure Essay Questions

LO: To analyse essay question answers so we know how to answer them effectively. Grade C General answers, with evidence. Grade B Begun/tried to use R CATT.

Grade A/A* Used R CATT structure well. When answering essay questions, use R CATT: Relationships Character Attitudes Theme Time (context) Look at the sample essays Where have they used R CATT?

Do you agree with the mark that has been given? Use your highlighters!

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