2The Breadwinner This unit will help you to: Understand and interpret the detail of a textUse detail from the text when answering questionsDevelop your personal response to a textCompare characters in a text
3Reading in Depth Lesson Outcomes: By the end of the lesson I will be able to:Find the relevant detail in a text.Interpret and comment on this detail.Key wordsRelevant, interpret, evidence
4Turn to page 19Understanding detailUnderstanding detail in a text helps you to read between the lines.While reading the story, be thinking aboutindividual interesting words and what they mean to youhow you feel about the characterswhat is your understanding of the meaning
5Reading between the lines Reading skillsReading between the linesReading between the lines is a very important skill. You will needtoask yourself if there is any other meaning than the obvious one in the text you are reading.Think about what images the words create in your mindFor example:The parents of a boy of fourteen were waiting for him to come home with his first weeks wages
6Look again at the following extract from The Breadwinner. QuestionWhy is a 14 yr old working?What job does he do?Why are his parents waiting for him / his wages?Why aren’t his parents working? Or are they working?Parents - implies protection / loveBoy - seems young- not important enough to be given aname‘boy’ - working for a week – unlike contemporary cultureThe parents of a boy of fourteen were waiting for him to come home with his first week’s wages.
7Using Evidence and Quotations Learning Outcome:By the end of the lesson I will be able to find evidence to support comments about a textKeywords:Point, Evidence, Explain, Language
8Writing to Analyse Write in standard English Vary words and phrases when introducing evidence, e.g.This suggests…This implies…This could mean that…This is evident when…3. If you do not have firm evidence to support your point use words such as;‘might’‘it could mean’‘possibly’
9E Evidence Give a quote as evidence to How to PEE ( L )P Point Make a pointE Evidence Give a quote as evidence tosupport your pointE Explain Explain how your evidenceproves your pointLanguage Use individual words inthe text to help explain how itmakes you feel, how you understand thecharacters etc.
11Look at another sentence from the story. It is about the mother. ‘She looked tired and frequently sighed heavily.’STARTERWrite the sentence inyour yellow book and tryto read between thelines. (2mins)Look at individual words and think about the images and feelings they create.think about what else the words could meanWhat kinds of things have we understood about this sentence?What do the words TIRED, FREQUENTLY, SIGHED and HEAVILY suggest about the mother?
12Reading between the lines Asking those questions allows us to readbetween the lines; our answers may not beright, but by suggesting what we think mightbe happening, we can show an examiner wecanread in depthsee the characters as real peopleimagine different situations
13Activity 1 – What do you learn about the relationship between the mother and father? (Red Book) Step 1: Re-read the story and write down details that seem particularly significant – any information about their relationship.Step 2: Ask yourself questions such as the following:Why has the writer used particular words?What is the writer trying to tell the reader?What is there about the characters’ behaviour and appearance that is particularly significant?Step 3: Put the details together and answer the question, using evidence from the text to support your comments.
14He looked younger than his age. Activity 2Complete the chart below by finding an appropriatedetail or quotation from The Breadwinner, pages 19–21,to support the comments about the boy.The first one has been done for you.Comment on the boyEvidenceHe looked younger than his age.We are told that the boy was fourteen but that ‘He did not look older than ten or eleven years’.
15He shows courage when dealing with his father. He refuses to give in to his father.He is very upset by what has happened.He cares about his mother.
16He shows courage when dealing with his father. ‘he went over to him biting his lower lip to keep in the tears’He refuses to give in to his father.‘the boy sank to the floor, but did not cry out’He is very upset by what has happened.‘he was sobbing bitterly, his face in the pillow’He cares about his mother.‘he raised his head and smiled at her’.
17Lesson 3: Developing your Personal Response Learning OutcomeDevelop your personal response to a textWrite in a formal styleKey wordsPersonal responseFormal style
18Developing your personal response to a text The story of The Breadwinner will affect different people indifferent ways, depending on life experience and backgrounds.You need to be able to work out how YOU are affected by a storyand WHY. This is called a personal response.A question that targets a personal response is:What do you thinkof the way the father behaves in this story?This question is asking you 2 things:To answer this you need to spend some time thinking about the father.
19Activity 4: Thinking about how the characters behave Turn to page 25Activity 4: Thinking about how the characters behaveThink carefully about the father’s behaviour.Make notes in your yellow book about how he behaves towards his wife and son. You could think about::Section 1How he speaks and behaves towards his wifeSection 2How he speaks and behaves towards his sonSection 3Explain how you feel about his behaviourRead and complete Activity 4 in your yellow book. Write your answers in full sentences. Remember to find evidence of the things you are saying from the text, for example, if you are saying that his behaviour is violent, include the quote from the text where he ‘beats him unmercifully’.
20Comparing Texts Learning Outcomes: By the end of the lesson I will be able to:compare characters in different texts, showing their similarities and differences.Use connectives to link ideasKey wordscompareSimilaritiesdifferences
21Connectives Connectives are words that join one clause to another: Write down those connectives that could be useful when comparing one thing with another, for example:Whereasunlike
22Did you get these ones? However although On the other hand alternativelySimilarlyIn contrast toNeverthelessIn both casesBothThey are similar (different) in that…
23Writing a comparison Remember: You need to write about the SIMILARITIES and the DIFFERENCESUse a variety of connectivesAlways be looking to show you have extended your vocabularyCheck spelling and punctuationTASK:Copy and complete the following grid to enable you to have the information on both characters in one place. (10 minutes)
24Weep Not My Wanton Read again the first paragraph (lines 1-8). What kind of atmosphere has been created?Note down the words that the writer has included to give the reader this impression.What does this tell the reader about the rest of the story?
25Weep Not My Wanton Now read again the final paragraph (lines 74-80). What mood, atmosphere and emotions do you associate with ‘greyness’?How does this contribute to the atmosphere?What is the significance of the ‘gelded’ pigs?
26Emasculate To take away the strength of To take away the masculinity ofTo castrate‘the young pigs, bloody and subdued’Subdue – to be conquered and overcome - defeated
27Writing an Analytical Essay Learning Outcomes:By the end of the lesson I will be able to:Compare characters in different textsPlan and write a formal essay using standard EnglishUse PEEL in my writingKey words:analyseStandard Englishconnectives
28Compare the mothers in ‘The Breadwinner’ and ‘Weep Not My Wanton’ Which mother do you feel most sympathy with?In pairs or small groups discuss:The appearance of the mothersHow each mother deals with her husbandHow each mother deals with her sonWhether each mother was right to act as she didOther actions each mother could have takenPresent your viewpoint back to the rest of the class
29A comparison of the mothers in ‘The Breadwinner’ and ‘Weep Not my Wanton’ Aim to use PEEL to identify two similarities and two differences between the mothersParagraph 1: A short introduction that refers to the key words in the question and briefly discusses the context of the textsParagraphs 2 & 3: Make two points that show the differences between the mothersParagraphs 4 & 5: Make two points that show the similarities between the mothersParagraph 6: Explain and develop your own point of view. Which woman do you feel the most sympathy for
30Example introductionParagraph 1: A short introduction that refers to the key words in the question and briefly discusses the context of the textsThis essay explores the differences and similarities between the mothers in ‘The Breadwinner’ and ‘Weep Not my Wanton’. Both texts were set in the past when divorce was rare and women were expected to obey their husbands. Also, poor children were expected to work and provide money to support their families.
31Activity 7This will be your final assessed piece of work in this unit. Remember there are two key aspects of learning in this unit:Using PEE (L) accurately. Keep your points simple, use clear inverted commas (quotation marks ‘ …’) and make sure you explain HOW your evidence PROVES your point.Showing your understanding of what you have read by how well you answer the question.
32When you have finished your writing: Assess your work by highlighting or underlining in different colours:References and quotations2. Connectives that you have used to identify points of similarity and difference
34Assessment: The Hitch-hiker Exam: The Hitch-hikerAssessment: The Hitch-hikerAs you read the following extract,highlight words and phrases that tellyou something about either thedriver or the hitch-hiker. You could also make notes in the margins.
35Use your notes and highlighting to help you answer the questions 1-5 on your A4 worksheet: Remember to give evidence from the text to support your points. PEE.
36Writing a comparison need not be a difficult task. For example, take a look at these two fruits: the humble apple and juicy orange
37HomeworkWrite a word comparison of one of the following in your yellow book:A mug and a glassA shoe and a slipperA radio and a T.V