1. Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Miss L. Hamilton Extend your Learning @ Bishop Justus Lesson 4 Of Mice and Men LQ: Am I able to actively read chapter 2 considering the different characters presented? Lesson 4 Of Mice and Men LQ: Am I able to actively read chapter 2 considering the different characters presented?

2. LQ: Am I able to actively read chapter 2 considering the different characters presented? LQ: Am I able to actively read chapter 2 considering the different characters presented? LQ: Am I able to actively read chapter 2 considering the different characters presented? Good Progress: I will be able to plan for an analytical essay exploring Steinbeck’s use of language and structure in presenting characters Excellent progress: I will be able to plan for a detailed and analytical essay exploring Steinbeck’s use of language and structure in presenting characters Outstanding progress: I will be able to plan for a sophisticated and closely analytical essay exploring Steinbeck’s use of language and structure in presenting characters How much progress will you make today?

3. LQ: Am I able to actively read chapter 2 considering the different characters presented? LQ: Am I able to actively read chapter 2 considering the different characters presented? LQ: Am I able to actively read chapter 2 considering the different characters presented? 15 Extend your Learning @ Bishop Justus Literary terms: onomatopoeia, misogynistic language, animalistic imagery, colloquial abbreviated dialogue, innuendo, well-chosen adverbs, proleptic irony, extended metaphor, repetition, alliteration, sibilance, racist language Keywords: portrays, suggests, emphasises, represents, reflects, reveals, illustrates, highlights Literary terms: onomatopoeia, misogynistic language, animalistic imagery, colloquial abbreviated dialogue, innuendo, well-chosen adverbs, proleptic irony, extended metaphor, repetition, alliteration, sibilance, racist language Keywords: portrays, suggests, emphasises, represents, reflects, reveals, illustrates, highlights Starter: Finish presentations from last lesson OR Watch social context video Part 1: http://www.youtube.com/watch?v=5063FCAH8mM (approx 10 mins) http://www.youtube.com/watch?v=5063FCAH8mM Part 2: http://www.youtube.com/watch?v=LIH2R2twn00 (approx 10 mins)http://www.youtube.com/watch?v=LIH2R2twn00 OR Watch beginning of film

4. LQ: Am I able to actively read chapter 2 considering the different characters presented? LQ: Am I able to actively read chapter 2 considering the different characters presented? LQ: Am I able to actively read chapter 2 considering the different characters presented? 30 Extend your Learning @ Bishop Justus Main Task: Actively read Chapter 2 adding to your notes regarding plot, themes and character Literary terms: onomatopoeia, misogynistic language, animalistic imagery, colloquial abbreviated dialogue, innuendo, well-chosen adverbs, proleptic irony, extended metaphor, repetition, alliteration, sibilance, racist language Keywords: portrays, suggests, emphasises, represents, reflects, reveals, illustrates, highlights Literary terms: onomatopoeia, misogynistic language, animalistic imagery, colloquial abbreviated dialogue, innuendo, well-chosen adverbs, proleptic irony, extended metaphor, repetition, alliteration, sibilance, racist language Keywords: portrays, suggests, emphasises, represents, reflects, reveals, illustrates, highlights

5. LQ: Am I able to actively read chapter 2 considering the different characters presented? LQ: Am I able to actively read chapter 2 considering the different characters presented? LQ: Am I able to actively read chapter 2 considering the different characters presented? 10 Extend your Learning @ Bishop Justus Plenary: Your homework this week is a mock CA answering the following question: How does Steinbeck use language to first present Curley’s Wife in Chapter 2? Read the given passage (from page 34) and annotate the language techniques Plan in pairs for 3 analytical paragraphs Literary terms: onomatopoeia, misogynistic language, animalistic imagery, colloquial abbreviated dialogue, innuendo, well-chosen adverbs, proleptic irony, extended metaphor, repetition, alliteration, sibilance, racist language Keywords: portrays, suggests, emphasises, represents, reflects, reveals, illustrates, highlights Literary terms: onomatopoeia, misogynistic language, animalistic imagery, colloquial abbreviated dialogue, innuendo, well-chosen adverbs, proleptic irony, extended metaphor, repetition, alliteration, sibilance, racist language Keywords: portrays, suggests, emphasises, represents, reflects, reveals, illustrates, highlights How can you plan effectively? Have you tried a PETER grid?

6. LQ: Am I able to actively read chapter 2 considering the different characters presented? LQ: Am I able to actively read chapter 2 considering the different characters presented? LQ: Am I able to actively read chapter 2 considering the different characters presented? Extend your Learning @ Bishop Justus How to write a PETER paragraph: Point – answers question (DO NOT mention the technique at this stage!) Evidence – quote must support point but choose a quote which you can analyse (i.e. Includes a technique) Technique and Explanation – use the formula to make this concise and sophisticated E.g. The simile illustrates The alliteration emphasises Reader – how does it make you feel and connect this to the reaction on the (create a bank of emotions that you can use a selection of) Literary terms: onomatopoeia, misogynistic language, animalistic imagery, colloquial abbreviated dialogue, innuendo, well-chosen adverbs, proleptic irony, extended metaphor, repetition, alliteration, sibilance, racist language Keywords: portrays, suggests, emphasises, represents, reflects, reveals, illustrates, highlights Literary terms: onomatopoeia, misogynistic language, animalistic imagery, colloquial abbreviated dialogue, innuendo, well-chosen adverbs, proleptic irony, extended metaphor, repetition, alliteration, sibilance, racist language Keywords: portrays, suggests, emphasises, represents, reflects, reveals, illustrates, highlights Embed a 2 nd second quote if you can

7. LQ: Am I able to actively read chapter 2 considering the different characters presented? LQ: Am I able to actively read chapter 2 considering the different characters presented? LQ: Am I able to actively read chapter 2 considering the different characters presented? Extend your Learning @ Bishop Justus HW Passage:Pg 34-36 Both men glanced up, for the rectangle of sunshine in the doorway was cut off. A girl was standing there looking in. She had full, rouged lips and wide-spaced eyes, heavily made up. Her fingernails were red. Her hair hung in little rolled clusters, like sausages. She wore a cotton house dress and red mules, on the insteps of which were little bouquets of red ostrich feathers. “I’m lookin’ for Curley,” she said. Her voice had a nasal, brittle quality. George looked away from her and then back. “He was here a minute ago, but he went.” “Oh!” She put her hands behind her back and leaned against the door frame so that her body was thrown forward. “You’re the new fellas that just come, ain’t ya?” “Yeah.” Lennie’s eyes moved down over her body, and though she did not seem to be looking at Lennie she bridled a little. She looked at her fingernails. “Sometimes Curley’s in here,” she explained. George said brusquely, “Well he ain’t now.” “If he ain’t, I guess I better look some place else,” she said playfully. Lennie watched her, facinated. George said, “If I see him, I’ll pass the word you was looking for him.” She smiled archly and twitched her body. “Nobody can’t blame a person for lookin’,” she said. There were footsteps behind her, going by. She turned her head. “Hi, Slim,” she said. Slim’s voice came through the door. “Hi, Good-lookin’.” “I’m tryin’ to find Curley, Slim.” “Well, you ain’t tryin’ very hard. I seen him goin’ into your house.” She was suddenly apprehensive. “Bye, boys,” she called into the bunk house, and she hurried away. George looked around at Lennie. “Jesus what a tramp,” he said. “So that’s what Curley picks for a wife.” “She’s purty,” said Lennie defensively. “Yeah, and she’s sure hidin’ it. Curley got his work ahead of him. Bet she’d clear out for twenty bucks.” Lennie still stared at the doorway where she had been. “Gosh she was purty.” He smiled admiringly. George looked quickly down at him and then he took him by an ear and shook him.

8. LQ: Am I able to actively read chapter 2 considering the different characters presented? LQ: Am I able to actively read chapter 2 considering the different characters presented? LQ: Am I able to actively read chapter 2 considering the different characters presented? Extend your Learning @ Bishop Justus PointEvidenceTechniqueExplainEffect on Reader

9. LQ: Am I able to actively read chapter 2 considering the different characters presented? LQ: Am I able to actively read chapter 2 considering the different characters presented? LQ: Am I able to actively read chapter 2 considering the different characters presented? How much progress will you make today? Good Progress: I will be able to plan for an analytical essay exploring Steinbeck’s use of language and structure in presenting characters Excellent progress: I will be able to plan for a detailed and analytical essay exploring Steinbeck’s use of language and structure in presenting characters Outstanding progress: I will be able to plan for a sophisticated and closely analytical essay exploring Steinbeck’s use of language and structure in presenting characters

10. Homework to extend learning... Homework to extend learning... Homework to extend learning... Homework to extend learning... Homework to extend learning... Homework to extend learning... Homework to extend learning... Miss L. Hamilton Extend your Learning @ Bishop Justus Homework: How does Steinbeck use language to first present Curley’s Wife in Chapter 2? Due: Monday Homework: How does Steinbeck use language to first present Curley’s Wife in Chapter 2? Due: Monday