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'Of Mice and Men'
Transcript of 'Of Mice and Men'
'Of Mice and Men'
Year 9 Whole Text Study
'As near-perfect a novel as you could get'
what are your hopes?
how are they shaped by the world around you
what three things would you like said about yourself at your funeral?
Why might your answers to the first and third question differ?
'The American Dream'
Pairs: What does this mean to you?
'The Great Depression'
Introduction - Youtube
Steinbeck on Squatters' Camps
In these first paragraphs...
name 4 FACTS do we learn about the squatters and their camp?
what can we INFER?
Definition: Infer (vb)
to form an opinion or guess that something is true because of the information that you have:
NB How is this different from 'imply'?
Now go on to answer this questions about the whole article:
What do we learn about the conditions of the squatters camps in California?
answer in PEA chains, ensuring most points are INFERRED from the text
How does Steinbeck uses STRUCTURE and LANGUAGE to affect the emotional response of his readers?
The Gettysburg Address
The address is only 10 sentences long. But what does it mean? Re-write in 10 modern sentences that make sense of Lincoln's words
The Power of 'We'
Comment on the different ways this word is used in the address. Explain WHY it is so important.
Come up with FIVE reasons why you think this speech is considered one of the most important modern speeches ever made .
Make FIVE observations about the order of things in the address: words, sentences, points and paragraphs. Why is it done in this way?
Key Word: EPIC
What features of language and choices of words make it so? Put together a two-minute presentation on this, in which you include at least SEVEN specific language techniques.
Speaking and Listening: Group Based
Read the chapter
There are a number of facts that we learn about the squatters’ camps of California. Firstly, that accommodation is very poor, consisting of tents which are ‘full of flies’ and where ‘rot has set in’. Beds consist of a ‘piece of canvas’ or even just ‘old carpet’. Sanitary conditions are poor: they wash clothes ‘without soap’ and the toilet is merely a ‘hole in the ground’. We also learn that disease is rife, there being a ‘culture of hookworm’ as well as ‘pneumonia’ and ‘dysentery.’
Hopes and Dreams
Chapter 3 Overview:
1. Go through the entire chapter, and break it down to between 5 and 8 key events. Summarise each in a sentence in the back of your books.
2. On your plain sheet of paper, put each event into a box and cut the boxes out.
3. Swap boxes with a partner, and (without the aid of the novel) stick the boxes into the right order over a double page of your exercise books.
4. Working in pairs, write observations around each event such as:
overall mood of event
pace of event
how it links into next event or follows previous
6. Finally, using your observations, make five conclusions about how Steinbeck has structured this chapter. Consider:
why events are ordered as they are
how characters are set up for a rise or fall
how structure is used to play on emotions
how the sequence affects the reader
How does Steinbeck's use of structure link in with the theme of hopes and dreams? Think about how he sets up the hopes of various characters in this chapter, and how this affects the reader. Also consider the threats posed to hopes and dreams...
How do Lennie and George's Hopes and dreams compare and differ in this chapter?
How realistic is the Dream Farm? How does George's behaviour towards the end of the chapter reflect this?
Character Focus in Ch2
PAIRS: Come up with four to five MAIN ways in which a writer can choose to introduce a character. Rate these in order of reliability
physical / personality description
opinions of others
imagery / pathetic fallacy
The Boss / Carlson
Focusing on one of the characters to the left, consider HOW the character is introduced by the writer, WHAT is established and the IMPRESSIONS of the reader
Draw a table of two columns (the second twice as wide as the first) and up to ten rows
From the opening description of Crooks' room in Ch4, list some of the objects found into the first column.
Swap books with someone else. Next to each item, explain the deeper significance of that item (teacher example!)
Afterwards, as a whole class, some pupils could read out their descriptions, and others could guiess which item this was referring to...
Read the rest of Chapter 4. Make brief bullet point notes of where the theme of hopes and dreams plays a part in this chapter.
Follow on from HW:
In pairs, look at the points you have raised. Decide upon
two key characters
relating to the 'Hopes and Dreams' theme, and develop a strong PEA chain for each about how Steinbeck uses the character to explore the theme in this chapter.
Before reading Chapter 5:
Consider the character of Curley's Wife.
Briefly list the times we have seen her or heard about her in the novel previously. For each, write down how you, as the reader, are left feeling about her.
How are we left feeling overall, by the end of Chapter 4? As you read Chapter 5, consider whether this changes at all..
Extract: p125 ' "Well, I ain't told this..." ' to p128 '...Lennie had broken her neck.'
1.Name four facts that we learn about Curley's Wife in this extract?
2. How does the writer use language to convey Curley's Wife's hopes, dreams and disappointment in this extract?
4 bullet-point facts - brief and in own words
3 pea-chains about different aspects of
How does John Steinbeck explore the the theme of hopes and dreams in the novel?
Detail / specifics in analysis
Model Answer Plus Comments
Hopes and Dreams
-heron and watersnake
- objects in bunkhouse and Crooks' room
Steinbeck also cleverly utilises a natural setting to develop ideas about hopes and dreams. At the opening of Chapter 6, a 'motionless heron' attacks a watersnake, only for another to appear 'up the pool' seconds later. Just like victims of nature, the dreams of characters are killed off, only to re-surface hopefully once more.
Similarly, Steinbeck's use of the symbol of 'ripples... across the pool'...
A: finds 4 structure points
B: finds 4 language points
Ways to write about structure...
Impact of opening / ending
Common elements or repeated themes / features running through
A main idea throughout
Main ideas per paragraph and how they flow / link
Specific features ('flashback' or digression)