Investigating a Character

1. Investigating a Character • I will learn to explore a character’s role in a book. I can select key words and give various suggestions what they highlight about the character.

2. Language and Literature: what’s the difference? • How is Crooks presented in Of Mice and Men?

3. Re-cap: what would we expect in a ‘black’ character in the 1930s?

4. Groups

5. Model Crooks, the Negro stable buck, had his bunk in the harness room; a little shed that leaned off the wall of the barn. On one side of the little room there was a square four-paned window, and on the other, a narrow plank door leading into the barn. Crooks' bunk was a long box filled with straw, on which his blankets were flung. On the wall by the window there were pegs on which hung broken harness in process of being mended; strips of new leather; and under the window itself a little bench for leather-working tools, curved knives and needles and balls of linen thread, and a small hand riveter. Straw is usually associated with animals. This suggests Crooks is treated inhumanely. Crooks’ work is present in his ‘home’. This suggests he never stops working. ‘the’ highlights he is the only one on the ranch. This suggests he is isolated in terms of his race. The repetition of ‘little’ highlights the small scale of Crooks’ room: he is living in very basic conditions.

6. Group Investigation • In your groups, read your section. • Underline quotations which reveal something significant about Crooks. • In the margin, explore what they suggest.

7. Envoy • The pupils in bold below will be the movers.

8. What do we know about Crooks? Each member of the class must tell me one thing, linked to a quotation.

9. Individual Investigation L.O. I will learn to independently investigate a character; using this to write my own piece of literature. I will be able to explain what Crooks’ words suggest about him. I will be able to represent these in an interview. Challenge: I can link Crooks’ words to his time period, society and culture. Extra challenge: I can work out a message Steinbeck is conveying through his characters.

10. Experiential Learning • Sit on the field – alone. Take only your book. Write down what you WANT to be doing instead/ how you feel.

11. Theory: Types of Loneliness State loneliness: a moment in time. Trait loneliness: constantly with you.

12. Theory: Types of Loneliness • Isolation: physically lonely • Emotional isolation: no-one to share feelings with. • Mental isolation: no-one to relate to/on your level.

13. Let’s Read! • As you read, highlight key words which reveal significant things about Crooks’ character.

14. Building on yesterday... • Today, you will work individually to explore the language. How does Steinbeck present Crooks? 1) Select a key word or phrase • Explore the connotations of specific words in your phrase 3) Link this to what kind of man Crooks is. CHALLENGE: how does this reflect the time period/society/culture? EXTRA CHALLANGE: what is Steinbeck wanting to reveal/teach/highlight through this quotation? “Crooks put his dark chin into his pink palm.” highlights Crooks’ colour once more so that the reader is constantly reminded of his colour: he is different. The contrast between ‘dark’ and ‘pink’’ could represent the contrasts between how society sees him and how he sees himself. Perhaps by highlighting his pink palm, Steinbeck wants to make the reader realise that he is a soft person.

15. Now apply your knowledge • In pairs, conduct an interview with Crooks. • Use the information in the text to formulate questions relevant to his life and create Crooks’ answers.

16. Exhibition Time

17. Bleeding Quotations Dry • I will learn to explore language at word level in GREAT, AMAZING detail. • I can comment on the impact of specific words in my quotations.

18. What have you learnt? Create a role-play demonstrating what life was like for black people in 1930s America. Use details from the text to create your role-play.

19. When I say... You say... • Nuts • Sick • Needs • Pounded

20. Building on last week... • Today, you will work individually to explore the language. How does Steinbeck present Crooks? 1) Select a key word or phrase • Explore the connotations of specific words in your phrase 3) Link this to what kind of man Crooks is.

21. “If I say something, why it's just a nigger sayin' it” • Level 4 answer: this SHOWS that Crooks doesn’t have a voice. • Level 5 answer: this HIGHLIGHTS that society has not given Crooks a voice and he isn’t listened to. It suggests he is alone and unable to make an impact in the world.

22. Level 6 answer Conditional word ‘if’ highlights that it’s unlikely Crooks will say anything: it’s clear that society’s unwillingness to listen has prevented him from fully sharing his thoughts. The contrast between ‘I’ and ‘nigger’ here is interesting. It is he as an individual who speaks ‘I’ but it is a ‘nigger’ who is heard. This highlights his lack of identity: people don’t see Crooks; they see a black man. “IfI say something, why it's just a niggersayin' it” Ironically, Crooks does not complete the word ‘saying’. This highlights his lack of education: he has not been taught to speak properly and perhaps indicate that he doesn’t speak frequently: he is not given the chance. The word ‘just’ highlights whites’ opinions that ‘niggers’ are a lowly species. It emphasises their unimportance: even Crooks calls himself ‘just’, adapting their viewpoint. He has no choice but to.

23. In your groups, annotate what two of these quotations show about Crooks • A guy needs somebody to be near him." He whined • Don't make no difference who the guy is, long's he's with you • His excitement had increased until he pounded his knee with this hand • I never knew till long later why he didn't like that. But I know now. You must find your quotation in the text first.

24. Peer Assessment • Are they missing any key words? • Can they develop what they’ve written?

25. Individual work: teacher assessed How does Steinbeck present Crooks? 1) Select a key word or phrase • Explore the connotations of specific words in your phrase 3) Link this to what kind of man Crooks is.

26. Individual work: teacher assessed OR: How does Steinbeck present Curley’s Wife in this extract? 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.