Extend your Learning @ Bishop Justus

1. Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Lesson 1 Of Mice and Men LQ: Am I able to communicate my first impressions of the novella? Extend your Learning @ Bishop Justus

2. Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... Welcome...equipment out...ready to learn... We strongly recommend that you buy your own copy of this book so you can annotate it. You will be studying this book in year 11 also. They are available on Amazon for £3+ for second hand copies. Also, you need to print off the new resource booklet for this term. You can find this at: www.justusenglishresources.blogspot.co.uk. It is only 21 pages this term (19 if you don’t print the 2 title pages). Extend your Learning @ Bishop Justus Miss L. Hamilton

3. LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? How much progress will you make today? Outstanding progress: I will be able write a concise PETER paragraph using advanced terminology, “the formula” and embed two quotations to strengthen my argument Excellent progress: I will be able write a concise PETER paragraph using advanced terminology and “the formula” to create concise criticism Good Progress: I will be able write a PETER paragraph to respond to Steinbeck’s writing

4. 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 10 Starter: Have a look at the book covers – what do you think the novella is about? Extend your Learning @ Bishop Justus Do you know what a novella is?

5. 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 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... Homework: In pairs research an area of 1930s America and be ready to present your information during Monday’s lesson: Dust Bowl Hoovervilles Itinerant Workers American Dream Wall Street Crash Great Depression Steinbeck’s early life Due: Monday Extend your Learning @ Bishop Justus Miss L. Hamilton

6. 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 LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? 10 Introduction: The title of this novella is taken from a poem called ‘To a Mouse’ by Robert Burns. The penultimate verse reads: But Mousie, thou are no thy-lane, 
In proving foresight may be vain: 
The best laid schemes o' Mice an' Men, 
Gang aft agley, 
An' lea'e us nought but grief an' pain, 
For promis'd joy! Extend your Learning @ Bishop Justus Translation “But little Mouse, you are not alone,In proving foresight may be vain:The best laid schemes of mice and menGo often awry,And leave us nothing but grief and pain,For promised joy!” http://en.wikipedia.org/wiki/To_a_Mouse How does this poem develop your ideas?

7. 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 LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? Do you know what PETER stands for? 30 • Main Task: • Begin reading Chapter 1 of the novella • How does Steinbeck use language to • present the characters of George and Lennie? • Find 5 language techniques that are used to describe George/Lennie • Write up two PETER paragraphs answering the above question Extend your Learning @ Bishop Justus EXT: Can you comment on layers of meaning? Can you come up with an ORIGINAL point that no one else has thought of?

8. 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 LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? 30 Outstanding progress: I will be able write a concise PETER paragraph using advanced terminology, “the formula” and embed two quotations to strengthen my argument • Main Task: • Begin reading Chapter 1 of the novella • How does Steinbeck use language to • present the characters of George and Lennie? • Find 5 language techniques that are used to describe George/Lennie • Write up two PETER paragraphs answering the above question Excellent progress: I will be able write a concise PETER paragraph using advanced terminology and “the formula” to create concise criticism Extend your Learning @ Bishop Justus Good Progress: I will be able write a PETER paragraph to respond to Steinbeck’s writing EXT: Can you comment onlayersof meaning? Can you come up with an ORIGINAL point that no one else has thought of?

9. 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 LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? 5 Outstanding progress: I will be able write a concise PETER paragraph using advanced terminology, “the formula” and embed two quotations to strengthen my argument Plenary: Swap PETER paragraphs with the person next to you Identify and label the 5 PETER aspects in the paragraph and write a SIT comment for your partner StrengthsImprovementsTargets Excellent progress: I will be able write a concise PETER paragraph using advanced terminology and “the formula” to create concise criticism Extend your Learning @ Bishop Justus Good Progress: I will be able write a PETER paragraph to respond to Steinbeck’s writing EXT: Can you comment onlayersof meaning? Can you come up with an ORIGINAL point that no one else has thought of?

10. LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? LQ: Am I able to communicate my first impressions of the novella? How much progress will you make today? Outstanding progress: I will be able write a concise PETER paragraph using advanced terminology, “the formula” and embed two quotations to strengthen my argument Excellent progress: I will be able write a concise PETER paragraph using advanced terminology and “the formula” to create concise criticism Good Progress: I will be able write a PETER paragraph to respond to Steinbeck’s writing