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Gender, class, dislocation PowerPoint Presentation
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Gender, class, dislocation

Gender, class, dislocation

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Gender, class, dislocation

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  1. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric, proleptic irony CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy Gender, class, dislocation LQ: Can I analyse how Williams makes the audience sympathise with the female struggle for identity?

  2. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion Gender, class, dislocation LQ: Can I analyse how Williams makes the audience sympathise with the female struggle for identity? Use the blog: Justuslearning.com > blog > + search “Streetcar”

  3. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context to illuminate alternative interpretations EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context GOOD PROGRESS: I can articulate my analysis of the ways the language, structure and form of the play present struggles

  4. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion Watch this clip, reading the lyrics. http://www.youtube.com/watch?v=lVdde5KZqO4 How could this be seen as offensive? What does this suggest about gender politics in the 21st Century? EXT: is it defensible?

  5. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion When this dance was performed at 2013 VMA awards, who got the blame in the press?The teenage girl dancing provocatively, or the married 36yr old grinding against a girl young enough to be his daughter?

  6. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion What does the reaction and controversy tell us about the difference in social acceptance of promiscuity or sexuality shown by either gender? EXT: What does this have to do with the play?

  7. TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context to illuminate alternative interpretations Scene 9 Read as a class the scene. Focus on notes to answer the following question: How does Williams make the audience sympathise with the female struggle for identity through Blanche’s character? EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context KEY INGREDIENTS: Point to answer question, Quotation, Technique, development of quotation with futher embedded quotations, social context

  8. PEER ASSESS EXT: can you improve each other’s work? CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context to illuminate alternative interpretations How does Williams make the audience sympathise with the female struggle for identity through Blanche’s character? Use criteria to attempt one analytical paragraph, and one wider reading link paragraph. use criteria to attempt one analytical paragraph, and one wider reading link paragraph. EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context KEY INGREDIENTS: Point to answer question, Quotation, Technique, development of quotation with futher embedded quotations, social context