Transcript Exploring interpretations
Language and themes
Learning Objective: To explain how language contributes to writers’ presentation of ideas and themes (A02)
Key words: language, analyse, evaluate, themes, fraternity, loneliness, idealism versus realism
• • • •
Success Criteria:
Interpret textual detail Identify language and themes Select textual detail Analyse (B+/A-) and evaluate (A/A*) Steinbeck’s language LILLS: Independent Enquiry Reflective learning
STARTER: Read the quotation provided and annotate it making three alternative interpretations. What do you learn about George and Lennie from the quotation? A-A*: Your interpretations should be original!
CHALLENGE: Can you identify any themes from the quotation provided?
HOMEWORK
Complete the third paragraph of your essay. Due
Quotation 1: Quotation 2: Quotation 3: Quotation 4: Quotation 5: Quotation 6:
1 paragraph: How does Steinbeck present the setting and characters in the opening of ‘
Of Mice and Men’
?
Success Criteria
• Point • Evidence (precisely selected quotation) • Analyse the quotation at word level • Make Interpretations that are varied and original based
on closely selected textual detail
Learning Objective: To select and evaluate relevant textual detail to illustrate and support interpretations (AO1) Key words: textual detail, interpretation, setting, idyllic, utopia, dystopia, microcosm
Let’s assess the shared paragraph and highlight which skills we need to work on.
Close analysis of detail to support interpretation • • • • • • Think beyond the literal meaning (s) Explore different connotations.
Provide alternative interpretations.
Write a lot about a little Critical personal response Concentrate on comment not content
Success Criteria
• P oint • E vidence (precisely selected quotation) • A nalyse the quotation at word level • Make I nterpretations that are varied and original based on closely selected textual detail
Read the rest of section one
Think about the following questions: 1) What are the themes in section one?
2) How are George and Lennie presented in this section?
3) What is their relationship and how is it portrayed?
4) Why is Lennie compared to animals?
5) Based on this section, what do you think might happen in the rest of the novel?
Band 6.3- Analysing and evaluating the writer’s use of language
• Point linked to question • Evidence supporting your point • • Words and phrases selected from evidence Alternative and original interpretations provided. Language features commented on where it adds to your interpretation • Effects on the reader explored • Evaluation of the writer’s use of language in presenting a particular idea/ theme/ character/ setting commented on • • Learning Objective: To explain how language contributes to writers’ presentation of ideas and themes (A02)
Key words: language, analyse, evaluate, themes, fraternity, loneliness, idealism versus realism
Which band would this model paragraph achieve and why? (AO2 only) How could we improve the paragraph?
How is the fraternal relationship between George and Lennie presented in section one?
Steinbeck presents an idealised fraternal relationship in this section through the characters of George and Lennie. George claims that ‘guys like us…are the loneliest guys in the world’ and thereby conveys the isolating nature of being a migrant worker during the 1930’s. However, Steinbeck provides the solution to conquering these feelings of isolation and loneliness, through his portrayal of George and Lennie’s friendship. It is because ‘we somebody to talk to’ that the monotonous structures of ranch life is more satisfying and interesting Steinbeck seems to be suggesting. Furthermore, the collective pronoun ‘we’ presents the idea that George and Lennie are a pair and that one perhaps could not survive happily without the other, regardless of what George may say when he is angry. As well as this, the phrase ‘we got a future’ indicates to the reader that George and Lennie’s intertwined dreams create a special bond between them and develops the notion that, like the natural world, humans are interdependent and need each other to survive. Through this rhythmic storytelling of his protagonists’ desires and dreams, Steinbeck successfully highlights the significant role that friendship plays in dealing with the harsh living conditions of 1930’s society. My quotation- Guys like us, that work on ranches, are the loneliest guys in the world. They got
no family. They don’t belong no place. . . . With us it ain’t like that. We got a future. We got somebody to talk to that gives a damn about us.
Fraternity and companionship
(Target C grade)
1)Select and write down three quotations that convey the theme of fraternity and companionship in section one 2)Answer the following question (1 paragraph only)
How does Steinbeck present fraternity and friendship in section one?
The lonely life of a ranch worker
( Target B grade)
1)Select and write down three quotations that convey the theme of loneliness in section one 2)Answer the following question (1 paragraph only)
How does Steinbeck present the lonely life of ranch workers in section one?
The idealistic versus the realistic
( Target A/A* grade)
1)Select and write down three quotations that convey the idealistic and the realistic in section one 2)Answer the following question (1 paragraph only)
How does Steinbeck present the contrast between idealism and realism in section one?
Peer assess
• • • • • • Point linked to question Evidence supporting your point Words and phrases selected from evidence Alternative and original interpretations provided. Language features commented on where it adds to your interpretation Effects on the reader explored (link to writer’s ideas and attitudes) Analysis and evaluation of the writer’s use of language to present a particular idea/ theme/ character/ setting
Write the second paragraph of your essay using your second selected quotation.
You must apply your target!
• • • • • • Point linked to question Evidence supporting your point Words and phrases selected from evidence Alternative and original interpretations provided. Language features commented on where it adds to your interpretation Effects on the reader explored Evaluation of the writer’s use of language in presenting a particular idea/ theme/ character/ setting commented on
Underline and annotate where you have met your target
• • • • • • Point linked to question Evidence supporting your point Words and phrases selected from evidence Alternative and original interpretations provided. Language features commented on where it adds to your interpretation Effects on the reader explored Evaluation of the writer’s use of language in presenting a particular idea/ theme/ character/ setting commented on
3.
Connective The author / language in the text… The reader… (or ‘we’…) Firstly Secondly Thirdly As well as this Furthermore Moreover Finally Lastly Likewise Similarly Unlike As well as In contrast to Advises Argues Builds Connotes Contrasts Conveys Creates Demonstrates Describes Depicts Emphasises Evokes Exaggerates Gives the impression Implies Indicates Juxtaposes Narrates Persuades Realises Recognises Refers to Reflects Represents Reveals Signifies Suggests Symbolises Shows Is made aware Is informed Is told Is shocked / fascinated / persuaded / made to sympathise etc.
Learns Discovers Realises Tells Gives a sense Highlights Informs