Lesson 2:Choose theme.Read section 1.
Lesson 3: How to write analysis.
Lesson 4:3 most important events of S1Read section 2.
Lesson 5:Analysis of extract in section 2.
Lesson 6 Marking 1: 1. Title analysis work 2. Extract analysis.Tasks: Low: Draw each characters dream?High: Monologue
Lesson 7 Marking 2:Continued…
Lesson 8:3 most important events of S2.Read S3.
Lesson 9:Analysis of extract in section 3.
Lesson 10: Structure Lesson 11: Read S4.
Lesson 12: Section 4Analysis
L13: Marking1. Improved
analysis2. Structural anal.
L14: MarkingTasks: Facebook profiles.
Lesson 1: APPFinal ass: Extract analContext of the book
Lesson 15: Read section 5
Lesson 16: Section 5 analysis
Lesson 17: Read section 6
Lesson 18: Section 6 analysis
Lesson 19: What does the book tell us about various themes
L20: Marking lesson1. Analytical writing.2. Help with task.
L21: Marking lessonTask 1: Analysing the mark scheme.Task 2: Create mindmap to help remember poetic techniques.
ASSESSMENT Sp&l Prep: Presentation. How is your theme developed through the novel?
Prep
SP&L assessment SP&L assessment SPARE LESSON SPARE LESSON
Analysis
Today’s Lesson:
10m – Starter
5m – Discuss
5m – How to analyse
10m – Analysis practice
5m – Robert Burns’ ‘To a Mouse’
10m – Practise writing analytical paragraph
10m – Plenary (Peer ass)
LO: To be able to analyse the title ‘Of Mice and Men’.
Starter: COPY:
Juxtaposition: The arrangement of two or more ideas, characters, actions, settings, phrases, or words side-by-side or in similar narrative moments for the purpose of comparison, contrast, rhetorical effect, suspense, or character development. Basically: Contrasting things near to each other.Starter 2:3 are examples of juxtapostion, 1 is not. Which 3 areexamples of juxtaposition?
Educational psychologist, Bloom’s levels of analysis
How to analyse.Level 1 (4/5C): Recognise techniques/quote- In groups find techniques that are used or highlight powerful sentences.
Level 2 (5A): Understand: Explain the most obvious effect- Pick one quote and explain the literal meaningOR- Explain the effect of the technique.
Level 3 (6C): Analyse (Interpret): Look at other possible meanings- Pick individual words from the quote and do a spider diagram of what those words might mean/connote/symbolise.
Level 4 (6A/7): Relate to question/themes/patterns in the text/Writer's aim- How does your analysis relate to the question?OR- Can you find any other patterns in the language? Are there any other themes or ideas that you can
relate this to?
Level 5 (7/AF7): Evaluate- How likely is your interpretation based on what you know about the writer/society?
Level 6 (7?): Other interpretations Are there any other possible interpretations?
Your turn. What can we infer from the title ‘Of Mice and Men’?
Level 1: Recognise techniques
Level 2: Understand: Explain the most obvious effect
Level 3: Analyse (Interpret): Look at other possible meanings
Level 4: Relate to question/themes/patterns in the text/Writer's aim
Level 5: Evaluate
LEVEL 4: THEMESLONELINESS
DREAMSDISCRIMINATION
HIERARCHIES OF POWERVIOLENCE
FRIENDSHIP
Example of slide 4 in action:
Evaluate/Social context/other interpretations
• What can you add to your analysis using this famous poem, ‘To a Mouse’ by Robert Burns?:
The best laid schemes of mice and menGang aft a-gley, [often go wrong] And leave us nought but grief an' pain,For promised joy.
Dramatic irony?
Students should draw a margin on the right of their page so that they can annotate their work afterwards to show success.
Writing a paragraph: What can we infer from the title ‘Of Mice and Men’?
Writing a paragraph: What can we infer from the title ‘Of Mice and Men’?
• Point: One sentence answer to the question.
• Evidence: Quotation or description. Can you spot any techniques used here?
• Explain: What is the most obvious effect of this quotation? What is the most obvious effect of this technique?
• Analyse: Which word or words are effective? What thoughts or feelings do they evoke?
• Link: What might Steinbeck be trying to make you think? How can you relate your analysis to a larger idea or theme?
• Evaluate: Social context/other interpretations.
TIP: If starting with a point is too difficult, start your paragraph with the evidence.
WORD BANK: HEDGING YOUR BETS...it could be argued that... ...it
might be thought that... ...possibly... ...perhaps... ...maybe...
…could...
WORD BANK: ANALYSISThe words/adjectives/nouns/verbs 'x' and 'x' are effective because......evoke thoughts of... ...have connotations of... ...suggest... ...imply... ...create an impression of...
Writing a paragraph: What can we infer from the title ‘Of Mice and Men’?
• Point: One sentence answer to the question.
• Evidence: Quotation or description. Can you spot any techniques used here?
• Explain: What is the most obvious effect of this quotation? What is the most obvious effect of this technique?
• Analyse: Which word or words are effective? What thoughts or feelings do they evoke?
• Link: What might Steinbeck be trying to make you think? How can you relate your analysis to a larger idea or theme?
• Evaluate: Social context/other interpretations.
TIP: If starting with a point is too difficult, start your paragraph with the evidence.
WORD BANK: HEDGING YOUR BETS...it could be argued that... ...it
might be thought that... ...possibly... ...perhaps... ...maybe...
…could...
WORD BANK: ANALYSISThe words/adjectives/nouns/verbs 'x' and 'x' are effective because......evoke thoughts of... ...have connotations of... ...suggest... ...imply... ...create an impression of...
Plenary: Annotate your work to show where you have done each skill. If you have colouring pencils, underline each part you have done. The more green and blue the better.
