Age, Gender and class

LQ: How does Williams

present the gender and

class struggle in Scenes 2 and 3?

Can I see alternative

interpretations?

TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric, proleptic

ironyCONTEXT TERMS: misogyny, equality, gender equality, segregation,

marginalisation, segregation, discrimination, alienation, polygamy

Age, Gender and class

LQ: How does Williams present the gender and class struggle in Scenes 2 and 3?

Use the blog:Justuslearning.com > blog >

+ search “Streetcar”

CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion

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 customSTRUGGLES: race, cultural domination, alienation, religion

TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric

CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

GOOD PROGRESS: I can articulate my analysis of the ways the language, structure and form of the play

present struggles

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

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

CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional custom

STRUGGLES: race, cultural domination, alienation, religion

TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric

CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

 How has the dialogue created tension so far?

 Is Blanche flirtatious or simply avoiding acting submissive? 

How does this show struggle in EACH character? EXT: how has Williams created a threatening atmosphere? 

CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion

TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric

CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

Scenes 2+3Read scenes as a class.

Active Reading – how does the audience feel about each character?

After the shocking end to Scene 3, how does the audience feel about:1. Stanley 2. Blanche3. Stella4. other characters

EXT: can you see an alternative interpretation/reaction

CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion

TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric

CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

GOOD PROGRESS: I can articulate my analysis of the ways the language, structure

and form of the play present struggles

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

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

Now flip your opinions… can you1. sympathise with Stanley2. blame Blanche3. criticise Stella4. ?How does this mixed reaction to a shocking but difficult scene demonstrate numerous struggles?EXT: Does the theatrical FORM contribute to the efficacy of the scene? 

CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion

TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric

CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

GOOD PROGRESS: I can articulate my analysis of the ways the language, structure

and form of the play present struggles

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

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

Decide on at least five quotations worth using for our “wider reading” quotation banks. For each quotation, make sure we identify the struggle and have some terminology for each.

CONTEXTUAL TERMS: colonisation, independence, missionaries, post-colonial, racism, Empire, Victorian, Igbo, traditional customSTRUGGLES: race, cultural domination, alienation, religion

TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric

CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

GOOD PROGRESS: I can articulate my analysis of the ways the language, structure

and form of the play present struggles

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

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