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.