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Section 3 – Of Mice and Men.

Section 3 – Of Mice and Men.

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Section 3 – Of Mice and Men.

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  1. Section 3 – Of Mice and Men. LO: to explore the significance of George’s interaction with Slim and the shooting of Candy’s dog. SA: you have five minutes to revise the presentation of the key characters in Section 2 (look at the sheet completed for homework). You will be asked to stand up and answer questions on this section.

  2. Section 2 • What atmosphere was generated through Steinbeck’s description of the bunkhouse? • How is Candy presented? What information does he impart? • Why is the boss suspicious of George and Lennie? • Who suffers physical abuse on the ranch and why? • Why is Candy’s dog significant? • What does pugnacious mean? Why is Curley feared? • How is Curley’s wife viewed on the ranch? • How is Slim presented? • What does Carlson suggest with regards to Candy’s dog and why? • Why is Lennie promised by George?

  3. Section 3. Read the first two pages of Section 3. Why is this an important moment in the novel in your view? • Focus on George’s behaviour and feelings. • Focus on Slim’s behaviour. • Focus on atmosphere and setting. Now choose three points for development by numbering your annotations.

  4. Extract Planning. Why is this an important moment in the novel in your view? Introduction: Address the question by explaining what happens here and who is involved. Comment on how Steinbeck effectively conveys… Write your introduction. Further Challenge Can you explain the significance of this interaction with reference to context?

  5. Extract Writing Why is this an important moment in the novel in your view? USE PEALC • Choose two points and develop them into paragraphs. • You have 20 minutes to complete this task under exam conditions. • Firstly,… Further Challenge Can you explain the significance of this interaction with reference to context?

  6. Peer Assessment Read through the criteria below and grade your partner’s work • Direct reference to the question. (c) • Effective use of embedded quotes. The sentence makes sense when read.(b) • Analysis of these quotes.(b-a) • Use of sophisticated vocabulary.(b) • Reference to context / reference to other characters in the novel who face the same isolation.(a) • Write WWW and EBI. Grade based on the criteria above. • Write an MRI to improve your work. Did you work efficiently?

  7. Candy’s Dog LO: to understand how Steinbeck makes the shooting of Candy’s dog such a powerful moment in the novel. SA: Timed-Pair-Share Why is the dog so important for Candy? Further Challenge To be able to make perceptive links to context and Steinbeck’s presentation of key themes.

  8. The Shooting of Candy’s Dog How does Steinbeck makes this such a powerful moment in the novel? Read and annotate the bottom of page 72-75. Mark at least five possible points for development. What to look for: • Use of pauses and reference to silence - personification. • Behaviour of Carlson. • Reaction of Candy. • Reaction of other characters. • Use of symbolism – darkness. • Reference to key themes. • Does it link to any other events in the novel?

  9. Extract Writing How does Steinbeck makes this such a powerful moment in the novel? Focus on: • Atmosphere (how does Steinbeck create tension here.) • Presentation of character (Carlson and Candy) Write two PEAs. Further Challenge Can you explain the significance of this interaction with reference to context?

  10. Section 3 LO: to explore the men’s attitude to women in Section 3. SA: review Task 7 on Candy’s dog. How is this a powerful moment in the novel? Ensure your points are numbered in your booklet. Be prepared to verbally respond to this question using quotes. Further Challenge To evaluate Steinbeck’s reference to context.

  11. Candy’s Dog Introduction: Address the question by explaining what happens here and who is involved. Steinbeck makes this a powerful moment in the novel by… Write your introduction. Introduction • 2 detailed PEALC points (your challenge is to write a full 5 point response) • Conclusion. • Due tomorrow. • Aim to write about 350 words. • Complete in your exercise books.

  12. Extract Planning. Why is this a powerful moment in the novel in your view? Introduction: Address the question by explaining what happens here and who is involved. Steinbeck makes this a powerful moment in the novel by… Write your introduction. Further Challenge Can you explain the significance of this interaction with reference to context?

  13. Attitudes Towards Women How is she seen by the men?

  14. Attitudes to Women in 1930s Read pages 78-79 Describe the attitude of the men towards Curley’s wife. Use quotes in your answer. (C-B) or Evaluate the men’s attitude towards Curley’s wife and women in general. What does this tell us about the discrimination experienced by women in 1930s rural American society? (A) Challenge Can you link to other events in the novel involving Curley’s wife?

  15. Peer Assessment Read through the criteria below and grade your partner’s work • Direct reference to the question. (c) • Effective use of embedded quotes. The sentence makes sense when read.(b) • Analysis of these quotes.(b-a) • Use of sophisticated vocabulary.(b) • Reference to context / reference to other characters in the novel who face the same isolation.(a) • Write WWW and EBI. Grade based on the criteria above. • Write an MRI to improve your work. Did you work efficiently?

  16. Curley V’s Lennie – P. 9 booklet. LO: to explore the significance of Lennie’s confrontation with Curley in Section 3. SA: Rally-Robin In pairs, make a list of words / phrases to describe Curley’s character based on the initial description given in Section 2. Further Challenge LO To explore the theme of Social Darwinism when analysing this scene.

  17. Lennie V’s Curley How does Steinbeck’s writing make this such a powerful and significant moment in the novel? Read and annotate page 9 of your booklet. Number five points for exploration in a chronological order. Further Challenge – establishing links to structure. Explore the significance of this extract in the context of the novel.

  18. Group Task You have 10 minutes. Discuss your ideas as a group and note your top five points on the A4 sheet given. P – Make a point focusing on character, theme, setting or atmosphere. E – choose and contextualise a key quote. A – analyse L – link to other events C – link to context.

  19. Writing your Response. Introduction - address the question by explaining what happens here and who is involved. Develop Four PEALC points. Conclusion – reiterate significance of scene in the context of the novel with reference to 1930s American society. Aim to write 600 words. Due: Monday 18th March

  20. Sections 3&4 – Language Analysis LO: to develop our language analysis skills by exploring key events in Sections 3&4. SA: Have your homework on the desk ready for collection. Read through the comments written in your exercise books. Write an MRI target for improvement. Outstanding homework must be completed by Wednesday to avoid a C3. Look through your book and note what you have NOT Completed. See Showmyhomework.

  21. Peer Assessment Read through the criteria below and grade your partner’s work • Direct reference to the question showing an understanding of the task. (c) • Effective use of embedded quotes. The sentence makes sense when read. (b) • Analysis of these quotes. (b-a) • Use of sophisticated vocabulary. (b) • Reference to context / reference to other events (a) • Write WWW and EBI. Grade based on the criteria above. • Write an MRI to improve your work.

  22. The Dream – Close Language Analysis. Re-read P. 83 – 84 How would you describe the atmosphere in this section of the novel? • ‘Old Candy turned slowly. His eyes were wide open.’ • ‘George’s hands stopped working with the cards. His voice was growing warmer.’ • ‘We’d jus’ live there. We’d belong there. There wouldn’t be no more runnin’

  23. The Dream – Close language Analysis. Re-read P. 83 – 84 How does Steinbeck describe Candy here? • ‘Old Candy turned slowly. His eyes were wide open.’

  24. The Dream – Close language Analysis. How does Steinbeck describe George here? Write a PEA analysing language closely. • ‘George’s hands stopped working with the cards. His voice was growing warmer.’ • ‘We’d jus’ live there. We’d belong there. There wouldn’t be no more runnin…’ • ‘An’ it’d be our own, an’ nobody could can us’

  25. Analytical Skills C-B Grade: How does Steinbeck present George’s reaction to Candy’s request? Steinbeck presents George as… ‘Suppose I do…What’s that to you?’ p. 86 ‘George watched his suspiciously’ p. 86 ‘George said reverently…his eyes were full of wonder…he repeated softly.’ p. 87-88 A-Grade Task: How is Candy presented on page 87? Look closely at the use of adverbs. Challenge Can you link to Steinbeck’s presentation of key themes?

  26. Peer Assessment Read through the criteria below and grade your partner’s work • Direct reference to the question showing an understanding of the task. (c) • Effective use of embedded quotes. The sentence makes sense when read. (b) • Analysis of these quotes. (b-a) • Use of sophisticated vocabulary. (b) • Reference to context / reference to other events (a) • Write WWW and EBI. Grade based on the criteria above. • Write an MRI to improve your work.

  27. Significance of Quote ‘I ought to of shot that dog myself, George. I shouldn’t ought to have let no stranger shoot my dog’ (Candy – p. 89) Timed-Pair-Share Discuss the significance of this quote with reference to the language used here – key quotes.

  28. Focus on Crooks All-Write-Round-Robin List words to describe the character of Crooks from your reading of the novel and the film. Negative Cold / emotionless. Rejected / isolated Black (subjected to racism – use of derogatory term ‘nigger’) Defensive Lonely. • ‘Gave the nigger hell’ – victim of physical abuse. • Emotional punch bag. • Physically disadvantaged. • Segregated – separated from the others. • Intelligent • Aware of rights. • Cautious / ignored.

  29. Focus on Crooks – Language Analysis How does Steinbeck present Crooks in Section 4? (Write at least two detailed PEAS for tomorrow. Focus on: • The description of his living arrangements (symbolism) • His possessions. • Crooks social isolation (reference to personality and reflected in imagery.) • His reaction to Lennie and possible reason for this. Describe his tone here. Explore the theme of racism in the 1930s context.

  30. Section 4 – The Ranch Misfits. LO: to explore how Steinbeck makes the ‘meeting of the misfits’ such a significant moment in the novel SA: Paired Task: Number the following misfits / disadvantaged characters in order of authority on the ranch. Be prepared to justify your response. • Lennie. • Candy. • Crooks. • Curley’s wife Further Challenge To be able to make perceptive links to context.

  31. Crooks Round Robin How is Crooks presented at the start of section 4? List words to describe. Timed-Pair-Share ‘S’pose George don’t come back no more. S’pose…he just ain’t coming back. What’ll you do then?’ Crooks say this to Lennie. What is Crooks intention here? Can use refer to more quotes from P. 103?

  32. Crooks Dream p. 106&108-109 Summarise Crooks attitude towards the dream in your own words.

  33. The Misfits – Section 4. Read pages 110 How is Curley’s wife presented in this scene?

  34. Remind yourself of what George has previously told Lennie about “how it’s gonna be” on their farm (first chapter, before they arrive at the ranch). • How is the discussion on pages 84-86 different to the previous one? List as many differences as you can.

  35. Section 5 – The American Dream LO: to explore how the theme of the American Dream is addressed in Section 5. SA: Atmosphere Read the first 3 paragraphs of p.120. Write down two words to describe the atmosphere in the barn and one quote which generates this atmosphere. Challenge To be able to identify how atmosphere is generated in this scene.

  36. Lennie’s Character – Paired Written Response using quotes. Consider the theme of dreams and look closely at pages 120-121. Read and annotate. How does Lennie initially react when he kills the puppy and what does this reveal about his character? Key words: disobedience, remorse, regret, anger, frustration, animalistic instinct

  37. Task 2: Focus on Curley’s wife • How is Curley’s Wife compassionate / maternal side shown in the language on page 123? • Look at P. 124 Choose the quote that suggests that Curley’s wife is plagued by loneliness and desperate for someone to listen. Explain the quote in detail. • 124-125 • Explain why Curley’s Wife married Curley in your own words.

  38. Sections 5&6 LO: to explore the significant events in section 5&6. SA: read the feedback received on your essay. Write an MRI target in your exercise book. (If you have not submitted an essay, revise section 5.) Further Challenge To be able to make perceptive links to context and other events in the novel.

  39. Task 3: Table Discussion (7minutes) What do Lennie and Curley’s wife have in common? Make brief notes in your exercise book.

  40. Task 4:Exploring the idea of disadvantage Person 1: What is Lennie’s disadvantage / weakness on pages 126-127? How is this event reminiscent of other incidents in the novel? Person 2: What is Curley’s wife’s weakness on pages 126-127? What are the deadly repercussions of this? Swap answers. Analyse language closely and write in a sophisticated style.

  41. Atmosphere Task 5: Looking at how Steinbeck creates atmosphere. P. 129-130 • Why does Steinbeck emphasise the ‘quiet’? • What is the effect of Steinbeck’s description of Curley’s wife? • What is the effect of personifying time? • What is the effect of the barn coming alive on page 130?

  42. Task 6s Analyse Language Closely Task 6: Focus on Curley as a disadvantaged character. • What is interesting about Curley’s reaction to the death of his wife? P. 133-135 How are the following quotes significant? Analyse each quote closely. • ‘I coulda made somethin’ of myself’ • ‘I should have knew…I guess maybe may back in my head I did’ • ‘I think I knowed we’d never do her’ • ‘Candy lay down in the hay and covered his eyes with his arm’.

  43. Task 6: Focus on the Death of the Dream How are the following quotes significant? Analyse each quote closely. • ‘I coulda made somethin’ of myself’ • ‘I should have knew…I guess maybe way back in my head I did’ • ‘I think I knowed we’d never do her’ • ‘Candy lay down in the hay and covered his eyes with his arm’.

  44. Section 6 LO: to explore the significant events in Section 6. SA: Read the first page of Section 6 carefully. P. 140. Why is the interaction between the water snake and the heron significant? (Hint: theme) Everyone on the table should outline their ideas. Further Challenge To understand how Steinbeck uses language to generate atmosphere here.

  45. Lennie makes his escape? (pages 140 – 141) • Where is this section of the text located? • What is Lennie’s state of mind at this point of the novel? Annotate key quotes to show this.

  46. 3. Fill in the table below. (pages 141 – 143)

  47. George is reunited with Lennie Describe George’s behaviour. How does Steinbeck make the build up to the death of Lennie a tense and dramatic moment in the novel?

  48. Tension and Drama • ‘silent’ • Short, direct statements • Irony ‘You ain’tgonna leave me’ • Dusk: ‘shadows’ • ‘men shouting’ – pressure/urgency • References to the dream – comforts Lennieand generates sympathy as the dream is shattered • L’s questions • G’s despondency: ‘woodenly’ and ‘monotonously’ speaks • Voices are getting closer and the shadows are getting darker • ‘his hand shook’

  49. 5. In what ways can Lennie’s literal death in the novel represent a metaphorical death for George’s character? 6. Why do you think Steinbeck chose to end the novel with George shooting Lennie?

  50. Homework • Complete Tasks 1&2. • Read and annotate to the end of the novel. • Summarise the key events in sections 1-3 in five bullet points each. • You can use the revision guide on Moodle to help you with this.