Of Mice and MenOf Mice and Men

John SteinbeckJohn Steinbeck

IntroductionIntroduction

To read closely and carefully in order to form judgements of characters

Lennie George

He walked heavily, dragging his feet a

little the way a bear drags its paws

Small and quick…dark of face withrestless eyes and

sharp, strong features

First Reading PP3-4First Reading PP3-4

1. What impression of the setting is created during the opening of the novel?

2. How is the atmosphere changed by the entry of George and Lennie

Enter George and LennieEnter George and Lennie1. Name three ways in which the appearances of the

men differ

2. Which two animals is Lennie compared to? What impression does this create of him?

3. Look at the characters first interactions on page 5 - 6. What do you notice about their relationship? (Challenge yourself for an excellence answer)

4. Why do you think Lennie keeps the dead mouse? What does it suggest about his personality?

5. Look at the way George and Lennie interact on Page 10. What do you think George thinks of Lennie? Why do you think the two travel together?

Character Contrast:

Use either a mind-map, T-Chart or bullet points to show 3 –8 contrasts between George and Lennie

Introducing Themes: Introducing Themes: Dreams Dreams

• Starter: What does ‘Theme’ mean?

• Reading: From ‘George snapped his fingers sharply’ to ‘And then he looked ashamedly at the flames.’

Discussion:1. What did Lennie do in Weed? 2. Why did he do it? 3. What happened as a consequence? 4. How does this add to our understanding of Lennie?

•Goal: To be aware of how the novel introduces and begins to explore these key themes

‘‘Live off the fatta the lan’Live off the fatta the lan’Read until: ‘George

gestured with his spoon. “What you gonna say tomorrow when the boss asks you questions?”

Dreams are a key theme in the novel. Steinbeck is interested in exploring what dreams mean to us, and whether they’re attainable.

S.E.X.Y. ParagraphS.E.X.Y. Paragraph

• Statement / Explanation / eXample / Your Thoughts

Dreams are a key theme in ‘Of Mice and Men’. The most significant dream is ….……………… ………………………………. George describes this as ‘………………….………………………..

……………………………………………………….This dream is important to the men because

…………………………………………………………………………………………………………………

S.S.EE..XX..YY Paragraphs Paragraphs

• Statement / Explanation / eXample / Your Thoughts

Dreams are a key theme in ‘Of Mice and Men’. The most significant dream is Lennie and George’s ‘dream farm’ George describes the dream of having, ‘a little house an a couple of acres and a cow and some pigs…’ where they can ‘Live of the fatta the lan.’ This dream is important to the men because it offers them hope of a home with some stability.

S.S.EE..XX..YY Paragraphs Paragraphs

• Statement / Explanation / eXample / Your Thoughts

Dreams are a key theme in ‘Of Mice and Men’. The most significant dream is Lennie and George’s ‘dream farm’ George describes the dream of having, ‘a little house an a couple of acres and a cow and some pigs…’ where they can ‘Live of the fatta the lan.’ This dream is important to the men because it offers them hope of a home with some stability, where they can have some freedom and an easier life than their present, drifting existence.

S.S.EE..XX..YY Paragraphs Paragraphs

• Statement / Explanation / eXample / Your Thoughts

Dreams are a key theme in ‘Of Mice and Men’. The most significant dream is Lennie and George’s ‘dream farm’ George describes the dream of having, ‘a little house an a couple of acres and a cow and some pigs…’ where they can ‘Live of the fatta the lan.’ This dream is important to the men because it offers them hope of a home with some stability, where they can have some freedom and an easier life than their present, drifting existence. Additionally, it offers them some safety, as Lennie would be more easily managed, if he were kept away from people who didn’t understand him, such as the girl in Weed.

End of chapter oneEnd of chapter one

• Read the novel until the end of this chapter.

• Prediction Task: What do you think is going to happen to George and Lennie when they reach the farm?

At the RanchAt the Ranch

• Goal: To read closely to keep track of who’s who of the minor characters

• Starter : ‘A guy on a ranch don’t never listen nor don’t ask no questions.’ Discussion – what sort of an existence is this?

• Reading P19 – 25

1. The Boss – what’s he like? The authority figure of the novel – what sort of authority does he wield?

Reading up to P31 ‘Candy: ‘Know what I think? … Curley’s married a tart’

1. Curly – What’s his problem?

Minor CharactersMinor Characters

• Create either a mind – map or series of subheadings with bullet points for each of the following Candy, The Boss, Crooks, Curley, Curley’s Wife, Slim. Support each point with a quotation

• You may not be able to add much so far, but leave room, we’ll add more as we progress

Theme: ViolenceTheme: Violence

What examples of violence, or the threat of violence have you seen so far?

What seems to be the men’s attitude towards violence – think about Candy’s comments.

How does the violence contribute to the atmosphere?

Slim and Curley’s WifeSlim and Curley’s Wife

• Goal: To be able to identify how Steinbeck manipulates our judgements of these characters

Candy: ‘Know what I think? … Curley’s married a tart’

• Starter: What is foreshadowing?

• Could this be an example of it? ‘I don’t like this place George.’ This ain’t no good place. I wanna get outta here.’

• Reading: From, ‘P31 – 36’ • Questions (See next slide)

• Reading ‘P36 – end of chapter.

• SEXY Paragraphs: ‘How does Steinbeck manipulate the reader’s opinion of Curley’s Wife and Slim.

Curley’s Wife Comprehension Curley’s Wife Comprehension QuestionsQuestions

Regular Questions:• What does Candy think of Curley’s wife?• What impression is created of Curley’s wife by the

description of her appearance beginning, ‘She had full, rouged lips …’

• In what ways is her behaviour a little flirtatious?• Why is George so worried about Lennie’s fascination

for Curley’s wife?

Challenging Question (Answer in as much detail as possible):

• What do you make of the quotation, ‘I don’t like this place George.’ This ain’t no good place. I wanna get outta here.’ after seeing that it follows the introduction of Curley’s Wife

‘‘How does Steinbeck manipulate the reader’s How does Steinbeck manipulate the reader’s opinion of Curley’s Wife and Slim.opinion of Curley’s Wife and Slim.

• Statement / Explanation / eXample / Your Thoughts

Steinbeck manipulates us into thinking Curley’s wife is ………. He presents her as ………………………………………… We can see this when she is described as ……………………………………………….

This is significant because ……………….Homework: Add to your notes on the minor characters from yesterday’s lesson

Lesson Five: Candy’s DogLesson Five: Candy’s DogTo analyse a key moment of the text to explore what it shows

about the theme of loneliness

Starter: Homework

• Be prepared to feedback one additional comment you added to your character map.

Exploring Slim:Exploring Slim:• Read from the start of the chapter until: ‘Well – let him.

He ain’t doing no harm out there.’

Regular Task:

Write a diary entry from Slim’s perspective, about his conversation with George.

Starter: Dear Diary, A couple of new guys showed up today – George and

Lennie

Challenging Task:

Rewrite the most important parts of this incident in the first person, narrated from Slim’s perspective. Be sure to make his thoughts and opinions clear.

Optional starter: I thought it was odd, George and Lennie travelling around together – most guys don’t seem to give a damn about no one. I asked George …

Candy’s DogCandy’s Dog

• Reading until: ‘The men looked quickly at the old man. Every man turned toward him.’

1. What similarities are there between Lennie and George and Candy and his dog?

2. What does this incident suggest about the empathy (Understanding) of the other characters?

3. How do you think the men’s attitude towards Candy’s dog has been influenced by their lonely lifestyle?

4. Should Candy have shot his own dog, if it had to be put down?

Key quotation for today: ‘I seen the guys that go on the ranches alone. That ain’t no good. They don’t have no fun. After a long time they get mean. They get wantin’ to fight all the time.’

Lesson Six: Dreams come trueLesson Six: Dreams come true

Goal: To further explore Steinbeck’s exploration of the theme of dreams.

Starter: This is an excerpt from the poem from which Steinbeck took his title. What do you make of it?

But, Mousie, thou art no thy lane, In proving foresight may be vain; The best-laid schemes o' mice an 'men Gang aft agley, An'lea'e us nought but grief an' pain, For promis'd joy!

Steinbeck’s WomenSteinbeck’s Women

• Reading from: ‘George shuffled the cards noisily and dealt them.’ until ‘Andy’s in San Quentin right now on account of a tart.’

Discussion: What are the men’s attitude towards women like? What do you think about this? Do you think Steinbeck might be sexist?

The best laid plans …The best laid plans …Reading until: ‘I ought to have shot that dog myself George. I oughtn’t

a let no stranger shoot my dog.’

Who thinks that the men will attain their dream?

Who’s not really sure one way or the other?

Who’s convinced they won’t?

Conclusion: S.E.X.Y paragraph: How does the dream farm link to the theme of loneliness?

If you still need sentence starters, look at the sexy paragraphs we wrote last week, and adapt them to this question.

Lesson Seven: Fight!Lesson Seven: Fight!

Goal: To understand how a key turning point helps to reveal things about key characters.

Starter: G/W: What have all of the following got in common?

‘…The way a bear drags its paws.’‘…snorting like a horse …’‘…strong as a bull…’‘…his fist lost in Lennie’s big paw.’

Reading: Until the end of the Reading: Until the end of the chapterchapter

EitherAnswer the following questions1. What starts this conflict?2. Why does Curley go after Lennie?3. What makes Lennie fight back?4. How does Slim react to Lennie’s actions?5. How does Slim ensure Curley doesn't get

George and Lennie canned?

Turning Point and CharacterTurning Point and Character

G/W: Write 4 SEXY paragraphs about what this turning point shows us about important characters. Each group member is to select a different character. Discuss what each person might write, then each write the paragraph.

Feedback in groups

Feedback to whole class.

GeorgeGeorge• Statement / Explanation / eXample / Your Thoughts

The turning point of the fight between Lennie and Curley reveals some subtle points about George’s character. The way he allows Lennie to fight back, without intervening himself, suggests he is sometimes somewhat reckless in his role of Lennie’s carer. George shouts, ‘Get him Lennie!’, resulting in Curley’s hand being crushed, and ‘Every bone in his hand [being] bust.’ George's decision to let Lennie fight back himself has dire consequences. Curley’s punishment is severe at least, and doesn’t fit his crime. This implies that George, whilst thinking he is acting in Lennie’s best interests, sometimes puts Lennie into a position where he is likely to get in serious trouble. George wishes to look after Lennie well, but doesn’t always make the right choices.

Lesson Eight: CrooksLesson Eight: Crooks

• Goal: To understand the effects loneliness has had on Crook’s character.

Starter: What do the following words mean?

1. Relent2. Evokes3. Corrosive4. Vulnerability5. Disempowered

Reading: Up to P85

Read the following notes on CrooksRead the following notes on CrooksCrooks is a lively, sharp-witted, black stable-hand, who takes his name

from his crooked back. Like most of the characters in the novel, he admits that he is extremely lonely. When Lennie visits him in his room, his reaction reveals this fact. At first, he turns Lennie away, hoping to prove a point that if he, as a black man, is not allowed in white men’s houses, then whites are not allowed in his, but his desire for company ultimately wins out and he invites Lennie to sit with him.

Like Curley’s wife, Crooks is a disempowered character who turns his vulnerability into a weapon to attack those who are even weaker. He plays a cruel game with Lennie, suggesting to him that George is gone for good. Only when Lennie threatens him with physical violence does he relent.

Crooks exhibits the corrosive effects that loneliness can have on a person; his character evokes sympathy as the origins of his cruel behaviour are made evident. Perhaps what Crooks wants more than anything else is a sense of belonging—to enjoy simple pleasures such as the right to enter the bunkhouse or to play cards with the other men. This desire would explain why, even though he has reason to doubt George and Lennie’s talk about the farm that they want to own, Crooks cannot help but ask if there might be room for him to come along and hoe in the garden.

Read the following notes on Crooks,

taken from ‘WWW.sparknotes.com’

Summarise the main points – aim to

Take down all the important points

In the least possible amount of words

If you want a challenge, jump to the last bullet point and aim to write three paragraphs on it alone

Reading: Lennie and CrooksReading: Lennie and Crooks

1. Stepping into Steinbeck’s shoes. Write a letter from Steinbeck’s point of view, explaining why he included the character Crooks in his novel.

Include: What Crooks is like.Why he is like that.How he helps to show the theme of loneliness

Optional Starter:

Dear Dad,

I wanted to tell you a little more about one of the characters in my new novel: ‘Crooks.’ Crooks is …

Lesson Nine: Sympathy Lesson Nine: Sympathy

Goal: To explore how Steinbeck influences the reader’s attitude towards characters

Starter: Who do you think said this?

‘Think I don’t like to talk to somebody once and a while?’

Do you feel any sympathy for Curley’s wife? Why/why not?

Reading: ‘From Candy came in but he was still Reading: ‘From Candy came in but he was still embarrassed’ – end of chapterembarrassed’ – end of chapter

Complete the following

1. What does Crooks do and say which makes you feel sympathetic towards him?

2. What does Crooks say and do to stop you from feeling sympathy for him?

3. How does Curley’s Wife feel about her husband? What does this make you think about her?

4. What do you think makes Candy stand up to Curley’s Wife?

5. Why do you think Crooks joins in?

6. With what does Curley’s Wife threaten Crooks?Start with the question you find the most interesting. Aim for quality and detail – rather than finishing every question

Character sympathyCharacter sympathy

• G/W: In group roles.

• Rank each of the four characters out of 10 for the amount of sympathy you feel for them after this episode. Give a detailed and thoughtful justification for each of your rankings

• Group Reporter to share ideas with neighbouring group.

• Feedback

• Homework: S.E.X.Y Paragraph: Explain how The Character of Curley’s Wife helps to show the corrosive effects of loneliness.

Lesson Ten: The Penultimate Lesson Ten: The Penultimate ChapterChapter

• Goal: To appreciate how selected details lead up to a key event.

• Starter – What happened in Weed? Jot down a few bullet points about this incident from before Lennie and George arrived at the Tyler ranch.

Reading until: ‘He looked down on her…’Reading until: ‘He looked down on her…’

How has Steinbeck led us up to this event? What warnings have there been that this would happen?

Find and copy quotations from throughout the book which have hinted that something terrible was going to happen between Lennie and Curley’s wife.

MUST: 3 QuotationsShould: 5 QuotationsCould: 7 Quotations

For each one, explain how it foreshadows (hints at) this outcome.

Reading: Until the end of the Reading: Until the end of the chapterchapter

Discussion: What next – what should George do? What would you do?

Write a final prediction of how the book will finish. Include a reference to the dream farm.

If you know already, think of an alternate ending.

Lesson 11: The endingLesson 11: The ending

Goal: To respond thoughtfully to a text

Starter: ‘Hurt’ by Johnny Cash

Reading: The end of the novel.

Feedback

‘‘Hurt’ by Johnny CashHurt’ by Johnny Cash

What have I become?My sweetest friendEveryone I knowGoes away in the endAnd you could have it allMy empire of dirtI will let you downI will make you hurt

In what ways could these lyrics have been written about George and Lennie? How do they link to the themes of the novel?

Reading ResponseReading ResponseVery brief summary (3 – 5 lines only)

• One specific thing that happened or detail that was mentioned.• What you thought about it• Why you thought that

• A second specific thing that happened or detail that was mentioned.

• What you thought about it• Why you thought that

• A third specific thing that happened or detail that was mentioned.

• What you thought about it• Why you thought that

Lesson Twelve: Key ReviewLesson Twelve: Key Review

• Goal: To consolidate your understanding of the aspects of the text you need to be familiar with, in order to succeed in the exam.

• Starter: Quotation Quiz – see next slide

What might you be asked to write about in the exam? (See the next slide)

Main Characters/Minor Characters/ Themes/Setting/Turning Points/Techniques

Exemplar Analysis: What are the strengths of this example? Why did it not achieve Excellence?

Overview: How to keep a record of the most significant aspects of the text? Teacher modelling.

Complete your overview.

• Starter: Quiz – Who said each of the following? Answers in books – GO!

1 ‘All right. But don’t try to put nothing over, ’cause you can’t get away with nothing. I seen wise guys before.’

2 ‘You know how the hands are, they just come in and get their bunk and work a month, and then they quit and go out alone. Never seem to give a damn about nobody. It jus’ seems kinda funny a cuckoo like him and a smart little guy like you travellin’ together.’

3 ‘If you got idears, you ought to come in town with us guys to-morra night.’4 ‘You’re yella as a frog belly. I don’t care if you’re the best welter in the country. You

come for me, an’ I’ll kick your goddamn head off.’5 ‘I remember when I was a little kid on my old man’s chicken ranch. Had two brothers.

They was always near me, always there. Used to sleep right in the same room, right in the same bed – all three. Had a strawberry patch. Had an alfalfa patch. Used to turn the chickens out in the alfalfa on a sunny morning. My brothers’d sit out on a fence rail an’ watch ’em – white chickens they was.’

6 ‘God damn you ... Why do you got to get killed? You ain’t so little as mice.’7 ‘You god-damn tramp ... You done it, di’n’t you? I s’pose you’re glad. Ever’body

knowed you’d mess things up. You wasn’t no good. You ain’t no good now, you lousy tart.’

8 ‘OK, Machine. I’ll talk to you later. I like machines.’9 ‘You crazy bastard. You ain’t fit to lick the boots of no rabbit. You’d forget ’em and let

’em go hungry. That’s what you’d do.’10 ‘I tol’ you, “Min’ George because he’s such a nice fella an’ good to you.” But you

don’t never take no care. You do bad things.’11 ‘This ain’t no good place. I wanna get outa here.’12 ‘But I’ll be on our own place, an’ I’ll be let to work on our own place.’

2007 Exam paper2007 Exam paper1. Describe an important change that happened to ONE character or individual in the

text.Explain why this change was important.

2. Describe an important event at (or near) the end of the text.Explain how this event helped you understand an idea (or ideas) in the text.

3. Describe an idea (or ideas) in the text that you found interesting.Explain why you found this idea (or ideas) interesting.

4. Describe an important character or individual in the text.Explain why he or she was important in the text.

5. Describe at least TWO techniques used to make a character or individual in the text interesting.Explain why these techniques made the character or individual interesting.Note: “Techniques” could include language, structure and / or narrative point-of-view.

6. Describe an important aspect of setting in the text.Explain how it helped you understand a key idea (or ideas) in the text.Note: “Setting” may refer to time and / or place.

Exemplar: Part OneExemplar: Part One

It is the purpose of this essay to describe a memorable setting in the novel“Of Mice and Men” by John Steinbeck and explain how it helped meunderstand an idea in the text. The memorable setting in this text is the ranchin California during the 1930s where the main protagonists, George Miltonand Lennie Small, worked during this novel. The idea that it helped me tounderstand is loneliness, the dominant theme in this novel. The followingessay will discuss this setting in detail and explain how it helped me tounderstand the idea of loneliness.A memorable setting in the novel “Of Mice and Men” was the ranch whereGeorge and Lennie worked. The ranch in California, America, was isolatedfrom the nearest town of Soledad, which ironically means “loneliness”. Thisisolation of the ranch was exemplified when, in the first section of the text,George became exasperated at the bus driver who dropped them off inSoledad, saying that the ranch was “Jes’ a little stretch down the highway”when it turned out to be a lot longer. The solitude of the ranch is confirmedwhen it was the only location in the novel. The characters were described ashaving gone “into town” but the plot is never set there.

Essay: Part 2Essay: Part 2

The time period in which this novel was set is also important. Although itwas not directly mentioned, the Great Depression of the 1930s was full ofhardships, financially and socially. Many men, including George andLennie, and most of the characters in the novel, had to travel around asitinerant workers, trying to get enough “jack” to build the foundations for theAmerican dream. Because they did not stay at each ranch for a long periodof time, they could not bond with any other men because they would justhave to leave again. Therefore, people became lonely and emotionallyisolated from others.The setting in “Of Mice and Men” of the Californian ranch in the 1930s,helped me to understand the idea of loneliness. This idea is important is thenovel when most of the characters that Steinbeck has developed gave someindication of the loneliness and isolation they felt. For George and Lennie,their relationship was built on the fear of being alone. Lennie, a cumbersomeman who had the mind of a child, looked to George for guidance, and Georgehad Lennie for company. Their relationship was special because they hadcompanionship in their lives, unlike most other people at the ranch and in the1930s.

Part 3Part 3

George often said, “We’ve got a future, we got somebody to talk to whogives a damn about us.” They would travel around together to earn money toown their own farm with crops and animals, and to ultimately haveindependence and control over their lives. Candy, the old “swamper” at theranch, had companionship in his life too until one day he had to make thedecision to have his dog shot. This was a prophetic scene, given the choicethat George had to make in the climax of the novel to shoot his only friendLennie. After this, they realised that such paradises of freedom, contentmentand safety are not to be found in this world. The setting helped one to understand this idea of loneliness which was equivalent to the loneliness that the characters felt.In conclusion, “Of Mice and Men” the setting of the ranch in California,America, in the 1930s helped me to understand the idea of loneliness. Thistheme has been woven throughout the setting, relationships and character, ofwhich we have seen examples. The setting in “Of Mice and Men” is animportant aspect of the text.

Why didn’t it achieve Excellence?Why didn’t it achieve Excellence?

Next StepsThe student could• pay more attention to the word ‘memorable’ in the

question.

Use quotation more frequently to provide more precise evidence

• explain more clearly what he/she learnt about loneliness – the ‘idea of loneliness’ is rather vague

Lesson 13 Essay Planning: Lesson 13 Essay Planning: CharacterCharacter

• Goal: To be able to plan essays on character, as required in the examination

• Starter: G/W: A & B Complete ABCD character profiles for George C & D ditto for Lennie (As grid, list or mind-map)

• Swap ideas

Lennie Small

Appearance

Huge, describe using animal imagery – ‘snorting like a horse’ hands like ‘bear’s paws’

Slow moving, hulking

Behaviour

Character Dialogue

Model Essay PlanModel Essay Plan

4. Describe an important character or individual in the text.Explain why he or she was important in the text.

• Step One: What are the key words in this question?

• Step Two: Planning – teacher modelling• Step Three: The introduction – HURRY!• Step four: The essay proper.

Describe Lennie and explain why Describe Lennie and explain why he was importanthe was important

Planning options:

Mind-Map

Or List

Or Grid

The right one is the one that’s right for you

Teacher ModellingTeacher Modelling

Listen and copy down the example of an essay plan.

You can choose any style of planning that you like, as long as it addresses all parts of the question.

Model introduction

Model S.E.X.Y (Or S.X.Y) paragraph.

Lesson 14: Theme QuestionsLesson 14: Theme Questions• Goal: To consolidate your understanding of the themes of the

novel, and how to plan and write essays.

Starter: How do the following quotations link to the ideas or themes of ‘Of Mice and Men’?

1. ‘I seen the guys that go around on the ranches all alone. That ain’t no good. … After a while they get mean.’

2. ‘Think I don’t like to talk to somebody once and a while?’3. ‘But I’ll be on our own place, an’ I’ll be let to work on our own

place.’4. ‘Live of the fatta the lan’5. ‘I think I knowed from the very start we’d never do her.’

Group PlanningGroup PlanningDescribe an idea (or ideas) in the text that you found interesting.

Explain why you found this idea (or ideas) interesting.

• Discussion – what are the key words of this question? How would you approach it?

• Group plan: Recorder to note down group’s ideas

• Review from yesterday’s lesson: How do I introduce my essay?

• S.E.X.Y (Or S.X.Y. or P.E.A. essay time) Write the introduction and first two paragraphs of your essay

• Group assessment – can whose essay does the best job of addressing the question, and adds the most thoughtful and detailed ‘your analysis’

Lesson 15: Consolidating essay Lesson 15: Consolidating essay planning and writingplanning and writing

• Goal: To be able to produce excellent quality exam plans and essays, under timed conditions.

• Starter: Group discussion – how does the time the novel was set, help to reinforce the ideas of loneliness and dreams?

Your Turn: Your Turn:

• Plan an answer to the following question – you have exactly 10 minutes and are looking to provide the basis for 4 SXY paragraphs.

Describe an important aspect of setting in the text.Explain how it helped you understand a key idea (or ideas) in the text.Note: “Setting” may refer to time and / or place.

Now write the introduction and first paragraph of this essay.

Hint: You have a sample essay on this topic: steal some ideas from it if you need to.

Your Turn: Your Turn:

• Plan an answer to the following question – you have exactly 10 minutes and are looking to provide the basis for 4 S.E.X.Y (Or SXY) paragraphs.

2. Describe an important event at (or near) the end of the text.Explain how this event helped you understand an idea (or ideas) in the text.

Now write the introduction and first paragraph of this essay.

Hint: Comment on how the ending reinforces the two main themes of the text.

HomeworkHomework

Complete ONE A4 page of revision notes for Of Mice and Men. You will be able to use this in your mock examination TOMORROW.

You may include anything you wish, including quotations and notes on how to write essays.

Lesson 16: AssessmentLesson 16: Assessment• Goal: To write an examination essay the best shows

your understanding of the text.

• Starter: Critical vocabulary spelling test

Achievement Criteria

AchievementAchievement with

MeritAchievement with

Excellence

Show understanding of specified aspect(s) of extended written text(s) using supporting evidence.

Show convincing understanding of specified aspect(s) of extended written text(s) using supporting evidence.

Show perceptive understanding of specified aspect(s) of extended written text(s) using supporting evidence.

Vocabulary and phrases for ‘Your Vocabulary and phrases for ‘Your Analysis’Analysis’

1. Suggests2. Implies3. connotes 4. emphasises5. Reinforces6. Strengthens the idea of7. This creates a sense of8. Creates an image of 9. Contrasts with10. Helps to characterise …

InstructionsInstructions

• Choose ONE topic. Make sure you understand both parts of the topic before you start writing.

• Complete the box at the top of page 3.• Write ONE essay of at least 250 words for your

answer.• Make sure you answer both parts of the topic.

Each part is equally important to help you show understanding of the text.

• Support your points with specific details and quotations from the text.

TOPICSTOPICS (Choose ONE) (Choose ONE)

1. Describe a choice made by a character or individual in the text. Explain how this choice brought about a change in that character or individual.

2. Describe an important idea you learned about in the text. Explain why this idea was worth learning about.

3. Describe an experience or event that was important to a character or individual in the text. Explain why this experience or event was important to that character or individual.

4. Describe an important time or place in the text. Explain why this time or place is important in the text.

5. Describe a strong relationship between at least TWO characters or individuals in the text. Explain how this relationship helped you understand these characters or individuals.

6. Describe an important scene or event at (or near) the beginning of the text. Explain how this scene or event helped you understand an idea (or ideas) in the text.

Planning TimePlanning Time

I will be marking your plan.

You may use your study notes for your planning and essay.

Your plan will generate better marked for your essay.

10 Minutes – Go!!!!

Essay TimeEssay Time

• Go – you have 30 minutes – watch the clock closely – I won’t be giving you time checks – it’s your job to manage your time.

Achievement Criteria

AchievementAchievement with

MeritAchievement with

Excellence

Show understanding of specified aspect(s) of extended written text(s) using supporting evidence.

Show convincing understanding of specified aspect(s) of extended written text(s) using supporting evidence.

Show perceptive understanding of specified aspect(s) of extended written text(s) using supporting evidence.

Assessment Feedback WWWAssessment Feedback WWW

Responsive and thoughtful comments made Perceptive and original ideas offered A very good understanding of the text shown Very well structured SXY paragraphs Very good use of examples and quotations as

evidence Excellent links to the major themes of the text Detailed analysis, exploring layers of meaning Good use of literary and analytical language

Assessment Feedback WWWAssessment Feedback WWW

1. Very good use of examples and quotations as evidence

2. A very good understanding of the text shown3. Very well structured SXY paragraphs4. Responsive and thoughtful comments made5. Good use of literary and analytical language6. Excellent links to the major themes of the text7. Perceptive and original ideas offered8. Detailed analysis, exploring layers of meaning

Assessment Feedback EBIAssessment Feedback EBI Be careful to be accurate when giving an example of an incident from the story Use quotations as evidence Avoid repeating phrases and vocabulary too much Develop the ‘you analyse’ part of sxy paragraphs more by using connectives such as

‘moreover’ to expand your comments Aim for at least three sxy paragraphs, as well as a brief intro and conclusion Read the question carefully and do exactly what it asks of you. Answer both parts of the question Avoid repeating quotations or ideas Try to make more links to the themes of the texts Strive to be perceptive – show that you understand how effective the writer’s techniques

and ideas are Avoid lengthy summary of the story Manage your time more carefully. Make sure your choice of quotation suits the point you’re making Answer the question, rather than just writing down everything you know about a

character Respond to the exact demands of the question – if it asks for ‘a’ challenge, write about

one Explain your ideas fully Be sure to briefly explain what is happening in a quotation Make sure you are clear in answering the first part of the question Revise SXY paragraph structure and use it consistently Use a formal style when writing essays Which of these comments

apply to your essay? Pick three.

1. Make sure your choice of quotation suits the point you’re making2. Answer the question, rather than just writing down everything you know

about a character3. Respond to the exact demands of the question – if it asks for ‘a’

challenge, write about one4. Explain your ideas fully5. Be sure to briefly explain what is happening in a quotation6. Make sure you are clear in answering the first part of the question7. Revise SXY paragraph structure and use it consistently8. Use a formal style when writing essays9. Be careful to be accurate when giving an example of an incident from the

story10. Use quotations as evidence11. Avoid repeating phrases and vocabulary too much12. Develop the ‘you analyse’ part of sxy paragraphs more by using

connectives such as ‘moreover’ to expand your comments13. Aim for at least three sxy paragraphs, as well as a brief intro and

conclusion14. Read the question carefully and do exactly what it asks of you.15. Answer both parts of the question16. Avoid repeating quotations or ideas 17. Try to make more links to the themes of the texts18. Strive to be perceptive – show that you understand how effective the

writer’s techniques and ideas are19. Avoid lengthy summary of the story20. Manage your time more carefully.