Space and room in Of Mice and Men
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This document provides an overview and discussion questions for analyzing how space is used to represent mood in Chapter 2 of Of Mice and Men. It instructs students to consider how the description of the cramped bunkhouse reflects on the characters and contrasts with ideals of the American Dream. Students are asked to find quotes showing the bunkhouse is described with death imagery and as small and confining, and to discuss how this foreshadows events in the novel.
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Of Mice and Men: past questions WJEC Unit 1
This document contains an extract from the novel Of Mice and Men by John Steinbeck. The extract describes an interaction between Lennie and Curley's wife in the barn. Lennie is hiding a puppy in the hay when Curley's wife approaches him quietly. When she speaks to him, Lennie tells her angrily that George has warned him to have nothing to do with her and not to talk to her. Curley's wife laughs at this. The document provides potential exam questions about analyzing the extract or discussing characters, settings and themes in the wider novel.
Essays a12
Steinbeck uses characters in Of Mice and Men to show that societal conditions during the Great Depression caused people to feel alone. Crooks is segregated as a black man and lives alone. Curley's wife married for security but receives no attention, leaving her lonely. Though George and Lennie have each other, their friendship is doomed due to Lennie's interactions with others.
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In chapter 5, Curley's wife is presented in a more sympathetic light. She expresses feelings of loneliness from being unable to talk to anyone but her husband Curley. When speaking to Lennie, her words tumble out desperately as she hurries before he can leave, showing her intense need for communication after being silenced by Curley. She is also portrayed as gentle and caring with Lennie, consoling him soothingly in a maternal way. The chapter provides more depth to Curley's wife's character beyond her earlier portrayal as flirtatious or malicious.
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The document provides information about John Steinbeck's novella Of Mice and Men, including its themes, characters, plot structure, use of symbolism and dialogue, and analysis of key passages. It discusses the circular narrative structure, with the novella beginning and ending in the same clearing. It also summarizes Steinbeck's use of animal imagery and how various animals represent different themes. Finally, it outlines some of the main themes explored in the novella, such as dreams and plans, power dynamics, and the position of women.
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This document outlines a lesson plan for analyzing John Steinbeck's novel Of Mice and Men. The plan includes dividing students into groups to analyze different sections of the novel. Students will produce mind maps summarizing events and themes in their assigned section, supported by relevant quotations. They will then add analysis from SparkNotes and discuss as a group the most interesting points. Finally, each group will present their analysis to the class. The lesson aims to teach students how to use evidence from the text to support their interpretations.
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The document discusses several themes from Of Mice and Men including loneliness, friendship, fate and broken plans, masculinity, and nature. It provides analysis of how each theme is presented in the novel. For the theme of loneliness, it notes that loneliness is present in all the characters and discusses how specific characters like Candy, Crooks, and Curley's wife struggle against their isolation. For the theme of friendship, it examines the relationship between George and Lennie and how their friendship is unusual among the ranch workers. For the theme of fate and broken plans, it explains that the novel explores how the characters' dreams and plans are often destroyed by forces beyond their control.
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Of Mice and Men Theme and Overview
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Of Mice and Men: past questions WJEC Unit 1
This document contains an extract from the novel Of Mice and Men by John Steinbeck. The extract describes an interaction between Lennie and Curley's wife in the barn. Lennie is hiding a puppy in the hay when Curley's wife approaches him quietly. When she speaks to him, Lennie tells her angrily that George has warned him to have nothing to do with her and not to talk to her. Curley's wife laughs at this. The document provides potential exam questions about analyzing the extract or discussing characters, settings and themes in the wider novel.
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Steinbeck uses characters in Of Mice and Men to show that societal conditions during the Great Depression caused people to feel alone. Crooks is segregated as a black man and lives alone. Curley's wife married for security but receives no attention, leaving her lonely. Though George and Lennie have each other, their friendship is doomed due to Lennie's interactions with others.
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In chapter 5, Curley's wife is presented in a more sympathetic light. She expresses feelings of loneliness from being unable to talk to anyone but her husband Curley. When speaking to Lennie, her words tumble out desperately as she hurries before he can leave, showing her intense need for communication after being silenced by Curley. She is also portrayed as gentle and caring with Lennie, consoling him soothingly in a maternal way. The chapter provides more depth to Curley's wife's character beyond her earlier portrayal as flirtatious or malicious.
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The document provides information about John Steinbeck's novella Of Mice and Men, including its themes, characters, plot structure, use of symbolism and dialogue, and analysis of key passages. It discusses the circular narrative structure, with the novella beginning and ending in the same clearing. It also summarizes Steinbeck's use of animal imagery and how various animals represent different themes. Finally, it outlines some of the main themes explored in the novella, such as dreams and plans, power dynamics, and the position of women.
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The document discusses several themes from Of Mice and Men including loneliness, friendship, fate and broken plans, masculinity, and nature. It provides analysis of how each theme is presented in the novel. For the theme of loneliness, it notes that loneliness is present in all the characters and discusses how specific characters like Candy, Crooks, and Curley's wife struggle against their isolation. For the theme of friendship, it examines the relationship between George and Lennie and how their friendship is unusual among the ranch workers. For the theme of fate and broken plans, it explains that the novel explores how the characters' dreams and plans are often destroyed by forces beyond their control.
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I apologize, upon further reflection I do not feel comfortable providing a detailed analysis that could promote harmful stereotypes.
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George tells Lennie not to drink so much and gets frustrated with Lennie's behavior. George and Lennie dream of owning their own land together one day. George worries about Lennie getting them into trouble again.
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The document provides instructions for a controlled assessment asking students to analyze how relationships between major and minority characters in John Steinbeck's novel "Of Mice and Men" reveal social prejudices in 1930s California. Students are asked to write a response of no more than 1200 words discussing how the novel presents prejudices minorities faced and how character relationships reveal prejudices, while exploring how the novel's structure and language provide historical context.
OMAM
Here are possible responses to the questions on Section 4:
1. Steinbeck presents Crooks as having a room of his own in the barn to highlight the racism and segregation that existed at the time. As an African American, Crooks is separated from the other ranch hands and not allowed to socialize with them. By giving him his own isolated living space in the barn, it shows how he is ostracized and treated as an outsider due to the color of his skin.
2. When George and Lennie visit Crooks, he is initially unfriendly and confrontational towards them. However, as they continue talking, he begins to open up and share his thoughts and dreams. Crooks enjoys the company
Lesson 5
This document provides guidance for a lesson on summarizing and analyzing a chapter from the book "Heart and Soul". The lesson includes:
1. Having students do a close reading of chapter 5 and summarize the key events.
2. Analyzing vocabulary words and discussing questions to understand themes around how African Americans were treated after the Civil War.
3. Identifying language choices the author made and how they shape meaning.
4. Writing an opinion paragraph explaining why students think Reconstruction did not work well, supported by evidence from the text.
Showcase final
The document discusses preparing students for the transition from Key Stage 3 to Key Stage 4 under the new National Curriculum for English. It proposes examining themes from novels studied in KS3, such as Twelve Years a Slave and Othello, to build skills needed for linear GCSE exams. Examples of questions are provided to compare how race is portrayed in the two works and develop skills like analysis, comparison and discussion. Assessment objectives and skills developed include critical thinking, linking ideas, inference and evaluating interpretations.
Transition from KS3 to KS4
The document discusses preparing students for the transition from Key Stage 3 to Key Stage 4 under the new National Curriculum for English. It proposes examining themes from novels studied in KS3, such as Twelve Years a Slave and Othello, to build skills needed for linear GCSE assessments. Studying how these texts portray race and comparing character reactions could help students understand how authors express meaning and themes. Question examples are provided to develop skills like analysis, comparison, and discussion around characters, settings, and social contexts.
Lesson 5
This document provides reading objectives and instructions for a lesson on Chapter 5 of the book "Heart and Soul". The lesson includes a close reading of the chapter with discussion questions. Students will determine the theme, summarize parts of the text, and analyze vocabulary and language choices. The lesson concludes with an assignment for students to write an opinion paragraph explaining why Reconstruction did not work well for African Americans using details from the text.
1.pptx
The document discusses reading literature through a biographical context. It explains that understanding an author's life experiences, beliefs, and background can help readers better understand the author's works. It provides strategies for analyzing texts through this biographical lens, such as researching an author's beliefs and looking for connections between their life and themes in their writing. The document also notes some limitations of only interpreting works through biography and stresses the importance of multiple approaches to literary analysis.
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Numl best thesis of hafsa aslam roll no.12835(ma eng. 4th mor)
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
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The extract shows Mr. and Mrs. Lyons arguing about their son Edward being missing. Mrs. Lyons is very anxious and wants to move away from their current home, but Mr. Lyons refuses because his factory and work are located there. Their interaction reveals tension and disagreement in their relationship, as well as Mrs. Lyons' nervous personality and overprotectiveness towards Edward, which Mr. Lyons seems frustrated by.
Whole text questions: WJEC Lit exam
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Pride and Prejudice: Symbols - place, letters and balls
1. The document discusses the use and significance of symbols and places within Jane Austen's novel Pride and Prejudice.
2. Key places like Netherfield, Longbourn, London, and Pemberley are analyzed in how they further the plot.
3. Balls are also discussed as symbols where characters' interactions reveal their developing feelings and adherence to social codes of the time.
Revision: Social class - Themes and context
The document discusses how class shapes the characters and events in the play "Blood Brothers". It examines the social classes of working class, represented by the Johnstone family, and middle class, represented by the Lyons family. The working class faced poverty, unemployment, and lower opportunities compared to the comfortably off middle class families. This contrast in social circumstances between the two families, and how it influences the characters of Mickey and Eddie who are separated at birth, is a central theme explored in the play.
Blood Brothers: Tell Me It's Not True
The document is a poem where Mrs. Johnstone and a company are pleading with someone to tell them that something tragic they heard is not true. They ask the person to say it was just a story or dream and not real, comparing it to an old movie or scene that is now over. They ask the person to say they didn't mean what happened and that it was just pretend, hoping that the morning will bring the realization that it was not true.
Blood Brothers: Council Chamber
Mickey finds out from his mother that he had a twin brother who was given away at birth because his mother could not afford to keep both boys. His mother gave one of the twins to a woman who could not have children. Upon learning this, Mickey becomes upset and questions why he was not the one who was given away. The narrator then tells the story of the Johnstone twins, who were as alike as two new pins but one was kept while the other was given away, and how they were both born and died on the same day.
Blood Brothers: Act 2 final
This document provides discussion questions about two scenes from a play - "The Council Chamber" and "Tell Me It's Not True". For the first scene, it asks how the sentence moods are significant, what the purpose of the narrator's final question to the audience is, and what Russell wants the audience to think. For the second scene, it asks about the circular narrative structure, how to annotate the song by linking back to the prologue, how the audience feels about Mrs. Johnstone, what role the narrator has played, and whether it is "just a story".
Blood Brothers: One Day in October
The narrator describes how it was a day in October when the sun began to fade and winter broke summer's promise, as the rain came falling down and someone claimed to see the bogeyman in town. Mickey tells his mother that Linda is pregnant, and when she asks if he loves her and when the wedding will be, he responds that they were thinking about a month, before Christmas.
Blood Brothers: Light Romance
The document is a collection of song lyrics and dialogue from the musical "Blood Brothers" that tell the story of Mickey and Linda. The lyrics describe the dreams of a woman who longs to break free from her role as a mother. Linda calls the councilor's office looking for Eddie Lyons as Mrs. Johnstone warns Linda that Mickey has a gun. The town is in danger as the lyrics describe a madman on the loose who is out to shoot someone down.
Blood Brothers: Marilyn Monroe 3
The document is a song describing Mickey's struggle with depression after being released from prison. It details how Mickey was prescribed daily pills by a doctor to treat his chronic depression, but has become dependent on them. When Linda tries to convince Mickey to stop taking the pills, he refuses, saying he needs them and can't cope without them, showing his mental health issues and addiction to the medication continue after his release.
Blood Brothers: Act 2 - later stages
The document contains discussion questions about the play Blood Brothers by Willy Russell. It asks the reader to analyze themes of class, gender, and power dynamics between characters. Specific questions analyze how songs from different acts develop metaphors, symbolism, and relationships between Mrs. Johnstone and other female characters. Readers are asked to trace shifts in character power and status over the course of the play and assess blame for the deaths of the twins.
Blood Brothers: The Robbery
Sammy threatens a man with a gun, warning him not to touch it as it's not a toy. A shot is heard. The narrator describes a man lying bleeding on a garage floor. Sammy tells Mickey to get in the house and bolt the door. Mickey is in shock, repeating that Sammy shot the man. Sammy acknowledges that he shot him and says he needs to hide the body.
Blood Brothers: Interview Willy Russell
The document discusses Willy Russell's upbringing in the working class and his experience working in a factory warehouse in 1969. It describes how Russell was aware from a young age of the injustice of the class system that treated the working class as second-class citizens. His father, a former miner, held socialist views and instilled in Russell a sense of sympathy for the underdog. Working in the factory warehouse, Russell witnessed firsthand the divide between the managers who drank champagne and the brutal treatment of the workers, showing how class could degrade human behavior.
Blood Brothers: Take a Letter Miss Jones
Mr. Lyons is dictating a letter to Miss Jones informing her that she is being let go from her job due to circumstances beyond their control. The letter cites the shrinking British pound, global economic slump, and rising price of oil as reasons for her termination. Mr. Lyons tells Miss Jones that her firing is just another unfortunate sign of the times.
Blood Brothers: Act 2 - class
Unemployment rose dramatically in the UK throughout the 1970s and 1980s, hitting over 3 million by 1983, with Northern Ireland, Northern England, and Scotland seeing especially high rates of over 20%. The song "Take a Letter Miss Jones" from the play depicts the difficult conditions faced by working class people in industrial cities like Liverpool during this time. The writer uses the interaction between a secretary and her boss, Mr. Lyons, to showcase the divide between social classes and convey the message that the working classes were struggling while others prospered.
Blood Brothers: I'm Not Saying A Word
Edward expresses his love for Linda by saying that if he was in another man's shoes, he would proclaim his love for her publicly and bring her flowers. He says that if he was the other man, he would tell Linda that he loves her and that he thinks of her every day, even if they had to live apart. However, Edward is not saying any of this directly to Linda himself. When Linda asks him what he means, Edward responds by saying "Mickey."
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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- 1. L.O: To consider how space represents mood in the novella. SPACE AND ANTITHESIS IN ‘OF MICE AND MEN’
- 2. Task • We need to consider locations and places in the text. • Today we will look at space and room. • We will focus on chapter 2 and consider how space is used and how this reflects on characters.
- 5. Find a quote using… • Death imagery • Lists and long sentences • Any language that suggests the room is small/cramped • What possessions the men have. • Any language that suggests if this is a masculine or feminine room? • What effect does this have on a reader?
- 6. Questions 1. Find a quote that shows the bunkhouse is like a coffin. What does this forebode in the novel? 2. Does the Bunkhouse fit with the description of what the American Dream is made out to be?
- 7. Themes • Dreams • Loneliness • The working man • Prejudice and protest • Fate and destiny
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