Dreams and Possibles: ch NLMG

Slides:



Advertisements
Similar presentations
The Literary Elements.
Advertisements

Unit 2: Following Characters Into Meaning
Past tenses + Present Perfect
Active Reading Strategies Making the Invisible Visible.
Psychoanalytic Criticism Sigmund Freud Interpretation of Dreams (1901) Tripartite structure of the human mind: Ego/Id/Superego Ego: Conscious self, “I”
Never Let Me Go Chapters 21, 22 & 23.
Never Let Me Go Chapters 9, 10 & 11.
Making Connections.
Writing Analytically.
Develop a Scene. Writing a story is similar to telling a story.
Never Let Me Go Chapters 18, 19 & 20.
By Jamie LeComb and Matt Christian. Allusion A reference to a historical figure, place, or event The kids were pretending that they were revolutionary.
Today we will… Learn the features of drama because we will be reading “The Tell-Tale Heart” play tomorrow!
Learning Goal: Learn how to conduct a close reading, draw inferences from the text and use textual evidence to support a claim. IN ADDITION, you will.
Question Start question with how or why. End with a question mark.
English Language Arts
The Literary Elements Why Interpret? Never forget that an author begins with a blank page Everything put into the text makes a contribution to the author’s.
Sight Words.
FOUNDATION STAGE READING WORKSHOP OCTOBER 29 TH 2015.
It all depends on your….  The perspective, or vantage point, from which the story is told. It is either a narrator outside the story or a character in.
George Washington’s Socks Chapters 6-10
The 10 Commandments of Improv
Never Let Me Go Chapters 12, 13, 14, & 15. In groups, discuss your thoughts on the creation and use of clones.
CHAPTER 9 ANNISA FAIZAH( ) RAHAJENG H. RARAS( ) ANA CLARISTI( ) DAMARINA( ) ASKING AND EXPLAINING.
Preparing Seminar Questions. Level 1: Literal Literal questions are “fact questions” whose answers can be found right in the text. These questions are.
Mere Christianity C. S. Lewis. The Law of Human Nature Chapter 1 Two basic points: –Human beings, all over the earth, have this curious idea that they.
 Key Incidents.  Chapter 3: Hailsham described as an idyllic, rural setting - pond, rhubarb patch, ducks. The regular, real world is "othered", emphasised.
Unit 17.  Understand the meaning of the term MOTIVATION  Understand the significance of motivation in the workplace with focus on Maslows Hierarchy.
Chapter 5- Of mice and men By Phoebe, Olivia, Beth, Joanna, Hannah and Louise…
Module 5 Problems Unit 3 Language in use Teaching Aims and Demands: To summarise and consolidate grammar focus : if –clause. To summarise and consolidate.
WriteTraits VOICE How can you read VOICE? Voice Is the trait that keeps readers reading Is the trait that keeps readers reading Your ideas are what.
“Of Mice and Men” - Section Five
What is meant by the word ambiguity?
Key Stage 2 Reading Test: new content domains
Literary Analysis: Concluding Paragraphs
What is this important but mysterious thing?
Do Now: Look at the page across from Act 1, pg
Connections Reading Strategy 7.11.
Unit 6.
Response Journal to Texts
How to multiply decimals by whole numbers and by other decimals
Quarter 3 Unit 1 Bud Not Buddy
Never Let Me Go quotation discussion slides
Reading Strategies.
‘A Kestrel for a Knave’.
Quarter 3 Lesson 2 Bud, Not Buddy
NLMG 21/22 Wednesday, 21 November 2018.
NEVER Let me go… I LOVE IT HERE
Responses to Literature 7ELAB
Monday, March 2, 2015 SCIENCE TIME 8:10 – 8:40.
Terrible Things Questions:
Aha Moments Last week we talked about Aha moments. When you’re reading, authors often give you clues that the character has come to an important understanding.
Slide Show Directions:
Engaging readers and inspiring writers
Book Response Presentation
Book Review Over the next few weeks you will be studying a novel of your choice in detail.
Planning Benchmark 3 Final essay on Never Let Me Go
Expressions Unit 3 is all about expressions. Here, we talk about different ways to express something else. For example, I might ask you to call a dog.
Making Connections.
Chapter Group Discussion
The outsiders.
Unfamiliar Text. Show understanding of significant aspects of unfamiliar written text(s) through close reading, using supporting evidence.
Monday 19th September 2016 WALT: understand how the author uses dialogue to show us what characters are like.
Your Last Lesson on Theme
Never Let Me Go Lesson 8.
Notecards We will complete these for every book we read this year!
Chapter 15 Tuesday, 21 May 2019.
Of Mice and Men – Section Five
Presentation transcript:

Dreams and Possibles: ch 12-14 NLMG Monday, 03 December 2018

dreams What do you know about literary dreams after reading Of Mice and Men? Remember this. DREAM FUTURE 141.6: setting is cold and inhospitable. 142.2: the place looked sparkling and so did the people 142.7: “dynamic go ahead types”-unconscious irony. 156.8: “It’s their lunch break, but they don’t go out. Don’t blame them either” seems naïve 156.8: “a smart, cosy, self contained world”. Implies safety. REALITY: A repetitive job, not requiring significant intellect. Workers required to work through breaks

Origins Not TV this time. A magazine (thrown away) – simple advertising. Why can the clones not interpret the clichés of advertising language? How must this affect them in the outside world? Becomes a dream for Chrissie and Rodney as well – “because Ruth was from Hailsham, the whole thing became within the world of the possible” 143.5

Possibles: Kathy scans pornography – Tommy realises: Ruth sums it up 164.5 “we’re modelled from trash. Junkies, prostitutes, winos, tramps…look down the toilet, that’s where you’ll where we all came from”. What has broken Ruth’s dream so powerfully? Chrissie and Rodney seem relieved (163.3). Kathy relates this to Hailsham. Why else might they be relieved? 163.5 Is it “a bit of fun”? Why does Kathy side with Tommy here? Why is Kathy so upset by Ruth’s “straight talking”? 165.3

Bigger dreams Chrissie and Rodney present the big dream – deferral. What does this mean? Would two years be enough? Why would the authorities grant this? Look at the section starting on 149. What evidence suggests that Chrissie , Rodney and Ruth have already discussed this point? What does the description of the deferral stories being told in Wales remind you of? Deferrals hinge on “love”. Why might this be seen as so important at this stage of life? (It is absent from any discussion of sex, after all).

Deferral stories We heard… this sounds like the woods at Hailsham… why might it be invented? Why do Hailsham students tend to let the rumours grow? What does the existence of the rumour suggest about Hailsham students? Is there anything similar in “real life”? 152.5 Ruth hides behind “told and not told” How is Ruth feeling at this moment Why is Tommy so angry at the end of the chapter?

A big dream? If you were told that you had eight years to live before a slow and painful death would come for you, would you crave a deferral of two years? Or would you crave a removal of that fate? Why do they aim so low? Why do they simply accept their fate? Why do the clones never rebel? (answer this at the end of the book).