Form – set and stage directions LQ: Can I analyse the dramatic form and how it is used to highlight the struggles in the play? Form – set and stage directions LQ: Can I analyse the dramatic form and how it is used to highlight the struggles in the play? TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric, proleptic irony CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric, proleptic irony CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

Form – set and stage directions LQ: Can I analyse the dramatic form and how it is used to highlight the struggles in the play? Use the blog: Justuslearning.com > blog > + search “Streetcar” Form – set and stage directions LQ: Can I analyse the dramatic form and how it is used to highlight the struggles in the play? Use the blog: Justuslearning.com > blog > + search “Streetcar” CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy What are the generic differences that we need to recognise when reading and analysing a play? How can its form contribute to the meaning? EXT: Can you make reference to examples in your WIDER READING?

CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy GOOD PROGRESS: I can articulate my analysis of the ways the language, structure and form of the play present struggles EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context to illuminate alternative interpretations

ARISTOTLIAN UNITIES: The unity of action: a play should have one main action that it follows, with no or few subplots. The unity of place: a play should cover a single physical space and should not attempt to compress geography, nor should the stage represent more than one place. The unity of time: the action in a play should take place over no more than 24 hours. ARISTOTLIAN UNITIES: The unity of action: a play should have one main action that it follows, with no or few subplots. The unity of place: a play should cover a single physical space and should not attempt to compress geography, nor should the stage represent more than one place. The unity of time: the action in a play should take place over no more than 24 hours. CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

SOME ARISTOTLIAN PRINCIPLES OF TRAGEDY: 1.The protagonist should be prosperous but have a change in fortune. 2.This should generate pity and fear in the audience (fear that it could happen to us) 3.Harmatia 4.Peripeteia 5.Anagnorisis SOME ARISTOTLIAN PRINCIPLES OF TRAGEDY: 1.The protagonist should be prosperous but have a change in fortune. 2.This should generate pity and fear in the audience (fear that it could happen to us) 3.Harmatia 4.Peripeteia 5.Anagnorisis CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

Reading Scene 1: Read Scene 1 as a class. Active reading: which struggles are immediately presented – note quotations and struggles… EXT : how does FORM highlight this? Reading Scene 1: Read Scene 1 as a class. Active reading: which struggles are immediately presented – note quotations and struggles… EXT : how does FORM highlight this? CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy

Groups analyse closely: Stage directions Set Lighting/Music HOW DO THEY PRESENT/HIGHLIGHT/E MPHASISE struggles? Groups analyse closely: Stage directions Set Lighting/Music HOW DO THEY PRESENT/HIGHLIGHT/E MPHASISE struggles? CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy GOOD PROGRESS: I can articulate my analysis of the ways the language, structure and form of the play present struggles EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context to illuminate alternative interpretations

FEEDBACK CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy GOOD PROGRESS: I can articulate my analysis of the ways the language, structure and form of the play present struggles EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context to illuminate alternative interpretations

Using criteria, attempt a group paragraph to answer the question: How does Williams use the dramatic form to present the characters’ varied struggles in the opening scene of A Streetcar named desire? USE the criteria to guide group paragraphs EXT: can you link social context? Using criteria, attempt a group paragraph to answer the question: How does Williams use the dramatic form to present the characters’ varied struggles in the opening scene of A Streetcar named desire? USE the criteria to guide group paragraphs EXT: can you link social context? CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy GOOD PROGRESS: I can articulate my analysis of the ways the language, structure and form of the play present struggles EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context to illuminate alternative interpretations

PEER ASSESS the paragraphs EXT: can you offer improvements? PEER ASSESS the paragraphs EXT: can you offer improvements? CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion CONTEXTUAL TERMS: colonisation, independence, missionaries, post- colonial, racism, Empire, Victorian, Igbo, traditional custom STRUGGLES: race, cultural domination, alienation, religion TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy TERMINOLOGY: onomatopoeia, repetition, alliteration, sibilance, simile, metaphor, personification, personal pronoun, feminism, rhetoric CONTEXT TERMS: misogyny, equality, gender equality, segregation, marginalisation, segregation, discrimination, alienation, polygamy GOOD PROGRESS: I can articulate my analysis of the ways the language, structure and form of the play present struggles EXCELLENT PROGRESS: I can articulate perceptive analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context OUTSTANDING PROGRESS: I can articulate perceptive and detailed analysis of the ways the language, structure and form present struggles in the play, using my knowledge of social and historical context to illuminate alternative interpretations