1. Contrasting Opposites LQ: Can I analyse Williams’ use of opposites to highlight struggles for identity? Contrasting Opposites LQ: Can I analyse Williams’ use of opposites to highlight struggles for identity? 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

2. 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

3. 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

4. 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 These are the struggles named that could be found in the exam Section 1: Gender Ethnicity Sexual Orientation Religion Discrimination Cultural Diversity Class Alienation and Dislocation Self-knowledge and Autonomy Can you link any of these to the characters so far? EXT: Can you link the characters struggles to your wider reading?

5. 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 Each group has a different struggle: Class Gender Dislocation Focussing on opposites presented in the opening scene, re- read the opening scene 1. gather quotations which demonstrate opposites. 2. Then analyse Qs using lit terms? 3. What influence does the social context have on our understanding? EXT: link to your wider reading?

6. FEEDBACK TO CLASS – Active listening – you are expected to either: question, argue or extend. FEEDBACK TO CLASS – Active listening – you are expected to either: question, argue or extend. 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

7. Using criteria, attempt to write sample paragraph: How does Williams STRUCTURE the opening scene of A Streetcar Named Desire, to highlight struggle? Using criteria, attempt to write sample paragraph: How does Williams STRUCTURE the opening scene of A Streetcar Named Desire, to highlight struggle? 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

8. In the opening scene, Williams structures the scene to highlight the extremes in American society and their struggle to coexist in 1940s America. Blanche’s pretentions to be upper class is clear when introduced to Stella’s black neighbour. From a plantation Estate family, Blanche would be shocked to see her sister’s neighbour is black, let alone her landlady “We own this place, so I can let you in”. Williams develops the awkward conversation, once inside, as Blanche still aims to maintain an air of superiority. Eunice: … it’s real sweet. Blanche: Is it? Eunice: Uh, huh, I think so. So you’re Stella’s sister? Blanche: Yes [wanting to get rid of her] Thanks for letting me in Williams causes the audience to feel uncomfortable watching the differences between the two characters demonstrated in Blanche’s minimal and often monosyllabic responses. By juxtaposing the two women, Williams demonstrates through the dialogue and stage directions both the black woman’s struggle to be respected as an equal in 1940s New Orleans, and the alienation and dislocation felt by a white woman descended from a plantation family who has had to sell her estate since the end of slavery. Williams immediately creates a scene of New Orleans as a melting pot of cultures with its “blue piano”, but also one of decay and tension: “which invests the scene with a kind of lyricism and gracefully attenuates the atmosphere of decay “. In the opening scene, Williams structures the scene to highlight the extremes in American society and their struggle to coexist in 1940s America. Blanche’s pretentions to be upper class is clear when introduced to Stella’s black neighbour. From a plantation Estate family, Blanche would be shocked to see her sister’s neighbour is black, let alone her landlady “We own this place, so I can let you in”. Williams develops the awkward conversation, once inside, as Blanche still aims to maintain an air of superiority. Eunice: … it’s real sweet. Blanche: Is it? Eunice: Uh, huh, I think so. So you’re Stella’s sister? Blanche: Yes [wanting to get rid of her] Thanks for letting me in Williams causes the audience to feel uncomfortable watching the differences between the two characters demonstrated in Blanche’s minimal and often monosyllabic responses. By juxtaposing the two women, Williams demonstrates through the dialogue and stage directions both the black woman’s struggle to be respected as an equal in 1940s New Orleans, and the alienation and dislocation felt by a white woman descended from a plantation family who has had to sell her estate since the end of slavery. Williams immediately creates a scene of New Orleans as a melting pot of cultures with its “blue piano”, but also one of decay and tension: “which invests the scene with a kind of lyricism and gracefully attenuates the atmosphere of decay “. Can you identify: the point more than one quotation to develop the response, social context, mention of generic form, literary terminology sophisticate d language? Can you identify: the point more than one quotation to develop the response, social context, mention of generic form, literary terminology sophisticate d language?

9. Using criteria, attempt to write sample paragraph: How does Williams STRUCTURE the opening scene of A Streetcar Named Desire, to highlight struggle? Using criteria, attempt to write sample paragraph: How does Williams STRUCTURE the opening scene of A Streetcar Named Desire, to highlight struggle? 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