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
Identity and message for audience
LQ: Can I analyse how Williams presents a
broken woman in Blanche in the final
scene?
TERMINOLOGY:
onomatopoeia,
repetition,
alliteration,
sibilance, postsimile,
CONTEXTUAL TERMS:
colonisation,
independence,
missionaries,
metaphor,
personal pronoun,
feminism,
rhetoric
colonial, personification,
racism, Empire, Victorian,
Igbo, traditional
custom
CONTEXT
TERMS: race,
misogyny,
equality,
genderalienation,
equality, segregation,
STRUGGLES:
cultural
domination,
religion
marginalisation, segregation, discrimination, alienation, polygamy
Identity and message for audience
LQ: Can I analyse how Williams presents a broken
woman in Blanche in the final scene?
Use the blog:
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TERMINOLOGY:
onomatopoeia,
repetition,
alliteration,
sibilance, postsimile,
CONTEXTUAL TERMS:
colonisation,
independence,
missionaries,
metaphor,
personal pronoun,
feminism,
rhetoric
colonial, personification,
racism, Empire, Victorian,
Igbo, traditional
custom
CONTEXT
TERMS: race,
misogyny,
equality,
genderalienation,
equality, segregation,
STRUGGLES:
cultural
domination,
religion
marginalisation, segregation, discrimination, alienation, polygamy
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
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
GOOD PROGRESS: I can articulate my analysis of the
ways the language, structure and form of the play
present struggles
TERMINOLOGY:
onomatopoeia,
repetition,
alliteration,
sibilance, postsimile,
CONTEXTUAL TERMS:
colonisation,
independence,
missionaries,
metaphor,
personal pronoun,
feminism,
rhetoric
colonial, personification,
racism, Empire, Victorian,
Igbo, traditional
custom
CONTEXT
TERMS: race,
misogyny,
equality,
genderalienation,
equality, segregation,
STRUGGLES:
cultural
domination,
religion
marginalisation, segregation, discrimination, alienation, polygamy
Who is the hero of the play? Why do we feel that? Evidence?
EXT: if this is a tragedy, what is Blanche’s flaw?
TERMINOLOGY:
onomatopoeia,
repetition,
alliteration,
sibilance, postsimile,
CONTEXTUAL TERMS:
colonisation,
independence,
missionaries,
metaphor,
personal pronoun,
feminism,
rhetoric
colonial, personification,
racism, Empire, Victorian,
Igbo, traditional
custom
CONTEXT
TERMS: race,
misogyny,
equality,
genderalienation,
equality, segregation,
STRUGGLES:
cultural
domination,
religion
marginalisation, segregation, discrimination, alienation, polygamy
Scene 11
Read the scene as a class.
How is stagecraft used to
emphasise Blanche’s
“broken” state?
EXT: what has “broken” her?
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
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
KEY INGREDIENTS:
Point to answer question, Quotation, Technique,
development of quotation with futher embedded
quotations, social context
TERMINOLOGY:
onomatopoeia,
repetition,
alliteration,
sibilance, postsimile,
CONTEXTUAL TERMS:
colonisation,
independence,
missionaries,
metaphor,
personal pronoun,
feminism,
rhetoric
colonial, personification,
racism, Empire, Victorian,
Igbo, traditional
custom
CONTEXT
TERMS: race,
misogyny,
equality,
genderalienation,
equality, segregation,
STRUGGLES:
cultural
domination,
religion
marginalisation, segregation, discrimination, alienation, polygamy
“The Matron advances on one side, Stanley on the other, Divested of all
the softer properties of womanhood, the Matron is a peculiarly sinister
figure in her severe dress. Her voice is bold and toneless as a firebell”
TERMINOLOGY:
onomatopoeia,
repetition,
alliteration,
sibilance, postsimile,
CONTEXTUAL TERMS:
colonisation,
independence,
missionaries,
metaphor,
personal pronoun,
feminism,
rhetoric
colonial, personification,
racism, Empire, Victorian,
Igbo, traditional
custom
CONTEXT
TERMS: race,
misogyny,
equality,
genderalienation,
equality, segregation,
STRUGGLES:
cultural
domination,
religion
marginalisation, segregation, discrimination, alienation, polygamy
Each group should look at one of
the women in the scene. Each
group focus on different woman.
How are they presented and how
do they exhibit a side of the
gender struggle?
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
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
KEY INGREDIENTS:
Point to answer question, Quotation, Technique,
development of quotation with futher embedded
quotations, social context
TERMINOLOGY:
onomatopoeia,
repetition,
alliteration,
sibilance, postsimile,
CONTEXTUAL TERMS:
colonisation,
independence,
missionaries,
metaphor,
personal pronoun,
feminism,
rhetoric
colonial, personification,
racism, Empire, Victorian,
Igbo, traditional
custom
CONTEXT
TERMS: race,
misogyny,
equality,
genderalienation,
equality, segregation,
STRUGGLES:
cultural
domination,
religion
marginalisation, segregation, discrimination, alienation, polygamy
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
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
KEY INGREDIENTS:
Point to answer question, Quotation, Technique,
development of quotation with futher embedded
quotations, social context
TERMINOLOGY:
onomatopoeia,
repetition,
alliteration,
sibilance, postsimile,
CONTEXTUAL TERMS:
colonisation,
independence,
missionaries,
metaphor,
personal pronoun,
feminism,
rhetoric
colonial, personification,
racism, Empire, Victorian,
Igbo, traditional
custom
CONTEXT
TERMS: race,
misogyny,
equality,
genderalienation,
equality, segregation,
STRUGGLES:
cultural
domination,
religion
marginalisation, segregation, discrimination, alienation, polygamy
How is gender presented in A
Streetcar Named Desire?
Students in groups brainstorm
gender:
• Quotations
• Techniques
• Social context point
• Links to wider reading
EXT: quotations from wider
reading
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
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
KEY INGREDIENTS:
Point to answer question, Quotation, Technique,
development of quotation with futher embedded
quotations, social context
TERMINOLOGY:
onomatopoeia,
repetition,
alliteration,
sibilance, postsimile,
CONTEXTUAL TERMS:
colonisation,
independence,
missionaries,
metaphor,
personal pronoun,
feminism,
rhetoric
colonial, personification,
racism, Empire, Victorian,
Igbo, traditional
custom
CONTEXT
TERMS: race,
misogyny,
equality,
genderalienation,
equality, segregation,
STRUGGLES:
cultural
domination,
religion
marginalisation, segregation, discrimination, alienation, polygamy
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
PRESENT TO CLASS
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
KEY INGREDIENTS:
Point to answer question, Quotation, Technique,
development of quotation with futher embedded
quotations, social context