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G11T1W3LL3 4
G11T1W3LL3 4
“Everyday Use”
by Alice Walker
Concept: Interactioin
L3-4
Learning Objectives
• 11.C6 organize and present information clearly to others
• 11.R1 understand main points in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
• 11.W6 develop with minimal support coherent arguments supported
when necessary, by examples and reasons for a wide range of written
genres in familiar general and curricular topics
Lesson Objectives Assessment Criteria
Maggie will be nervous until after her sister goes: she will stand hopelessly in corners, homely and ashamed of
the burn scars down her arms and legs, eying her sister with a mixture of envy and awe. She thinks her sister
has held life always in the palm of one hand, that "no" is a word the world never learned to say to her.
The author chooses these adjectives to contrast Maggie's life experience and self-perception with her sister's.
The adjectives depict Maggie as someone who feels out of place, overshadowed by her sister, and carries both
emotional and physical scars. These specific words emphasize the depth of Maggie's insecurities.
The words used paint Maggie as someone who feels overshadowed and less confident, especially when
compared to her seemingly successful sister.
In paragraph 14, mark Maggie's response to Dee's
declaration about never bringing friends to Mama's house.
QUESTION: What is surprising about this response?
CONCLUDE: What might this response signal to readers?
It's surprising because Maggie questions whether Dee, who acts very
confident, ever had friends at all.
Maggie's question shows that Dee might not be as popular or
important as she claims. It suggests Dee might be hiding some
insecurities.
In paragraph 20, mark sentence fragments groups of words
punctuated as sentences that do not contain both a subject and a
verb.
The author shows that the quilts have deep family history and memories.
Knowing the quilts' history makes them seem more valuable and meaningful, which might make readers feel
more for Maggie and Mama, who value family memories.
In paragraph 76, mark the sentences in which
Mama expresses Maggie's feelings and thoughts.
QUESTION: Why does the author choose to have Mama express
Maggie's feelings?
CONCLUDE: How does this choice emphasize differences in Mama's
relationships with her two daughters?
The author lets Mama tell us how Maggie feels because Mama knows
Maggie really well.
Mama's understanding of Maggie shows they are close. This is different
from her relationship with Dee, which isn't as close.
Find these words in the text
Write the definition of the words given
Write synonyms of each word
to move sideways or
slide, edge.
obliquely.
walk by dragging feet. drag, scuffle.
• Example:
Eric: What about war?
Birling: Glad you mentioned it, Eric. I'm coming to that. Just because the kaiser
makes a speech or two, or a few German officers have too much to drink and
begin taking nonsense, you'll hear some people say that war's inevitable. And
to that I say – fiddlesticks! The germans don't want war…
Pair work
• Put the sentences in the correct order
In the opening of An Inspector Calls, Priestley presents Birling as a foolish individual who is out
of touch with society.
In response to Eric’s question about war, Birling describes the idea that war is going to break out
as ‘fiddlesticks’.
The audience knows that the First World War occurred just after the play was set, and that less
than thirty years later, the Second World War broke out, so this use of dramatic irony highlights
how out of the loop Birling is.
Moreover, his use of the word ‘fiddlesticks’ suggests that Mr Birling does not have much respect
for the view that war might break out.
He is so certain in his beliefs that he dismisses the idea without real consideration, saying it is
nonsense.
This makes his character seem even more foolish.
Structure
• Claim
• Placement of evidence in the context of the story
• Evidence (Which quotation supports your claim? Include a brief
explanation of what is happening in this section of the text)
• Analysis (How does the evidence prove the claim?)
• Zoom (Which word or phrase can you zoom in on to analyse in depth? It
needs to be from the evidence)
• Link to context (Why have you chosen to zoom in on this word or
phrase? How does it reinforce your claim? )
Writing
• In [“Name of the Story”], [Author’s name] presents [insert character name]
as [insert claim]
• When [insert when/what occurs], [insert character name] states [insert
quotation]
• This quotation suggests [insert character name] is [restate claim] because. . .
• The use of [word/phrase – select a phrase to zoom in on] reinforces this idea
because. . .
• This interpretation is reinforced by [insert an additional piece of evidence if
using, and analyse]. . .
Homework
Finish your paragraphs
Did you mention the story's name, author,
character, and a claim about that character?
Did you describe a specific event?
Did you include a direct quote from the character?
Did you explain what the quote reveals about the
character?
Did you highlight a specific word or phrase from
the quote for deeper analysis?
Did you add an extra piece of evidence to back
your claim?
Did you analyze this added evidence?
Is your paragraph easy to follow?