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‘A STREETCAR NAMED DESIRE’
LESSON 1
Today, we are learning..
WALT- How setting contributes to our first impressions of the play and analysing our introduction to the main characters.
WILF- Contribute an idea that is linked to context and try to make a connection to the wider social or historical context.
Challenge- share an idea with the class on how symbolism is used in the opening scene.
First impressions
Thinking about the title of the play…… break down the words and think about imagery connected to them….. What do you think the play is going to be about?
How can this image symbolise desire? What is desire?
Is this different desire?
How does this symbolise desire?
DESIRE……
What does the word desire mean to you?
Brainstorm with the person next to you how we use the word desire in language and what different connotations does the word have?
DESIRE
Look at the following images from the play and discuss how they can portray the theme of desire.
Predictions?
From looking at the images from the play, do you have any predictions on the plot?
Scene 1 – the introduction
Read through the introduction and highlight key phrases that tell you something about the setting.
From your highlighted phrases- choose three that you think are most significant in setting the scene.
What do we learn about the social and historical context?
‘The infatuated fluency of brown fingers’
Listen to the jazz music from 1940s New Orleans……. What impression do you get?
The opening scene
Lets read through pages 115- 119 In pairs write down three things that we
immediately learn about the setting. Share your views
Initial impressions
What are your initial impressions on Stella, Blanche and Stanley?
Imagery presented so far- symbolism?
Blanche
In threes choose 3 phrases that you think are most effective to sum up your first impression of Blanche.
Look at the stage directions when Blanche is left alone. One person must read the stage directions, one person must mime Blanche’s actions and one person must add in the three lines that you feel sum her up.
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