Of Mice and Men Intro: Day 1
• Testing Strategies Question (TSQ)
GET READY TO WRITE AT THE BELL!
• TSQ Rationale Maps Introduction
• Review lecture: http://www.youtube.com/watch?v=pSAedS8F4OQ
• TSQ Rationale Maps Revision
Of Mice and Men Intro: Day 1
Read Robert Burns’, “To a Mouse,” then choose the best
answer to the following question. http://www.youtube.com/watch?v=711zbLM1hwc
Which lines best reflect the theme of this poem?
A. I'm truly sorry man's dominion/Has broken nature's
social union, (Lines 7-8)
B. That wee bit heap o' leaves an' stibble/Has cost thee
[many…] a weary nibble! (Lines 31-32)
C. The best-laid schemes o' mice an 'men/[Often go
awry…], (Lines 39-40)
D. An' forward, tho' I [cannot…] see,/I guess an'
fear! (Lines 47-48)
Of Mice and Men Intro: Day 2
• Submit reading log from last night. Yes, I’m serious.
• Testing Strategies Question (TSQ)
• Check out Of Mice and Men books
– Begin reading tonight. Finish entire book by
next Friday for final writing assignment & test
(best rule of thumb = 1 chapter per night)
– See Literature Links link on teacher page for a
link to the book online and a link to the
audiobook
– OMAM reading is in addition to EOR reading!
Of Mice and Men Intro: Day 2
View the introduction to John
Steinbeck’s Of Mice and Men (2 parts)
and take notes on information
pertaining to characters, themes,
setting, and plot, using a categorizing
map (“tree map”).
http://www.youtube.com/watch?v=IAEfsVVKyI8, http://www.youtube.com/watch?NR=1&feature=endscreen&v=1Gb0xC7arTg
Of Mice and Men Close Reading #1
1. Read pages 2-4 (from “Evening of a hot day
started…” to, “I remember about the rabbits,
George.”)
2. Use cause-effect map to annotate one element.
• One or two examples of element (with page #(s))
• One or two effects the element has on the story
(focus on the reading experience and/or the
reader’s understanding of characters, themes,
conflicts, events, etc.)
3. Frame: What does this map show? Why is this
information important? How else could an author
create this same effect?
Of Mice and Men Close Reading #2
1. Read pages 40-42 (from “George looked over at
Slim…” to, “turned his face to the wall and drew up
his knees.”)
2. Use cause-effect map to annotate one element.
• One or two examples of element (with page #(s))
• One or two effects the element has on the story
(focus on the reading experience and/or the
reader’s understanding of characters, themes,
conflicts, events, etc.)
3. Frame: What does this map show? Why is this
information important? How else could an author
create this same effect?
Of Mice and Men Close Reading #3
1. Read pages 56-60 (from “’An’ rabbits,’ Lennie said
eagerly...” to, “I shouldn’t oughtta of let no stranger
shoot my dog.”)
2. Use cause-effect map to annotate one element.
• One or two examples of element (with page #(s))
• One or two effects the element has on the story
(focus on the reading experience and/or the
reader’s understanding of characters, themes,
conflicts, events, etc.)
1. Frame: What does this map show? Why is this
information important? How else could an author
create this same effect?
Of Mice and Men Close Reading #4
1. Read pages 61-63 (from “Carlson laughed…” to,
“Lennie cried. ‘I didn’t wanta hurt him.”)
2. Use cause-effect map to annotate one element.
• One or two examples of element (with page #(s))
• One or two effects the element has on the story
(focus on the reading experience and/or the
reader’s understanding of characters, themes,
conflicts, events, etc.)
1. Frame: What does this map show? Why is this
information important? How else could an author
create this same effect?
Of Mice and Men Close Reading #5
1. Read pages 72-75 (from “’You’re nuts.’ Crooks was
scornful…” to, “l ain’t so crippled I can’t work like a
son-of-a-b if I want to.”)
2. Use cause-effect map to annotate one element.
• One or two examples of element (with page #(s))
• One or two effects the element has on the story
(focus on the reading experience and/or the
reader’s understanding of characters, themes,
conflicts, events, etc.)
3. Frame: What does this map show? Why is this
information important?