Of Mice and Men Final Assessment Lesson Plan
Essential Question
: What is the importance of understanding other’s perspectives?
Objectives :
●
SWBAT cite textual evidence to support their analysis
●
SWBAT create abstract visual representations of characters
●
SWBAT analyze and express character motivation
Materials Needed:
➢
Copy of Of Mice and Men
➢
Markers, colored pencils, construction paper, scissors, glue
➢
Assignment sheet
Lesson Narrative :
➢
Do Now : Students will pick one character from the following list and draw a symbol that represents the character. They will then write 2-3 sentences explaining why they chose this symbol.
➢
George
➢
Lennie
➢
Curley
➢
Candy
➢ Curley’s Wife
➢
Crooks
➢
Introduction to Lesson/Making Connections : After students are done with their do now, I will ask them to participate in a think/pair/share with their partner, explaining their symbol and the thinking behind its creation. Once students have shared in pairs, I will
➢ ask for volunteers to share with the entire class. After, I will remind students that throughout Of Mice and Men , we have discussed the role that each character has played and the importance of considering the plot events through each of the character’s perspectives.
At this point, I will introduce students to their final assessment for Of Mice and Men.
➢
Directions/Beginning of Work Time : I will explain to students that they will each select a character from Of Mice and Men to complete a body biography. We will read the first part of the assignment sheet that explains the purpose of a body biography. Then, to model the brainstorming process, I will walk them through the assignment based on a character from the movie Frozen . I will ask the students to help me brainstorm responses to the following questions based on what they know about the character Elsa in Frozen:
➢
His/Her heart, who is closest to him/her?
➢
His/Her mind, what is he/she thinking?
➢
His/Her hands, what is he/she trying to hold on to?
➢
His/Her feet, where is he/she going?


Using the document camera, I will record their responses on the provided brainstorming sheet. We will then discuss how to visually represent these elements on the body biography. I will then give students a few minutes to choose which character they will
➢ analyze.
Work Time : Once students have chosen their character, I will ask them to begin to work on the brainstorming sheet, recording their thinking and responding to the list of guiding questions. I will remind them that this body biography is not meant to be a literal representation of their chosen character but rather a symbolic and abstract representation.
I will pass around samples of old body biographies that former students completed after reading the memoir Night . Once students have completed their brainstorming sheet, they will show it to me so I can check it off and ask questions if needed. Then, they will be given the paper with the body biography outline and they may start creating their biography.
➢
Closing : I will ask students to complete an exit ticket that allows me to check in with each of them. On the exit ticket, they will write a few sentences explaining their vision for their body biography (which character they chose and how they are choosing to visually represent this character).