Zoe Greenberg
December 3, 2013 Round
Clark University Master of Arts in Teaching Program
Learning Activity Plan
I.
Content:
I will be teaching the students how the American Dream appears in Of Mice and Men.
Students have learned about the concept of the American Dream yesterday so today they
will be considering which characters believe in the American Dream and which
characters believe that The Dream is attainable for themselves or for anyone else. After
considering a number of different character’s views of the American Dream they will
develop an opinion on whether or not Steinbeck thought the American Dream was
attainable.
II.
Learning Goal(s):
Students will be able to infer characters’ opinions on the American Dream from the
conversations and actions that they read in the text. They will be able to describe Candy,
Crook’s, George’s, and Curley’s Wife’s dreams, the obstacles getting in their way, and
their ability to achieve their dream. They will be able to make an informed decision
about Steinbeck’s view on the American Dream and its attainability.
III.
Rationale:
Understanding the American Dream and how it fits into Of Mice and Men will give
students a better understanding of how context contributes to meaning in a book,
especially as they consider what people’s opinions on the American Dream might be
during the Great Depression. In addition understanding similarities and differences in
other characters’ views on attaining their dreams will help students understand why
George and Lennie stick together.
IV.
Assessment:
My students and I will know that they have reached my goals if they can successfully
describe their character’s dream for the future and if they can describe Steinbeck’s
opinion on the American Dream by citing evidence from the text.
V.
Personalization and equity:
I have provided simple step by step instructions that should be accessible to all students.
In addition I have provided an example for students to follow so that they understand the
activity. I have assigned students who I know are struggling with the story or language to
characters who are easier to understand and whom they should have more familiarity
with. I hope that working with a group and seeing other student understanding of the text
will help ELL students and students with learning disabilities. We have discussed the
plot of the story throughout our reading so ELL students and students with learning
disabilities should have a strong understanding of the plot. In addition I will make sure to
check in specifically with students who are struggling to make sure that they
understanding the assignment.
VI.
Activity description and agenda
47 Minute Class Period
5 minutes Bellringer: Look at the pages where your character describes his/her
hopes and dreams. Write down three quotes where the character describes
his/her dream.
7 minutes Share your bellringer responses with your group
Decide as a group, does your character believe that it is possible to
Revised 5/15/13
Zoe Greenberg
December 3, 2013 Round
Clark University Master of Arts in Teaching Program
Learning Activity Plan
achieve his or her goals? Why or why not?
12 minutes Journal Entry describing dreams, obstacles, and ability to attain dream
12 minutes Move to new groups, read letters out loud and answer questions
10 minutes Discuss how the dreams relate to the American Dream? What are
Steinbeck’s views on the American Dream? What do people today say about the
American Dream today?
I anticipate that students may have difficulty understanding the activity and the
instructions. I have tried to write out the instructions in simple numbered instructions.
We will go through the steps of the exercise throughout the class. In addition I will move
around the class while students work to monitor their work to make sure that they are
staying on task. I also anticipate that it will be difficult to fit the activity neatly into one
class period. I will address this difficulty by keeping close time of student activity so that
we stay on task. Finally students will likely be resistant to group work since they have
not had a lot of experience of group work in the past. I will address this by starting the
class with them already groups and by starting them doing group work where they do not
have to discuss as a group, they just have to respond to one another’s letters.
VII.
Massachusetts Learning Standards this lesson addresses.
 RL.9.2 Determine a theme or central idea of a text and analyze in details its
development over the course of the text, including how it emerges and is shaped
and refined by specific details; provide an objective summary of the text.
 W.9.9a Draw evidence from literary or informational texts to support analysis,
reflection, and research. Apply Grade 9 – 10 Reading Standards to literature
(analyze how an author draws on and transforms source material in specific
work)
 SL.9.6 Adapt speech to a variety of contexts and tasks, demonstrating command
of formal English when indicated or appropriate)
 SL.9.4.Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,
audience, and task.
 L.9.1a,b Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking
 SL . 9 .1. a-d Initiate and participate effectively in a range of collaborative
discussion ( one-on-one, in groups, and teacher-led) with diverse partners on
grades 9-10 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
 W.9.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
 RL.9.3 Analyze how complex characters develop over the course of a text,
interact with other characters, and advance the plot or develop the theme
VIII.
Reflection
My activity was successful in that students were able to think about the characters’
dreams and hopes for the future. They were able to consider what really motivated the
characters and why the characters were motivated. Students successfully took on the
voice of many of the characters of the novel and engaged in their dialogue. Students also
Revised 5/15/13
Zoe Greenberg
December 3, 2013 Round
Clark University Master of Arts in Teaching Program
Learning Activity Plan
engaged in the task as a group and for the most part remained on task. It was not
successful in that it took almost a week to accomplish a lesson that I expected to take
students only a day or two. Students definitely struggled with working in groups more
than I expected and did not easily see the connections between the characters’ dreams and
the American Dream. Some students also really struggled to write an entire page about
their characters’ hopes and dreams for the future even with support and assistance.
I have learned that I need to chunk student material and be very explicit with my
instructions. I need to be more realistic in my expectations of what it is possible to get
through in one class period. I also need to be more realistic about my expectations of
what students will be able to do. The fact that some students became really frustrated
when trying to write an entire page might show me that I should cut down my
requirements at least (maybe have it be a goal to be a full page) so that students can feel
successful with the activity instead of frustrated.
Revised 5/15/13