Garaux’s 9 Honors
Objectives/Goals: Students Will…
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Week Ten- 10/24-28
Fall ‘11
Write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to
personal knowledge
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Use revision strategies to improve the style, variety of sentence structure,
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Apply tools to judge the quality of writing.
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Compose narratives that establish a specific setting, plot and a consistent point of view, and develop characters by using sensory details
and concrete language.
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Demonstrate comprehension of print and electronic text by responding to questions(e.g., literal, inferential, evaluative and synthesizing).
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Explain and analyze how the context of setting and the author’s choice of point of view impact a literary text.
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Identify and analyze how an author uses figurative language, sound devices and literary techniques to shape plot, set meaning and
develop tone.
 Identify the structural elements of the plot and explain how an author develops conflicts and plot to pace the events in literary text.
Class Activities/Assessments:
Midterm Exam on Thursday
Monday, 10/24
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Pass out midterm review guide and poetry packets
Introduce the novel Of Mice and Men by John Stienbeck
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Watch clips from the movie Into the Wild to open a discussion about loneliness
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Begin work on the cover page to the packet by reading 1(a) by ee cummings: Discuss the poem and define line, stanza, speaker
o In the poem, the words are falling apart-letters are dropping off- Chris dies and the leaves die when they are separated from
society. Isolation “kills” something within us
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View the painting Nighthawks to discuss the ways a person can be cut off from society even when you are surrounded by society.
(intelligence, race, gender, age, status…)
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George and Lennie are cut off from society because Lennie is severely mentally retarded. Introduce Mental reatredation in the 30’s.
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Distribute novels and students read the first chapter for homework and complete the guided reading for this chapter
-In the first quadrant of a sheet of blank paper, students draw a picture of what George or Lennie dreams of.
-In the second quadrant of a sheet of blank paper, students draw a picture that represents a reason for the character’s dream.
Homework: chapter 1 and guided reading
Tuesday, 10/25
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Put the rest of the poetry flipbook together
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Discuss chapter 1 as an exposition (Lennies childishness and abandonment, George as a parent and his fears, their dreams and why
they have them).
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Read “My Papa’s Waltz” and analyze for imagery and theme
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Look for examples of imagery and sensory details in the first chapter of Of Mice and Men
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Define imagery, sensory detail and complete the “Imagery” page in poetry flipbook
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Watch the opening scene of the movie Of Mice and Men to discuss the mood of the novel, which is set by the music, the fire, the sun
on the mountains. The dreams of G+L are like the mountain in the background. The sun is shinning on it and they are traveling, getting
a new start and are hopeful. When G. talks about Lennie getting into trouble, the setting grows dark around him.
Homework:
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Assign Chapter 2 and the guided reading for this chapter:
In the third quadrant of paper, draw a fish swimming to the surface of a fish tank. As you read this chapter, write in 3 things
that happen, which add to the rise in complications for George and Lennie (Do not take up all of the space in your picture
with these three things).
Free Verse page in flipbook
Wednesday, 10/26
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Go over any questions for the midterm
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Discuss the rise in complications in this chapter
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Go over the free verse page in flipbook
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Begin reading Chapter 3 to Candy rolling over in bed (top of page 49 in my book). Then, discuss the issues of putting animals down
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Continue reading to where Candy says, “You know where there’s a place like that?” (bottom of page 57 in my book)
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Play game
o Round 1:Rows are teams. Each team sends a student up to the board who will draw one thing from the George’s description
of the dream ranch and add a word/phrase to go with it.
o Students pass the baton (chalk) to the next person in their row who will add to the picture(teacher will tell each team when
it is time to pass the baton on)
o Students continue with this until no one in the row can think of anymore details.
o Round 2: What can go wrong?
Homework: Chapter 3 from page 57 on and add 3 more complications to the third quadrant of your Guided Reading.
Thursday, 10/27
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Midterm exam
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Read the article, “Old Dogs are the best dogs” and discuss it
Friday, 10/28
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In poetry flipbooks- students define personification, metaphor and simile- give examples of these
Complete the personification page and then the P,M,S page in flipbook
Discuss how Steinbeck develops a rise in complications- We start to see how things are getting in the way of the
character’s achieving their dreams
 Students look for 3 examples of each from Chapter 3 and write them in the third quadrant of their guided reading
 Go over similes + metaphors in chapter 3
 Notes on climax and chapter 3
 Go to a computer lab to find several poems using www.poetryoutloud.org , or http://www.loc.gov/poetry/180/
-Students should print these poems out and then complete the chart on the bottom of the P,M,S page
-Keep these poems
Homework: Chapter 4 and the Ex. Metaphor page in flipbook for homework