I.
Introduction
A. Target Group and Assessment of Individual Differences
The target group for this unit is three sections of English 10 at
Pioneer Central High School. The students at Pioneer are pulled from four
counties and are socioeconomically diverse. Some students are quite
wealthy and live close to suburbs of Buffalo while finances are a
significant problem and daily stressor for others. Interesting and
unfortunate social dynamics are evident partially due to the large range of
socioeconomic contexts. Throughout my unit I try to upset these social
structures by choosing cooperative groups for students that give them the
opportunity to interact with students whose backgrounds are different
from their own. It also became evident as I participated in parent-teacher
conferences that students socialize with those who have familial structures
similar to their own. Students who do not live with a biological parent tend
to group themselves together, and also rely on each other as a type of
secondary family. Students with more stable family systems also often
associate with one another.
The students are also diverse learners. In two sections of English
10 25% of the students are receiving special education services. Among
these students are a variety of learning disabilities, one student who is
blind and another student with cerebral palsy. A variety of
accommodations need to be made for each of these students on a daily
basis. Also, I need to create an environment with appropriate levels of
support for all students and differentiated instruction that meets all
students’ needs.
B. Instructional Environment
For most of this unit it is helpful to arrange desks in cooperative
groups. I typically arranged the desks in six groups of either four or five to
aid transitioning into cooperative activities and to facilitate group work
during the final project work days. I allow adequate space between the
groups for me to easily move around and monitor the students as well as
allowing groups to more easily remain focused on their own work rather
than constantly being conscious of other groups’ conversations. For the
mock trial activity, students will be broken into smaller groups on either
side of the room. These smaller groups function within the larger groups
of the prosecution or the defense throughout the trial.
The classroom also has a chalkboard and a LCD projector hooked
up to a computer at the front of the room. Throughout the unit I used the
chalkboard to keep track of the four themes we addressed throughout the
course of instruction and to keep track of some of the questions we had
been answering through quizzes or writing warm-up activities. Keeping
these questions and themes on the board especially helped students who
were absent to make up quizzes or writing warm ups. Students could also
see if we had addressed a new theme on the missed day. I used the LCD
projector especially at the beginning of the unit to project photography
from the Great Depression. The classroom environment here helped the
students to construct the environment for the story.
C. Rationale/ Connection to Standards
Teaching Steinbeck’s Of Mice and Men to adolescents has many
academic, social and developmental benefits. Academically, students are
exposed to the culture of the Western United States during the Great
Depression. The lifestyles and attitudes about America portrayed by
Steinbeck are accessible for students. Adolescents will benefit from
exploring the themes of the American Dream, loneliness,
discrimination/racism and friendship as we study the novel because each
of these themes still ring true and are significant in adolescents’ lives
today. Students will also expand their vocabularies by completing the
“Home-Made Vocabulary” activity as they read and will understand and
identify other literary devices such as characterization, imagery and
foreshadowing.
Socially, students will complete the majority of class activities in
cooperative groups or with partners. Also, the groups will change
members about once weekly. I have noticed that students typically have
become comfortable with one group of students. I change groups
frequently to teach students how to cooperate with people they may not be
as comfortable with.
Developmentally, Of Mice and Men helps students understand
structures of power and how some people come to be disadvantaged.
Students are required, throughout the unit and especially throughout the
Mock Trial activity, to defend viewpoints on the disadvantaged that may
not necessarily be their own. The ability to understand multiple points of
view is developmentally important for adolescents as they discover their
identities and learn to exist as an individual in community with others.
This unit touches on all four areas of the New York State ELA
Standards. Reading, writing, listening and thinking for information and
understanding usually takes place at the beginning of class as students talk
about what they read the night before or at the end of class where students
sometimes begin reading their homework. Students read, write listen and
think for literary response and interpretation during each lesson usually
during the main activity. Students are usually working in groups or with
one other student to look back at the text and apply and practice their skills
of literary interpretation. Students apply skills of analysis and evaluation
more sparingly during daily group activities. However, these skills are
heavily relied upon toward the end of the unit during the Mock Trial
activity and as students create their Multiple Intelligence Projects.
Students read, listen and speak for social interaction daily, but write for
social interaction more sparingly. Some writing for social interaction does
take place during the Mock Trial activity.
D. Source
www.readwritethink.org
I used this website to develop the concept for the Mock Trial. I took
materials from the website and altered some of them to better suit my
class’ needs.
www.scholastic.com
I used this website to construct the quote analysis activity for the
American Dream lesson.
www.npr.org
I obtained the podcast, “The Power of Hello” from this website.
Ian Wienclawski’s materials
Ian Wienclawski developed the characterization guide and the vocabulary
worksheet that I used. Mr. Wienclawski also developed the concept for the
Mulitple Intelligence projects but I altered both the specific projects and
the overall format of the assignment to fit the needs of the students.
E. Duration
This unit takes place over 13 instructional days. I planned the unit
with 39-minute periods, the length of a class period at Pioneer Central
High School, in mind.
II.
Body
A. NYS Standards, Key Ideas, Instructional Objectives, and Means of
Assessing Each Objective/ Lesson Plan Sequence and Overview
Day NYS
Lesson Topic/ Key
Instructional
Assessments
Standards Ideas
Objectives
1
ELA 1.1;
Setting:
TLW…
I will assess whether
ELA 1.2;
Students will
Create a framework
students are creating
ELA 2.1;
characterize the setting that is heavy on
a framework to place
ELA 3.1;
of Of Mice and Men
setting to place the
the story within by
ELA 4.1
by describing pictures story, Of Mice and
listening to their
of the Great
Men, within by
Great Depression
Depression, discussing participating in the
adjectives and by
facts about migrant
Great Depression
listening to their
farmers in the time
photo description
questions and
period and beginning
activity and by
comments as we
to read the novel
reviewing his or her
review the
together.
anticipatory
anticipatory
information.
information.
2
ELA 1.1;
American Dream:
TLW…
I will assess whether
3
ELA 1.2;
ELA 2.1;
ELA 2.2;
ELA 3.2;
ELA 4.1
Students will
characterize the
American Dream by
writing about their
own dreams, George
and Lennie’s dreams
and examining
relevant quotes
through a give-oneget-one activity.
Understand that the
American Dream is a
multi-faceted
concept that can have
different definitions
for different people
by responding to the
introductory and
concluding prompts
and by participating
in the American
Dream quotes
activity.
Begin to understand
George and Lennie’s
American Dream in
the context of other
definitions of the
American Dream by
participating in the
quotes activity and
by responding to and
discussing the
concluding prompt.
students understand
how multi-faceted
the American Dream
is by observing their
individual and shared
responses during the
quotes activity.
I will assess whether
students are
beginning to
understand how
Lennie and George’s
dream relates to the
American Dream in
general by listening
to their responses to
the concluding
writing prompt.
ELA 1.1;
ELA 1.2;
ELA 2.1;
ELA 3.1;
ELA 4.1
Direct/Indirect
Characterization:
Students will find
examples of direct and
indirect
characterization in the
first two chapters of
the novel and will also
identify the two types
of characterization in
each other’s examples.
TLW…
Understand the two
main types of
characterization,
direct and indirect,
by listening and
asking questions as
we define the types
and by filling in and
discussing the
graphic organizer.
Understand and
identify instances in
which Steinbeck
makes use of both
types of
characterization as
he develops the
characters of George
and Lennie by filling
in the graphic
I will assess whether
the students
understand the two
main types of
characterization by
listening to their
questions, monitoring
the partner work and
observing their
responses during the
concluding
identification
activity.
I will assess whether
the students
understand and can
identify Steinbeck’s
use of both types of
characterization in
the development of
George and Lennie
organizer and by
participating in the
identification activity
at the end of class.
by monitoring their
partner work,
listening to their
questions and by
observing their
responses during the
concluding
identification
activity.
4
ELA 1.1;
ELA 1.2;
ELA 2.1;
ELA 2.2;
ELA 3.1;
ELA 3.2;
ELA 4.1
Half-Way Review:
Students identify and
explain important
events thus far in the
novel. At this point in
the unit, the
instruction becomes
based around the
actual text rather than
concepts.
TLW…
Understand the plot
so far in the novel by
participating in
discussion and
completing his or her
quiz.
Synthesize the
literary elements we
have talked about
such as theme,
characterization and
plot by participating
in a discussion that
employs several
literary elements
while reviewing the
story thus far.
I will assess whether
the students
understand the plot
thus far by reading
their quizzes and
listening to their
questions and
contributions during
discussion.
I will assess whether
students are
synthesizing the
literary elements we
have talked about
thus far by listening
to their questions and
contributions during
discussion.
5
ELA 1.1;
ELA 1.2;
ELA 2.2;
ELA 3.2;
ELA 4.1
Midpoint Reflection:
This lesson gives
students the
opportunity to analyze
some of the literary
techniques employed
thus far and to make
predictions about what
is to come through a
jigsaw activity. This
lesson spanned two
instructional periods
due to the shortening
of class periods one of
the days.
TLW…
Interpret various
aspects of the novel
thus far including
theme, diction and
foreshadowing by
participating in the
jigsaw activity.
Review and expand
his or her
understanding of the
novel so far by
participating in the
jigsaw activity.
I will assess whether
students are
interpreting areas of
the novel thus far by
monitoring progress
during the group
work and by listening
to and reading the
students’ remaining
questions.
I will assess whether
students are
reviewing and
expanding their
existing
understanding by
monitoring progress
during the
introductory activity
and during the group
work.
6
ELA 1.1;
ELA 1.2;
ELA 2.1;
ELA 2.2;
ELA 4.1
Loneliness: Using a
podcast and a graphic
organizer students
examine what
loneliness is and the
connection between
loneliness and
discrimination.
TLW…
Synthesize modern
concepts of what
loneliness is with
what loneliness looks
like in Of Mice and
Men by responding
to the podcast and
completing the
graphic organizer
activity.
Connect the theme of
loneliness in the
novel to the theme of
discrimination by
participating in the
concluding activity.
I will assess whether
students can
synthesize modern
concepts of
loneliness with
loneliness in the
novel by listening to
their responses to the
introductory exercise
and by monitoring
progress during the
graphic organizer
activity.
I will assess whether
students can connect
the themes of
loneliness and
discrimination by
listening to their
responses to the
concluding question.
7
ELA 1.1;
ELA 1.2;
ELA 2.1;
ELA 2.2;
ELA 3.1;
ELA 3.2;
ELA 4.1
Mock Trial Prep:
Students become
familiar with the
instructions and my
expectations for the
trial activity. If there is
time, we begin the
trial.
TLW…
Understand how to
construct three wellsupported arguments
defending his or her
given stance as the
prosecution or
defense by
completing the
preparatory materials
for tomorrow’s trial.
Evaluate the quality
of their arguments by
choosing the three
strongest arguments
that their group came
up with to use in the
trial tomorrow.
I will assess whether
students understand
how to construct
well-supported
arguments by
monitoring progress
as students are
developing their
arguments.
I will assess whether
students can evaluate
the quality of their
arguments by
collecting and
reading their list of
final arguments for
tomorrow’s trial.
8
ELA 1.1;
ELA 1.2;
ELA 2.1;
ELA 2.2;
ELA 4.1
Mock Trial: Students
present, listen to and
defend themselves
against each other’s
arguments exploring
the idea of whether
killing Lennie was the
right or wrong choice.
TLW…
Understand the
arguments for and
against the killing of
Lennie by listening
and filling in the trial
notes sheet as the
trial proceeds.
I will assess whether
students understand
the two arguments by
monitoring progress
as the trial proceeds
and by collecting and
reading the students’
trial packets at the
end of the trial.
9
ELA 1.1;
ELA 1.2;
ELA 2.1;
ELA 2.2;
ELA 3.1;
ELA 3.2;
ELA 4.1
Mock Trial Verdict:
Students decide on a
verdict. Opportunities
may arise to talk about
the nature of literature:
can we really make
George’s choice an
absolute right or
wrong or is it how you
interpret the literature?
TLW…
Evaluate each of the
two arguments and
choose which they
think wins the trial
by discussing and
filling out their
verdict forms.
Evaluate their own
argument specifically
and suggest areas
they could have
improved by filling
out the selfevaluation at the end
of class.
I will assess whether
students have
evaluated each of the
two arguments by
listening to
discussion about the
verdict and by
collecting and
reading the verdict
sheets after the trial.
I will assess whether
students have selfevaluated by
listening to
discussion about
possible
improvements to
each argument and
by collecting and
reading the selfevaluation sheets
after the trial.
10
ELA 1.1;
ELA 1.2;
ELA 1.4
Multiple Intelligence
Project Introduction:
Students are
introduced to the idea
of multiple
intelligences, choose a
project and create a
schedule for
completing that project
on time.
TLW…
Understand the
parameters of each
project and choose a
project that
emphasizes his or her
strongest type of
intelligence by
hearing explanations
of the projects,
asking any questions
and filling out the
proposal form.
Practice time
management by
filling out the
proposed schedule
form.
I will assess whether
students understand
the projects and can
choose appropriate
projects by listening
to student questions
and monitoring the
choosing process as
students fill out their
proposal forms.
I will assess whether
students are
practicing time
management by
observing both the
specificity of their
goals and the degree
to which their goals
are realistic as
students complete
their schedule form.
1113
ELA 1.1;
ELA 1.2;
ELA 2.1;
ELA 2.2;
ELA 4.1
Multiple Intelligence
Project Workdays:
Students create
projects that
emphasize their
strengths and provide
opportunities to utilize
different forms of
output.
TLW…
Analyze and
interpret Of Mice and
Men according to his
or her particular
project by working
on and completing
the project.
Discover and/or
develop his or her
specific strengths by
completing projects
tailored to play to his
or her strengths.
I will assess whether
students are
analyzing and
interpreting the novel
according to his or
her particular project
by monitoring
student progress and
reviewing the
completed projects.
I will assess whether
students are
discovering and/or
developing
individual areas of
strength by
monitoring student
progress and
reviewing the
completed projects.
B. Lesson Plans
Introduction to Of Mice and Men
Objectives
TLW…
- Create a framework that is heavy on setting to place the story, Of Mice and Men,
within by participating in the Great Depression photo description activity and by
reviewing his or her anticipatory information.
Standards
ELA 1.1: Listening and reading to acquire information and understanding involves
collecting data, facts and ideas; discovering relationships, concepts and generalizations;
and using knowledge from oral, written, and electronic sources.
ELA 1.2: Speaking and writing to acquire and transmit information requires asking
probing and clarifying questions, interpreting information in one’s own words, applying
information from one context to another, and presenting the information and
interpretation clearly, concisely, and comprehensibly.
ELA 2.1: Listening and reading for literary response involves comprehending,
interpreting, and critiquing imaginative texts in every medium, drawing on personal
experiences and knowledge to understand the text, and recognizing the social, historical
and cultural features of the text.
ELA 3.1: Listening and reading to analyze and evaluate experiences, ideas, information,
and issues requires using evaluative criteria from a variety of perspectives and
recognizing the difference in evaluations based on different sets of criteria.
ELA 4.1: Oral communication in formal and informal settings requires the ability to talk
with people of different ages, genders, and cultures, to adapt presentations to different
audiences, and to reflect on how talk varies in different situations.
Materials
- Anticipatory PPT on flash drive
- Computer and projector to project PPT
- Anticipatory packet for each student
- Of Mice and Men book for each student
- Of Mice and Men sign-out sheet
Introduction
- I will greet students as they enter the room and take attendance.
- I will then show the students some Great Depression photography obtained from
the following website:
http://www.english.illinois.edu/MAPS/depression/photoessay.htm
- I will ask students to take out a piece of paper and as they look at the photos write
down between five and ten adjectives to describe what they are seeing. The
adjectives should describe the mood of the photos.
-
I will, after we have looked through all the photos, ask for students to volunteer
some of their adjectives. I will write them on the board and we will use them later
in class.
Teaching Strategies and Accommodations
1. I will then pass out an Of Mice and Men book to each student and will send
around a pad of paper with a column for the student’s name and a column for the
number of the book the student has received. The student should record his or her
name and the number of the book when the sheet comes around to him or her.
2. I will then pass out an anticipatory packet to each student. I will explain that these
packets are meant to provide students with a framework to place the story in their
minds before they begin reading.
3. I will then begin to show the anticipatory PowerPoint presentation that goes along
with the students’ anticipatory packets. I will specify that these packets should be
used beyond today to help the students identify characters and events as they read.
I will choose students to read sections of the packet and will pause to allow for
questions and comments.
4. I will stop specifically to expand on the setting of the story, talking about the
Great Depression and the Salinas Valley in California. I will, at this time, label
the list of adjectives on the board “The Great Depression”.
Conclusion
- If we have time at the end of class to begin reading I will choose a student to
begin to read the story out loud to the class. After about a paragraph or so I will
let that student choose who will read next.
- With about 5-7 minutes left in class I will pass out the vocabulary sheets the
students are to begin filling out for homework. I will instruct students to, as they
read, begin to fill out their sheets. Students should have two vocabulary entries
from Chapter 1 for class on Monday.
- I will, with one or two minutes left in class, draw students’ attention to their
homework on the dry-erase schedule. Students should finish reading Chapter 1 for
homework.
Assessments
- I will assess whether students are creating a framework to place the story within
by listening to their Great Depression adjectives and by listening to their
questions and comments as we review the anticipatory information.
Self-Reflection
Introduction to the American Dream
Objectives
TLW…
- Understand that the American Dream is a multi-faceted concept that can have
different definitions for different people by responding to the introductory and
concluding prompts and by participating in the American Dream quotes activity.
-
Begin to understand George and Lennie’s American Dream in the context of other
definitions of the American Dream by participating in the quotes activity and by
responding to and discussing the concluding prompt.
Standards
ELA 1.1: Listening and reading to acquire information and understanding involves
collecting data, facts and ideas; discovering relationships, concepts and generalizations;
and using knowledge from oral, written, and electronic sources.
ELA 1.2: Speaking and writing to acquire and transmit information requires asking
probing and clarifying questions, interpreting information in one’s own words, applying
information from one context to another, and presenting the information and
interpretation clearly, concisely, and comprehensibly.
ELA 2.1: Listening and reading for literary response involves comprehending,
interpreting, and critiquing imaginative texts in every medium, drawing on personal
experiences and knowledge to understand the text, and recognizing the social, historical
and cultural features of the text.
ELA 2.2: Speaking and writing for literary response involves presenting interpretations,
analyses, and reactions to the content and language of a text. Speaking and writing for
literary expression involves producing imaginative texts that use language and text
structures that are inventive and often multilayered.
ELA 3.2: Speaking and writing for critical analysis and evaluation requires presenting
opinions and judgments on experiences, ideas, information, and issues clearly, logically,
and persuasively with reference to specific criteria on which the opinion or judgment is
based.
ELA 4.1: Oral communication in formal and informal settings requires the ability to talk
with people of different ages, genders, and cultures, to adapt presentations to different
audiences, and to reflect on how talk varies in different situations.
Materials
- American Dream sheet for each student
Introduction
- I will greet students as they enter the room and take attendance.
- The students will have a writing warm-up to work on for the first five minutes of
class. It will read: “Picture your ideal life 10 years from now. What does it look
like? What sort of material things do you have? What kind of person are you
emotionally? Be as specific as possible.”
- After five minutes have passed I will ask for some volunteered responses. If
students are hesitant to respond I will ask them to share their responses with a
partner instead of with the whole class.
Teaching Strategies and Accommodations
1. After we discuss the writing warm up activity I will pass out an “American
Dream” sheet to each student. I will explain that what students wrote for the
writing warm-up might be part of what the American Dream means for him or
her. The quotes on this page are other people’s conceptions of the American
Dream. http://teacher.scholastic.com/lessonplans/americandream/whysay.pdf
http://teacher.scholastic.com/lessonplans/americandream/posswords.pdf
2. I will ask the students to choose 2 quotes to focus on. The students will, by
themselves at first, explain how each of the two quotes they chose express
someone else’s American Dream. What would the American Dream mean for the
speaker of that quote?
3. I will explain, after about 5 minutes of individual work, that we are going to do a
give-one-get-one activity. Students should get up and walk around the room and
fill in two additional quote explanations, making for four explained quotes total.
Conclusion
- As a concluding activity, I will ask students to write down what they think the
American Dream is for George and Lennie on the back of their “American
Dream” sheets. What do George and Lennie dream that they will be able to do in
the future? Specifically, what material things do they want to have? What
emotional assets do you think they hope will come along with the material things?
- With about 3 or 4 minutes left in class, I will ask students to volunteer their
responses to the question. I will ask first for the material things George and
Lennie dream of having and then move deeper into the emotional assets they hope
will come along with the material things.
Assessments
- I will assess whether students understand how multi-faceted the American Dream
is by observing their individual and shared responses during the quotes activity.
- I will assess whether students are beginning to understand how Lennie and
George’s dream relates to the American Dream in general by listening to their
responses to the concluding writing prompt.
Self-Reflection
Introduction to Direct/Indirect Characterization in OMAM
Objectives
TLW…
- Understand the two main types of characterization, direct and indirect, by
listening and asking questions as we define the types and by filling in and
discussing the graphic organizer.
- Understand and identify instances in which Steinbeck makes use of both types of
characterization as he develops the characters of George and Lennie by filling in
the graphic organizer and by participating in the identification activity at the end
of class.
Standards
ELA 1.1: Listening and reading to acquire information and understanding involves
collecting data, facts and ideas; discovering relationships, concepts and generalizations;
and using knowledge from oral, written, and electronic sources.
ELA 1.2: Speaking and writing to acquire and transmit information requires asking
probing and clarifying questions, interpreting information in one’s own words, applying
information from one context to another, and presenting the information and
interpretation clearly, concisely, and comprehensibly.
ELA 2.1: Listening and reading for literary response involves comprehending,
interpreting, and critiquing imaginative texts in every medium, drawing on personal
experiences and knowledge to understand the text, and recognizing the social, historical
and cultural features of the text.
ELA 3.1: Listening and reading to analyze and evaluate experiences, ideas, information,
and issues requires using evaluative criteria from a variety of perspectives and
recognizing the difference in evaluations based on different sets of criteria.
ELA 4.1: Oral communication in formal and informal settings requires the ability to talk
with people of different ages, genders, and cultures, to adapt presentations to different
audiences, and to reflect on how talk varies in different situations.
Materials
- Characterization guide for each student
- Index card for each student
Introduction
- I will greet the students as they enter the room and will take attendance.
- After the bell rings, I will explain that now that students have read the first two
chapters of Of Mice and Men they are getting to know some of the characters. I
will ask students to take out a piece of paper and write “George” and “Lennie” on
top of the paper. Underneath each name, students should write 3-5 adjectives to
describe each character. Don’t worry about backing up these ideas yet, just
describe the characters as they have been impressed upon you in your reading
thus far.
- After 3-5 minutes of work time I will instruct the students to share the adjectives
with the person they are sitting next to. After about a minute I will call the class
together and explain that I am going to pass out a characterization guide to help us
think about the characterization of George and Lennie. I will also pass out an
index card to each student at this time.
Teaching Strategies and Accommodations
1. When every student has a characterization guide we will begin to work through
the definitions of characterization, direct characterization and indirect
characterization as a class. I will choose a student to read each section and I will
offer further explanation and allow time for questions after each definition.
2. After we work through the definitions, I will explain that students should work for
the next ten minutes or so on filling in the graphic organizer portion of the guide.
Students should find one example of direct and indirect characterization for each
George and Lennie from either chapter 1 or chapter 2. Students should think about
what parts in the text made them describe the characters the way they did at the
beginning of class. Students may work with their partner if they so desire. I will
explain that we are going to go over this at the end of class.
3. I will walk around the room and help students get started, answer questions,
clarify meaning and monitor their progress. For students who are having a
particularly hard time I might point out a place where characterization takes place
in the text and allow the student to identify which type of characterization the
quote exemplifies.
Conclusion
- With about five minutes left in class I will instruct students to take out the index
cards I gave them at the beginning of class. They should write “direct” on the top
of the card and “indirect” on the bottom.
- I will then explain that I am going to ask for some examples of characterization.
Students should read the quote they wrote down and then the class should point to
the type of characterization they think the quote exemplifies.
- I will correct any misconceptions as we go and will try to get plenty of examples
of both types of characterization for both George and Lennie. When we finish I
will instruct students to keep these cards in their folders. We will use them again
later in the unit.
- Before the bell rings I will praise students for their work today and will remind
them of their homework to read the first half of chapter 3 tonight. This homework
will also be written on the dry-erase schedule on the bulletin board.
Assessments
- I will assess whether the students understand the two main types of
characterization by listening to their questions, monitoring the partner work and
observing their responses during the concluding identification activity.
- I will assess whether the students understand and can identify Steinbeck’s use of
both types of characterization in the development of George and Lennie by
monitoring their partner work, listening to their questions and by observing their
responses during the concluding identification activity.
Self-Reflection
Of Mice and Men Half-Way Review
Objectives
TLW…
- Understand the plot so far in the novel by participating in discussion and
completing his or her quiz.
-
Synthesize the literary elements we have talked about such as theme,
characterization and plot by participating in a discussion that employs several
literary elements while reviewing the story thus far.
Standards
ELA 1.1: Listening and reading to acquire information and understanding involves
collecting data, facts and ideas; discovering relationships, concepts and generalizations;
and using knowledge from oral, written, and electronic sources.
ELA 1.2: Speaking and writing to acquire and transmit information requires asking
probing and clarifying questions, interpreting information in one’s own words, applying
information from one context to another, and presenting the information and
interpretation clearly, concisely, and comprehensibly.
ELA 2.1: Listening and reading for literary response involves comprehending,
interpreting, and critiquing imaginative texts in every medium, drawing on personal
experiences and knowledge to understand the text, and recognizing the social, historical
and cultural features of the text.
ELA 2.2: Speaking and writing for literary response involves presenting interpretations,
analyses, and reactions to the content and language of a text. Speaking and writing for
literary expression involves producing imaginative texts that use language and text
structures that are inventive and often multilayered.
ELA 3.1: Listening and reading to analyze and evaluate experiences, ideas, information,
and issues requires using evaluative criteria from a variety of perspectives and
recognizing the difference in evaluations based on different sets of criteria.
ELA 3.2: Speaking and writing for critical analysis and evaluation requires presenting
opinions and judgments on experiences, ideas, information, and issues clearly, logically,
and persuasively with reference to specific criteria on which the opinion or judgment is
based.
ELA 4.1: Oral communication in formal and informal settings requires the ability to talk
with people of different ages, genders, and cultures, to adapt presentations to different
audiences, and to reflect on how talk varies in different situations.
Materials
- Extra books for students who forget theirs.
Introduction
- I will greet students as they enter the room and take attendance.
- Students will have a quiz on the board to work on for the first 5 minutes of class.
It will read: “List what you think are the 5 most important plot points in the novel
so far. Be sure that you include something from each of the chapters we have
read.”
-
As students complete their quiz, I will check their vocab. After five minutes have
passed I will instruct students to finish up their last idea and I will collect the
quizzes.
Teaching Strategies and Accommodations
1. We will then begin to review the quizzes. I will take plot points from students in
chronological order to discuss as a class.
2. I also have several points in my book marked with Post-it notes. These are events
I need to go over with the students. They include passages we will read out loud
as a class, such as the initial description of Curley’s wife and George and
Lennie’s initial encounter with the boss. We will focus on identifying
characterization and making connections between different plot points like a chain
of events.
3. I will also keep the discussion open enough for students to ask any questions they
have so far. After we go over each plot point I will pause for questions and will let
the students choose the next plot point we are going to touch on.
Conclusion
- With a few minutes left in the class, I will explain that students should now have a
good understanding of what has happened so far in the novel.
- I will assign the students’ homework for the night which will be to finish reading
ch. 3 and to finish ch. 3 vocab. If we have extra time, I will begin reading the
second half of ch. 3 with the students by letting the students take turns reading out
loud.
- At the end of the class period I will praise the students for their work today, if
appropriate.
Assessments
- I will assess whether the students understand the plot thus far by reading their
quizzes and listening to their questions and contributions during discussion.
- I will assess whether students are synthesizing the literary elements we have
talked about thus far by listening to their questions and contributions during
discussion.
Self-Reflection
OMAM Mid-point Recap
Objectives
TLW…
- Interpret various aspects of the novel thus far including theme, diction and
foreshadowing by participating in the jigsaw activity.
- Review and expand his or her understanding of the novel so far by participating in
the jigsaw activity.
Standards
ELA 1.1: Listening and reading to acquire information and understanding involves
collecting data, facts and ideas; discovering relationships, concepts and generalizations;
and using knowledge from oral, written, and electronic sources.
ELA 1.2: Speaking and writing to acquire and transmit information requires asking
probing and clarifying questions, interpreting information in one’s own words, applying
information from one context to another, and presenting the information and
interpretation clearly, concisely, and comprehensibly.
ELA 2.2: Speaking and writing for literary response involves presenting interpretations,
analyses, and reactions to the content and language of a text. Speaking and writing for
literary expression involves producing imaginative texts that use language and text
structures that are inventive and often multilayered.
ELA 3.2: Speaking and writing for critical analysis and evaluation requires presenting
opinions and judgments on experiences, ideas, information, and issues clearly, logically,
and persuasively with reference to specific criteria on which the opinion or judgment is
based.
ELA 4.1: Oral communication in formal and informal settings requires the ability to talk
with people of different ages, genders, and cultures, to adapt presentations to different
audiences, and to reflect on how talk varies in different situations.
Materials
- A set of questions for each student
- Desks in groups and numbered
Introduction
- I will greet students as they enter the room and will take attendance.
- I will also have the desks arranged in six groups. The students will receive a
number when they enter the room and should sit at the corresponding cluster of
desks.
- After the bell rings I will explain that students have now read about half of Of
Mice and Men and that today I would like to pause and reflect on what has
happened so far and think about what is to come.
- As a warm-up activity I will ask students to, individually, list what they think are
the most important plot points so far in the novel in their notes. Students should
try to come up with at least five points.
- After students have come up with at least five plot points I will instruct them to
share their plot points with the rest of their group. The students should add any
new plot points to their lists.
Teaching Strategies and Accommodations
1. I will then explain that we are going to do what is called a jigsaw activity today. I
will pass out a list of three prompts to each student. The two groups on the left of
the room will do #1, the groups in the middle will do #2 and the groups on the
right will do #3.
2. I will allow students to work on their questions for about ten minutes. While
students are working I will walk around and monitor progress, make sure
everyone is participating, keep students on-task and answer any questions.
3. After the students finish working on their assigned question, I will call the class
back together and explain that now we are going to jigsaw. I will divide the
classroom in half so that there is one set of each group on each side. I will then
explain that one person in each group needs to stand up and rotate clockwise
within their half of the class. Then, a second person needs to stand up and rotate
counter-clockwise.
4. I will explain to students that now there is at least one #1, one #2 and one #3 in
each group. The students should use the remainder of class to share their
reflections and insights with each other.
Conclusion
- After students have finished, if we have time left I will ask everyone to, on a halfsheet of paper or on scrap paper, write a question they still have about the first
half of the book. I will collect the questions as students leave the room.
- Before the bell rings I will remind students of their reading homework which is
also written on the homework board. I will also praise their work, if appropriate.
Assessments
- I will assess whether students are interpreting areas of the novel thus far by
monitoring progress during the group work and by listening to and reading the
students’ remaining questions.
- I will assess whether students are reviewing and expanding their existing
understanding by monitoring progress during the introductory activity and during
the group work.
Self-Reflection
Loneliness/ Discrimination in OMAM
Objectives
TLW…
- Synthesize modern concepts of what loneliness is with what loneliness looks like
in Of Mice and Men by responding to the podcast and completing the graphic
organizer activity.
- Connect the theme of loneliness in the novel to the theme of discrimination by
participating in the concluding activity.
Standards
ELA 1.1: Listening and reading to acquire information and understanding involves
collecting data, facts and ideas; discovering relationships, concepts and generalizations;
and using knowledge from oral, written, and electronic sources.
ELA 1.2: Speaking and writing to acquire and transmit information requires asking
probing and clarifying questions, interpreting information in one’s own words, applying
information from one context to another, and presenting the information and
interpretation clearly, concisely, and comprehensibly.
ELA 2.1: Listening and reading for literary response involves comprehending,
interpreting, and critiquing imaginative texts in every medium, drawing on personal
experiences and knowledge to understand the text, and recognizing the social, historical
and cultural features of the text.
ELA 2.2: Speaking and writing for literary response involves presenting interpretations,
analyses, and reactions to the content and language of a text. Speaking and writing for
literary expression involves producing imaginative texts that use language and text
structures that are inventive and often multilayered.
ELA 4.1: Oral communication in formal and informal settings requires the ability to talk
with people of different ages, genders, and cultures, to adapt presentations to different
audiences, and to reflect on how talk varies in different situations.
Materials
- “Lonely Characters” sheet for each student
- Computer with “The Power of Hello” podcast ready to be played
- Speakers hooked up to the computer and turned on
Introduction
- I will greet students as they enter the room and take attendance.
- We will begin class by listening to the This I Believe podcast of Howard White’s
essay, “The Power of Hello” at the following URL:
http://thisibelieve.org/theme/brotherhood-friendship/
- I will ask students to write a few sentences stating what they think is the main
idea of the essay. Exactly what core belief is Howard White trying to express in
this podcast? Which characters in Of Mice and Men do you think would agree
with Howard White? Why?
- I will take a few student volunteers after the students have finished writing to read
their responses to the class. From these responses I will try to guide the students
to the idea that perhaps Howard White recognizes what a horrible thing it is to be
lonely and believes that nobody should have to feel that way.
Teaching Strategies and Accommodations
1. I will then point out that we have a lot of lonely characters in Of Mice and Men. I
will pass out a “Lonely Characters” graphic organizer to each student.
2. After each student has a graphic organizer I will go over the definition of
loneliness at the top of the sheet. I will emphasize that loneliness is more than just
being alone. It is a whole set of negative emotions and can be very complex.
3. I will then explain that I have identified four lonely characters on their graphic
organizers. I will explain that I would like the students to fill in the organizer for
each character, stating an example of a time when we see the character feeling
lonely on the left and then stating a possible reason why the character is lonely on
the right. Students should not write that the character feels lonely because he or
she is alone. The student should try to find other reasons. I will explain that when
the students have filled in the bubbles, then they may respond to the question at
the end of the organizer. Students may work in pairs. If there are a couple groups
of three, that is fine as well. Students will have 10-15 minutes to complete the
organizer.
4. As students work I will monitor progress, keep the students on-task, and help any
struggling pairs by suggesting instances in which the character may have felt
lonely.
Conclusion
- After 10-15 minutes have passed and students are finishing up, I will call us back
together as a large group.
- I will ask the students to give me some of their reasons why characters are lonely.
After hearing some reasons I will ask if any of the pairs saw any similarities in the
reasons why characters are lonely. I will try to guide the students toward the idea
that discrimination, in many forms, contributes to loneliness for these four
characters. I will explain that discrimination is another theme in Of Mice and
Men. Loneliness and discrimination are very closely related in this novel.
- Before the bell rings I will instruct students to keep these sheets in their folders
and I will remind them of their reading homework which will be on the dry-erase
schedule. I will praise the students’ work, if appropriate.
Assessments
- I will assess whether students can synthesize modern concepts of loneliness with
loneliness in the novel by listening to their responses to the introductory exercise
and by monitoring progress during the graphic organizer activity.
- I will assess whether students can connect the themes of loneliness and
discrimination by listening to their responses to the concluding question.
Self-Reflection
Mock-Trial Preparation
Objectives
TLW…
- Understand how to construct three well-supported arguments defending his or her
given stance as the prosecution or defense by completing the preparatory
materials for tomorrow’s trial.
- Evaluate the quality of their arguments by choosing the three strongest arguments
that their group came up with to use in the trial tomorrow.
Standards
ELA 1.1: Listening and reading to acquire information and understanding involves
collecting data, facts and ideas; discovering relationships, concepts and generalizations;
and using knowledge from oral, written, and electronic sources.
ELA 1.2: Speaking and writing to acquire and transmit information requires asking
probing and clarifying questions, interpreting information in one’s own words, applying
information from one context to another, and presenting the information and
interpretation clearly, concisely, and comprehensibly.
ELA 2.1: Listening and reading for literary response involves comprehending,
interpreting, and critiquing imaginative texts in every medium, drawing on personal
experiences and knowledge to understand the text, and recognizing the social, historical
and cultural features of the text.
ELA 2.2: Speaking and writing for literary response involves presenting interpretations,
analyses, and reactions to the content and language of a text. Speaking and writing for
literary expression involves producing imaginative texts that use language and text
structures that are inventive and often multilayered.
ELA 3.1: Listening and reading to analyze and evaluate experiences, ideas, information,
and issues requires using evaluative criteria from a variety of perspectives and
recognizing the difference in evaluations based on different sets of criteria.
ELA 3.2: Speaking and writing for critical analysis and evaluation requires presenting
opinions and judgments on experiences, ideas, information, and issues clearly, logically,
and persuasively with reference to specific criteria on which the opinion or judgment is
based.
ELA 4.1: Oral communication in formal and informal settings requires the ability to talk
with people of different ages, genders, and cultures, to adapt presentations to different
audiences, and to reflect on how talk varies in different situations.
Materials
- Defense and Prosecution Lawyer sheets, Trial Agenda sheets, Plan of
defense/attack sheets, Roles sheets, Suggestions for a Mock Trial sheets, Notes
and Verdict sheets and Argument Organizer sheets all in one packet.
- Laptop carts in classroom
- Prosecution and defense slips to split students into groups
- Desks arranged on prosecution and defense sides of the room
Introduction
- I will greet students as they enter the classroom and will take attendance.
- I will have the desks split into two halves. One half will be for the prosecution to
sit on and the other will be for the defense. I will split the students into
prosecution and defense by handing everyone a card that reads either prosecution
or defense as they enter the room. Each group of desks will also be labeled.
- The students will have a quiz on the board that reads: What was the bad thing that
Lennie did at the end of Chapter 5? How does George react at the end of Chapter
6? What does he decide to do? Did you approve of George’s actions? Why or why
not?
- After about 5 minutes, I will collect the quizzes and go over them with the
students. We will review the plot of the last 2 chapters and then I will spend a few
minutes taking different opinions of whether or not George does the right thing by
killing Lennie.
Teaching Strategies and Accommodations
1. I will then explain that the students are split up the way they are because we are
going to prepare today to have a mock-trial tomorrow for George deciding
whether or not what he did was moral.
2. I will be careful to explain to the students that we are not trying George to decide
whether he killed Lennie or not, but we are trying George to decide if killing
Lennie was the right thing to do or the wrong thing to do.
3. I will then pass out a Mock Trial packet to each student which will contain all
guiding information for the trial.
4. We will begin by going over the roles sheet and discussing the different jobs
available for the trial. We will then look at their task sheet for the day. I will
explain that first students need to choose roles within their larger prosecution and
defense groups. Students should then work in smaller groups to create their 3
arguments proving their positions.
5. For each main point students should have one or two examples from the text itself
and may find additional supporting research online (ie: if working to defend
George students might research asylums in the 1930’s and talk about the harsh
conditions Lennie would have had to endure).
6. While students work I will move around to each group and monitor their progress,
keep students on-task and help any struggling students. My goal is for each
student to have at least 2 of the 3 arguments filled in by the end of class today.
Conclusion
- With between 5 and 10 minutes left in class I will ask the lawyers from each
group to hear the arguments that have been compiled by both themselves and the
rest of the group. The lawyers should create a list of 3 final arguments with ample
support to present in the actual trial. I will keep these lists in the classroom for the
trial tomorrow.
- At the end of the class period before the bell rings I will explain that tomorrow
each group will have a few minutes to conference at the beginning of class and
then we will start the trial. The students do not have homework.
Assessments
- I will assess whether students understand how to construct well-supported
arguments by monitoring progress as students are developing their arguments.
- I will assess whether students can evaluate the quality of their arguments by
collecting and reading their list of final arguments for tomorrow’s trial.
Self-Reflection
Mock Trial: Did George Do the Right Thing?
Objectives
TLW…
- Understand the arguments for and against the killing of Lennie by listening and
filling in the trial notes sheet as the trial proceeds.
Standards
ELA 1.1: Listening and reading to acquire information and understanding involves
collecting data, facts and ideas; discovering relationships, concepts and generalizations;
and using knowledge from oral, written, and electronic sources.
ELA 1.2: Speaking and writing to acquire and transmit information requires asking
probing and clarifying questions, interpreting information in one’s own words, applying
information from one context to another, and presenting the information and
interpretation clearly, concisely, and comprehensibly.
ELA 2.1: Listening and reading for literary response involves comprehending,
interpreting, and critiquing imaginative texts in every medium, drawing on personal
experiences and knowledge to understand the text, and recognizing the social, historical
and cultural features of the text.
ELA 2.2: Speaking and writing for literary response involves presenting interpretations,
analyses, and reactions to the content and language of a text. Speaking and writing for
literary expression involves producing imaginative texts that use language and text
structures that are inventive and often multilayered.
ELA 4.1: Oral communication in formal and informal settings requires the ability to talk
with people of different ages, genders, and cultures, to adapt presentations to different
audiences, and to reflect on how talk varies in different situations.
Materials
- Final Argument Organizers if students have not filled them out yet
- Extra trial packets
Introduction
- I will greet students as they enter the classroom and will take attendance.
- Students should sit on their respective sides of the room depending on if they are
part of the defense or part of the prosecution.
- I will allow students to meet in their groups for the first 5 minutes of class to
review and finalize their 3 main arguments for the trial. Students should pay
special attention to the amount and quality of evidence provided to try to persuade
the jury.
Teaching Strategies and Accommodations
1. After 5 minutes have passed I will call the class back together and will explain
that the clerks will now conduct the trial following the agenda. It is the
responsibility of the respective clerks to be sure each side does not exceed the
time limits. I will remind students that all of them are members of the jury and
should be keeping track of main points and evidence on their notes sheet.
2. As each group discusses I will take a few minutes to talk to the clerks about the
agenda and what should happen during each section of the trial.
3. The clerks will then start the proceedings, following the agenda. Our goal will be
to complete everything except the open discussion with the jury and the
declaration of the verdict.
4. As the students move through the proceedings I will only interject if the students
are not fully completing the task, to bring order if necessary and to clear up
confusion. Otherwise, the judge and the clerks will run the proceedings while the
lawyers and witnesses present the two sides of the case. As the trial proceeds,
everyone should be taking notes on the arguments on their provided notes sheets.
5. I will also be taking notes on the arguments so we can go over them on
Wednesday after we decide a verdict.
Conclusion
- I will stop the proceedings when we have a few minutes left in class and will
explain that we will finish the trial and decide a verdict tomorrow. The students
will have no homework tonight.
Assessments
- I will assess whether students understand the two arguments by monitoring
progress as the trial proceeds and by collecting and reading the students’ trial
packets at the end of the trial.
Self-Reflection
Mock Trial Verdict and Discussion
Objectives
TLW…
- Evaluate each of the two arguments and choose which they think wins the trial by
discussing and filling out their verdict forms.
- Evaluate their own argument specifically and suggest areas they could have
improved by filling out the self-evaluation at the end of class.
Standards
ELA 1.1: Listening and reading to acquire information and understanding involves
collecting data, facts and ideas; discovering relationships, concepts and generalizations;
and using knowledge from oral, written, and electronic sources.
ELA 1.2: Speaking and writing to acquire and transmit information requires asking
probing and clarifying questions, interpreting information in one’s own words, applying
information from one context to another, and presenting the information and
interpretation clearly, concisely, and comprehensibly.
ELA 2.1: Listening and reading for literary response involves comprehending,
interpreting, and critiquing imaginative texts in every medium, drawing on personal
experiences and knowledge to understand the text, and recognizing the social, historical
and cultural features of the text.
ELA 2.2: Speaking and writing for literary response involves presenting interpretations,
analyses, and reactions to the content and language of a text. Speaking and writing for
literary expression involves producing imaginative texts that use language and text
structures that are inventive and often multilayered.
ELA 3.1: Listening and reading to analyze and evaluate experiences, ideas, information,
and issues requires using evaluative criteria from a variety of perspectives and
recognizing the difference in evaluations based on different sets of criteria.
ELA 3.2: Speaking and writing for critical analysis and evaluation requires presenting
opinions and judgments on experiences, ideas, information, and issues clearly, logically,
and persuasively with reference to specific criteria on which the opinion or judgment is
based.
ELA 4.1: Oral communication in formal and informal settings requires the ability to talk
with people of different ages, genders, and cultures, to adapt presentations to different
audiences, and to reflect on how talk varies in different situations.
Materials
- Extra trial packets
Introduction
- I will greet students as they enter the room and will take attendance.
- Students should, again, sit on their respective sides of the room depending on if
they are part of the prosecution or part of the defense.
- I will explain that we are going to continue with our trial from where we left off
yesterday and will hand responsibilities for conducting the trial over to the clerks.
Teaching Strategies and Accommodations
1. The clerks will pick up where we left off yesterday which will hopefully be the
open discussion among jurors. The clerks should take student volunteers to state
what they each think is the correct verdict. I will remind students that now they
are all part of a jury and do not have to adhere to the side they have been
assigned. Students should state what they really think.
2. After a maximum of 10 minutes monitored by the clerks, the jurors will have to
fill out their verdict forms writing their verdict and why they chose that verdict
underneath their argument notes.
3. After everyone has filled out their forms, the clerks should, by a show of hands,
determine which side, the defense or the prosecution has won the case. After this
is determined and the trial is over, I will ask the clerks to rejoin the class and we
will begin to look at the arguments presented.
4. I will ask students what they found most compelling about each of the arguments
especially encouraging students who chose to vote for that particular argument to
respond.
5. We will then discuss as a class what could have been changed about each
argument to make it stronger. Did one argument have more examples than the
other? Were both outside research and textual evidence used in each argument?
Were the points themselves compelling? Did one group do a better job of refuting
the other’s attacks?
Conclusion
- With between 5 and 10 minutes left in class I will pass out a self-evaluation form
to each student. Students should fill out the form based on their own group’s
argument.
- If we have time after all the forms are filled out, we will go over them briefly
taking a few examples of how each argument could have been made more
persuasive and how each argument is already strong.
- Before students leave class they must hand in their self-evaluations. The students
will have no homework. As the students are packing up I will praise their work
with the mock trial, if appropriate.
Assessments
- I will assess whether students have evaluated each of the two arguments by
listening to discussion about the verdict and by collecting and reading the verdict
sheets after the trial.
- I will assess whether students have self-evaluated by listening to discussion about
possible improvements to each argument and by collecting and reading the selfevaluation sheets after the trial.
Self-Reflection
Introduction to Multiple Intelligence Projects
Objectives
TLW…
- Understand the parameters of each project and choose a project that emphasizes
his or her strongest type of intelligence by hearing explanations of the projects,
asking any questions and filling out the proposal form.
- Practice time management by filling out the proposed schedule form.
Standards
ELA 1.1: Listening and reading to acquire information and understanding involves
collecting data, facts and ideas; discovering relationships, concepts and generalizations;
and using knowledge from oral, written, and electronic sources.
ELA 1.2: Speaking and writing to acquire and transmit information requires asking
probing and clarifying questions, interpreting information in one’s own words, applying
information from one context to another, and presenting the information and
interpretation clearly, concisely, and comprehensibly.
ELA 4.1: Oral communication in formal and informal settings requires the ability to talk
with people of different ages, genders, and cultures, to adapt presentations to different
audiences, and to reflect on how talk varies in different situations.
Materials
- Project packet for each student
Introduction
- I will greet students as they enter the classroom and will take attendance.
- After the bell rings I will, with periods 1 and 3, revisit the end of the trial from
yesterday. We will have a brief discussion about the nature of literature and I will
specifically ask students if they thought we should have come up with a definite
verdict or if it is okay to think different things about the same work of literature.
- After students have discussed for a few minutes I will explain that today we are
going to go over what will be the last piece of this unit. I will pass out a project
packet to each student at this time.
Teaching Strategies and Accommodations
1. After each student has a packet, we will go over the concept of Multiple
Intelligences. I will ask students if anyone knows what that means, will take some
ideas and then will offer a brief explanation.
2. I will then go over the projects with the whole class focusing on the groupings of
projects rather than the individual projects. We will spend only a few minutes on
each group to give students an idea of what is there. I will pause for questions at
the end of each group of projects.
3. After we have gone over the projects I will direct students’ attention to the
proposal/schedule form in their packets. I will instruct students to use the rest of
class to fill in this sheet, acknowledging that the schedule for completion of their
projects that they devise here will have an effect on their grades. Students should
review the projects in the category they are most interested in and choose one to
complete. This completed form is the students’ “ticket out the door”. They must
complete it by the end of class.
4. As students work I will circulate around the room making sure that each student is
filling in his or her form and is not having trouble choosing a project. I will be
available for questions, to review proposed schedules and to assist any students
who are having trouble choosing a project.
Conclusion
- With a few minutes left in class, I will call the class together and will explain that
I’m going to come around now and be sure that each student has his or her form
completed. I need to see the form before students may leave the class.
- Before the bell rings I will praise the students’ work today, if appropriate.
Assessments
-
-
I will assess whether students understand the projects and can choose appropriate
projects by listening to student questions and monitoring the choosing process as
students fill out their proposal forms.
I will assess whether students are practicing time management by observing both
the specificity of their goals and the degree to which their goals are realistic as
students complete their schedule form.
Self-Reflection
Multiple Intelligences Project Work Day
Objectives
TLW…
- Analyze and interpret Of Mice and Men according to his or her particular project
by working on and completing the project.
- Discover and/or develop his or her specific strengths by completing projects
tailored to play to his or her strengths.
Standards
ELA 1.1: Listening and reading to acquire information and understanding involves
collecting data, facts and ideas; discovering relationships, concepts and generalizations;
and using knowledge from oral, written, and electronic sources.
ELA 1.2: Speaking and writing to acquire and transmit information requires asking
probing and clarifying questions, interpreting information in one’s own words, applying
information from one context to another, and presenting the information and
interpretation clearly, concisely, and comprehensibly.
ELA 2.1: Listening and reading for literary response involves comprehending,
interpreting, and critiquing imaginative texts in every medium, drawing on personal
experiences and knowledge to understand the text, and recognizing the social, historical
and cultural features of the text.
ELA 2.2: Speaking and writing for literary response involves presenting interpretations,
analyses, and reactions to the content and language of a text. Speaking and writing for
literary expression involves producing imaginative texts that use language and text
structures that are inventive and often multilayered.
ELA 4.1: Oral communication in formal and informal settings requires the ability to talk
with people of different ages, genders, and cultures, to adapt presentations to different
audiences, and to reflect on how talk varies in different situations.
Materials
- Laptop cart in room
- Art supplies, such as: paper, scissors, glue, markers
Introduction
- I will greet students as they enter the room and take attendance.
- At the beginning of each work day, I will remind students of materials that are
available in the room, such as laptops, paper, markers, glue, and scissors.
- I will also remind students of their schedules. I will ask students to get out their
schedule proposal forms, take a look at what they should have done by the end of
today, and work well so that they meet their goal.
Teaching Strategies and Accommodations
1. Students should then begin working on their projects, working toward their daily
goals.
2. I will be circulating around the room, along with Ms. Williamson in periods 3 and
6, monitoring student progress, keeping students on-task and answering any
questions. I will make a point to briefly speak with every student every day about
his or her project.
3. I will also be helping any struggling students. For students who are in the
brainstorming stage, I will mostly focus on asking “How” questions to help
students realize their ideas. For students who are developing their projects, I will
remind students of the purpose and goals of the project to keep them on track. For
students who are editing and finishing their projects I will be checking for
completeness and a demonstration of the student’s understanding, analysis and
interpretation of the literature.
Conclusion
- With about ten minutes left in class, less when Ms. Williamson is in the
classroom, I will begin to check the students’ schedule sheets. If a student has met
his or her goal for the day, I will initial the sheet next to that particular day.
- As students finish their projects they should turn them in along with their
schedule sheet.
- At the end of each class period I will let the students know when there are about 2
minutes left so they can clean up and will praise their work, if appropriate.
Assessments
- I will assess whether students are analyzing and interpreting the novel according
to his or her particular project by monitoring student progress and reviewing the
completed projects.
- I will assess whether students are discovering and/or developing individual areas
of strength by monitoring student progress and reviewing the completed projects.
Self-Reflection
C. Materials and Media
Of Mice and Men Background Information
John Steinbeck
-
-
-
John Steinbeck was born in 1902 in Salinas, California, a region that became the
setting for much of his fiction, including Of Mice and Men.
As a teenager, he spent his summers working as a hired hand on neighboring
ranches, where his experiences of rural California and its people impressed him
deeply.
He studied at Stanford University for six years starting in 1919, but never earned
a degree. He worked as a reporter and a caretaker for a Lake Tahoe estate before
publishing his first novel.
In 1935, after he published Tortilla Flat, Steinbeck was finally able to support
himself with his writing.
In his acceptance speech for the 1962 Nobel Prize in literature, Steinbeck said:
“. . . the writer is delegated to declare and to celebrate man’s proven capacity for
greatness of heart and spirit—for gallantry in defeat, for courage, compassion and love.
In the endless war against weakness and despair, these are the bright rally flags of hope
and of emulation. I hold that a writer who does not passionately believe in the
perfectibility of man has no dedication nor any membership in literature.”
-
Steinbeck’s most popular works deal with desperately poor California wanderers
dealing with a challenging and often unrewarding lifestyle.
Migrant Farmers in California during the Great Depression
-
-
-
After World War I, an economic recession led to a drop in the price of crops,
meaning farmers had to produce more crops to make the same amount of money.
Many farmers adapted by buying more land and equipment, creating debt and
making matters worse after the stock market crash of 1929. Many farmers lost
their property in order to pay their debts. They tried to find other work, but with
unemployment at 25% in 1933, this proved difficult.
A seven-year drought beginning in 1931 coupled with increased farming activity
to try to increase productivity, helped create the Dust Bowl in the Great Plains
region. Once fertile farmland was transformed into a desert-like region causing
hundreds of thousands of farmers to pack up their families and head for
California, which promised better farming conditions.
California natives often did not appreciate the influx of Great Plains farmers
making their migrant, impoverished status even more difficult to deal with.
Migrant farmers dreamed of a better life in California. The mild climate promised
a longer growing season and the soil was favorable to a wide range of crops.
Despite these signs of hope, very few farmers found California to be the land of
plenty and opportunity they had dreamed of.
The American Dream: What Do Other People Think?
1. “To make people free is the aim of art, therefore art for me is the science of
freedom.” Joseph Beuys was a neo-Dadaist who, during the early 1960’s
pioneered the performing arts.
2. “I am waiting for my number to be called/and I am waiting/for the living
end/and I am waiting/for dad to come home/his pockets full/of irradiated
silver dollars/and I am waiting…” Lawrence Ferlinghetti, a member of the Beat
movement, published the poem “I Am Waiting” in 1958.
3. “What the world needs now, is love, sweet love, it’s the only thing that there’s
just too little of.” Jackie De Shannon gained fame in the 1960’s as one of the first
female singer-songwriters of the rock ‘n’ roll era. “What the World Needs Now Is
Love” was her first #1 hit.
4. “The old law about ‘an eye for an eye’ leaves everybody blind.” Dr. Martin
Luther King, Jr. was a Baptist minister who became the youngest winner of the
Nobel Peace Prize for his efforts toward desegregation. He became the voice for
the Civil Rights movement.
5. “Few men are willing to brave the disapproval of their fellows, the censure of
their colleagues, the wrath of their society. Moral courage is a rarer
commodity than bravery in battle or great intelligence. Yet it is the one
essential, vital quality for those who seek to change a world which yields most
painfully to change.” Robert F. Kennedy made this comment in a 1966 speech
while serving as Attorney General in his brother JFK’s administration.
Pick two unfamiliar words from each chapter and write the following:
Chapter 1
Word:
Sentence from book:
Definition:
Original sentence:
Word:
Sentence from book:
Definition:
Original sentence:
Chapter 2
Word:
Sentence from book:
Definition:
Original sentence:
Word:
Sentence from book:
Definition:
Original sentence:
Chapter 3
Word:
Sentence from book:
Definition:
Original sentence:
Word:
Sentence from book:
Definition:
Original sentence:
Chapter 4
Word:
Sentence from book:
Definition:
Original sentence:
Word:
Sentence from book:
Definition:
Original sentence:
Chapter 5
Word:
Sentence from book:
Definition:
Original sentence:
Word:
Sentence from book:
Definition:
Original sentence:
Chapter 6
Word:
Sentence from book:
Definition:
Original sentence:
Word:
Sentence from book:
Definition:
Original sentence:
Characterization Guide
What is characterization?
Characterization is the technique an author uses to develop a character in a
story. It is what makes characters seem real to the reader. This is done in a
number of ways. There are two main types of characterization:
 Direct Characterization: This is when the author (or narrator) directly
explains the traits of a character to the reader. For example, In Of Mice
and Men, Steinbeck writes, “This room was swept and fairly neat, for
Crooks was a proud, aloof man.” From this sentence we learn that Crooks

is both proud and aloof. We know this because Steinbeck tells us this
directly.
Indirect Characterization: A writer uses this method when describing a
character’s personality through her actions, thoughts, feelings, words, or
through another character’s observations about her. For example, in Of
Mice and Men, we learn that George and Lennie have a dream of
someday owning their own farm from this quote by George: “We’ll have
a big vegetable patch and rabbits and chickens. And when it rains in the
winter, we’ll just say the hell with goin’ to work…” Note: The narrator does
not tell us that they want to have a farm; we infer it indirectly from what
the character says.
Now it’s your turn:
Peruse Chapter 1 of OMAM and record one example of both direct and indirect
characterization used by Steinbeck in the space provided. Do this for both
Lennie and George. Use full quotes, and record the page numbers.
Lennie
Direct Characterization: Pg. #___
Indirect Characterization: Pg. #___
George
Direct Characterization: Pg. #___
Indirect Characterization: Pg. #___
Name_____________________
Of Mice and Men
Mid-point Reflections
1. We are going to touch on four main themes in this novel. They
are listed below. For each theme tell me:
-How do you already see the theme evidenced in the novel?
Give specific examples.
1. The American Dream
2. Friendship
3. Loneliness
4. Discrimination
2. Pick two or three pages in the novel that we have read so far
and…
- Look for powerful adjectives that Steinbeck uses
to describe characters and settings. Write down at
least 4.
- Tell me how Steinbeck’s diction, or word choice,
affects how you understand the setting or
character being described.
3. What events in the novel so far do you think might be
foreshadowing what is to come?
- List at least 3 examples of possible foreshadowing.
- Make a prediction for each example. What do you
think is being foreshadowed?
Of Mice and Men: Lonely Characters
Loneliness: a state of feeling alone, rejected or alienated as a result of
an inability to establish and maintain relationships appropriately. It is
more than being alone. It is a combination of feeling unhappy,
stressed, friendless and hostile.
Is lonely
when…
LENNIE
Is lonely
because
…
Is lonely
when…
CURLEY’S
WIFE
Is lonely
because
…
Is lonely
when…
CROOKS
Is lonely
because
…
Is lonely
when…
CANDY
Is lonely
because
…
Take another look at your “Is lonely because” bubbles. Are there any
commonalities? Are any of these characters lonely for some of the
same reasons?
Guidelines for a Mock Trial
1. Decide which three points are the most
important to prove your side of the case. Once
decided, make sure those points are stated.
2. During the opening statement, clearly state
what you intend to prove throughout the trial.
During the closing statement, effectively argue
and restate the facts and evidence presented
throughout the case.
3. Pay attention to other questions that have
been asked and the answers provided so that
you do not repeat questions.
4. Be prepared so that you can think on your
feet.
5. Be alert during the trial. Pay attention to the
parts that directly affect your presentation, but
also listen carefully to the other details that are
shared. Anything you hear can benefit your
argument, so listen closely and incorporate
information into your presentation.
6. Have fun as you listen and learn!
Agenda for a Literary Mock Trial
Time limits should be monitored by the Clerks and
transitions should be managed by the Judge.
1. Prosecution: Presentation of arguments and
questioning of your witness. Delivered by your
lawyers.
• Approximately 10 minutes
2. Defense: Presentation of arguments and
questioning of your witness. Delivered by your
lawyers.
• Approximately 10 minutes
3. Prosecution: A chance to respond to your
opponents’ case. Delivered by your lawyers.
• Approximately 5 minutes
4. Defense: A chance to respond to your opponents’
case. Delivered by your lawyers.
• Approximately 5 minutes
5. Prosecution: Summary of arguments and closing
statements. Your last word. Delivered by your
lawyers.
• Approximately 5 minutes
6. Defense: Summary of arguments and closing
statements. Your last word. Delivered by your
lawyers.
• Approximately 5 minutes
7. Jury: Open discussion among jurors, with any
questions being discussed. Did anything confuse
you? Any questions about either argument?
• Approximately 10 minutes
8. Jury: time to fill out Juror Verdict Form- What do
you think? You do not have to choose the side you
were a part of.
• Approximately 5 minutes
Trial Prep Must-Haves
1. As a group you need to choose your jobs. You will have
about 5 minutes to do so. You will need:
***2 Lawyers. These are the people who present your
three arguments and question the witnesses.
- Choose people who do well in front of groups. Do you
like to be the center of attention? Are you a good
public speaker? You may be good for this job.
- Our lawyers are: ______________ and ________________
***1 Clerk. This is the person who will keep your group
on-track. He or she will monitor time limits and will be
aware of what the group’s next task is
- Choose a person who is organized and can keep
track of what is going on. Do you like to get things
done in a timely manner? Do you infrequently forget
things? You may be good for this job.
- Our clerk is: _____________________
***1 Witness. This person will be a character from the
novel who has “witnessed” the killing. You may choose
which character this person will be.
- Choose someone who knows the characters well.
Did you enjoy reading this book? Do you feel like you
relate with any of the characters? You may be good
for this job.
- Our witness is: _________________ pretending to be
___________________ from the novel.
2. After you have chosen your roles, you need to construct
your arguments.
- Using your arguments sheet, each group needs to
come up with 3 main points proving that what
George did is right or wrong.
- To support each point, you will need:
A. Examples from the novel. The more specific,
the stronger your case will be.
B. Questions to ask your witness and the other
group’s witness. Think about what these
characters might be able to say to help your
case and construct your argument around
that.
C. Outside research. You should have something
from outside the novel to help your case. You
may use the laptops to find this information
after you have your examples from the book.
For example:
a. The defense might research asylums
in the 1930’s to show how poor
Lennie’s life would have been had he
lived.
b. The prosecution might research
mental retardation and the
opportunities that could have been
available for someone with as mild a
case as Lennie.
3. Each of your smaller groups will then share your
arguments with your larger group- the prosecution or the
defense.
- You need to choose exactly which 3 main points and
what supporting evidence you are going to use in the
trial.
- Choose arguments that are well supported and
closely linked to what you are trying to prove.
- Write your three arguments and your supporting
evidence on your final arguments sheet that your
lawyers will use for the trial.
Most of all, be prepared!
Evaluation of the Arguments
Prosecution
Defense
Notable Arguments:
Notable Arguments:
1.
1.
2.
2.
3.
3.
I think that what George did was _____________. I think
this because…
Name_______________________
Period________
Mock Trial Self-Evaluation
Evaluate yourself in the following two categories:
Persuasion:
1. Did you make contributions to your group’s case that helped persuade the jury
that your side (defense or prosecution) was correct? Did you listen to other people’s
contributions and find new ways to support your argument that way?
2. Do you think you did a good job of evaluating the arguments? Did you choose
your verdict based on the strength of the argument or did other factors come into
play? Explain.
3. If you could change anything about your argument, looking back, what would
you have changed? Think of at least one change you would make and explain.
Big Questions:
4. The question of whether it is ever right to kill someone is difficult to answer. What
do you think? Is it ever right to kill someone? Explain.
5. Would your answer to # 4 above have been different if I asked you this question
before the trial? Why or why not?
III.
Authentic Assessment/Plan for Reporting Learner Progress
Of Mice and Men
Choose a project from one of the following categories. To do this, first
identify your strengths. Then pick a project that highlights them.
For example: if your strengths are reading and writing, you will probably
want to do a project under the linguistic category. If you are more of a
visual learner, you may want to choose a project under the spatial category.
 Your project must be focused on the novel. Therefore, you should use
direct quotations and careful summaries to support your ideas and plans.
 You may choose a project that requires you to work with another partner.
You will have class time to work on this but you may also need to work
outside of class.
 The more people involved, the more in-depth your project should be.
 Any written work should be neatly written or typed. If is says typed,
please type it!
 QUALITY COUNTS!!!
 You must submit a proposal and a schedule for the project you
choose!! (See included proposal/schedule form)
Project Due Date:________________________
Your Choices:
1. Linguistic: Does well with written or oral work.
Future Steinbecks of America: Create a short story (2 pages
minimum) that takes place at some point earlier in Lennie’s life. Include:
1. What Lennie’s childhood was like.
2. How he ended up traveling with George.
**Be creative! Make it an interesting work of fiction with a plot, character
development, setting, etc…
Create your own story: Write your own short story (2 pages minimum) about 2
unlikely friends traveling together. Answer the following questions:
1. How are the friends different?
2. Why are they traveling?
3. Where do their travels take them?
4. What problems do they encounter?
5. What are the major themes of the story?
** Be sure to utilize elements of a short story: You should have a plot, characters,
dialogue etc. If you are having trouble, ask for help!
Shakespeare of the West: Convert a theme and/or conflict into a
series of 3 – 5 poems. Be true to the meanings of the text. You
should:
1. Use any form of poetry you choose.
2. Each poem should be at least 10 lines in length.
3. Address your theme or conflict in each poem but perhaps in a
different way or from a different point of view.
2. Logical/Mathematical: Good with logic games, math
problems, scientific method, etc.
Time line of the fall of Lennie: Create a time line of the major events in the novel
and before the novel takes place that lead to Lennie’s eventual death. For each entry:
1. Provide a small illustration.
2. Provide a caption that explains how this event helps lead to Lennie’s downfall.
3. Spatial: Visual thinker, likes to draw or paint, often
needs things shown to them.
Comix of Salinas Valley: Design and draw a comic book version of the novel that
might be suitable for children. It must include:
1. At least eight illustrations.
2. Any major plot events.
3. A concluding statement that explains how any of our four themes is depicted in
your comic strip.
4. Dialogue and captions to explain what is depicted.
Pablo Steinbeck: Create a painting, drawing or other work of art of one or more of
the themes in Of Mice and Men. You should:
1. Write a short explanation of the images that you create.
2. Create your art in any medium you wish. Feel free to experiment!
Steinbeck presents: Adapt and perform a major event in the novel. You should:
1. Create your scene in either musical or drama format.
2. Write a script to turn in and perform it in front of the class or on videotape.
You ought to be in the “pitchers”: Act out a scene we know about but never
actually see. You should:
1. Think about doing the scene between Lennie and the girl in Weed
2. Or, act out a scene that doesn’t happen, but might have later (George and Slim
talking about Lennie’s murder a year later).
3. Perform your scene in front of the class or on video tape.
4. Create a script of your scene to turn in.
4. Musical: Very aware of rhythm and sound.
The best musical adaptation goes to: Create a CD or DVD for the musical
adaptation of the novel. You must:
1. Choose major events in the novel and select the perfect music for them. Give a brief
summary of how each song relates to the novel. You do not necessarily have to burn
the CD. A song list and explanations will suffice. You should have at least 8 songs!
2. Illustrate the cover in a creative manner.
Beyonce Knowels, Step Aside: Compose a
song or rap that summarizes the novel. Your song
should include:
1. Major characters
2. Major events
3. Our 4 themes.
4. You may tape it and/or perform it in front of
the class.
5. Interpersonal: ‘People Person,’ talks, listens, and can
relate to others.
Oprah Steinbeck: Suppose that George appears on a talk show (like Oprah or Dr.
Phil) about people who have killed a friend. Have him:
1. Respond to questions and comments from the host and the audience.
2. Write a script of both the questions and George’s responses.
3. You must include at least 5 questions and George’s responses.
4. You may video tape it or do the show in front of the class.
5. KEEP IT APPROPRIATE!!!!
Name: ______________________
Per._______
Proposal Form and Schedule Contract
I will complete the project entitled: ______________________________
My schedule will be as follows:
Friday, December 4th: Complete Proposal Form and Schedule Contract
and show it to Ms. Bickford before I leave class.
Saturday, December 5th and Sunday, December 6th:
Monday, December 7th:
Tuesday, December 8th:
Wednesday, December 9th:
I, ____________________, agree to the terms of my proposed schedule
and will complete it as stated above. If I do so, my project will be
complete by the end of class on Wednesday, December 9th.
Signed: ________________________
Completeness
Excellent
Good
The student has
The student did
Needs
Improvement
The student did
Poor/
Incomplete
The student did
fully completed
all parts of the
chosen
assignment as
outlined in the
project
description.
(5 points)
Grammar and Project is either
typed or
Neatness
otherwise fully
legible with no
grammatical
errors that
impede
comprehension.
(5 points)
Understanding Project of
choice
of the
demonstrates a
Literature
full and
complete
understanding
of the literature.
Creativity/
Time
Management
IV.
not fully
complete one
item in the
project
description.
not fully
complete two
items in the
project
description.
(4 points)
Project is
mostly legible
with less than 3
grammatical
errors to do not
impede overall
comprehension.
not fully
complete more
than two items
in the project
description.
(3 points)
Project is either
unreadable in
at least one
place or
contains 3 or
more
grammatical
errors.
(4 points)
(3 points)
Project
Project
demonstrates a demonstrates
only a partial
good
understanding understanding
of the literature. of the literature
with minimal
detail.
(2-0 points)
Project is
unreadable in
more than one
place or
contains
significant
grammatical
errors.
(2-0 points)
Project
demonstrates an
inadequate or
incorrect
understanding
of the literature
with no details.
(10 points)
Exceptional
creativity and
ability to stick
to the
proposed
schedule are
easily apparent
when viewing
the project.
(7 points)
An acceptable
amount of
creativity and
a reasonable
ability to stick
to the
proposed
schedule are
apparent.
(4 points)
Inadequate
creativity and
ability to stick
to the
proposed
schedule are
apparent when
viewing the
project.
(1-0 points)
Little to no
creativity and
ability to stick
to the schedule
are apparent
when viewing
the project.
(5 points)
(4 points)
(3 points)
(2-0 points)
Post Unit Reflection
Of Mice and Men was an interesting and challenging book to teach because of
its simultaneous simplicity and complexity. I expected to be able to let students
read outside of class because of the fairly low reading level of the book. I also
expected to be able to develop the students’ skills of literary analysis both in their
breadth and depth. Of Mice and Men lends itself to teaching a variety of literary
devices as well as allowing for depth of analysis, especially when focusing on the
themes of the novel.
The breadth and depth of potential analysis presented some challenges for me
while teaching this unit. My eagerness to begin to analyze caused me to, at the
beginning of my unit, teach more concepts like characterization and the theme of
the American Dream, rather than teaching the book. Students were having
difficulty making connections between the concepts and the novel as a whole and
did not necessarily understand the value of the plot itself.
In my reflections I began to notice that my instructional methods were perhaps
not the best for the students I was working with. I decided to take a few steps back
and use a class period to focus on where the actual plot of the story has brought us
so far. I gave the students a chance to tell each other what they thought were the
most significant plot points so far and to discuss why certain plot points were
important. After that particular lesson I began to incorporate a free discussion of
the previous night’s reading into the beginning of each class and sometimes we
would read some of the novel together at the end of class if we had extra time.
After I made this change I noticed that more students were motivated to read and
were excited about the literature itself. Teaching concepts that naturally surface in
the literature rather than imposing several concepts on the text changed my unit
for the better.
The Mock Trial activity and the Multiple Intelligence Projects were, I think,
the most successful parts of this unit. The Mock Trial allowed students to answer
one of the big moral questions of the text: Did George make the right choice when
he decided to kill Lennie? The students debated this question and levels of
engagement were the highest they had been for the entire unit. Students chose
roles within their group and created and ran the trial themselves. I think the
importance of the question the students were answering and the student-directed
nature of the activity were two of the main factors in creating student engagement.
The Multiple Intelligence Projects gave students the opportunity to complete a
project that emphasizes individual strengths and interests. Students were also
engaged throughout the process of creating their projects and I think that this
engagement was the result of allowing students to choose projects that interested
them. At the end of this assignment all except for a few projects were turned in on
time which is not characteristic of this group of students. Typically students have
turned in about 50% of work on time. I think the combination of the schedules
attached to the projects and the choice of a project motivated students to complete
this particular assignment.