HONORS ENGLISH 9
Week 6: September 26-30, 2011
Due Today:
Nothing
MONDAY, SEPTEMBER 26, 2011

Walk-In: Turn to a new sheet of paper in the reading

Learning Objective:
section of your notebook and title it Of Mice and Men, by
John Steinbeck.
Students will gather background information
about John Steinbeck, his writing (in particular Of
Mice and Men), and the American Dream.
 Students will make inferences and predictions
about possible themes in Of Mice and Men.

Homework:

Agenda:

John Steinbeck and Of Mice and Men
Bring some
sticky notes or
annotation tabs
to class
tomorrow
JOHN STEINBECK, OF MICE AND MEN, AND THE AMERICAN DREAM
While viewing the power point on John Steinbeck, his writing (in particular Of Mice and Men,
and the American Dream record main ideas and respond to the questions related to the following
topics.
John Steinbeck
In this column ask
any questions
about
information you
need clarified or
need to go back
to as well as what
you are
wondering about.
?
Biographical_____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Writing Influences
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
His Novels
___________________________________________________________________________
___________________________________________________________________________
Of Mice and Men
___________________________________________________________________________
___________________________________________________________________________
The American Dream
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Collective Conscious
___________________________________________________________________________
___________________________________________________________________________
Quick Write Questions
___________________________________________________________________________
___________________________________________________________________________
Predictions about themes and or conflicts based on information
above_____________________________________________________________________
___________________________________________________________________________
Due Today:
TUESDAY, SEPTEMBER 20, 2011



Walk-In: Have a seat and get comfortable.
Learning Objective:
 Students will select, apply, and self-monitor
their use of skills, strategies, such as asking
questions, forming predictions, tracking
themes and using words in context in order to
enhance our understanding of a novel.
Agenda:
Of Mice and Men Reading Log,
Bookmark, & Vocabulary Chart
 Of Mice and Men Chapter 1

Homework:
Finish reading
Chapter 1 and
complete your
reading
response
OF MICE AND MEN READING GROUPS

To form the groups you may create a group of
three people OR you can pair up with one other
person and find another pair to create a group of
four.
OF MICE AND MEN QUICK WRITES



Explain a time in your life when you felt
alienated and left out. Use specific details to
show what happened and how you felt.
Describe the importance of friendship. Then
describe your best friend and your
relationship. What does it provide for you?
What do you provide the relationship? How do
you deal with each other’s best and worst
qualities?
Explain a dream you have for your future.
What is your plan? How will you accomplish
this dream? Why is this dream so important to
you?
OF MICE AND MEN READING EXPECTATIONS
While reading you need to be annotating for the following:
Theme Subjects

S
= Stereotype

A
= Alienation

F
= Friendship

H/D
= Hopes or
Dreams
General Annotations
 !
= Important Event or New Character

?
= Question

*
= Vocab

P
= Prediction
OF MICE AND MEN AFTER READING EXPECTATIONS

Complete your Reading Response/Log

Complete your Vocabulary Chart with
Part of Speech (noun, verb, adjective, adverb)
 Sentence the word appears in with parenthetical
citation
 The correct definition of the word in context.

Due Today:
Reading Log #1
WED-THURS, SEPTEMBER 28-29, 2011

Walk-In: Take out Of Mice and Men, your reading log,
and the vocabulary chart.


Learning Objective:
 Students will discuss key events in the novel,
predictions, and practice using vocabulary in
their speech to enhance their understanding.
Agenda:
Of Mice and Men Ch 1 Discussion
 Of Mice and Men Quick Write

Homework:
Reading Log for
Chapter 2 and
Vocabulary Chart
OF MICE AND MEN CH 1 DISCUSSION

While discussing each question with your group, try to
incorporate our vocabulary words into your answer. When you
share out to the class, for each vocabulary word used you will
receive a point. Once a word is used twice for the day, you may
not use it again.
Chapter 1
 How would you describe the relationship between George and
Lennie? So far, do you feel that George is a good friend to
Lennie?
 In the novel, what does the narrator compare Lennie to?
 Why might Steinbeck describe the actions of Lennie’s hands?
 What do you think happened at their last job?
 Why does Lennie like George to tell the story of the ranch,
even though he already knows it by heart? Why does George
like telling the story?
 What does George say about migrant farm workers? How does
this relate to their dream?
 What might their conversations throughout the chapter
foreshadow?
GRAMMAR TERMINOLOGY


While following along with the power point, write
down the definition of the selected grammar
terms on the handout.
In your notebook write down specific examples of the terms
from the power point on one side and leave room for
examples from Of Mice and Men on the other side.
Examples from Power Point
Examples from Of Mice and Men
APPLYING GRAMMAR TERMINOLOGY TO OF MICE AND MEN
“They had walked in single file down the path, and even in the open one
stayed behind the other. Both were dressed in denim trousers and in denim
coats with brass buttons. Both wore black, shapeless hats and both carried
tight blanket rolls slung over their shoulders. The first man was small and
quick, dark of face, with restless eyes and sharp, strong features. Every part of
him was defined: small, strong hands, slender arms, a thin and bony nose.
Behind him walked his opposite, a huge man, shapeless of face, with large, pale
eyes, with wide, sloping shoulders; and he walked heavily, dragging his feet a
little, the way a bear drags his paws. His arms did not swing at his sides, but
hung loosely.
The first man stopped short in the clearing, and the follower nearly ran
over him. He took off his hat and wiped the sweat-band with his forefinger and
snapped the moisture off. His huge companion dropped his blankets and flung
himself down and drank from the surface of the green pool; drank with long
gulps, snorting into the water like a horse. The small man stepped nervously
beside him.
“Lennie!” he said sharply. “Lennie, for Gods’ sake don’t drink so much.”
Lennie continued to snort into the pool. The small man leaned over and shook
him by the shoulder. “Lennie. You gonna be sick like you was last night.”
Lennie dipped his whole head under, hat and all, and then he sat up on
the bank and his hat dripped down his blue coat and ran down his back. “Tha’s
good,” he said. “You drink some, George. You take a good big drink.” He smiled
happily.”
Due Today:
FRIDAY, SEPTEMBER 30, 2011
Chapter 2 Reading Lof

Walk-In: Take out Of Mice and Men, your chapter two

Learning Objective:
reading log, and your vocabulary chart.



Students will discuss key events in the novel,
predictions, and practice using vocabulary in their
speech to enhance their understanding.
Students will select, apply, and self-monitor their use of
skills, strategies, such as asking questions, forming
predictions, tracking themes and using words in context
in order to enhance our understanding of a novel.
Agenda:


Of Mice and Men Chapter 2
Of Mice and Men Chapter 3
Homework:
Read Chapter 3
and Complete
Reading Log
and Vocabulary
OF MICE AND MEN READING LOG
DISCUSSION

Divide these tasks up between your group.

Step 1: Share and explain your chapter title.

Step 2: Share your response paragraph.

Step 3: Share your predictions or questions.

Step 4: Share your quote that relates to one of
our theme subjects and explain.
OF MICE AND MEN CH 2 DISCUSSION

While discussing each question with your group, try to incorporate
our vocabulary words into your answer. When you share out to the
class, for each vocabulary word used you will receive a point. Once a
word is used twice for the day, you may not use it again.
Chapter 2
 When George asks why Whitey quit, what answer does the swamper,
Candy, give him?
 What does this seem to say about the men who work these ranches?
 How does Candy describe the boss, the owner of the ranch?
 Why is the boss suspicious of George?
 How does George explain Lennie’s lack of intelligence? What other lie
does he tell the boss about Lennie?
 Who is Curley, and what does it mean when Candy says he is
“Handy”? How does this word later prove “ironic”?
 Who is Crooks?
 What kind of person does Curley seem to be? How does George feel
about Curley?
 What does Lennie think of Curley’s wife? What does George think of
her?
 Who is Slim, and what impressions do we get of him?