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I. IntroductionA. 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.orgI 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.comI 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. BodyA. NYS Standards, Key Ideas, Instructional Objectives, and Means of

Assessing Each Objective/ Lesson Plan Sequence and OverviewDay NYS

StandardsLesson Topic/ Key Ideas

Instructional Objectives

Assessments

1 ELA 1.1; ELA 1.2; ELA 2.1; ELA 3.1; ELA 4.1

Setting:Students will characterize the setting of Of Mice and Men by describing pictures of the Great Depression, discussing facts about migrant farmers in the time period and beginning to read the novel together.

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.

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.

2 ELA 1.1; American Dream: TLW… I will assess whether

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-one-get-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.


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.


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.


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.


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 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.

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.


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.


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 self-evaluation 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 self-evaluated by listening to discussion about possible improvements to each argument and by collecting and reading the self-evaluation 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.

11-13

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

ObjectivesTLW…

- 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.

StandardsELA 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.

http://www.english.illinois.edu/MAPS/depression/photoessay.htm

- 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

ObjectivesTLW…

- 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.




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.


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

ObjectivesTLW…

- 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.

http://teacher.scholastic.com/lessonplans/americandream/posswords.pdf

http://teacher.scholastic.com/lessonplans/americandream/whysay.pdf

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 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.


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 Accommodations1. 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

ObjectivesTLW…

- 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.





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.


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 Accommodations1. 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

ObjectivesTLW…

- 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 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.


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 Accommodations1. 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 half-

sheet 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

ObjectivesTLW…

- 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.


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.




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 Accommodations1. 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

http://thisibelieve.org/theme/brotherhood-friendship/

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

ObjectivesTLW…

- 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.







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 Accommodations1. 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?

ObjectivesTLW…

- Understand the arguments for and against the killing of Lennie by listening and filling in the trial notes sheet as the trial proceeds.






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 Accommodations1. 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

ObjectivesTLW…

- 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.







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 self-evaluation sheets after the trial.

Self-Reflection

Introduction to Multiple Intelligence Projects

ObjectivesTLW…

- 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.


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.


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 Accommodations1. 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

ObjectivesTLW…

- 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.






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 Accommodations1. 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 1Word:Sentence from book:

Definition:

Original sentence:

Word:Sentence from book:

Definition:

Original sentence:


Definition:

Original sentence:


Definition:

Original sentence:


Definition:

Original sentence:


Definition:

Original sentence:


Definition:

Original sentence:


Definition:

Original sentence:


Definition:

Original sentence:


Definition:

Original sentence:


Definition:

Original sentence:


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.

LennieDirect Characterization: Pg. #___

Indirect Characterization: Pg. #___

GeorgeDirect Characterization: Pg. #___

Indirect Characterization: Pg. #___

Name_____________________

Of Mice and MenMid-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 CharactersLoneliness: 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…

Is lonelybecause…

LENNIE

Is lonely when…

Is lonelybecause…

CURLEY’SWIFE

Is lonely when…

Is lonelybecause…

CROOKS

Is lonely when…

Is lonelybecause…

CANDY

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 TrialTime 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.


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.


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

Notable Arguments:

1.

2.

3.

Defense

Notable Arguments:

1.

2.

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 characters2. 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 4 th : Complete Proposal Form and Schedule Contract and show it to Ms. Bickford before I leave class.

Saturday, December 5 th and Sunday, December 6 th :

Monday, December 7 th :

Tuesday, December 8 th :

Wednesday, December 9 th :

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: ________________________

Excellent Good Needs Improvement

Poor/ Incomplete

Completeness The student has fully completed all parts of the chosen assignment as outlined in the project description. (5 points)

The student did not fully complete one item in the project description.

(4 points)

The student did not fully complete two items in the project description.

(3 points)

The student did not fully complete more than two items in the project description.

(2-0 points)Grammar and Neatness

Project is either typed or otherwise fully legible with no grammatical errors that impede comprehension. (5 points)

Project is mostly legible with less than 3 grammatical errors to do not impede overall comprehension.

(4 points)

Project is either unreadable in at least one place or contains 3 or more grammatical errors. (3 points)

Project is unreadable in more than one place or contains significant grammatical errors.(2-0 points)

Understanding of the Literature

Project of choice demonstrates a full and complete understanding of the literature.

(10 points)

Project demonstrates a good understanding of the literature.

(7 points)

Project demonstrates only a partial understanding of the literature with minimal detail.

(4 points)

Project demonstrates an inadequate or incorrect understanding of the literature with no details.

(1-0 points)Creativity/ Time Management

Exceptional creativity and ability to stick to the proposed schedule are easily apparent when viewing the project.

(5 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.

(3 points)

Little to no creativity and ability to stick to the schedule are apparent when viewing the project.

(2-0 points)

IV. 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.

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