Of+Mice+and+Men

__Of Mice and Men __ By [|John Steinbeck]


 * Focus standards: **
 * RL.11-12.1, **** RL.11-12.2, **** RL.11-12.6, **** RI.11-12.1, W.11-12.4, SL11-12.4, SL.11-12.5, L.11-12.6 **

Book covers: 

__** Activity 1: 'Quick Chairs' **__ [|Link to slideshow] This in-class activity will have students pick sides of controversial topics and debate the following claims: - Having friends fulfills our basic human needs. - Mentally challenged people don't contribute to society because they can't function like 'regular' people. - It is unnatural for people to have an emotional attachment to an animal. - The purpose of life is to strive for, an eventually reach, our goals and dreams. - Killing another human being is intolerable, and should always be punished.
 * SL.11-12.4 **
 * Learning Target - We will present information and supporting evidence, conveying a clear and distinct perspective, to the above mentioned questions in an organized Quick Chairs (abbreviated Philosophical Chairs discussion) Activity.**

__** Activity 2: Marking non-fiction article **__ .
 * RI.11-12.1 **
 * Learning Target - We will cite strong and thorough textual evidence to support analysis of what the text says explicitly by marking text and answering analysis discussion questions.**

__** Activity 3: **__ Chapter 1 Text - see for marking text and writing in the margins for chapter 1.
 * RI.11-12.1 **
 * Learning Target - We will cite strong and thorough textual evidence to support analysis of what the text says explicitly by marking text and answering analysis discussion questions for chapter 1.**

__** Activity 4: Group analysis of chapter 1 **__ Groups of 2-3 - You will be assigned 4 questions from the list below. 2 comprehension questions and 2 interpretation questions. Create a poster that includes the following: - Answers to your questions written in complete sentences - 2 pictures to represent your answers <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">- Brief analysis of the first chapter. This is not a summary! <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif; font-size: 19.5px;">1. In what part of the country does the novel take place? Time period? <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif; font-size: 19.5px;">2. List words that describe Lennie. <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif; font-size: 19.5px;">3. List words that describe George. <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif; font-size: 19.5px;">4. To what animal is Lennie compared? <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif; font-size: 19.5px;">5. To what animal would you compare George? Why? <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif; font-size: 19.5px;">6. Why were George and Lennie run out of Weed? <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif; font-size: 19.5px;">7. What things does Lennie do and say that make him like a child? <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif; font-size: 19.5px;">8. Where does George tell Lennie to hide if he gets in trouble? <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif; font-size: 19.5px;">1. How does Steinbeck convey Lennie's animal-like qualities? (#4 above) <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif; font-size: 19.5px;">2. Why does Steinbeck describe the actions of Lennie's hands (foreshadowing their importance)? <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif; font-size: 19.5px;">3. What is George's attitude toward Lennie in this section? Why does he stay with Lennie? <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif; font-size: 19.5px;">4. Explain the connection between Lennie's mouse and what happened in Weed. <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif; font-size: 19.5px;">5. Describe George's dreams in this section. <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif; font-size: 19.5px;">6. What suggests that the dream of the farm is unrealistic? <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif; font-size: 19.5px;">7. Give some examples of foreshadowing in this section. <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif; font-size: 19.5px;">8. George and Lennie are chasing the 'American Dream' throughout this book. For them, what is this dream?.
 * <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">Questions: **
 * <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif; font-size: 19.5px;">CHAPTER 1 **
 * <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif; font-size: 19.5px;">Comprehension **
 * <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif; font-size: 19.5px;">Interpretation **
 * SL.11-12.1 **
 * Learning Target - We will work collaboratively with small groups to create visual representations (posters) that propel conversations by posing and responding to questions that probe reasoning and evidence.**

__** Activity 5: **__ <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">Chapter 2 Text - see for marking text and answering discussion questions.
 * RI.11-12.1 **
 * Learning Target - We will cite strong and thorough textual evidence to support analysis of what the text says explicitly by marking text and answering analysis discussion questions for chapter 2.**

__** Activity 6: **__ <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">Choices for reading chapter 3: <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">Chapter 3 Text - see for marking text and answering discussion questions. <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">[|EdPuzzle.com] for reading chapter 3 and answering questions as you listen. Remember to login with Google to see the assignment for your class.
 * <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">or **
 * RI.11-12.1 **
 * Learning Target - We will cite strong and thorough textual evidence to support analysis of what the text says explicitly by marking text and answering analysis discussion questions for chapter 3.**

__** Activity 7: Using quotes to analyze emerging themes **__ <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">Groups of 2-3: <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">- Choose one of the following themes that has begun to emerge in the story: **1. isolation/lonliness, 2. friendship, 3. innocence, 4. visions of American, 5. women/femininity.** <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">- Find at least three quotes from the first three chapters that illustrate how this theme is emerging in the plot. One quote from chapter 1, one from chapter 2, and one from chapter 3. <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif; font-size: 19.5px;">- Create a multimedia presentation (Google Slides, Spark Video, Explain Everything) with the following:
 * Title slide with book title, author, your chosen theme, and everyone's name who is in the group
 * All 3 of your quotes with who said it.
 * How that quote ties into your chosen theme.
 * At least 3 visuals that represent your quotes or the themes.
 * RL.11-12.2 **
 * SL.11-12.5 **
 * Learning Target - We will work collaboratively with small groups to create multimedia presentations that demonstrate ability to identify and analyze emerging themes.**

__ ** Activity 8: ** __ <span style="background-color: #ffffff; font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">SAT vocabulary from the novel. Pick 10 of them and fill out for each. <span style="background-color: #ffffff; font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">*Note - Sentences should be created by you. Copying them from an online dictionary doesn't convey understanding. <span style="background-color: #ffffff; font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">Words: <span style="background-color: #ffffff; font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">*extra credit if you complete more than 10 words
 * <span style="background-color: #ffffff; font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">aloof, appraise, contemptuous, meager, rheumatism, rapt, bemuse, sullen, indignation, avert, jeer, tenement, woe, earnest, writhe, monotonous, belligerent, incumbent, recumbent, pantomime, laden, millify, pugnacious, complacent, muse **

__** Activity 9: **__ <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">Chapter 4 Text - see for marking text, writing in the margins, and discussion questions. <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">You'll need to put in Notability as a reference to help with writing in the margins.
 * RI.11-12.1 **
 * Learning Target - We will cite strong and thorough textual evidence to support analysis of what the text says explicitly by marking text and answering analysis discussion questions for chapter 4.**

__** Activity 10: **__ <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">Chapter 5 Text - see for marking text, writing in the margins and discussion questions.
 * RI.11-12.1 **
 * Learning Target - We will cite strong and thorough textual evidence to support analysis of what the text says explicitly by marking text and answering analysis discussion questions for chapter 5.**

__** Activity 11: **__ <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">Chapter 6 Text - see for marking text, writing in the margins and discussion questions.
 * RI.11-12.1 **
 * Learning Target - We will cite strong and thorough textual evidence to support analysis of what the text says explicitly by marking text and answering analysis discussion questions for chapter 6.**

__** Unit Final: 3 parts: **__ <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">Part 1: 30 multiple choice questions in Socrative. These will mostly deal with chapters 5 and 6, but there will be some questions dealing with themes throughout the whole book. (30 points)

<span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">Part 2: You will create a 10-question quiz using Costa's Level-2 and Level-3 questions. These questions can be created from any chapter in the novel. You will then partner up to give and take a classmate's quiz. (20 points - 10 for creating a quiz and 10 for taking a quiz)

<span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">Part 3: Essay - (50 points. See rubric at bottom of attachment for breakdown)

media type="youtube" key="BQtiStdDaYw" width="380" height="216" <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">- Chapter 1: 0:00-22:16 (scene at beginning gives background of events in Weed...later in book) <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">- Chapter 2: 22:16-43:29 (includes added scene with George and Curley's wife in the barn) <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">- Chapter 3: 43:29-1:07:52 <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">- Chapter 4: 1:07:52-1:19:35 <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">- Chapter 5: 1:19:35-1:37:26 <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">- Chapter 6: 1:37:26-end
 * 1992 Movie Trailer: **

__** Activity ?: **__ <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">[|Edpuzzle.com] - video and discussion questions for The Great Depression
 * Alternate Activities: **

__** Activity ?: **__ <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">Links for 'Riding The Rails: Hobo Kids During Great Depression' documentary [|here]. <span style="font-family: &#39;Palatino Linotype&#39;,&#39;Book Antiqua&#39;,Palatino,serif; font-size: 19.5px;">Lesson plan [|here]


 * [|Great Depression Era Art] **

<span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif;">What is empathy? Why is it an important human characteristic? <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif;">What is an individual’s duty to others? <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif;">What can the struggles of others teach us about ourselves?
 * <span style="font-family: Palatino Linotype,Book Antiqua,Palatino,serif;">Potential Essential Questions: **