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Lesson Plan for Honors 10 Thursday, September 20th: [90 mins.

] Plan type: X Full-Detail ___ Summary Critical Learning Objectives: SWBAT: COGNITIVE (know/understand) 1. Students will know the components of an essay 2. Students will understand the concept of a paragraph and how it should be constructed. 3. Students will value the function of adjectives AFFECTIVE (feel/value) 4. Students will value how peer review sessions can improve the quality of their essays PERFORMANCE (do) 5. Students will be able to give and receive feedback for their essays through peer review sessions 6. Students will be able to discuss the migrant farm worker article as a class, as well as in small groups 7. Students will be able to a grammar quiz on adjectives SOLs: [List with numbers portrayed in the SOL document]
10.7 The student will develop a variety of writing, with an emphasis on exposition. e) Revise writing for clarity of content and presentation. f) Proofread and prepare final product for intended audience and purpose. 10.9 The student will critique professional and peer writing. a) Analyze the writing of others. c) Suggest how writing might be improved.

Procedures/Instructional Strategies [Explanatory Note: Words appearing in italics represent what I would actually say to students.] Beginning Room Arrangement: [Changes in this arrangement that become necessary later will be noted.] I have implemented a new seating chart. I told them that I will not let them complain, but I will let them come to me after one entire week of this arrangement, if they absolutely deem it necessary to switch seats. As of Monday, they seem to be okay with this arrangement. I. Bridge [10 mins.]

Announcements (on television screen) (3 minutes) To introduce the historical background of the next units text, Of Mice and Men, I am going to ask the students to do a KWL that we will later return to. Today we will be working on our rough drafts for The Metamorphosis, but as I said last class, we are also going to start our next unit. To prepare for this unit, I would like you to take out a sheet of paper and make three columns. On the top of each column, please write the following questions. Afterwards, I will give you five minutes to fill out the first two columns. Make sure you keep this sheet for later use. KWL What do you think you know about the Great Depression? What do you want to know about the Great Depression? What did you learn about the Great Depression? II. Steps [ 70 mins.] [ 10 mins.] 1) Grammar Quiz Review the following: What are adjectives? [SR: adjectives modify nouns or pronouns. They describe or give more specific information about the meaning of the nouns they modify. Adjectives tell what kind, which one, how many, or how much.] What are articles? [SR: Articles are the most common adjectives.] What are indefinite articles? [SR: Indefinite articles (a and an) refer to unspecified members of groups of people, places, things, or ideas.] What are proper adjectives? [SR: they are formed from proper nouns. They are capitalized and often end with an n, -an, -ian, -ese, or ish. Examples: Chinese, Spanish, French etc.] Does anyone have any questions? Now, we will be taking a quiz on adjectives. Please clear your desks. [ 45 mins.] 2) Peer Review for Drafts Now I would like you to take out your rough drafts for The Metamorphosis. How was the drafting process? (Check in on students progress by listening to their comments. I will determine how much time to give them/if I should either strongly recommend them to come to CHAT or whether they are require to come to me during CHAT) 2

Please break into the same pairs from last class. You should have your outline and rough draft out for them to proofread, using the Peer Review Checklist that I am passing out. The checklist is very clear, but please raise your hand if you have any questions. This is the last peer review session that you will have before your essay is due on Friday, so use this time wisely! I want you all to first silently read each others drafts and then fill out the checklist before discussing it with your peer. I will also pass around a sheet that you can fill out to make a writing appointment with me during chat. Since I will be available during chat on Wednesday and Thursday, I will be walking around the room to answer general questions only. I will also use this time to pass out the graded assignments from last week. During the peer review time, I expect students to be working in pairs, first silently reading their peers drafts, then filling out the sheet. Afterwards, they are to discuss their reasons for marking a checklist a certain way. If they finish early, I will encourage them to start on their final draft. [15 mins.] 3) Discussion on migrant farm worker article, Cross-cultural Medicine: A Decade Later Great job with the peer review session. I hope that you all got some good feedback. Again, there is long lunch both today and tomorrow, so PLEASE SEE ME if you care about doing well on your paper. Make sure that you have signed your name as well as what time youre free on this sheet. Now, we will be discussing the article that was due for today. In your table groups, I want you to discuss the following questions, which I will post on the board: 1) What are some things about this article that surprised you? (SR: the harsh living conditions of farm workers) 2) What did you previously know about migrant farm workers? 3) What factors led to there being so many migrant farm workers in the United States? (SR: not making enough money back home, the Bracero Program, fruit and vegetable crops that are resistant to mechanization) 4) What does this article say about migrant workers and their health and safety? (migrant workers dont go to hospitals, Pedro gets his thumb injured and gets fired, they are not aware of free clinics and Medicare/Medicaid.) I will project these questions onto the board. The students will discuss these questions with their tablemates. Afterwards, we will discuss these questions as a class, so each group must be prepared to answer.

III.

Closure [5 mins.]

Good job today, class. Please remember that on Friday, I expect you to turn in your final draft of your essay, the rough draft, and the outline. Please do not email me these documents unless you are sick and unable to come. Now we have a couple minutes, so if there are any questions about the upcoming deadlines, now is the time to ask. Materials Needed: Adj. grammar quiz hand out Peer review handout Methods of assessment: The peer review checklist will indicate how the students are progressing in their drafts. The Adjectives quiz will help me assess whether they understand the role of an adjective in a sentence. The group discussion will help me assess whether they understand the conditions of a migrant farm worker/if they read the assigned article. Differentiated instruction to accommodate one or more profiled students: There are a couple of students who are especially stressed about the upcoming essay that is due on Friday, so I will intentionally check in with them and see how things are going. In retrospect: [Note: This is where I will make reflective notes AFTER the lesson is taught.] I think the peer review session went much better this time around. The students were very engaged with each others drafts and asked very thoughtful questions about the peer review sheet, indicating to me that they want to invest time in this essay. The seating arrangement is working well for the most part, although there are a few students who tend to chatter. I talked to them gently but firmly (after catching them talking about shoes instead of their drafts), and they nodded and resumed with their work. The writing conferences that I held during CHAT (extended lunch) were so helpful and efficient! Note to self: five minutes may not seem like much, but that one-on-one interaction is extremely useful. I love when they come confused and leave with confidence in potential of what their essay can be. I really want to focus on thesis statements for the upcoming essays, so that they can refine this skill. Materials Appendix: (e.g., supplementary texts, overheads, powerpoints, handouts, etc.) (Adjective sheet uploaded in Honors folder) (Migrant farmer article uploaded in Honors folder)

Peer Review Avoid deductions for mechanics and format!!


Authors name _________________________ Editors name __________________________ Did the author use: yes no needs work
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 1-inch margins, 12-pt font paragraph indentations (five spaces) word processed or typed, double spaced correct quote punctuation and page number. Ex: quote (71). literary present (L&G walk to..., not L&G walked to...) a unique (and unpunctuated) title page numbers on each page

Circle any uses of: first person (I) or second person pronounyou and your abbreviations contractions (cant) symbols for words (&, w/o) slang (cuz, cause, gonna, coulda, should of) So, And or Then to start a sentence repetitive vocabulary (saying displays, shows lonely/loneliness over and over) words like a lot, etc., really, very, thing, it, there are, there is bad diction, like in conclusion, seems, or this quote shows be verbs (be, is, am, are was, were, been, being)

Proofread for: ___ fragments and run-ons (and run-ons due to missing punctuation) ___ capitalization and punctuation ___ spelling errors (dictionaries are best; be careful with spell check) Essay Structure: Intro: Strong opener? _________ Is the author and title given? _________ Proper background info? _________ Are the thesis and method clear? _________

Body paragraphs: Are there topic sentences? ________ Are there clear supports with transitions? ______ Is there a quotation for one of the supports? _____ Does the support precede the quote? __________ Is there a completely couched quote? ________ Is the quote documented correctly? __________ Is there a clincher? __________ Conclusion paragraph: Is there a restatement of the thesis? _________ Is there a summation of ideas? ________ Is there Food for Thought? ______ Any suggestions for the author? Write them here... (must include 2 suggestions) Lesson Plan for Honors 10 Friday, September 28th: [90 mins.] Plan type: X Full-Detail ___ Summary Critical Learning Objectives: SWBAT: COGNITIVE (know/understand) 4. Students will know the key steps to researching a topic AFFECTIVE (feel/value) 6. Students will value the resources available at a library PERFORMANCE (do) 9. Students will learn how to use library resources 10. Students will work in groups to develop their project idea and turn in a proposal SOLs: [List with numbers portrayed in the SOL document] 10.1 The student will participate in and report on small-group learning activities. a) Assume responsibility for specific group tasks. b) Participate in the preparation of an outline or summary of the group activity. Procedures/Instructional Strategies [Explanatory Note: Words appearing in italics represent what I would actually say to students.] Beginning Room Arrangement: 6

[Changes in this arrangement that become necessary later will be noted.] NOTE: During this class period, the students will migrate to the downstairs media center after they take their Word Power quiz and I give the introduction to the group project. I. Bridge [15 mins.] Announcements (on television screen) (3 minutes) Warm up task Good morning, class! Today we have some fun tasks lined up for us. But first, lets spend the first five or seven minutes finishing up our discussion on migrant farm workers. I will project the questions from yesterday onto the screen, and I would like for us to discuss them as a class. 1) What are some things about this article that surprised you? (SR: the harsh living conditions of farm workers) 2) What did you previously know about migrant farm workers? 3) What factors led to there being so many migrant farm workers in the United States? (SR: not making enough money back home, the Bracero Program, fruit and vegetable crops that are resistant to mechanization) 4) What does this article say about migrant workers and their health and safety? (migrant workers dont go to hospitals, Pedro gets his thumb injured and gets fired, they are not aware of free clinics and Medicare/Medicaid.) Now that we know a little bit about a migrant farm workers life, we are getting closer to familiarizing ourselves with the context of our next text, Of Mice and Men. After our Word Power quiz, we are going to have the chance to unveil even more background information about this text before actually delving into it. Sound good? [SR: Yessss] II. Steps [ 75 mins.] [ 15 mins.] 1) Word Power Quiz Please clear your desks as I hand out your Word Power Quiz. You will have fifteen minutes to complete this quiz. Also, at this time, if you have your corrected Word Power Quiz 22, then please hand it to me before taking this quiz. Good luck! I will give a two minute warning before collecting them. [ 10 mins.] 2) Introduction to the group project Pass out handout to students, which has all the information

For the next several classes, we will be working on group projects to better grasp and comprehend the world of Steinbeck, and therefore better understand his works. Each group will become an expert in a specific area of Steinbecks background and teach the class. Explain the procedure: Procedure 1. Each group will be assigned a topic to research. 2. Do some preliminary research to decide how you will divide your topic into effective subtopics for each member of the group. Confirm your subtopic selections with Ms. Chang. 3. Do the research and become an expert in your topic. Your group will be responsible for teaching the class! Make sure to cite your information as you collect it. 4. Create a 6-paneled brochure to be distributed to your classmates. Each member should be responsible for a subtopic panel. You must prepare enough copies of the brochure for your classmates. (There are 25 people in our class!) If you would like me to photocopy (only in black and white), you must provide me with an original TWO DAYS prior to your presentation date. 5. Design a PowerPoint presentation as a group. Each member should have at least one slide to present his/her information. Slides should be visually appealing and enhancing your verbal presentation, not filled with typed information! PowerPoint presentations should range between 6 8 minutes. Your presentation should be accessible via FLASHDRIVE. (Make sure to also have a backup in case!) I would like to remind you that this is not only an academic research project, but it is also a chance for me to get to know how well you work in a group. In fact, I think its important that we set up some ground rules for work in groups. Can anyone give me one? [SR: respecting each others opinions, making sure that each person is doing his/her part, not being distracting, not being bossy] Okay, great, those are some good things to keep in mind while we work in groups. At the end of this project, we will be able to reflect on our group behavior both collectively and individually, so please be mindful that this conversation is not over yet I would like you discuss what topic you would like your table group to cover. I will give you three minutes to discuss this. Lets go to the library now! Please be quiet as you walk through the halls. Remember, I expect that as mature 10th graders, you will be able to behave in a calm and concentrated way while we are there. [50 mins.] 3) Library

At this time, the school librarian will give the students a talk on using library resources. Then, she will provide them with a cart full of related books and articles for them to use for their research projects. For the rest of class time, they will use the computers and print materials to compile information about their research project. During this time, I will be walking around helping them develop their ideas. The students will be working in groups, so talking will be allowed, but I will carefully monitor the content of their discussion to make sure that they dont go off task. They will be writing their information on word documents that they could later email to themselves or on notebook paper. I will be checking to make sure that they are writing their information rather than just sifting through it mentally.

III.

Closure [5 mins.] Great job today, class! Make sure that you continue your research over the weekend if needed. We will continue this project on Tuesday. Also, remember to do your TOTL log! Okay, have a great weekend--

Materials Needed: Media lab Handouts WP Quiz Methods of assessment: The WP Quiz will help me assess whether they are understanding the words for this week. The group project handout (the portion that they need to turn in with group member names and sub topics) will help me assess whether they are working well together, as well as whether they understand the projects guidelines. Differentiated instruction to accommodate one or more profiled students: While most of the students have demonstrated that they enjoy working in groups, one particularly shy student has told me that he prefers to do work on his own. But since working in groups is a very important skill for him to develop, I will encourage him to take this opportunity to take initiative in his group. I will be checking in on his group more regularly to make sure that he is okay (he has a tendency to cry when things get too stressful). In retrospect: [Note: This is where I will make reflective notes AFTER the lesson is taught.] This class went very well as a wholemost of the students turned in their

essays/drafts/outlines, and we transitioned into the next unit very nicely. The trip to the library was productive and the students are working nicely within their groups. One problem: one of my students does not turn in work (!) My CI and I have tried contacting his parents, talked to him in person multiple times, etc. I told him that his essay needed to be turned in by 9 pm to me via email (since he didnt do it on time), and he did not send anything to me. I am trying to figure out what would be the most effective way for him to develop some motivation. At this point I do not want to threaten him, but rather spend time out of class to focus on his work together. Materials Appendix: (e.g., supplementary texts, overheads, powerpoints, handouts, etc.) (Adjective worksheet uploaded in Resources folder)

Of Mice and Men by John Steinbeck Building Background Group Project


Goal : To better grasp and comprehend the world of Steinbeck, and therefore better understand his works. To become an expert in a specific area of Steinbecks background and teach the class. Procedure 6. Each group will be assigned a topic to research. 7. Do some preliminary research to decide how you will divide your topic into effective subtopics for each member of the group. Confirm your subtopic selections with Ms. Chang. 8. Do the research and become an expert in your topic. Your group will be responsible for teaching the class! Make sure to cite your information as you collect it. 9. Create a 6-paneled brochure to be distributed to your classmates. Each member should be responsible for a subtopic panel. You must prepare enough copies of the brochure for your classmates. (There are 25 people in our class!) If you would like me to photocopy (only in black and white), you must provide me with an original TWO DAYS prior to your presentation date. 10. Design a PowerPoint presentation as a group. Each member should have at least one slide to present his/her information. Slides should be visually appealing and enhancing your verbal presentation, not filled with typed information! PowerPoint presentations should range between 6 8 minutes. Your presentation should be accessible via FLASHDRIVE. (Make sure to also have a backup in case!)

Side 1 (outside) of your brochure

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Subtopic 4

Works Cited And creative back of the brochure

Cover creatively present your groups subject (group member names)

Side -2 (inside) of your brochure Subtopic 1 Subtopic 2 Subtopic 3

Timeline: You will be given three days to work in the library. In order to make your time as a GROUP effective, you MUST be working on your individual research at home. Friday 9/28 LIBRARY Begin your research Homework: Continue your research at home! Tuesday 10/2 LIBRARY Begin compiling your information into a PowerPoint presentation. Thursday 10/4 LIBRARY Last day to work together as a group! Create your brochure. Rehearse your presentation and make sure all aspects of your presentation, including any visual/audio portion, stay within the timeframe. Monday 10/8 Presentations begin Topics:

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1) 2) 3) 4)

Steinbecks life Life, Cost of living, and Culture of the 1930s The Great Depression The New Deal Banned Books (Of Mice and Men and the Grapes of Wrath used to be on the banned books list!) 5) The Dust Bowl 6) U.S. Route 66 7) Weedpatch Camp

Our Group Members: 1) 2) 3) 4) Our Topic: _____________________________________________________ Our Presentation Date: ______________________ Our Subtopics, approved by Ms. Chang: 1) 2) 3) 4)

GRADING RUBRIC CRITERIA: An excellent A group project will meet the following criteria: *Individual grade 20 pts + Group grade 40 pts = 60 total points possible Individual contribution (out of 10 points) Individual Presentation/ Preparation group members have worked cooperatively work is evenly distributed in-class work time has been used effectively presenters are prepared and present presenter is knowledgeable and well informed of

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(out of 10 points)

Group Brochure (out of 20 points)

Group PowerPoint (out of 20 points)

his/her topic presentation is well-rehearsed presenter is confident and poised eye-contact and smooth delivery, not reading Brochure is inventive, original, and visually appealing Brochure has no distracting errors, corrections, or spelling/grammar mistakes information is accurate and cited content is well-composed PPT is visually appealing and enhances the presentation PPT is not overloaded with information; viewer friendly PPT is NOT simply redundant information from the brochure PPT has no visible or distracting errors information is accurate Group is prepared and ready to present

Please DETATCH " this bottom portion with Name/Subtopic portion filled out. Hand this in to Ms. Chang by the end of class on Friday 9/28.
Group members Name/Subtopic Individual contribution Presentation/ Preparation Group Brochure Group PowerPoint Total Score out of 60

"--------------------------------------------------------------------

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OUR GROUPS TOPIC IS _________________________________


Lesson Plan for Honors 10 Tuesday, October 2nd: [90 mins.] Plan type: X Full-Detail ___ Summary Critical Learning Objectives: SWBAT: COGNITIVE (know/understand) 5. Students will know the key steps to researching a topic AFFECTIVE (feel/value) 6. Students will value the resources available at a library PERFORMANCE (do) 11. Students will learn how to use library resources 12. Students will work in groups to develop their project idea by creating a Powerpoint presentation 13. Students will take a pop quiz to demonstrate that they are keeping up with the reading installments of A Tale of Two Cities SOLs: [List with numbers portrayed in the SOL document] 10.1 The student will participate in and report on small-group learning activities. a) Assume responsibility for specific group tasks. b) Participate in the preparation of an outline or summary of the group activity. Procedures/Instructional Strategies [Explanatory Note: Words appearing in italics represent what I would actually say to students.] Beginning Room Arrangement: [Changes in this arrangement that become necessary later will be noted.] I. Bridge [15 mins.] Announcements (on television screen) (3 minutes) Warm up task Powerpoint practice activity We are going to be working with Powerpoint today, so as a warm-up activity, I want you to take out a sheet of paper and create a slide that you would use to explain high school to an 8th grader. Keep in mind that a good Powerpoint presentation will include main points and maybe one or two visuals. We will share these in class.

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I expect students to at first be confused about the assignment, but I will model it on the board with the following bullets (using a different example): Ten Grade Honors Grading Scale: -Written assignments -Group work -Vocabulary -Reading comprehension Would anyone like to share what they put on their slide [SR: High school is: -four years -lots of work -clubs, sports, dances -preparing for college] Great job. We will be able to put this into practice after our pop quiz. II. Steps [ 75 mins.] [ 15 mins.] 1) Tale of Two Cities Pop Quiz I hope you all have been doing your reading. Today we will have a pop quiz so please take out a sheet of paper and number it from 1-5 1) What building is near Tellsons bank? Temple Bar 2) What is natures remedy for all things? Death 3) Who is the odd-job-man at Tellsons? Jerry Cruncher 4) Why is Charles Darnay being accused in court? Traitor to the king and assisting Lewis the French King 5) Why were herbs and vinegar distributed throughout the court room? As a precaution against goal air and goal fever Please remember that the next TOTC installment is due next Monday. We have a lot of tasks to get done before then, so I suggest that you complete this assignment ahead of time. [ 35 mins.] 2) Of Mice and Men research project The majority of this class period will be spent at the media center. Each group will have the opportunity to compile their notes and create a Powerpoint presentation. (At the media center) So, now that each member of your respective groups has done research for the assigned 15

topic, we are going to have the chance to share findings. I want you to spend the next ten minutes simply conversing about what you each found during your research. I will be walking around checking in during this time as well. Now that you have all exchanged findings, this is the time where you can compile your notes into one smooth, cohesive presentation. During the rest of this period, I want you to work on some Powerpoint slides that will help you execute an amazing presentation next Monday. The directions that I will reiterate: Design a PowerPoint presentation as a group. Each member should have at least one slide to present his/her information. Slides should be visually appealing and enhancing your verbal presentation, not filled with typed information! PowerPoint presentations should range between 6 8 minutes. Your presentation should be accessible via FLASHDRIVE. (Make sure to also have a backup in case!) If students have trouble with the Powerpoint program, I will give them a basic tutorial which will help them complete the project. During this time, I expect students to be collaborating with their group members. They may use Google Images to find material for their presentations. If they finish early, then I will allow them to start their brochures. III. Closure [5 mins.]

Good job today, class. Your presentations look very nice and well-prepared. For homework, please communicate with your group members about the brochure that needs to be finished by the end of class time next time. Have a great afternoon, everyone! Materials Needed: Computers Methods of assessment: The pop quiz will help me assess whether the students are carefully and completely reading the TOTC installments Walking by students during group work will help me assess whether each member is contributing and absorbing information effectively. Differentiated instruction to accommodate one or more profiled students: While most of the students have demonstrated that they enjoy working in groups, one 16

particularly shy student has told me that he prefers to do work on his own. But since working in groups is a very important skill for him to develop, I will encourage him to take this opportunity to take initiative in his group. I will be checking in on his group more regularly to make sure that he is okay (he has a tendency to cry when things get too stressful). In retrospect: [Note: This is where I will make reflective notes AFTER the lesson is taught.] The group projects are going well. Kendrick is probably going to be moved to the Standard English class. I wish that he decides to stay, but my CI thinks that it might be better for him to switch, so I will go along with whatever decision is made. I am continuing to grade essays for The Metamorphosis. For the most part, the students are getting low As and high Bs. My CI modeled his grading process to me which helped me to grade fairly. We reviewed some of the essays together, and he said that I did a good job. Yay! Materials Appendix: (e.g., supplementary texts, overheads, powerpoints, handouts, etc.) (Adjective worksheet uploaded in Resources folder) Lesson Plan for Honors 10 Thursday, October 4th: [90 mins.] Plan type: X Full-Detail ___ Summary Critical Learning Objectives: SWBAT: COGNITIVE (know/understand) 6. Students will know the key steps to researching a topic AFFECTIVE (feel/value) 2. Students will value the resources available at a library PERFORMANCE (do) 3. Students will learn how to use library resources 4. Students will work in groups to develop their project idea by creating a brochure which will be used for the presentation 5. Students will take a vocabulary quiz to demonstrate that they are keeping up with Word Power SOLs: [List with numbers portrayed in the SOL document] 10.1 The student will participate in and report on small-group learning activities. a) Assume responsibility for specific group tasks. 17

b) Participate in the preparation of an outline or summary of the group activity. Procedures/Instructional Strategies [Explanatory Note: Words appearing in italics represent what I would actually say to students.] Beginning Room Arrangement: [Changes in this arrangement that become necessary later will be noted.] At the start of class, the students will be at their normal seating assignments, but for the group projects, we will migrate to the media center lab room (which has Dell desktop computers for their use). The room is arranged with tables lining the walls, which is helpful for me to observe the students and make sure that they stay on task instead of using the computers for other things. I. Bridge [15 mins.] Announcements (on television screen) (3 minutes) Powerpoint practice activity (NOTE: we did not have time for this activity during our last class, so I will use it to help the students keep in mind how to make effective slides as they revise/finalize their Powerpoint presentations.) As a warm-up activity, I want you to take out a sheet of paper and create a pretend Powerpoint slide that you would use to explain high school to an 8th grader. Keep in mind that a good Powerpoint presentation will include main points and maybe one or two visuals. We will share these in class. I expect students toat first be confused about the assignment, but I will model it on the board with the following bullets (using a different example): Ten Grade Honors Grading Scale: -Written assignments 50% -Group work 15% -Vocabulary 15% -Reading comprehension 20% If I were actually using this slide to give a presentation to your parents about the grading scale for this class, then I wouldnt write what I would say word-for-word, but rather highlight the main categories, which I will describe in more detail in my speech. You will have 6-7 minutes to create your slides. If you have any questions or need any tips, please raise your hand and I will come to you. Be thinking about how your slide would benefit the oral aspect of your presentation. Would anyone like to share what they put on their slide [SR: High school is: 18

-four years -lots of work -clubs, sports, dances -preparing for college] Okay, this is good. I like how people used key phrases in their slides instead of loading on information or writing a script of what they would say orally. Keep these things in mind as you finalize your Powerpoint presentations today. II. Steps [ 70 mins.] [ 15 mins.] 1) Word Power Quiz Okay class, please clear your desks for the Word Power Quiz. You will have ten minutes to complete this quiz. I have seen much improvement in your Word Power gradesso I look forward to grading these! [ 55 mins.] 2) Group Research Projects During this time, students will finish brochures and Powerpoint presentations. (After we get to the media center) Class, this is your last class period to complete your group project. Please remember that Monday is the presentation day. You can use this time to finalize your Powerpoint, work on your brochures, and practice your presentations as a group. If you do not finish the project by class today, then I strongly advise you to meet with your group either during chat right after this class, Friday lunch, or over the weekend. If you work diligently though, it is possible to finish the project by today. A few reminders: -Make sure to email me the Powerpoint presentation by Monday before the start of class; ALSO bring a usb drive with the Powerpoint file. -If you want me to make copies of the brochure, make sure to email me a copy by the end of school on Friday. If not, I expect that your group will take care of the copies (make 26) Directions that I will reiterate: Create a 6-paneled brochure to be distributed to your classmates. Each member should be responsible for a subtopic panel. You must prepare enough copies of the brochure for your classmates. (There are 25 people in our class!) If you would like me to photocopy

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(only in black and white), you must provide me with an original TWO DAYS prior (This Friday by the end of class!) to your presentation date.

Side 1 (outside) of your brochure Subtopic 4 Works Cited And creative back of the brochure Cover creatively present your groups subject (group member names)

Side -2 (inside) of your brochure Subtopic 1 Subtopic 2 Subtopic 3

III.

Closure [5 mins.]

I am so excited for these presentations on Monday! Remember, if your was not able to finish the Powerpoint slides or the brochure, you are highly advised to work on it during CHAT time. See you all on Monday! Materials Needed:

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Word Power quizzes Computers in the media center Methods of assessment: The Word Power quizzes will help me assess whether the students are grasping the concepts and meanings behind the vocabulary words. Differentiated instruction to accommodate one or more profiled students: One of my students, Kendrick, has recently switched out of this class to the standard level English class. Because he was a part of a group, I will talk to the three other members and check in on how they are rearranging their project assignments due to his departure. I will give them the option of leaving one of the brochure panels blank or filling it with some images related to their topic. In retrospect: [Note: This is where I will make reflective notes AFTER the lesson is taught.] The projects are going really well for the most part. The group with three people was very understanding and calm about the departure of Kendrick, and I look forward to their presentation. Some groups have already started emailing me their presentations, and they look very good. One thing that I am going to start doing: writing down missed assignments/late work in a notebook so that I wont forget to remind these students about tasks that they need to get done. My CI helpfully gave me a notebook that he uses to keep track of such things. Materials Appendix: (e.g., supplementary texts, overheads, powerpoints, handouts, etc.) (Adjective worksheet uploaded in Resources folder) Lesson Plan for Honors 10 Monday, October 8th: [64 mins.] Plan type: X Full-Detail ___ Summary Note: this class period is only 64 minutes instead of the normal 90 minutes because the students will be taking a Peer Support Survey (for bullying prevention) in the media center after lunch. All students are required to take this survey. Critical Learning Objectives: SWBAT: COGNITIVE (know/understand)

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7. Students will know the key components to presenting a topic AFFECTIVE (feel/value) 2. Students will value the background information of a literary work. PERFORMANCE (do) 3. Students will work in groups to present a topic related to Of Mice and Men 6. Students will take SOLs: [List with numbers portrayed in the SOL document] 10.1 The student will participate in and report on small-group learning activities. a) Assume responsibility for specific group tasks. b) Participate in the preparation of an outline or summary of the group activity. Procedures/Instructional Strategies [Explanatory Note: Words appearing in italics represent what I would actually say to students.] Beginning Room Arrangement: [Changes in this arrangement that become necessary later will be noted.] Since the groups were assigned by seating assignment, it will hopefully be less hectic when they go up to present. I. Bridge [10 mins.] Announcements (on television screen) (3 minutes) During this time, I will also be collecting their reading logs for the TOTC installment. I will also pass out a guide to some slang, allusions, and idioms in OMAM that will help them in their reading. [ 5 mins.] 1) Passing out The Metamorphosis essays During this time, I will go over some of the common errors that the students made in the papers. Note: some of the students did not do very well; I will not pass out those papers to avoid awkwardness. Instead, I will let them know that they can pick up the papers after class, when I can talk to them in person about how we can improve their writing. So, as you might have seen on the portal last Friday, I finished grading your essays last week as I promised. I have the actual papers for you today. Some of you did quite well, 22

others not so well. Remember, this writing is a huge part of your grade. But also keep in mind that there will be more writing assignments. So if you didnt do so well on this one, remember that there are lots of opportunities to improve in the future. I would definitely recommend you coming to me during CHAT so that you will have a better idea of how to write your paper in the future. There were some common trends on the essay that I will briefly mention: -Quotes: Dont use more than one line of a quote at a time. Dont begin a sentence with a quote. Dont end a paragraph with a quote; you need to explain why youre using it. -Times New Roman, font size 12 -(345). demonstrate on whiteboard that this is how you are supposed to do in-text citations -Present tense -Run-ons -The Metamorphosis not The Metamorphosis -Use parenthesis very sparingly -1 Margins -Mention the name of the work before thesis statement Those of you who did not get your papers back, please see me after class. Please feel free to arrange a CHAT time with me if you want to go over your paper. Together we can develop a checklist of blind spots to avoid in the future. And trust me, a checklist like this will really improve your next essay (which is coming up!) II. Steps [ 54 mins.] [ 5 mins.] 3) Presentation Guidelines Im so excited about the presentations today! I have placed a number on your table group, which indicates in what order each group will present. Because you know which number you have, I expect your group to be ready to go after the group before them as finished. I will be in the back with a timer. Remember that your presentation should last 6-8 minutes. At the 5 minute mark, I will hold up a sign. This sign will indicate to your group that you have 1-2 minutes to wrap things up. For those of you who are watching the presentations, make sure to pay attention. At the end of this unit, there will be a comprehensive exam, and the material covered in these presentations can certainly show up in some of the questions. If I see that a particular group is not paying attention/chatting/doing other work, then I will deduct points off of that groups grade. The presentations look really good, though, so I hope that you all find them very interesting.

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I will highlight some of the rubrics criteria so that they keep in mind that these presentations need to be done well without goofing off. Any questions? [I dont expect the students to have questions because weve gone over this presentation day several times in the past week] Okay lets begin. Group 1? [ 49 mins.] 2) Group Presentations

GRADING RUBRIC CRITERIA: An excellent A group project will meet the following criteria: *Individual grade 20 pts + Group grade 40 pts = 60 total points possible Individual contribution (out of 10 points) Individual Presentation/ Preparation (out of 10 points) group members have worked cooperatively work is evenly distributed in-class work time has been used effectively presenters are prepared and present presenter is knowledgeable and well informed of his/her topic presentation is well-rehearsed presenter is confident and poised eye-contact and smooth delivery, not reading Brochure is inventive, original, and visually appealing Brochure has no distracting errors, corrections, or spelling/grammar mistakes information is accurate and cited content is well-composed PPT is visually appealing and enhances the presentation PPT is not overloaded with information; viewer friendly PPT is NOT simply redundant information from the brochure PPT has no visible or distracting errors information is accurate Group is prepared and ready to present

Group Brochure (out of 20 points)

Group PowerPoint (out of 20 points)

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OUR GROUPS TOPIC IS _________________________________


Group members Name/Subtopic Individual contribution Presentation/ Preparation Group Brochure Group PowerPoint Total Score out of 60

III. Wow!

Closure [1 mins.]

I was so impressed today by your presentations. (NOTE: If we dont finish the presentations in time, then I would announce that we would finish them first thing on Wednesday). I expect you to have read up to page 65 by Wednesday, so please be ready to discuss the material. Have a good day-Materials Needed: 5 minute warning card Timer Computer Projector Methods of assessment: These presentations will help me assess whether the groups were able to work together, do appropriate research, and ultimately follow the project guidelines. I will use the rubric (posted above) to make these assessments. Differentiated instruction to accommodate one or more profiled students:

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When assessing the performance of the group with only three members (since K switched from Honors to Standard this week), I will not grade the section that he was originally supposed to research, since they just found out about this change. However, they will be accountable for the material that they were respectively supposed to cover. In retrospect: [Note: This is where I will make reflective notes AFTER the lesson is taught.] Materials Appendix: (e.g., supplementary texts, overheads, powerpoints, handouts, etc.) Of Mice and Men A Guide to some slang, allusions, and idioms that may not sound so familiar to us

Chapter One live off the fatta the lan': Live off the fat of the land. The fat of the land is an expression that refers to having the best of everything. In the case of Lennie and George and their dream for a place of their own, it also means that they believe they will be able to survive and prosper by simply relying on what they can grow and raise -- that the land is so "fat" they will need nothing else to be happy. watchin' that blackboard: During this era, employment agencies would post available jobs on a blackboard in front of their offices. Prospective employees would wait in front of the offices, watching the blackboard for any new jobs. work cards: A job assignment from an employment agency would be written on a work card to be presented by the worker to the employer. Chapter Two eatin' raw eggs: It's thought by some that eating raw eggs can increase strength and, especially in men, sexual performance and stamina. pan gold: a method of obtaining gold by using a pan to sift it out from other rocks and minerals that might flow through a river or stream plug himself up for a fighter: to "plug oneself up" is to advertise or display oneself; to boast. George is referring to the fact that Curley may want to prove what a good fighter he is by going after Lennie. temple dancer: a dancer from India or other Southeast Asian countries, known for the delicate movements of the hands and body

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vaseline: the brand name for petroleum jelly; a greasy, jelly-like substance made from petroleum. Among its other uses, Vaseline is often used as a lubricant (softener) for the skin. work slips: the work cards given to Lennie and George by an employment agency writin' to the patent medicine houses: Patent medicines are medications that can be purchased without a doctor's prescription and often through the mail. Some of these medicines would claim to increase sexual performance. Chapter Three fence picket: a pointed stake made of wood. Put a number of pickets together and you'll get a picket fence. Golden Gloves: an amateur boxing organization. hoosegow: jail horseshoe game: A game in which players toss horseshoes at two facing stakes driven into the ground kewpie doll lamp: Kewpie dolls are a particular type of doll first manufactured at the beginning of the 20th century. Luger: a type of pistol. phonograph: Before CD players and tape decks there were phonographs, machines that played records. run up the river: During the salmon mating season, thousands of the fish will swim upstream, struggling against the current, spawn (lay their eggs), and then die. During a salmon run, the fish are easy to catch. San Quentin: a state prison near San Francisco, California. scoring board: a board with holes and pegs used to keep score in certain card games set the pegs: to set up the pegs on a scoring board before the beginning of a card game walkin' bow-legged: To walk bow-legged is to walk with the knees turned out. Whit's reference here is to the way a man might walk who had contracted a venereal disease from Clara's place. welter: a welterweight; a boxer who weighs 136 to 147 pounds

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Chapter Four booby hatch: insane asylum; a place designed to house people who are metnally unstable roll your hoop: a popular amusement of children in the past was running while rolling a large metal hoop with a stick. Telling Curley's wife to "roll your hoop," is Candy's way of calling her young and immature. Chapter Five an' spoke in the radio: Large Hollywood movie premiers were major events during the 1930s and were often broadcast on the radio. Actors entering the theater would be interviewed and would speak to an audience of radio listeners throughout the country. Jackson fork: a large mechanical hay fork, used for lifting large amounts of hay. Chapter Six bull's-eye glasses: glasses with thick, convex lenses (a convex lens is one that curves outward)

Lesson Plan for Honors 10 10.10


Teacher Name: Christy Chang Date: October 10th Prep/Class (grade & ability level): Honors English 10 Learning Objectives Specific to this lesson: [Note: Those with an asterisk (*) are being
systematically assessed; others are informally assessed as a part of the instructional process.]

SWBAT: COGNITIVE (know/understand) Students will understand the function of adverbs in English grammar Students will know that Of Mice and Men represents several complicated relationships Students will know the details of Chapter one in OMAM AFFECTIVE (feel/value) Value the symbol of dreams Value the use of written group discussion PERFORMANCE (do) Demonstrate their vocabulary proficiency by taking a Word Power Quiz Discuss the plot and thematic elements of Of Mice and Men through a silent graffiti activity

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SOLs: Instructional Strategies/Activities


(with specific attention to motivating students through developing content relevance)

I.

Bridge [ 10 mins.]

Announcements (3 minutes) Free write: I will ask the students to explore the idea of dreams. (What is a dream? Feel free to respond with personal examples or reflections as well as references from works of literature or society). Since George and Lennie center their adventures and labor around a dream to one day own land, I want the students to reflect on their own understanding of dreams in order to relate to the intense presence of this dream in OMAM. II. Major Steps (with estimated time frames): detail as you need. [70 minutes] [ 15 mins.] 1) Word Power Quiz The students will take WP 25 today instead of Friday, because I want them to focus on their mini essay as their assignment. However, in order to incorporate Word Power into the literary-focused portion of this class, I will have the incorporate one or two vocabulary words in their essays. (They will bold the word that they use) [ 5 mins.] 2) Of Mice and Men Pop Quiz 1. 2. 3. 4. 5. Who drinks water first, George or Lennie? Lennie What are two small animals that are mentioned in chapter 1? What does Lennie want to eat with his beans? What dream does George and Lennie share? What does George tell Lennie to do if he gets in trouble at their new job site?

As we go over the quiz answers, this time will also serve as an opportunity review the plot elements of the first chapter, which will further be uncovered through a later activity. [10 mins.] 3) Adverbs worksheet Once in a while, I want to refresh the students understanding of basic grammar, since their diagnostic test at the beginning of the year indicated that they dont quite grasp the eight parts of speech. We will discuss the role and variety of adverbs as a class. Then, I will have them work on grammar worksheets (which my CI requested that I use) on their own. Later on, I will ask them to find examples of adverbs in the OMAM text.

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[25 mins.] 4) Silent Graffiti I will have students go around the room with markers and spend four minutes each on posters that pose the following questions: 1) What evidence of prejudice is seen in Chapter 2? 2) What is the general attitude toward Curleys wife? 3) Why do George and Lennie stick together? 4) What are the positive aspects of George and Lennies relationship? 5) What are the negative aspects of George and Lennies relationship? 6) What does the old dogs death signify to the old swamper, Candy? I will remind the students to locate quotes in their silent discussion. They can also respond to what gets previously written. After this activity, we will discuss each question briefly as a class. [ 10 mins.] 5) Explanation of the Mini Essay Assignments In the coming weeks, students will be practicing their writing skills as well as exploring OMAM in depth by writing mini essays on a weekly basis. Each student will get a list of prompts that they can use from each week. I will assess these essays based on whether the students meet the listed requirements. III. Closure [ 10 mins.] I will have the students spend some time choosing their essay topic and drafting a rough outline.

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Methods of assessment: (The "Materials Appendix" should include any assessment tools/forms/rubric scales noted below)

The learning objective being assessed: Vocabulary - Its purpose:


to assess the students understanding of the weekly assigned vocabulary words

- rubrics used to measure learning: NA - tool/instrument: quiz - when & how assessment information gets to students:
by grade

The learning objective being assessed: Reading comprehension (knowing the details of Chapter one) - Its purpose:
to determine whether the students are doing the reading

- rubrics used to measure learning: - tool/instrument: quiz - when & how assessment information gets to students:
grade

The learning objective being assessed: group discussion - Its purpose:


To determine whether the students are understanding the thematic elements of OMAM

- rubrics used to measure learning: the posters (responses will be initialed) - tool/instrument: posters/markers/questions - when & how assessment information gets to students:
formative feedback (we will gather as a class and I will give them feedback on the response that were written on the posters.

(Add more sections as needed to reflect the different objectives being assessed)

In retrospect: {Reflective notes AFTER the lesson is taught.]


What worked? What didn't go as anticipated? How would you change it another time? What will you do tomorrow as a result of todays instruction?

The students loved the silent graffiti activity. They contributed with thoughtful responses, and I hope to use this activity again. Also, the students did a really great job with the freewriting activity on dreams. I had each of the students read a sentence of their choice from their responses, and they were all quite unique and thoughtful. I am excited for our discussion of OMAM in the next lesson, because I think todays discussion on dreams will tie in nicely with George and Lennies dream.

Materials Appendix:
(e.g., supporting texts, powerpoints, handouts, assessment forms/rubrics/tools, etc.)

Name: ____________________________

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Of Mice and Men Mini Essay Assignments Investigating, Decoding, and Bringing Meaning to the Text
Be prepared to share these essays aloud in class. ALL mini essays will be handed in, prepared to be graded. I will select TWO essays to be graded for 15 points each, for a total of 30 points for your mini essays.

Requirements for your mini essays: 1) Select a significant or meaningful quote or related quotes from the assigned chapter(s) to compose a reflective commentary. 2) Paragraph length must be 8-10 sentences, double spaced, one inch margins, 12pt font 3) Provide a centered title that brings insight into your essay. a. Place an epigraph beneath the title of the essay that inspired your response. 4) Create an enticing hook for your readers/listeners. 5) Provide a thesis statement for your mini essay. 6) Provide specific proof of your point from the text in the form of quote/narrative detail. a. Make sure quotes are smoothly transitioned in, and not just dropped in the middle of your paragraph! b. Analyze your quote and narrative detail. 7) Use transitions effectively. 8) Smoothly incorporate (and bold) at least one vocabulary word. 9) Pay attention to varied sentence structure. 10) Provide a memorable clincher. (Consider this your final punch at the end of your mini-essay to emphasize your purpose and relevance.) 11) Proofread! Proofread! Proofread!

Of Mice and Men: Mini-Essay Topics


Chapter 1 2 (Select ONE essay to answer.) 1. George and Lennie are obviously committed to each other, yet they often criticize each other or threaten to leave. Examine the negative aspects of this relationship, and then consider why they stay together in spite of all of this. Contrast the language of each, their threats and complaints, with what they really feel. What is it that so strongly binds these two together? 2. Write a character profile of Lennie and George. In addition to describing their physical characteristics, focus on their personalities, their hopes, and their dreams. How is each character different, and how do they complement each other? 3. It seems very unusual for two people in this work, which presents the reader a real 32

slice of life, to have established companions. Consider the pairs presented in this chapter: George and Lennie, Curley and his wife, Candy and his dog. Choose a relationship and discuss the relationship. What is the basis for the relationship? What are the positive and negative aspects? 4. Steinbeck paints a picture of life on the ranch through his characterization, giving the reader important information about them. Select two of the characters presented by Steinbeck in this chapter and describe the qualities of each. What do the details tell you about each of them? What, in your opinion, does each character represent and why? Chapter 3 (Select ONE essay.) 1. Trace the parallels that are developed between Candy and his dog and George and his companion. Consider the amount of time they have spent together, the way they view the limitations of their companions, the way they defend their companions, and any other points of similarity you see. 2. George and Lennies plan to buy a ranch in the first chapter is nothing more than an unattainable dream. How does it become a more concrete plan in the second chapter, and what is the role that Candy plays in taking this dream closer to reality? Chapter 4 (Select one essay.) 1. Several characters have suggested a need to have a companion or just a person who will listen. What evidence is given here that this is a strong desire of many of the characters? Consider, too, the effect that having a companion gives to Candy and Crooks as they confront Curleys wife. 2. Crooks, Lennie, Candy, and Curleys wife are lonely people with specific needs. Compare two of the characters and discuss what they need and want to end their respective feelings of loneliness. Chapter 5 (Select one essay.) 1. After Candy has brought George to the barn to show him Curleys wife, George leaves and Candy cries. What is the true source of Candys sadness and why? Compare the killing of Curleys wife to the night Candys old dog was shot and killed by Carlson. 2. Death is the beginning and the culminating event in the chapter, but the killing of Curleys wife is regarded with a lack of emotion by the characters, even less than the killing of the puppy or the shooting of Candys dog earlier in the book. Why do you think this is so? Why is the moral issue of her murder, the question of right and wrong, never really an issue when Curleys wifes body is discovered by the men? Chapter 6 (Select one essay.) 1. When George commits his act in Chapter 6, is this a sign of the strength of his love or the weakness of his love for Lennie? Has he finally followed through on the threat to abandon Lennie? Why does he do this in the middle of their imagining the farm one last time?

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2. ________ is a crime, in some states punishable by death. By all definitions, George plans and carries out the ________ of his best friend. But there seems to be no concern for taking a human life. Why do you think this is so? When, if anytime, do you think it would be justified?

Lesson Plan for Honors 10 10.12


Teacher Name: Christy Chang Date: October 12th Prep/Class (grade & ability level): Honors English 10 Learning Objectives Specific to this lesson: [Note: Those with an asterisk (*) are being
systematically assessed; others are informally assessed as a part of the instructional process.]

SWBAT: COGNITIVE (know/understand) Students will know the general question format of some PSAT writing questions Students will know the origin of the title Of Mice and Men AFFECTIVE (feel/value) Value the character development in OMAM Feel confident in closely examining the text in OMAM PERFORMANCE (do) Work in groups to discuss the characters and relationships in OMAM (through their mini essays) Complete a found poetry exercise based on an excerpt from OMAM Analyze Robert Burns Poem To A Mouse SOLs: 10.3 The student will read, comprehend, and critique literary works. a) Identify text organization and structure 10.5 The student will read and analyze a variety of poetry. c) Interpret and paraphrase the meaning of selected poems. Instructional Strategies/Activities
(with specific attention to motivating students through developing content relevance)

I.

Bridge [ 10 mins.]

Announcements (3 minutes) I will spend the first part of class reviewing some PSAT sample questions, since they will be taking it next week.

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II. Major Steps (with estimated time frames): detail as you need. [70 minutes] [ 15 mins.] 1) Mini Essay Sharing During this time, I will have the students take out their mini essays and in each group, the essays will be read by every person at the table. I will have the five-group table lend one of their members to the three-group table for this activity. After reading each mini essay, the reader will write a brief response to the essay at the bottom of the paper. Each student should get at least three people to give them feedback. I will give them time to read the responses, and then I will collect these essays. [ 15 mins.] 2) Class Discussion To review what weve read so far, I will lead a class discussion about some plot details using this question bank:

Chapter One
1. When George and Lennie approach the river, why does George warn Lennie not to drink too much water? 2. What has George told Lennie that he always remembers, even when Lennie forgets everything else? 3. Why does Lennie have a dead mouse in his pocket? 4. Why does George order Lennie not to talk when they arrive at the ranch? 5. What happened to all of the mice that Lennies Aunt Clara gave him? 6. Why have George and Lennie run away from Weed? 7. What does Lennie want to eat with his beans? 8. Why does George say the migrant workders who travel from farm to farm are the loneliest people in the world? 9. What dream does George and Lennie share? 10. What does George tell Lennie to do if he gets in trouble at their new job site? 11. Examine the negative aspects of George and Lennies relationship. Despite the harshness of the language, what do you think is also true of these two men? Why do you think they stick together?

Chapter Two
1. Where do the ranch hands keep their personal belongings such as soap, razors and magazines? 2. Candy, the old swamper who shows George and Lennie their bunks, is missing what part of a limb? 3. What evidence does the old swamper give that the ranch boss is a pretty nice fellow? 4. What evidence is there that the boss is not a working man? 5. According to the old swamper, what is Curley good at? 6. According to the old swapmer, why does Curley wear a work glove on hi left hand? 7. If some one you dont know well speaks negatively about a person who you have yet to meet, how do you react when you finally meet the person who has been talked 35

about? 8. What is the general attitude toward Curleys wife? 9. Describe Slim, the jerkline skinner. 10. Why does Carlson suggest shooting Candys dog? 11. What is the understood question that Lennie wants George to ask Slim? 12. Notice the pairs in this relationship: George and Lennie; Candy and his dog; Curley and Curles Wife. What is the basis for each relationship? What are the positive and negative aspects of each relationship?

Chapter Three
1. Why does George say Lennie would want to sleep in the barn that Friday night? 2. According to George, how did he end up traveling with Lennie? 3. What happened that made George stop playing tricks on Lennie? 4. Why did George and Lennie have to flee from Weed? 5. Who makes the final decision on whether or not Candys old dog should be shot? 6. What is significant about the letter Whit reads from the Western magazine? 7. Why does George agree to let Candy come with them to their dream farm? 8. Why does Curley attack Lennie in the bunk house? 9. Even though his hand is crushed, why does Curley agree not to have Lennie? 10. What punishment from George does Lennie fear he will get for hurting Curley? 11. What role does Candy play in helping George and Lennie achieve their dream? Why do you think Candy wants to be a part of the dream?
[20 mins.] 3) Characterization Chart I will pass out characterization charts. I will assign characters to each student. On their own, they will fill it out. After giving them some time to find character details, I will have them discuss their characters with people who have other characters. Since this activity has the potential to be really chaotic, I will number the sheets ahead of time to lessen the confusion about which students belong to which group. [20 mins.] 4) Robert Burns Poem To A Mouse We will read this poem as a class and discuss how it relates to OMAM. Afterwards, I will hand out a found poetry handout, and we will discuss how Steinbecks attention to detail is extremely poetic and beautiful, especially when he describes such simple states as silence. We will focus on one particular passage and discuss the diction and how it enriches the scene. Afterwards the students will be given instructions on how to write found poetry of their own using some key phrases from this passage. I anticipate that the students will have trouble understanding how to write found poetry (since we

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havent discussed poetry in detail yet), so I will model this for them on the board. I will remind the students to feel free to be creative rather than worry about whether it will be graded (since it wont be). III. Closure [ 10 mins.] I will have the students spend some time choosing their essay topic and drafting a rough outline.

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Methods of assessment: (The "Materials Appendix" should include any assessment tools/forms/rubric scales noted below)

The learning objective being assessed: Mini essays - Its purpose:


to have students provide responses/feedback to their peers about their mini essays

- rubrics used to measure learning: NA - tool/instrument: silent peer review - when & how assessment information gets to students: I will read the comments written on the mini essays (which will be initialed so that I can know exactly who wrote it)
The learning objective being assessed: Character development - Its purpose:
to determine whether the students are familiar with the characters in OMAM

- rubrics used to measure learning: - tool/instrument: character charts - when & how assessment information gets to students: I will be looking at their charts as they complete them; also I will listen in on their group discussion when discussing their characters.
The learning objective being assessed: group discussion - Its purpose:
To determine whether the students are understanding the thematic elements of OMAM

- rubrics used to measure learning: the questions from Ch. 1, 2, and 3 - tool/instrument: - when & how assessment information gets to students:
I will make sure that each student speaks up at least once.

(Add more sections as needed to reflect the different objectives being assessed)

In retrospect: {Reflective notes AFTER the lesson is taught.]


What worked? What didn't go as anticipated? How would you change it another time? What will you do tomorrow as a result of todays instruction?

We only ended up finishing half of this lesson, but it was because I over planned. Usually this isnt the case, but I underestimated how long the character activity would take. In the end, this is okay, because we can cover the found poetry exercise in the next lesson quite easily. I really like this class because even though they might not enjoy the book, they are still engaged when we discuss the work as a class. Also, P, who has the most difficulty with writing, has been coming in during CHAT for help. He is such a sweet student, and I hope I can help him effectively for the essay assignments to come.

Materials Appendix:
(e.g., supporting texts, powerpoints, handouts, assessment forms/rubrics/tools, etc.)

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Of Mice and Men: Characterization Chart This chart shows five ways in which we learn about characters. Next to each of the five ways in which character is revealed, give a specific example to illustrate. In the third column, explain what you learned about the character from this example. Keep track of your character throughout your reading. (When you run out of room on this sheet ask for another one to staple to the back). Character Name: _________________________________ Ways character is revealed Characters speech Example What you learned about the character from this example

Characters appearance

Characters private thoughts

Characters actions

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How other characters feel about the character and react to him/her

Of Mice and Men Chapter 3: Found Poem Exercise Steinbeck uses such beautiful diction (word choice) in his novel of Mice and Men. The following quote is taken from Chapter 3. The silence plays a large role in setting the mood of this scene. Using a minimum of three phrases from this quote, create a poem of your own. The phrases in the box are poetic, but feel free to use any others you find in the quote that are fitting for your poem. Your poem does not have to rhyme or have a formal structure, but should contain some of your own words and be at least 8 lines long or more. Your poem can reflect the novel and/or silence, but do not have to. These poems will be shared in class and will be collected. His voice trailed off. It was silent outside. Carlsons footsteps died away. The silence came into the room. And the silence lasted It came out of the night and invaded the room They took places opposite each other at the table under the light, but George did not shuffle the cards. He rippled the edge of the deck nervously, and the little snapping noise drew the eyes of all the men in the room, so that he stopped doing it. The silence fell on the room again. A minute passed, and another minute There came a little gnawing sound from under the floor and all the men looked down toward it gratefully A shot sounded in the distance. The men looked quickly at the old man. Every head turned toward him. For a moment he continued to stare at the ceiling. Then he rolled slowly over and faced the wall and lay silent. George shuffled the cards noisily and dealt them (48 49). Phrases to consider: voice trailed off silent outside footsteps died away the silence came into the room came out of the night rippled the edge of the deck snapping noise 40

silence fell on the room gnawing sound shot sounded in the distance stare at the ceiling lay silent Lesson Plan for Honors 10 Tuesday, October 16th: [90 mins.] Plan type: X Full-Detail ___ Summary Critical Learning Objectives: SWBAT: COGNITIVE (know/understand) Students will know the general question format of some PSAT writing questions Students will know the origin of the title Of Mice and Men AFFECTIVE (feel/value) Value the plot development in OMAM Feel confident in closely examining the text in OMAM PERFORMANCE (do) Work in groups to discuss the characters and relationships in OMAM (through their mini essays) Complete a found poetry exercise based on an excerpt from OMAM Analyze Robert Burns Poem To A Mouse SOLs: [List with numbers portrayed in the SOL document] 10.3 The student will read, comprehend, and critique literary works. a) Identify text organization and structure 10.5 The student will read and analyze a variety of poetry. c) Interpret and paraphrase the meaning of selected poems. Procedures/Instructional Strategies [Explanatory Note: Words appearing in italics represent what I would actually say to students.]

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Beginning Room Arrangement: [Changes in this arrangement that become necessary later will be noted.] I. Bridge [15 mins.] Announcements (on television screen) (3 minutes) Warm up task Reviewing 2 or 3 PSAT Questions from the test booklet. Good morning, everyone! Were you able to go over the PSAT test this weekend? [SR: no] Well, since you will be taking it tomorrow, lets go over a couple more practice questions to help you get acclimated to the format. (Show the test booklet questions on the ELMO) I will give students 1 or 2 minutes at a time to choose the best answer for each question. We will then go over each question as a class. I will give them a chance to ask questions if they chose the wrong answer. II. Steps [ 75 mins.]
[ 15 mins.] 2) Mini Essay Sharing During this time, I will have the students take out their mini essays and in each group, the essays will be read by every person at the table. I will have the five-group table lend one of their members to the three-group table for this activity. After reading each mini essay, the reader will write a brief response to the essay at the bottom of the paper. Each student should get at least three people to give them feedback. I will give them time to read the responses, and then I will collect these essays. Today you will be turning in your second mini essay. I have the first ones marked with comments, but before you get those back, I want you to share your essays with your table mates. Like we did last time, rotate your papers around the table until you get yours again. When you read your peers paper, write a thoughtful response (either some constructive criticism or a note saying that you agreed with what was written) at the end of the essay. By the end of this activity, each of your essays will have been read by at least three of your peers, with helpful feedback at the end. Ready for the first rotationyou may switch now. I will time each rotation until the essays reach their original owner. I will give them a few minutes to read their respones before turning the essays into me. [ 15 mins.] 2) Class Discussion To review what weve read so far, I will lead a class discussion about some plot details using this question bank:

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Good job with the peer responses, everyone. I am excited to read these essays. In preparation for the next mini essay assignment, lets talk about some things that are happening in the book so far I am going to ask some questions, but feel free to also ask questions to the class. By the end of this discussion, I want everyone to have contributed at least once. So make sure you are paying attention Chapter Four

1. Why has Crooks been able to accumulate more personal items than the other ranch hands? Because of the type of job he has and because is crippled, he is more permanent than the other men, so he can accumulate personal items without having to worry about how he will carry them with him to the next job. 2. What reason does Crooks first give for Lennie not being welcome in his room? Crooks says at first that Lennie is not welcome in his room because Crooks is not welcome in the bunkhouse. 3. Accordingly to Crooks, why does a person need a companion? Crooks says that a person who stays alone too long goes nuts. 4. What is Crooks initial response to Candys account of the dream farm and what evidence is there that his attitude changes? Crooks says that the dream will never materialize. He says he has seen hundreds of men chasing the same dream and never catching it. But when he hears that they have the money for the farm in the bank, he becomes more convinced and even offers to work for free if they let him come with them. 5. According to Curleys wife, why are the men afraid to talk to her when there is more than one present? Curleys Wife says that the men are scared of each otherscared the rest is coin to get something on you. 6. Why doesnt Curleys wife like talking to her husband? Curleys wife doesnt like talking to her husband because all he never wants to talk about is beating up people. 7. What reason does Candy give when he says that they are no longer afraid that Curleys wife will get them fired? Candy explains that they are no longer afraid because they now have somewhere else to gotheir own farm. 8. What makes Crooks so bold as to confront Curleys wife and tell her to leave his room? He forgets his own limitations as a black man of the 1930s because Lennie and candy have come in and treated him as an equal. For a moment? He later explains, he forgot how powerless he really is there. 9. How does Candy finally make Curleys wife leave the barn? Candy gets Curleys wife to leave the barn by telling her that he has heard the other men returning from town. 10. What does George say about Candy and Lennie visiting with Crooks? George tells them that they should not be in Crooks room and that they should not have told him about the farm. Chapter Five 1. What has happened to Lennies puppy and why? Lennie has killed his puppy by bouncing it too hard.

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2. What two pieces of information does Curleys wife share with Lennie? Curleys wife tells him about her dream to be an actress, and she tells him her secret that she does not like Curley. 3. Why does Curleys wife offer to let Lennie caress her hair? Curleys wife says that she share Lennies fondness of soft things and since she regards him as a big baby she seems no harm in letting him feel the softness of her hair. 4. How and why does Lennie kill Curleys wife? Lennie kills Curleys wife by breaking her neck because he is shaking her, trying to make her be quiet so he wont get into trouble. 5. Why does George say that they cant let Lennie escape to live on his own? George says Lennie will starve out on his own. 6. What is Candys greatest fear? Candys greatest fear is that they will not get the farm. 7. When George asks Slim about just trying to catch Lennie instead of killing him, what advice does Slim give George? Slim tells George that if they just catch Lennie, he would be strapped down and caged, which would be worse than death. 8. What makes the men think that Lennie is armed? The men think that Lennie is armed because Carlson comes into the barn and announces that his gun is missing. 9. Where does Curley plan to aim of he shoots Lennie? Curley is planning to shoot Lennie in the stomach. 10. Who stays with Curleys wife as the others go off in pursuit of Lennie? Candy stays with Curleys wife. [25 mins.] 3) Discussion of To a Mouse by Robert Burns I will introduce the poem. Then, we will read it together. The class will then divide into table groups and discuss the poem and its significance, as well as its influence on Steinbeck. John Steinbeck got the title for his book from Robert Burns poem To a Mouse Lets spend some time with this poem so that we can see how this poem relates to Steinbecks Of Mice and Men. Before reading it as a class, I want to introduce it with some facts: Robert Burns wrote "To a Mouse" as a vernacular poem that tells a little story in an English dialect called Scots. It contains eight stanzas, each with six lines. "To a Mouse" was written in 1785 and published in Kilmarnock, Scotland, on July 31, 1786, as part of a collection of Burns's poems entitled Poems, Chiefly in the Scottish Dialect. The time is the late eighteenth century. The place is a farm in Scotland. Burns, a farmer, was plowing a field when he uprooted the nest of a mouse. Later, he wrote "To a Mouse" to apologize to the "wee beastie" for evicting it from its home.

Okay, now lets read the poem. I have passed out copies that have both the original poem in the Scots dialect as well as a version in modern English, which we will be 44

reading. Any volunteers? Now that we have read the poem, I would like you to discuss the poem with your table mates. Have the following questions in mind: 1) Who are the characters in this poem? [SR: The Narrator: The poet Burns, a farmer, who uproots a mouse's nest while plowing a field. The Mouse: A wee creature that scurries off in fear of the human invader.] 2) What is this poem about? [SR: After a farmer plows up a mouse's nest, he apologizes to the tiny creature while assuring it that he means no harm. He also says he does not mind that the mouse occasionally steals an ear of corn. After all, the farmer reaps a bounty of food from the land; surely, he cannot begrudge the mouse a tiny harvest of its own. Finally, he tells the mouse that it is not alone in failing to build wisely for the future; men fail at that too.] 3) Notice that Burns uses diminutives such as beastie and Mousie to suggest smallness and to endear the mouse to the reader. What is the significance of this? [It emphasizes the mouses powerlessness] 4) Why do you think Steinbeck chose a phrase from this poem for the title of his book? [Because the book is also about being helpless and little and being powerless and lonely] 5) What character in OMAM relates to the mouse in this poem? [Lennie] Good job with this poetry analysis. I think its very important and helpful that we took a look at Robert Burns poem because it helps us see how Steinbeck was being inspired for this work. 4) Found Poetry Just as Steinbeck used Burns poem as inspiration for his work, the students will now have a chance to write poems influenced by Steinbeck using the found poetry technique. Just as Steinbeck used Burns poem as inspiration for his work, you will all now have the opportunity to write poems influenced by OMAM using the found poetry technique. I am going to pass out the directions and we will have some fun making our own poems. Steinbeck uses such beautiful diction (word choice) in his novel of Mice and Men. The following quote is taken from Chapter 3. The silence plays a large role in setting the mood of this scene. Using a minimum of three phrases from this quote, create a poem of your own. The phrases in the box are poetic, but feel free to use any others you find in the quote that are fitting for your poem. Your poem does not have to rhyme or have a formal structure, but should contain some of your own words and be at least 8 lines long or more. Your poem can reflect the novel and/or silence, but do not have to. These poems will be shared in class and will be collected. III. Closure [5 mins.]

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Would anyone like to share their poems? [have students share their found poetry works until the bell rings] Materials Needed: Copies of To a Mouse Copies of the Found Poetry directions Copies of the close reading worksheet Methods of assessment: The sharing of each others mini essays (as well as writing responses) will help me asses how well the students are absorbing the essay promptsnot only in their own essays but their peers essays as well. The group discussion will help me assess whether the students are doing their reading and understanding the content. If I see that not all the students can contribute, then I will talk to them after class and ask them if they are completing the required reading assignments. The found poetry poems will help me assess whether the students can use the detailed descriptions of Steinbeck and create poems that seam these phrases into their own messages Differentiated instruction to accommodate one or more profiled students: For the students who did not do so well on their first mini essays: I will walk around during the peer response time and make sure that they are reading their peers essays and responding with helpful feedback, which will give them practice when writing their third essays. In retrospect: [Note: This is where I will make reflective notes AFTER the lesson is taught.] My University Supervisory came to observe me today, and she gave me many helpful tips, particularly pertaining to management techniques for the beginning of class. I wasnt able to engage every single student during the game, but I am going to try having the students discuss each question as a team before giving me an answer; this way, more students can participate. Also, I will have more questions next time rather than realizing that I was asking questions from the next assigned chapter, which is what happened. Kind of embarrassing, but the students were gracious as always. I need to think of ways to have D and P keep up with the reading logs and reading assignments, as well as the mini essay assignments. Materials Appendix: (e.g., supplementary texts, overheads, powerpoints, handouts, etc.) 46

(Adjective worksheet uploaded in Resources folder) To A Mouse by Richard Burns Tiny, sleek, cowering, fearful mouse, O, what a panic is in your breast! You need not start away so hasty, With pattering noises! I would be loath to run and chase you, With my murdering spade! I'm truly sorry that my world, Has broken into your world, And justifies your ill opinion of men, Which makes you startle At me, you poor, earth-born companion, And fellow mortal! I doubt not that at times you may steal; What then? poor little animal, you must live! An occasional ear of corn out of twenty-four sheaves Is a small request; I'll be blest with the rest of the corn, And never miss the ear you took! Your tiny house, too, in ruin! Its fragile walls the winds are strewing! And nothing, now, to build a new one, Out of densely growing grass! And bleak December's winds are following, Both harsh and keen! You saw the fields were bare and desolate, And weary winter coming fast, And cozy here, beneath the wind, You thought to dwellu0097 Till crash! the cruel plowshare passed Right through your cell. That little heap of leaves and stubble, Has cost you many a weary nibble! Now you are turned out, for all your trouble, Of house and home, To endure the winter's sleety dribble, And hoarfrost cold! But, Mousie, you are not alone, In proving foresight may be vain; The best-laid schemes of mice and men Go often astray, And leave us nothing but grief and pain, For promised joy!

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Still you are blest, compared with me The present only touches you: But, Oh! I backward cast my eye. On prospects dreary! And forward, though I cannot see, I guess and fear! Of Mice and Men Chapter 3: Found Poem Exercise Steinbeck uses such beautiful diction (word choice) in his novel of Mice and Men. The following quote is taken from Chapter 3. The silence plays a large role in setting the mood of this scene. Using a minimum of three phrases from this quote, create a poem of your own. The phrases in the box are poetic, but feel free to use any others you find in the quote that are fitting for your poem. Your poem does not have to rhyme or have a formal structure, but should contain some of your own words and be at least 8 lines long or more. Your poem can reflect the novel and/or silence, but do not have to. These poems will be shared in class and will be collected. His voice trailed off. It was silent outside. Carlsons footsteps died away. The silence came into the room. And the silence lasted It came out of the night and invaded the room They took places opposite each other at the table under the light, but George did not shuffle the cards. He rippled the edge of the deck nervously, and the little snapping noise drew the eyes of all the men in the room, so that he stopped doing it. The silence fell on the room again. A minute passed, and another minute There came a little gnawing sound from under the floor and all the men looked down toward it gratefully A shot sounded in the distance. The men looked quickly at the old man. Every head turned toward him. For a moment he continued to stare at the ceiling. Then he rolled slowly over and faced the wall and lay silent. George shuffled the cards noisily and dealt them (48 49). Phrases to consider: voice trailed off silent outside footsteps died away the silence came into the room came out of the night rippled the edge of the deck

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snapping noise silence fell on the room gnawing sound shot sounded in the distance stare at the ceiling lay silently

Lesson Plan for Honors 10 10.18


Teacher Name: Christy Chang Date: October 18th Prep/Class (grade & ability level): Honors English 10 Learning Objectives Specific to this lesson: [Note: Those with an asterisk (*) are being
systematically assessed; others are informally assessed as a part of the instructional process.]

SWBAT: COGNITIVE (know/understand) Students will know the character traits of Lenny Students will understand how to use WP vocabulary words in the correct context AFFECTIVE (feel/value) Value the character development in OMAM Value Steinbecks use of detail in the text Feel the symbolic nature of dreams Feel confident in closely examining the text in OMAM PERFORMANCE (do) Reflect on the meaning of dreams again, this time with the OMAM ending in mind Work in groups to create Wordles of Lennies character traits, using To A Mouse Complete a found poetry exercise based on an excerpt from OMAM Complete the WP Quiz Complete the Adverbs Quiz Compete in teams for a family feud style game that covers OMAM Chapters 5 and 6, as well as WP words SOLs: 10.3 The student will read, comprehend, and critique literary works. a) Identify text organization and structure

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10.5 The student will read and analyze a variety of poetry. c) Interpret and paraphrase the meaning of selected poems. Instructional Strategies/Activities
(with specific attention to motivating students through developing content relevance)

I.

Bridge [ 10 mins.]

Announcements (3 minutes) I will ask the students to write a reflection on the significance of a dream now that they have read the ending of the OMAM story. They should also write down how their perspective on dreams might have changed after reading this book. II. Major Steps (with estimated time frames): detail as you need. [70 minutes] [ 15 mins.] 5) Word Power Quiz I will hand out a [ 15 mins.] 2) Class Discussion To review what weve read so far, we will play a game: I will divide the class into two groups. Each group will get a chance to come together and discuss their question before someone from their group answers the question. I will require that the person answering the question cannot repeat their role, to ensure that the whole class participates.

Chapter Five
1. What has happened to Lennies puppy and why? 2. What two pieces of information does Curleys wife share with Lennie? 3. Why does Curleys wife offer to let Lennie caress her hair? 4. How and why doe Lennie kill Curleys wife? 5. Why does George say that they cannot let Lennie escape to live on his own? 6. What is Candys greatest fear? 7. George asks Slim about just trying to catch Lennie instead of killing him, what advice does Slim give George? 8. What makes the men think that Lennie is armed? 9. Where does Carlson plan to aim if he shoots Lennie? 10. Who stays with Curleys wife as the others go off in pursuit of Lennie? 11. When Candy is left the barn with Curleys wife, he cries? Explain why is he so upset.

Chapter Six
1. What scene of Death does Steinbeck describe in the beginning of Chapter Six? 2. How does the chapter bring the book full circle? 3. What two imaginary visitors does Lennie have while sitting on the river bank? 4. What is the subject of the conversation Lennie has with his first visitor? 50

5. What does his second visitor tell Lennie that recalls an earlier conversation that Lennie had with Crooks? 6. How is George and Lennies conversation similar to the one they had by the pool in Chapter One? 7. Where has George gotten the gun that he takes from his front pocket while sitting with Lennie on the riverbank? 8. What evidence is there that George is having a terribly difficult time bringing himself to shoot Lennie? 9. What lie does George tell about the way Lennie dies? 10. What evidence is there that Slim understands what had really happened on the riverbank? 11. When George shoots Lennie, is this a sign of the strength of Georges love, or the weakness of his love for Lennie? Has George finally followed through on the threat to abandon Lennie? Why does George shoot Lennie in the middle of their imagining the farm one last time?

Chapter 5
1. Lennie has killed his puppy by bouncing it too hard. 2. Curleys wife tells him about her dream to be an actress, and she tells him her secret that she does not like Curley. 3. Curleys wife says that she shares Lennies fondness of soft things and since she regards him as a big baby, she sees no harm in letting him feel the softness of her hair. 4. Lennie kills Curleys wife by breaking her neck because he is shaking her, trying to make her be quiet so he wont get into trouble. 5. George says that Lennie will starve out on his own. 6. Candys greatest fear is that they will not get the farm. 7. Slim tells George that if they just catch Lennie, he would be strapped down and caged, which would be worse than death. 8. The men think that Lennie is armed because Carlson comes into the barn and announces that his gun is missing. 9. Curley is planning to shoot Lennie in the stomach. 10. Candy stays with Curleys wife.

Chapter 6
1. A water snake gliding in the pool is caught by a heron and eaten while its tail waves frantically, and a strong wind blows into the clearing and dies down. 2. The book begins and ends at the pool by the clearing. 3. While sitting by the clearing Lennie is visited by a hallucination of his Aunt Clara and of a gigantic rabbit.

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4. Aunt Clara accuses Lennie of doing bad things. She tells him how George is always doing nice things for Lennie and taking care of him. 5. The rabbit tells Lennie that George isnt going to let Lennie tend the rabbits and that hes going to beat him with a stick. Like Crooks, the gigantic rabbit says that George is going to leave Lennie and never come back. 6. As in the first chapter, George tells Lennie how easy his life would be if he was alone. And Lennie tells George that he will run off to the hills and find a cave to live in by himself. 7. George has taken the gun he has from Carlsons bunk. 8. The first time George raises the gun to the back of Lennies head, he cant pull the trigger and lays the gun down again. The second time, when he does fire the gun, his hand is shaking violently. 9. George lets the men believe that he took the gun from Lennie and then shot him in the same attitude as they would have. 10. Slim shows that he understands what George has done as he consoles George and tells him that he has only done what he had to do.
[20 mins.] 3) Characterization Chart I will pass out characterization charts. I will assign characters to each student. On their own, they will fill it out. After giving them some time to find character details, I will have them discuss their characters with people who have other characters. Since this activity has the potential to be really chaotic, I will number the sheets ahead of time to lessen the confusion about which students belong to which group. [20 mins.] 4) Completion of the Wordle Students will work in table groups to create Wordles for Lennie (Lennnies name is in the middle of the poster board, and they must write down descriptions, quotes, and phrases from To A Mouse that pertain to Lennies character. Afterwards, each group will present their posters and the class will vote for the best one. [15 mins] 5) Grammar Quiz The students will take a grammar quiz on adverbs.

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[15 min]

6) Found Poetry Just as Steinbeck used Burns poem as inspiration for his work, the students will now have a chance to write poems influenced by Steinbeck using the found poetry technique.

III. Closure [ 10 mins.] I will have the students spend some time choosing their essay topic and drafting a rough outline.

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Methods of assessment: (The "Materials Appendix" should include any assessment tools/forms/rubric scales noted below)

The learning objective being assessed: Vocabulary - Its purpose:


to determine whether the students are studying and absorbing the weekly vocabulary words

- rubrics used to measure learning: NA - tool/instrument: quiz - when & how assessment information gets to students: the students will get a numeric grade after taking the quiz
The learning objective being assessed: Symbolism - Its purpose:
to determine whether the students can process the way OMAM presents the significance of dreams

- rubrics used to measure learning: - tool/instrument: NA - when & how assessment information gets to students: The students will each pick a sentence from their reflection that they think represents their idea on dreams. I will have them read these statements to the class and I will determine whether they are thoughtfully thinking about the relationship between dreams and OMAM.
The learning objective being assessed: Its purpose: Reading comprehension
To determine whether the students are understanding the plot elements of OMAM

- rubrics used to measure learning: the questions from Ch. 5 and 6 - tool/instrument: game - when & how assessment information gets to students:
I will make sure that each student speaks up at least once.

In retrospect: {Reflective notes AFTER the lesson is taught.]


What worked? What didn't go as anticipated? How would you change it another time? What will you do tomorrow as a result of todays instruction?

The game went much better today, thanks to my USs advice during our debriefing time. I had the students discuss each question amongst themselves before answering it. The only problem today was that one of the teams was significantly more familiar with the text, so they won by a large margin. The other team didnt complain though, which was good. Next time, I might arrange the teams so that they are more evenly divided. I think the students enjoyed doing the Wordles. Group work in general always goes well, and I think its because the students get along with each other and treat each other with respect. Materials Appendix:
(e.g., supporting texts, powerpoints, handouts, assessment forms/rubrics/tools, etc.)

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Of Mice and Men Chapter 3: Found Poem Exercise Steinbeck uses such beautiful diction (word choice) in his novel of Mice and Men. The following quote is taken from Chapter 3. The silence plays a large role in setting the mood of this scene. Using a minimum of three phrases from this quote, create a poem of your own. The phrases in the box are poetic, but feel free to use any others you find in the quote that are fitting for your poem. Your poem does not have to rhyme or have a formal structure, but should contain some of your own words and be at least 8 lines long or more. Your poem can reflect the novel and/or silence, but do not have to. These poems will be shared in class and will be collected. His voice trailed off. It was silent outside. Carlsons footsteps died away. The silence came into the room. And the silence lasted It came out of the night and invaded the room They took places opposite each other at the table under the light, but George did not shuffle the cards. He rippled the edge of the deck nervously, and the little snapping noise drew the eyes of all the men in the room, so that he stopped doing it. The silence fell on the room again. A minute passed, and another minute There came a little gnawing sound from under the floor and all the men looked down toward it gratefully A shot sounded in the distance. The men looked quickly at the old man. Every head turned toward him. For a moment he continued to stare at the ceiling. Then he rolled slowly over and faced the wall and lay silent. George shuffled the cards noisily and dealt them (48 49). Phrases to consider: voice trailed off silent outside footsteps died away the silence came into the room came out of the night rippled the edge of the deck snapping noise silence fell on the room gnawing sound

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shot sounded in the distance stare at the ceiling lay silently

Lesson Plan for Honors 10 10.22


Teacher Name: Christy Chang Date: October 22nd Prep/Class (grade & ability level): Honors English 10 Learning Objectives Specific to this lesson: [Note: Those with an asterisk (*) are being
systematically assessed; others are informally assessed as a part of the instructional process.]

SWBAT: COGNITIVE (know/understand) Students will know the plot details of the TOTC installment that they were assigned to read. Students will understand how labor unions are related to the labor context of OMAM AFFECTIVE (feel/value) Students will value OMAM and its representation of dreams Students will value how the themes of OMAM relate to modern day issues PERFORMANCE (do) Students will take a grammar quiz on adverbs Students will read The Value of Labor as a class and discuss it in relation to OMAM Students will discuss A Dream Deferred and interpret its meaning in relation to OMAMs theme Students will take a pop quiz on TOTC SOLs: 10.3 The student will read, comprehend, and critique literary works. a) Identify text organization and structure Instructional Strategies/Activities I. Bridge [ 10 mins.]

Announcements (3 minutes) I will have the students read A Dream Deferred by Langston Hughes and write three more ways that the poet could have described a dream deferred. We will share these in class. II. Major Steps (with estimated time frames): detail as you need. [70 minutes] [ 15 mins.]

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1) TOTC Pop Quiz

[ 15 mins.] 2) Class Discussion We will discuss A Dream Deferred and how it relates to the themes of OMAM, particularly Steinbecks own perspective on dreams for men (mention survival of the fittest) Also, who is the loneliest character in OMAM? What were the injuries/handicaps mentioned in the book? What is the climax of this story? [20 mins.] 2) The Value of Labor Article Pass out the news article The Value of Labor and read it in class. Discuss how this article relates to OMAM and Steinbecks perspective on humankind. Particularly focus on how the issues of OMAM are still relevant in todays society and how. [15 mins] 5) Grammar Quiz The students will take a grammar quiz on adverbs. After they take it, have them switch quizzes with a seat mate and grade in class.

III. Closure [ 10 mins.] [15 min]

7) Found Poetry Just as Steinbeck used Burns poem as inspiration for his work, the students will now have a chance to write poems influenced by Steinbeck using the found poetry technique.
NOTE: in order to make sure that two students are doing their reading, I will ask them to complete any missing assignments during CHAT time this week.

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Methods of assessment: (The "Materials Appendix" should include any assessment tools/forms/rubric scales noted below)

The learning objective being assessed: - Its purpose: attention to textual detail

- rubrics used to measure learning: - tool/instrument: found poetry exercise; warm-up exercise - when & how assessment information gets to students: I will have them share their poems/phrases with the class
The learning objective being assessed: - Its purpose: to determine whether the students are doing the TOTC reading

- rubrics used to measure learning: - tool/instrument: pop quiz - when & how assessment information gets to students: it will be graded on a ten-point scale
In retrospect: {Reflective notes AFTER the lesson is taught.]
What worked? What didn't go as anticipated? How would you change it another time?

We didnt end up following this lesson completely, because I decided to use class time to talk about two essays written by students in the class (I had asked for their permission beforehand). We discussed the positive and negative qualities of each essay, which allowed the students to how I assess their essays. The students seemed to be engaged during this activity, which lasted thirty minutes. I hope that going over these essays in class helps the students as they write their final essay due this Thursday. The two students who typically do not turn in their assignments have both turned in their mini essay 4, which is encouraging. I am still having them come in during CHAT so we can talk about their other missing assignments. Materials Appendix:
(e.g., supporting texts, powerpoints, handouts, assessment forms/rubrics/tools, etc.)

Of Mice and Men Chapter 3: Found Poem Exercise Steinbeck uses such beautiful diction (word choice) in his novel of Mice and Men. The following quote is taken from Chapter 3. The silence plays a large role in setting the mood of this scene. Using a minimum of three phrases from this quote, create a poem of your own. The phrases in the box are poetic, but feel free to use any others you find in the quote that are fitting for your poem. Your poem does not have to rhyme or have a formal structure, but should contain some of your own words and be at least 8 lines 58

long or more. Your poem can reflect the novel and/or silence, but do not have to. These poems will be shared in class and will be collected. His voice trailed off. It was silent outside. Carlsons footsteps died away. The silence came into the room. And the silence lasted It came out of the night and invaded the room They took places opposite each other at the table under the light, but George did not shuffle the cards. He rippled the edge of the deck nervously, and the little snapping noise drew the eyes of all the men in the room, so that he stopped doing it. The silence fell on the room again. A minute passed, and another minute There came a little gnawing sound from under the floor and all the men looked down toward it gratefully A shot sounded in the distance. The men looked quickly at the old man. Every head turned toward him. For a moment he continued to stare at the ceiling. Then he rolled slowly over and faced the wall and lay silent. George shuffled the cards noisily and dealt them (48 49). Phrases to consider: voice trailed off silent outside footsteps died away the silence came into the room came out of the night rippled the edge of the deck snapping noise silence fell on the room gnawing sound shot sounded in the distance stare at the ceiling lay silent
http://www.counterpunch.org/goodman09032010.html Weekend Edition Septe mber 3 - 5, 2010

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Organizing Principle

The Value of Labor


By JIM GOODMAN

My uncle was a shop steward for Briggs & Stratton in Milwaukee, he introduced me to labor unions. Even as a kid, unions made
sense to me, if the company made more profit, the workers should too, in rough times the union made concessions and the workers kept their jobs. I knew about farmers trying to organize, but we weren't that good at collective bargaining. The Grange, the National Farmers Organization (NFO) tried, but organizing farmers was always sort of like trying to herd cats. Still, we all need to organize. Looking at the labor situation from the outside, it is obvious how successful the anti-union forces have been. Wal-Mart, meat packing companies, Coca-Cola have turned the clock back to the union busting days of the 1880's. The Pinkerton goon squads have been replaced by more sophisticated means of union busting; sowing internal dissent in the unions, legal actions and scapegoating of immigrant laborers, but the results are the same. Universal Declaration of Human Rights be damned. Anti-union folks, like the Tea Party, accuse immigrants of taking good American jobs. What jobs are these immigrants taking that good Americans want? Picking two-and-a half tons of tomatoes a day to make minimum wage? Would they like a 10-12 hour shift milking cows or working in a slaughter plant for minimum wage? If so, the United Farm Workers of America are ready to help them. A steady decline in union membership has paralleled the decline in real wages, standard of living, and social safety nets, not just for union members, but the entire middle class. Corporations simply move production to low wage countries, and reward their CEO's for increasing profits. Made in America? Good luck finding it. Globalization and bottom line profit always trump the well being of workers. Because economic growth refers only to the amount of goods and services produced, it says nothing about the quality of life of the workers or the population in general -- as if they and their labor have no value. Why dismiss those who do manual labor? Why has the status and economic return of so many jobs been reduced to a point at which only those driven from the the Global South by corporate globalization are desperate enough to accept such degrading wages? The Wall Street bankers and corporate CEO's who engineered the ongoing economic crash are pretty much universally despised, yet somehow, they are also admired. Their union busting, job outsourcing and speculation on agricultural production, put them at the top of their game, the apex of capitalism and greed and /it made them rich/ (even though it was at our expense). The more workers they drove into poverty, the more they were paid. The union movement was right, the attempts of farmers to organize for fair prices was right, strikes, walk-outs and wage protests are right. Labor, manual labor, has value, indeed it is the basis of society. Bankers and CEO's have come by their posh offices, limousines and multi-million dollar salaries on the backs of workers; the laid off union worker, bankrupt farmers and slave laborers around the world. Unless American workers can figure out how to live on a few dollars a day, the outsourced jobs will not return. Unless we all insist upon, and are willing to pay, a living wage for manual labor, the loss of the middle class, of living wage blue collar jobs will continue. Either we accept the economic system those of privilege have given us, or we reject it and insist that all workers have value and pay them a living wage. So, to Wall Street, from those of us who work with our hands, who grow your food, who clean your offices, who trim your lawns, who teach your children, who repair your streets and care for you when you are sick, Happy Labor Day! Some might also wish that you choke on your fat bonuses, but no, we are not quite so devoid of compassion as you. The labor movement, the farmers, the peasants, the slave laborers in your factories still have dignity and know the value of real work, perhaps, something you will never know or understand. Jim Goodman is a dairy farmer from Wonewoc WI and an IATP Food and Society Fellow.

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Lesson Plan for Honors 10 10.24


Teacher Name: Christy Chang Date: October 24th Prep/Class (grade & ability level): Honors English 10 NOTE: During the last class, we ended up spending time critiquing a couple of student samples in preparation for the last mini essay for OMAM. This activity was very useful for the students; they asked lots of questions and nodded when asked if they understood how the essays could be improved. But that said, this lesson will be covering some activities that were not completed in the last lesson. Learning Objectives Specific to this lesson: [Note: Those with an asterisk (*) are being
systematically assessed; others are informally assessed as a part of the instructional process.]

SWBAT: COGNITIVE (know/understand) Students will understand how labor unions are related to the labor context of OMAM AFFECTIVE (feel/value) Students will value the way Steinbeck organized the text Students will value how the themes of OMAM relate to modern day issues PERFORMANCE (do) Students will take a vocabulary quiz Students will read The Value of Labor as a class and discuss it in relation to OMAM Students will work in groups to make a table of contents for OMAM, including chapter titles (since Steinbeck doesnt include them in the actual text) SOLs: 10.3 The student will read, comprehend, and critique literary works. a) Identify text organization and structure Instructional Strategies/Activities I. Bridge [ 10 mins.]

Announcements (3 minutes) In preparation for their upcoming unit test, I will give them a practice short answer question that they are to answer with three to five sentences. II. Major Steps (with estimated time frames): detail as you need. [70 minutes] [ 15 mins.] Word Power Quiz 27

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I will make this into a worksheet and go over the answers in class. [ 20 mins.] 3) The Value of Labor article/discussion Pass out the news article The Value of Labor and read it in class. Discuss how this article relates to OMAM and Steinbecks perspective on humankind. Particularly focus on how the issues of OMAM are still relevant in todays society and how. [30 mins] 5) Table of Contents project

Have the students divide into groups and make table of content posters with titles for each chapter. (They will present their posters to the class and explain why they chose their titles) This project will help them review for the test since they have to go through the different events in the book to come up with suitable titles.
III. Closure [ 10 mins.] [15 min]

8) Found Poetry Just as Steinbeck used Burns poem as inspiration for his work, the students will now have a chance to write poems influenced by Steinbeck using the found poetry technique.
NOTE: in order to make sure that two students are doing their reading, I will ask them to complete any missing assignments during CHAT time this week.

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Methods of assessment: (The "Materials Appendix" should include any assessment tools/forms/rubric scales noted below)

The learning objective being assessed: - Its purpose: attention to textual detail

- rubrics used to measure learning: - tool/instrument: found poetry exercise; warm-up exercise; table of contents group
projects - when & how assessment information gets to students:

I will have them share their poems

The learning objective being assessed: Vocabulary - Its purpose: to determine whether the students are studying their Word Power words - rubrics used to measure learning: - tool/instrument: worksheet (multiple choice and short answer) - when & how assessment information gets to students:

students will grade each others worksheets.


In retrospect: {Reflective notes AFTER the lesson is taught.]
What worked? What didn't go as anticipated? How would you change it another time?

We got to cover the lesson today, and the discussion of the article went very well. I think it will help them prepare for the essay question on their final exam. During CHAT today, I had P and D come in and we talked about each assignment that they are missing. I gave them a list of these assignments, which they are to turn in by this coming Monday. After our discussion, I had them stay during CHAT to start working on their assignments. They each completed at least one of their assignments, but I reminded them that if they do not turn in all of them by Monday, I will be contacting their parents. Materials Appendix:
(e.g., supporting texts, powerpoints, handouts, assessment forms/rubrics/tools, etc.)

Of Mice and Men Chapter 3: Found Poem Exercise Steinbeck uses such beautiful diction (word choice) in his novel of Mice and Men. The following quote is taken from Chapter 3. The silence plays a large role in setting the mood of this scene. Using a minimum of three phrases from this quote, create a poem of your own. The phrases in the box are poetic, but feel free to use any others you find in the quote that are fitting for your poem. Your poem does not have to rhyme or have a formal structure, but should contain some of your own words and be at least 8 lines long or more. Your poem can reflect the novel and/or silence, but do not have to. These poems will be shared in class and will be collected. 63

His voice trailed off. It was silent outside. Carlsons footsteps died away. The silence came into the room. And the silence lasted It came out of the night and invaded the room They took places opposite each other at the table under the light, but George did not shuffle the cards. He rippled the edge of the deck nervously, and the little snapping noise drew the eyes of all the men in the room, so that he stopped doing it. The silence fell on the room again. A minute passed, and another minute There came a little gnawing sound from under the floor and all the men looked down toward it gratefully A shot sounded in the distance. The men looked quickly at the old man. Every head turned toward him. For a moment he continued to stare at the ceiling. Then he rolled slowly over and faced the wall and lay silent. George shuffled the cards noisily and dealt them (48 49). Phrases to consider: voice trailed off silent outside footsteps died away the silence came into the room came out of the night rippled the edge of the deck snapping noise silence fell on the room gnawing sound shot sounded in the distance stare at the ceiling lay silent
http://www.counterpunch.org/goodman09032010.html Weekend Edition Septe mber 3 - 5, 2010

Organizing Principle
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The Value of Labor


By JIM GOODMAN

My uncle was a shop steward for Briggs & Stratton in Milwaukee, he introduced me to labor unions. Even as a kid, unions made
sense to me, if the company made more profit, the workers should too, in rough times the union made concessions and the workers kept their jobs. I knew about farmers trying to organize, but we weren't that good at collective bargaining. The Grange, the National Farmers Organization (NFO) tried, but organizing farmers was always sort of like trying to herd cats. Still, we all need to organize. Looking at the labor situation from the outside, it is obvious how successful the anti-union forces have been. Wal-Mart, meat packing companies, Coca-Cola have turned the clock back to the union busting days of the 1880's. The Pinkerton goon squads have been replaced by more sophisticated means of union busting; sowing internal dissent in the unions, legal actions and scapegoating of immigrant laborers, but the results are the same. Universal Declaration of Human Rights be damned. Anti-union folks, like the Tea Party, accuse immigrants of taking good American jobs. What jobs are these immigrants taking that good Americans want? Picking two-and-a half tons of tomatoes a day to make minimum wage? Would they like a 10-12 hour shift milking cows or working in a slaughter plant for minimum wage? If so, the United Farm Workers of America are ready to help them. A steady decline in union membership has paralleled the decline in real wages, standard of living, and social safety nets, not just for union members, but the entire middle class. Corporations simply move production to low wage countries, and reward their CEO's for increasing profits. Made in America? Good luck finding it. Globalization and bottom line profit always trump the well being of workers. Because economic growth refers only to the amount of goods and services produced, it says nothing about the quality of life of the workers or the population in general -- as if they and their labor have no value. Why dismiss those who do manual labor? Why has the status and economic return of so many jobs been reduced to a point at which only those driven from the the Global South by corporate globalization are desperate enough to accept such degrading wages? The Wall Street bankers and corporate CEO's who engineered the ongoing economic crash are pretty much universally despised, yet somehow, they are also admired. Their union busting, job outsourcing and speculation on agricultural production, put them at the top of their game, the apex of capitalism and greed and /it made them rich/ (even though it was at our expense). The more workers they drove into poverty, the more they were paid. The union movement was right, the attempts of farmers to organize for fair prices was right, strikes, walk-outs and wage protests are right. Labor, manual labor, has value, indeed it is the basis of society. Bankers and CEO's have come by their posh offices, limousines and multi-million dollar salaries on the backs of workers; the laid off union worker, bankrupt farmers and slave laborers around the world. Unless American workers can figure out how to live on a few dollars a day, the outsourced jobs will not return. Unless we all insist upon, and are willing to pay, a living wage for manual labor, the loss of the middle class, of living wage blue collar jobs will continue. Either we accept the economic system those of privilege have given us, or we reject it and insist that all workers have value and pay them a living wage. So, to Wall Street, from those of us who work with our hands, who grow your food, who clean your offices, who trim your lawns, who teach your children, who repair your streets and care for you when you are sick, Happy Labor Day! Some might also wish that you choke on your fat bonuses, but no, we are not quite so devoid of compassion as you. The labor movement, the farmers, the peasants, the slave laborers in your factories still have dignity and know the value of real work, perhaps, something you will never know or understand. Jim Goodman is a dairy farmer from Wonewoc WI and an IATP Food and Society Fellow.

Lesson Plan for Honors 10 10.31

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Teacher Name: Christy Chang Prep/Class (grade & ability level): Honors English 10 Learning Objectives Specific to this lesson: [Note: Those with an asterisk (*) are being
systematically assessed; others are informally assessed as a part of the instructional process.]

SWBAT: COGNITIVE (know/understand) Students will know the plot, themes, and characters of OMAM. AFFECTIVE (feel/value) Students will value the importance of detail when reading text. PERFORMANCE (do) Students will take the unit exam for Of Mice and Men SOLs: 10.3 The student will read, comprehend, and critique literary works. a) Identify text organization and structure Instructional Strategies/Activities I. Bridge [ 10 mins.]

Announcements (3 minutes) I will administer the student surveys today because of the five-day weekend (I had originally planned to give them out on Monday) II. Major Steps (with estimated time frames): detail as you need. [70 minutes] [ 90 mins.] Unit Exam for Of Mice and Men We will go over the directions for each section during class, and I will emphasize directions with multiple steps. I will give the students a chance to ask questions about the long essay prompt. III. Closure [ 10 mins.]

If students finish before the bell rings, they will be allowed to read Tale of Two Cities or study for their Word Power quiz.

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Methods of assessment: (The "Materials Appendix" should include any assessment tools/forms/rubric scales noted below)

The learning objective being assessed: comprehension of the text OMAM - Its purpose: to determine whether the students have grasped the objectives set in the unit for this text. - rubrics used to measure learning: multiple choice, short answer, short essay, long essay, and matching questions (exam is included in the weekly map) - tool/instrument: unit exam - when & how assessment information gets to students: the students will receive a numerical grade for their exams. In retrospect: {Reflective notes AFTER the lesson is taught.] The students took the exam on the day that they came back from the hurrication but they did not complain about having to take it. I had prepared the exam the previous week and asked my CI to give me feedback on how to improve the format, which was a very good decision since my CI gave lots of helpful feedback (he suggested taking out two questions and rewording a short essay prompt). I credit this revision process for why the students seemed to have a relatively easy time with understanding the directions. Nothing came as a surprise to them, and all of the students finished on time. Materials Appendix:
(e.g., supporting texts, powerpoints, handouts, assessment forms/rubrics/tools,

OMAM EXAM

NAME:

Match the following quotations with the source. Some characters may be used more than once; some may not be used at all. a. George b. Slim c. Candy d. Curleys wife e. f. g. h. Lennie Crooks Carlson Curley

___1. Well jus forget it. I didnt mean it. Jus foolin. I wouldnt want to go no place like that. ___2. The bastards stole my luger! ___3. I ought to of shot that dog myself, George. I shouldnt of ought to let no stranger shoot my dog. ___4. George says were gonna have alfalfa for the rabbits. ___5. They play cards in there, but I cant play because Im black. ___6. I could get along so easy and so nice if I didnt have you on my tail. I could live so easy 67

___7. Spose I went in with you guys. Thas three hundred an fifty bucks Id put in. I aint much good, but I could cook and tend the chickens and hoe the garden some. Howd that be? ___8. Now what the hell ya suppose is eatin them two guys? ___9. Leggo of him, Lennie. Let go. ___10.Well, you keep your place then I could get you strung up on a tree so easy it aint even funny Multiple Choice 11. This novella is set in the______ a. 1890s b. 1920s c. 1930s d. 1940s 12. Who finds the dead wife of Curley first? a. Slim b. Candy c. Crooks d. Curley himself 13. What is the setting at the beginning of the book? a. The bank of the Salinas River b. Northern California c. The Midwest d. By a river in Texas 14. Who does George trust with the story about leaving Weed? a. The Boss b. Candy c. Slim d. Curley 15. Who does Curleys wife threaten? a. Lennie b. George c. Slim d. Crooks 16. Why does Candy cry when he sees Lennie has killed Curleys wife? a. He realizes the dream will never come true b. He is sad that Curleys wife has died c. He envies her quick death d. He is sad that Lennie will be killed 68

17. Who really took Carlsons gun from the bunkhouse? a. Lennie b. George c. Curley d. Carlson just misplaced the gun and never lost it 18. Who unknowingly wanders into Crooks room, a forbidden area? a. George b. Slim c. Lennie d. Carlton 19. Who is the author of the novella Of Mice and Men? a. Ernest Hemingway b. John Steinbeck c. F. Scott Fitzgerald d. Mrs. Barlow

20. Why do George and Lennie include Candy in their dream? a. Because they need someone to do all the work while they relax b. Because Candy has money to help them purchase a farm c. Because they need someone to feed the rabbits d. Because they feel bad about his dog 21. Who comforts George at the end of the story? a. Curley b. Candy c. Slim d. The rabbits 22. Who is Bill Tenner? a. A man who used to work at the ranch b. The boss c. Lennies Uncle d. Curleys Wifes first love 23. Why does Curley pick on Lennie? a. Because he knows Lennie is mentally handicapped b. Because he saw Lennie looking at his wife c. Because he hates big guys d. Because Lennie laughed at Curley

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24. Candy lost his hand a. When he was in the war b. on the ranch c. When he got into a bar fight d. He was born that way 25. What did Lennie tell Curleys wife that he lost but once loved to rub? a. A kitten b. A teddy bear c. Velvet d. A sock Fill In the Blank 26. George and Lennie flee the town of _____________________ after a woman accuses Lennie of rape. 27. ___________________is the most respected man on the ranch. 28. Candy says ________________ pants is just crawlin with ants. 29. Lennie crushes Curleys _________________________when Curley attacks him. 30. Curleys wife had dreams of being________________. 31. Crooks got injured by_________________________________. 32. Over each bunk there was nailed an______________________ with the opening forward so that it made two shelves for the personal belongings of the occupant in the bunk. 33. George and Lennie had to walk ___________ miles after the bus dropped them off before they finally reached the ranch. 34. Lennie is talking to a __________________when George comes up behind him. 35. ___________________ once supplied Lennie with mice. 36. __________________ is not allowed in the bunkhouse. Complete each quotation below with a phrase from the list that follows. ____37. Jus wanted to feel that girls dress ____38. You know how [ranch] hands are, ____39. Ever one of yous scared ____40. You get another mouse thats fresh and

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____41. I said spose George went into town tonight and a. you never heard of him no more. b. Ill let you keep it a little while. c. Jus wanted to pet it like it was a mouse d. the rest is goin to get something on you. e. they just come in and get their bunk and work a month, and then they quit and go out alone. Who are the two poets that we discussed in relation to Of Mice and Men? What were the titles of their poems? 42. Poet #1: 43. Poet #2: Title: Title:

44. What was one job that Pedro did not have in the article, Cross Cultural Medicine, A Decade Later: A Season in the Life of a Migrant Farm Worker in California ? a. Strawberry picker b. Orange picker c. Construction worker d. Factory worker Extra Credit: Which two Steinbeck books were previously banned?

Short Answer. Answer Two of the following questions with sufficient detail to reveal your familiarity and understanding of the novella. (3-4 sentences each) 1. Explain the title Of Mice and Men and how it relates to the novel. Support you answer with examples.

2. Why does George continue to be friends with Lennie? Support your answer with examples.

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3. How is the theme of loneliness illustrated in Of Mice and Men? Support you answer with examples.

4. What is the significance of the death of Candys dog? Support your answer with examples.

Essay: In a cohesive three paragraph essay, answer the following question: In discussing the American Dream, we have touched on several issues concerning the plights of marginalized or vulnerable people. In looking at Of Mice and Men select three characters in this novel and describe why you think Steinbeck chose them as representative of a marginalized or vulnerable social group. Specifically, discuss the American Dream they are reaching for and the reasons why each is not able to realize his or her dream. How does this relate themes of the novel?

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