Class Activities

Homework

Day 1

*Film: John Steinbeck – Discovery Education

*Video Viewing Guide

*John Steinbeck notes in Literature Notebook

Standard(s):

Reading 2.4 Comprehension and Analysis of Grade-Level-Appropriate Text 

Identify and trace the development of an author’s argument, point of view, or perspective in text. 

Writing 1.3  Organization and Focus  

Use strategies of notetaking, outlining, and summarizing to impose structure on composition drafts. 

Setting Project due Day 11.

See Guidelines.

Standard(s):

Speaking Applications 2.1.b 

Deliver narrative presentations: 

b. Describe complex major and minor characters and a definite setting

Listening and Speaking Strategies 1.0 Organization and Delivery of Oral Communication 1.4, 1.5, 1.6

1.4 Organize information to achieve particular purposes and to appeal to the background and interests of the audience. 

1.5 Arrange supporting details, reasons, descriptions, and examples effectively and persuasively in relation to the audience. 

1.6 Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations.

Written and Oral English Language Conventions 1.0 

Students write and speak with a command of standard English conventions appropriate to the grade level. 

Writing Applications 2.2 

Write responses to literature: 

a. Develop interpretations exhibiting careful reading, understanding, and insight. 

b. Organize interpretations around several clear ideas, premises, or images from the 

literary work. 

c.  Justify interpretations through sustained use of examples and textual evidence. 

Day 2

*Film: The Great Depression

*Video Quiz

*Notes on The Great Depression

Standard(s):

Reading 2.4 Comprehension and Analysis of Grade-Level-Appropriate Text 

Identify and trace the development of an author’s argument, point of view, or perspective in text. 

Writing 1.3  Organization and Focus  

Use strategies of notetaking, outlining, and summarizing to impose structure on composition drafts. 

Setting Project

Day 3

Vocabulary – Dictionary Work

·       vocabulary sheets

·       Chapter 1 & 2 Words, pg. #

-        debris, 1

-        mottled, 1

-        recumbent, 1

-        despair, 5

-        lumbered, 8

-        anguished, 11

-        skeptically, 19

-        relish, 20

-        bale, 22

-        pugnacious, 25

-        ominously, 27

-        derogatory, 27

-        solitaire, 28

-        contorted, 30

-        brusquely, 31

-        complacently, 34

-        dignity, 36

Standard(s): 

Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development 

Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to 

understand the precise meaning of grade-level-appropriate words. 

Reading 1.3  Vocabulary Concept and Development

Clarify word meanings through the use of definition, example, restatement, or contrast. 

Setting Project

Vocabulary Quiz

Day 5

Day 4

Chapter 1 Of Mice and Men

Paragraph 1 and 2

Setting, Imagery, Symbolism

Where does Steinbeck take you?

How and Why does he take you there?

What does it mean?

Standard(s):

Literary Response and Analysis 3.0

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science.

Structural Features of Literature 3.1

3.1 Articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, essay). 

Narrative Analysis of Grade-Level-Appropriate Text 3.2, 3.4

3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). 

Setting Project

Study Vocabulary

Day 5

Chapter 1 Vocabulary Quiz

Read Chapter 1 as a class

Discuss

Standard(s):

Literary Response and Analysis 3.0

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science.

Narrative Analysis of Grade-Level-Appropriate Text 3.2, 3.3, 3.4, 3.5

3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). 

3.3 Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions 

of other characters. 

Setting Project

Day 6

Day 6

cont…

Vocabulary – fill in words on vocabulary sheet

·       Chapter 3 & 4 Words, pg #

-        derision, 38

-        defensively, 39

-        solitaire, 40

-        deliberate, 55

-        reprehensible, 59

-        reverently, 60

-        bemused, 60

-        retreat, 63

-        cowering, 64

-        wryly, 64

-        tattered, 67

-        aloof, 67

-        meager, 67

-        flexed, 67

-        disarming, 69

-        apprehension, 72

-        brutally, 75

-        overwhelmed, 76

-        sullenly, 78

-        ego, 81

-        averted, 81

-        appraised, 81

-        crestfallen, 83

Read Chapter 2 as a class

Discuss

Standard(s): 

Literary Response and Analysis 3.0

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science.

Narrative Analysis of Grade-Level-Appropriate Text 3.2, 3.3

3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). 

3.3 Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters. 

Speaking Applications 2.1.b 

Deliver narrative presentations: 

b. Describe complex major and minor characters and a definite setting

Setting Project

Vocabulary Sheets due

Day 8

Standard(s):

Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development 

Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. 

Reading 1.3  Vocabulary Concept and Development

Clarify word meanings through the use of definition, example, restatement, or contrast.  

Vocabulary Quiz

Day 10

Day 7

Read Chapter 3 individually

Prep for:

Literature Circles

Standard(s):

Literary Response and Analysis 3.0

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science.

Narrative Analysis of Grade-Level-Appropriate Text 3.2, 3.3

3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). 

3.3 Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters. 

Speaking Applications 2.1.b 

Deliver narrative presentations: 

b. Describe complex major and minor characters and a definite setting

Setting Project

due Day 11

Vocabulary Sheet

due Day 8

Vocabulary Quiz

Day 10

Day 8

Finish Chapter 3 Literature Circle Discussions

Discussion Questions as a class

Standard(s):

Literary Response and Analysis 3.0

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science.

Narrative Analysis of Grade-Level-Appropriate Text 3.2, 3.3

3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). 

3.3 Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters. 

Speaking Applications 2.1.b 

Deliver narrative presentations: 

b. Describe complex major and minor characters and a definite setting

Setting Project

Day 9

Read Chapter 4 as a class

Discussion Questions

Standard(s):

Literary Response and Analysis 3.0

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science.

Narrative Analysis of Grade-Level-Appropriate Text 3.2, 3.3

3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). 

3.3 Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters. 

Speaking Applications 2.1.b 

Deliver narrative presentations: 

b. Describe complex major and minor characters and a definite setting

Setting Project

Study Vocabulary

Day 10

Discuss issues of disability, age, race, and gender during the Great Depression

Character insight for Lennie, Candy, Crooks, and Curley’s Wife

Ch. 3 & 4 Vocabulary Quiz

Standard(s):

Narrative Analysis of Grade-Level-Appropriate Text 3.2, 3.3, 3.4, 3.5

3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). 

3.3 Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters. 

3.4 Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). 

3.5 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work. 

Reading Comprehension 2.4

Comprehension and Analysis of Grade-Level-Appropriate Text 

2.4 Identify and trace the development of an author’s argument, point of view, or perspective in text. 

Setting Project

due Day 11

Day 11

Vocabulary – fill in words on vocabulary sheet

·       Chapter 5 & 6 Vocabulary, pg #

-        jeering, 84

-        consoled, 87

-        gesture, 89

-        writhed, 91

-        sulkily, 95

-        sniveled, 95

-        scudded, 99

-        gingham, 100

-        haunches, 101

-        scornfully, 102

-        retorted, 102

-        belligerently, 102

-        woodenly, 103

-        monotonous, 103

-        jarred, 106

Begin Setting Project Presentations

Standard(s): 

Presenter:

Speaking Applications 2.1.b 

Deliver narrative presentations: 

b. Describe complex major and minor characters and a definite setting

Listening and Speaking Strategies 1.0 Organization and Delivery of Oral Communication 1.4, 1.5, 1.6

1.4  Organize information to achieve particular purposes and to appeal to the background and interests of the audience. 

1.5  Arrange supporting details, reasons, descriptions, and examples effectively and persuasively in relation to the audience. 

1.6  Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations.

Written and Oral English Language Conventions 1.0 

Students write and speak with a command of standard English conventions appropriate to the grade level. 

Writing Applications 2.2 

Write responses to literature: 

a. Develop interpretations exhibiting careful reading, understanding, and insight. 

b. Organize interpretations around several clear ideas, premises, or images from the literary work. 

c.  Justify interpretations through sustained use of examples and textual evidence.

Setting Projects

DUE TODAY

Vocabulary Sheet due

Day 13

Standard(s):

Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development 

Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. 

Reading 1.3  Vocabulary Concept and Development

Clarify word meanings through the use of definition, example, restatement, or contrast. 

Vocabulary Quiz

Day 15

Day 12

Finish Setting Project Presentations

Standard(s):

Audience:

Listening and Speaking Strategies 1.0

Comprehension 1.1, 1.2, 1.3

1.1 Ask probing questions to elicit information, including evidence to support the speaker’s 

claims and conclusions. 

1.2 Determine the speaker’s attitude toward the subject. 

1.3 Respond to persuasive messages with questions, challenges, or affirmations. 

Analysis and Evaluation of Oral & Media Communications 1.7 

Provide constructive feedback to speakers concerning the coherence and logic of a speech’s content and delivery and its overall impact upon the listener. 

Vocabulary Sheet

due

Day 13

Vocabulary Quiz

Day 15

Day 13

Read Chapter 5

Discuss

Homework Questions

Standard(s):

Literary Response and Analysis 3.0

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science.

Narrative Analysis of Grade-Level-Appropriate Text 3.2, 3.3, 3.4

3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). 

3.3 Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters. 

Study Vocabulary

Writing Activity & Art Connection

due Day 14

Narrative Analysis of Grade-Level-Appropriate Text 3.2, 3.3, 3.4

3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). 

3.3 Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters. 

Day 14

Distribute Essay Packets and discuss requirements

Discuss Predictions

Begin reading Chapter 6

Standard(s): Character Editorial

Writing Strategies 1.0 

Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. 

Organization and Focus 1.1, 1.2, 1.3

1.1 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas. 

1.2 Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples. 

1.3 Use strategies of notetaking, outlining, and summarizing to impose structure on composition drafts. 

Research and Technology 1.4, 1.5, 1.6

1.4 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research. 

1.5 Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations. 

1.6 Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports. 

Evaluation and Revision 1.7

1.7 Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary. 

Study Vocabulary

Character Editorial

(Persuasive Essay)

due

Day 23

Day 15

Finish reading Chapter 6

Discuss

Chapter 5 & 6 Vocabulary Quiz

Standard(s):

Literary Response and Analysis 3.0

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science.

Narrative Analysis of Grade-Level-Appropriate Text 3.2, 3.3, 3.4

3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). 

3.3 Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters. 

Character Editorial

Essay

due

Day 23

Day 16

Of Mice and Men Gallery Walk

Character Decisions – Good or Bad Decisions?

In Pod discussions and organization

Standard(s):

Organization and Focus 1.1, 1.2

1.1 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas. 

1.2 Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples. 

2.4 Write persuasive compositions: 

a. State a clear position or perspective in support of a proposition or proposal. 

b. Describe the points in support of the proposition, employing well-articulated evidence. 

c. Anticipate and address reader concerns and counterarguments.  

Character Editorial

Essay due

Day 23

Day 17

Character Decision worksheet

Work with Pod

Standard(s):

2.4 Write persuasive compositions: 

a. State a clear position or perspective in support of a proposition or proposal. 

Essay

Day 23

Day 18

Write Introduction

Edit within Pod

Re-write Introduction

Standard(s):

2.4 Write persuasive compositions: 

a. State a clear position or perspective in support of a proposition or proposal. 

b. Describe the points in support of the proposition, employing well-articulated evidence. 

Evaluation and Revision 1.7

Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary. 

Essay

Day 23

Day 19

Character Decision – BACK IT UP!

Quote worksheet

Standard(s):

2.4 Write persuasive compositions: 

a. State a clear position or perspective in support of a proposition or proposal. 

b. Describe the points in support of the proposition, employing well-articulated evidence. 

Research and Technology 1.5 

1.5 Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations. 

Writing Applications 2.0

2.2 Write responses to literature: 

a. Develop interpretations exhibiting careful reading, understanding, and insight. 

b. Organize interpretations around several clear ideas, premises, or images from the literary work. 

c. Justify interpretations through sustained use of examples and textual evidence.

Essay

Day 23

Day 20

Write the two body paragraphs and conclusion in class

Standard(s):

2.4 Write persuasive compositions: 

a. State a clear position or perspective in support of a proposition or proposal. 

b. Describe the points in support of the proposition, employing well-articulated evidence. 

Research and Technology 1.5 

1.5 Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations. 

Writing Applications 2.0

2.2 Write responses to literature: 

a. Develop interpretations exhibiting careful reading, understanding, and insight. 

b. Organize interpretations around several clear ideas, premises, or images from the literary work. 

c. Justify interpretations through sustained use of examples and textual evidence.

Essay

Day 23

Day 21

Peer Edit the “Rough Draft”

Standard(s):

Written and Oral English Language Conventions 1.0

Sentence Structure 1.1

Place modifiers properly and use the active voice. 

Grammar 1.2, 1.3, 1.4

1.2 Identify and use infinitives and participles and make clear references between pronouns and antecedents. 

1.3 Identify all parts of speech and types and structure of sentences. 

1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference). 

Punctuation 1.5

Identify hyphens, dashes, brackets, and semicolons and use them correctly. 

Capitalization 1.6 

Use correct capitalization. 

Spelling 1.7

Spell derivatives correctly by applying the spellings of bases and affixes. 

Essay Day 23

Extra Credit

Essay Day 22

Day 22

Electronic Grading of Early Essays

Essay Due Tomorrow

Day 23

Essays Due

Number One Bad Person

Standard(s):

2.4 Write persuasive compositions: 

a. State a clear position or perspective in support of a proposition or proposal. 

b. Describe the points in support of the proposition, employing well-articulated evidence. 

Breathe :)

Day 24

Of Mice and Men Number One Bad Person Differentiated Debate Prep

Standard(s):

Listening and Speaking 1.0

Deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication.

Organization & Delivery of Oral Communication 1.4, 1.5, 1.6 

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Day 25

Of Mice and Men Number One Bad Person In Class Debate

Standard(s):

2.4 Write persuasive compositions: 

a. State a clear position or perspective in support of a proposition or proposal. 

b. Describe the points in support of the proposition, employing well-articulated evidence. 

Listening and Speaking 1.0

Deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication.

Organization & Delivery of Oral Communication 1.4, 1.5, 1.6 

1.4 Organize information to achieve particular purposes and to appeal to the background and interests of the audience. 

1.5 Arrange supporting details, reasons, descriptions, and examples effectively and persuasively in relation to the audience. 

1.6 Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations. 

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