Of Mice and Men John Steinbe ck - - - - Historical Context Jigsaw Presentations Task: Coordinate in groups of 3 (Yes, there can be several groups of 2 in smaller classes and several groups of 4 in bigger classes.) and be the first to select your preferred topic for research. Your group will present for five to seven minutes (maximum). Your job is to provide your classmates with an overview of significant details and quirky facts in an engaging and perhaps entertaining manner so students can make connections with the historical context in Of Mice and Men while they read. They will be taking notes. Your rubric provides most of your “to do list.” Group members and contact information (because group work outside class is inevitable): 1. 2. 3. 4. Topics: 1930s and the Great Depression E.E. Davis ~ rev. 17 October 2017 9/20 library COW & sign-out textbooks 9/21 library COW in room 109 9/22 library COW in room 109 9/23 library COW
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Of Mice and Men John Steinbeck
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Historical Context Jigsaw Presentations
Task:
Coordinate in groups of 3 (Yes, there can be several groups of 2 in smaller classes and several groups of 4 in bigger classes.) and be the first to select your preferred topic for research. Your group will present for five to seven minutes (maximum).
Your job is to provide your classmates with an overview of significant details and quirky facts in an engaging and perhaps entertaining manner so students can make connections with the historical context in Of Mice and Men while they read. They will be taking notes. Your rubric provides most of your “to do list.”
Group members and contact information (because group work outside class is inevitable):
1.2.3.4.
Topics: 1930s and the Great Depression
1. F.D.R.’s New Deal especially Social Security2. 1930s entertainment: movies, music, and dance moves3. 1930s art and photography4. 1930s & Dust Bowl: California agriculture, migrant labor, farm life, and a map of
California (with Weed and Soledad prominently displayed)5. 1930s race relations 6. 1930s women’s roles (look at 1920s and the 19th amendment too)7. Analyze and explain Robert Burns’ “To a Mouse…” and connect it to OM&M8. 1930s world events – look at Europe in particular to put the U.S. in context9. John Steinbeck biography
E.E. Davis ~ rev. 17 October 2017
9/20 library COW & sign-out textbooks
9/21 library COW in room 109
9/22 library COW in room 109
9/23 library COW
9/26 presentations begin!
Of Mice and Men John Steinbeck
E.E. Davis ~ rev. 17 October 2017
Of Mice and Men John Steinbeck
Rubric Goals = Common Core Standards Evaluative Commentary ScoreSL4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Speaking/listening
SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
At least four minutes of content + video clip (video is optional/additional)
SL6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.-volume and body language convey confidence-knowledge of content (vs. written content-only); look at the board very little-polished delivery/performance (eye contact)W6 use technology to write and publish WritingW7 conduct short and extended research projectsW8 gather relevant resources/avoid plagiarism-relevant = reliable & scholarly resources(start with Sno-Isle Research Databases, search well known websites or major universities)-use MLA parenthetical citations, correctly(author’s last name + page number or article title when information is anonymous + paragraph number for online publications)-use MLA parenthetical citations, correctly citing all pictures and video clips-use MLA works cited(double check your works cited with Purdue OWL, never trust a citation machine 100%)Share your presentation with [email protected] before the deadline.
Finish revisions by the deadline to improve your score. Return this rubric and other presentation feedback to Ms. Davis when your revisions are completed.
It seems very likely that George and Lennie will return to this spot. One reason is that George said, “We’re gonna sleep here because I got a reason” (Steinbeck 7).If he has a plan, it has to be important. Later in the chapter George tells Lennie that if he gets into trouble like he did in Weed, that he needs to come back to this spot. Lennie is really proud that he will remember (Steinbeck 15). It sounds like Lennie knows to return, and it’s part of the author’s plan. {This example could be a lot more sophisticated, but it has solid ingredients.}
John Steinbeck included an African American in this book so he could address historically accurate racial issues in the 1930s. A quote that proves that Steinbeck included a black character as a scapegoat is, “The boss gives him hell when he’s mad. But the stable buck don’t give a damn about that” (Steinbeck 18). Even though it hasn’t been said yet, we can assume that the boss is racist. Surprisingly, Crooks doesn’t fit sterteotypes, and the guys’ opinion of him doesn’t either. The old man said Crooks is a nice guy and reads a lot (Steinbeck 18).
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Of Mice and Men John Steinbeck
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Chapter 1 (p. 1-16)
“The best laid plans of mice and men often go awry.” from “To a Mouse” by Robert Burns
CAT Questions – answer each by restating the question in the answer (IQIA), including a MLA cited quotation, and including a MLA cited paraphrase. Other sentences will be needed to transition through these. Remember the quote sandwich from LMS. (+5 each = IQIA, cited paraphrase, perspective on paraphrase, cited quote, perspective on quote)
1. (LC02) Summarize George and Lennie’s plan for the future including an overarching statement about their plan. Also include main details about their plan. Overarching statement example = George and Lennie’s plan is…
2. (LA05) How is George characterized in this chapter? Consider his interactions with Lennie, and include multiple details from this chapter in your answer.
3. (LT09 Extended Response) Evaluate George’s decision to stick with Lennie. (Is this a good decision, what is his motive, why is he there?) Support your evaluation of George’s character with details from chapter one.
4. Write a correctly formatted MLA works cited entry for this novel.
DISCUSSION QUESTIONS AND CAT MODELS:
(LC03) Make a prediction about this novel. Will George and Lennie return to this spot? Base your prediction on information from chapter one, and include specific details to support your prediction.(LC03) Based on a hint the author gives readers, what do you think might have happened in Weed? Why would Steinbeck mention this; what might it foreshadow?(LC03) What do you predict will happen to the rabbits if Lennie gets them? (LA05) What type of mood does the author create with his description in the first paragraph? Include details from this paragraph to support this mood.(LA05) What is the setting of the novel? How are this time and location significant?(LA05) How would you characterize the relationship between George and Lennie? Cite details from this chapter to support your analysis of their interactions.(LA07) Contrast the differences between George and Lennie.
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Of Mice and Men John Steinbeck
(LT08) What is the author’s purpose for writing the scene where George tells Lennie to return to this spot if anything happens? Include details from this chapter to support your assumptions about the author.
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Chapter 2 (p. 17-37)Goals- to understand the history of critical vocabulary, to define critical vocabulary from context, to determine theme, to contrast characters, and to evaluate characters’ decisions.
CAT Questions – answer each by restating the question in the answer (IQIA), including a MLA cited quotation, and including a MLA cited paraphrase. Other sentences will be needed to transition through these. Remember the quote sandwich from LMS. (+5 each = IQIA, cited paraphrase, perspective on paraphrase, cited quote, perspective on quote)
(Oxford English Dictionary) Look up the n-word and explain how its history connects with why it’s a word we never use. (not a written answer)
1. (LC01) What main theme in this chapter becomes clear once the men meet Curley? Cite details about Curley’s character in your answer.
2. (LA06) Curley’s wife and Candy’s dog have some obvious differences, but what about them is similar? Think about their relationships with the other characters in chapter two, and include specific details about them.
3. (LT09) Evaluate George’s decision to stay on the farm after Lennie says, “This ain’t no good place. I wanna get outa here” (Steinbeck 32). Is staying a good or bad decision? Explain why you think so based on specific details from chapters one or two.
4. Write a correctly formatted MLA works cited entry for this novel.
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Of Mice and Men John Steinbeck
Chapter 2 Character Chart (add specific details from chapter 2)
Character’s Name Physical Appearance Behaviors/Actions How George and Lennie react to this person
George Milton (Chapter 1)
Lennie Small (Chapter 1)
Candy
Whitey the blacksmith
Crooks (crooked backed stable buck)
the boss
Candy’s dog
Curley
Curley’s wife
Slim
Carlson
E.E. Davis ~ rev. 17 October 2017
Of Mice and Men John Steinbeck
E.E. Davis ~ rev. 17 October 2017
Of Mice and Men John Steinbeck
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Chapter 3 (p. 38-65)
Goals- to make inferences, analyze cause and effect, and evaluate author’s purpose.
CAT Questions – answer each by restating the question in the answer (IQIA), including a MLA cited quotation, and including a MLA cited paraphrase. Other sentences will be needed to transition through these. Remember the quote sandwich from LMS; add your perspective to each quote and paraphrase. (+5 each = IQIA, cited paraphrase, perspective on paraphrase, cited quote, perspective on quote)
1. (LC03) What is the most likely reason that Curley picks a fight with Lennie? Base your inference/assumption on details from chapter three. (+5)
2. (LA07) What discussion and events upset Candy? Explain how/why this conversation and occurrence upset Candy by using details from this chapter. (+5)
3. (LT08) What is Steinbeck’s purpose for portraying women in chapter 3 (Susy, Clara, and Curley’s wife) how he does? Judge how well he is accomplishing this purpose and provide details from chapter 3 to support your opinion. (+5)
4. Write a correctly formatted MLA works cited entry for this novel.(+1)
Discussion Questions
(LC02) Write a summary of what happened in Weed. Write an overarching statement that summarizes the story plus details from previous chapters to provide a beginning, middle, and end to the events.(LC03) Make a prediction about Candy. Will he become part of George and Lennie’s dream? Support your prediction based on promises made in this chapter. Use specific details.(LC05) According to chapter 3, describe how/why Curley’s wife fears him. What does this fear reveal about her?(LA07) What are the effects of Curley’s picking a fight with Lennie? Cite details from chapter 3 in your answer to show understanding of the effects. (LT08) Slim thinks it’s odd that George and Lennie travel together? What do you assume the author’s purpose is for having these two be so close? Include details from the novel to support your ideas.(LT09) Evaluate whether George’s decision to have Lennie defend himself against Curley is a good decision. Support your evaluation with details from chapter 3.
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Of Mice and Men John Steinbeck
(LT10) What happened the last time George made Lennie do something stupid? Why did he decide to stop prompting Lennie to do stupid things? How is this decision similar/dissimilar to your own life or the life of a character you remember from a movie or another book?
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Chapter 4 (p. 66-83)
Goals- to summarize, compare characters, and evaluate characters’ decisions.
CAT Questions – answer each by restating the question in the answer (IQIA), including a MLA cited quotation, and including a MLA cited paraphrase. Other sentences will be needed to transition through these. Remember the quote sandwich from LMS; add your perspective to each quote and paraphrase. (+5 each = IQIA, cited paraphrase, perspective on paraphrase, cited quote, perspective on quote)
1. (LC02) Write an overarching statement that sums up Crooks as a character. In your summary, include the most important details about his behaviors, his personality, and his living quarters.
2. (LA06) Analyze relationships – what do Crooks, Lennie, Candy, and Curley’s wife have in common? Provide details to explain what character traits these three people have in common.
3. (LT09) In your opinion, should Curley’s wife have married Curley? Base your evaluation of her judgment on information you have learned in chapter 4.
4. Write a correctly formatted MLA works cited entry for this novel.
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Chapter 5 (p. 84-98)
Goals- to summarize, analyze literary elements: foreshadowing, and to judge characters’ decisions
CAT Questions – answer each by restating the question in the answer (IQIA), including a MLA cited quotation, and including a MLA cited paraphrase. Other sentences will be needed to transition through these. Remember the quote sandwich from LMS. (+5 each = IQIA, cited paraphrase, perspective on paraphrase, cited quote, perspective on quote)
1. (LC02) Summarize Curley’s plan for Lennie. Why is Slim worried about this? Write an overarching statement that “summarizes the summary” then write Curley’s plan in three short steps.
2. (LA05) How does Lennie’s puppy foreshadow other events in chapter 5? What actions does Lennie make in this chapter? Cite multiple details to connect the events.
3. (LT09) Do you think George’s warnings to Lennie actually get him into more trouble? Whether you agree or disagree, support your evaluation on information you learned so far in this novel.
4. Write a correctly formatted MLA works cited entry for this novel.
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Chapter 6 (p. 99-107)
Goals- to make inferences, to contrast characters, to analyze cause and effect, and to evaluate author’s purpose.
CAT Questions – answer each by restating the question in the answer (IQIA), including a MLA cited quotation, and including a MLA cited paraphrase. Other sentences will be needed to transition through these. Remember the quote sandwich from LMS. (+5 each = IQIA, cited paraphrase, perspective on paraphrase, cited quote, perspective on quote)
1. (LC03) Based on information in chapter 6, are the men likely to get their farm? Use specific details to support your inference.
2. (LA06) Contrast George with Candy and tell what he learned from Candy’s line on page 61, “I ought to of shot that dog myself, George. I shouldn’t ought to let no stranger shoot my dog” (Steinbeck 61). How are George and Candy dissimilar? Cite details from the novel to answer this question.
3. (LA07) What does George do to save Lennie from Curley? To analyze the relationships between cause and effect, think about why George did what he did. Include specific details to explain this scene.
4. (LT08) Why does the author have “Aunt Clara” and a giant rabbit visit Lennie’s conscience? What do you think of the author’s decision to add these scenes? Include details from chapter 6 in your evaluation.
5. Write a correctly formatted MLA works cited entry for this novel.
E.E. Davis ~ rev. 17 October 2017
Of Mice and Men John Steinbeck
Chapter 6 American Dream Outcomes Chart
Explain each character’s goal (personal American Dream) and what the actual outcome was. (+18)
Character’s Name& who s/he represents
Personal (American) Dream Actual Outcome (Result)
1. Lennie
2. George
3. Candy
4. Crooks
5. Curley’s wife
6. Curley
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Of Mice and Men post-reading discussion of themes and symbolism Overall Novel Discussion Options
1. (LC01) Describe a theme that runs through the entire novel.2. (LC02) Summarize events from the entire novel leading up to and including Lennie’s death. 3. (LC03) What do you think George will do after Lennie’s death? What will happen to the “dream
farm”? 4. (LA05) Describe George’s character. What does he value? What are his goals? Why does he take
care of Lennie? How does he help Lennie? 5. (LA06) Compare the Lennie to Curley. In what ways are they similar? 6. (LA07) What factors led to the death of Curley’s wife? 7. (LT08) What is the author’s purpose for writing this novel? What lessons does Steinbeck teach
through the novel? 8. (LT10) What can readers conclude about the lives of migrant farm workers?
Short and Sweet Discussion Rubric4excellent, over-achieving, superior
In-depth and insightful commentary and obvious, active listening. Comments blend with the course of the discussion and are perfectly respectful. Plus student is quiet and prepared to start discussion and does not interrupt classmates.
3 *goal*job well done, sufficient, adequate
Student joins discussion with thoughtful commentary and appears to be actively listening. Student is polite to classmates and respect class time.
2 inadequate, attempted but did not succeed “not a 3” may or may not join discussion/listen1 little to no attempt and/or low quality product does not join discussion and/or appears distracted
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Of Mice and Men John Steinbeck
Symbols and Themes ChartTake notes here to prepare for participation in the whole class discussion.
Symbol Explain what this is a symbol forGeorge and Lennie’s farm
Candy’s dog
Lennie’s puppy
Motif Explain how this “image” repeated through the novel
Corrupting power of women
Physical Strength vs. Weakness
Emotional Strength vs. Weakness
Theme Explain how this is a main theme in the novelLoneliness is debilitating
Male friendships (idealized or cruel)
Impossibility of fulfilling the American Dream
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RL.9.3 Common Assessment (Lakewood High School, English 9)
Goal- Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
How would you characterize the relationship between George and Lennie?
Refer to the SBA 4-point rubric to ensure you have fully analyzed and explained your answer.
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Of Mice and Men John Steinbeck
Constructed Response Rubric (4-point )4exemplary
An exemplary response: Gives substantial evidence of the ability to <skill>
mention <skill> in topic sentence mention <skill> in transition sentences between paraphrases and
quotes add your insightful analysis & perspective to all evidence mention <skill> in conclusion
Includes specific <paraphrases> that make clear reference to the text include 3 or more paraphrases with citations make sure these are clear and that their relevance is clear in your
transitions Fully supports the <skill> with clearly relevant <quotes> from the text
include 3 or more quotes with citations make sure they are relevant, and that their relevance is clear in
your transitions3adequate/proficient
An adequate/proficient response: Gives sufficient evidence of the ability to <skill> Includes some specific < at least 2 paraphrases> that make reference to
the text Adequately supports the <skill> with relevant < at least 2 quotes> from
the text2partial
A partial response: Gives some evidence of the ability to <skill> Includes general <at least 2 paraphrases> that make few reference to the
text Partially supports the <skill> with few relevant < at least 2 quotes> from
the text1minimal
A minimal response: Gives limited evidence of the ability to <skill> Includes <at least 1 paraphrases> but they are not explicit or make only
vague references to the text Supports the <skill> with at least one <quote> but the relevance of that
<quote> to the text has to be inferred0no credit
A response gets no credit if it provides no evidence of the ability to <skill,> includes no relevant information from the text, or is vague.
(Revised 23 October 2015)
E.E. Davis ~ rev. 17 October 2017
Of Mice and Men John Steinbeck
Note-Taking Guide ~ take notes about what you like and dislike about the film version. These notes will be useful when writing your essay.
Things I loved ~ Things they should have changed/improved ~
E.E. Davis ~ rev. 17 October 2017
Of Mice and Men John Steinbeck
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W.9.1 Common Assessment (Lakewood High School, English 9)
Goal- to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Is the film an effective adaptation of Of Mice and Men? Support your opinion with evidence from the film and the novella.
Pre-write!
Use MLA cited quotes and paraphrases from the novella, and when you want to cite from the film, write, “In the film version, …” or “In contrast, the film…” or “This is clearer in the film because…”
Cite the novella and the film in your works cited. The 1992 version of Of Mice and Men was directed by Gary Sinise for Metro-Goldwyn-Mayer. This film stars John Malkovich and Gary Sinise.
Here is a model format from the Purdue OWL:
Refer
to
the Holistic 4-point Argument Rubric to ensure you have fully analyzed and explained your answer.
Make sure you make revisions to your argument to make sure it’s as strong as possible, and carefully edit your final draft.
Please type your final draft. It should be MLA formatted with your heading, 12 point Times New Roman font, double-spaced (without extra space between paragraphs).
E.E. Davis ~ rev. 17 October 2017
The Usual Suspects. Directed by Bryan Singer, performances by Kevin Spacey,
Gabriel Byrne, Chazz Palminteri, Stephen Baldwin, and Benecio del
Toro, Polygram, 1995.
Of Mice and Men John Steinbeck
PRE-WRITE
E.E. Davis ~ rev. 17 October 2017
Based on my overall interests in the “things I loved” column, my claim is going to be:
Body paragraph 1 topic =
My insightful conclusion will probably include ideas like:
Body paragraph 2 topic =Body paragraph 3 topic =
Of Mice and Men John Steinbeck
Purpose, Focus, & Organization
4 3
Statement of Purpose & Focus[ideas, content]
*opposing claim wording is ignored for expository writing
Response fully sustained & consistently & purposefully focused; Claim is clearly stated, focused & strongly maintained [claim is echoed in topic and concluding sentence of each body paragraph]; alternate or opposing claims are clearly addressed*; claim is introduced and communicated clearly within the context
Response adequately sustained & generally focused;Claim is clear & for the most part maintained though some loosely related material may be present; alternate or opposing claims are clearly addressed adequate context provided for claim
Organization Response has clear & effective organizational structure creating unity & completeness: claim is introduced & communicated clearly within the context; logical progression of ideas beginning to end; effective [analytical] introduction & [insightful] conclusion for audience & purpose; strong connections among ideas [strong paragraph format with topic sentence and concluding sentences]
Response has evident organizational structure & sense of completeness with minor flaws or loosely connected ideasclaim is introduced & communicated clearly within the context; adequate progression of ideas beginning to end; adequate introduction & conclusion for audience & purpose; adequate connections among ideas
Organization[sentence fluency: various sentence structure and lengths]
Effective, consistent use of a variety of transitional strategies; strong connections among ideas with some syntactic variety
Adequate use of transitional strategies with some variety
Conventions 2 1 0 Variety: A range of errors includes formation, punctuation, capitalization, grammar usage, and spelling Severity: Basic errors are more heavily weighted than higher-level errors. Density: The proportion of errors to the amount of writing done well. This includes the ratio of errors to the length of the piece.
Response demonstrates a strong command of conventions; few, if any, errors are present in usage and sentence formation [no awkward fluency; no deadwood]; effective & consistent use of punctuation, capitalization, and spelling [MLA format practically publishable, no I (except narrative tasks), literary analysis is present tense]
Response demonstrates an adequate command of conventions; some errors in usage and sentence formation may be present but no systematic pattern of errors is displayed; adequate use of punctuation, capitalization, and spelling
The response demonstrates a partial command of conventions: frequent errors in usage may obscure meaning; inconsistent use of punctuation, capitalization, and spelling
E.E. Davis ~ rev. 17 October 2017
Lakewood High School Writing Rubric
Of Mice and Men John Steinbeck
Language & Elaboration of Evidence
4 3
Elaboration of Evidence[ideas, content, voice]
Response provides thorough & convincing support/ evidence for claim including effective use of sources, facts, and details. Response achieves substantial depth that is specific & relevant. use of evidence from sources is comprehensive, relevant, & concrete; effective use of a variety of elaborative techniques; [evidence + ideas blend for an intellectual conversation between texts and ideas]
Response provides adequate support/ evidence for claim including the use of sources, facts, and details. Response achieves some depth & some specificity but is predominantly general. some evidence from sources is integrated, though citations may be general or imprecise; adequate use of a elaborative techniques
[sentence fluency] Use of sources is smoothly integrated [sentence fluency & transitions to/from quotations blending with ideas]
Use of sources is smoothly integrated
[word choice] Response clearly & effectively expresses ideas, using precise language [eradicate “thing”]; use of academic and domain-specific vocabulary is clearly appropriate for audience & purpose
Response clearly & effectively expresses ideas, using precise language; use of academic and domain-specific vocabulary is clearly appropriate for audience & purpose
Research 2(At 2 points per element, research = 6 points)
1 0
Analyze/Integrate Information
Response gives sufficient evidence of ability to gather, analyze, and integrate information within and among multiple sources of information. [Balance use of paraphrases and quotes]
limited evidence
no evidence
Evaluate Information/ Sources
Response gives sufficient evidence of ability to evaluate the credibility, completeness, relevancy, and/or accuracy of information & sources.
limited evidence
no evidence
Use of Evidence Response gives sufficient evidence of ability to cite evidence to support arguments and/or ideas. [Consistently & correctly attribute others’ ideas.]
