learning life’s lessons through literature - ela high ...plan+-+mice...how teachers might help...

Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD Unit 10.3 _ Teaching Plan

1 ELA High School Unit-Teaching Plan 10.3 ©Macomb Intermediate School District 2006

Introduction

The teaching plans that follow for High School Thematic Unit 10.3, Critical Response and Stance – Relationships were designed and written by Michigan educators to meet the English Language Arts High School Content Expectations. The plan is meant as a model or example of how teachers might help students meet the Michigan Merit Curriculum Course Credit Requirements for Grade 10. Coding in the left column of each page of the plan refers to the English Language Arts High School Content Expectations (4/06). The selections in this unit include:

• Of Mice and Men, John Steinbeck, 1937, Penguin (Realistic Fiction) (S) • Internet link to Steinbeck biography: http://www.steinbeck.org/Bio.html (Biography) (T) • Internet link to Steinbeck Nobel Acceptance Speech:

http://www.ac.wwu.edu/~stephan/Steinbeck/nobel.html (Speech) (T) • “Living in Sym: An Introduction to Symbiotic Relationships,”

http://botit.botany.wisc.edu/courses/mpp/LivinginSym.html (T, A, duplicate/read aloud) • “Symbiosis,” from Wikipedia, http://en.wikipedia.org/wiki/Symbiosis also

http://en.wikipedia.org/wiki/List_of_symbiotic_relationships (T, A, duplicate) • Freak the Mighty, Rodman Philbrick, 1993, Scholastic (T or enough to be used in a

Literature Circle) • The Mighty, Sharon Stone, 1998, Miramax, 100 min. - movie (T) • Tuesdays with Morrie, Mitch Albom, 1997, Random House (T) • Tuesdays with Morrie, Jack Lemmon, 1999, Touchstone, 1:29 – TV movie (T) • Mitch Albom website: www.albom.com [email protected] (T) • Internet links to resources: Great Depression, Migrant Workers, New Deal, (T)

http://kclibrary.nhmccd.edu/decade30.html http://encarta.msn.com/text_761584403__10/Great_Depression_in_the_United_States.html http://memory.ioc.gov/ammem/afctshtml/tsme.html http://kn.sbc.com/wired/fil/pages/webofmicean.html http://en.wikipedia.org/wiki/New_Deal

• “Do not go gentle into that good night,” Dylan Thomas www.bigeye.com/donotgo.htm (Optional) (A)

• “The Explorer,” Gwendolyn Brooks www.snarkdreams.com (Optional) (A) • “September 1, 1939,” lines 78-88, W. H. Auden

http://en.wikiquote.org/wiki/W._H._Auden (A) • “The Very Thought of You,” Ray Noble, 1934, Range Road Music (in Tuesdays with

Morrie, 146-7). T = One copy needed for teacher read aloud S = Provide a copy for each student A= In unit Appendix



In accordance with the Michigan Merit Curriculum, the educators who have contributed to these units have as their goal engaging and effective units of instruction which include:

• appropriate content expectations • student goal setting and monitoring of progress • a focus on big ideas that have great transfer value • focus and essential questions that stimulate inquiry and connections • valid and relevant skills and processes • purposeful real-world applications • relevant learning experiences • varied and flexible instruction for diverse learners • research-based instructional strategies • explicit and systematic instruction • adequate teacher modeling and guided practice • review and application of new knowledge • opportunities for revision of work based on feedback • student evaluation of units • culminating celebrations

Instruction must be relevant to today’s rapidly changing world and must spark student interest through engaging texts and activities, as well as, real-world learning experiences. The over-all goal of the units is:

Students will develop effective communication and literacy skills through rigorous and relevant units of instruction and engaging learning experiences by focusing on four key dispositions:

o Inter-Relationships and Self-Reliance o Critical Response and Stance o Transformational Thinking o Leadership Qualities

The Michigan Merit Curriculum features essential questions to accompany each of these four key dispositions. Each unit features some or all of the essential questions for the featured disposition as each essential question relates to the unit selections. The plan was developed to take advantage of what each unit text offers for meeting the Michigan English Language Arts High School Content Expectations, including opportunities for direct instruction of text characteristics and features, reading and writing strategies, and on-going literacy development including vocabulary and grammar. A critical literacy skill developed through the lessons in each genre unit, is fluent oral reading. Many activities are included which help teachers and students become increasingly more proficient in oral reading for an audience. The inclusion of the reader’s theater, choral reading and paired reading are intentional; it is expected that time will be spent practicing and perfecting oral reading skills. Students need opportunities to read text like the author intended it to be read. They should be taught to pay close attention to punctuation, dialogue, sentence rhythm, etc. so



they can read with proper intonation, pace, and emphasis. Students should also hear oral reading only when it has been practiced and reflects the author’s message. For all of these reasons, teachers and students should practice reading any text before reading to an audience. Cold reads for either students or teachers are not appropriate. These plans were written by a group of grade level educators who all know that as teachers we take lesson plans like these and add our own special touches to make them better and better suited to our students. The reading selections and writing assignments were chosen by grade level educators for their appeal to students’ interests. The times given are suggestions, as is everything else in these lesson plans.

Permission is granted only to teachers in the district purchasing these documents to reproduce

pages from this teaching plan and appendix for classroom use.



Day 1

Writing

(55 minutes) CE1.1.1-1.1.8, 1.2.1, 1.2.2, 1.2.3, 1.3.1, 4.1.1, 4.1.4, 4.1.5 CE2.1.3, 4.1.2 CE2.2.2, 3.2.4

Note to Teachers: The disposition for 10th Grade from Michigan Merit Curriculum is "Critical Response and Stance." As you teach this unit, please keep this disposition in mind. We want students to take a critical (characterized by careful analysis and judgment) stance (a selective attitude about what is to be retained from reading, etc.). We want students to become critics - "who form and express judgments of people or things according to certain standards or values." (Webster's New World Dictionary, Prentice Hall, 1991). To introduce students to the premise of the unit, say something like, “As we talk, read, and write about the texts and ideas in this unit, we will view everything through the lens of the unit theme:

Relationships serve different purposes. All relationships are not equally beneficial to all participants.

We are going to read, view, and hear about relationships that shape peoples’ lives. In the best relationships all parties benefit; we might call these “win-win” or mutual relationships. (Mutual or win-win relationships are those from which all participants benefit. (Word Study)) Ask students to think about and discuss relationships that are important in their lives. Ask them what elements are necessary in a mutually beneficial or “win-win” relationships. When students have had substantial time to discuss relationships (and the teacher has recorded their ideas on the board or overhead), go over the following prompt and ask students to write to one of the topics from the prompt. Before students begin writing, remind them of the steps of the writing process using the notes following the prompt: (See Appendix #1.) Directions Relationships are important in each of our lives. Sometimes, in a relationship, both parties give and get. We could call such relationships “win-win” or mutual relationships. Friends in a mutual relationship do things for one another; they are loyal; and they treat each other with dignity (respect, honor). Think of a “win-win” or mutual relationship you or someone you know has had.

Write about the theme: Mutual Relationships



CE 1.1.1 CE1.1.2 CE1.1.3, 1.1.4, 1.2.3, 1.3.1

Do one of the following: Ø Describe a mutual relationship you currently have or have had with another

person. Give specific details and/or examples. OR Ø Tell about a mutual relationship you admire between two people you know. OR Ø Identify and explain the necessary elements/traits/characteristics of a

successful mutual relationship. OR Ø Write about the theme in your own way. Use examples from real life, from what you have read or watched, or from your imagination. Your writing will be read by interested adults. Use the paper provided for notes, freewriting, outlining, clustering, or writing your rough draft. If you need to make a correction, cross out the error and write the correction above or next to it. You should give careful thought to revision (rethinking ideas) and proofreading (correcting spelling, capitalization, and punctuation). Use the checklist and rubric to help improve your writing. (Optional: You may use a dictionary, thesaurus, spelling book and/or grammar book.) Remind students that when we write, we go through steps known as the writing process: Brainstorming

Brainstorming is thinking and talking about the topic or theme of the writing and relating it to your own personal life. Brainstorming is asking questions like: “Do I have or have I had a mutual or win-win relationship? What made the relationship a win-win one? What examples can I cite? What interesting details can I choose to tell about the relationship that would show the win-win aspects? How should I organize my writing? (outline, list, graphic organizer, and/or sequencing by chronology or by importance.)

Drafting Drafting is getting ideas down on paper and trying to organize them.



CE1.1.5, 1.1.6, 1.1.7, 4.1.1

CE1.1.8, 4.1.5

Drafting is asking questions like: “How will I start my writing to get my reader to want to read it? What details, examples, anecdotes, and/or explanations should I write to tell my reader my readers about a mutual relationship I have had? How shall I end my writing?”

Revising Revising is the real work of writing and begins when the writer makes sure that the writing has everything it should have, that it will appeal to the reader (audience) and tell or prove what it is supposed to do (accomplish the purpose). Revising is asking questions like: “Will my reader (audience) know what my point (purpose) is? Is my point or central idea clear and connected to the theme or topic? Have I given important and relevant details, examples, and/or anecdotes to support my point? Is my writing well organized with a beginning that makes my audience want to read on, a middle that makes and supports my point, and an end that satisfies my audience? Have I used interesting words and a variety of sentence lengths and types to engage my reader?”

Proofreading and Editing Proofreading and editing include making sure that the audience can read and understand the words and the point. Proofreading and editing involves asking questions like: “Have I checked and corrected my spelling, punctuation, and capitalization to help my audience understand what I have written? Have I read my work to a friend or myself to make sure it sounds good? Have I looked my writing over to make sure that it’s neat and it invites my audience to read it?”

Publishing Publishing is putting writing in its final form for an audience. Publishing involves asking: “Is my final copy just the way I want my audience to see it?”

As you guide students through each step of the writing process, remind them of the steps and the questions to ask. If time permits in this session and students have had enough brainstorming time, have students begin their drafts. Go over the writing prompt (See Appendix #1.) emphasizing the introduction and emphasizing that after brainstorming, students should choose one part of the prompt to write to. Encourage students to make notes on the prompt page and circle or underline the part of the prompt they have chosen. Circulate and encourage students as they draft.



Day 2

Speaking/ Listening

(20 minutes) CE1.1.7, 1.3.7

Give students the opportunity to peer-edit their “Relationship” papers with a partner. Set this activity up by briefly modeling with a student a procedure for peer-editing: Each partner will read aloud his/her draft to the other who will listen carefully thinking of the following questions (See Appendix #4.): • Is the central idea or point of the writing clear? • Is the central idea or point supported by important and relevant details,

examples, and/or anecdotes? • Does the writing begin with an interesting and engaging lead, continue with a

middle that supports and develops the point, and conclude with an ending that summarizes the point?

• Is the writing interesting with engaging words and different sentence lengths and types?

• What do I as the listener, think is good about the writing? • Do I have questions and/or suggestions for the writer? Have the student read aloud his/her draft, then model posing the above questions and answering them with the student. Then tell students that the other student would read his/her writing aloud and the process will repeat. Give students the opportunity to peer-edit in partners for the remainder of the time. Tell them they will have more time in the next session.

Writing (35 minutes)

CE1.1.5, 1.1.6, 1.1.7, 4.1.1, 1.1.8, 4.1.5, 2.3.8 CE1.2.4, 1.1.5, 2.3.2, 2.3.5, 2.3.6, 2.3.7

Students who have successfully finished peer-editing, should make revision changes to drafts and edit and proofread. Have students use the rubric (See Appendix #3.) and the checklist: “Review of Writing: Publishing Final Copy.” (See Appendix #2.) During this session students should make a final copy and proofread again using the “Review of Writing” Checklist. (See Appendix #2.) Reflecting on Reading and Writing: An important goal of this unit is for students to reflect on their growth as readers and writers. As readers, listeners and viewers, students should be encouraged to engage in self-assessment while monitoring their comprehension and using a variety of strategies to overcome difficulties when constructing and conveying meaning. Students should be encouraged to keep a log of what they read and view independently based on their own interests. Provide opportunities for students to participate and reflect on their participation in book talks, literature circles and film clubs. Also, have students start keeping a portfolio or collection of the writing they do during this unit by



including the writing to this prompt in their portfolio. They should keep all writing – Quick Writes, answers to Focus Questions, Think-Write-Pair-Share notes. etc. – so that they can periodically look over their writing to assess strengths, weaknesses and development as a writer.



Day 3

Speaking/ Listening/ Reading

(55 minutes) CE2.1.1, 2.1.2, 2.1.4 CE2.1.3, 4.1.2 CE3.1.8, 3.1.9 CE3.2.1

Introduce the rest of the unit by saying something like, “You have just written about the importance of relationships. We are going to be talking, reading, and writing about mutually beneficial relationships. We are going to pose some essential questions, like: (See Appendix #5.)

• What are the benefits of having relationships? • Are all relationships equal? • How do relationships support our lives? • What are the trade-offs in relationships? (You might wish to talk to

students about “trade-offs” as the giving up of one benefit in order to gain another, maybe more desirable benefit. (Word Study))

• What determines the relationships we have? • How do class, religion, race, and culture determine our relationships? • What role does empathy play in mutual relationships? • What place does a dream/vision have in one’s life/relationships?

We will search texts and the media for the answers to these questions; we’ll look through the eyes of newspaper writers, characters in novels and movies, nonfiction writers, and biographers. We will begin looking for our answers in newspaper editorials, articles and letters to the editor.” NOTE TO TEACHERS: You will now be sharing linking text(s) with students. The linking text or texts reflect one or more of the characteristics below and lead to the identified disposition of the unit – Relationships:

• discrepant text that results in seeing the big idea from a totally different perspective,

• different genre or medium that mirrors the theme or big idea of the anchor text in another form.

• supporting text that extends or embellishes the big ideas or themes in the anchor text, and/or

• text connected to the anchor text at an abstract level.

After students have reflected on and written from their own perspective about mutual relationships, they will further explore the themes and essential questions of the unit through reading, discussing and reflecting on “discrepant text.” The goal of using “discrepant text” is to help students see the themes and essential questions of the unit from a totally different perspective. The science article explains from a science perspective the relationships that will be brought up in the longer pieces in the unit, Of Mice and Men, Tuesdays with Morrie, and Freak the



CE2.1.1 CE3.2.4, 2.1.11, 2.1.4, 2.1.2, 3.4.2, 2.1.5, 2.1.6, 2.2.1, 3.1.1, 2.1.3, 4.1.2, 2.3.4

Mighty or the movie, The Mighty. Before sharing with students the science article(s) on symbiosis, briefly review with them what they might expect from the genre, informational text. You might use the following definition:

• “The main function of expository text is to present the reader information about theories, predictions, persons, facts, dates, specifications, generalizations, limitations, and conclusions.” (Michael F. Graves and Wayne H. Slater. “Research on Expository Text: Implications for Teachers” in Children’s Comprehension of Text, K. Denise Muth, editor, IRA, 1989.)

and elements : • gives information, • gives necessary explanations to understand the information, • shows what is and is not important, and • often uses narrative(story) elements to make it interesting.

You might use Appendix #6a-b to briefly introduce or review informational text. Students would benefit from recording information on the student bookmarks as they read informational text. (See Appendix #6b.) Either share with students or have them read “Living in Sym: An Introduction to Symbiotic Relationships” (Access from internet or see Appendix #7.) using the Focus for Reading below. Focus for Reading/Listening: While reading, discussing and writing about the symbiosis article, think about the essential questions we have just discussed. (See Appendix #5.) Discuss “Living in Sym: An Introduction to Symbiotic Relationships” (See Appendix #7a-c.) focusing on some or all of the following bulleted teaching points: (Before beginning the discussion, remind students of the importance of being attentive and civil, gaining the floor politely, posing appropriate questions, and tolerating difference of opinion and lack of consensus. See Appendix #8.)

• Author’s purpose/thesis: Symbiotic relationships are complicated and cannot always be categorized as one form of symbiosis or another; they sometimes change over time.

• Structure: theory/evidence; definitions, supporting ideas, and scientific evidence – the author gives definitions, some explanation and a very few examples. Point these out or have students find and discuss them. Also point out that the author doesn’t clearly make his/her point until the second to last paragraph.

• Point out the use of metaphor in the sixth paragraph under the subhead, “The Real World.” The author uses the relationship between pets and



CE2.1.7, 3.1.5, 2.1.2, 2.3.5, 2.3.6

humans metaphorically as an example of a relationship which is sometimes mutualistic and sometimes parasitic.

• There are unexplained scientific terms, but, you might point out that not being familiar with them, does not effect the readers’ comprehension.

• You might point out that the author’s tone is personal and familiar, “They are fun though.”

You also might choose to have students reflect on and discuss the essential questions as they relate to this article:

• What are the benefits of having relationships? (As pointed out in the definitions, some forms of symbiosis are beneficial and some are not.)

• Are all relationships equal? (No, some forms of symbiosis are beneficial to one partner and disadvantageous to the other.)

• How do relationships support our lives? (The metaphoric reference to pets and humans gives some detail on how the relationship can benefit humans.)

• What are the trade-offs in relationships? (Trade-offs are the point of symbiotic relationships.)

• What determines the relationships we have? (Many symbiotic relationships are dictated by nature. Inference)

• How do class, religion, race, and culture determine our relationships? (No specific answer to this is given in the article unless you could count the pet metaphor.)

• What role does empathy play in mutual relationships? (also, only pet metaphor)

• What place does a dream/vision have in one’s life/relationships? (does not apply)

You might assign as homework the reading of “Symbiosis” (See Appendix #9a-b.). Remind students to think about the essential questions as they read. (See Appendix #5.) Give students copies of each article, (See Appendix #7a-c and #9a-b.) and have them compare and contrast the information in the articles. Ask them to answer the following questions:

• What are the differences? (“Symbiosis” seems to explain things better, especially with examples and the graphic representations of +’s, -‘s and 0’s. The author also gives definitions in context.)

• Which one is easier to read and understand? (“Symbiosis” seems to be easier to understand, probably because of the organization and the examples. “Living in Sym” seems to ramble and has few examples. “Symbiosis” also clearly states that the categories of symbiosis are not “discrete.”)



Day 4

Writing

(10 minutes) CE1.1.4, 1.2.1, 1.2.2, 1.2.3, 3.1.5, 3.2.1, 2.1.2

In a Quick Write (See Appendix #10.), have students briefly give their reactions to the article, “Symbiosis.” This will remind them of and help them focus on the text and will give you a short informal assessment to read and grade for content if appropriate. (See Appendix #11 for a rubric.)

Speaking/ Listening/ Reading

(40 minutes) CE1.2.1, 1.2.3, 2.1.11, 2.1.10, 2.1.12, 2.1.3, 4.1.3, 3.1.4, 2.1.5, 4.2.2, 1.3.7, 3.2.4, 2.3.5, 2.3.6, 2.3.7 CE2.3.2, 1.4.1-1.4.7 CE2.1.1, 2.2.2

Before students share their assignments, remind students of the importance of being attentive and civil, gaining the floor politely, posing appropriate questions, and tolerating difference of opinion and lack of consensus and remind them how they might enhance their own listening comprehension: (See Appendix #8.)

• monitor message for clarity and understanding, • ask relevant questions, • provide verbal and nonverbal feedback, • notice cues such as change of pace and emphasis that indicate a new point

is about to be made, and • take notes to organize essential information.

Begin by having students briefly share their reactions to the science article. Then have students first Think-Write-Pair-Share (See Appendix #12.) their assignments and then share with the whole group. Students’ points might include:

• “Symbiosis” o Author’s purpose was to define and explain the different forms of

symbiosis. o What are the differences? (“Symbiosis” seems to explain things

better, especially with examples and the graphic representations of +’s, -‘s and 0’s. The author also gives definitions in context.)

o Which one is easier to read and understand? (“Symbiosis” seems to be easier to understand, probably because of the organization and the examples. “Living in Sym” seems to ramble and has few examples. “Symbiosis” also clearly states that the categories of symbiosis are not “discrete.”)

Optional Research: For homework or extra credit, have students research specific examples of forms of symbiosis. They might begin with consulting “List of symbiotic relationships” at http://en.wikipedia.org/wiki/List_of_symbiotic_relationships Optional Comprehension Strategy Lesson: Model how someone might go through “Symbiosis” using strategies from



Strategies That Work by Stephanie Harvey and Ann Goudvis.

You might say something like: “As we go through the unit, we will be learning and using the strategies good readers use. You probably use many of these strategies, sometimes even without thinking about it. These strategies include:

• asking questions • visualizing • determining importance • synthesizing • inferring • making connections

I will explain each of these strategies and show how I would use the strategies as I read or listen to “Symbiosis”: • Asking questions means stopping while reading to ask questions like, ‘Why did

the author write that?’ I might ask, ‘I wonder why the author wrote this article. I think he wrote it to define and explain symbiosis.’

• Inferring means ‘reading between the lines’ or filling in ideas and meaning that the author leaves out. It is using what you know to figure out what the author does not come right out and tell you. I infer from the way that the author writes about Lynn Margulis’s opinion on evolution, that s/he agrees with her.

• Visualizing means to make pictures in your mind about what’s going on in the story so you can understand the story better. As I was reading, I was saying to myself, ‘I have seen clownfish and sea anemones and I can visualize the clownfish among the tentacles of the sea anemone.’

• Making connections means putting things together from what I know, other stories I have read and/or what I have experienced and know about the world, to help me understand what I read better. I said to myself, ‘I’ve read about a bird that is supposed to help crocodiles; it must be the Egyptian Plover.’

• Determining importance is asking what is most important in a story as opposed to the details. I might ask myself, ‘What is the most important information in this selection?’ I would reply, - ‘definitions of forms of symbiosis,’ - ‘specific examples, and’ - ‘to point out that the categories are not discrete.’

• Synthesizing means combining new ideas from what I have read with what I already know to learn something that will help me understand a story or my own life better. I’ve heard and read about symbiosis before, but I now know more about it – the forms and examples; like a lot of things in science, it is more complicated than textbooks would lead you to believe.”



Tell students that you expect they will use these strategies to improve their comprehension. You might give the students copies of the strategy bookmarks from your teachers’ packet to remind them to use the strategies.


CE1.1.4, 1.2.1, 1.2.2, 1.2.3, 3.1.5, 3.2.1

In a Quick Write (See Appendix #10.) or journal entry, have students reflect on the science article in light of one of the essential questions. (See Appendix #5.)



Day 5

Listening/ Viewing

(45 minutes) CE 2.1.1, 2.1.4, 2.1.10, 2.1.11, 2.1.12, 2.2.2, 2.2.3, 3.1.9, 3.1.2, 3.4.1, 3.4.2, 3.4.3

Begin viewing movie, The Mighty by Rodman Philbrick: The boys in this movie have a mutually beneficial relationship. Kevin (Freak) is the brains and Max is the brawn; together they are Freak the Mighty. Their relationship makes them unbeatable as a duo where they are lacking as individuals. Focus for Viewing : Think about the importance of relationships in our lives and the essential questions of the unit (See Appendix #5.):

• What are the benefits of having relationships? • Are all relationships equal? • How do relationships support our lives? • What are the trade-offs in relationships? • What determines the relationships we have? • How do class, religion, race, and culture determine our relationships? • What role does empathy play in mutual relationships? • What place does a dream/vision have in one’s life/relationships?

View movie (100 minutes) - 35 minutes on Day 5


CE1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 3.1.2, 3.1.3, 3.1.9 CE1.3.7, 3.2.4

Have students briefly journal or do a Quick Write (See Appendix #10.) in response to the question: What kind of relationship do Max and Kevin have? Do they both benefit from it? If so, how? As time permits, have students share and discuss their writing.



Day 6

Listening/ Viewing

(45 minutes) CE 2.1.1, 2.1.4, 2.1.10, 2.1.11, 2.1.12, 2.2.2, 2.2.3, 3.1.9, 3.1.2, 3.4.1, 3.4.2, 3.4.3

Continue viewing the movie. Focus for Viewing : Continue to focus on the essential questions of the unit (See Appendix #5.):


View movie (100 minutes) - 40 minutes on Day 6


CE1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 3.1.2, 3.1.3, 3.1.9 CE1.3.7, 3.2.4

Have students briefly journal or do a Quick Write (See Appendix #10.) in response to the question: How is the relationship between Kevin and Max developing? Is it a mutually beneficial relationship? If so, in what ways? As time permits, have students share and discuss their writing.



Day 7

Listening/ Viewing/ Speaking

(30 minutes) CE 2.1.1, 2.1.4, 2.1.10, 2.1.11, 2.1.12, 2.2.2, 2.2.3, 3.1.9, 3.1.2, 3.4.1, 3.4.2, 3.4.3 CE3.1.3, 3.1.4, 2.1.9

Finish viewing the movie. Focus for Viewing : Continue to focus on the essential questions of the unit (See Appendix #5.):


View movie (100 minutes) - 25 minutes on Day 7 Author’s Craft Option: Point out to students that the author is telling a story-within-a-story – the story of Max and Kevin and also Max’s writing the book about their experiences. Also, Max is the narrator, but not actually the author. Read the first paragraph and last two paragraphs of the book to students to point up this story-within-a-story and to show students the intersections between the book and the movie.

Writing (5 minutes)

CE1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 3.1.2, 3.1.9

Have students briefly journal or do a Quick Write (See Appendix #10.) in response to the question: What is your assessment of Max and Kevin’s relationship?

Reading/ Speaking/ Listening/ Writing

(20 minutes) CE3.2.2, 3.2.4, 3.1.2 CE1.3.7, 3.2.4

Introduce students to the song lyrics of “The Mighty” – Sting (See Appendix #13.) Have students do a Think-Write-Pair-Share (See Appendix #12.) in response to the question: What kind of a relationship do these lyrics describe? Have a whole group discussion of students’ answers.



Day 8

Speaking/ Listening

(25 minutes) CE1.2.1, 1.2.2, 3.2.4, 2.1.4, 2.1.10, 2.1.11, 2.1.12, 2.2.2, 2.2.3, 3.1.9, 3.1.2, 3.4.1, 3.4.2, 3.4.3 CE3.1.7 CE2.1.7

Discuss how the movie relates to the essential questions of the unit (See Appendix #5.); if appropriate, use the following:

• What are the benefits of having relationships? (Both Max and Kevin were “outcasts” and each needed a friend. Max needed a “brain” and Kevin needed “legs.”)

• Are all relationships equal? (This particular relationship seemed equal or “win-win” for both of them. They each needed what the other supplied.)

• How do relationships support our lives? (This relationship helped and supported each of their lives – brains and brawn.)

• What are the trade-offs in relationships? (Both were willing to give of themselves to the other.)

• What determines the relationships we have? (In their case their relationship was determined by need and proximity.)

• How do class, religion, race, and culture determine our relationships? (Class – neither of the families had means.)

• What role does empathy play in mutual relationships? (Max and Kevin were empathetic toward one another, for example, neither wanted to be reminded of recalcitrant fathers.)

• What place does a dream/vision have in one’s life/relationships? (Kevin’s dream or fantasy for himself – quests of honor – became Max’s dream or quest.)

Option – Movie Review: After viewing the movie, have students create a review. Movie reviews are an excellent way of communicating information about different types of movies. The purpose of the review is to help others decide if a movie is worth their money and time. Have students write a review of the movie following the plan below: Write a review of the movie, The Mighty. A review is meant to be brief and concise. Remember not to give the ending away. Plan

1. Write a sentence that tells the name of the movie, the genre, and who stars in it.

2. Write a sentence that tells who directed and wrote the movie. Have they done anything else? How long is the movie?

3. Write a few sentences that tell the plot of the movie. Include whose point of view the story is told from and the mood of the story.

4. Write, in a sentence or two, if you liked the movie in general and why.



CE1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 1.5.1

5. Write, in a sentence or two, what you specifically liked/disliked about the movie.

6. Write a couple of sentences about the kind of job the actors and the director did.

7. Compare it with another movie or show you have seen previously by writing a sentence or two about how these are the same or different.

8. Conclude with a sentence that reveals where this movie fits on a rating scale of your own creation. Example: ¾ stars, thumbs up/thumbs down.

Writing Option – Newspaper Feature Article: Have students write a feature article on relationship between Max and Kevin: “Boys Benefit from Unlikely Relationship.” Review Feature articles using Appendix #14a-b.

Writing

(30 minutes) CE1.3.1, 1.3.2, 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.6, 1.1.8, 1.2.1, 1.2.2, 1.2.3, 2.2.1 CE2.3.8

Introduce or review the persuasive essay using Appendix #15. Have students write a persuasive essay in response to the following question: Was the relationship between Kevin and Max a mutually beneficial, win-win relationship? Yes or No? Support your position with specific and relevant details and examples. You may wish to collect and score using the Michigan Persuasive Writing Scoring Guide or the ACT writing rubric in Appendix #16a-b.

Fluency CE3.2.5

Assign parts (2 students for each part) for the Choral Reading for Day 9. Make sure assigned students have a copy of the Choral Reading to practice for homework. (See Appendix #19.) See the Fluency section of Day 9 before making assignments.



Day 9

Reading/ Listening/ Speaking

(40 minutes) CE 2.1.1, 2.1.4, 2.2.2, 2.2.3, 3.1.9, 3.1.2, 3.3.1, 3.3.2 CE2.1.1, 3.1.2, 3.2.1, 3.3.1, 3.3.2

Introduce Of Mice and Men by John Steinbeck by saying something like, “In this unit, you have written about a mutual relationship and watched, discussed, and written about a movie that features a mutually beneficial relationship. It would be important for students to have some background, like:

• The United States was in the midst of the Great Depression; many people were very poor and jobs were hard to find.

• The “Dust Bowl” in the Great Plains sent many farmers to California to seek jobs as migrant workers.

• President Roosevelt proposed the New Deal to assuage some of the problems.”

Find more information by consulting the following: • http://kclibrary.nhmccd.edu/decade30.html • http://encarta.msn.com/text_761584403__10/Great_Depression_in_the_U

nited_States.html • http://memory.ioc.gov/ammem/afctshtml/tsme.html • http://kn.sbc.com/wired/fil/pages/webofmicean.html • http://en.wikipedia.org/wiki/New_Deal

“Now we will share a novel about two characters who, like Kevin and Max, have a mutually beneficial relationship. These two characters’ lives are also shaped by their dream of owning a piece of land. As we share the novel, Of Mice and Men by John Steinbeck, we will be asking the same essential questions:

• What are the benefits of having relationships? • Are all relationships equal? • How do relationships support our lives? • What are the trade-offs in relationships? • What determines the relationships we have? • How do class, religion, race, and culture determine our relationships? • What role does empathy play in mutual relationships? • What place does a dream/vision have in one’s life/relationships?”

Introduce Of Mice and Men by John Steinbeck by sharing the blurb on the back cover with you. You might say something like the following, “Blurbs or promotional descriptions on back covers of books can be useful to readers; they may:

• hint about the characters (George, ‘small and quick and dark of face’ and Lennie, ‘a man of tremendous size…’ and the plot (They are migrant workers but have a plan/dream to own land and a shack.),



CE2.1.10, 2.1.11, 2.1.12 CE3.2.5, 3.2.3 CE3.2.4

• give indications about the setting (Salinas Valley, California during the Great Depression), and

• may include reviews (‘A thriller, a gripping tale…that you will not set down until it is finished. Steinbeck has touched the quick.’ The New York Times.)

From this blurb we learn the who, when, where and what of the novel. (See parenthesis above for details.)” Of Mice and Men by John Steinbeck is a realistic fiction novel. Review the genre, realistic fiction and/or novel with students. (See Appendices #17a-b and/or #18a-b.) Show students how they will be using the Student Bookmarks (See Appendix #17b and 18b.) to record the characteristics of realistic fiction and/or the novel as they read Of Mice and Men. Teacher reads aloud Section 1, pp. 1-16. Focus for Listening What is George and Lennie’s dream? (Also ask students to visualize the setting as they listen.) Fluency Have assigned students perform the Choral Reading of pages 13-15. (See Appendix #19.) Students will be performing this Reader’s Theater as a Choral Reading with at least 2 students taking each part. In a Choral Reading, a number of people read with expression and appropriate prosody, the same piece, as one reader would read it interpretively. As we progress through the novel, other Choral Readings concerning character’s dreams will be added to this Choral Reading to create the cumulative effect of adding each character’s dream to those of the other characters. Because of this arrangement, it would be a good idea to divide the class into 5 groups for the 5 Choral Readings. As you assign students to groups, keep in mind that the first group will set the tone and be performing more than any succeeding group. After the Choral Reading, discuss the Focus for Listening question above. Possible Answer They’re going to live together off the fat of the land. They’ll have a little house and a couple of acres, a cow, some pigs, a big vegetable patch, a rabbit hutch, and chickens. The cream on the milk will be so thick that they will hardly be able to cut it. When it rains in the winter, they’ll forgo work, build up a fire in the stove, and sit around listening to the rain come down on the roof (pp. 14-15).



CE1.2.1, 1.2.2, 3.1.2 CE3.2.2, 3.3.4 CE2.1.3, 4.1.2

Have students begin to keep track of characters’ dreams using the information above and Appendix #20a. Poetry Option: Lennie and George dream of a better place as does “The Explorer” (See Appendix #20b.) in Gwendolyn Brook’s poem. Discuss the comparisons with students. Word Study Suggestion Use Vocabulary Strategy in Appendix #21 to develop the following vocabulary words: mottled (p. 1); recumbent (p. 1); skittering (p. 1); unslung (p. 3); dabbled (p. 3); morosely (p. 4); droned (p. 6); bindle (p. 8); lumbered (p. 8); quivered (p. 9); yammered (p. 16). Model this first vocabulary in context strategy activity as a think aloud. (See Appendix #22 for Think Aloud procedure.)

Writing/ Viewing/

Representing (10 minutes)

CE1.2.1, 1.1.2

Ask students to visualize the setting described on pp. 1-2 (top). Have them describe in their own words or draw the setting.

Listening (5 minutes)

CE2.1.10, 2.1.11, 2.1.12, 3.3.1, 3.3.2, 3.3.3

Use the internet link: http://www.steinbeck.org/Bio.html to introduce students to John Steinbeck. As they listen to and read the novel, ask students to think about what Mr. Steinbeck’s dreams for his life might have been.



Day 10


(35 minutes) CE2.1.10, 2.1.11, 2.1.12, 3.1.2, 3.1.3, 2.1.1 CE3.1.1

Teacher reads aloud Section 2, pp. 17-37. Focus for Listening: Listen for the introduction of new characters. Do these characters have dreams for their lives? If so, what are those dreams? Think about the relationships that are growing between these characters. Character Charting : Discuss with students what you know so far about the characters. Together with students, record their ideas about the characters in the appropriate boxes of the character charts. Do one of the boxes together, and then have students work with partners or individually to record what is known so far about the characters. Save time at the end of the session for sharing. (See Appendix #23a-b.) You might include:

• George – small and quick – Lennie’s caretaker and the “brains” of the duo – does all of the talking – last name Milton is allusion to Paradise Lost

• Lennie – huge and strong – does not know his strength – has the mind of a child – loves petting soft things – is obsessed with rabbits

• Slim – big, tall jerkline skinner – team leader – an excellent driver and an expert with a whip – everyone respects him – Curley suspects him of having affair with his wife

• Candy – a swamper – a handyman or helper – has lost his hand – owns a very old dog – Carlson kills dog to Candy’s great sorrow.

• Crooks – African American “stable buck” – is discriminated against – has a crooked back but is good at horseshoes – reads a lot and is probably most intelligent person on ranch

• Curley – a small, thin man with a big ego, a boxer



CE2.1.3, 4.1.2

– detests large people – bosses’ son – calculating and pugnacious

• Curley’s wife – seductive pretty young girl – a “tart” – George calls her a “tramp” and Lennie calls her “purty.” – has no name but “Curley’s wife” – flirts as a cry for attention

Dream Charting: Remind students to write any new information about characters’ dreams in the appropriate boxes on the Dream Chart, (See Appendix #20a.) Word Study Suggestion Use Vocabulary Strategy in Appendix #21 to develop the following vocabulary words: scoff (p. 17); scourges (p. 18); calculating and pugnacious (p. 25); squirmed (p. 25); gingerly (p. 25); handy (p. 26); swamper (p. 26); ominously (p. 27); slough (p. 27); tart (p. 28); buck (verb) barley (p. 28); jerkline skinner (p. 33).

Writing/ Speaking/ Listening

(20 minutes) CE1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 1.3.2, 1.3.3, 2.3.8, 2.3.3

See Appendix #23a for Focus Question guidelines for teachers. Teacher models answering Focus Question #1 using the following: (See Appendix #24b and Appendix #22 for Think Aloud Procedure.) (If you wish to introduce students to the scoring rubric for focus questions, see Appendix #25.) Focus Question #1 Why is George worrying about having trouble with Curley? Answer Plan

1. Restate the question to introduce the answer. 2. Provide plausible reasons for George’s fears. 3. Predict what will happen.

Possible Answer [1] George is worrying that there may be trouble with Curley because he knows what has happened in the past with guys like Curley. [2] Curley seemed to be challenging them when he first saw them, as the author points out, “…his hands closed into fists. He stiffened and went into a slight crouch. His glance was at once calculating and pugnacious.” Curley seemed to be sizing the new men up. Candy describes Curley, “Curley’s like a lot of little guys. He hates big guys. He’s alla picking scraps with big guys.” At the end of the section, George even says, “I’m scared I’m gonna tangle with that bastard myself.” [3] I think George



CE3.2.4 CE1.1.1, 1.1.3, 1.2.1, 1.2.2, 1.3.2, 2.3.8 CE3.2.5

is worried for good reason, and there will be some kind of an altercation between George and Curley. As time permits, have students share their answers with the whole group. Optional Authentic Writing: Thinking about what they have learned from the background given on Day 9 and what they have learned about migrant farmers from the first two sections of the book, have students with partners or individually, to complete the following assignment: On the basis of the information in Of Mice and Men, compose a job posting for itinerant farm workers. You might choose to collect these assignments and score the with the rubric in Appendix #11. Assign parts for the Choral Reading (2 students for each part) for Day 11. Make sure all assigned students have a copy of the Choral Readings to practice for homework. (See Appendix #19 for Choral Reading #1 and Appendix #26a-c for Choral Reading #2.) See the Fluency section of Day 9 before making assignments.



Day 11


(40 minutes) CE2.1.10, 2.1.11, 2.1.12, 3.1.2, 3.1.3, 2.1.1 CE3.2.5, 3.2.3 CE2.1.3, 4.1.2

Teacher reads aloud Section 3, pp. 38-65.

Focus for Listening: Listen for the events and exchanges in this section that may foreshadow what will happen later in the novel.

Author’s Craft Option – Foreshadowing: Review or introduce students to foreshadowing using the following definition, “the technique of introducing into the story, material that prepares the reader for future events, actions and/or revelations.” The “mercy” killing of Candy’s dog foreshadows George’s killing of Lennie at the end of the novel. Fluency: Have assigned students perform Choral Reading #1, pages 13-15. (See Appendix #19.) Then have the next group perform Choral Reading #2. (See Appendix #26a-c.) These two choral Readings will be performed again at the end of the novel when Choral Reading #5 is added. Word Study Suggestion Use Vocabulary Strategy in Appendix #21 to develop the following vocabulary words: derision (p. 38); my fifty and found (p. 39); scrammed (p. 42); scuttled (p. 43); squirmed (p. 44); whing-ding (p. 46); raptly (p. 58); reverently (p. 60); welter (p. 62); wryly (p. 64).


(15 minutes) CE1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 1.3.2, 1.3.3, 2.3.8, 2.3.3

Teacher models answering Focus Question #2 using the following: (See Appendix #27 and Appendix #22 for Think Aloud Procedure.) (See Appendix #25 for Focus Question Rubric.) Focus Question #2 The author details events and exchanges between characters that seem to foreshadow what will happen later in the novel. What are these events and exchanges? In other words, summarize the important events of this section. Answer Plan

1. In one sentence, introduce the question’s topic. 2. Detail the events that may foreshadow what will happen later in the novel. 3. Conclude by commenting on the author’s craft in foreshadowing.

Possible Answer [1] John Steinbeck uses this section of the book to introduce events and exchanges



CE3.2.4 CE3.2.5, 3.2.3

that will probably foreshadow what will happen later on. [2] In a confidential conversation with Slim, George reveals a great deal about his relationship with Lennie. Because of the complaints and urgings of the others, Carlson uses his gun to shoot Candy’s old dog putting it out of its misery. They talk about Curley’s wife and George predicts she will “…make a mess.” Slim sends Lennie back to the bunk house from the barn because he is handling the pups too much. Lennie convinces George to tell about their dream – the place they’ll have someday. Candy offers George the money he has saved for a share of the dream. Curley attacks Lennie, and Lennie finally fights back, crushing Curley’s hand. [3] It is skillful how Steinbeck uses this section to foreshadow what will happen later. The reader is forced to predict that bad things are about to happen. As time permits, have students share their answers with the whole group. Assign parts (at least 2 students for Crook’s part) for the Choral Reading #3 for Day 12. Make sure assigned students have a copy of the Choral Reading to practice for homework. (See Appendix #28.) This Choral Reading will not be repeated. See the Fluency section of Day 9 before making assignments.



Day 12


(30 minutes) CE2.1.10, 2.1.11, 2.1.12, 3.1.2, 3.1.3, 2.1.1 CE3.2.5 CE2.1.3, 4.1.2

Teacher reads aloud Section 4, pp. 66-83. Focus for Listening: What is Crook’s attitude toward life? Fluency: Have assigned students perform the Choral Reading #3 (Crooks) from page 74. (See Appendix #28.) This Choral Reading is about Crooks and will not be repeated. Word Study Suggestion Use Vocabulary Strategy in Appendix #21 to develop the following vocabulary words: mauled (p. 67); aloof (p. 67); meager (p. 67); stiffened (p. 68); scowled (p. 69); disarming (p. 69); torture (p. 71); bored in on him (p. 72); growled back to his seat (p. 72); averted (p. 81); subsided (p. 81); appraised (p. 81).


(25 minutes) CE1.2.1, 1.2.2, 1.3.7, 2.1.11, 2.1.12, 3.2.4, 2.3.3, 4.2.1, 4.2.3, 4.2.4

Have students answer Focus Question #3 in discussion form. (See Appendix #29.) Have them use the Think-Write-Pair-Share procedure. (See Appendix #12.) Focus Question #3 What is Crooks’ attitude toward life? Possible Answer Crooks has a negative and hopeless attitude toward life. [1] All his life, Crooks has been made to feel inferior to anyone who is white. This contributes to his negativity and hopelessness. However, despite the pain that a lifetime of segregation and mistreatment has caused him, Crooks takes great pleasure in teasing Lennie that George might never return from town. Although white, Lennie’s mental disability allows Crooks to, at last, feel superior to a white man. [2] Crooks’ pride and aloofness mask his terrible loneliness, which is a source of his negativity and hopelessness. He is not allowed to mingle with white folks, and there are no other black folks within miles of the farm. When Lennie and Candy enter his room he feigns annoyance, but he is secretly pleased that he has some companionship, “It was difficult for Crooks to conceal his pleasure with anger.” (p. 75). [3] Crooks typically doesn’t dare to dream; he is hopeless, which



CE4.2.1, 4.2.2, 4.2.4, 4.2.5 CE1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 1.3.2, 1.3.3 CE3.2.5, 3.2.3

is why he tries to convince Lennie and Candy that their dream of ‘living off the fat of the land’ will never come to fruition. It doesn’t stop him, however, from wanting to get in on the plan once he hears that the money is in place. For once, he dares to hold out a glimmer of hope that there is a better life somewhere out there for him. [4] Crooks’ boost of confidence from this brief contact with other humans allows him to drum up the courage to tell Curley’s wife to get out of his room. She promptly calls him a “nigger,” tells him to learn his place, and threatens to frame him and “have him strung up on a tree.” Crooks “retire[s] into the terrible protective dignity of the Negro.” “[He] had reduced himself to nothing. There was no personality, no ego—nothing to arouse either like or dislike. He said, ‘Yes, ma’am,’ and his voice was toneless” (p. 81). He is crestfallen. [5] When she leaves, Crooks tells Candy to forget about his part in the plan. Negativity and hopelessness, driven by fear of the white man, had once more taken over and driven him back into helplessness. Language Option: Discuss the use of the word “nigger” and how its use has changed over the years. Have students respond in a Quick Write (See Appendix #10.) to the following prompt: How might the dream have changed Crooks’ attitude? Assign parts (2 students for each part) for Choral Reading #4 for Day 13. Make sure assigned students have a copy of the Choral Reading to practice for homework. (See Appendix #30a-b.) This Choral Reading will not be repeated. See the Fluency section of Day 9 before making assignments.



Day 13


(45 minutes) CE2.1.1, 2.1.2, 3.1.2, 3.1.3, 1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 1.3.2 CE2.1.10, 2.1.11, 2.1.12, 3.1.2, 3.1.3, 2.1.1 CE3.2.5, 3.2.3 CE2.1.3, 4.1.2

Prior to the reading of Section 5, students will write in their journals a prediction about what will happen between Lennie and Curley’s wife. Students are asked to back up their predictions with proof. They should be able to identify the clues the author has placed throughout the story that have let the reader know what is going to happen before it happens. This Author’s Craft technique is foreshadowing.

Possible clues Section 1-the killing of the mouse, George’s telling Lennie that he “ain’t gonna do no bad things like you did in Weed.” Section 2-Lennie and George’s introduction to the boss. George telling Lennie to keep away from Curley and his wife. George already having a plan if Lennie gets into trouble. Section 3-Lennie lying about taking one of the pups. George telling Slim about Lennie and the girl from Weed. The killing of Candy’s dog. The fight between Curley and Lennie. Section 4-Lennie’s reaction to the idea that George is hurt and may not return. When the men went to town and left Lennie, Candy, and Crooks alone with Curley’s wife.

Teacher reads aloud Section 5, (pp. 84-98).

Focus for listening Verify your predictions. Take mental notes of anything to be clarified. Fluency Have assigned students perform Choral Reading #4 (Curley’s wife’s dream) of pages 89-90. (See Appendix #30a-b.) This Choral Reading will not be repeated. Word Study Suggestion Use Vocabulary Strategy in Appendix #21 to develop the following vocabulary words: contorted (p. 91); battered (p. 91); writhed (p. 91); lynched (p. 94); sniveled (p. 95).


CE1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 1.3.2 CE3.2.5, 3.2.3

Have students react through a Quick Write (See Appendix #10.) to Curley’s wife’s dream.

Assign parts (2 students for each part) for the Choral Reading #5 for Days 14 and 15. (See Appendix #31.) Make sure assigned students have a copy of the Choral Reading to practice for homework. Choral Readings #1 (See Appendix #19.) and



#2 (See Appendix #26a-c.) will also be performed on Days 14 and 15. See the Fluency section of Day 9 before making assignments.



Days 14 and 15


(75 minutes) CE2.1.1, 2.1.2, 3.1.2, 3.1.3, 1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 1.3.2 CE3.2.5, 3.2.3

Have students make a prediction as to how the story will be resolved. Then have students record their thoughts in a Quick Write. (See Appendix #10.) Teacher will read final section aloud. (pp. 99-107) Focus for Listening Has your prediction come true? Fluency: Have assigned students perform Choral Reading #1, pages 13-15. (See Appendix #19.) Then have the next group perform Choral Reading #2. (See Appendix #26a-c.) Finally, Choral Reading #5 is added. (See Appendix #31.)


(35 minutes) CE1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 1.3.2, 1.3.3, 2.3.8, 2.3.3 CE3.2.4, 1.3.7

Have students independently build an answer plan then answer Focus Question #3. (See Appendix #32.) (See Appendix #25 for a Focus Question Scoring Rubric.) Focus Question #4 Why must George kill Lennie? Answer Plan

1. Restate the question to introduce the answer. 2. Provide plausible reasons for George’s actions. 3. Conclude with a summary.

Possible Answer [1] George had to kill Lennie to save him. [2] Lennie had to die. The alternative would have been a far worse fate. George took Lennie’s life to save him from certain prison or quite possibly a cruel death. Lennie was totally dependant upon George and would have languished without his guidance. If imprisoned, Lennie’s loneliness would have been unbearable. [3] And finally, with the realization that his dream would be permanently deferred, Lennie would have had to endure a miserable existence. Have students share and discuss their answers with the whole group.



Day 16

Speaking/ Listening

(30 minutes) CE3.2.4, 2.1.11, 2.1.4, 2.1.2, 3.4.2, 2.3.4, 3.1.5, 3.1.6, 3.1.8 CE3.1.7

To bring some closure to the study of Of Mice and Men, review with students the dream chart they have been filling in over the course of the novel. You might use Appendix #20a as an overhead transparency and have students share their notes as you record them. Together, you could review the choral readings detailing the dreams. Conclude by discussing the status of the dreams – Were any realized? Is there a possibility that any will be realized in the future? Why or why not? Review the essential questions now the students have finished Of Mice and Men:

• What are the benefits of having relationships? (Just like the relationship of Max and Kevin, George was the brains and Lennie was the brawn. They both benefited from the relationship.)

• Are all relationships equal? (George and Lennie’s relationship seemed in pretty good balance, although George seemed to be in control.)

• How do relationships support our lives? (Their relationship and their dream kept them going.)

• What are the trade-offs in relationships? (George got Lennie’s strength which always got them jobs. The way Lennie did everything George told him to, made George feel like a “big man.” Lennie needed George to direct his life and keep the dream going.)

• What determines the relationships we have? (Their relationship started as a promise George gave to Lennie’s family. Then they needed each other.)

• How do class, religion, race, and culture determine our relationships? (The culture of the Depression dictates, in many ways, how George and Lennie live.)

• What role does empathy play in mutual relationships? (Empathy comes into play at the end when George kills Lennie to keep him from suffering.)

• What place does a dream/vision have in one’s life/relationships? (Their dream was what kept them going.)

Finally, review the forms of symbiosis using Appendices #7a-c and #9a-b, ask students to determine the form that best describes the relationship between Lennie and George. Have students share and discuss their answers.


CE1.3.1, 1.3.2, 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.6, 1.1.8, 1.2.1, 1.2.2, 1.2.3,

Review the persuasive essay using Appendix #15. Have students write a persuasive essay in response to the following question: Was the relationship between George and Lennie a mutually beneficial, win-win relationship? Yes or No? Support your position with specific and



2.2.1 CE2.3.8

relevant details and examples. You may wish to collect and score using one of the rubrics in Appendix #16a-b.



Day 17

Listening/ Viewing

(35 minutes)

NOTE TO TEACHERS: You may decide at this time either to use the lessons that follow for sharing the Tuesdays with Morrie TV movie or to teach the book, Tuesdays with Morrie. The brief outline that follows is intended to help in making both instructional and scheduling decisions. The TV movie produced by Oprah Winfrey is divided into twelve tracks; content notes and approximate times are given:

1. Opening, 7 minutes: Oprah opens with references to the teacher/student relationship between Morrie and Mitch. She says, “He was dying, but he taught us about living.” We are introduced to Morrie and find out that he is dying of ALS.

2. Busy Schedule, 6 minutes: Mitch is a very busy man, who feels guilty on discovering that his old professor is dying, but can not seem to make a call to him. He finally calls Morrie.

3. Lunch with Morrie, 8 minutes: They talk about old times, Morrie’s illness and life in general. Morrie asks lots of questions that Mitch does not seem to want to deal with.

4. “I just need one minute…” 8 minutes: Mitch is too busy even for his girl friend, Janine. Mitch returns to see Morrie and is afraid that he has died. Morrie is just having a “Living Funeral” because he will miss his own.

5. Dance Free, 7 minutes: Morrie does not wallow in self-pity. 6. The Break-up, 8 minutes: The question asked is, “What is love?”

Janine breaks up with Mitch. Mitch begins taping Morrie; they have a list of topics. (See page 66 in the book for the list.)

7. Stickball, 8 minutes: Morrie talks about his childhood and his parents. Morrie and Mitch talk about death.

8. The Tension of Opposites, 10 minutes: Mitch is ready to give Janine a ring, but she will not talk to him. Morrie tells Mitch why he became a teacher; Morrie said that he would never do work that hurt people. Morrie uses a metaphor for life – life pulling you back and forth like a rubber band.

9. Janine Meets Morrie, 5 minutes: “Love is the only rational act.” Janine meets Morrie and she sings for him.

10. A Very Simple Lesson, 6 minutes: “We must love one another or die.” From a W. H. Auden poem

11. Regrets , 6 minutes: “We learn from what hurts us, as well as, what helps us.” “When you’re in bed, you’re dead.”

12. The Last Tuesday, 11 minutes: “How can we ever be sure we’ve



CE 2.1.1, 2.1.4, 2.1.10, 2.1.11, 2.1.12, 2.2.2, 2.2.3, 3.1.9, 3.1.2, 3.4.1, 3.4.2, 3.4.3, 3.4.4

learned anything?” Morrie describes his “perfect day:” food, friends, dance and sleep. (The last 3 paragraphs on the last page of the book, page 192, sum things up ending with, “And the teaching goes on.”

Begin viewing the movie, Tuesdays with Morrie by Mitch Albom: Mitch is Morrie’s former student who promised to stay in touch but has not contacted Morrie for sixteen years. After learning from a Ted Koppel special that Morrie was dying, Mitch finally contacts and begins to visit his former teacher. They take up where they left off as student (Mitch) and teacher (Morrie). Focus for Viewing : Think about the importance of relationships in our lives and the essential questions of the unit (See Appendix #5.):


View movie 89 minutes – Tracks 1-4, 28 minutes on Day 17


CE3.2.4, 1.3.7 CE1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 3.1.2, 3.1.3, 3.1.9 CE3.2.4

Discuss the relationship between Morrie and Mitch. Does it seem like a mutual relationship? Do they both benefit from it? (Mitch is having problems in his life and needs the lessons he can learn from Morrie. Morrie gets to do what he loves most, teach; he may be lonely and seems to like having Mitch around.) Have students briefly journal or do a Quick Write (See Appendix #10.) in response to the question: What kind of relationship do Morrie and Mitch have? Do they both benefit from it? If so, how? As time permits, have students share and discuss their writing.



Day 18

Listening/ Viewing

(45 minutes) CE 2.1.1, 2.1.4, 2.1.10, 2.1.11, 2.1.12, 2.2.2, 2.2.3, 3.1.9, 3.1.2, 3.4.1, 3.4.2, 3.4.3 CE3.1.1

Continue viewing the movie. Focus for Viewing : Continue to focus on the essential questions of the unit (See Appendix #5.):


View movie (89 minutes) – Tracks 5-9, 40 minutes on Day18 Author’s Craft Option: Point out to students the metaphor (the representation of one thing by another; a figure of speech in which two unlike thing are compared without the use of the words, like or as) used by Morrie in Track 8 - Morrie uses a metaphor for life – life pulling you back and forth like a rubber band.


CE1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 3.1.2, 3.1.3, 3.1.9 CE3.2.4

Have students briefly journal or do a Quick Write (See Appendix #10.) in response to the question: Have things changed in the relationship between Morrie and Mitch? Is it a mutually beneficial relationship? If so, in what ways? As time permits, have students share and discuss their writing.



Day 19

Listening/ Viewing/ Speaking

(25 minutes) CE 2.1.1, 2.1.4, 2.1.10, 2.1.11, 2.1.12, 2.2.2, 2.2.3, 3.1.9, 3.1.2, 3.4.1, 3.4.2, 3.4.3

Finish viewing the movie. Focus for Viewing : Continue to focus on the essential questions of the unit (See Appendix #5.):


View movie (89 minutes) – Tracks 10-12, 22 minutes on Day 19


CE1.1.1, 1.1.3, 1.1.4, 1.2.1, 1.2.2, 3.1.2, 3.1.9

Have students briefly journal or do a Quick Write (See Appendix #10.) in response to the question: What is your assessment of Morrie and Mitch’s relationship?

Reading/ Speaking/ Listening/ Writing

(20 minutes) CE3.2.2, 3.2.4, 3.2.1, 1.3.7, 3.3.2 CE3.2.2, 3.2.4, 3.3.2, 3.1.5

Introduce students to the excerpt of the poem by W. H. Auden tha t Morrie likes to quote, “September 1, 1930,” lines 78-88. (See Appendix #33a.) Have students do a Think-Write-Pair-Share (See Appendix #12.) in response to the question: What is Morrie trying to say about relationships when he quotes these lines? Have a whole group discussion of students’ answers. Poetry Option: Introduce students to Dylan Thomas’ poem, “Do not go gentle into that good night.” (See Appendix #33b.) Have a discussion about the contrast between the attitude Thomas expresses toward death and Morrie’s attitude.



Day 20

Speaking/ Listening

(25 minutes) CE1.2.1, 1.2.2, 3.2.4, 2.1.4, 2.1.10, 2.1.11, 2.1.12, 2.2.2, 2.2.3, 3.1.9, 3.1.2, 3.4.1, 3.4.2, 3.4.3 CE3.1.7, 3.3.3

Discuss how the movie relates to the essential questions of the unit (See Appendix #5.); if appropriate, use the following:

• What are the benefits of having relationships? (Morrie was lonely and loved to teach, and Mitch was going through a difficult time in his life and needed the kinds of lessons he could learn from Morrie.)

• Are all relationships equal? (This particular relationship seemed equal or “win-win” for both of them. They each needed what the other supplied.)

• How do relationships support our lives? (This relationship helped and supported each of their lives – Morrie got to impart life’s lessons he had learned to Mitch who was in need of them.)

• What are the trade-offs in relationships? (Both were willing to give of themselves to the other.)

• What determines the relationships we have? (In their case their relationship was determined by need and history.)

• How do class, religion, race, and culture determine our relationships? (Class – Mitch had the means to fly to Boston to visit Morrie. Morrie seemed to be much more religious or spiritual than Mitch, but after being uncomfortable with this at first, Mitch seemed to accept and learn lessons from Morrie’s spirituality.)

• What role does empathy play in mutual relationships? (Morrie and Mitch were empathetic toward one another, for example, Mitch finally got involved in Morrie’s care, and Morrie was patient with Mitch and used humor to make life easier on him.)

• What place does a dream/vision have in one’s life/relationships? (Their vision ended up being a life filled with loving relationships.)

Option – Movie Review: Have students create a movie review. Refer to the plans on Day 8.


CE1.3.1, 1.3.2, 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.6, 1.1.8, 1.2.1, 1.2.2, 1.2.3, 2.2.1, 4.1.3 CE2.3.8

Introduce or review the persuasive essay using Appendix #15. Have students write a persuasive essay in response to the following question: Was the relationship between Mitch and Morrie a mutually beneficial, win-win relationship? Yes or No? Support your position with specific and relevant details and examples. You may wish to collect and score using one of the rubrics in Appendix #16a-b.



CE1.5.1 Writing Option – Memoir: Have students use Tuesdays with Morrie as a model, to write a brief memoir about your relationship with a close friend or family member. Review the genre: Memoir with students using the following: (See Appendix #34a.)

Genre: Memoir Definitions:

• A memoir is a record of important events based on the writer’s personal observation or knowledge. (Webster’s New World Dictionary, 1991, Prentice Hall)

• Memoir is a form of autobiographical writing dealing with the recollections of prominent people or people who have been a part of or have witnessed significant events. (adapted from Thrall, Hibbard and Holman, A Handbook to Literature, 1960, Odyssey)

• A memoir is a narrative account written by an individual that depicts things, persons or events the individual has known or experienced. (adapted from Murfin and Ray, The Bedford Glossary of Critical and Literary Terms, 2003, Bedford/St. Martin’s)

Purpose:

• To record thoughts and actions for future reference or reflection • To share achievements, influences, and incidents of a person’s life

Form and Features:

• A memoir is a form of autobiography usually focusing on a single period in the author’s life and on well-known people the author knows.

• A memoir often focuses on a major event in the author’s life; the author reflects on the implications of this event.

• Memoirs differ from autobiography as they are usually concerned with personalities and actions other than those of the writer, whereas autobiography puts a heavier stress on the inner and private life of the author.

• Memoirs combine the elements of biography and autobiography, but are different from them. Memoirs tend to be far more subjective than biographies in that they focus on personal recollection. Even though they are autobiographical in nature, memoirs differ from autobiographies because the accounts are personalized focusing more on what the author has witnessed than on his or her own life and character.

• A memoir is a narrative told in the first person.



• Memoirs sometimes include strong characterization of a third party through detailed description of actions, speech or physical attributes.

• Memoirs are often very descriptive, with attention to details of places or emotions.

• Memoirs may be selected diary or journal entries or letters to a close friend or member of the family or selections from official documents.

(adapted from Mooney, Text Forms and Features, Owen, 2001; Thrall, Hibbard and Holman, A Handbook to Literature, 1960, Odyssey, and Murfin and Ray, The Bedford Glossary of Critical and Literary Terms , 2003, Bedford/St. Martin’s)

You might also supply the students with the Memoir Student Bookmark. (See Appendix #34b.)



Days 21 and 22

Writing

(50 minutes x2) CE1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.5, 1.1.6, 1.1.7, 1.1.8, 1.1.1, 1.2.2, 3.1.5, 3.1.6, 3.1.10, 1.2.4

With students, create a chart to summarize the relationships from the three selections in this unit, The Mighty, Of Mice and Men, and Tuesdays with Morrie. Brainstorm with students and record details about the relationships. In preparing their summary charts, have students examine their persuasive pieces done on Days 8, 16, and 20 for content as well as strengths and weaknesses. Appendix #35a-b might be helpful as you all discuss possible themes. Have students, together with you or on their own, fill in the chart in Appendix #35a. You may wish to use Appendix #35b to model filling in some of the chart. Option: After students have created their individual charts, you might allow them to use the chart in answering the Response to Literature question. Use these two days for students to think about, draft, revise and share their answers to the following Comparison question. Use Appendix #36 to review the Writing of compare/contrast essays. The question (See Appendix #37.), checklist (See Appendix #37.) and rubric (See Appendix #38.) are also included on separate sheets for your convenience. Think about the relationships in the three selections you have read and viewed during this unit, The Mighty, Of Mice and Men, and Tuesdays with Morrie. In a comparison essay, analyze the relationships (George and Lennie, Max and Kevin and Morrie and Mitch) in the texts/movies and detail how each is or is not an example of a symbiotic relationship (designate which kind of symbiotic relationship). Use specific details and examples from The Mighty, Of Mice and Men, and Tuesdays with Morrie to support your answer. Use the following rubric and checklist as you write and review your response: CHECKLIST FOR REVISION: _____ Do I take a position and clearly answer the question I was asked? _____ Do I support my answer with examples and details from both of the selections? _____ Is my writing organized and complete?



Save at least a portion of Day 22 for student sharing of their answers.



Day 23

Reading/ Writing

CE1.2.4, 1.1.5, 2.3.2, 2.3.5, 2.3.6 CE1.3.1-1.3.5, 1.3.9 CE1.3.1-1.3.5, 1.3.9 CE1.3.1-1.3.5, 1.3.9 CE1.1.1-1.1.8, 1.2.1, 1.2.2, 1.2.3, 1.3.1, 1.3.5, 1.3.6, 1.3.9, 1.4.1-1.4.7, 1.5.1-1.5.5, 2.1.8, 2.3.1, 4.1.4

Reflecting on Reading and Writing: An important goal of this unit is for students to reflect on their growth as readers and writers. As readers, listeners and viewers, students have been encouraged to engage in self-assessment while monitoring their comprehension and using a variety of strategies to overcome difficulties when constructing and conveying meaning. Have students return to their reading/viewing logs to reflect on the variety and diversity of their reading and viewing habits. Have them answer the following question, “What have I learned about myself from what I have chosen to read and view on my own during this unit?” Also have students return to their portfolios or collections of writing – prompt writing, Quick Writes, answers to Focus Questions, Think-Write-Pair-Share notes, Response to Literature, etc. – to assess strengths, weaknesses and development as a writer. Have students reflect on two pieces of unit writing that represent best effort.

Culminating Activities:

1. Write an exploratory essay to analyze relationships. Using the descriptions of symbiosis, analyze the relations of two people, two companies, two states, or two countries. The paper would examine each kind of symbiosis.

2. In a reflective essay, share what you have learned from unit texts concerning the impact of class, religion, race, disability, and culture on relationships.

3. In a personal essay, answer one or both of the following questions: How will you use knowledge of symbiosis help you decide what relationships you will pursue? and/or How will knowing about kinds of relationships help you make good decisions about the relationships in your life?

4. Explain, through the use of various media, how you have changed your ideas and attitudes toward your own relationships with family and friends after reading, viewing, discussing and writing about The Mighty, Of Mice and Men, and Tuesdays with Morrie. Your presentation could include modern-day examples that you connect to these readings. Regardless of how you choose to demonstrate your change of attitude, you must have five different sources for your presentation.

learning life’s lessons through literature - ela high ...plan+-+mice...how teachers might help...

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