|
Suzanne Reifschneider
ENG 480 10/30/02
Overview
This lesson is intended to get students out of their seats and bring some
variety and color into the classroom. Upon completing the novel, students
will describe the major and minor characters in Of Mice and Men.
Students will complete this activity by individually giving a one-word
description of a character and then throwing a ball of yarn across the
room to another student who has a different word to describe that same
character. This will not only create a unique design, but it will also
foster participation, creativity and classroom community.
Goals/Objectives
* The students will be able to accurately describe Steinbeck's characters
from Of Mice and Men.
* The students will use creativity and originality to think of different
descriptive words.
* Through the incorporation of the web, all students will get a chance
to voice their opinion of a character and be able to defend their one
word description. As a result, the students will see that characters have
many traits and can be perceived many different ways.
* The students will value, appreciate and learn from the different perspectives/opinions
of their peers while building community in the classroom.
Materials/Resources
Steinbeck's Of Mice and Men
Ball of colored
yarn (consider bringing extra yarn depending on class size)
Music (optional-can be playing in the background)
Activities/Procedures
All the students will be instructed to make a huge circle around the edges
of the classroom. Starting with the teacher (modeling), each person will
give a one-word description for George. After their description, the person
will throw the ball of string, while hanging on to one end, to another
student. That student will give a different one-word description of same
character and hold one end of the string and throw the rest of the yarn
to another who has not spoken. The same process will continue until all
students have had a chance. Periodically, the teacher will intervene and
ask the students why they chose a certain word or what made them describe
the character from the book the way they did. Other characters can be
described such as: Lennie, Aunt Clara, Candy, Curley, Curley's wife, Slim,
Carlson, boss, etc. After each character web, discussion will follow suggesting
that characters are many sided and no one answer or description of the
characters is right or wrong (Reader-Response). The teacher will conclude
the activity by mentioning how much the class can learn from one another
other and how readers bring things to the text.
Accommodation
This lesson/activity will accommodate the diversity of the class by encouraging
everyone to voice their own unique opinion. No two people see things the
same way. The web visually illustrates this. All of the students (either
gifted, ESL, or students with disabilities) can share and learn with each
other. Participation is the key. There is no one answer, so students should
not be worried about their word being right or wrong, as long as it can
be supported.
Assessment
Since this is not a graded activity, the only form of assessment will
come by participation. It will be easy for the teacher to tell who has
not participated, because they will not hold a part of the web. If further
assessment is needed, students could be instructed to write in their journals
about this experience, about why they chose the words they did, or if
they agreed with all the descriptions.
[Top]
Reader's Theatre
Activity-
Different Endings, Different Twists ~ Of Mice and
Men-Chapter 6
Overview
This lesson is intended to allow students to use their creativity and
originality to dramatically act out an alternative final scene with George
and Lennie. These scenes will answer the questions, "What would happen
if George did not shoot Lennie?" or "What happens to George
after Steinbeck ends his novel?" Students will work in groups of
four and make a script of an alternative Chapter 6.This activity is designed
to visually show the character's actions and emotions, thus assisting
students who are confused with the chapter. Assessment will be based on
student participation and on their journal response.
Goals/Objectives
* The students will be able to accurately act out and respond to Steinbeck's
characters from Of Mice and Men while working with other students.
* The students will use creativity and originality to predict what could
happen.
* The students will see the action, relate to the characters, elaborate
on the story world and as a result, connect their literature to life.
* The students will be able to write about this experience in their journal
and include reactions to other students' performances.
Materials/Resources
Steinbeck's Of Mice and Men
Props such as old clothes, a water gun, a stuffed bunny, etc
Activities/Procedures
After a short question/answer period by the students, the students will
be instructed to form groups of four for an activity. They will be told
that the activity will be something they will be assigned to write about
in their journals, so they might desire taking notes. Students will be
informed that they will be using drama to answer the questions, "What
would happen if George did not shoot Lennie" or "What happens
to George after Steinbeck ends his novel". Choosing one of the questions,
the students will prepare a dramatic scene, in which they act out their
answer to the question. Each group will have 20 minutes to prepare and
5 minutes to act out their scene. The teacher will circle around to groups
and get a sense of participation and answer any potential questions that
could arise.
Accommodation
This lesson/activity will accommodate the diversity of the class by encouraging
everyone to cooperate with one another in order, either by helping to
write the script or acting the script out. Students will not be required
to act in a scene, provided they played a major part in the writing of
the script. All of the students (either gifted, ESL, or students with
disabilities) can share and learn with each other. Participation is the
key. Since there is not a correct answer to these hypothetical questions,
students will be free to go wherever their creativity takes them.
Assessment
The dramatic scenes will be assessed based on student participation. The
teacher will have a good understanding of how involved a student is, based
on their participation on the writing, collaboration on the script and
on their involvement in the drama. At the end of class, the students will
be assigned to write about their experiences in their journals, which
will be turned in the next day. It is here where they can write about
other performances and things they enjoyed, disliked or learned.
[Top]
Class Discussion-
Discussing Of Mice and Men ~ Chapter 6 and the book
as a whole
Overview
This lesson is intended to get students to talk about the events of chapter
six and the significance of Steinbeck's novel as a whole. Through the
use of clear, purposeful, brief, natural and thought provoking questions,
the students will think about the aspects of the novel and discuss the
following questions as a group. Since class discussions can wander off
track at times, the following lesson plan contains discussion questions
that are focused and will serve to strengthen and make visible the major
themes of the novel, while allowing for class input. One question involving
an alternative name for the book and cover design will be completed in
groups of four during the last 30 minutes of class.
Goals/Objectives
* The students will be able to discuss Chapter 6 of Steinbeck's Of
Mice and Men.
* The students will explore their understanding of characters, show connections
of the novel to everyday life, consider the novel's significance and interpret
and identify literary conventions through their discussion in class.
* All students will participate with one another in order to obtain an
understanding of the book.
* Students will illustrate examples of symbolism in the novel.
* Students will be encouraged to use their creativity and engage in group
activities while learning to see one another as valuable resources.
Materials/Resources
Steinbeck's Of Mice and Men
Different symbols (American flag, McDonald's, Chevrolet's bowtie, White
Picket Fence)
Big sheets of paper, colored pencils, markers, crayons, scissors, etc.
Activities/Procedures
The students will engage themselves in a discussion based on the following
questions (see attachment). (This will take approximately 30 minutes.)
After a comprehensive discussion, in which all the students are engaged
participants, the students will be put into groups of four. In these groups
they will be instructed to use their artistic talents and their ability
to image the story world, to design, draw and color a new cover for the
book. They will also give the book an original title and be able to explain
why and how they chose their unique title and cover design. The teacher
will circulate around the room to monitor students' progress and participation.
Accommodation
This lesson/activity will accommodate the diversity of the class by encouraging
everyone to become engaged and experience the text. Many of the questions
give room for many different kinds of thinking. Some questions deal with
the evocative dimension, others with the connective and reflective. Students
will be encouraged to voice their own unique opinion. All of the students
(either gifted, ESL, or students with disabilities) can share and learn
with each other. Participation is the key in this activity. By taking
the conversation one step further, students will be allowed a creative
outlet to express the book. Students will learn to use each other as resources
when collaborating in a group.
Assessment
This activity will be assessed on the basis of student participation.
It will be relatively easy for the teacher to tell who was engaged in
the conversation, who contributed and who participated in the group setting.
If further assessment is desired, the students could be instructed to
write in their journals about a new thought that was introduced by the
conversation, another theme in the novel or something they particularly
agreed or disagreed with.
Discussion Questions for Chapter 6 -
Completion of Steinbeck's Of Mice and
Men
Chapter 6 Questions
What is the purpose of George making Lennie think about their "paradise"
before he is shot?
Does Lennie realize he has done something wrong?
Is George being selfish by shooting Lennie? Why or why not?
Why does George claim he acted in self-defense?
What would have happened if George did not shoot Lennie?
What could have happened if George and Lennie ran away together?
What does this book say about getting away with things?
Novel Questions-Symbolism
(Here I will discuss symbol and symbolism to the students. I will introduce
this by displaying several symbols to the students such as an American
Flag, the McDonald's arch and a white picket fence. I will ask the students
what these icons mean and they will make a connection. I will then ask
the students what symbols are present in the book and what they represent.)
Some symbols: Rabbit, Mouse, Paradise,
The old dog and Lennie, Curley's wife
How does this book represent a cycle?
Why is the book titled, Of Mice and Men?
THEMES
(If time does not allow, this section can be postponed to the following
class period, or given as an assignment for the students to do individually
at home.)
What are some prevalent themes in the Of Mice and Men. The class
upon making a list will work in groups of four to find evidence to support
the recurring themes. Each group will find one piece of evidence for each
of the themes. The following is a list of possible themes throughout the
book.
Animals (Lennie Described as an Animal)
"...and he walked heavily, dragging his feet a little,
the way a bear drags his paws." Chapter 1, pg. 2.
"You'd drink out of a gutter if you was thirsty." Chapter 1,
pg. 3.
"Slowly, like a terrier who doesn't want to bring a ball to its
master, Lennie approached, drew back, approached again." Chapter
1, pg. 9.
"Lennie covered his face with huge paws and bleated with terror."
Chapter 3, pg. 63.
"Want me to tell ya what'll happen? They'll take ya to the booby
hatch. They'll tie ya up with a collar, like a dog." Chapter 4, pg.
72.
"He pawed up the hay until it partly covered her." Chapter 5,
pg. 92.
Dreams
They want to be self-reliant: "'Well,' said George, 'we'll have a
big vegetable patch and a rabbit hutch and chickens. And when it rains
in the winter, we'll just say the hell with goin' to work, and we'll build
up a fire in the stove and set around it an' listen to the rain comin'
down on the roof...'" Chapter 1, pg. 14-15.
Whit brings the letter written by Bill Tenner and everyone is impressed
but unsure as to whether or not he really wrote it. It would be something
if a worker could do this. Some of these men could only dream such a thing.
"We could live offa the fatta the lan'." Chapter 3, pg. 57.
"I could build a smoke house like the one gran'pa had..." Chapter
3, pg. 57.
"An' we'd keep a few pigeons to go flyin' around the win'mill like
they done when I was a kid." Chapter 3, pg. 58.
Childhood is reflected by George and Crooks.
Curley's wife's dream of being an actress
George must live life without Lennie trying to fulfill their dreams.
Landscape
Descriptions of nature along the Salinas River begin and end the text.
It does not change even though the lives of these two characters change
dramatically.
"Evening of a hot day started the little wind to moving among the
leaves. The shade climbed up the hills toward the top. On the sand banks
the rabbits sat as quietly as little gray, sculptured stones." Chapter
1, pg. 2.
The bunkhouse contrasts the beautiful scenery and description of the outside
landscape. "At about ten o'clock in the morning the sun threw a bright
dust-laden bar through one of the side windows, and in and out of the
beam flies shot like rushing stars." Chapter 2, pg. 17 - 18.
"Although there was evening brightness showing through the windows
of the bunk house, inside it was dusk." Chapter 3, pg. 38.
"As happens sometimes, a moment settled and hovered and remained
for much more than a moment. And sound stopped and movement stopped for
much, much more than a moment." Chapter 5, pg. 93.
"Already the sun had left the valley to go climbing up the slopes
of the Gabilan mountains, and the hilltops were rosy in the sun."
Chapter 6, pg. 99.
"The crash of the shot rolled up the hills and rolled down again."
Chapter 6, pg. 106.
Quotes taken from bookrags.com
|