BERTIE S.T.EM. High School English III Unit Plan by Ms.

Alston Unit Overview : We are consistently presented with images of the American Dream, along with images of people who are viewed as achieving this dream. The following unit historicizes the role race, class, gender, and abilities plays in achieving the American dream. Furthermore, we often focus on the social, legal, and structural forms of oppression that complicate ones ability to thrive in America; however, we must also unpack how we have rendered people invisible by ignoring them based on their differences. Content Area: English Language Arts Unit Title: The Rhetoric of Invisibility and the American Dream Target Course/Grade Level: 11th grade Unit Summary: First, we will start by reading an excerpt from Ralph Ellisons Invisible Man in order to introduce students to how someone can be rendered invisible due to social and structural forces. Furthermore, this text allows us to see some of the social, financial, and psychological implications racism has on the narrator. I will introduce students to Burkes Pentad (Dramatism) in order to review Invisible Man. Afterwards, I will introduce students to Maslows Hierarchy of Needs. Before reading Of Mice and Men, students need to understand that the isms can keep or limit people from meeting their needs. Additionally, our physiological needs impact our psychological needs. Throughout the semester, students will consistently revisit Maslows Hierarchy of Needs. My students and I will spend the next two weeks going over our writing rubric. Students will use the excerpt from Invisible Man and their reading on Maslows Hierarchy of Needs to practice their writing. Students will have a better developed conceptual framework after reading excerpts from Invisible Man and Maslows Hierarchy of Needs will allow students to better conceptualize some of the issues and themes presented in Of Mice and Men. Students will continue building their knowledge on the intersections of race, class, gender, and abilities as they read Of Mice and Men. I chose this as our anchor text because it allows students to see that privilege goes beyond simply race and gender. Of Mice and Men is also a well-known novella that is referenced throughout our culture.

Primary interdisciplinary connections: Social Studies, Psychology, Women and Gender Studies, African American Studies, and Communication Studies. 21st century themes: Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy

Unit Rationale First of all, I am trying to cultivate caring and considerate citizens. Starting the semester by discussing how we render people invisible allows my students to reflect on the role they play in ignoring people or not taking the time to learn about different cultures. This unit also builds students skills in citing textual evidence and synthesizing research. It is important to show students how various texts can be used to support their claims. Additionally, my students need to be able to present arguments that pull from multiple sources. Examining texts from multiple lenses is one way I encourage critical thinking. Another method I use for encouraging critical thinking is having students make inferences about the social, psychological, financial, and physical implications that the characters actions have on other characters (or the implications a specific situation has on the characters). Additionally, it is essential that students make connections to our readings. Making connections empowers students to evaluate and challenge their realities as they reflect on the reality presented through the text.

Learning Targets Standards

RL 1,2,3 Key Ideas and Details RL 6 Craft and Structure RI 7,9 Integration of Knowledge and Ideas RL10 Range RI 1,2,3 Key Ideas and Details RI 4,5,6 Craft and Structure RI 7,8,9 Integration of Knowledge and Ideas RI 10 Range W 1, 2 Text Type (W3 narrative if possible) W 4,5,6 Production and Distribution W 7,8,9 Research to build knowledge W10 Range SL 1, 2,3 Comprehension and Collaboration SL 4,5,6 Presentation of Knowledge and Ideas L 1,2 Conventions L 3 Knowledge of language L 4,5,6 Vocabulary

Unit Essential Questions How does ones culture render them as invisible? What roles do race, class, gender, and abilities play in connecting the characters in their struggles? How is the America Dream problematized through different discourses?

Unit Enduring Understandings There are two primary ways we render people invisible. Often, they are not represented through different forms of media and within our school curriculums. Also, we render groups of people invisible when we ignore their contributions and diverse perceptions. One can be oppressed based on race, class, gender, and abilities. These identity markers cannot be separated; however, we often use them to create divisive relationships, which

keep us from challenging macro forms of oppression. The American Dream is not achievable for everyone. Also, the American Dream is maintained by perpetuating forms of inequality. Unit Learning Targets Students will ...

SWBAT identify literary terms (theme, symbolism, setting, POV) and their function in the

novel. SWBAT create a media project portraying an alternate scene to the novel, while providing an informed social commentary about the text and culture. SWBAT identify artifacts from the Great Depression era and analyze their connection to the novel and the characters SWBAT write about and discuss the social, financial, psychological, and physical implications the Great Depression had on individuals from different backgrounds during the 1930s. SWBAT develop arguments and counter-arguments addressing how race, class, gender, and abilities is presented through different texts.

Evidence of Learning Summative Assessments (X days) Choice 1: Soundtrack Thematic Analysis for Of Mice and Men Choice 2: Beyond the Text Presentation (Making Connections between the texts themes and reality) Choice 3: 3-4 page Critical Analysis of Steinbecks Of Mice and Men Choice 4: Assigned Analysis for Socratic Seminar Material and Equipment needed: Text: Of Mice and Men Supplemental Texts Flip Camera Ipads

Formative Assessments Annotations Burkes Pentad Forms Video Recordings Fishbowl Discussions

 Debates and Class Discussions Journal Writings

Literature Circles Graphic Organizers and Thinking Maps Final Graded Responses

Teacher Notes: Use protocols to ensure that students read, write, speak, and think EVERYDAY! Assign class roles to students. Use behavioral management. PRAISE THEM! End class by telling them what went well and what you want to see tomorrow. Use one trigger word when students misbehave. Data-Driven Goal- Refer to your tracker and data during your planning period at least three times a week!

Curriculum Development Resources: ELA Livebinder: http://www.livebinders.com/play/play?id=297779 Steinbeck Center: http://as.sjsu.edu/sits/content.jsp?val=works_of-mice-and-men_lessonplans Thesis Graphic Organizer: http://mrslackswhsclassroom.wikispaces.com/file/view/thesis_graphic_organizer.pdf Synthesizing Information: http://www.livebinders.com/media/get/MjcxNjExNw== Of Mice and Men Lesson Plan Overview Chapter 1 Day 1 Prior-Knowledge Activity- Give students two sticky to place on the KWL chart. Have students provide what they already know about the Great Depression and what they hope to learn about the Great Depression. Students will then collect research on the Great Depression. Students will use m.socrative.com to post the 2 most interesting facts they learned about the Great Depression. Inform students that they cannot use Wikipedia. Literary Device(s) or Concept(s) Day 1: Setting and Imagery Objectives: SWBAT describe the role imagery and characterization plays in Of Mice and Men. SWBAT explain how the theme of Chapter 1 emerges as the text progresses. Standards- RL 1, RL 2, RL 3

Direct Modeling: The teacher will ask students to close their eyes. The teacher will begin playing different nature sound instrumentals. The teacher will ask students to describe what they see, hear, smell, or feel. (Tell them to use their imagination) Ask students what type of mood that setting would create for them. Ask students what type of setting would create a sense of panic. Have students use m.socrative.com to post their responses. Student Activity: As we are reading, students will annotate for details about the setting as we are reading. Students will stop between chunks and engage in a pair-share about the setting. Teacher will ask students to close their eyes to ask students to picture the characters. Option 1: Students will use m.socrative.com to post their understanding of the setting and the characters. Option 2: Students will then stand up and act out what they imagine the characters doing with their partner. Final Assessment: Describe the authors use of imagery to set the mood? How does the mood reflect and/or contradict the characters relationship?

Chapter 1 Day 2 Literary Device(s) or Concept(s): Conflict and Characterization Objectives: SWBAT describe the role imagery and characterization plays in Of Mice and Men. SWBAT explain how the theme of Chapter 1 emerges as the text progresses. Standards- RL 1, RL 2, RL 3 Direct Modeling: Teacher will provide guided notes and share the 5 types of conflicts. Teacher will discuss how we learn about characters through their appearance, speech, actions, and their interactions with other characters. Students will watch video clips and explain which conflict is demonstrated through the video clip. Student Activity: As we are reading, students will annotate examples of Lenny and Georges interaction. Students will then write what is revealed through each example. Students will highlight and label 1 example that shows a character vs. self conflict, 2 examples that show a character vs. character conflict, and students must identify one other type conflict. The teacher will remind students that often conflicts are not isolated and other conflicts can take place simultaneously. Students will discuss the role class and abilities play in their conflict. Final Assessment: How would you describe Georges views of Lenny? Why does he feel this this way? What might be motivating him to continue on a relationship with Lenny?

Chapter 2 Day 3 Literary Device(s) or Concept(s): Characterization and Conflict continue Objectives: SWBAT identify the different types of conflicts and how they emerge through the characters interactions.

Standards: RL 1, RL 2, RL 3 Direct Modeling: Teacher will hand students their graded responses from yesterday. Teacher will show an exemplar writing example and discuss how it highlights examples of characterization and conflict. Based on the data, teacher will assign students roles for literacy circle roles. Student Activity: Students will participate in their literacy circles. Teacher will walk around to groups and check students progress. Final Assessment: Students will be graded based on the fulfillment of their roles in their literacy circle, which is based on their annotations, their answers to the questions, and/or the product they created. Students will finish Chapter 2 for homework.

Chapter 3 Day 4 Literary Device(s) or Concept(s): Characterization through euphemisms Objective: SWBAT use context clues to explain how characters are described through the use of euphemisms. Standards: RL 1, RL 2, RL 3, RL 4 Direct Modeling: Teacher will introduce the concept of euphemisms by giving examples of euphemisms. Students will use m.socrative.com to explain what is being communicated through that euphemism and why that topic is considered offensive. Students will then present their own euphemism. Explain that euphemisms are often used to hide messages relating to sex and death. Student Activity: Students will log into their assigned chat rooms. Teacher will pose discussion questions as students are reading. Students will engage in chat room discussions about the text. Teacher will monitor the chat rooms and encourage students to dig deeper into the text. Anytime an example of a euphemism is presented through the text, chat room discussion leaders must raise their hands and ask what is meant through the use of that euphemism. Chat room leaders will be chosen by the teacher. Chapter 3 Day 5 Objectives: SWBAT use context clues to explain how characters are described through the use of euphemisms. Standards: RL 1, RL 2, RL 3, RL 4 Class Introduction: Students will start class with a quiz on euphemisms. Students will finish reading Chapter 3. Afterwards, students will work on their talk show roles. Final Assessment: The talk show version of Of Mice and Men Each audience member must: Choose two characters. Provide 2 key descriptions about that character. Explain what type of conflict(s) each character is experiencing. Create a rubric for how you expect the actors to portray those characters. You will use this rubric during the talk show.

Each actor must: Must create a script highlighting the characters key quotes. Must embody the character. Actors will act with energy and enthusiasm. Chapter 4 Day 6 Literary Device(s) or Concept(s): Character Motivation and Character Dialogue Objectives: SWBAT explain how the American dream is constructed through the characters dialogue. SWBAT discuss the role racism and sexism plays in Of Mice and Men. Standards: RL 1, RL 3, RL 4 Direct Modeling: Students start class with a gallery walk. The gallery walk involves quotes relating to racism and a photo of a lynching. Students must pose questions and responses to each part of the gallery walk. Teacher will debrief with students by discussing racist ideologies. Teacher will ask students to reflect on the prologue to Ralph Ellisons Invisible Man. On a sticky note, students will write down the physical, social, emotional, psychological, and financial implications of racism. Students will then post their responses to our Implications Chart. (Students can choose 2-3 implications) Teacher will spark discussion by posing the following questions- Why do we initiate and maintain the friendships that we have? What makes a good friend? Teacher will debrief based on students answers: Many of us argued that we seek friendship with the hopes of having a companion we can share our feelings and experiences with. Many of us may view developing a friendship as a need. Throughout Of Mice and Men, we must ask ourselves why do the characters initiate dialogue and what is revealed through that dialogue.

Student Activity: Struggling Readers- Struggling readers can focus on Crooks experiences and emotions. Ask these students to highlight any detail about Crooks. Have students create a bubble map that provides details about Crooks. Higher-Level Reader- Provide students with a copy of Maslows Hierarchy of Needs. Have students identify characters motivation and explain what need the character is trying to fulfill according to Maslows Hierarchy of Needs. Afterwards, have students explain what the implications are for that character due to their lack of that need. At-Level Readers- Have students answer the Chapter 4 questions as they are reading. Students should annotate based on the type of questions being asked. Final Assessment: Struggling Readers: After creating the circle map, have students write a short letter to Crooks about his life as well as his dreams and aspirations. Higher-Level Readings: In 2 paragraphs, explain how Crooks is constructed throughout Chapter 4 by using Maslows Hierarchy of Needs as your conceptual framework. At-Level Students: In one paragraph, explain how Steinbeck develops Crooks character and how this affects his ability to achieve the American Dream.

Of Mice and Men Chapter 4 Questions Annotate- Whenever a character describes their dreams and aspirations or responds to another characters dreams. Write Dreams Annotate according to the open ended questions. Classwork Grade: 100 (Completed with thoughtful and correct responses) 85 (Completed; however, the student could have elaborated and corrected 1-2 responses) 75 (The student missed 3-5 questions) 60 (The student missed over 5 questions) 1. Throughout Chapter 4, list all the characters who are labeled as unwanted and next to their names briefly explain why. 2. How would you describe Crooks? Provide 3 examples. 3. The word rights used by Crooks is most likely used: a. To provide details about Crooks dreams and aspirations. b. To describe to Lennie what his living conditions are like. c. To indirectly place emphasis on how he has limited rights. d. To explain how he is treated by the other migrant workers. 4. Which line best reveals a shift in Crooks disposition towards Lennie: a. Crooks stared at Lennie, and he reached behind him and took down the spectacles and adjusted them over his pink ears and stared again. b. Crooks scowled, but Lennies disarming smile defeated him. c. Crooks adjusted his glasses. Figuring? Whats Candy figuring about? d. For a moment, Cooks did not see him, but on raising his eyes he stiffened and a scowl came on his face. 5. Why does Crooks confide in Lennie? 6. Describe Crooks childhood:

7. According to Crooks, Georges motive for maintaining his relationship with Lennie is ___________________________________________________________ ____________________________________________________________. 8. How often does or has Candy visited Crooks bunk? 9. Provide one example of sarcasm: 10. Which quote best reveals the importance of owning your own land: a. Damn right. We got most of it. Just a little bit more to get. Have it all in one month. George got the land all picked out, too. b. I planted crops for damn near everbody in this state, but they wasnt my crops, and when I harvested em, it wasnt none of my harvest. c. They left all the weak ones here, d. You guys is just kiddin yourself. Youll talk about it a hell of a lot, but you wont get no land. 11. 12. 13. 14. True or False- Curleys wife accuses Crooks of busting Curleys hand. True or False- Curleys wife threatens to get Crooks shot. True or False- Candy changes his views of Curleys wife as a tart. True or False- Crooks agrees to pay George and Candy $30 towards the house.

15. Why do you think Crooks changed his mind about leaving with George, Lennie, and Candy?

Chapter 5 Day 7 Literary Device(s) or Concept(s): Character Dialogue (Topic-Sexism) Direct Modeling: Teacher will review character dialogue. Objectives: SWBAT explain the central idea of Of Mice and Men as it relates to women. SWBAT describe how the author creates a connection between the puppies, rabbits, and Curleys wife. Standards: RL 1, RL 3, RL 4 Student Activity: Students desk will be placed in a circle. Teacher will set up the scene in the middle of the circle. The teacher will chunk the text and have students come to the center to act out the scene. Some students will lip sync to the audiobook, while other students will verbally recite and act out the scene. Struggling Readers: Students will create a circle map in which they will note how Curleys Wi fe is communicated about and treated. Students will highlight and make notes any time a character talks to or about Curleys wife. At-Level Readers- Students will annotate by focusing on the interactions involving Curley s Wife. Students will make notes about the fate of the puppy in the beginning of the text. Students will write what is revealed or demonstrated next to their highlighted notes. Afterwards, students will explain the connection between the puppys fate and Curleys wife Higher-Level Readers- For homework the night before, ask students to read the first 3 pages of Why do People Blame Victims of Abuse? The Role of Stereotype of Women on Perceptions of Blame by: Capezza and Arriaga. Students will make notes about the introduction to the authors argument. During class, have students explain what the authors would argue regarding the treatment of Curley s wife. Final Assessment: What is the central idea regarding women in Of Mice and Men? How is Curleys wife socially constructed through the other characters interactions with her? Chapter 6 Day 8 Literary Device(s) or Concept(s): Symbolism Objective: SWBAT explain how the author uses symbolism to convey the American Dream. Standards: RL 1, RL2, RL 4, RL 5 Direct Modeling: Teacher will go over guided notes for symbolism, while students fill in the blanks. Students will watch and read the lyrics to Under the Bridge by: Red Hot Chili Peppers. Students will go through the steps to identifying symbolism by analyzing what the bridge symbolizes. Teacher will place a sticker on the students papers that provided thoughtful answers for what the bridge symbolizes.

Student Activity: Read- Students will read chapter 6 silently. Think- Students will analyze what they believe mice and rabbits symbolize. Students will then evaluate the ending. Write- Students will answer Chapter 6 reading questions. Students will then write their reactions and opinions to the ending. Speak- Once everyone is done reading, students will share their reactions and opinions with at least 3 other classmates. Final Assessment: On a sticky note, students will write what they believe the rabbits symbolize? Higher-Level Students- What is the significance in the title Of Mice and Men? What do mice symbolize? Symbolism Notes: Examining symbolism is essential for deepening our understanding regarding the __________ of a text. The theme of a text is the _________ ____________ of the text. The theme is the lesson we can take away regarding life, humanity, and other concepts. ______________ can be considered a symbol. The symbol often represents broader _____________ and issues, which essentially relate to the theme. Understand Symbolism By Asking Questions: 1. What is the actual symbol? 2. How often is the symbol mentioned or discussed? 3. How is the symbol communicated about? (Whether it be through dialogue or the characters thoughts) 4. What is the symbol compared to or ASSOCIATED with? 5. What are the physical characteristics of the symbol?

Of Mice and Men Chapter 6 Questions: 1. What happens to the water snake in the beginning of the scene? 2. What two imaginary visitors does Lennie see while sitting on the river bank? 3. Describe Lennies conversation with the second visitor.

4. How is George and Lennies conversation similar to the one they had by the pool in Chapter 1? 5. What happens at the end of the story? Describe Georges disposition. Be specific.

Of Mice and Men Wrapping Up Day 9 Grammar Kung-Fu: (Check handout) Teacher will review the grammar rules for commas. Teacher will go over each grammar rule for semicolons and colons with students. Afterwards, teacher will explain the Kung fu moves. These rules are also on the grammar Kung fu worksheet. Students will quietly fill out each warm-up. After each warm-up, the students will show their understanding through their Kung fu moves. DISCLAIMER- I recommend the teacher creates a video or audio, instead of reading from the paper. This will allow you to walk around and check for students understanding. For struggling learners, you can use a mentor text so they can SEE how commas are used and have them practice their Kung fu with the mentor text first. Final Assessment: Students will write an alternative ending to Of Mice and Men or write the beginning to a sequel for Of Mice and Men. Students must use semi-colons correctly at least 3 times. Students must use colons correctly at least 2 times. If time is left, have students brainstorm for their music video.

Semicolons, Colons, Commas Practice Commas- Kick Semicolons- Punch Slice Colons- Punch Punch Directions: Correct the sentence by placing commas, semicolons, and colons where necessary. You may have to REPLACE some of the punctuation. Warm Up 1: Having meaningful goals is extremely important. However being goal-oriented is also a necessity. Achieving your goals depends on several factors, goal-orientation, motivation work ethics, and support. Warm Up 2: Although most of us enjoy sitting on the couch and watching television. Most of us also have a strong desire to be healthy. I enjoy taking health tips from a specific physical fitness guru Jillian Michaels. The Workout: Kung Fu Groove Grammar is an intense and exciting way to review grammar, however it may be hard to manage your classroom because students can become very rowdy. Even though students may become rowdy there are two things you can do, inform students of your expectations and explain to them that KFGG can only be done successfully in an organized environment. Furthermore KFGG has physical benefits. Students can stretch their muscles, get their blood flowing, and burn a few calories. I hope KFGG goes well today. Otherwise I will be afraid to do it with my students again.

Wrapping up Of Mice and Men: Music Videos Day 10 Objective: SWBAT create a media production that highlights the different themes presented in Of Mice and Men. Of Mice and Men Country Music and/or Alternative Rock Music Video: Purpose: Many people struggle to think DEEPLY about different texts and media; therefore, I want you to look beyond the surface of this novella and get to the heart of the message. Furthermore, I want you to flex your creative muscles Topics to Choose From: George and Lennies relationship Candy and his dog Curleys wife and the representation of women Crooks treatment The storys ending Your Task: Create a song and music video that highlights the theme(s) of Of Mice and Men. Before writing the song, you should analyze the text and make sure you know the deeper meaning. I want to hear the theme(s) and the central idea(s) stated in the chorus. You will use at least 3 direct quotes in your song. Your song may have 1-3 verses. You must use some type of background music. Make sure you brainstorm. Check out the considerations and start brainstorming on paper. Consider the following: Content- What is the underlying message and what do we learn from the text? Content-How does it connect to issues of identity, culture, power, and politics? Production- What background music do you want to use? Production- What props do you need and will you create any? Production- Where do you want to shoot your video? Acting- What scenes will you act out and what lyrics will be playing as you do that? Acting- Who is playing what part? Acting- What emotions will you embody?

Do not simply summarize the text! You are brilliant and creative so show it!

Wrapping up Of Mice and Men: Socratic Seminar Objectives: SWBAT develop arguments and counter-arguments addressing how race, class, gender, and abilities is presented through different texts. Weekend Homework: Socratic Seminar Prep Questions ** Best Socratic Seminar receives a class party!!! Food and karaoke on Friday! Purpose: One of the primary purposes of literature is to provoke us to think deeply about our realities, while considering other realities or fantasies.

Guidelines: (Read this thoroughly) This weekend, you are going to choose one set of Socratic Seminar questions to focus on. (Competitive Socratic Seminar) Before writing your paragraph, write down 4-6 direct quotes that BEST relate to your topic. Remember, I like when we can paraphrase examples; however, I absolutely love when you all give direct quotes and explain what is REVEALED through them. (Giving evidence plus the explanation of its significance ROCKS!!!) You must write 3-4 paragraphs relating to your topic. This will help you in sharing your thoughts during the Socratic Seminar. (Must be compound and complex sentences. At least 5-8 sentences.) Annotate your text by underlining your evidence and write "DQ" for direct quote and "PE" for paraphrased examples. Annotate your text by underlining your explanation regarding the evidence you used and write "EE" for evidence explained. You must have at least 2-3 examples per paragraph. We are going to discuss all of the questions so make sure you are still knowledgeable about other parts of the book. **I look forward to your writings and your Socratic Seminar. Question Set 1: What is the American Dream? How is it constructed in the text? What do you imagine when you consider the ideal life? How do the characters conceptualize their ideal life? How do these "American Dream" standards reflect issues of race, class, gender, and abilities? What role do race, class, and gender play in the text? Question Set 2: How do the men communicate about Curley's wife? In what ways do we see this in real life? How was she treated after her death? What message does this send about women? How do we see this in real life? Was Curley's wife a "bad" person? Is it Curley's wifes fault she was killed? Question Set 3: Why did George shoot Lennie? Do you agree or disagree with George's decision? Explain. What incident earlier in the text is similar to George's killing of Lennie? What stereotypes or issues are perpetuated by the ending? Question Set 4: 1. What do rabbits symbolize? (Go through the symbolism questions I gave you on the back of your notes with the song Under the Bridge) 2. What is the meaning of the title? Explain.

Music Video Rubric Criteria Excellent (25) Good (20) Needs Improvement (15) Group members were off task multiple times. Group members presented a summary. Poor (10)

TaskOriented Analysis

Textual Evidence

Group members consistently remained on task. Group members incorporated insightful claims. Group members got to the heart of the text. Group members presented at least 3 significant quotes in their song. Group members presented with energy and embodied their characters.

Group members remained on task most of the time. Group members incorporated thoughtful claims.

Group members did not focus on the task at all. Group members song did not relate to the text.

Group members presented at least 3 quotes in their song. Group members showed some enthusiasm and tried to act like the characters.

Enthusiasm

Group members only presented 1 or 2 quotes and/or the quotes were not relevant to their topic. Group members showed little enthusiasm.

Group members did not present any textual evidence. Group members acted like zombies.