Of Mice and Men Lesson- Page #1 Day 1

Name: Jennifer Couzens Lesson title/topic:

Grade/Subject: English 10

Number of Minutes: One, 65 minute class Date:

Introduce Steinbecks Of Mice and Men to students, building knowledge through 9/8/2014 collaboration and research about the great migration of men, women, and children caused by
the Depression and the Dust Bowl as a traditional element of setting.

STANDARDS/BENCHMARKS/GLCE/HSCE addressed in this lesson: Michigan Merit Curriculum 1.2 Use writing, speaking, and visual expression for personal understanding and growth. 1.3 Communicate in speech, writing, and multimedia using content, form, voice, and style appropriate to the audience and purpose. 1.4 Develop and use the tools and practices of inquiry and research generating, exploring, and rening important questions; creating a hypothesis or thesis; gathering and studying evidence; drawing conclusions; and composing a report. 2.2 Use a variety of reading, listening, and viewing strategies to construct meaning beyond the literal level. 2.3 Develop as a reader, listener, and viewer for personal, social, and political purposes, through independent and collaborative reading. 3.1 Develop the skills of close and contextual literary reading. 3.2 Read and respond to classic and contemporary fiction, literary nonfiction, and expository text, from a variety of literary genre representing many time periods and authors. 3.3 Use knowledge of literary history, traditions, and theory to respond to and analyze the meaning of texts. 4.1 Understand and use the English language effectively in a variety of contexts and settings. Michigan Educational Technology StandardsGrades 9-12 9-12.CI.3. use a variety of media and formats to design, develop, publish, and present projects (e.g., newsletters, web sites, presentations, photo galleries).

Of Mice and Men Lesson- Page #2 Day 1

9-12.CC.5. describe the potential risks and dangers associated with online communications. 9-12.RI.2. identify, evaluate, and select appropriate online sources to answer content related questions. 9-12.CT.1. use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning. 9-12.TC.6. participate in a virtual environment as a strategy to build 21st century learning skills. OBJECTIVES Through these learning activities, the student will demonstrate the ability to: Student will analyze the impact of authors choices regarding how to develop and relate elements of a story (Setting: Where and when a story is set.) Students will conduct and present a collaborative group research projects, practicing self-directed learning.

ANTICIPATORY SET/INTRODUCTION Teacher will greet students at the door at they come in. A daily agenda will be prepared on Edmodo.com and projected on overhead. Edmodo will include all materials for the day (weblinks, embedded video, worksheet). Teacher will go over agenda. Today we will begin our Of Mice and Men reading unit. 5 minutes Review Schedule 5 minutes Pass out Pre-reading Group Activity (PDF- Jennifer> Downloads> OMM_prereading activity) Group Research activity (Jigsaw topics: Dust bowl, Great Depression facts, Migrant workers, John Steinbeck, American Dream) Each group will make a Google Docs Presentation (One students writes one to two paragraphs, adds one picture or video, and one website link) We will have three presentations in total. A different person presents each time. Welcome Good Things Calendar for Reading and Assignment Schedule What do students know about the great depression? Polleverywhere.com (Discuss prior knowledge) http://www.youtube.com/watch?v=TZz7mwvmm7A Great Depression in pictures

Of Mice and Men Lesson- Page #3 Day 1

1. Setting (Google docs Presentation) 2. Characters (Power Point with Podcast) 3. Themes and Literary terms (Prezi) 4. Socratic Argument (Student generated Questions posed on blog) We will practice our first Socratic argument after our first writing prompt about the American Dream Group presentations on Setting will be tomorrow

Guided Practice: 5 minutes 5 minutes What do students know about the great depression? Polleverywhere.com (Discuss prior knowledge) Divide students into five groups

Video http://www.youtube.com/watch?v=TZz7mwvmm7A Great Depression in pictures This is a movie clip of pictures from the great depression. It is just pictures and music. As you watch I would like you to think about words, feelings, themes that we might predict being part of literature that covers this area. Try to think of one word to share with the group that best describes the pictures. Each person in the group should share their word and explain their choice. I see/I think/I wonder Pass out and introduce OMM Group Activity handout, including tips for successful Google searches and how to evaluate sources Independent Practice: Group Work (Using students laptops.) Students each add ideas to Google docs Presentation: Index Card

40 minutes

Of Mice and Men Lesson- Page #4 Day 1

5 minutes

Closure: For homework: Complete presentation Questions? Tomorrow: After presentations we will start reading Steinbecks Of Mice and Men together in class.

Thinking Levels Knowledge Students will practice collaborative and research skills. Comprehension Students will share their findings in a group presentation. Analysis Students will analyze their own perspectives of assigned questions Synthesis Students will create collaborative presentation. Learning Styles Interpersonal Students will interact with table mates and share their discussions/findings with the rest of the class, facilitating a community of learners. Linguistic Students will take turns being a spokesperson and their own abilities to express their contributions to the appointed question from assignment. Visual Students will visualize the lives of people during the great depression by making predictions from pictures. Students will share a visual presentation diplaying their abilities to uncover important information through research. Tactile Students will design a presentation project. Methods Individual introspection Lecture Small group discussion and presentation Large group discussion REFLECTION Did the closure feel rushed, were students pressed for time at any point during the lesson? Were students able to effectively present/explain the slogans? Could students read and interpret the charts and graphs included in the slideshow presentation? ASSESSMENT Students will primarily be assessed by the quality of their group assignments and participation in class discussion. The most important consideration in the evaluation of these assignments will be the use of textual evidence to support ideas.

Of Mice and Men Lesson- Page #5 Day 1

RESOURCES NEEDED Student lap tops Wireless Access to teacher computer and data projector PDF OMM pre-reading Group activity CLASSROOM SET UP Regular/standard classroom setup. Allow students to gather in their tablemate groups (4-6 students), some desk adjustment may be necessary to facilitate proper group conversation and collaboration.