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Honors English 9

Honors English 9. Week 7: October 3-7, 2011. Due Today: Chapter 3 Reading Log and Ch 1-3 Vocab. Monday, October 3, 2011. Walk-In: Take out Of Mice and Men, your reading log, and your vocabulary chart. Learning Objective:

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Honors English 9

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  1. Honors English 9 Week 7: October 3-7, 2011

  2. Due Today: Chapter 3 Reading Log and Ch 1-3 Vocab Monday, October 3, 2011 • Walk-In: Take out Of Mice and Men, your reading log, and your vocabulary chart. • Learning Objective: • Students will discuss key events in the novel, predictions, and practice using vocabulary in their speech to enhance their understanding. • Agenda: • Of Mice and Men Chapter 3 Homework: Read Chapter 4 and Complete Reading Log and Vocabulary Chart

  3. Of Mice and Men Reading Log Discussion • Divide these tasks up between your group. • Step 1: Share and explain your chapter title. • Step 2: Share your summary paragraph. • Step 3: Share your predictions or questions. • Step 4: Share your quote that relates to one of our theme subjects and explain.

  4. Of Mice and Men Ch 3 Discussion • While discussing each question with your group, try to incorporate our vocabulary words into your answer. When you share out to the class, for each vocabulary word used you will receive a point. Once a word is used twice for the day, you may not use it again. Chapter 3 • Why did George at one time play jokes on Lennie? Why did he stop? • What happened in Weed? • George finds it easy to confide in Slim. Why? How are Slim’s eyes described? • Why does Carlson want to shoot Candy’s dog? Do you think this was the right decision? • What judgment might we make about Carlson’s sensitivity? • What does the dream mean for George? What does it mean for Lennie? • Why is Candy so interested in Lennie and George’s conversation? What does the dream mean for Candy? • At this point, do you think there is a possibility of the dream coming true? • What do you think is going to happen based on the events in this chapter?

  5. Due Today: Chapter 4 Reading Log and Ch 1-3 Vocab Tuesday, October 3, 2011 • Walk-In: Take out Of Mice and Men, your reading log, and your vocabulary chart. • Learning Objective: • Students will discuss key events in the novel, predictions, and practice using vocabulary in their speech to enhance their understanding. • Agenda: • Of Mice and Men Chapter 4 Homework: Read Chapter 5 and Complete Reading Log and Vocabulary Chart

  6. Of Mice and Men Reading Log Discussion • Divide these tasks up between your group. • Step 1: Share and explain your chapter title. • Step 2: Share your response paragraph. • Step 3: Share your predictions or questions. • Step 4: Share your quote that relates to one of our theme subjects and explain.

  7. Of Mice and Men Ch 4 Discussion • While discussing each question with your group, try to incorporate our vocabulary words into your answer. When you share out to the class, for each vocabulary word used you will receive a point. Once a word is used twice for the day, you may not use it again. Chapter 4 • When we meet Crooks, how are his living conditions described? What does this tell you about the time period and Crooks in general? • Why at first Crooks is unfriendly to Lennie, but then eventually invites him to sit. Why does he change? • Why does Lennie become upset with Crooks? • What does Crooks say is good about Lennie and George? • Why does Crooks think that their dream is just foolish? What changes his mind? • When Curley’s wife sees Lennie, Candy, and Crooks talking together, how does she characterize them? • What do Crooks, Curley’s wife, Lennie, and Candy have in common? What prevents them from sharing this commonality? • How does Curley’s wife come across in the novel, particularly when she threatens Crooks? Why does she act this way? • How does Chapter Four end? Why do you suppose it ends this way?

  8. Of Mice and Men Reading Expectations While reading you need to be annotating for the following: Theme Subjects • S = Stereotype • A = Alienation • F = Friendship • H/D = Hopes or Dreams General Annotations • ! = Important Event or New Character • ? = Question • * = Vocab • P = Prediction

  9. Due Today: Of Mice and Men Chapter 5 Reading Log Wed-Thurs, October 5-6, 2011 • Walk-In: Take out Of Mice and Men, your reading log, and the vocabulary chart. • Learning Objective: • Students will discuss key events in the novel, predictions, and practice using vocabulary in their speech to enhance their understanding. • Students will be able to analyze in detail a theme’s development over the course of the text, including how it emerges and is shaped by specific details, events, characters, and settings. • Agenda: • Of Mice and Men Ch 5 Discussion • Of Mice and Men Theme Development Homework: Read Chapter 6 and Complete Reading Log and Vocabulary Chart

  10. Of Mice and Men Reading Log Discussion • Divide these tasks up between your group. • Step 1: Share and explain your chapter title. • Step 2: Share your response paragraph. • Step 3: Share your predictions or questions. • Step 4: Share your quote that relates to one of our theme subjects and explain.

  11. Of Mice and Men Ch 5 Discussion • While discussing each question with your group, try to incorporate our vocabulary words into your answer. When you share out to the class, for each vocabulary word used you will receive a point. Once a word is used twice for the day, you may not use it again. Chapter 5 • In what way is Curley’s wife also a dreamer? Is her dream any more realistic than George & Lennie’s? • How is the conversation between Lennie and Curley’s wife like the conversation between Lennie and Crooks? • Why does Lennie panic, and what happens as a result of his panic? • What incidents earlier in the novel foreshadowed the killing? Consider patterns of behavior for one or more characters. • Why is the dream dead? • How do you suppose George is going to stop the man from lynching or shooting Lennie? • What do the men suppose happened to Carlson’s gun? Why is this hard to believe?

  12. Theme Exploration Theme development through conflicts/events: • Alienation: • Examples that develop theme subject in order of text structure • Chapter 1. • Chapter 2. • Chapter 3. • Chapter 4. • Chapter 5. • Theme (statement) prediction:

  13. Theme Exploration Theme development through conflicts/events: • Friendship: • Examples that develop theme subject in order of text structure • Chapter 1. • Chapter 2. • Chapter 3. • Chapter 4. • Chapter 5. • Theme (statement) prediction:

  14. Theme Exploration Theme development through conflicts/events: • Stereotype: • Examples that develop theme subject in order of text structure • Chapter 1. • Chapter 2. • Chapter 3. • Chapter 4. • Chapter 5. • Theme (statement) prediction:

  15. Theme Exploration Theme development through conflicts/events: • Hopes/Dreams: • Examples that develop theme subject in order of text structure • Chapter 1. • Chapter 2. • Chapter 3. • Chapter 4. • Chapter 5. • Theme (statement) prediction:

  16. Due Today: Of Mice and Men Chapter 6 Reading Log Friday, October 7, 2011 • Walk-In: Take out Of Mice and Men, your chapter six reading log, and your vocabulary chart. • Learning Objective: • Students will analyze key events in the novel, reflect on conflict development, theme, and practice using vocabulary in their speech to enhance their understanding. • Agenda: • Of Mice and Men Final Discussion Homework: Vocabulary Chart for Chapters 4-6

  17. Honors English 9 Bear Creek High School Of Mice and Men Socratic Seminar

  18. Question #1 Inside Circle • We’ve studied 5 different types of conflict so far this term (man vs. man, nature, self, society, and fate). Identify all types, but which type conflict was most prevalent in the novel? Use a specific example from the text to support your answer.

  19. Question #2 Outside Circle • John Steinbeck is a great American writer for several reasons. One reason is his excellent use of foreshadowing. What is one way that Steinbeck uses foreshadowing in the novel? How does he give us subtle hints as to what to expect in the future without giving the whole story away?

  20. Question #3 Inside Circle • Candy said, “I ought to of shot that dog myself, George. I shouldn’t out to of let no stranger shoot my dog” (Steinbeck 61). Explain the significance that this quote holds. How does the dog function on a symbolic level?

  21. Question #4 • Are there other uses of symbolization that stand out to you as being meaningful or powerful? Outside Circle

  22. Question #5 • Discuss the role of women in the story. What roles do women play, how often do they appear, and what is the author trying to say about women in the time period? Inside Circle

  23. Question #6 Outside Circle • From the very beginning of the story it is clear that George experiences frustration because of Lennie’s actions. Why does he stick around? What does he get out of the relationship? What’s his motivation?

  24. Question #7 Inside Circle • Why did George ask Candy to let him leave the barn before they found Curley’s wife? Also, how did George get to Lennie before the rest of the men?

  25. Question #8 Outside Circle • Please reread the passages on page 7 and on page 99. Draw the imagery in your notebook. What do you think the water-snake(s) and stilted heron symbolize?

  26. Question #9 • Slim is described as having ears that “heard more than was said to them” (Steinbeck 35). What does this mean to you? Is this description of Slim justifiable and accurate throughout the novel? Inside Circle

  27. Question 11 Outside Circle • Was George a good friend to Lennie? Was Slim correct when he said “You hadda, George”?

  28. Inside Circle Question #13 • Did the novel end the way you expected? If not, what did you expect would happen? More importantly, determine if Lennie had to die at the end of the book. Use examples to justify your answer. 

  29. Outside Circle Question #9 Inside Circle • Steinbeck is a master of creating a believable setting. How essential is the setting to the story? Could the story have taken place anywhere else? If so, where?

  30. Inside Circle Question #10 • Everyone has dreams, but few people actually achieve them completely. In your opinion, do people dream too big? Do you people set their goals too high, and ultimately fail because their dream is unattainable?

  31. OutsideCircle Question #11 • Crooks said, “A guys needs somebody – to be near him. A guy goes nuts if he ain’t got nobody. Don’t make no difference who the guy is, long’s he’s with you. I tell ya a guy gets too lonely an’ he gets sick” (Steinbeck 73). The ultimate human experience is the giving and receiving of friendship, but, sadly, this experience is lacking for many people. If having friends and being a friend is so important, why are so many people in this world lonely and “sick?”

  32. Inside Circle Question #12 • What connections do you see between stereotypes, alienation, friendship, and hopes in dreams in Of Mice and Men?

  33. Question #13 • Draw a circle in your journal. Create a pie chart that represents four things: how much of the failure of the dream is George’s fault, how much is Lennie’s fault, and how much is due to economic forces beyond the control of characters. • George’s Fault %: • Lennie’s Fault %: • Curley’s Fault • Curley’s Wife’s Fault %: • Economic Forces %: • Fate %:

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