Entries Tagged '10th Grade English' ↓

that work on ranches, are the loneliest guys in the world. They got no family. They don’t belong no place. . . . With us it ain’t like that. We got a future. We got somebody to talk to that gives a damn about us. We don’t have to sit in no bar room blowin’ in our jack jus’ because we got no place else to go. If them other guys gets in jail they can rot for all anybody gives a damn. But not us.”

–Chp.1 Of Mice and Men

First, I’ll do a little presentation on literary terms in Of Mice and Men. We’ll look at characterization and theme.

Then, groups will choose either George or Lenny and they’ll go through the methods of characterization and quote from chapter 1 a short sample that show that method and what it says about the character. Handout

Next, we’ll read a bit from chapter 2 and talk a bit about the new characters. I’ll then ask you to respond in a short writing assignment to the following prompt:

Take the discussion between George and the Boss.  What happens? What theme do you think Steinbeck is working with here and what is he saying?

Put your answer here.

Finally, we’ll take some time to work in memorizing pairs and work together to get the poems memorized.

HW: Read chapter 2 (pgs. 16-37).  Keep memorizing.  Remember, we see each other for a full A-day Monday.

Let’s start with a scavenger hunt to introduce Of Mice and Men–our next book. Each group should record their answers here.

1) What was the price of a coat during the 1930s when the book was set and published (1937)?

2) The book takes places in Salinas, California.  What towns are near Salinas? What’s the nearest big city?

3) Explain what a bindlestiff is and what their lives were like  in the 20s and 30s.

4) John Steinbeck was a controversial writer. Explain why he was famous and why he was controvesial.

5) Where does the title Of Mice and Men come from and what does it mean?

6) Give me a few of the lyrics of a popular song written within a few years of 1937.

7) How were mentally disabled people treated during the 1930s? Give your source and be as specific as possible.

Eight) Find and name a famous painting (and the painter) that was painted in 1937.

9) Something happened to one of Steinbeck’s early drafts of Of Mice and Men. What happened?

10) How did people dress in 1937?  Find 2 pictures: 1 of well-off people and another of working class people.

Resources: Life Magazine photo archive, American Memory, National Steinbeck society, Prices: Then and Now, Surviving the Dust Bowl.

After we do that and share our answers, we’ll start reading Of Mice and Men’s first chapter.

Finally, I want to spend some time memorizing our poems.  We’ll get buddy’s to help each other and try to get up to 14 lines by the end of the day.

HW:  Read chapter 1 (pgs. 1-16) and have 14 lines memorized.

To start, let’s look at the winner of the 2007-2008 Kaplan contest

1) Look at the 1st paragraph. How does the author try to hook us? What works and what doesn’t?

.2) Look at the 2nd paragraph. Quote 3 segments where the author uses sensory detail to explain what is happening. What works/doesn’t?

3) What does the Mozart practice segment show us about the author? Why is it there?

4) Analyze the ending. How does the writer bring it all together? What does she tell us here?

5) Why do you think this won 5k? Did it deserve it? Explain.

Then, we’ll take some time to work on our own personal essays.

Finally, I want to take a look at Poetry Out Loud and choose our own poems.  Here’s the site and here are the qualifications. Choose a poem that is at least 14 lines long with extra credit for any choice over 25 lines. There is even a keyword search.  We’ll bust out the note cards in class to start the memorizing process.

HW: Finish the Personal Essay. Print it!

We’ll start with a bit on Poetry Out Loud and see the DVD (or at least part of it).

Click here for the Personal Essay assignment.

Then, we’ll take our pre-writes and convert them into 1st drafts.  In class, we’ll talk a bit about hooks and good introductions.  When we’re done, please cut and paste your hook/intros here.

Finally, if we have time, I’d like to look at one more student entry in the My Turn essay contest and learn what we can learn.

HW: Full first draft of Personal Essay due. (200-300 words)

Trust no one!

We’ll start with buddy work. Read your 2 paragraphs out loud to a buddy and listen for specific sensory details (remember RENNS?). Work together to improve the paragraph and post the results here.

Then, we’ll look at the My Turn essay (Ashley) essay and note the places where she uses specific examples and for what reason.

1) How does the writer use the hook (“three blonde heads”) to grab the reader and set the tone for the essay?
2) Re-read and paraphrase the paragraph starting “The first time I actually became aware…”
3) Why does the writer use the example of the pencils? What is she trying to show?
4) How does the writer create a turning point? What anecdotes and information does she give to show that she has regained her pride for her name? How does she demonstrate her changed attitude?
5) What advice would you give the writer to make the essay even better?

Then, we’ll read “Defending our Skies Against the Elderly” and answer these questions.

1. Re-read the 2nd paragraph. What are the details about the shoes meant to show and demonstrate?
2. What does the 3rd paragraph show us about the character of her grandfather?
3. Now skip down to the paragraph beginning “The man who never broke a law…” What does this anecdote about how airport security?
4. Why does the author think what happened to her father was unfair and unwarranted?  How does she explain her feeling? Is there some telling here? Is that bad?
5. How does the writer conclude the essay?  How do the earlier details make it effective?

Our next trick will involve a pre-writing activity for our next writing assignment.

If we have time, I hope to have us see a bit of the DVD of Poetry Out Loud.

HW: Pre-write for My Turn essay assignment