The Purpose of Dialogue

1. The Purpose of Dialogue Dialogue is… • Conversation or some type of way of communicating (5) • Also helps understand characters (4) • Is a way a character speaks that develops who they are and their motives (10) • A way of realistically understanding the plot, setting (dialect), conflict, action and characters’ motives (10)

2. Translating Dialogue George realized that Lennie had something in his hand, so he demanded Lennie give to him while Lennie anxiously tried to secretly avoid giving him the dead mouse in his hand. Purpose: See the frustrating dynamic of their relationship. We also see that something is intellectually stunting Lennie’s ability to be an adult.

3. Setting the Context • novel is set in California • Weed is where George and Lennie are traveling from—it’s in north CA • Soledad & Salinas valleys are in south CA • Salinas is John Steinbeck’s hometown!

4. Setting the Context • A sycamore is a type of tree • “There is a path through the willows and among the sycamore, a path beaten hard by boys coming down from the ranches…” (2).

5. Setting the Context • a bindle is a bundle, usually of bedding and personal belongs • “George unslung his bindle and dropped it gently on the bank” (3).

6. Vocabulary: Ch. 1 • Go back through chapter 1 and identify the following vocabulary words in the text by writing a definition for each one. • Chapter 1 vocab: • Bindle • Imperiously • Juncture • Morosely • Yammered

7. Setting the Context • A thrashing machine is used on farms to separate the grain or seed from the straw of such plants as barley or wheat. • “Tomorra we’re gonna go to work. I seen thrasin’ machines on the way down” (8).

8. A Dream Deferred: In 3-4 complete sentences, summarize George and Lennie’s American Dream. • Be sure to include some of the specific details from George’s description in your summary. • Then, in another 3-4 sentences, compare their American Dream to your own American Dream– Are they similar or different? Please explain using clear examples.

9. A Symbiotic Relationship: • Reread the lines on pg. 6 where George explains to Lennie how they’re going to enter the ranch office the next day from, “That ranch we’re goin’ to…” up until Lennie responds with, “Jus’ gonna stand there.” • Using your knowledge of the stem words to define the term codependent, what can you infer from this passage which tells you they have a codependent relationship? Explain.

10. Literature Circle Groups 1st Period English I Group 1Group 3 Amina Jocelin Mouchine Nooha Alex Jennifer Erica David Group 2Harper Jazmyn Destiny Estefani Jonathan Group 4Group 6 Anthony Chris Krupa Crystal Ronald Roberto Pooja Elainna Group 5 Ivan Mosies Abby Israel

11. Literature Circle Groups 3rd Period English I Group 1Group 4 Jesus Isiah G. David Ivan Jeffery Armando Group 2Group 5 Andrea Brian Angelica German Noel Racquel Group 3Group 6 Almedina Ashra Harold Jacob Aman Jonathan Group 7Group 9 Lee Anthony Nghi Demonti Vanessa Isaiah R. Matthew Yusef Group 8 Braijon Emmanuel Mayra .

12. Literature Circle Groups: 4th Period / Eng I Group 1Group 4 Caleb Sulema Ashley Jennifer Yan Nathan V. Group 2Group 5 Andy Nathan T. Zoe Jazmin Mirian Ana Andres Group 3Group 6 Nataly Carla Alyssa Bruk Jasmine Abdullah Angelo Group 7 Modesty Lupe Virgil Group 8 Melissa Louis Jamie Group 9 Jahquann Litze Alexis

13. Literature Circle Groups 8th Period English I Group 1Group 3 Celeste Ivan Bernardo Arreana Bryan Christian Group 2Group 4 Yocelin Lily Edward Johannsy Robert Jake Group 5Group 7 Jalen Melissa Amy Tanner Andrew Emily Group 6Group 8 Malorie Michael Jose Juliajoy Arnold Jazmine

14. Symbols and Motifs (a motif is a reoccurring idea) • Candy’s old sheepdog (symbol of being unnecessary; disposable) • Rabbits (as a nuisance, yet Lennie wants to protect them) • Card playing (as a way men can talk about their feelings without being too vulnerable) • Sunlight– representing HOPE • Nicknames of characters– • What can you infer about their personalities from them? • Why would Steinbeck deliberately give his characters these names?

15. Context: Jerkline Skinner Definition: Slim’s job: jerkline skinner Noun:Of North American origin. 1. A jerkline is a single rein that runs to the lead animal in a team of mules or horses. 2. Referring to a driver who can control the team by use of the jerkline. 

16. Bucking Barley Barley is a grain that needs to be harvested and refined to sell.

17. Symbolism in the Characters Character Group Represented in Society • Lennie Small • George Milton • Candy (the old Swamper) • Curley (the pugnacious son-of-the-boss) • Crooks (the stable buck with the crooked back who reads a lot of books) • Slim (the jerk-line skinner) • Curley’s wife • Carlson & Whit (other ranchers; minor characters)

18. Says-Means-Matters • Authors often use words and images to act as symbols for what he or she really means. • The following exercise will help you examine the text to • Paraphrase the passage in your own words what it actually says, then • Interpret what the passage means to say, and finally • Analyze why this excerpt matters (how does it relate to any one of the themes in the text)

19. SAYS-MEANS-MATTERS In Chapter 2, when Slim meets George and Lennie, he comments, “’Ain’t many guys travel around together,’ [Slim] mused. ‘I don’t know why. Maybe the whole damn world is scared of each other’” (35). Reflect: • What is Slim really saying here? • Summarize the quote in your own words • What does he mean when he says this? • What inference can you make by analyzing his words • Why does it matter to understand the text? • In other words, how does it relate to one or more of the themes of the text?

20. Says-Means-Matters • In a paragraph, compare and contrast Curly and Slim. • How are they different? • In what ways are they similar? • First, revisit the text to gather your evidence, then analyze it to make a clear conclusion

21. Compare and Contrast:Curley and Slim Curley (introduced on page 25) Slim (introduced on pages 33-34) What does the text say? Summarize the description in your own words What is meant by this description? In other words, what inference can you make from analyzing the text describing him? • What does the text say? • Summarize the description in your own words • What is meant by this description? • In other words, what inference can you make from analyzing the text describing him?

22. Analyzing to Interpret • Why do these characterizations matter? • Consider how these men relate to themes in the plot • Please note that both men are vital to the development of the novel’s plot • Consider their symbolic roles in society– who is each man intended to represent? • Why did the author deliberately choose to include these characters • In other words, what effect does their presence have on you, the reading audience in appreciating the text?

23. Major Themes in Of Mice and Men: Essential Questions to Guide Your Understanding of the Text

24. The American Dream Deferred • The Danger of Hope during The Great Depression The Burden of Social Responsibility -The Internal Conflict of Nature vs. Nurture Alienation or Isolation -What does it mean to be excluded? -What does it mean to exclude?

25. Pride and Self-Reliance • What are the benefits and draw back from not depending on anyone else to help solve your problems? Perseverance and Resilience • What are some of the positive and negative consequences of having to endure a life-time of hardships? Ignorance As a Blissful Way of Life • Is it better to accept your circumstances or to strive for change?

26. NOTES: Possessive Nouns Possessive Nouns: show that a person, place, thing, or idea belongs to someone or something. Rules to Remember: • Rule #1The singular possessive noun is formed by adding an apostrophe and an “s” to the end, even if the word already ends in “s”. EXAMPLE: These are Ms. Arendt’s fifth period class’s poems. • Rule #2:The plural possessive noun is formed by adding only an apostrophe if the word already ends in “s,” and an apostrophe and an “s” if it does not end in “s”. • Example: Ms. Arendt enjoys her students’ enthusiasm, especially when her classes share their brilliant ideas with everyone

27. Possessive Noun Practice: Add the correct punctuation to the following examples: 1a.) Curlys wife b.) Which rule applies? 2a.) The ranchers dreams for a better life b.) Which rule applies?

28. ANSWERS Add the correct punctuation to the following examples: 1a.) Curley’s wife b.)Rule #1: Singular 2a.) The ranchers’ dreams for a better life b.) Rule #2: Plural possessive, add the apostrophe after the s to indicate plural.

29. Irregular Plural Nouns: • Some nouns have irregular plural forms; here are five rules for you to copy into your notes: • Rule #1: For nouns that end in “-ch,” “-sh,” “-x,” “-o,” or “-ss,” ALWAYS add “-es”. • Rule #2: For some nouns that end in “-f,” or “-fe,” ALWAYS change “f” or “fe” to “-ves”. • Rule #3: For many nouns that end in “-y,” ALWAYS change “-y” to “-ies”. • Rule #4: For some nouns that include “oo,” ALWAYS change “oo” to “ee”. • Rule #5: There are just some irregulars have to be memorized, such as men, women, children, cacti.

30. Additional Practice: Conjugate each of the following irregular nouns. Please be sure to cite the rule that accompanies each: 1. a.) mouse = _____ b.) rule ___ 2. a.) man = _______ b.) rule ___ 3. a.) wife = _______ b.) rule ___ 4. a.) puppy = ______ b.) rule____

31. Irregular Plural Noun Forms: Answers Conjugate each of the following irregular nouns. Please be sure to cite the rule that accompanies each: 1. a.) mouse = mice b.) rule 5 2. a.) man = men b.) rule 5 3. a.) wife = wives b.) rule 2 4. a.) puppy = puppies b.) rule 3

32. Literature Circles • With the other members of your group, share three or four of the annotations you created for homework using the first ½ of Ch. 4 of OMM (pgs. 66-75). • Then, take turns reading and annotating the final eight (8) pages of Chapter 4 with your group up to page 83. • Reminder– Tomorrow I’ll be grading your annotations for Chapters 3-4 • Use the grading rubric to guide you

33. Literature Circle Reflection On the back of your annotation rubric, write a short reflection about what you did in class today. NOTE: This is NOT a time to “tell on” anyone-- instead, it should be an honest reflection of what you accomplished today as a member of your group. • Consider the participation of each member of the group as part of a whole: • Was it beneficial to read and annotate with a group? Why or why not? Explain. • Did everyone do his or her homework? If not, how did your group work around this challenge? • Finally, if you have any suggestions to improve on this activity, I’d really appreciate it!

34. New Year’s Resolutions • In a few complete sentences, answer the following questions: • Based on context, what do you think a resolution is? • Why do you think people make them? • Did you make one? Why or why not?

35. Annotating a Non-Print Text: What inferences can you make by analyzing the information presented in this historical photograph? Men in recreation hall at Tulare FSA Camp, Visalia, California, 1940. Photo by Arthur Rothstein, Farm Security Administration. Public domain.

36. Read-Reflect- Respond: Provide a clear and precise response to the following quote: “The biggest disease today is not leprosy or cancer. It’s the feeling of being uncared for, unwanted – of being deserted and alone” -Mother Teresa, humanitarian. • Consider the differences between a physical and emotional aliment. • Think about how loneliness effects your community (your school, neighborhood, etc.) • Finally, how does it relate to the characters in OMM?

37. Thematic Diagram: Provide a as precise explanation for each character’s loneliness.

38. Thematic Analysis • Literature Circles will work together to find three (3) clear examples from the text to support the major themes from OMM • 15 examples total– divide the work amongst yourselves • Be sure to cite each example from the text using the page number: • You may either directly quote the text using quotation marks OR • Paraphrase longer (3 or more lines) examples

39. Thematic Analysis: Pre-Writing and Research • Find a clear example from the text to support EACH of the five (5) major themes from OMM 5 examples total: • Be sure to cite each example from the text using the page number: • You may either directly quote the text using quotation marks OR • Paraphrase longer (3 or more lines) examples Due tomorrow, 1/17/14

40. Annotations • If you have NOT submitted your annotations for any and all chapters (but especially for Chapters 5-6), you MUST do so by the end of the business day (5PM) TODAY to count for 1st semester credit. • All make-up and recovery is still eligible to be turned in no later than TOMORROW

41. Citing Information • Documenting direct quotes: Candy says, “I shoulda shot that dog myself, George” (61). Paraphrasing information: On page 61, Candy shares with George his regret over allowing a stranger to euthanize his beloved canine companion.

42. Think-Pair-Share: Pre-Writing • Take five minutes to share your thematic examples from Of Mice and Men with a neighbor • Discuss your examples asking, “Are the examples I selected the very best ones to illustrate theme?” If your answer is “no,” then you may want to brainstorm other examples to use instead.

43. Introduction Open with an attention-grabber or hook. • Introduce the text by briefly summarizing the plot and the literary importance of the book • (For example: “Of Mice and Men, the novel by John Steinbeck, is one of the most important texts in American literature because…..”) • Present your thesis, • Then transition into your first supporting example

44. Creating a Thesis • Present your thesis. In other words, • What was the most important theme in the book? • Why is this theme the most meaningful to the reader? In other words, what makes it timeless? • Why did Steinbeck incorporate this theme into his novel? • What information did he want to convey to his audience?

45. Sample Introduction • Of Mice and Men by John Steinbeck is one of the most important texts in American literature because… • he conveys the feeling of alienation and isolation felt most distinctly by the characters of Crooks and Curley’s wife. Adolescents frequently practice discrimination against one another to secure social status and acceptance among peers. Therefore, the theme of alienation and isolation is relatable to young adults in the 21st century through the experience of Crooks and Curley’s wife.

46. Characterization Review: Character Social Group Represented The Government or social order and norms • Example: Slim………….. • George ………………….. • Lennie …………………… • Candy …………………… • Crooks ………………….. • Curley …………………… • Curley’s Wife …………….

47. What Does it Mean? Social Group Relevance Today Many Americans rely on social programs to provide adequate assistance to meet medical, education, and basic welfare (food and shelter) needs. • Slim = Government agencies, social welfare programs

48. Making It Matter: Symbolic Character: Possible Connections to Theme A Dream Deferred= The Danger of Having Hope in the American Dream Today citizens rely on government programs to help them achieve the American Dream of owning their own home or business, getting an education, enjoying medical care, etc. The Burden of Social Responsibility Today many Americans rely on government-funded agencies to help them clothe, feed, educate and provide medical care to those who can not afford it on their own Pride and Self-Reliance Although help exists, many Americans are still too proud to accept offers of assistance, which can ultimately lead to alienation and isolation Slim = Government agencies, social welfare programs