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Of Mice and Men Chapter 3. Why Our Dreams Are Important Ms. Clow Eng.9. Curriculum Framing Questions. Essential Question - How do John Steinbeck’s social novels help us to understand the human condition and the world around us? Unit Question - Why are having dreams important?
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Of Mice and Men Chapter 3 Why Our Dreams Are Important Ms. Clow Eng.9
Curriculum Framing Questions • Essential Question - How do John Steinbeck’s social novels help us to understand the human condition and the world around us? • Unit Question - Why are having dreams important? • Lesson Questions - Why are our dreams important? How can we use visions to shape our dreams? Goal - Students will apply knowledge gained by completing the characterization activity to examine and discuss how dreams and visions are motivating and vital to a character’s survival, relationship or journey. Students will work in cooperative groups and complete a character analysis to better understand how Steinbeck reveals character thoughts and motivations using direct and indirect characterization.
Learning Objectives • Students will synthesize their understanding of characterization in OMAM by using evidence from the story to complete a character analysis. • Students will discuss key events in the novel and make predictions to enhance their understanding. They will cite the text to support their ideas. • Students will demonstrate their ability to plan and present information in an effective and engaging way.
Curriculum Standards • 9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences drawn from the text. • 9-10.RL.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Quick Write Explain a dream you have for your future. What is your plan? How will you accomplish this dream? Why is this dream so important to you?
Of Mice and Men Ch. 3 (part 1) Summary of Ch.2 George and Lennie arrive at the ranch. They are given 1) b_____ by 2) C_______, and signed up by the 3) b______. The boss is angry that they arrived too late for the 4) d_____ work, and is 5) s________ of George’s protectiveness of Lennie. 6) C_____ the boss’s son, is 7) a_________ towards the new men, especially Lennie; they learn from Candy that Curley has recently married a 8) t____. The whole set up 9) s_______ George, who warns Lennie to have nothing to do with Curley. The other ranch hands return from work. 10) S_______ is very friendly; Carlson is more concerned with shooting 11)C________ old dog and asks Slim to give 12) C________ one of his 13) p_______.
Get out your Bookmarks! Remember to make note of any instances where the author uses symbolism or foreshadowing. Pay attention to specific character descriptions and their actions that reveal more about them. Write down any questions you have as we read.
Discussion Questions 1) What was the last prank George played on Lennie?Why was it the last he’ll ever play? 2) What references did you hear to light and dark (good and evil)? 3) What color is associated with the girl from Weed? Why? Who else has been associated with that color? 4) Why is Candy so attached to his dog? How is he like his dog?
Characterization Activity Steinbeck uses direct characterization to describe many of his characters to us. He also use indirect characterization to reveal what they are like through their thoughts, actions and response to other characters. 1) Choose which character you would like to focus on Lennie or George. 2) What are his dreams/hopes? What does he fear? 3) Describe what he looks like physically, mentally, and emotionally. 4) How do other characters treat him? 5) Use at least 3 textual citations. Example: On page 39 George is telling Slim that he doesn’t think that he is very smart or else he would “have his own place, and be bringing in his own crops” instead of doing it for someone else. OR On page 40 slim is described as having “calm, God-like eyes”.
Cooperative Learning Jigsaw Activity • All groups must: • 1) Work together to describe their chosen character in detail, and include at least three textual citations to support their ideas. • 2) Answer all parts of the questions in full. • 3) Share found information with other groups. • I will be talking with students as they work in groups, answering questions and providing guidance.
Assessment • Students demonstrated learning by identifying evidence from the novel to complete and present a character analysis of multiple characters from the novel. • Students can say that they can reveal a character’s personality using direct and indirect characterization methods. • Students conveyed, in writing and verbally, their understanding of character motivations and actions using both methods. Students recognize why an author decides to “show” or “tell” the reader information.
What they learned… • Students explored a theme central to the text. They examined how dreams serve as a powerful motivator for some of the characters, and were considered a silly waste of time to others. • Students worked together to discuss and determine how each character could be characterized based on their dreams, fears and actions using textual evidence to support their ideas.
