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Of Mice and Men Intro: Day 1. Testing Strategies Question (TSQ) GET READY TO WRITE AT THE BELL! TSQ Rationale Maps Introduction Review lecture: http://www.youtube.com/watch?v=pSAedS8F4OQ TSQ R ationale Maps Revision. Of Mice and Men Intro: Day 1.
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Of Mice and Men Intro: Day 1 • Testing Strategies Question (TSQ) GET READY TO WRITE AT THE BELL! • TSQ Rationale Maps Introduction • Review lecture:http://www.youtube.com/watch?v=pSAedS8F4OQ • TSQ Rationale Maps Revision
Of Mice and Men Intro: Day 1 Read Robert Burns’, “To a Mouse,” then choose the best answer to the following question.http://www.youtube.com/watch?v=711zbLM1hwc Which lines best reflect the theme of this poem? • I'm truly sorry man's dominion/Has broken nature's social union, (Lines 7-8) • That wee bit heap o' leaves an' stibble/Has cost thee [many…] a weary nibble! (Lines 31-32) • The best-laid schemes o' mice an 'men/[Often go awry…], (Lines 39-40) • An' forward, tho' I [cannot…] see,/I guess an' fear! (Lines 47-48)
Of Mice and Men Intro: Day 2 • Submit reading log from last night. Yes, I’m serious. • Testing Strategies Question (TSQ) • Check out Of Mice and Men books • Begin reading tonight. Finish entire book by next Friday for final writing assignment & test (best rule of thumb = 1 chapter per night) • See Literature Links link on teacher page for a link to the book online and a link to the audiobook • OMAM reading is in addition to EOR reading!
Of Mice and Men Intro: Day 2 View the introduction to John Steinbeck’s Of Mice and Men (2 parts) and take notes on information pertaining to characters, themes, setting, and plot, using a categorizing map (“tree map”). http://www.youtube.com/watch?v=IAEfsVVKyI8, http://www.youtube.com/watch?NR=1&feature=endscreen&v=1Gb0xC7arTg
Of Mice and Men Close Reading #1 • Read pages 2-4 (from “Evening of a hot day started…” to, “I remember about the rabbits, George.”) • Use cause-effect map to annotate one element. • One or two examples of element (with page #(s)) • One or two effects the element has on the story (focus on the reading experience and/or the reader’s understanding of characters, themes, conflicts, events, etc.) • Frame: What does this map show? Why is this information important? How else could an author create this same effect?
Of Mice and Men Close Reading #2 • Read pages 40-42 (from “George looked over at Slim…” to, “turned his face to the wall and drew up his knees.”) • Use cause-effect map to annotate one element. • One or two examples of element (with page #(s)) • One or two effects the element has on the story (focus on the reading experience and/or the reader’s understanding of characters, themes, conflicts, events, etc.) • Frame: What does this map show? Why is this information important? How else could an author create this same effect?
Of Mice and Men Close Reading #3 • Read pages 56-60 (from “’An’ rabbits,’ Lennie said eagerly...” to, “I shouldn’t oughtta of let no stranger shoot my dog.”) • Use cause-effect map to annotate one element. • One or two examples of element (with page #(s)) • One or two effects the element has on the story (focus on the reading experience and/or the reader’s understanding of characters, themes, conflicts, events, etc.) • Frame: What does this map show? Why is this information important? How else could an author create this same effect?
Of Mice and Men Close Reading #4 • Read pages 61-63 (from “Carlson laughed…” to, “Lennie cried. ‘I didn’t wanta hurt him.”) • Use cause-effect map to annotate one element. • One or two examples of element (with page #(s)) • One or two effects the element has on the story (focus on the reading experience and/or the reader’s understanding of characters, themes, conflicts, events, etc.) • Frame: What does this map show? Why is this information important? How else could an author create this same effect?
Of Mice and Men Close Reading #5 • Read pages 72-75 (from “’You’re nuts.’ Crooks was scornful…” to, “l ain’t so crippled I can’t work like a son-of-a-b if I want to.”) • Use cause-effect map to annotate one element. • One or two examples of element (with page #(s)) • One or two effects the element has on the story (focus on the reading experience and/or the reader’s understanding of characters, themes, conflicts, events, etc.) • Frame: What does this map show? Why is this information important?
