Tues. Mar. 22, to Thurs. Mar. 24, 2016: Of Mice and Men

On Tuesday, I reviewed the expository information from the start of Of Mice and Men. The students were then given a questions booklet. They are to have the book read and the questions answered the first day they return after the holidays (this is a DEADLINE).
I have posted the questions below so those who are absent can keep up.

Of Mice And Men

Study Guide Questions

Chapter 1

 

1.      Identify and give a physical description of Lennie and George.

2.      What is George's first complaint to Lennie?

3.      What trouble did George and Lennie have in Weed?

4.      What is in Lennie's pocket? Why does he have it?

5.      George bursts into a long speech about what he could do if he were alone. What could he do?

6.      Lennie offers to go away and live in a cave. What is George's response?

7.      Why are George and Lennie different from the other "guys like us that work on ranches"?

8.      What are George and Lennie going to do someday?

9.      What two things does George want Lennie to remember?

10.  Why did George want to camp overnight instead of going another quarter of a mile to

the ranch?

 

Chapter 2

 

1.      What does George answer when the boss asks what he is trying to put over?

2.      Identify and describe Curley.

3.      The swamper said, "Seems like Curley ain't givin' nobody a chance." Explain.

4.      What advice does George give Lennie after Curley and the swamper leave?

5.      Identify Slim and Carlson.

6.      What does Slim have that Lennie wants?

 

Chapter 3

 

1.      Slim and George have a long conversation. Slim says it's funny how George and Lennie go around together. What is George's answer?

2.      Identify and describe Candy.

3.      What did Carlson do with his Luger? Why?

4.      What card game does George play?

5.      Describe Curley' s wife. What's the problem about her?

6.      What is Lennie's job going to be on their little farm land?

7.      What does Candy want when he hears about George 's and Lennie's plans? What is he willing to contribute?

8.      Why did Curley fight with Lennie? What happened?

 

Chapter 4

 

1.      Identify and describe Crooks.

2.      Lennie tells Crooks about the land. What is his reply at first?

3.      What does Crooks want when he believes there might really be land?

4.      Why did Curley's wife come to the barn?

5.      Why did Crooks change his mind after Curley's wife left?

 

Chapter 5

 

1.      What happened to Lennie's puppy? What is his reaction?

2.      Why did Curley's wife come to see Lennie?

3.      What did she tell Lennie?

4.      Why did Lennie kill Curley's wife?

5.      What was George's reaction when he found out about Curley's wife's death?

6.       What was Curley's reaction to his wife's death?

 

Chapter 6

 

1.      How and why did George kill Lennie?

2.      Who is the only one who really understands what George did? Explain.

Mon. Mar. 21, 2016: Introduction to novel

Today, students went to the library and signed out the novel Of Mice and Men. If you were not here, please do this before your next class.
I then showed students a Powerpoint in order to introduce the text. If you were not here, I have placed it as an attachment below.
As a class, we decided that it is reasonable for students to read the first chapter of this text (pages 1-16) for tomorrow's class. Be sure to do this.

Of Mice and Men Introduction

Fri. Mar. 18, 2016: Essay Completion

Today, the students completed their essays. I will extend the due date to Monday, but there will be no more class time set aside to do this.

Thurs. Mar. 17, 2016: Major Assignment Step three: Essay

Today, we discussed the expectations of a paragraph (reviewed the ones the students submitted having to do with personality).

Each paragraph has to have the following:
Introduction of topic
thesis/main point
evidence/examples (three pieces)
connections between evidence and main point explained

I then gave the students the essay assignment I have pasted below:

You will now write a five paragraph essay in which you answer the following question:

                               How does a person’s personality impact outcomes?

 In order to do this, you have already come up with some personality traits that can be used in your THREE body paragraphs. You now must look at each character and determine how that person’s personality has led to the outcomes (the life) that person is living now.

 You must use the short story “Harrison Bergeron.” You must use three characters.

 

As they already completed the creation of the three personality paragraphs yesterday (and I have returned them), they should be able to complete the two paragraphs (introduction and conclusion) and type it in by the end of the day tomorrow.

Wed. Mar. 16, 2016: Major Assignment Steps 1 & 2

Today, the students were to hand in their paragraph assignment from yesterday. They were then instructed to go to their portfolios and get out the sheet "Personality Traits."

Students then received step one and step two instructions for their major assignment. This assignment involves creating three paragraphs on personality. It is due tomorrow (in rough form).

I have attached the assignment below for those who were absent (it is also in the student's portfolio).

Major Assignment Steps One and Two

Tues. Mar. 15, 2016: "Harrison Bergeron" Continued

Today, we finished the notes on "Harrison Bergeron." I also had you do another summary activity to ensure that the story given out Friday to be read for Monday's class was read.
I then had you brainstorm traits about yourselves that would be above the "norm" in Harrison's world.
Finally, I assigned you to write a paragraph on the following:

  In a well-formulated paragraph, explain what traits about you would have to be "normalized" in Harrison's society.

 

Mon. Mar. 14, 2016: "Harrison Bergeron" Discussion

Today, we discussed the short story "Harrison Bergeron." The terms and concepts presented were as follows:
* utopia
*dystopia
* Freud's model of personality (Id, Ego, and Superego)
* propaganda
* genre
* How a society is controlled (totalitarian)

If a students was not here, the student can come in and get this information at lunch or do a Web Search.
We will continue this discussion tomorrow. Be sure to have the story read. It can be found on-line if you don't have it.

Fri. Mar. 11, 2016: Reading Activity

Today, I demonstrated active reading on the first part of "Harrison Bergeron." It is on-line if students were not here. For homework, students are to actively read the rest, focussing on locating metaphors as well.

Thurs. Mar. 10, 2016: Test Review

Today, we continued and completed out unit exam discussion and review. From this, students reinforced their understanding of active reading and the importance of memorizing the literary devices.

Wed. Mar. 9, 2016: Test Reflection: The Buyer

Today, we reviewed the exam from yesterday. I went through the short story "The Buyer." We approached it using process of elimination. The students also reviewed their exams to determine if they were meeting the marking standards. We will read the second story tomorrow.

Tues. Mar. 8, 2016: Comprehension and Stylistic Devices Exam

Today, students wrote their first comprehension exam. If a student was not here, that student will need to make arrangements to write the alternative exam at lunch. See me if this is the situation you are in.

Mon. Mar. 7, 2016: Test Prep

Today, we reviewed the short story active reading and questions activity for "History Lesson." This is in preparation for your reading comprehension exam tomorrow.

If you were not here, study the figurative terms that we have identified in class (MOSES) and study the booklet on how to approach multiple choice exams.

My policy about missing exams is that I will provide an alternative exam that meets the same objectives. I recommend that you be here for this one as this is the one that we will discuss and review.

The exam is tomorrow.

Fri. Mar. 4, 2016: Test Prep

Today, we went over one of the practice test readings and multiple choice answers. I explained marking and had you guys follow my examples. We will go over the second reading on Monday. I will also give you additional information on the test then.

Thurs. Mar. 3, 2016: Multiple Choice Practice

Today, students were provided with two readings and multiple choice questions in order to practice their comprehension and process of elimination skills. If you were not here, these are in your portfolio.

Tues. Mar. 1, 2016: Approaching Questions

Today, we discussed the importance of staying caught up on assignments. Failure to stay caught up does not mean an automatic failure: what it means is that you will have to do alternatives to keep your mark up.

The alternative for "What are You Anyway?" is available upon request.