Of Mice and Men Intro: Day 1 Testing Strategies Question (TSQ) GET READY TO WRITE AT THE BELL! TSQ Rationale Maps Introduction Review lecture:

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Presentation transcript:

Of Mice and Men Intro: Day 1 Testing Strategies Question (TSQ) GET READY TO WRITE AT THE BELL! TSQ Rationale Maps Introduction Review lecture: 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. Which lines best reflect the theme of this poem? A.I'm truly sorry man's dominion/Has broken nature's social union, (Lines 7-8) B.That wee bit heap o' leaves an' stibble/Has cost thee [many…] a weary nibble! (Lines 31-32) C.The best-laid schemes o' mice an 'men/[Often go awry…], (Lines 39-40) D.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”)

Of Mice and Men Close Reading #1 1.Read pages 2-4 (from “Evening of a hot day started…” to, “I remember about the rabbits, George.”) 2.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.) 3.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 1.Read pages (from “George looked over at Slim…” to, “turned his face to the wall and drew up his knees.”) 2.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.) 3.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 1.Read pages (from “’An’ rabbits,’ Lennie said eagerly...” to, “I shouldn’t oughtta of let no stranger shoot my dog.”) 2.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.) 1.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 1.Read pages (from “Carlson laughed…” to, “Lennie cried. ‘I didn’t wanta hurt him.”) 2.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.) 1.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 1.Read pages (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.”) 2.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.) 3.Frame: What does this map show? Why is this information important?