H ONORS E NGLISH 9 Week 5: September 17-21, 2012

M ONDAY, S EPTEMBER 17, 2012 Walk-In: SIT WITH YOUR OMM GROUP. Take out Of Mice and Men, your chapter two reading log, and your vocabulary chart. Learning Objective: Students will discuss key events in the novel, predictions, and practice using vocabulary in their speech to enhance their understanding. Identify techniques and events an author uses to establish, setting, conflict and introduce characters. Agenda: Of Mice and Men Chapter 2 Due Today: Chapter 2 Reading Log Homework: Read Chapter 3 and Complete Reading Log and Vocabulary

O F M ICE AND M EN R EADING L OG D ISCUSSION Divide these tasks up between your group. Step 1: Share and explain your chapter title. Step 2: Share your response paragraph. Step 3: Share your predictions or questions. Step 4: Share your quote that relates to one of our theme subjects and explain.

O F M ICE AND M EN C H 2 D ISCUSSION While discussing each question with your group, try to incorporate our vocabulary words into your answer. When you share out to the class, for each vocabulary word used you will receive a point. Once a word is used twice for the day, you may not use it again. Chapter 2 When George asks why Whitey quit, what answer does the swamper, Candy, give him? What does this seem to say about the men who work these ranches? How does Candy describe the boss, the owner of the ranch? Why is the boss suspicious of George? How does George explain Lennie’s lack of intelligence? What other lie does he tell the boss about Lennie?

O F M ICE AND M EN C H 2 D ISCUSSION Who is Curley, and what does it mean when Candy says he is “Handy”? How does this word later prove “ironic”? Who is Crooks? What kind of person does Curley seem to be? How does George feel about Curley? What does Lennie think of Curley’s wife? What does George think of her? Who is Slim, and what impressions do we get of him?

T ECHNIQUES TO ESTABLISH SETTING, CONFLICT AND I NTRODUCE C HARACTERS Chapter One – Exposition 1. What are the primary pages where Steinbeck establishes the setting ? How does he use formatting or design elements to signal a shift from setting to characters/conflict? What page is this on? 2. What type of characterization does Steinbeck use to help readers develop first impressions of George and Lennie? Indirect or Direct? S.A.A.P.P. = Speech, Actions, Appearance, Perspective of others, Private Thoughts 3. What conflicts have been introduced to readers? Predict which one is the primary conflict for the novel. Why does it stand above others? 4. What are some examples of rising action that you feel are developing the conflict and causing some suspense?

T UESDAY, S EPTEMBER 18, 2012 Walk-In: SIT WITH YOUR OMM GROUP. Take out Of Mice and Men, your chapter three reading log, and your vocabulary chart. Learning Objective: Students will discuss key events in the novel, predictions, and practice using vocabulary in their speech to enhance their understanding. Identify techniques and events an author uses to establish, setting, conflict and introduce characters. Agenda: Of Mice and Men Chapter 3 Due Today: Chapter 3 Reading Log Chapter 1-3 Vocab Homework: Read Chapter 4 and Complete Reading Log and Vocabulary

O F M ICE AND M EN R EADING L OG D ISCUSSION Divide these tasks up between your group. Step 1: Share and explain your chapter title. Step 2: Share your summary paragraph. Step 3: Share your predictions or questions. Step 4: Share your quote that relates to one of our theme subjects and explain.

O F M ICE AND M EN C H 3 D ISCUSSION While discussing each question with your group, try to incorporate our vocabulary words into your answer. When you share out to the class, for each vocabulary word used you will receive a point. Once a word is used twice for the day, you may not use it again. Chapter 3 Why did George at one time play jokes on Lennie? Why did he stop? What happened in Weed? George finds it easy to confide in Slim. Why? How are Slim’s eyes described? Why does Carlson want to shoot Candy’s dog? Do you think this was the right decision? What judgment might we make about Carlson’s sensitivity?

O F M ICE AND M EN C H 3 D ISCUSSION While discussing each question with your group, try to incorporate our vocabulary words into your answer. When you share out to the class, for each vocabulary word used you will receive a point. Once a word is used twice for the day, you may not use it again. Chapter 3 What does the dream mean for George? What does it mean for Lennie? Why is Candy so interested in Lennie and George’s conversation? What does the dream mean for Candy? At this point, do you think there is a possibility of the dream coming true? What do you think is going to happen based on the events in this chapter?

T ECHNIQUES TO ESTABLISH SETTING, CONFLICT AND I NTRODUCE C HARACTERS Chapter One – Exposition 1. What are the primary pages where Steinbeck establishes the setting ? How does he use formatting or design elements to signal a shift from setting to characters/conflict? What page is this on? 2. What type of characterization does Steinbeck use to help readers develop first impressions of George and Lennie? Indirect or Direct? S.A.A.P.P. = Speech, Actions, Appearance, Perspective of others, Private Thoughts 3. What conflicts have been introduced to readers? Predict which one is the primary conflict for the novel. Why does it stand above others? 4. What are some examples of rising action that you feel are developing the conflict and causing some suspense? 5. What are some of the bigger moments or examples for each of our theme topics? What message do you think John Steinbeck is trying to portray up to this point?

W ED -T HURS, S EPTEMBER 19-20, 2012 Walk-In: Take out Of Mice and Men, your chapter three reading log, and your vocabulary chart. Learning Objective: Students will discuss key events in the novel, predictions, and practice using vocabulary in their speech to enhance their understanding. Identify techniques and events an author uses to establish, setting, conflict and introduce characters. Agenda: Chapter 4 Discussion Of Mice and Men Film Due Today: Nothing Homework: Complete Reading Log 5 and 6

O F M ICE AND M EN R EADING L OG D ISCUSSION Divide these tasks up between your group. Step 1: Share and explain your chapter title. Step 2: Share your summary paragraph. Step 3: Share your predictions or questions. Step 4: Share your quote that relates to one of our theme subjects and explain.

O F M ICE AND M EN C H 4 D ISCUSSION While discussing each question with your group, try to incorporate our vocabulary words into your answer. When you share out to the class, for each vocabulary word used you will receive a point. Once a word is used twice for the day, you may not use it again. Chapter 4 When we meet Crooks, how are his living conditions described? What does this tell you about the time period and Crooks in general? Why at first Crooks is unfriendly to Lennie, but then eventually invites him to sit. Why does he change? Why does Lennie become upset with Crooks? What does Crooks say is good about Lennie and George? Why does Crooks think that their dream is just foolish? What changes his mind?

O F M ICE AND M EN C H 4 D ISCUSSION While discussing each question with your group, try to incorporate our vocabulary words into your answer. When you share out to the class, for each vocabulary word used you will receive a point. Once a word is used twice for the day, you may not use it again. Chapter 4 When Curley’s wife sees Lennie, Candy, and Crooks talking together, how does she characterize them? What do Crooks, Curley’s wife, Lennie, and Candy have in common? What prevents them from sharing this commonality? How does Curley’s wife come across in the novel, particularly when she threatens Crooks? Why does she act this way? How does Chapter Four end? Why do you suppose it ends this way?

Modified Plot Line Resolution R i s i n g A c t i o n (Events) Climax: Falling Action Title__________________________ Author________________________ _ Setting : (where & when): Protagonist :________ Antagonist :_________ Major Characters:__________ _____________________ Minor Characters:__________ _____________________ Exposition Name ________________________ Period _________________ Date _________________ ___________________________________________ Conflicts : (Person vs. Person; Person vs. Society; Person vs. Nature; Person vs. Self, Person v. Fate) Theme Statement: Point of View: Symbolism: Resolution

E LEMENTS OF P LOT IN O F M ICE AND MEN Protagonist Antagonist Exposition Rising Action Conflicts Characters Lennie George Candy Slim Crooks Curley’s Wife Curley

O F M ICE AND M EN M OVIE V IEWING N OTES While viewing, list the changes that the director made in certain parts of the plot. Consider Exposition Rising Action Conflicts Character Development

O F M ICE AND M EN C OMPARE AND C ONTRAST P ARAGRAPH Choose one aspect of the plot, that you feel was changed. In a MEAEAEAL Paragraph, please address what change was made, whether it was necessary and helped the story, or whether the change was unnecessary and detracted from the story. Use examples from the movie and the book, and be sure to explain each example, and conclude with a general statement, linking everything back to your main idea.

F RIDAY, S EPTEMBER 21, 2012 Walk-In: Take out Of Mice and Men. Turn in your chapter five and six reading log, and your vocabulary chart. Learning Objective: Students will analyze key events in the novel, reflect on conflict development, theme, and practice using vocabulary in their speech to enhance their understanding. Agenda: Of Mice and Men Final Discussion Due Today: Of Mice and Men Chapter and 6 Reading Log Homework: Vocabulary Chart for Chapters 4-6

Of Mice and Men Socratic Seminar Honors English 9 Bear Creek High School

O F M ICE AND M EN S OCRATIC S EMINAR A Socratic Seminar is a specific type of discussion where mostly open-ended questions are given and students work together to collectively find answers. It is a different type of discussion because your teacher will not say a word. Instead, students will regulate the flow of the discussion while your teacher takes notes. Points are awarded for involvement and knowledge of the subject and for aiding the flow of the discussion. Referencing specific events in the text and using quotes is important to enrich our learning experience. Everyone is expected to contribute to the discussion.

Q UESTION #1 We’ve studied 5 different types of conflict so far this term (man vs. man, nature, self, society, and fate). Identify all types, but which type conflict was most prevalent in the novel? Use a specific example from the text to support your answer. Inside Circle

Q UESTION #2 John Steinbeck is a great American writer for several reasons. One reason is his excellent use of foreshadowing. What is one way that Steinbeck uses foreshadowing in the novel? How does he give us subtle hints as to what to expect in the future without giving the whole story away? Outside Circle

Q UESTION #3 Candy said, “I ought to of shot that dog myself, George. I shouldn’t out to of let no stranger shoot my dog” (Steinbeck 61). Explain the significance that this quote holds. How does the dog function on a symbolic level? Inside Circle

Q UESTION #4 Are there other uses of symbolization that stand out to you as being meaningful or powerful? Outside Circle

Q UESTION #5 Discuss the role of women in the story. What roles do women play, how often do they appear, and what is the author trying to say about women in the time period? Inside Circle

Q UESTION #6 From the very beginning of the story it is clear that George experiences frustration because of Lennie’s actions. Why does he stick around? What does he get out of the relationship? What’s his motivation? Outside Circle

Q UESTION #7 Why did George ask Candy to let him leave the barn before they found Curley’s wife? Also, how did George get to Lennie before the rest of the men? Inside Circle

Q UESTION #8 Please reread the passages on page 7 and on page 99. Draw the imagery in your notebook. What do you think the water-snake(s) and stilted heron symbolize? Outside Circle

Q UESTION #9 Slim is described as having ears that “heard more than was said to them” (Steinbeck 35). What does this mean to you? Is this description of Slim justifiable and accurate throughout the novel? Inside Circle

Q UESTION 11 Was George a good friend to Lennie? Was Slim correct when he said “You hadda, George”? Outside Circle

Q UESTION #13 Did the novel end the way you expected? If not, what did you expect would happen? More importantly, determine if Lennie had to die at the end of the book. Use examples to justify your answer. Inside Circle

Q UESTION #9 Steinbeck is a master of creating a believable setting. How essential is the setting to the story? Could the story have taken place anywhere else? If so, where? Inside Circle Outside Circle

Q UESTION #10 Everyone has dreams, but few people actually achieve them completely. In your opinion, do people dream too big? Do you people set their goals too high, and ultimately fail because their dream is unattainable? Inside Circle

Q UESTION #11  Crooks said, “A guys needs somebody – to be near him. A guy goes nuts if he ain’t got nobody. Don’t make no difference who the guy is, long’s he’s with you. I tell ya a guy gets too lonely an’ he gets sick” (Steinbeck 73). The ultimate human experience is the giving and receiving of friendship, but, sadly, this experience is lacking for many people. If having friends and being a friend is so important, why are so many people in this world lonely and “sick?” OutsideCircle

Q UESTION #12 What connections do you see between stereotypes, alienation, friendship, and hopes in dreams in Of Mice and Men? Inside Circle

Q UESTION #13 Draw a circle in your journal. Create a pie chart that represents what caused the dream to fail. Establish how much of the failure of the dream is George’s fault, how much is Lennie or another character, how much is due to fate, due to economic forces beyond the control of characters. George’s Fault %: Lennie’s Fault %: Curley’s Fault % Curley’s Wife’s Fault %: Economic Forces %: Fate %: