Calendar

Speech close reading || __Introduction__ Intro lesson: Charades (7 min) Journal Writing on Friendship Who? Why? What is she or he like? Share Show clip of mice and men (trailer). Give out packet with info. || __Day 1 Kaleb__ 7 min journals What do you know about the Great Depression?
 * Monday || Tuesday || Wednesday || Thursday || Friday ||
 * Intro to early 1900s Literature || Steinbeck Biography Hunt || Reading __The Leader of People__ || Continued…__The Leader of People__ || Steinbeck Pulitzer Prize

Discussion and Computer scavenger hunt on the Great Depression. “To A Mouse” by Robert Burnes. Why the Allusion to this poem is perfect for a novel set in the Great Depression

Give out Of Mice and Men

Hmwk: Read pages 1-16 for Wed. and answer reading questions in journal || __Day 2 Kaleb__ 7 min journal on first impressions of Lennie and George. Picture book reading and discussion. Plus, Envisionment building with art project around Lennie’s and George’s plot of land

Hmwk: Read thru page 37 for Thurs. and answer reading questions in journal || __Day 3 Kaleb__ 7 min journal about why do you think George lies for Lennie to the boss?

Class and Group Discussion focusing on the events of Part 3 of OMAM

Hmwk: Read thru page 65 for Fri. and answer reading questions in journal || __Day 4 George__ 7 min journal and share

Part 3 group jeopardy activity.

Final 10 min. Work on Character Profile worksheet with Body Biography groups.

Hmwk: Read thru page 98 for class on Monday. || 7 min. journal and share.
 * __Day 5 George__

Students write preconceptions about migrant workers and then read //The Migrant Experience.// Students then participate in a discussion on life as a migrant worker and how it relates to the idea of American Dream.

Final 10 min. students work on character profile sheets for Parts 4 and 5

Hmwk. Finish reading __Of Mice and Men.__ || __Day 6 George__ 7 min. journal and share

Students view the YouTube clip of George killing Lennie. The students will then participate in a discussion on this scene || __Day 7 Dana__ - 7 min journals -students make a chart with three symbols on one side, including The Farm, Lenny’s Puppy, and Candy’s dog in their notebooks. On the other side of the chart, draw/write what these symbol represents. -work on body bio - HW: work on rough draft for essay assignment for peer editing tomorrow (due fri) || __Day 8 Dana__ -7 min journal - fifteen minutes to partner up in pairs I give them in order to read and peer edit one another’s rough drafts. -work on/finish up body bio for presentations tomorrow -HW: final body bio and essay due tomorrow (fri) || __Day 9 Dana__ -7 min journal -Body Biographies presentations: the students must demonstrate a knowledge and understanding of the novel/characters, and translate traits into visual symbols, while working cooperatively in groups. ||
 * Introduction to __The Grapes of Wrath__ || Working through the book excerpt of __The Grapes of Wrath__ || Working through the book excerpt of __The Grapes of Wrath__ || Working through the book excerpt of __The Grapes of Wrath__ || Working through the book excerpt of __The Grapes of Wrath__ ||
 * Working through the book excerpt of __The Grapes of Wrath__

Students will be working on their culminating project || Working through the book excerpt of __The Grapes of Wrath__

Students will be working on their culminating project || Finishing up the excerpt of __The Grapes of Wrath__

Students will be working on their culminating project || Wrap up for Steinbeck Unit

Students will be working on their culminating project || MOVIE DAY!

Students will be presenting the movie trailer culminating projects. ||