Week 1: Of Mice and Men  22 Feb--26 Feb

Mon: (day 1) Writing 1:
We will discuss important relationships and the elements necessary for a mutually beneficial or "win-win" relationship.  We will also write an essay about mutual relationships: possible examples: a relationship you currently have or have had with person / a mutual between two people you know / details of the necessary elements/ traits/ characteristics of a successful mutual relationship.

Tues:  (day 3)
Discuss "Big Ideas", "Theme" and "Essential Questions" that appear on the right hand side of this page. 
Define "Expository Text"
"Living in Sym" Symbiotic relationship--Cut and paste the following address:
http://learn.tkschools.org/shicks/English%2010B%202nd%20tri/Living%20in%20Sym.doc
http://botit.botany.wisc.edu/courses/mpp/LivinginSym.html 
Symbiosis 1    Symbiosis 2

Big Ideas
• relationships, balance, mutualism

Theme
• Relationships serve many purposes

Essential Questions
• What are the benefits of having relationships?
• Are all relationships equal?
• How do relationships support our lives?
• What are the trade-offs in relationships?
• What determines the relationships we have?
• How does class, religion, race, and culture determine our relationships?
• What place does a dream/ vision have in one's life/ relationships?

Wed: (day 4)
Background: The dustbowl (5:18) and Hoovervilles (1:38) Current Tent Cities (3:01) Photo Essay
(day 9)
Study the genre of realistic fiction

Take a sheet of note paper.  Title it "The Dream Chart" and divide it into 5 rows.  Label the rows George, Lennie, Candy, Crooks, and Curley's Wife. 

Steinbeck, John.  Of Mice and Men pgs 1-16. 
Students perform the Choral Reading of pages 13-15.

Brooks, Gwendolyn.  "The Explorer"

Thurs: (day 10)
Read aloud pp. 17-37. 
Dream Chart: Of Mice and Men 
Character Charts: Of Mice and Men
Writing 2: Why is George worrying about having trouble with Curley?
Answer Plan:
1. Restate the question to introduce the answer.
2. Provide plausible reasons for George's fears.
3. Predict what will happen.

Fri:
Finish writing assignments .

Week 2: Of Mice and Men   1 Mar--5 Mar

Mon: (Day 11)
Read aloud pp. 38-65. Focus for Listening: Listen for the events and exchanges in this section that may foreshadow what will happen later in the novel.
Foreshadowing: Review foreshadowing--what might the "mercy" killing of Candy's dog foreshadow? 

Focus Question 2:  The author details events and exchanges between characters that seem to foreshadow what will happen later in the novel.  Summarize the important events of this section.  Answer Plan:
1. In one sentence, introduce the question's topic.
2. Detail the events that may foreshadow what will happen later in the novel.
3. Conclude by commenting on the author's craft in foreshadowing. 

Tues:  (Day 12)
Read aloud pp. 66-83.
Focus for Listening: What is Crook's attitude toward life?

Focus Question 3: What is Crooks' attitude toward life? 

Choral Reading #3, p. 74

Wed: (Day 13)
Prior to the reading, students will write a prediction about what will happen between Lennie and Curley's wife.  Students are asked to back up their predictions with evidence. They should be able to identify the clues the author has placed throughout the story that have let the reader know what is going to happen before it happens. This Author's Craft technique is foreshadowing.

Read aloud pp. 84-98; Focus for listening
Verify your predictions. Take mental notes of anything to be clarified.

Choral Reading #4, pp. 88-90

Thurs- Fri (Day 14-15)
Have students make a prediction as to how the story will be resolved. Then have students record their thoughts in a Quick Write.
Read final section aloud. pp. 99-107

Focus Question 4: Why did he have to do it?
Answer Plan:
1. Restate the question to introduce the answer.
2. Provide plausible reasons for George's actions.
3. Conclude with a summary.

Choral Reading #5, pp. 105-106

Historical Information
Roosevelt's New Deal http://en.wikipedia.org/wiki/New_Deal 

http://www.spartacus.schoolnet.co.uk/USAnewdeal.htm   

Thomas, Dylan.  "Do Not Go Gentle Into That Good Night"

Noble, Ray.  "The Very Thought of You" 1934, Range Road Music. As performed by Billie Holliday

Steinbeck, John.  Nobel Prize in Literature acceptance speech, 1962

Week 3: Of Mice and Men   8 Mar- 12 Mar

Mon-Tues: (Day 16)
Persuasive essay Assignment:
Was the relationship between George and Lennie a mutually beneficial, win-win relationship? Yes or No? Support your position with specific and relevant details and examples.

In a comparison essay, analyze the relationships (George and Lennie, Max and Kevin and Morrie and Mitch) in the texts/ movies and detail how each is or is not an example of a symbiotic relationship (designate which kind).

Write a descriptive essay focusing on the importance of relationships in your life by detailing the mutual benefits.

Write an exploratory essay to analyze relationships. Using the descriptions of symbiosis, analyze the relations of two people, two companies, two states, or two countries. The paper would examine each kind of symbiosis.

In a reflective essay, share what you have learned from unit texts concerning the impact of class, religion, race, disability, and culture on relationships.

In a personal essay, answer one or both of the following questions: How will you use knowledge of symbiosis to help you decide what relationships you will pursue? and/or How will knowing about kinds of relationships help you make good decisions about the relationships in your life?

Using Tuesdays with Morrie as a model, write a brief memoir about your relationship with a close friend or family member.

Write a feature article on the relationship of Max and Kevin: "Boys Benefit from Unlikely Relationship"

Wed: (Day 17)
Begin reading Tuesdays with Morrie. 

Quick Write: What kind of relationship do Morrie and Mitch have? Do they both benefit from it? If so, how?

Thurs (Day 18)
Quick Write: Have things changed in the relationship between Morrie and Mitch? Is it a mutually beneficial relationship? If so, in what ways? (See Appendix #10.)

Fri 6 Mar
No School--Teacher in-service

Informational Text
Genre Study
Characteristics of  informational articles:
essays
speech
Expository Elements
thesis
supporting ideas
examples
Organizational Patterns
Question/answer, compare and contrast, and definition with explanation and extension
Features
headings and subheadings
boldface and italics
numbers and bullets
Historical/Cultural
New Deal rationale
The Great Depression
Protest writing in response to economic and political climate

On-Going Literacy Development for Of Mice and Men
Student Goal Setting and Self-Evaluation Strategies
Maintain writing portfolio
Reflect on selected journal entry
Reflect on two pieces of unit writing that represent best effort
Daily Fluency Reading
Engage in partner reading
Participate in choral reading
Writing
Respond with quickwrites
Vocabulary Development
idioms
dialect-era of depression
academic vocabulary
Writing Strategies
process writing
vivid description
appropriate language for the audience
Grammar Skills
elements of dialogue
parts of speech
editing conventions

Genre Study
Characteristics of
novel
memoir
drama
movie
poetry
music lyrics
Literary Modernism
Political and social protest writing
Literary Elements
Character development
Conflicts:
- person against self
- person against person
- person against society
- person against nature
Tone-somber to support comprehension of text
Dialect reflects times

Literary Devices
Third-person narration
Vivid description in service
of relationship
Use dialogue to develop relationship -plot and character
Symbolism
Historical/Cultural
American Civil Rights Movement
Individual Rights and the Common Good
Critical Perspectives
Prejudice, social codes, and civil rights