Of Mice and Men, Ch 1

Read Ch. 1 of John Steinbeck's novel, Of Mice and Men.

Study Questions

Chapter 1

1. Describe the setting of Chapter One.

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

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

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

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

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

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

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

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

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

11. Why did George want to camp overnight instead of going another quarter of a mile to the ranch?

On construction paper, draw a picture of the setting of Ch. 1 on one side and a picture of the setting of Ch. 2 on the other side. Use the details Steinbeck gives in the first paragraphs of each chapter to create your settings.

Faulkner and Quiroga

William Faulkner, "A Rose for Emily" (719 or the full text is available here).

1.    Make a timeline of the events, putting them in chronological order.

2.    What hints or clues throughout the story foreshadow the gruesome ending? Did these hints prepare you for the ending or were you surprised for it?

3.    What do roses usually symbolize? Considering that, is the title appropriate? What else would have been an appropriate title?

Characteristics of Southern Gothic Literature:

• shocking ending
• sinister setting
• fantastical plot
• grotesque characters
• supernatural elements

How does "A Rose for Emily" conform to the characteristics of Southern Gothic literature?

Horacio Quiroga, "The Feather Pillow" (733 or the full text is available here).

How does "The Feather Pillow" conform to the characteristics of Southern Gothic literature?

Historical Research Essay, Outline

o   Research Process #3:                     /10  (Due 1/27/14)

o   Formal Outline of Essay, including thesis statement (topic + cultural significance)

o   Work on Direct quotations or paraphrased information (with source designated) inserted into outline. (Due 2/3/14)

In the IMC today, we'll work on creating a full outline of the Historical Research essay. The outline is due by the end of class on Monday, Feb. 3.

Additionally, Annotated Bibliographies are returned with suggestions for fixing them. Fix errors and resubmit to get full credit.

The Great Gatsby, Final Test (cont.)

Finish essay questions on The Great Gatsby test.

Include three quotations with page numbers in each essay response. One quotation must be from the beginning of the book (Ch. 1-3), one from the middle of the book (Ch. 4-6), and one from the end of the book (Ch. 7-9).

The Great Gatsby, Final Test

Final Test on The Great Gatsby. 

Part One: Quote Identification. (no books)

After turning in Part One, receive Part Two: Essays. You may use your book for this portion of the test. Choose any three of the five questions and write a one paragraph response. Each paragraph needs to include three quotations from the book, including page numbers. For each set of examples, one should be from the beginning of the book (Ch. 1-3), one from the middle of the book (Ch. 4-6), and one from the end of the book (Ch. 7-9).

50 points total (Part One 20 pts., Part Two 30 pts.)

Historical Research Essay, Research Process #2

(from page 3 in the assignment packet: today's goals)

o   Annotated bibliography (Due 1/21/14)

o   Research Process #2:                    /10   (Due 1/21/14)

o   Define Cultural Significance of Topic

o   Graphic Organizer of paper structure

Research Process 2:

Annotated Bibliography

For your essay, you must find at least five sources relating to your topic.  At least one of these must be a print source (book, magazine, newspaper, map, etc.).

Next you must create an annotated bibliography of your sources.  An annotated bibliography is a list of your sources (in MLA format, similar to a works cited page), but also includes a short description (2-3 sentences) of each source and its information.  In an essay where you must use multiple sources of information, the annotated bibliography is helpful in keeping track of your sources and the information they contain.

Your annotated bibliography (with at least five sources and annotations) is due

Tuesday, January 21.

                                           Annotated Bibliography Example
Colvin, Richard Lee and Martha Groves.  "Schools Learn Perils of Using a Single Test."

        Los Angeles Times  25 September 1999:  A1.

        (use literary present tense)
This article discusses the recent grading mistakes made by some of the top test-making  
companies in the United States.  The results supplied by CTB/McGraw-Hill sent over 8,600
students in New York to summer school, by mistake, due to faulty results.  This has also
occurred with other publishers and in other states.  With so much at risk, such as high school
graduation, it is imperative that results are given accurately.  It is also necessary to make sure
standardized tests are not the only factor in getting a diploma or advancing to the next grade.

Herman, Joan L. and Jamal Abedi.  "Assessing the Effects of Standardized Testing on Schools."
        Educational and Psychological Measurement  54  (Summer 1994):  471-482.
This article gives statistical data collected from upper elementary teachers in 48 different
schools.  450 questionnaires were sent to the teachers to get information on what they
thought of standardized testing.  Questions included: how much pressure is felt from the
principal or school district, how much time is spent reviewing for standardized tests, and to
what extent changes in test scores are due to a change in instruction.  The surveys were
given out to all types of schools, poor and wealthy, and approximately 341 were received back.

Research Process #2

Assignment for Tuesday, Jan. 21

1.       On a piece of your own paper, answer these questions:  What effect does your topic have on today’s culture?  Why is it significant or important to the lives of Americans today?

In other words, how has the invention of the telephone or the popularity of Oprah affected the world we live in?  (Substitute your own topic here) 

You will use this statement to write your thesis statement on Monday.  Your thesis statement for this paper is essentially your topic + your opinion or position about why this is important.  Make sure you put this paper in your writing folder.

2.       If you have already found 4-5 useful sources, skip to step 3.  If not, continue to research sources online.  You need to have at least 5 sources that you will use for this paper.  In other words, all of your information cannot come from the same source—you must include, in the text of your paper, information from each one of your sources.

Evidence of note taking is required here.  Either highlight the important information in the text of your article or include another piece of paper where you take notes on the important info.

3.       If you have all of your sources, begin to organize the research into the sections you’ll use in your papers.  You could do this in a graphic organizer like the one in your packet (page 5). If another graphic organizer format works better for you, use that instead.

                      

Intro:  ½ page (include attention getter, thesis, and preview of main points)

Multiple Causes: 1 ½ pages (about ½ page per cause, show how all lead to the central moment)

Moment: 1 page (center point of the paper, explaining the central idea and its importance)

Multiple Effects: 1 ½ pages (about ½ page per effect, show how all come out of the central moment)

Conclusion: ½ page (include a restatement of thesis, recap of main points, and a final statement about importance of moment)

See also outline example for paper format.

Chapter Expert Presentations, Ch 7-9

The Great Gatsby
Ch 7-9 groups present and hand in ten discussion questions.

Review on full book.

Consider the following themes and their uses throughout the book:

Society and Class

Visions of America

Memory and the Past

Dissatisfaction

 Isolation

Love and Marriage

Lies and Deceit

Religion

The Great Gatsby, Multi-Genre Activity (cont.)

Finish Multi-Genre activity from yesterday. All assignments due by the end of class today.

The Great Gatsby, Quiz and Multi-Genre Activity

QUIZ, Chapters 4-6

The Great Gatsby: Multi-Genre Activity

With a partner or group of three, complete any FIVE of the activities below for any character or theme in The Great Gatsby.

Themes:

Society and Class

Visions of America

Memory and the Past

Dissatisfaction 

Isolation

Love and Marriage

Lies and Deceit

Religion

1.       Original Poem:  write an original poem about your theme or character.  Minimum of 10 lines with specific references to the novel. (May do for up to two characters or themes)

2.       Playlist:  select at least five songs which you feel best represent your theme or character.  Include a copy of the lyrics.  Explain why these songs are appropriate choices.  Your explanation must be at least 5-7 sentences. (May do for up to two characters or themes)

3.       Interview:  Conduct an interview of a person related to your topic as if you were Jay Leno, Oprah Winfrey, Jon Stewart, or some other well-known interview personality.  Write the questions and the answers to the questions from the point-of-view of the person.  You must include 10 Questions with Answers.  Answers must be a minimum of 5 sentences.

4.       Newspaper Article:  Write a newspaper account of an event that occurred relative to your topic.  Minimum of 4 paragraphs.  Use the 5 W’s (who, what, where, when, why).

5.       “Dear Abby” Letter:  Pretend that you are a character in the novel.  Write two letters to “Dear Abby” telling her about two separate problems that you have been having.  Be sure to include a response from Abby.  Each letter must be at least one paragraph to Abby and one paragraph in response.

6.       “Dear Diary” Entry:  Imagine you are character in the novel.  Write a diary entry about the day you have just had.  Be sure to include facts from your research to make the entry realistic.  Minimum of 4 paragraphs.

7.       Believe In/Stand For:  Pretend that you are a character in the novel.  Tell what it is that you stand for/represent.  What ideals of life and living do you focus your attention on? How do you expect yourself and others to act and/or impact society?  Minimum of 4 paragraphs in essay style.  State a thesis with two reasons why you believe what you do…

8.       Facebook Page: Create a “Facebook profile” for one of the characters on a Word or Google doc.  Create a profile picture and basic profile information.  Possible ideas (but being unique is always good): name, occupation, birthday, relationship status, beliefs, activities, hometown, or favorite movie. Include at least five status updates for your character, each having at least two comments by any of the other characters in Gatsby. (Extra points:  include wall posts by other characters in the novel; include other characters from literature (who would Daisy be friends with, for example?); actual lines of dialogue from the novel as part of the status or comments). (May do for up to two characters or themes)

9.       Twitter Feed: Create a “Twitter feed” for one of the characters on a Word or Google doc. Include at least 10 tweets (140 character limit) the character would have written, plus at least four tweets by other characters in this novel or other characters from any literature your character would have retweeted or favorited. You need at least 14 tweets total. (May do for up to two characters or themes)

The Great Gatsby, Ch. 4-6 Expert Presentations

Chapters 4, 5, 6 present on their chapters. See assignment below.

Assignments

You will serve as Gatsby experts for one chapter, as assigned below.  Experts will lead a 10 minute class presentation/discussion about the chapter.  It is your job to keep the discussion moving and keep the focus on the text.  You must be prepared for your discussion and knowledgeable about your chapter.  Though you may discuss anything of note from your chapter, you must be prepared to discuss whatever you classmates would like to discuss from your chapter. 

Plan your Presentation!  Phone, e-mail, or meet at Caribou!  No standing in front of  class, fumbling about!  No saying, “We did Chapter 4.” Do something fun and interesting!  How about a game?  A quiz?  Acting out a portion of the chapter?  How about prizes? All group members must participate!

Plan to include a discussion of the following:

·         author’s style and rhetorical techniques

·         important quotations

·         characterization/character development

·         symbols

·         themes

Note:  Do not discuss any information for the chapters that follow your chapter, but you may discuss events leading up to your chapters.  For example, if you are assigned a discussion of Chapter Six, you may discuss anything leading up to Chapter Six, but avoid mentioning anything from Chapter Seven.

            On the day of your discussion, you will each show your preparation by turning in a written copy of a minimum of ten questions you had planned to use during your discussion.  Your questions should be thought provoking and open ended.  Do not ask any questions that would elicit monosyllabic responses.  Your partners will also turn in the questions they have prepared. 

Each chapter expert must turn in the following:

·         two specific questions about the author’s style and rhetorical techniques (effect, intent, etc.)

·         two questions about meaningful direct quotations (significance, purpose, effect, etc.)

·         two questions about characterization (technique, effect, development/change, etc.)

·         two questions about symbols (weather, the ash heap, eyes of T.J. Eckleberg, green light etc.)

·         two questions about themes (cynicism, idealism, decline of American dream, materialism, hollowness of upper class, etc.)

Note:  The suggestions in parentheses are just that - suggestions.  It would be beneficial to you, as a chapter expert, to have more questions prepared and to delve more deeply into the text to find the keys to understanding your chapter.

Grading

            You will be graded on the following:

• individual preparation for discussion of assigned chapter (written questions)
• individual role in leading an engaging and knowledgeable discussion (15 minutes)
• individual participation in all chapter discussions

Note:  There may be other in-class assignments related to the novel, but these are the planned activities at this point.

Schedule and Groups

            Experts must be prepared to present and all students must be prepared to contribute to discussions according to the following schedule:

·         Chapter One                Thursday, 1/9                                     

·         Chapter Two               Thursday, 1/9                         

·         Chapter Three             Thursday, 1/9                         

·         Chapter Four               Tuesday, 1/14 

·         Chapter Five               Tuesday, 1/14             

·         Chapter Six                 Tuesday, 1/14             

·         Chapter Seven             Friday, 1/17                

·         Chapter Eight              Friday, 1/17                

·         Chapter Nine/final      Friday, 1/17                

Note:  The final group will be expected to cover Chapter Nine briefly, but they should also plan for a final discussion of the novel as a whole.  They should be prepared to look at themes and symbols that appear throughout the novel, and to look at how characters are developed throughout the novel.

Other Fun Stuff

• Explore, if only briefly, the historical context of the novel.  As you look for themes and the importance of symbols throughout Gatsby, an understanding of the time period in which Fitzgerald was living and writing will be helpful. 
• Consider the narrator of the novel – what he knows and when he knows it (How reliable is he?).
• Think about how readers of today might view the novel in a different light due to what is known about the historical events that followed the time period in which this novel is set.  How might the audiences of Fitzgerald’s day have reacted differently to the novel? 
• Examine some of the other working titles for the novel – “Among the Ash Heaps and the Millionaires,” “Trimalchio in West Egg,” and “Gold-hatted Gatsby.”  How fitting is Fitzgerald’s final choice? 

Historical Research Essay, finding sources

o   Research Process #1:                    /10   (Due 1/13/14)

o    Find and print (or record on Evernote) 4-5 sources.

o   Evidence of note taking (highlighting, summarizing, paraphrasing, etc.)

o   Annotated bibliography (Due 1/21/14)

Evernote.com is a great way to keep track of and organize research.

Research Process 2:

Annotated Bibliography

For your essay, you must find at least five sources relating to your topic.  At least one of these must be a print source (book, magazine, newspaper, map, etc.).

Next you must create an annotated bibliography of your sources.  An annotated bibliography is a list of your sources (in MLA format, similar to a works cited page), but also includes a short description (2-3 sentences) of each source and its information.  In an essay where you must use multiple sources of information, the annotated bibliography is helpful in keeping track of your sources and the information they contain.

Your annotated bibliography (with at least five sources and annotations) is due

Tuesday, January 21.

                                           Annotated Bibliography Example
Colvin, Richard Lee and Martha Groves.  "Schools Learn Perils of Using a Single Test."

        Los Angeles Times  25 September 1999:  A1.

        (use literary present tense)
This article discusses the recent grading mistakes made by some of the top test-making  
companies in the United States.  The results supplied by CTB/McGraw-Hill sent over 8,600
students in New York to summer school, by mistake, due to faulty results.  This has also
occurred with other publishers and in other states.  With so much at risk, such as high school
graduation, it is imperative that results are given accurately.  It is also necessary to make sure
standardized tests are not the only factor in getting a diploma or advancing to the next grade.

Herman, Joan L. and Jamal Abedi.  "Assessing the Effects of Standardized Testing on Schools."
        Educational and Psychological Measurement  54  (Summer 1994):  471-482.
        This article gives statistical data collected from upper elementary teachers in 48 different
schools.  450 questionnaires were sent to the teachers to get information on what they
thought of standardized testing.  Questions included: how much pressure is felt from the
principal or school district, how much time is spent reviewing for standardized tests, and to
what extent changes in test scores are due to a change in instruction.  The surveys were
given out to all types of schools, poor and wealthy, and approximately 341 were received back.

The Great Gatsby, Quiz 1-3 & Robert Frost

Quiz on Chapters 1-3 of The Great Gatsby.

Prepare for quote and character identification questions, as well as three short answer questions on theme.

Read Robert Frost's "The Death of the Hired Man" (805 in the textbook or at this link).

1. Identify the details in lines 103-110 that create a vivid image of the setting of this narrative poem. What does this passage tell you about Mary’s character?

2. Do any of the main characters change in the course of the narrative? Give line numbers/specific examples to support your answer.

3. Does the conclusion of this narrative poem strike you as inevitable, or unavoidable? Why or why not? What would your feelings have been if Warren, instead of answering “Dead” to Mary’s question, had answered “Asleep” or “Sharpening his scythe”?

4. State in your own words the poem’s theme, or what it reveals to you about our lives. How could its theme apply to social issues faced in both rural and urban areas today?

5. Frost says he aimed to give the speech of each character in his poetry a distinct sound, just as people’s voices sound different in real life. Does he successfully differentiate Warren’s and Mary’s dialogue? Give reasons for your opinion.

The Great Gatsby, Ch. 1-3 Expert presentations

Groups on Chapters 1, 2, and 3 present today.

Assignments

You will serve as Gatsby experts for one chapter, as assigned below.  Experts will lead a 10 minute class presentation/discussion about the chapter.  It is your job to keep the discussion moving and keep the focus on the text.  You must be prepared for your discussion and knowledgeable about your chapter.  Though you may discuss anything of note from your chapter, you must be prepared to discuss whatever you classmates would like to discuss from your chapter. 

Plan your Presentation!  Phone, e-mail, or meet at Caribou!  No standing in front of  class, fumbling about!  No saying, “We did Chapter 4.” Do something fun and interesting!  How about a game?  A quiz?  Acting out a portion of the chapter?  How about prizes? All group members must participate!

Plan to include a discussion of the following:

·         author’s style and rhetorical techniques

·         important quotations

·         characterization/character development

·         symbols

·         themes

Note:  Do not discuss any information for the chapters that follow your chapter, but you may discuss events leading up to your chapters.  For example, if you are assigned a discussion of Chapter Six, you may discuss anything leading up to Chapter Six, but avoid mentioning anything from Chapter Seven.

            On the day of your discussion, you will each show your preparation by turning in a written copy of a minimum of ten questions you had planned to use during your discussion.  Your questions should be thought provoking and open ended.  Do not ask any questions that would elicit monosyllabic responses.  Your partners will also turn in the questions they have prepared. 

Each chapter expert must turn in the following:

·         two specific questions about the author’s style and rhetorical techniques (effect, intent, etc.)

·         two questions about meaningful direct quotations (significance, purpose, effect, etc.)

·         two questions about characterization (technique, effect, development/change, etc.)

·         two questions about symbols (weather, the ash heap, eyes of T.J. Eckleberg, green light etc.)

·         two questions about themes (cynicism, idealism, decline of American dream, materialism, hollowness of upper class, etc.)

Note:  The suggestions in parentheses are just that - suggestions.  It would be beneficial to you, as a chapter expert, to have more questions prepared and to delve more deeply into the text to find the keys to understanding your chapter.

Grading

            You will be graded on the following:

• individual preparation for discussion of assigned chapter (written questions)
• individual role in leading an engaging and knowledgeable discussion (15 minutes)
• individual participation in all chapter discussions

Note:  There may be other in-class assignments related to the novel, but these are the planned activities at this point.

Schedule and Groups

            Experts must be prepared to present and all students must be prepared to contribute to discussions according to the following schedule:

·         Chapter One                Thursday, 1/9                                     

·         Chapter Two               Thursday, 1/9                         

·         Chapter Three             Thursday, 1/9                         

·         Chapter Four               Tuesday, 1/14 

·         Chapter Five               Tuesday, 1/14             

·         Chapter Six                 Tuesday, 1/14             

·         Chapter Seven             Friday, 1/17                

·         Chapter Eight              Friday, 1/17                

·         Chapter Nine/final      Friday, 1/17                

Note:  The final group will be expected to cover Chapter Nine briefly, but they should also plan for a final discussion of the novel as a whole.  They should be prepared to look at themes and symbols that appear throughout the novel, and to look at how characters are developed throughout the novel.

Other Fun Stuff

• Explore, if only briefly, the historical context of the novel.  As you look for themes and the importance of symbols throughout Gatsby, an understanding of the time period in which Fitzgerald was living and writing will be helpful. 
• Consider the narrator of the novel – what he knows and when he knows it (How reliable is he?).
• Think about how readers of today might view the novel in a different light due to what is known about the historical events that followed the time period in which this novel is set.  How might the audiences of Fitzgerald’s day have reacted differently to the novel? 
• Examine some of the other working titles for the novel – “Among the Ash Heaps and the Millionaires,” “Trimalchio in West Egg,” and “Gold-hatted Gatsby.”  How fitting is Fitzgerald’s final choice?