1 of 59

English 1

Mr. Tschang

ctschang@ausdk12.org

2 of 59

Warm Up: Of Mice and Men Chapters 1-2 Vocabulary Quiz

Please take out a writing utensil and remove everything else off your desk.

3 of 59

Warm Up: Of Mice and Men Chapters 1-2 Vocabulary Quiz

For “Part III: A Picture is Worth a Thousand Word,” write a sentence using a vocabulary word based on this “Migrant Mother” photo by Dorothea Lange.

4 of 59

Warm Up: Of Mice and Men Chapters 1-2 Vocabulary Quiz

When you finish the Of Mice and Men Chapters 1-2 Vocabulary Quiz, you should:

Read Of Mice and Men up to pp. 65
Put your copy of the vocabulary quiz in the homework tray
Get a Chromebook to finish giving feedback in Peergrade.io
Read the peer feedback for your “Of Mice and Men Character Essay”
Revise your “Of Mice and Men Character Essay” based on the feedback
Correct errors in “Of Mice and Men Chapters 1-2 Vocabulary Story” and resubmit into Google Classroom

5 of 59

Objective:

Common Core State Standard English Language Arts:

Students will be able to write clear thesis statements about character traits of the main characters in Of Mice and Men supported by textual evidence.

CCSS.ELA-LITERACY.W.9-10.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

6 of 59

Agenda:

Warm Up: Of Mice and Men Chapters 1-2 Vocabulary Quiz
Peer Review: Of Mice and Men Character Essay
Revise: Of Mice and Men Character Essay
Read: Of Mice and Men up to pp. 65
Write: Of Mice and Men Scenes from Chapter 3

7 of 59

Of Mice and Men Homework

Due today:

Of Mice and Men Character Essay Revised Draft due by end of class
Read Of Mice and Men pp. 38-65

Due 12/2/2019:

Of Mice and Men Scenes from Chapter 3

Due 12/3/2019:

Periods 5 & 7: Read Of Mice and Men pp. 67-83

Due 12/4/2019:

Period 6: Read Of Mice and Men pp. 67-83

8 of 59

November 25 - December 6, 2019

11/25/2019 Monday	11/26/2019 Tuesday	11/27/2019 Wednesday	11/28/2019 Thursday	11/29/2019 Friday
Of Mice and Men Character Essay Revised Draft due Vocabulary Quiz 1 Read Of Mice and Men pp. 38-65	Of Mice and Men Character Essay Revised Draft due Vocabulary Quiz 1 Read Of Mice and Men pp. 38-65		🍗
12/2/2019 Monday	12/3/2019 Tuesday	12/4/2019 Wednesday	12/5/2019 Thursday	12/6/2019 Friday
Of Mice and Men Scenes from Chapter 3 due	Read Of Mice and Men pp. 67-83	Read Of Mice and Men pp. 67-83

9 of 59

Peer Review: Of Mice and Men Character Essay

“A big mistake, whether it’s in a CEO or leadership position… is wanting people who defer. As a consequence, you can’t then bring in leaders of leaders. You also create a culture where all power flows from the top.”

“But if you’ve set up a process with leaders, who are treating staff as resources, treating them respectfully, and who have diversity, I have confidence we have the best data and all perspectives represented, and we’re looking at it from every angle.”

“So when I’m still making a difficult decision, I can sleep easy at night. Even if it doesn’t work.”

10 of 59

Peer Review: Of Mice and Men Character Essay

11 of 59

Peer Review: Of Mice and Men Character Essay

12 of 59

Revise: Of Mice and Men Character Essay

Modern Language Association (MLA) Format: In-Text Citations

MLA format follows the author-page method of in-text citation. This means that the author's last name and the page number(s) from which the quotation or paraphrase is taken must appear in the text, and a complete reference should appear on your Works Cited page. The author's name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence. For example:

Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263).

Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263).

13 of 59

Revise: Of Mice and Men Character Essay

Select one out of the two paragraphs you want to be graded.

Change the text color of that paragraph to blue

Make a copy of “Of Mice and Men Character Essay Rough Draft”

Rename the copy to “Of Mice and Men Character Essay Revised Draft”

Submit “Of Mice and Men Character Essay Revised Draft” into Google Classroom by the end of class today

14 of 59

Of Mice and Men Scenes from Chapter 3

Directions:

Choose one of the following scenes in Of Mice and Men Chapter 3.
Choose one of the main characters in that scene.

Scene	Page numbers	Characters
Two guys travel together	pp. 38-43	George Slim
Candy’s Dog	pp. 44-49	Carlson Candy George Slim
The Stake	pp. 56-61	Candy George
Curley	pp. 50-55 & pp. 62-65	Curley George Lennie Slim

15 of 59

Of Mice and Men Scenes from Chapter 3

Option 1: Rewrite that scene in the first-person narrative from that character’s perspective.

or

Option 2: Make a comic strip of that scene.

The first-person narrative or comic strip needs to answer two of the following four questions for the scene:

Compare and contrast: How does that character’s feelings change from the beginning of the scene to the end of the scene. Why does that character’s feelings change?
Dramatic irony: What do the characters not understand that the reader understands?
Motivations: What is that character’s motivations for their action(s)?
Desires: What does that character desire?

16 of 59

Of Mice and Men Homework

Due today:

Of Mice and Men Character Essay Revised Draft due by end of class
Read Of Mice and Men pp. 38-65

Due 12/2/2019:

Of Mice and Men Scenes from Chapter 3

Due 12/3/2019:

Periods 5 & 7: Read Of Mice and Men pp. 67-83

Due 12/4/2019:

Period 6: Read Of Mice and Men pp. 67-83

17 of 59

Class Expectations: Period 7

Mr Tschang should be available to meet with students who need support
Students should use active listening when students are speaking
Having no seating charts or request seating arrangement or frequent charts
If you ask another student to explain it to you, students help each other
Respecting other people and their ideas
Be aware some of your jokes might offend someone
Talk to everyone.

18 of 59

Class Expectations: Period 5

Mr Tschang should be available to meet with students who need support
Students should use active listening when students are speaking
Free time => Breaks during block periods
More group work
If someone doesn’t know how to read, don’t make fun. Help them. Ask the class.
No put downs.
Thoughts should be appropriate
If somebody needs help, classmates will help them.
Choose different partners

19 of 59

Class Expectations: Period 6

Mr Tschang should be available to meet with students who need support
Students should use active listening when students are speaking
Respect other people and their ideas
Being inclusive. Not laughing at people.
Being open-minded
Being kind and nice
If someone’s participating too much, step back
Teacher should make sure everyone understand what’s being taught

20 of 59

21 of 59

Essay: What is the Purpose of Education?

Please get the Chromebook corresponding to your Plickers number.

22 of 59

Period 5 Code:

5S7KGT

.io

23 of 59

Period 6 Code:

3AP245

.io

24 of 59

Period 7 Code:

APD9EP

.io

25 of 59

Essential Questions: Period 6

How do you think George feels about Lennie on the inside?
Why do people stick around with other people that annoy them?
What is true friendship?
What is our responsibility to our fellow man?
Why is it important to have dreams?

26 of 59

Essential Questions: Period 7

Why does George take care of Lennie?
How does George and Lennie’s relationship change throughout the book?
What is true friendship?
What is our responsibility to our fellow man?
Why is it important to have dreams?

27 of 59

Essential Questions: Period 5

How do we form connections with others?
What is true friendship?
What is our responsibility to our fellow man?
Why is it important to have dreams?

28 of 59

Of Mice and Men Characters Essay

Option 1: What character trait(s) does George have? How does author John Steinbeck use this character trait(s) to convey his message or theme in Of Mice and Men?

and

Option 2: What character trait(s) does Lennie have? How does author John Steinbeck use this character trait(s) to convey his message or theme in Of Mice and Men?

29 of 59

Of Mice and Men Characters Essay

or

Option 3: In a literary work, authors often use a foil, who possesses traits that emphasize the distinctive characteristics and qualities of a main character by contrast or comparison. How does John Steinbeck use George and Lennie’s contrasting character trait(s) to convey his message or theme in Of Mice and Men?

30 of 59

Purple Hibiscus Compare and Contrast Essay

foil (noun): a person or thing that contrasts with, and therefore emphasizes, the qualities of another person or thing

31 of 59

Of Mice and Men Character Essay

criteria	comments
claim an effective claim that fully responds to the prompt, demonstrating critical thinking a reasonable claim that mostly answers the prompt, but there may be errors or logical fallacies in the claim claim is unclear; claim may not answer the prompt or may be unreasonable. claim is missing or does not answer the prompt.	______ / 4 points
evidence evidence fully supports the claim; context for the evidence is thorough and concise evidence is appropriate and relevant to the claim; context for the evidence is provided; there may be errors or logical fallacies in the evidence or context evidence is present but not appropriate or irrelevant to the claim evidence is missing	______ / 4 points
reasoning reasoning demonstrates critical thinking by making specific connections between the evidence and the claim; logic is broken into nuanced steps and each inference leads to the next step; reader does not need to interpret reasoning reasoning makes connection between the evidence and the claim; there may be errors or logical fallacies in reasoning reasoning makes a tenuous connection between the evidence and claim without explanation; reasoning is illogical or has errors reasoning does not make a connection between the evidence and claim; reasoning summarizes or paraphrases the text; reasoning is missing	______ / 4 points

32 of 59

Of Mice and Men Character Essay

criteria	comments
highlight claim is highlighted in light blue 3 evidence is highlighted in light yellow 3 reasoning is highlighted in light red 3	______ / 3 points
quotation quotation is cited correctly in MLA format quotation is not cited correctly in MLA format	______ / 1 point
completion a rough draft was submitted into Google Classroom by the start of class 11/21 for Period 5 & 7 and 11/22 for Period 6 a rough draft was submitted into Google Classroom after the start of class 11/21 for Period 5 & 7 and 11/22 for Period 6	______ / 4 points
total	______ / 20 points

33 of 59

Of Mice and Men Homework

Due Thursday/Friday:

Of Mice and Men Character Essay Rough Draft due
Read Of Mice and Men pp. 38-65

Due next Monday/Tuesday:

Of Mice and Men Character Essay Revised Draft due
Vocabulary Quiz 1

34 of 59

Characterization

characterization is the step by step process wherein an author introduces and then describes a character.

35 of 59

Characterization

direct characterization tells the audience what the personality of the character is

36 of 59

Characterization

indirect characterization shows things that reveal the personality of a character

Speech	What does the character say? How does the character speak?
Thoughts	What is revealed through the character’s private thoughts and feelings?
Effects on other characters	What is revealed through the character’s effect on other people? How do other characters feel or behave in reaction to the character?
Actions	What does the character do? How does the character behave?
Looks	What does the character look like? How does the character dress?

37 of 59

Character Chart

Fill in the chart below with descriptions and character traits. Use direct quotes to explain the characters’ values, dreams, attitudes, motivations, interests, and flaws. Please note the page number of the quote to map how the character changes in the book.

Values: What does the character care for? What is most important to the character?

Dreams: What does the character desire or try to obtain/achieve?

Attitudes: What kind of mental outlook does the character have?

Motivations: What inspires or drives the character to act in a certain way?

Interests: What is the character concerned with? What makes the character happy?

Flaws: What imperfections or weaknesses does the character have?

38 of 59

Character Chart

Check #1: character trait: values \| dreams \| attitudes \| motivations \| interests \| flaws quotes Comments: _______ / 2 points

39 of 59

Of Mice and Men Close Read

Directions:

Closely read the passage below
Circle words that you do not understand
Underline phrases/sentences that show one of George or Lennie’s character traits
Annotate the underlined phrase or sentence to explain your inference about George or Lennie’s character traits
As a class, we will do the first character trait together
Come up with at least three character traits apiece for George and Lennie with quotes from Of Mice and Men to support your claim for the character traits
Write the character traits and support in the Character Traits handout.

40 of 59

Character Chart: George

Re-read pp. 11

What does the passage say about George’s

Values: What does the character care for? What is most important to the character?

Dreams: What does the character desire or try to obtain/achieve?

Attitudes: What kind of mental outlook does the character have?

Motivations: What inspires or drives the character to act in a certain way?

Interests: What is the character concerned with? What makes the character happy?

Flaws: What imperfections or weaknesses does the character have?

41 of 59

Character Chart: Lennie

Re-read pp. 13-16

What does the passage say about Lennie’s:

Values: What does the character care for? What is most important to the character?

Dreams: What does the character desire or try to obtain/achieve?

Attitudes: What kind of mental outlook does the character have?

Motivations: What inspires or drives the character to act in a certain way?

Interests: What is the character concerned with? What makes the character happy?

Flaws: What imperfections or weaknesses does the character have?

42 of 59

Period 5: Seating Chart

43 of 59

Period 5 Code:

qytrus7

44 of 59

Period 6 Code:

4bje08

45 of 59

Period 7 Code:

ai0s2vj

46 of 59

SOAPSTone:

Speaker	Who is the Speaker? The voice that tells the story.
Occasion	What is the Occasion? The time and the place of the piece; the context that prompted the writing.
Audience	Who is the Audience? The group of readers to whom this piece is directed.
Purpose	What is the Purpose? The reason behind the text.
Subject	What is the Subject? Students should be able to state the subject in a few words or phrases.
Tone	What is the Tone? The attitude of the author.

47 of 59

Class Commonalities:

What is something you think you have in common with…

Everyone else in the class?
Only some people in the class?
No one else in the class?

48 of 59

Expectations:

Materials:

Daily Journal*
Pen or pencil
Assigned text

*Please bring Daily Journal to class starting next Tuesday.

49 of 59

Agree

50 of 59

Disagree

51 of 59

Index Cards:

# <- Number on sign in sheet

Last name, First name (you wish to be called)
Your preferred pronoun (i.e. he/him, she/her, they/them/their)
Primary language spoken at home
School clubs, sports & activities
Special abilities, interests or disabilities
Name of English teacher last year

Leave some blank space at the bottom of your card

52 of 59

Expectations:

Call to attention:

If the teacher makes a “T” with his hands
Students are expected to:

Go silent
Make a “T” with their hands
Give teacher their undivided attention

53 of 59

Expectations:

Bathroom:

One student at a time may go to the bathroom
Notify the teacher with the international sign language for bathroom ->
If the teacher gives permission to go to the bathroom, sign out:

name
time

When student returns to classroom, erase name and time

54 of 59

Expectations: Cell Phones

= cell phones and are not allowed

= cell phones are allowed

Student will get one warning

If student continues to have cell phone, phones will be confiscated

Repeated offenses may result in a referral

55 of 59

Expectations: Food Policy

Food is allowed as long as classmates do not object and students clean up after themselves

If teachers or classmates have to clean up after another student, will impose food ban

No gum

56 of 59

Free Write:

In your opinion, to what extent are schools fulfilling Dewey’s purposes of education?
Does school seem to emphasize one of the purposes over others?
Which purposes are not being completely fulfilled?

57 of 59

Class Expectations: Period 5

Mr Tschang should be available to meet with students who need support
Students should use active listening when students are speaking
Free time => Breaks during block periods
More group work
If someone doesn’t know how to read, don’t make fun. Help them. Ask the class.
No put downs.
Thoughts should be appropriate
If somebody needs help, classmates will help them.
Choose different partners

58 of 59

Class Expectations: Period 6

Mr Tschang should be available to meet with students who need support
Students should use active listening when students are speaking
Respect other people and their ideas
Being inclusive. Not laughing at people.
Being open-minded
Being kind and nice
If someone’s participating too much, step back
Teacher should make sure everyone understand what’s being taught

59 of 59

Class Expectations: Period 7

Mr Tschang should be available to meet with students who need support
Students should use active listening when students are speaking
Having no seating charts or request seating arrangement or frequent charts
If you ask another student to explain it to you, students help each other
Respecting other people and their ideas
Be aware some of your jokes might offend someone
Talk to everyone.