Google Earth map of Salinas Valley. Assessment: Free Response. 4. a. Relate a literary work to the important ideas of the time and place in which it is set or in which it was written (e. g., the Great Depression as represented in John Steinbeck's novel Of Mice and Men and Dorothea Lange's photographs). Another great use for storyboards in character analysis is as three column notes: separate storyboards that detail a character's feelings, actions, and important dialogue in three different parts of the novel. 14. g A pen clip is often constructed of steel with a low hardness because it is. Copies of Identity Chart Sample (optional). Materials Needed/Preparation. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
This makes for an excellent study guide, and you could have students complete a writing assignment based on character analysis! Bottom of p. 27: What does it mean that the old man (Candy) was reassured because he had drawn a derogatory statement from George? Track the diction Steinbeck uses to describe the bunkhouse. Use the chart as a discussion starter, or have students add things to a character's chart after other activities, discussions, etc. Analyze how Steinbeck characterizes the complex relationship between George and Lennie. What does this description convey about the men's lives? It already has all the main characters with specific prompts relevant for each one. John Steinbeck Biography. Because characters are crucial in almost every story and central to plot, it is helpful for students to map them out. — Assert a precise central claim that establishes the relationship between a work's features and overall meaning. What are we to infer from who gets called by name and who doesn't? The Maniac Magee storyboard is an excellent example of this. When a new character appears in the novel, have students individually create an Identity Chart for that character. This Of Mice and Men comprehensive packet includes chapter analyses, reading guides, and graphic organizers to help students better understand and interpret the text.
How have some of the characteristics shaped a character's actions, relationships, fears, etc.? Book: Of Mice and Men by John Steinbeck pp. The student is able to see the names of each one and see what they needed to find out about each individual character. P. 19: What is the boss's tone toward George and Lennie initially?
Allow students to add to the chart on a daily basis. Create a free account to access thousands of lesson plans. Analyze the power dynamics in the Central Park Five case. What is Steinbeck doing with language in these lines, words, and phrases to reveal Candy, Crooks, George, and Lennie's characters? Brief introduction to the Identity Chart process.
Final Draft Meshach-Management Individual. Analyze how Reginald Dwayne Betts uses literary devices to reveal his complex perspective in "When I Think of Tamir Rice While Driving. Report this Document. This can be done as a large group or in small groups. Things about a student's background e. : Buddhist, Muslim, female, place of birth, ethnicity, nationality, etc.
He repeated his words rhythmically as though he had said them many times before. Has been added to your. Vocabulary Acquisition and Use: 5. In this 4-week unit, students analyze John Steinbeck's classic novel with aim to explore the question: Am I my brother's keeper? If you're looking for another step or an alternative assignment, you can create character printables to use in your class! Identity charts can also be done autobiographically; that is, a student can chart him/herself. You can even create multiple versions for those students who might need a little extra help, and keep them on hand for future use! Plan the negotiation of communication roles What aspects of the roles are you. Assessment: Performance Task – 4 days. This encourages the students to use their critical thinking skills to determine independently which information they feel is relevant. A. h. Identify the author's stated or implied purpose in increasingly challenging texts. All of chapter 5 is my preview file, so you can have that one for free! View Downloadable Image. Reward Your Curiosity.
Presentation of Knowledge and Ideas: 4. — Cite relevant evidence and evaluate the evidence presented by others. In a paragraph, analyze how the author uses the descriptions of Candy, Crooks, George, and Lennie to reveal the power dynamics on the ranch. Students will gain a deeper understanding of the characters in the novel. Craft and Structure: 6. When filling out character motivations or attributes, students may need a refresher on how to analyze a character. Analyze how Burns's portrayal of law enforcement develops her argument. How does literature affect our understanding of culture in different times/places? An example response to the Target Task at the level of detail expected of the students. 0% found this document not useful, Mark this document as not useful. 3. is not shown in this preview.
Have student(s) complete the chart as thoroughly as they can. Already have an account? Assessment: Socratic Seminar. — Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Have students make predictions about what characters will do based on what they have listed thus far in the Identity Chart. Analyze how Sarah Burns uses tone to develop her purpose in the preface of TCPF. The summative assessment is an online Socratic seminar and literary analysis essay related to the essential question.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress. Have students complete an identity chart on someone in the family. Analyze how Olive Senior uses personification and diction to convey the speaker's perspective about plants. — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Not all information about a character will be explicitly stated by the narrator/author; some information is learned through actions and dialogue.