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Of Mice And Men Vocabulary

Of mice and men eng lang lit
Dartmouth Academy English Department Of Mice and Men (English Language and English outcome (to include a PLT objective) Students will improve their ability to_______________ as they: (The following differentiated outcomes equate to grades C, B & A) Levelled Learning Outcomes (referenced to )

independent learning skills (Kagan structure, peer- and self-assessment activities and timed and Speaking & Listening Assessment Objectives Writing Assessment Objectives 1.5 Jan

Chapter one predictions As a team worker, you: WILL combine a range of information to make telling points SHOULD show imaginative insights COULD review ideas and information in

Starter: Burns quote what does it mean? Main Activity: Give groups of students the title of the text, one theme and one key event or fact.Ask each group to predict how the plot might develop.Groups should present their findings and be prepared to adapt their ifacts/Read chapter 1 Reflection: How does the first chapter match their predictions? What implications might the Home learning: Research Of Mice and Men reviews; bring in examples for third lesson.The best laid quotation

Individual themes and events for groups

Novel 2.6 Jan

Dialogic debate on reputation and reviews of the novel

As an effective participator, you: WILL refer to precise details in the reviews.

SHOULD challenge, develop and respond to what you hear. COULD shape direction and content of talk.

Starter: Centre of the Universe statements about Of Mice and Men.Main Activity: Prepare for a debate, where you use reviews to argue whether Of Mice and amazon reviews to film reviews to Harold Bloom/ Dialogic debate Reflection: Who challenged points most respectfully but persuasively Home learning: Read the novel all the way through! Centre of the Universe statements

Various book reviews (provided by students) 3.

9 Jan

Class presentations As an effective participator, you: WILL explore a wide range of information with precision.

SHOULD make appropriate, controlled, effective use of Standard English vocabulary and grammar. COULD use a sophisticated repertoire of presentational strategies.

Starter: Where did John Steinbeck live? Main Activity: most important point from each presentation (without duplicating).

Reflection: Student-led Q & A.

4.

10 Jan

Tableau/role-play chapter one As a creative thinker, you: WILL use appropriate language and effective gesture and movement. SHOULD use a range of carefully selected verbal and non-verbal techniques. COULD make insightful choices of dramatic approaches.

Start: In groups, match your given picture to the text, annotating with quotations.

Main Activity: Tableau/role-play chapter in five freeze-frames of key moments add movement between moments/ add single lines add body language Reflection: What does the characters/reader learn during the scene? Home learning: Evaluatio

Collection of assorted pictures for chapter one 5.12 Jan

How is language used to create setting in chapter one? As a team worker, you: WILL explore the effects of particular word choices and sentence structures. SHOULD make judgments about their effectiveness. COULD analyse how the word choices manipulate the reader.Many candidates were confident in identifying language features, though they often struggled to explore their resonance.

Not many commented on specific language features.There was the usual spotting and mixing up of simile and metaphor, not to mention adjective and adverb.

Start: Group activity what are the key events in chapter one? Main Activity: Groups given a specific language focus /Envoy exercise to share findings.Reflection: Are there any ominous (disturbing) signs in chapter one? How does Steinbeck hint that there may be trouble ahead for George and Lennie?

Language focus prompts 6.13 Jan

First impressions of George and Lennie (Assessed home learning task set) As a team worker, you: WILL explore the effects of particular word choices and sentence structures. SHOULD make judgments about their effectiveness. COULD analyse how the word choices manipulate the reader.A particular pitfall seemed to affect some of those who chose to explore the opening passage of the novel, as they then blurred their attention between Lennie and George.

Many

Starter: Main Activity: How are George and Lennie portrayed as opposites? Reflection: Student-led Q & A.Home learning: Assessed source-based exam question on setting.Extracts from chapter one

GCSE English Language source-based exam Dartmouth Academy English Department Of Mice and Men (English Language and English outcome (to include a PLT objective) Students will improve their ability to_______________ as they: (The following differentiated outcomes equate to grades C, B & A) Levelled Learning Outcomes (referenced to )

independent learning skills (Kagan structure, peer- and self-assessment activities and timed and Speaking & Listening Assessment Objectives Writing Assessment Objectives candidates also focused found it harder to comprehend his innocence.

7.19 Jan

Peer-marking of home learning task As a reflective learner, you: WILL identify strengths and weaknesses SHOULD provide a grade using the marking criteria. COULD provide specific advice for future improvement

Starter: Familiarising students with marking criteria /marking Edexcel exemplars Main Activity: Peer-marking exercise of home learning task.Reflection: Three tips for next time to go up on wall.Home learning: Self-evaluation of response to source-based exam, identify strengths and weaknesses.GCSE marking criteria

Exemplar exam responses 8.20 Jan

Student-planned lesson 1 Activity: Reflection:

Home learning:

9.23 Jan

Student-planned lesson 2 Lennie
Starter:

Main
Omam study guide
Of Mice and Men: Chapter 1 Reading and Study Guide

I.VOCABULARY: Be able to define the following words and understand them when they appear in the novel.

bindle [slang] a bundle, as of bedding, carried by a hobo

jack [ .Allusions and historical references:

Soledad a coastal California city about 130 miles south of San Francisco.

Salinas River a river that flows through Soledad and into Monterey Bay

Weed a northern California mining town

employment agencies would post available jobs on a blackboard in front of their offices.

Prospective employees would watch the blackboard for any new jobs.

work cards

a job assignment from an employment agency would be written on a work card to be presented by the worker to the TERMS: Be able to define each term and apply each term to the is the setting of this of what point of view is the story : answer the following questions.

Use complete sentences.

1.

Where did the bus drop the two men off?

2.

How is George described?

3.

How is Lennie described?

4.

What does Lennie do with the water that makes him proud of himself?

5.

What does Lennie not have in his pocket?

6.

Why does Lennie not have it in his pocket?

7.

What does Lennie take out of his pocket that gets him yelled at by George?

8.

What did Lennie want to do with this item?

9.

Where are George and Lennie going?

10.

From where are George and Lennie coming?

11.

When they get to where they are going, what does George tell Lennie to do?

12.

Why did George and Lennie leave the last place they were at?

13.

When Lennie goes out to get wood for a fire, what does he bring back that George takes away?

14.

Who used to give Lennie mice?

15.

Why did she stop giving Lennie mice?

16.

What does Lennie want with his dinner t

17.

What does George imply happened in Weed with the girl?

18.

What dream does George and Lennie share?

19.

Where does George tell Lennie to go if he gets in trouble?

V.

Paragraph: write a 100-word paragraph to answer the following question.

Use quotations to support your answer.

20.

Explain the relationship that exists between George and Lennie based on Chapter 1 of the book.
Of Mice and Men: Chapter 2 Reading and Study Guide

I.

VOCABULARY: Be able to define the following words and understand them when they appear in the novel.

swamper handyman; someone who performs odd jobssuch as cleaning.

Refers to the character Candy

tick

soft mattress covering

stable buck a stable is a building where horses are kept
of mice and men vocabulary
.A buck, in this case, is a derogatory word for

a black man.A stable buck, then, would be a black man who works in a stable.

skinner a mule TERMS: Be able to define each term and apply each term to the is an example of something ironic from this : answer the following questions.

Use complete to the old man, why was the boss mad at George and Lennie?
2.

What does George find in the box by his bed and what does he assume?

boss use him does the boss suspect George of doing to Lennie?

What makes him think this?
7.

What reason does George give for taking care of is does she come into the Slim.

What is his job on the ranch?

What are some of his character traits?
14.

What did Slim do to four of his does Lennie want George to ask Slim?

IV.SHORT ESSAY: write a100-word paragraph to answer the following questions.

Use quotations to support your the atmosphere of the ranch and bunkhouse.

Be sure to include characteristics of different characters that were formally or informally introduced to us in this chapter.
Of Mice and Men: Chapter 3 Reading and Study Guide

I.

VOCABULARY: Be able to define the following words and understand them when they appear in the .Allusions and historical references:

Luger (lgr)

German semiautomatic pistol
III.

LITERARY TERMS: Be able to define each term and apply each term to the is a theme of the novel so : > IV.

QUESTIONS: answer the following questions.

Use complete does Slim say he finds funny?

3.

George says if he were really smart he would be doing what?
4.

What is the story behind why Lennie and George travel did George do once that made him stop playing jokes on Lennie?
7.

What card game does George play?

8.

What does George tell Slim happened in Weed?
9.

What sneaky thing does Lennie try to do?

10.

What game has the other guys been playing while George and Slim talk?

11.

What



13.

What does Whit show Slim?

14.

What does Carlson say he has?

15.

What does Slim tell Carlson to take with him wh

16.

Whit says that George and Lennie must have come to work.

What reason does he is Curley looking for?

21.

What does Curley think Slim is doing?

22.

What is Slim really doing in the barn?

23.

Who has been list

24.

For what reason would the people sell the ranch for only $600?

25.

How did Candy get $250?

26.

What is George afraid will happen to them if others find out they are going to buy a ranch?

27.

What does Candy tell George he wishes he had done?
28.

Why was Lennie smiling?

29.

About what does Curley think Lennie smiling about?
30.

What happens between Curley and Lennie?
V.Paragraph: write a paragraph answer to the following questions.

Use quotes from the book to support your answer.
Ubd of mice and men amerdream
Understanding By Design Unit

Of Mice and Men English 3 AP/G/T

created June/July 1999 Template modified from Wiggins and McTighe UBD templates
Of Mice and MenUnit Cover Page

Unit Title : Of Mice and Men Grade Level(s): English 3 AP Language and Composition; English 3 G/T AP Language and Composition Subject/Topic Area(s): American literature Key Words: American Dream, determinism, Great Depression, media violence, argumentative fallacies Designed By: Diane Kreger, Pat Grego, Cheryl Vinson

Time Frame: 5 blocks/days School District: Irving ISD School(s): Irving HS, MacArthur HS, Nimitz HS

Link to Content Standards: II: Writing in Context: Interpretation and Evaluation The student will interpret and evaluate both fiction and nonfiction writings according to their historical, social, and cultural context, focusing on writing by American authors.

III: Response to Writing: Analysis, Synthesis, Evaluation The student will respond to writing selections by analysis (structure, tone,

Diction, point of view, syntax, voice, purpose), synthesis (comparison/contrast to other works), and evaluation (effectiveness).

IV: Writing Based on Research The student will write documented essays and complete products, using both primary and secondary sources, on topics related to American literature and/or correlating historical periods.

VII: Writing Style

The student will develop an effective writing style, focusing on diction (vocabulary, word choice), syntax (sentence structure), and voice.

VIII: Proofreading

The student will proofread his/her writing for errors in punctuation, grammar, spelling, and form.

X:

AP Test Preparation The student will develop and practice procedures for answering objective and free response items such as those on the Advanced Placement Examination in English Language and to Literature The student will read literature, paying special attention to literary elements as well as relating the literature to his/her own life.

Understanding By Design Unit

Of Mice and Men English 3 AP/G/T

created June/July 1999 Template modified from Wiggins and McTighe UBD templates

Brief Summary of Unit (beginning with unit goals):

In this unit students will begin the year’s study of American literature and the American Dream.

Students will look at the dream in the context of determinism and the historical impact of the Great Depression.

Students will also use this as a unit to evaluate the effects of determinism in contemporary media, especially the effect of violence.In connection with the analysis of the novel and contemporary media, students will write an argumentative paper on the issue and participate in a panel discussion as their introduction to effective argumentation free of argumentative fallacies.This unit design packet includes:

q completed 3-part design template q completed Blueprint for performance task(s)

q with related scoring rubric(s) q directions to students & teachers

q materials & resources listed q suggested accommodations

q suggested extensions S __ initial draft

__ field tested

__ reviewed
__ anchored Understanding By Design Unit

Of Mice and Men English 3 AP/G/T

created June/July 1999 Template modified from Wiggins and McTighe UBD templates

What overarching understanding(s) What are the overarching, essential

are will students understand as a

What questions will guide this unit? result as of this unit?

STAGE 1: IDENTIFY DESIRED RESULTS1.The American Dream is a pervasive element of the American cultural identity.2.The American Dream represents a social, economic, and literary ideal that suggests that position, wealth, and power can be attained by anyone through hard work.1.What is meant by the American Dream? 2.

Is the American Dream still a viable element today? 3.

Is the American Dream a destructive or empowering force, or a combination of both? 4.

What is determinism and what effect does its use in writing produce?

While the American Dream rests on the need for a common set of beliefs or ideologies, its presence today is diverse, multi-faceted, and emphasis on determinism, which focuses on loneliness and isolation of the inner spirit, typifies the struggle to achieve the American Dream as experienced during the 1930’s.

How do the characters embody or fail to embody the American Dream in Of Mice and Men?

Do any characters in OMaM still perceive the dream as viable at the close of the novel?

Is the American Dream a destructive or empowering force, or a combination of both in OMaM?

Specifically, how is the characters’ faith in the American Dream empowered or destroyed?

How are teenagers today affected by the determinism present in movies, music, literature, television, and video games? Understanding By Design Unit

Of Mice and Men English 3 AP/G/T

created June/July 1999 Template modified from Wiggins and McTighe UBD templates

What key knowledge and skills will students acquire as a result of this unit?

Students will know: 1.background of the Great Depression and migrant workers 2.

the characteristics of determinism 3 the American Dream and its presence in contemporary American literature 4 argumentative fallacies

Students will be able to: 1.analyze key symbols and symbol patterns 2.describe and analyze narrative structure of the novel Of Mice and Men 3.analyze contrasting elements in a novel 4.analyze the effect of determinism in contemporary media 5.avoid argumentative fallacies in written and oral presentations 6.

articulate effective rebuttals in panel discussion Understanding By Design Unit

Of Mice and Men English 3 AP/G/T

created June/July 1999 Template modified from Wiggins and McTighe UBD templat
I just finished watching Of Mice And Men 20 mins ago.. It's a very classic movie & the characters & the storylines etc is very well played .
FAIRAK Alaska Notebook: 'Of Mice and Men' evokes a memory of old Fairbanks: The theater is a land of illusion. T
Second and Sebring has to be my favorite of mice and men song. The words are actually so sad and touching since the songs about Austins mom
I'm listening to of mice and men I haven't jammed to them in forever
One study in mice and rats suggested that cannabinoids may have a protective effect against the development of certain types of tumors
My history teacher might bust a b*tch move and make us vote o.e
i'm watching of mice and men and if you were here Lennie would have you weak
Helping someone study Of Mice and Men Slang 2 -
Of Mice and Men sounds like "of my semen" if you say it really fast wow
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