English High School
Stage 1: Desired Results
Established Goals: English I (Freshman)
"Of Mice and Men"
All students will read texts, chapter by chapter, with comprehension
and critical analysis
Understandings:
Students will understand that:
Friendship comes in many forms
People generally are all the same
Essential Questions:
How can someone kill his best friend?
How can greed control your life?
Was greed a factor in the killing?
How are people different?
Are people really different?
Students will know:
Key vocabulary terms
Underlying tone of story
Essential character make up
Students will be able to:
Analyze and interpret character thoughts
Develop an understanding for all characters
Apply reading strategies
Critically come to a conclusion
Stage 2: Assessment Evidence
Performance Tasks:
Why did George shoot Lennie?
You are part of a police task force (CSI) to determine why Lenny was shot.
You are to prepare a one page answer on why you think George shot Lenny, taking
into account all parts of the story previously discussed, as well as your
interpretations.
Your answer should have evidence to back your conclusion.
Your answer should have evidence to back your conclusion.
Stage 3: Learning Plan
Learning Activities:
Introduce Essential questions, as well as final task and rubric
Break into groups of three
Read and discuss text, chapter by chapter.
Take notes on key points of relationship between George and Lenny
After reading book, view movie to get visual interpretation of story
Come to conclusion
Write paper
3 comments:
I remember reading Mice and Men in high school and not having a teacher that thought about it as much as you did. You had a similar problem as I did with my lesson when it comes to essential questions - You have some excellent ones, but if you condensed them to 2 or three and made them more overarching they would be great. I loved your performance task which really lets kids get right inside the book and forces them to critical think.
This lesson looks very interesting. The essential questions were very thought provoking. I can see that this lesson took a long time, with all the critical thinking required. I rather have my students too interested than not interested at all!
Well written article.
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