Sean T. Griffin
One of the most important items on my students' supply list every school year is their journal. In this unit students will be asked to write about the images incorporated into their mini-research topics and throughout the reading of
Of Mice and Men
.
I ask students to pick up the black-and-white, hardcover composition books that are available everywhere at the beginning of the school year. I keep their journals in my classroom in milk crates labeled for each class period. In this unit journal writing will help to extend the conversation that we have about the novel,
Of Mice and Men
,
and make connections with the images that we will be using.
We begin journal writing right at the beginning of the year, and by the end of the year students have gathered some of the most exciting and creative writing that is really their own. The emphasis in writing is on creativity and fluidity. Students are never penalized for spelling or grammar mistakes. Their journals become a personal, diary-like collection of reflections, thoughts, ideas and reflections on literature. I want students to feel free to express themselves in their writing. I want them to enjoy their ideas and allow themselves the freedom not to worry about form, structure, grammar, and the elements that we regularly focus on during other types of writing such as essay and research writing. Entries that are too personal for my eyes are folded as a signal to me not to read them as I go through their journals to make comments on students' writing. Student journals will be especially important in this unit, as we will be referring back to our images throughout the reading of
Of Mice and Men
.
I also keep a journal at my desk, and whenever I ask students to partake in journal writing, I join them. The teacher joining the students in writing not only sets a good example for students to follow, but it helps to create a community of writers within the classroom that will be respected throughout the year. Similarly, we share our writing with the class or one-on-one with other students whenever we have a chance. This is an equally important part of journal writing. Students need to feel comfortable sharing their work with each other as sharing written ideas is key to a successful writing program in school. It is a good idea to begin sharing journals early in the year, so students reach that level of comfort.
Journal writing combined with the reading of literature is meant to lead students to the type of higher-order thinking that the latest changes in educational curriculum (including New Haven's) aim to enhance. Students make connections, compare/contrast, make predictions, take critical stances, and are taught to think beyond the literal interpretation of the text, as they learn to interpret and analyze a work of literature.
As you can see, journal writing plays a key role in my class every year and will be especially important before, during, and after the reading of
Of Mice and Men
. I always ask students to share what they have written with classmates when they are done writing. It is not mandatory to share, but it is encouraged. I find that most students enjoy reading their work out loud. The more they share, the more they enjoy writing. Some possible journal topics that may be included in this unit are:
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· Do a quick write on one of the Lange images from our collection.
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· Make a timeline of the important events in John Steinbeck's or a character's life.
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· Write a poem or story about an image of the Dust Bowl.
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· Write a first-person narrative from the point of view of someone forced to live in a "Hooverville."
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· Write a poem about one of the images.
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· Write a poem or song about the Great Depression and record it.
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· Compare an image of the Dust Bowl with one of a blizzard.
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· Write a newspaper interview with someone who just escaped the Dust Bowl.
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· Describe your dream home (as does George repeatedly for Lenny).
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· Describe the life of a migrant worker based on the images presented.
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· Write about a migrant family.
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· Write a journal entry from the Migrant Mother's point of view.
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· Compare the Great Depression to today's economy.
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· Write a journal entry placing George and Lenny in another setting.