Sean T. Griffin
The following sample lesson plans are provided for key moments in this unit. I have tried to provide a sample from what I envision as the beginning, middle, and end of the unit. The lessons are based on fifty-minute class periods.
Sample Lesson Plan One: Getting Started
Objectives
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· Students will be able to "quick write" journal entries on Steinbeck and the Great Depression
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· Students will be able to share information as a class
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· Students will be able to choose research topics
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· Students will be able to make predictions on topics to be researched
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· Students will be able to understand assignment
Materials
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· Student journals
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· Pre-reading topics written out on flashcards
Initiation
Ask students what they know about the Great Depression or John Steinbeck. Write down a few of their ideas on the board.
Procedure
After your brief discussion, remind students what a "quick write" is (a short writing session in which everyone continuously writes whatever comes to mind on a given subject). Give students about four or five minutes to write about what they know about the Great Depression. The teacher should also be writing during the writing time.
After students have had a chance to write, ask volunteers to read their entries out loud. Often students are reluctant to share what they have written, but the more you allow them to share, the more they will, and you will soon have a community of writers in your classroom.
Finally ask students to "pick a card." They will be choosing their mini-research topics. Give them three minutes to trade with each other in case they don't like what they chose and then ask them all to write predictions on what they expect to find in their research. Share predictions as a class.
Closure
At this point in the unit, students have no idea what they are about to undertake. It may be best to handle the unit and research in that way so that students do not become overwhelmed at the task associated with the mini-research papers. Give the students some instruction as to how you want the paper completed and give them a deadline of when you would like to see a first (if you would like to incorporate writer workshop) or a final draft.
Sample Lesson Plan Two: Discussing Images
Objectives
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· Students will be able to understand important role an image plays in the conveyance of information
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· Students will be able to brainstorm types of images
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· Students will be able to list types of images in journals and decide on which best suits their topic
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· Students will be able to write a plan for incorporating images into their projects
Materials
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· Student journals
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· completed mini-research topics
Initiation
Ask students to define
image
, discuss how an image changes or deepens knowledge in viewers.
Procedure
Explain to students that many people became homeless and lost their jobs during the Great Depression. In order to highlight the difference the introduction of an image to a lesson can make, lecture the students on the topic for five to ten minutes and see what kind of reaction you elicit.
Next, display a series of Lange photos:
Against the Wall, San Francisco, 1934
;
Scene Along "Skid Row," Howard Street, San Francisco, February, 1937
;
Oklahoma Family on Highway between Blythe and Indio, California, August 1936
. Ask students to write down their feelings about the photos in their journals. Take a few minutes to share their thoughts.
Ask students how introducing images into the discussion changed how they felt about homelessness and the Great Depression or how they felt about learning about the topic. Have student share their experience with images and learning in other classrooms. How do other teachers use images? How does this help a lesson? Why?
Help students brainstorm sources of images and decide in general terms what images would fit which reports that they have completed.
Closure
Ask students to get into small groups and discuss what images and sources of images they could add to their reports and to the class in order to enhance learning. Ask students to write a full-page plan of action on how they will enhance their own report and add to the classroom project on Steinbeck.
Sample Lesson Plan Three--The Grand Finale
Objectives
· Students will be able to present completed projects to class
· Students will be able to generate questions on topics
· Students will be able to predict significance of topics in regards to
Of Mice and Men
Materials
· Student journals
· completed projects
Initiation
Explain to students that the last couple of days of the unit are meant for class sharing of research and images gathered thus far. Allow students to get materials ready, and you should also be ready to assist students with any technology needed for presentations today.
Procedure
After students have set up, ask for volunteers to present materials. Before the presentations begin, write the initials T-A-G on the board. Many of my students will recognize this as a way to get feedback on projects (tell something you liked, ask a question, give a suggestion as to how to improve the project). As students present their work, encourage others to use the TAG method in order to keep everyone engaged. Allow students to share their feedback.
After students have presented their projects, have them set them up in the room, on the bulletin board, in an area that you have designated for display of the images
Closure
Remind students that these projects will serve as reference points throughout the reading of
Of Mice and Men
. Remind students that part of their final grade on the project is based on individual's setting up the material gathered (with your supervision). Ask students to comment in their journals on how working with images has expanded their knowledge of their mini-research topics.