Module 4 Group Assignment: Robyn McCreath and Lenny Reisberg

Learning Model – Of Mice and Men

By Lenny Reisberg & Robyn McCreath

Lesson Plan Summary

This lesson takes a hybrid RAFT/jigsaw approach to teaching Of Mice and Men. The students will participate in a role-playing activity surrounding the events at the end of the book.

Activity 1: Students are assigned a character to identify with. Each student will use the provided websites to research his or her character’s perspective within the universe of the book. The student will then write a journal entry summarizing his or her opinion surrounding the events at the end of the book, from the assigned character’s point of view.

Activity 2: Students will be grouped by character, and will each read their entries to the group. The group will then discuss their character, and what the character’s point of view might actually be under these circumstances. The group will then produce a paragraph describing their character’s point of view.

Activity 3: Students will then move into a second group, comprised of individuals representing each of the principal characters. They will each explain their character’s point of view to the other members of the group. The group will then develop a consensus on how to address the conflict, from each point of view.

Activity 4: Each student will write one final journal entry describing how their point of view and opinions may or may not have changed during this process. This entry is not formally graded, but is meant to help the student put the experience into focus.

Goals:

1. Students will take a perspective from a character and summarize the events in the book using the perspective of that character.

2. Students will learn about the perspectives of each character through group discussion.

3. Students will reflect on how their perspective has changed through the discussion and writing process.

Web Quest Sources

General Websites

Of Mice and Men Survival Guide

http://www.lausd.k12.ca.us/Belmont_HS/mice/

PBS Experience Surviving the Dustbowl

http://www.pbs.org/wgbh/amex/dustbowl/peopleevents/index.html

Images of the Dust Bowl

http://history1900s.about.com/library/photos/blyindexdepression.htm

Themes in Mice and Men

http://www.bellmore-merrick.k12.ny.us/mice.html

Characters in General

Of Mice and Men

http://www.ac.wwu.edu/~stephan/Steinbeck/mice.html

Spark Note Character Analysis

http://www.sparknotes.com/lit/micemen/characters.html

George’s Perspective

Euthanasia

http://www.nightingalealliance.org/cgi-bin/home.pl?section=3

George

http://projects.edtech.sandi.net/kearny/trial/

Lenny’s Perspective

Mental Retardation

http://www.nlm.nih.gov/medlineplus/ency/article/001523.htm

Curley’s Wife’s Perspective

http://weeklywire.com/ww/01-19-99/slc_ae.html

Curley’s Perspective

Jealousy

http://en.wikipedia.org/wiki/Jealousy

Rubrics

Assignment 1: First Take - 6+1 Trait Writing Model

Of Mice and Men Introduction of Role Perspective

CATEGORY	4	3	2	1
Introduction (Organization)	The introduction is inviting and has a clear thesis with three appropriate sub-topics.	The introduction clearly states the main topic and has a thesis with less-than three sub-topics.	The introduction states the main topic, but the thesis is unclear and may not have three-sub-topics.	There is no clear introduction of the main topic and the thesis/sub-topics are inappropriate.
Support for Topic (Content)	Relevant, telling, quality details give the reader important information that includes properly cited quotations.	Supporting details and information are relevant, quotes are present but may not be cited properly.	Supporting details and information are relevant, but quotes are not present.	Supporting details and information are typically unclear or not related to the topic.
Conclusion (Organization)	The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at."	The conclusion is recognizable and ties up almost all the loose ends.	The conclusion is recognizable, but does not tie up several loose ends.	There is no clear conclusion, the paper just ends.
Grammar & Spelling (Conventions)	Writer makes no errors in grammar or spelling that distract the reader from the content.	Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.	Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.	Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.
Subject/Verb Agreement	There are no errors in subject/verb agreement.	There are few errors in subject/verb agreement but they do not interfere with meaning.	There are few errors in subject/verb agreement and they interfere with meaning.	There are numerous errors in subject/verb agreement.

Assignment 2: 6+1 Trait Writing Model RAFT

Revising Your Perspective Following Group Work

CATEGORY	4	3	2	1
Role: How well did you sound like the person whose voice you were writing in?	The person's voice was acknowledged and three or more details were provided.	The person's voice was acknowledged and one or two details were provided.	The person's voice was acknowledged, but there were no details to support it.	The person's voice was not acknowledged at all.
Audience: How well did you acknowledge the group or person you were writing for?	The audience is acknowledged in at least three separate places. The author predicts and answers the audience's questions.	The audience is acknowledged in two separate places. The author predicts the audience's questions, but does not answer them completely.	The audience is acknowledged in one place. The author predicts the audience's questions, but does not answer them	The audience is not acknowledged.
Format: How well did the writing you did take the shape of what was originally expected?	The author follows the writing form assigned. Writing is authentic, original, and contains level appropriate vocabulary and functions from the unit studied.	The author follows the writing form assigned. Writing is generally authentic and original. The author usually uses the appropriate functions and vocabulary for the unit.	The author follows the writing form assigned. The author usually uses the appropriate functions and vocabulary for the unit. The author usually uses few of appropriate functions and vocabulary for the unit.	The author does not follow the writing form assigned.
Topic: How well did you prove you learned the content from the Mice and Men unit?	The author includes at least four details or examples that demonstrate knowledge of the Mice and Men unit.	The author includes at least three details or examples that demonstrate knowledge of the Mice and Men unit.	The author includes at least two details or examples that demonstrate knowledge of the Mice and Men unit.	The author does not demonstrate knowledge of the Mice and Men unit.
Grammar & Spelling (Conventions)	Writer makes no errors in grammar or spelling that distract the reader from the content.	Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.	Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.	Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.
Adding Personality (Voice)	The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his own."	The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic.	The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic.	The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else.

Assignment 3: Reaching Consensus RAFT

Assignment Developing a Consensus on How to Address the Conflict

CATEGORY	4	3	2	1
Role	Role is expertly executed, shows clear evidence of independence and voice is strong throughout writing.	Role is well-defined, shows clear evidence of independence and voice is consistent throughout writing.	Role is somewhat well-defined and shows some signs of being independent. Voice is emerging.	Role is difficult to understand, shows no signs of independence or consitency. Voice is ineffective.
Audience	Audience has strong and believable connection with Role and Format. Presented in a creative and original manner.	Clear sense of Audience. Presented in a creative and original manner.	Audience has some connection with Role and Format. Shows some creativity.	Audience has no connection with Role and is not consistent with format.
Format	Format shows original relationship between Role and Audience. Adheres to conventions of chosen Format.	Format shows original relationship between Role and Audience. Adheres somewhat to conventions of chosen Format.	Relationship of Format to Role and Audience is emerging. Adheres somewhat to conventions of chosen Format.	Relationship of Format to Role and Audience is unclear. Does not adhere to conventions of chosen Format.
Topic/Strong Verb	Oustandingly original and creative exploration of the concept of independence! Purpose of writing (strong verb) is clear, consistent and thorough.	Original and creative exploration of the concept of independence! Purpose of writing (strong verb) is clear, consistent and thorough.	Originality and creativity emerging. Begins to address concept of independence. Purpose of writing (strong verb) is somewhat unclear.	Topic has no connection with the concept of independence. Purpose of writing (strong verb) is confusing and inconsistent.
Factual and Resource Basis or Role	Role is supported by facts and resources are well documented.	Almost all supportive facts are reported accurately.	Most supportive facts are reported accurately.	NO facts are reported OR most are inaccurately reported.
Grammar & Spelling (Conventions)	Writer makes no errors in grammar or spelling that distract the reader from the content.	Writing contains a few errors, but they do not distract reader from content.	Writer makes several errors in grammar or spelling that distract the reader from the content.	Writer makes many errors in grammar or spelling that distract the reader from the content.
Peer Response	Peer comments are framed in a positive manner. They are extremely helpful and are based upon assignment rubric.	Peer comments are framed in a positive manner. They are somewhat helpful and are based upon assignment rubric.	Peer comments are mildly negative. They are somewhat helpful, but are not based upon assignment rubric.	Peer comments are framed in a negative manner, are not helpful and are not based upon assignment rubric.