Reflection: Checks for Understanding Students Identify and Analyze How Steinbeck's Use of Language Evokes a Sense of Time and Place - Section 4: Wrap Up

 

My students were engaged with the activity and some really great imagery-filled examples were found in the text.  One thing that I would change for a future lesson would be to go into more depth about how Steinbeck uses the different types of figurative language.  

The T-Chart worked as a form of informal assessment because it was not graded.  I looked over them as they filled them out and listened to answers to make sure that the students knew how to identify words and phrases that evoked setting.  

I was pleasantly surprised at the diverse written and oral responses given for the type of relationship Lennie and George had based on the Aristotle article, the excerpt, and the short story from the chapter book George and Martha!  I share my thoughts in my reflection video

  Checks for Understanding: Looking Beyond the Surface
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Students Identify and Analyze How Steinbeck's Use of Language Evokes a Sense of Time and Place

Unit 9: Of Mice and Men
Lesson 5 of 15

Objective: SWBAT analyze the cumulative impact of specific word choices on meaning and tone specifically how the language evokes a sense of time and place by citing evidence and using a T-Chart for analysis of evidence. SWBAT analyze the friendship of George and Lennie by referring to the article of Aristotle’s types of friendships.

Big Idea: As traveling migrant workers in the southwest, what type of friendship did Lennie and George have?

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3 teachers like this lesson
Subject(s):
English / Language Arts, Reading, language choice, realism, Literature, Literary Response and Analysis, literary journal, analyze details, historical context clues, historical background, Aristotle, quotations
  75 minutes
mice and men
 
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