I want my students to analyze the events they've read so far and think about how the characters' interactions are advancing the plot RL.9-10.3. I begin with an Anticipation Guide for Of Mice and Men 3. I hand out the activity sheet and ask students to carefully read the directions before answering each question.
After students complete filling in the answers I facilitate a short discussion in which I ask them to cite specific evidence in chapters 1-2 that gave them the clues to answer their questions (RL.9-10.1).
Using the Characterization Review power point, I project slide #1 on the screen and ask students to speak with a partner to answer the question, "Who is that guy?" After a few minutes of student to student discourse, I select a few students to give me their answers. As students give answers I keep asking the question "What else do you know about him?" I continue this questioning until they have nothing further to say about Lennie. My purpose for these leading questions is to increase critical thinking and group discourse SL.9-10.1.
I tell the class that we will now have a quick review of characterization and then show slides #2-4 as I read out loud. Next I check for understanding by asking a few students to explain in their own words what characterization is and how an author lets the reader become familiar with each character.
Next I display slide #5 which is a cartoon drawing of the character Slim. While students look at the drawing I hand out a two sided Character map and then display slide #6 which asks the class to turn to pages 33-34 to answer the character traits questions.
After giving students 5-10 minutes to fill in their maps, using a docucamera I project a character map on a screen and ask students to call out the details/traits of Slim while I fill in my model map. If they have missed a trait, I point it out as well as add it to my map.
Next I ask students to use their character maps for Curly (p 25) and Curly’s Wife (p 31) and to think about why Steinbeck did not give Curly's wife a name? As they fill in their maps I circulate among them keeping them focused and for those who need guided practice. After 10-15 minutes or as students complete the task, I quickly review their maps as I instruct students to get a lap top from the lap top cart and follow the directions written on a white board for taking a quiz that I created for chapters 1-3 on Socrative.com. This is an "open book" quiz that include text dependent questions os that students can cite specific evidence from the text to answer the questions. All my students are familiar with this website, but I always write the directions which give the URL and classroom number for them to access the correct quiz.
As students begin taking their quiz on Socrative.com, I circulate among them answering and asking questions. The questions on the quiz consist of a few multiple choice (in the beginning of the quiz) and most short answer where they can type in their responses. I give pages that answers can be located for each question therefore encouraging them to take the time to answer the text dependent questions correctly RL.9-10.1.
As students complete their quizzes they come to the front of the class where they can view their scores on my computer. Socrative.com displays correct and incorrect answers for each student. The written short answers are also displayed for quick correction.