Version User Scope of changes
Nov 30 2007, 4:26 PM EST (current) OrlandoP 1017 words added
Nov 30 2007, 4:25 PM EST OrlandoP

Changes

Key:  Additions   Deletions
Lesson before reading "Of Mice and Men"

What are we doing today?
1. We are writing and responding to questions about the Great Depression and the Dust Bowl period (C1, C2, C3,C5,C6)
2. We are supporting our responses with textual evidence (C1, C3)
3. We are responding to text-specific interpretive questions and supporting our responses with textual evidence (C1, C3)
4. We are comparing and contrasting texts and other sources ( C1, C3, C4)
5. We are imitating how successful writers write by analyzing sentence structure (C2, C6)
6. We are making personal connections to different texts and other sources of information (C1, C3, C9, C10)
7. We are creating criteria for effective text-specific interpretive response and effective group presentation (C5, C6,C7,C11)


GROUP # 1
Group # 1 Go to this url http://www.pbs.org/wgbh/amex/dustbowl/sfeature/eyewitness.html
and read the two web pages. As you read, you will do the following:

Member # 1. Briefly summarize these two pages, including what Svobida experienced in Kansas compared to what you know was happening throughout the South. (C2, C3)
Member #2. Choose a quote or line that resonates with you and explain why it appeals to you. How does Svobida's language impact what he is saying? (C1, C10)
Member # 3. Answer this question, "How was Lawrence Svobida physically affected by the dust storms?" Give evidence. (C1, C5, C6)
Member # 4. Answer this question, "How was Lawrence Svobida mentally affected by the dust storms?" Give evidence. (C1, C5, C6)
Member 5: Choose two sentences from the two web pages, and explain the most effective way to combine them. (C2, C6)








GROUP # 2
Group # 2
Go to this url http://www.podcastdirectory.com/podshows/406536
and watch this podcast. As you watch this podcast, you will do the following:

Members # 1 and # 2: Write the script of the podcast.
Member # 3: Summarize the podcast.
Member # 4. Choose a moment that resonates with you and explain why it appeals to you.
Member # 5. Answer this question, "Why was this period called The Great Depression?"
Member # 6. Write two sentences from this podcast, combine them and explain how you have combined them.
Member # 7. Explain what you learn from this podcast and support your response with evidence from the web pages.



GROUP # 3
Group # 3 http://www.univie.ac.at/Anglistik/easyrider/data/TOMJOAD.HTM
and listen to this song (both halves) as you read the lyrics, you will do the following:
Member # 1: Summarize the story that is told in the lyrics covered in the first half of the song. (C2, C3)
Member # 2. Choose a moment that resonates with you and explain why it appeals to you. (C1, C10)
Member # 3. Summarize the story that is told in the lyrics covered in the second half of the song. (C2, C3, C9)
Member # 4. Compare the last two stanza with the corresponding excerpt from The Grapes of Wrath. Write a brief explanation of the "one soul" idea.
(C1, C2, C3, C6, C9)
Member # 5. Explain what you learned from the lyrics and support your response with evidence from the web pages.(C1, C6, C11)

GROUP # 4
Group # 4
Watch an excerpt from the play "Annie" and sing along. As you watch this excerpt and sing along to the song "You're Never Fully Dressed Without a Smile", you will do the following:
Member # 1: Summarize the song.
Member # 2. Choose a moment that resonates with you and explain why it appeals to you.
Member # 3. Explain how this song relates to the Great Depression.
Member # 4.Choose three sentences from this song, combine them and explain how you have combined them.
Member # 5. Explain what you learned from this podcast and support your response with evidence from the lyrics


GROUP # 5
Group # 5
Watch the music video and listen to the song, "Keep Holding On". As you watch this video and sing along to the song, you will do the following:


Member # 1: Summarize the song.
Member # 2. Choose a moment in the song that resonates with you and explain why it appeals to you.
Member # 3. Explain how this song relates to the Great Depression.
Member # 4. Choose three sentences in this song, combine the sentences and explain how you have combined them.
Member # 5. Explain what you learned from this music video and support your response with evidence from the lyrics.


GROUP # 6
Group # 6
Watch the slide show. As you watch this slide show, you will do the following:
Member # 1: Summarize the slide show.
Member # 2. Choose a moment that resonates to you and explain why it appeals to you.
Member # 3 and 4. Explain what pictures in this slide show tell you about the Great Depression.
Member # 5. Write three sentences about a picture in this slide show, combine the three sentences and explain how you have combined the sentences.
Member # 6. Explain what you learned from this slide show and support your response with evidence from the slide show.


GROUP # 7
Group # 7
Watch the video. As you watch this video , you will do the following:
Member # 1: Summarize the video.
Member # 2. Choose a moment in the video that resonates with you and explain why it appeals to you.
Member # 3. Explain what would happen if the Great depression happens today and support your answer with evidence from the video.
Member # 4. Write two sentences about this video and combine them. Explain how you combined the sentences.
Member # 5. Explain what you learned from this video and support your response with evidence.

Criteria for an effective text-specific interpretive response (C5, C6,C7,C11)
1.
2.
3.
4.
5.
6.
7.
8.

Rubric for an effective text-specific interpretive response
CriteriaEffectively (90-100)Somewhat effective (71-89)Poorly (60-70)





























Criteria for an effective group presentation (C5, C6,C7,C11)
1.
2.
3.
4.
5.
6.
7.
8.

Rubric for an effective group presentation
CriteriaEffectively (90-100)Somewhat effective (71-89)Poorly (60-70)