Unit 2: Craft and Structure connected to Author’s PurposeFinding Theme using a Longer Text and Non-fiction

Longer Text (Novel) Choices: Of Mice and Men, Animal Farm

This unit is designed to continue the work started in the previous unit (short stories) in terms of students’ understanding of common, important literary elements, as well as themes that can be analyzed across different media and text types.  Instruction should include focus on using the novel as a starting point for discussion of theme as well as the influence of historical background on a text.  Please note: There are more resources here than necessary – please use what applies to your focus on the novel, as well as the ones that will most benefit your class. Pacing has been established as a guide and a support, not as a mandate.

Unit Objectives: Understand and explain the plot of a novel Analyze how authors develop characters in a novel Identify a theme of a novel, and how the author reveals theme in the novel Identify and explain the use of figurative language employed in the novel Analyze how the author’s tone is shared/embedded within the novel Analyze how the author’s point of view in a novel, and its effect on reader interpretation of the novel Analyze the theme across media, and be able to explain/discuss issues associated with the theme Write a literary analysis or response to literature essay with a clear thesis, evidence from the text, and a strong introduction and

conclusion Cite text properly and integrate evidence;  accurately distinguish between paraphrasing, summarizing and quoting text references

Standards of Focus:

Reading Standards for Informational Text

Key Ideas and Details1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is

shaped and refined by specific details; provide an objective summary of the text.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other

characters, and advance the plot or develop the theme.

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Craft and Structure4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the

cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (See Language standards for specific expectations.)

5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Reading Standards for Informational Text

Key Ideas and Details1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.2. Determine a central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped

and refined by specific details; provide an objective summary of the text.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which points are made, how they are

introduced and developed, and the connections that are drawn between them.

Craft and Structure4. Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings; analyze

the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). (See Language standards for specific expectations.)

5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portion of a text (e.g., a section or chapter).

a. Analyze the use of text features (e.g., graphics, headers, captions) in functional workplace documents.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Integration of Knowledge and Ideas7. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and

sufficient; identify false statements and fallacious reasoning.

Writing Standards

Text Types and Purposes

1. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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a. Introduce a topic or thesis statement; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they

are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating

implications or the significance of the topic).

Comprehension and Collaboration1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on

grades 9 – 10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to

evidence from text and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues,

presentation of alternate views), clear goals and deadlines, and individual roles as needed.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas;

actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or

justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Language Standards

Conventions of Standard English1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language3. a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers)

appropriate for the discipline and writing type.

Vocabulary Acquisition and Use5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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UNIT PLANNER:

Week 1:Introduction to Unit (using informational text) and Chapter 1

Lesson Objective

Specific Activities or Lesson Breakdown

Student Writing, Product/Assessment Common Core Standards

Review of Text Types and Features – Using shorter pieces of text (non-fiction articles)

Elements of a Narrative Text (plot/story map) Literary Devices (as connected to author’s purpose

and the student’s ability to make meaning, analyze, critique and synthesis text)

Journal Entry—What you know about narrative and informational texts

Classroom Chart—elements of narrative and information texts

Reading Standards for Literature

Reading Standards for Informational Text

Author’s Background and Begin novel

Of Mice and Men

Preview the Novel [Examine the text featuresfront cover – picture; back cover of the book; Quote from “New York Times”; Introductory information about Steinbeck (first few pages in book] (Appendix A and/or F)

Poem – allusion to title Author’s Background (Appendix A for options)

Journal Entry/Class Discussion—Given what you know so far about the novel and Steinbeck’s life, how might the writing of Of Mice and Men have been affected by Steinbeck’s life experiences?

Reading Standards for Literature

Reading Standards for Informational Text

Historical Background; Novel – Using foreshadowing to predict theme

Historical Background (Appendix A for options) Using foreshadowing to predict theme Class Discussion: What is the significance of the

mouse? Foreshadowing – What is it and how do you

identify it? Time: Physical spacing in the text to indicate time

change; Discussion of dress incident in Weed; New chapters signifies a shift in time and space

Journal Entry/Class Discussion: What predictions about the plot and possible theme of the novel can you make from what we’ve read so far?

Foreshadowing Log or Chart Notes on text features (which indicate

change in time in the plot/narration)

Reading Standards for Literature

Reading Standards for Informational Text

Novel: Reading Schedule (Appendix B) Character Chart Reading Standards 4

Chapter 1 Note-taking on the plot map Note-taking on the character chart

Plot diagram (story map) Notes regarding topic versus theme

for Literature

Week 2: Chapters 2 and 3

Lesson Objective

Specific Activities or Lesson Breakdown

Student Writing, Product/Assessment Common Core Standards

Novel: Chapters 2 and 3

Add to the character chart Continue to read and chart on the plot diagram

(story map) Continue to gather information (evidence/quotes)

to determine a theme within the novel Continue work on foreshadowing (Discussion of

scene where dog dies) Continue to read informational texts and annotate

text features (Appendix F) Begin to synthesize ideas presented in variety of

sources Vocabulary Focus: Literary Terms (Appendix E)

Journal Entry—Discuss the characters of Of Mice and Men. Why do you think Steinbeck chose to tell this story through these characters?

Charting Notes on text features (which indicate

change in time in the plot/narration) Character Chart Plot diagram (story map) Notes regarding topic versus theme

Reading Standards for Literature

Reading Standards for Informational Text

Week 3: Chapters 4, 5 and 6

Lesson Objective

Specific Activities or Lesson Breakdown

Student Writing, Product/Assessment Common Core Standards

Novel: Chapters 3, 4 and 5

Add to the character chart Continue to read and chart on the plot diagram

(story map) Continue to gather information (evidence/quotes)

to determine a theme within the novel Continue work on foreshadowing (Discussion of

scene where dog dies) Continue to read informational texts and annotate

text features (Appendix F) Begin to synthesize ideas presented in variety of

Journal Entry—What is the setting of Of Mice and Men? What does the setting tell you about a possible theme of the novel?

Charting Notes on text features (which indicate

change in time in the plot/narration) Add to Character Chart and Plot diagram (story map) Notes regarding topic versus theme

Reading Standards for Literature

Reading Standards for Informational Text

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sources Vocabulary Focus: Literary Terms (Appendix E) At conclusion of chapter 5, make predictions

based on evidence about the conclusion of the novel

Week 4: Discussion of Theme, Writing Assessment

Lesson Objective

Specific Activities or Lesson Breakdown Student Writing, Product/Assessment Common Core Standards

Novel: Chapter 6

Read aloud in class of final chapter Discussion of predictions [Was your prediction

correct? Was their evidence in text that you found or missed that could have led to a better prediction?]

Discussion of theme and specific evidence throughout novel regarding how readers infer that theme

Journal Entry—Based on everything you have read and discussed about this novel, what do you think happens in the final chapter? Support your answer with specific evidence from the book.

Notes on text features (which indicate change in time in the plot/narration)

Add to Character Chart and plot diagram

Writing Standards

Listening and Speaking Standards

Language Standards

Process Writing

Introduction of Prompt – annotate the writing directions (Appendix C)

Review notes and all activities in connection to the writing prompt; look for evidence/quotes/facts that will be useful in synthesizing thoughts and organizing your answer to the writing prompt

Compose thesis statement Outline essay – compose topic sentences to

support thesis statement; gather and organize textual support to prove each topic sentence and ultimately the thesis

Examine, discuss and perhaps annotate Writing Rubric (Appendix D)

Prompt Deconstruction Notes or Outline for Thoughts (to write

essay)

Writing Standards

Listening and Speaking Standards

Language Standards

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Informative/Explanatory (Analysis and Synthesis) Peer Edit Revision Extension: 2nd Peer Edit and more revision

Week 5: Writing Assessment, Conclusion of Unit

Lesson Objective

Specific Activities or Lesson Breakdown Student Writing, Product/Assessment Common Core Standards

Finish Process Writing Assessment

Final peer edits, revision and specific grammar lessons regarding writing

Independently written on-demand Informational Essay Response to a prompt

Writing Standards

Listening and Speaking Standards

Language StandardsOn Demand Writing Prompt

Timed: 1 hour Appendix C Informative/Explanatory (Analysis and Synthesis)

Writing Standards

Language Standards

Unit Exam (optional)

Teacher selected at this time

Literary Terms Assessment (Vocabulary for the Unit)

Teacher selected at this time (Appendix E)

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Description of Activities for Unit Planner:

Descriptive Guide for Week 1:

Teaching and Learning:

In teaching this unit, it is important that we teach students the skills they need to access the different types of text (both the novel and the supplemental/informational text) independently. To do this, students need to focus on gathering relevant information from the texts and they need to make use of their knowledge of the structure of the novel to assist them in developing ideas about both plot and theme. While some parts of the novel will be read aloud for analysis and discussion purposes, students should have plenty of opportunities to read and make meaning independently. The teaching in this analysis/synthesis unit should build on the teaching in the previous unit, particularly on analyzing narrative texts, analysis work, and synthesizing information from informative and literary texts.

Products:

Students will keep an Of Mice and Men journal in which they will use writing to explore the ideas in the novel and informational texts to develop a deeper understanding about the themes and historical connections and implications. The journal writes will serve as a starting point for small and whole class discussions that explore differing interpretations and perspectives on the novel and historical texts. In addition, the journal writings will serve as raw material for the analysis/synthesis essay that is the final product of the unit.

Journals will include:

Frequent writing tasks in response to quotes, questions, or ideas from the novel Notes from informational texts Character chart Plot/story map Historical timeline Vocabulary development Writing Craft exercises

Classroom Charts:

A historical timeline of the Great Depression

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Author’s Background: (Appendix A)

Using the background article provided (or one of your choosing), teach students the process for analyzing nonfiction (based on AVID reading strategies).

Step 1: Number the paragraphs Step 2: Read article and circle repeated (key) terms Step 3: Read article and underline author’s claims/main ideas Step 4: Read article and write 1-2 words in the margins analyzing the purpose of each paragraph (inform, persuade, entertain, categorize, etc) Step 5: 1-2 sentences at the end of the article explaining the overall purpose of the article

i. This should be done whole class if it is the first time your class is using this process.ii. When the article has been analyzed, discuss Steinbeck’s life and its impact on the novel itself

Historical Background: (Appendix A)

Select 1-2 nonfiction articles pertaining to the historical background of the novel and utilize the AVID reading strategies as outlined in the Author’s Background activity.  Consider using groups instead of whole class instruction.

Art/journal activity: Using the links provided, have each student choose a picture and write a journal entry inserting him/herself into the picture.

Pick one of the historical background pictures and show students how to analyze the picture looking at how it applies to the historical background.  This can be done whole class, or can be done with the students on their own first and a class discussion second.  Make sure to focus on how this picture focuses on the novel, not as an art history lesson.  Focus on the socioeconomic aspects of the picture you choose i.e. WPA poster, etc.

Choose one of the links for background music provided (consider using Southern Man as the YouTube link has strong artwork as well).  As a class, write your first reaction to the music, then discuss (using lyrics as desired) the tone, meaning (historical and application) and its relationship to the literature and the background articles read.

Optional as time allows: Consider listening to the interviews provided so as to give primary source information.  Links have been provided for historical immigrant interviews.

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Descriptive Guide for Week 2:

Character Chart:

As we introduce the novel we want the students to pay full attention and make some notes that will sustain them in understanding and remembering important information throughout the novel. Foster in Reading Novels like a Professor (2008:181) says that it is important for the reader to look for character information that will help them to understand what “drives the character.” In most novels the description of what the character looks like is given far less emphasis than how the character feels, or acts, what they say in particular circumstances. Foster’s position is that readers in looking for what ‘drives the character –information that is throughout the text – will understand what drives the novel. In their character chart students should go beyond recording physical characteristics of characters and think about why Steinbeck included this character, how is this character revealing a theme of the novel and then keeping in mind how this character is changing and what the character is learning?

Introduction to and beginning the novel:

Students will use their knowledge of the narrative text form to build a set of predictions about what will take place in the novel and what the themes are likely to be.

Students should review their knowledge of plot – that it is similar to plot in a short story but extended and often in a novel there may be more than one main plotline. There is usually also a clearly defined beginning, middle, and end and there are usually multiple themes.

Discuss the idea of dramatic build up from the beginning in the exposition, the inclusion of major turning points as well as lesser event that build the tension towards the climax of the novel. A novel unfolds in a series of events leading to a dramatic climax. Novelists make deliberate choices about how to structure and pace events.

Reinforce the idea that all of the information in the text is there for a purpose; that students can use this information to establish ideas about characters, setting and plot and that they should be looking for information that the author is providing that may foreshadow what is to come and how that information is revealing a theme of the novel or the author's intent in writing the novel.

Use materials from Appendix A and Appendix F.

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Descriptive Guide for Weeks 3 and 4:

This would be a good time to bring in more informational texts, particularly about the Great Depression. As students read they should write about and discuss how Steinbeck has made use of historical information in his novel. What is Steinbeck saying about that time in American history? Students should continue to add to their character charts and plot diagrams, discuss event in the plot and how they may be revealing themes of the novel.

Process Writing Prompt: Informative/Explanatory (Analysis and Synthesis)

PROMPT: Using the novel Of Mice and Men, by John Steinbeck, and the studied informational texts, identify and analyze a central theme and the way in which the authors illustrate their message. What conclusions can you draw regarding the historical context and influences on both the plot and characters of the novel?

Suggestions: This written assessment should undergo several peer edits and writing revisions. The writing process will span several lessons.

Analyzing a Prompt: Pass out the prompt, and have students read the prompt silently. Read the prompt as a class, and while reading, have students circle each verb found.  Go through the list as a class after the prompt is

read, and note which verbs instruct the students as to what they are supposed to do.  Make a list at the bottom of the prompt of these verbs.

Underline the corresponding action of each verb, and write the information on the list created in the last step. Read the prompt again, and put a box around any repeated nouns so as to focus on the true task within the prompt.

Writing the Essay : As needed based on information from short story assessments, reteach the need for a strong thesis and use applicable practice as per

your assessment results. Using notes from the analysis performed during the novel,  have students write a rough draft of their essay or have them write on

demand within the class.  This essay should a multi-paragraph essay that demands rigor (5 paragraph essays are recommended).  Take up to three days (traditional schedule) to write the rough draft.          

Peer Editing:  This is merely an option for editing. Write the following jobs on the board or provide with projector Job 1: Introduction: Look at the intro.  Does it have a strong hook?  Narrow down?  Thesis?  Rate the thesis on the rubric provided and

explain why

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Job 2: First body paragraph:  Analyze the effectiveness of the topic sentence, the evidence and its integration, the explanation as it applies to the argument, and the conclusion.  Rate the paragraph on the rubric provided and explain why.

Job 3: Second body paragraph, same activities as Job 2. Job 4: Third body paragraph, same activities as Job 2. Job 5: Conclusion paragraph:  look at the effectiveness of the restatement of the thesis, the summarizing of the argument, and the

overall application to the larger idea.  Rate this on the overall rubric as well, explaining the score. Job 6: Edit for grammar and syntax issues, and give the essay an overall rubric score with explanation.

Have each student staple a blank paper to the back of their essay.  Then, pass out the papers to random students, and have them write “Job 1: their name” on the blank paper.

Have each student do job1 for this paper; then bring it to the front of the room.  They should put their paper on the front table and then take a paper from the stack there.  

On the paper they take, they should do the next job needed for that paper regardless of what job they just did for their last paper.  This cycle should be repeated until every paper is done and returned to the author.

Final Draft:

Final drafts should be typed in a specified format (MLA, APA, etc).This can be done in computer labs as available or give enough out of class time that students can access school computers.

Descriptive Guide for Week 5:

On Demand Writing Prompt: Informative/Explanatory (Analysis and Synthesis)

In a novel of historical implication, often characters behave according to the morals of society around them just as we do within our society. For example, a character might behave in such a way that it draws the criticism or discipline of the surrounding community even though the character feels justified in his/her actions.

Consider the characters in Of Mice and Men by John Steinbeck.  Using your knowledge of the text as well as the nonfiction, art, and music studied, develop a well-written essay analyzing how the actions of the characters either supports or rebels against the values of the community. Using specific textual support, explain how this affects the overall message of Steinbeck’s novel.

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Appendix A: Author Background Information and Historical Information

Background for Author:

Expected:

Steinbeck biography- written article, to be marked up and discussed as a nonfiction text, notes should be added to the journal: http://www.biography.com/people/john-steinbeck-9493358  

interview with Steinbeck’s son about him: about 3 minutes – interesting to add information about the author- listen and add notes   http://www.youtube.com/watch?v=usteic_kwms&feature=related&edufilter=-UYcvQGRLktRabtXL3Eq1w

Suggested for extension:

Interview with Steinbeck (more about Grapes of Wrath and migrant workers): interesting for extra information about his political beliefs http://www.youtube.com/watch?v=_sJZpeBw6YE&edufilter=-UYcvQGRLktRabtXL3Eq1w

Background for Novel / Historical Information:Expected:

Long history article- gives background of the Great Depression and it’s various issues: http://www.english.illinois.edu/maps/depression/about.htm

FDR’s First Inaugural Speech (loyalty and economical situation)- video is of his inauguration and the speech itself. Recommended to watch the video while they have the text in front of them, then mark up the speech itself as a class.

o Text: http://www.bartleby.com/124/pres49.html/o Video: http://www.youtube.com/watch?v=Lm3Bntsp2ck (7:04)

Art: American Gothic- this is the picture of the farmer and wife in front of the house. Recommended to zoom in on just the picture on the projector, then have the kids make notes on what they notice and discuss as a class. Notes should stay in their journals: http://www.artinstituteshop.org/item.aspx?productID=935

This Land is Your Land by Woody Guthrie- video is black and white- recommended to listen and discuss as a class the implications of the music on the time period, and what can be discovered historically about the time through the music. Optional- pretend to be a contemporary of the song and write out your life (compiling info from previous sources.

o Song: http://www.youtube.com/watch?v=XaI5IRuS2aE (2:16)o Lyrics: http://www.woodyguthrie.org/Lyrics/This_Land.htm

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Robert Burns poem- original text of the poem from which the title comes. Second link has a modern translation. Recommended to read as a poem, discuss what can be discovered about the plot of the book through the analysis of where the title comes from.

o : http://www.robertburns.org/works/75.shtml

Suggested for extension activities:

Short history article- a way of introducing the Great Depression in less time- same basic information as longer article without the charts, etc.: http://www.pbs.org/wgbh/americanexperience/features/general-article/dustbowl-great-depression/

WPA Poster Art (article and examples)- click through interesting posters as a class and discuss what they are working on, how they present it, etc. Can even have kids create their own WPA posters: http://www.theretrovert.com/z_posters.php?keywords=wpa

Interview in 1930’s : iron worker on getting hurt while working: short, but can hear from the acutal workers about getting injured and the lack of attention from the factory ownershttp://rs6.loc.gov/wpaintro/thorsten.html

Interview: coming to California- longer, deals with migrant lifestyle: http://memory.loc.gov/cgi-bin/query/r?ammem/toddbib:@field%28DOCID+@lit%285137a1%29%29

1930’s music- clicking on the years will give you a juke box and allow you to use additional musical resources: http://xroads.virginia.edu/~ug03/jukebox/front.html

Southern Man by Neil Young- more additional music if desiredo Song:http://www.youtube.com/watch?v=p2jyzIrzs5Y  (5:32)                 o Lyrics:  http://www.azlyrics.com/lyrics/neilyoung/southernman.html

Music Pertaining to the Historical Background:

Southern Man by Neil Youngo Song:http://www.youtube.com/watch?v=p2jyzIrzs5Y  (5:32)                 o Lyrics:  http://www.azlyrics.com/lyrics/neilyoung/southernman.html

This Land is Your Land by Woody Guthrieo Song: http://www.youtube.com/watch?v=XaI5IRuS2aE (2:16)o Lyrics: http://www.woodyguthrie.org/Lyrics/This_Land.htm

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Appendix B: Reading Assignments

Chapter 1 (Camping; Thursday evening) pgs. 1 to 16Chapter 2 (Bunkhouse; Friday day) pgs. 17 to 37Chapter 3 (Hand; Friday evening) pgs. 38 to 65Chapter 4 (Crooks; Saturday night) pgs. 66 to 83 Chapter 5 (Curley’s wife; Sunday afternoon) pgs. 84 to 98Chapter 6 (Lennie; Sunday evening) pgs.99 to 107

Appendix C:

Process Writing Prompt: Informative/Explanatory (Analysis and Synthesis)

Using the novel Of Mice and Men, by John Steinbeck, and the studied informational texts, identify and analyze a central theme and the way in which the authors illustrate their message. What conclusions can you draw regarding the historical context and influences on both the plot and characters of the novel?

On Demand Writing Prompt: Informative/Explanatory (Analysis and Synthesis)

In a novel of historical implication, often characters behave according to the morals of society around them just as we do within our society.  For example, a character might behave in such a way that it draws the criticism or discipline of the surrounding community even though the character feels justified in his/her actions.

Consider the characters in Of Mice and Men by John Steinbeck.  Using your knowledge of the text as well as the nonfiction, art, and music studied, develop a well-written essay analyzing how the actions of the characters either supports or rebels against the values of the community.  Using specific textual support, explain how this affects the overall message of Steinbeck’s novel.

Appendix D: Rubric

Appendix E: Shmoop (for Literary Terms) http://www.shmoop.com

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Appendix F: Additional Sources (Regarding Options for Thematic Approach)

Focus Option 1: Friendship/Loyalty/Brotherhood

Chapters 1 and 2:

Apple brand loyalty article:- article is good for markup, the commercials included should be shown on the projectors, discussed as class, and added in to the journal notes- use after chapter 1 - article on how people tend towards one brand of product over others- use with marking up techniques, add to journal http://www.forbes.com/sites/rogerdooley/2012/07/17/apple-enemy/

Teens and tech- article for markup that deals with how teenagers prefer personal relationships even though 90%+ are on social media sites- use after chapter 2 (meeting Curly, “lonely guys get mean): http://www.mnn.com/green-tech/computers/stories/teens-favor-facetime-over-facebook

You’ve Got a Friend in Me by James Taylor- play song with the lyrics in front of kids, mark up as a poem, discuss how it relates to plot/characterization/theme

o Song: http://www.youtube.com/watch?v=Q7RPCFfudmU   (4:05)o Lyrics:   http://www.oldielyrics.com/lyrics/james_taylor/youve_got_a_friend.html

Chapters 3 and 4:

 Loyalty art: dog and boy- use with visual interpretation notes from the projector- discuss relationships of animals to humans, etc.- use after chapter 3 with Candy’s dog: http://www.google.com/imgres?hl=en&sa=X&biw=1024&bih=629&tbm=isch&prmd=imvns&tbnid=4hakK7WKuVVL4M:&imgrefurl=http://brucefong.wordpress.com/2011/05/12/loyal-to-our-faith-exposition-94/&docid=BOy3tw1B1hBpCM&imgurl=http://brucefong.files.wordpress.com/2011/05/loyalty.jpg&w=405&h=485&ei=rt0GUMSiLoaS2AXNo6igBQ&zoom=1&iact=hc&vpx=737&vpy=56&dur=889&hovh=246&hovw=205&tx=103&ty=133&sig=116021725116479209511&page=1&tbnh=128&tbnw=92&start=0&ndsp=19&ved=1t:429,r:11,s:0,i:124

Not friends with neighbors- article about avoiding personal relationships in current society- use after chapter 4 with Crooks section, markup, etc.: http://www.wired.com/business/2012/07/neighborhood-social/

Stand by Me by Ben E. King- song analysis as with the last one, notes, etc., use after either chapter 3 or 4 depending on your class discussionso Song:   http://www.youtube.com/watch?v=hwZNL7QVJjE (2:58)o Lyrics:    http://www.azlyrics.com/lyrics/beneking/standbyme.html

Chapters 5 and 6:

Cost of friendship- article to mark up on how much being a friend actually costs- doing more for someone than they do for you: http://www.marketwatch.com/story/new-couponcabincom-survey-reveals-the-costs-of-friendship-2012-07-18

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Thank You for Being a Friend by Andrew Gold- another song analysis- be sure to use in helping to decipher themeo Song: http://www.youtube.com/watch?v=bOqyygAQSX0 (4:48)o Lyrics:   http://www.elyrics.net/read/a/andrew-gold-lyrics/thank-you-for-being-a-friend-lyrics.html

Optional:

Extra Music pertaining to Friendship/Loyalty/Brotherhood

Like a Rolling Stone by Bob Dylano Song:    http://www.youtube.com/watch?v=hk3mAX5xdxo (6:08)o Lyrics:  http://www.lyricsfreak.com/b/bob+dylan/like+a+rolling+stone_20021169.html

Lean on Me by Bill Witherso Song:    http://www.youtube.com/watch?v=2Wpof8s5ZTg (4:41)o Lyrics:   http://www.elyrics.net/read/b/bill-withers-lyrics/lean-on-me-lyrics.html

Focus Option 2:   American Dream

Beginning of Novel / Unit:

Education for the American dream- article on an immigrant family where the kids had additional education from the parents to supplement the American schools- necessity of hard work, etc. – mark up and use after chapter 1: http://www.washingtonpost.com/blogs/therootdc/post/putting-education-first-to-live-the-american-dream/2012/07/17/gJQAsMDdrW_blog.html

 Cartoon disappearing am dream- cartoon in which the people are checking out at a “hotel” and it lists the costs of walking away from your house (housing bubble cartoon). Discuss as a class from the projector- may need to fill in some cultural context: http://www.google.com/imgres?hl=en&sa=X&biw=1024&bih=629&tbm=isch&tbnid=s9-t0IeOP-WnZM:&imgrefurl=http://unf-socanth.blogspot.com/2012/02/if-you-want-to-live-american-dream-move.html&docid=Be1_XEXRimi0CM&imgurl=http://3.bp.blogspot.com/-tLQZ3cjUdjE/T0U60vwdiAI/AAAAAAAAABk/XVifm9rfTyg/s1600/american-dream-bankruptcy-attorney.png&w=500&h=366&ei=GOgGUN-JPMrs2QXGv5TWBQ&zoom=1&iact=rc&dur=260&sig=116021725116479209511&page=1&tbnh=130&tbnw=176&start=0&ndsp=15&ved=1t:429,r:3,s:0,i:85&tx=67&ty=50

This is Home by Switchfoot- use after chapter 2- compare tone from music to written lyrics and relate to the texto Song: http://www.youtube.com/watch?v=MgA_bsl84qo (4:31)o Lyrics: http://www.azlyrics.com/lyrics/switchfoot/thisishome.html

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Middle of Novel / Unit:

 African American “American Dream” issues- article on the disparity of the American Dream between white and minority. Use after chapter 4 with Crooks : http://www.huffingtonpost.com/2012/07/17/economic-mobility-african-americans_n_1676811.html

Somewhere Over the Rainbow by Judy Garland- music along the same lines as earlier analysis- use after chapter 3 when they are hopeful about the future after the death of Candy’s dog

o Song: http://www.youtube.com/watch?v=PSZxmZmBfnU (2:43)o Lyrics: http://www.azlyrics.com/lyrics/judygarland/overtherainbow.html

Ending of Novel / Unit:

Dream is over sign- visual- man in the middle of the street with a sandwich board- analyze visually as a class and relate to the novel with George after Chapter 6. Also can relate to the Candy’s comments to Curly’s wife’s body : http://www.google.com/imgres?hl=en&sa=X&biw=1024&bih=629&tbm=isch&tbnid=TxoRM300k76xoM:&imgrefurl=http://cosmoscon.com/2012/05/31/is-the-american-dream-over/&docid=ICeLrS5cI46nWM&imgurl=http://cosmoscon.files.wordpress.com/2012/05/americandream.jpg&w=500&h=333&ei=GOgGUN-JPMrs2QXGv5TWBQ&zoom=1&iact=rc&dur=305&sig=116021725116479209511&page=1&tbnh=130&tbnw=176&start=0&ndsp=15&ved=1t:429,r:1,s:0,i:79&tx=57&ty=26

Rockstar by Nickleback- Song analysis can be used at the end of the novel with what we want and will never have. CAUTION: Video involves scantily clad women (avert thine eyes). Consider showing it with the projector off! You can play the music from the computer without the projector showing the you tube video.

o Song: http://www.youtube.com/watch?v=DmeUuoxyt_E (4:15)o Lyrics: http://www.azlyrics.com/lyrics/nickelback/rockstar.html

Suggestions for extension activities:

You tube video, but very political: End of the American Dream (changetowin.org):- BE CAUTIOUS! One side of historical background- doesn’t cover in a balanced way http://www.youtube.com/watch?v=2tUIx5DlxaI&edufilter=-UYcvQGRLktRabtXL3Eq1w

Changing American dream: expatriots- article on the changing American Dream for people who are choosing to live outside of the US.: http://www.expatica.com/es/lifestyle_leisure/lifestyle/end-of-american-dream-why-americans-are-leaving-their-country-25819.html

Pastures of Plenty by Woody Guthrie

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o Song: http://www.youtube.com/watch?v=BH2DJvgNlMA (2:34)o Lyrics: http://woodyguthrie.org/Lyrics/Pastures_Of_Plenty.htm

Coming to America by Neil Diamondo Song: http://www.youtube.com/watch?v=9ttDUGM-1mU&edfilter=-UYYcvQGRLktRabtXL3Eq1wo Lyrics: http://www.sing365.com/music/lyric.nsf/America-lyrics-Neil-Diamond/1FDC2C80119D090A4825696900168500

Focus Option 3:   Responsibility/Euthanasia (There are minimal resources for this option at this time.)

Beginning of Novel / Unit:

Teenager not responsible for attack against a girl: - article on a boy who is claiming diminished capacity due to PTSD when he beat up a girl- video is just the news broadcast, article is all that is necessary. http://www.huffingtonpost.com/2012/07/13/wayne-treacy-mentally-ill-expert-testimony_n_1670720.html

Teens struggling to find summer jobs- article on how the economy is making it more difficult for teens to find summer work.: http://articles.herald-mail.com/2012-07-09/news/32606782_1_summer-jobs-summer-employment-baby-sitting

Middle of Novel / Unit:

Spiderman art- use as a whole class for discussion on visual medium and how it relates to the developing themes of the text: http://www.popartuk.com/general/marvel-comics/great-power-great-responsibility-ppr40105-art-print.asp

Raise funds for friends mom with cancer- article on bikers who are sponsoring a fundraiser for a woman they don’t know: http://www.thecitizen.com/articles/06-26-2012/friends-raise-funds-cancer-stricken-mom-3-teens

End of Novel / Unit:

Killing of Georgie by Rod Stewart- CAUTION! This deals with the killing of a gay man outside a bar. It relates to the text with the idea of killing what we don’t understand or accept i.e. Curly’s opinion after his wife is killed. It will likely require a lot of conversation as a class

o Song:     http://www.youtube.com/watch?v=uixc025fZRE&noredirect=1 (6:45)o Lyrics:    http://www.oldielyrics.com/lyrics/rod_stewart/the_killing_of_georgie_part_i_and_ii.html

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