Teacher Resources
Lesson Plan
Experiencing the 1930s
Jennifer Brickey and Jacqueline Misistia
Think Model #13: Re-Create
Jennifer Brickey and Jacqueline Misistia
Think Model #13: Re-Create
Old method: In the past, preparing to read Of Mice and Men focused on fact finding and background building. Although understanding the circumstances of the 1930s is important to gaining a deeper understanding of the novel, students were never asked to imagine themselves in the period, or to hear from the voices that lived through the era. The reading was done in isolation of a more imaginative and reflective approach to the text.
Overview: In this unit, we aim to build on the old method. Students will be required to research the 1930s in a very broad sense, but in addition, we ask that they draw from and curate primary sources to help gain a “first person” experience of the time period. By gathering both primary and secondary sources, we hope that students will gain a genuine experience that will enhance their reading since they will have interacted with resources from the era. After gathering sources and compiling information, students will create a narrative revolving around a photograph from the period. Students must infuse factual information from their secondary and primary sources in their narrative.
Goals and objectives: By the end of the unit, students will be able to:
Content Objectives:
Process Objectives:
Essential question:
What was life like for people living during the 1930s?
Common Core Standards:
CC.11-12.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CC.11-12.R.I.6 Craft and Structure: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
CC.11-12.R.L.10 Range of Reading and Level of Text Complexity: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
CC.11-12.SL.1.b Comprehension and Collaboration: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
CC.11-12.SL.2 Comprehension and Collaboration: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CC.11-12.SL.4 Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.
CC.11-12.SL.5 Presentation of Knowledge and Ideas: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CC.11-12.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CC.11-12.W.1.a Text Types and Purposes: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
CC.11-12.W.1.b Text Types and Purposes: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
CC.11-12.W.6 Production and Distribution of Writing: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
CC.11-12.W.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
AASL 21st Century Learner Standards
2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
2.2.4 Demonstrate personal productivity by completing products to express learning.
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
1.3.4 Contribute to the exchange of ideas within the learning community.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
3.3.5 Contribute to the exchange of ideas within and beyond the learning community.
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
3.2.3 Demonstrate teamwork by working productively with others.
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
3.1.6 Use information and technology ethically and responsibly.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness to needs, importance, and social and cultural context.
1.4.1 Monitor own information seeking processes for effectiveness and progress, and adapt as necessary.
2.2.1 Demonstrate flexibility in use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
1.2.7 Display persistence by continuing to pursue information to gain a broad perspective.
1.3.1 Respect copyright/intellectual property rights of creators and producers.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.
3.3.7 Respect the principles of intellectual freedom.
Assessment:
Content Assessment:
Digital narrative using one of the approved digital storytelling sites:
Process Assessment:
Graphical chart/flow chart:
https://docs.google.com/drawings/d/1FM9gAUTtrDO_miFyuPO8flDWcKc8fFhXRiFEW55Ar8E/edit?usp=sharing
Learning activities:
Culminating Activity: Culminating Activity: Now it’s time to walk in someone else’s shoes...
After students curate and gather multiple primary sources that highlight the life and times during the 1930s, students will apply their research to a Steinbeck-like narrative that captures the struggle people faced during this time period. Students will select an image from the lesson’s “Photo Gallery” to recreate the scene using one of the available digital storytelling tools. Students will then post their final version of the narrative in digital form to the class site and provide feedback on their classmates’ digital narratives.
In addition, students will re-create the scene in the classroom by dramatizing their chosen pictures. The “performer” will be interviewed by the class; the performer’s narrative may be used to help answer questions. The class or audience will assume the role of government agency photographers whose goal it is to capture the life, times, and struggles of the period..
Assessment:
The Big Think:
Content Big Think:
So What?
Process Big Think:
So What?
In this unit, the co-teachers believe that it is important for students to investigate the historical context and background for the novella, Of Mice and Men. In doing so, it is the aim of the lesson design to cultivate a constructivist approach. By providing multiple learning activities that involve collaboration, students will be able to not only learn on their own, but also learn from each other. By focusing the research on primary sources, the goal is for students to feel immersed in the learning experience in order to more closely identify with the novella’s characters, specifically George and Lenny. Furthermore, having students create their own piece of fiction and fusing their research into the narrative allows students to take on the writer’s role, just like Steinbeck. Creating collaborative learning environments online and in the classroom encourages students to explore the depths of their knowledge in multiple forms and allows students to engage in traditional curriculum in a modern way.
Overview: In this unit, we aim to build on the old method. Students will be required to research the 1930s in a very broad sense, but in addition, we ask that they draw from and curate primary sources to help gain a “first person” experience of the time period. By gathering both primary and secondary sources, we hope that students will gain a genuine experience that will enhance their reading since they will have interacted with resources from the era. After gathering sources and compiling information, students will create a narrative revolving around a photograph from the period. Students must infuse factual information from their secondary and primary sources in their narrative.
Goals and objectives: By the end of the unit, students will be able to:
Content Objectives:
- determine the difference between primary and secondary sources.
- understand the circumstances of the 1930s using primary and secondary sources.
- logically infuse research into a narrative in order to compose a piece of historical fiction.
- write a piece of historical fiction that includes the elements of plot--exposition, rising action, climax, falling action, and resolution.
- properly cite sources using MLA format.
Process Objectives:
- evaluate both primary and secondary sources.
- connect their research of the 1930s to the novel Of Mice and Men.
- apply their research into a narrative format.
- use technology to curate and post resources online for other students to use.
- use online tools in order to properly cite sources using MLA format.
- use technology to collaborate and provide feedback on narratives.
Essential question:
What was life like for people living during the 1930s?
Common Core Standards:
CC.11-12.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CC.11-12.R.I.6 Craft and Structure: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
CC.11-12.R.L.10 Range of Reading and Level of Text Complexity: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
CC.11-12.SL.1.b Comprehension and Collaboration: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
CC.11-12.SL.2 Comprehension and Collaboration: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CC.11-12.SL.4 Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.
CC.11-12.SL.5 Presentation of Knowledge and Ideas: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CC.11-12.W.1 Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CC.11-12.W.1.a Text Types and Purposes: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
CC.11-12.W.1.b Text Types and Purposes: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
CC.11-12.W.6 Production and Distribution of Writing: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
CC.11-12.W.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
AASL 21st Century Learner Standards
2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
2.2.4 Demonstrate personal productivity by completing products to express learning.
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
1.3.4 Contribute to the exchange of ideas within the learning community.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
3.3.5 Contribute to the exchange of ideas within and beyond the learning community.
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
3.2.3 Demonstrate teamwork by working productively with others.
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
3.1.6 Use information and technology ethically and responsibly.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness to needs, importance, and social and cultural context.
1.4.1 Monitor own information seeking processes for effectiveness and progress, and adapt as necessary.
2.2.1 Demonstrate flexibility in use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
1.2.7 Display persistence by continuing to pursue information to gain a broad perspective.
1.3.1 Respect copyright/intellectual property rights of creators and producers.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.
3.3.7 Respect the principles of intellectual freedom.
Assessment:
Content Assessment:
Digital narrative using one of the approved digital storytelling sites:
- PowToon
- Animoto
- VoiceThread
Process Assessment:
- Students will post at least three different types of primary sources on the “Museum” page of the lesson along with an evaluation and citation for the source.
- Students will document sensory details taken from their research and create a collaborative spreadsheet for all students to use in their historical narrative.
- Students will use technology to curate and post resources online for other students to use.
- Students will use use technology to collaborate and provide feedback on narratives.
Graphical chart/flow chart:
https://docs.google.com/drawings/d/1FM9gAUTtrDO_miFyuPO8flDWcKc8fFhXRiFEW55Ar8E/edit?usp=sharing
Learning activities:
- Day 1--Quick write--How would you describe life in the 1930s based on the two videos?
- Day 2--K-W-L Chart (in their journals): Students will conduct research to gather facts and information using the databases to fill in the gaps from what they observed in the videos for the “Quick write.”
- Day 3--Read Chapter 1 of Of Mice and Men
- Day 4 and 5--Students will dig for at least three primary sources to post to the “Museum Page.” Sources will be accompanied by justifications for choosing the sources and their MLA citations. Information gathered in the research will appear in their final historical narrative.
- Day 6--Students will spend time browsing through the curated sources and add sensory details to the “1930s Sensory Details Collaborative Spreadsheet.”
- Day 7 and 8--Read Chapters 2-4 of Of Mice and Men
- Day 9--Starting the Historical Narrative--Introduce the prompt and the pictures. Brainstorm--What do you notice in the picture? Highlight facts from your research notes that correspond to the 1930s picture.
- Day 10-- Read Chapters 5 & 6 of Of Mice and Men
- Day 11 and 12--Students will begin writing their first draft of their narrative essay.
- Day 13--Peer review of narrative essay
- Day 14 and 15--Revise and create digital narrative.
- Day 16--Last minute revisions and publish to the class site.
- Day 17--Students will provide feedback on at least 3 digital narratives.
- Day 18--FINAL revisions and submission.
- Day 19 and 20--Dramatization of 1930s pictures and class interviews.
- Day 21--The BIG Think for content and process
Culminating Activity: Culminating Activity: Now it’s time to walk in someone else’s shoes...
After students curate and gather multiple primary sources that highlight the life and times during the 1930s, students will apply their research to a Steinbeck-like narrative that captures the struggle people faced during this time period. Students will select an image from the lesson’s “Photo Gallery” to recreate the scene using one of the available digital storytelling tools. Students will then post their final version of the narrative in digital form to the class site and provide feedback on their classmates’ digital narratives.
In addition, students will re-create the scene in the classroom by dramatizing their chosen pictures. The “performer” will be interviewed by the class; the performer’s narrative may be used to help answer questions. The class or audience will assume the role of government agency photographers whose goal it is to capture the life, times, and struggles of the period..
Assessment:
- Formative Assessment:
- Quick Write
- Research KWL Chart
- 1930s Sensory Detail Chart
- Postings of Primary Sources
- Summative Assessment:
- Digital Narrative
The Big Think:
Content Big Think:
So What?
- What are the concepts we explored?
- Why are they important?
- Who are they important to?
- What does all this mean?
- What new understandings emerged?
- How can we apply our knowledge to be more conscientious, global citizens?
Process Big Think:
So What?
- Could we have learned more about the 1930s and Of Mice and Men if we had more time. Are we all getting better as readers and writers?
- How was the gathering of primary sources related to the writing process?
- What are some alternatives to the KWL chart?
- How can we improve our reading, writing and collaboration skills for next time?
In this unit, the co-teachers believe that it is important for students to investigate the historical context and background for the novella, Of Mice and Men. In doing so, it is the aim of the lesson design to cultivate a constructivist approach. By providing multiple learning activities that involve collaboration, students will be able to not only learn on their own, but also learn from each other. By focusing the research on primary sources, the goal is for students to feel immersed in the learning experience in order to more closely identify with the novella’s characters, specifically George and Lenny. Furthermore, having students create their own piece of fiction and fusing their research into the narrative allows students to take on the writer’s role, just like Steinbeck. Creating collaborative learning environments online and in the classroom encourages students to explore the depths of their knowledge in multiple forms and allows students to engage in traditional curriculum in a modern way.