Marta Denice
112B Young Adult Literature
December 10, 2008
Unit of Study
Unit of Study –Steinbeck's Of Mice and Men
Rationale:
I chose to do a unit of study that has at its core the canonical text, John Steinbeck's Of Mice and Men because the locations mentioned within the text provide numerous educational opportunities. Ideally, the close proximity will stir the students' interest and appreciation for the text, the local area, and the related history.
Fiction is history, human history, or it is nothing. But it is also more than that; it stands on firmer ground, being based on the reality of forms and the observation of social phenomena, whereas history is based on documents, and the reading of print and handwriting�Thus fiction is nearer truth. But let that pass. A historian may be an artist too, and a novelist is a historian, the preserver, the keeper the expounder, of human experience. (Joseph Conrad, "Notes on Life and Letters")
The teenage years are a time of great insecurity. Helping the student to become more aware of their surroundings helps them in their personal development and contributes to their future. The unit combines geographical and historical perspectives to breathe life into Of Mice and Men and pairs it with young adult literature featuring California teens. With this combined perspective, the works become more relevant to the teen students because the novels are set in the same state where they are being taught and are, therefore, a part of the teen's personal history.
This unit hopes to make a positive contribution towards the development of the teen student's self-esteem. Part of self-esteem is feeling that you have a place in the world. It is knowing about your roots and having confidence in your future. This unit provides an opportunity for students to identify more closely and to become more secure in their current surroundings. In addition to a sense of self and a sense of place, this unit's group project offers a sense of value from the student's contribution to the group's assignment.
The young adult literature that is paired with the Of Mice and Men helps student to become familiar with other areas of California, beyond Salinas Valley.
LAUNCHING INTO THE TEXT
Introduction:
Begin by explaining to students that [b]y closely examining the time period and setting, they will gain a better understanding of the social, cultural, and economic factors that influenced the author, [John Steinbeck] are reflected in the story. [Students] will gain an appreciation of what it was like to be a migrant worker in the Salinas Valley of California during the 1930's and Great Depression. Steinbeck used Of Mice and Men as a vehicle to express his social conscience and observations regarding the social and cultural issues he witnessed during this difficult era in America. In the novella, Steinbeck paints a picture of two friends struggling against an indifferent society. The novella focuses on topics of poverty and dreams, friendship and loneliness, despair and hope. In addition to gaining a better understanding of the context of the novel, students will understand how many of the societal, cultural and economic factors that Steinbeck addressed in Of Mice and Men resonate in America today."
(The source for this quote and future quotes, unless identified otherwise is: <https://fishfood.wikispaces.com/file/view/Of+Mice+and+Men+WebQuest.doc>)
MAP
Using a large map of California, help students to understand the geographical significance of John Steinbeck's birthplace and the setting for Of Mice and Men by comparing these locations to the classroom location. This helps students to compare the locations mentioned in the novel to the place they are currently living.
JOURNAL EXERCISES
The journal exercises are Anticipation/Reflection Response Exercises. Students are asked make Journal Entries to predict what will occur in the following reading assignment and to comment on the previous reading assignment. Comments are to reflect their reactions and thoughts on the characters and events; not whether they liked/disliked the chapter. Anticipation Responses will be an in-class writing assignment, while Reflection Responses will be a take-home assignment.
The Reflection Responses will be then be discussed in Class or Small Group Discussions.
Other journal exercises include geographic inquiries about the reading assignment. Students are asked to identify the places the characters went, or mentioned, including the significance of that location to the story.
RESEARCH ASSIGNMENT (Group Project)
Students will be divided into four groups to perform research. "Each student in the group is�assigned a specific task: Geographer, Sociologist, Psychiatrist or Biographer." By having each student chose their task, it is more likely that they will pick an area that they are interested in and they will be able to enjoy and learn from the assignment. Fellow students will then benefit from the individual student's efforts.
The group will be responding to:
"What are the background issues that influenced John Steinbeck's writing of this novella?
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"Geographer's Questions: 1. What are the geographical features of California's Salinas River Valley? 2. What is the Salinas Valley known as? 3. What kinds of jobs are available there? 4. What was John Steinbeck's relationship to the Salinas Valley? 5. Identify specific locations relevant to Of Mice and Men? 6. For the visual component, create a map of the area with significant locations identified." |
"Sociologists Questions: 1. When and what was the Great Depression? 2. What are some of the factors that caused the Great Depression? 3. Who were the migrant workers and how were they affected by the Great Depression? 4. Do migrant workers exist today? Where? Who are they? What kind of jobs do they do? 5. For the visual of your presentation, develop a collage of photos of migrant workers of the 1930's." |
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"Psychiatrist's Questions: 1. What is mental disability and how does it impact a person's everyday life? 2. What are some of the difficulties faced when caring for a mentally disabled person? 3. What kinds of support are available for people who care for the mentally disabled? 4. What role does friendship play in the caring for the mentally disabled? 5. For the visual, create a collage of literature book covers and film posters that have stories about mentally disabled." |
"Biographer's Questions: 1. List some of the major facts about Steinbeck's life. 2. What philosophy of life is revealed in Steinbeck's Nobel Prize Acceptance Speech? Give a brief definition of that philosophy. 3. What influenced Steinbeck to write the novella, Of Mice and Men? 4. What are the other major works written by Steinbeck? 5. Who are some of the recipients of the Steinbeck Award? What is the purpose of the award? 6. For the visual, create a collage of photos of Steinbeck and covers of his most significant novels." |
(Extra Credit For Extra Credit, individual students can write a two page paper answering the following question: What was happening HERE when Of Mice and Men was written? )
Group Project Objectives:
1. "Research and create a poster of topics related to the historical context of the novel."
2. "Gain an appreciation of how social, cultural, and economic factors can influence an author and are reflected in a literary work."
3. "Create a Works Cited page using the proper format."
Group Project Participation
Each student will:
1. "Conduct and assemble research�to answer the question in [the student's] section
2. "Find and make visuals relevant to [the student's] research to be used on group's poster.
3. "Submit a Works Cited page of sources�"
Group Final Product - Poster:
"Posters must have printed text and visuals from all four categories. The group's final product is to include answers to the assigned questions and a visual representation that complements and relates to the topics."
CREATIVE WRITING EXERCISE
Read aloud John Steinbeck's one paragraph description of Slim. Help students become aware and appreciate Steinbeck's talent as an author and the beauty of his work. Explain how Steinbeck is able to describe Slim without the usual details i.e. height, weight, hair and eye color.
Assignment: Have students try to emulate Steinbeck's style by writing a one paragraph description of someone they know without using usual details.
MOVIE:
There are several Of Mice and Men movie versions available. Viewing a movie version is another opportunity for the students to experience the novella.
Assignment: Students are asked to prepare a written response to the movie version.
How does the film version compare to the book? Different? Same? Character portrayal? Is the setting accurately depicted?
POEM
To complete their California experience, have students' fill-in the blanks poem to create their own "I Am" poem. Distribute a blank version of the poem to students. Students are to begin and end the poem with either: I am Californian, or I am from California.
I AM
I am Californian/ I am from California
I wonder
I hear
I see
I want
I pretend
I feel
I touch
I worry
I cry
I am
I understand
I say
I dream
I hope
I am Californian/ I am from California
(Source: English 112B Young Adult Literature Fall 2008, Class exercise)
EXPANDING THE UNIT
Young Adult Literature featuring California teens helps students shape their future by instilling a sense of belonging and a sense of pride about where they currently live, about being Californian. The teens featured in the following collection are from various ethnic backgrounds reflective of the California's diverse population.
Farewell to Manzanar by Jeanne Wakatsuki Houston, James D. Houston
This is a non-fiction story about Jeanne Wakatsuki who is imprisoned with her family in an internment camp during World War II. Born in America, she was seven years old at the time; her parents emigrated to the United States from Japan. Thousands of Japanese are forced to leave their homes and businesses; bringing to the camp only what they could carry. The book tells of the emotional struggles and resourcefulness of persons imprisoned because they were Japanese.
Al Capone Does My Shirts by Gennifer Choldenko
Alcatraz was not just a prison; it was a community. The story takes place in 1935 when guards lived on Alcatraz Island with their families. Twelve year old Matthew "Moose" Flanagan is the central character. His father has a job as a prison electrician and guard. Natalie, his sister, is autistic. The story gives a humorous spin to the complexities and struggles of family life and growing up on Alcatraz. It tells of the entrepreneurial scheme, involving laundry, of Moose and other children on the island. (This book received a Newbery Honor.)
Buried Onions by Gary Soto
Fresno, California is the place where this story takes place. Eddie lives in a rough neighborhood and tries to survive. Gang violence kills his father, his relatives and his best friend. Eddie struggles with making life for himself in the neighborhood. After his cousin is killed, Eddie learns about friends and enemies. (The onion is symbolic of the violence.)
La Bamba (film) by Luis Valdez
The film tells the story of Ritchie Valens a rock star in the 1950's who was killed in a plane crash. Growing up in San Fernando Valley, Valens was a migrant worker with a musical dream. His hits include: "La Bamba," "C'mon Let's Go," and "Donna," He was only seventeen at the time of the crash; other passengers on the plane were The Big Bopper (aka J.P. Richardson) and Buddy Holly.
La Bamba was written and directed by Luis Valdez, SJSU alumni. Some scenes were filmed in San Benito County.
(Summaries researched on Wikipedia.com)
Works Cited
Choldenko, Gennifer. Al Capone Does My Shirts. New York: G.P. Putnam's Sons, 2004.
Conrad, Joseph. "Notes on Life and Letters." Heart of Darkness. Ed. Ross C Murfin. Boston:
Bedford St. Martin's, 1996.
Houston, Jeanne Wakatsuki. Farewell To Manzanar. New York: Laurel Leaf, 1972.
"I Am". Class exercise . English 112B Young Adult Literature. Prof. Mary Warner. Fall 2008,
La Bamba. Dir. Luis Valdez. Perf. Lou Diamond Phillips, Esai Morales, Rosanna DeSoto.
Columbia Pictures. 1987
Of Mice and Men Webcast An Internet WebQuest English 10 . 9 Dec 2008. Fishfood.
<https://fishfood.wikispaces.com/file/view/Of+Mice+and+Men+WebQuest.doc>)
Soto, Gary. Buried Onions. Orlando: Harcourt Brace, 1997.
Steinbeck, John. Of Mice and Men. New York: Bantam, 1965.
Wikipedia.com