I. Curricular Framework

Concept:

Human Dignity

Essential Question:

What qualities of life are necessary for human dignity?

Bridge:

Family

Content:

The Grapes of Wrath

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To foster an understanding of the economic conditions of today.

Activity: Divide class up into five groups and distribute magazines and newspapers. Each group is responsible for cutting out articles and pictures that represent the economic hardships of today. Class presentations will be in collage form.

Assessment: Quality of group effort and enthusiasm.

2. Attend: Attending to the Connection

Objective: To compare and contrast hardships of today with those of the Great Depression.

Activity: Students will brainstorm conditions of the 1930's. Class discussion on the role of the government today as opposed to the 1930's.

Assessment: Quality of student participation.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: For students to understand the importance of the family and its role in survival.

Activity: Divide the class up into five groups and write a cinquain on the importance of "family." Individually - write a journal entry on what your family means to you and include how you contribute or interact with your family. Individual Activity You suddenly have to leave your house or apartment. You must leave your belongings behind, and, aside from a few clothes, you can take only four of your possessions. What would you take? Draw these four possessions. In addition, in a letter to a friend, explain what those items mean to you and why you chose as you did. Include your feelings about the items you had to leave behind and any anger or frustration that you felt, as well as sadness.

Assessment: Group and individual effort.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To read and study The Grapes of Wrath.


Activity: Mindmap of Chapters 1-12 1. Divide class up into six groups. 2. Distribute poster paper and markers. 3. Create a mindmap of chapters 1-12. (Incorporate plot, characterization, symbolism, themes.) Visual Activity 1. Divide the class into groups. 2. Class will choose one of the following: A) Draw an enlarged map of the travels of the Joads. Place symbols on the map to indicate key events that happened at different locations. In addition, write a cinquain under the map on "plight." B) Draw the "great valley" of California as witnessed by the Joad family for the first time. Create a logo that sums up its vast possibilities. (Include a statement referring to land ownership.) C) Draw a Hooverville from the details provided in the novel and/or from photographs of the time. Label your pictures with descriptive adjectives. In addition, write a simile that symbolizes the living conditions. Individual Activity Ma says, "We're the people that live . . . why, we're the people --- we go on." Read Carl Sandburg's poem, "I Am The People, The Mob" and from "The People, Yes." Compare its message to what Ma is saying about the Migrants. Present in the form of a short essay. The Charade Activity 1. Divide the class into two teams. 2. A student from one of the teams approaches the board; the other team decides on the character or the situation. The student has one minute to convince his or her team what the subject is. The student can only draw or act. No talking. 3. The winning team gets two extra points on the test.

Activity: Lecture on Steinbeck's life and writing style and an introduction to the novel. A class discussion after assigned chapters. The students will identify the essential literary characteristics (plot, setting, theme, etc.). A reading quiz everyday. Three vocabulary activity sheets to complete. Group activities after every class discussion. A test at the completion of the novel. The class will be assigned a three- to five-page paper.

Assessment: Successful completion of above.Objective: To read and study The Grapes of Wrath.

Activity: Lecture on Steinbeck's life and writing style and an introduction to the novel. A class discussion after assigned chapters. The students will identify the essential literary characteristics (plot, setting, theme, etc.). A reading quiz everyday. Three vocabulary activity sheets to complete. Group activities after every class discussion. A test at the completion of the novel. The class will be assigned a three- to five-page paper.

Assessment: Successful completion of above.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To foster an understanding of the theme of human dignity and its role of survival in the novel.

Activity: A discussion on the need for and struggle for human dignity in the novel. Discuss those scenes or statements which are presented most graphically.

Assessment: Student participation in discussion.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To deepen understanding of and appreciation for human dignity through a written exercise.

Activity: In letter form, each student will write a letter from Muley Graves to George Wilson (The Great Gatsby) explaining how the banks have stripped him of his human dignity. In addition, each student will write a response from George, who explains how the corrupting upper-class ruined his life. (Incorporate his home "Valley of Ashes" and his wife.)

Assessment: Quality and creativity of letter.

7. Refine: Refining the Extension

Objective: For students to creatively present their understanding of the value of human dignity.

Activity: Construct a mobile that depicts the qualities of human dignity. Represent people, ideals, and/or quotes.

Assessment: Student interest, creativity, and effort.

8. Perform: Creative Manifestation of Material Learned

Objective: To complete and share mobiles.

Activity: Students will explain and present their projects.

Assessment: Quality of effort and presentation.

Assessment, Phase Five,Performance, Creative Use of Material Learned: