Of+Mice+and+Men

OF MICE AND MEN RESEARCH
Lennie and George- dead mouse Chapter 1

Class video - What do you know after covering chapter 1 and 2

=//Of Mice and Men// Presentations=
 * Create a project on NoodleTools. Share your project with your group members. Share your project with lchausse@clintonpublic.net.
 * Create notecards for each source. You must paraphrase and record your ideas.
 * Keep track of the sources of your information. Use a minimum of four sources.
 * Record the source of all visuals.
 * Create a Glogster to provide your classmates with important information on your topic. Make certain to cite any facts. Make certain that students will understand your topic by reading and viewing your glog.
 * Post the Glog on your wiki.
 * Include an MLA works cited page on your glog. You may use EASYBIB or NoodleTools.
 * Other groups will view your glog and take notes.
 * View the other glogs; take notes: write down any questions you may have.

Glogster.edu Your Glog should contain images and key information on your topic. The Glog must be easy for other groups to understand.

SIGN UP FOR A TEACHER ACCOUNT ON GLOGSTER. =Sites:=
 * Migrant Workers of the 1930s**

@http://memory.loc.gov/ammem/afctshtml/tsme.html @http://memory.loc.gov/ammem/afctshtml/tsme.html @http://history1900s.about.com/library/photos/blyindexdepression.htm @http://www.learner.org/amerpass/unit12/context_activ-1.html @http://www.museumca.org/picturethis/3_2.html @http://www.learncalifornia.org/doc.asp?id=1696 @http://www.learncalifornia.org/doc.asp?id=1668 @http://lcweb2.loc.gov/ammem/fsahtml/fachap03.html @http://www.sdcoe.k12.ca.us/score/mice/migartcl.html @http://www.erroluys.com/HowAmericansHelpedEachOtherDuringtheGreatDepression.htm @http://faculty.washington.edu/gregoryj/dust%20bowl%20migration.htm


 * Great Depression**

@http://www.english.uiuc.edu/maps/depression/photoessay.htm @http://www.pbs.org/fmc/timeline/edepression.htm @http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/1999/05/02/SC14104.DTL @http://history1900s.about.com/library/photos/blyindexdepression.htm @http://memory.loc.gov/learn/features/timeline/depwwii/dustbowl/dbphotos.html @http://www.english.uiuc.edu/maps/depression/about.htm [] @http://www.loc.gov/rr/print/list/128_migm.html @http://www.historyplace.com/unitedstates/lange/index.html


 * John Steinbeck**

@http://www.steinbeck.org/MainFrame.html @http://www.kirjasto.sci.fi/johnstei.htm @http://nobelprize.org/nobel_prizes/literature/laureates/1962/steinbeck-bio.html @http://www.93950.com/steinbeck/ @http://web.csustan.edu/english/reuben/pal/chap7/steinbeck.html


 * Hollywood in the 1930's**

@http://www.filmreference.com/encyclopedia/Independent-Film-Road-Movies/MGM-Metro-Goldwyn-Mayer-RULING-1930s-HOLLYWOOD-DEPRESSION-ERA-DOMINANCE.html @http://www.filmsite.org/30sintro.html http://xroads.virginia.edu/~UG02/gangsters/intro.html @http://hollywoodthirties.50webs.com/stage13l.html


 * Salinas Valley**

@http://www.sfgate.com/cgi-bin/article.cgi?file=/gate/archive/2000/03/22/pinnacles.DTL @http://www.mchsmuseum.com/salinasbrief.html @http://www.caviews.com/EastofEden.html @http://www.answers.com/topic/salinas-valley @http://www.mtycounty.com/pgs-misc/salinas-river.html @http://www.mtycounty.com/pgs-misc/farmland.html @http://www.thefarm-salinasvalley.com/ourarea.html

**Blacks in the 1930s**

@http://library.thinkquest.org/12111/mculley.html @http://depts.washington.edu/labhist/cpproject/pinckney.htm @http://academic.csuohio.edu/perloffr/lynching/ @http://www.encyclopedia.chicagohistory.org/pages/27.html @http://faculty.washington.edu/gregoryj/dust%20bowl%20migration.htm @http://en.wikipedia.org/wiki/Great_Migration_%28African_American%29

http://www.easybib.com/ http://citationmachine.net/ [|http://www.ccc.commnet.edu/mla/sample.shtml] http://owl.english.purdue.edu/owl/resource/557/01/ Purdue site MLA format
 * MLA Works Cited Page**

Search for video which will enrich the class:

Teacher Tube has videos which you can access at home or school. If you find a video on youtube that you want to share with the class, you must download it as a file. Bring the file to school on a flash drive.


 * Rubric for Presentation-**
 * |||||| Evaluating Student Presentations ||  ||   ||
 * **Adapted from Information Technology Evaluation Services, NC Department of Public Instruction** ||  ||
 * || **1** || **2** || **3** || **4** || **Total** ||
 * **Organization** || Audience cannot understand presentation because there is no sequence of information. || Audience has difficulty following presentation because student jumps around. || Student presents information in logical sequence which audience can follow. || Student presents necessary information in logical, interesting sequence which audience can follow. ||  ||
 * **Subject Knowledge** || Student does not have grasp of information; student cannot answer questions about subject. || Student is uncomfortable with information and is able to answer only rudimentary questions. Several aspects of the presentation lack adequate explanation and information. || Student is at ease with expected knowledge; Student answers all questions, but fails to elaborate. One aspect of the presentation lacks sufficient explanation and/or information. || Student demonstrates full knowledge (more than required). Student answers all class questions with explanations and elaboration. ||  ||
 * **Graphics** || Student uses superfluous graphics or no graphics || Student uses graphics that rarely support the presentation. || Students’ graphics relate to text and presentation. They do not always enhance the presentation. || Student's graphics explain and reinforce and enhance the presentation. ||  ||
 * **Mechanics** || Student's presentation has four or more spelling errors and/or grammatical errors. || Presentation has three misspellings and/or grammatical errors. || Presentation has no more than two misspellings and/or grammatical errors. || Presentation has no misspellings or grammatical errors. ||  ||
 * **Works Cited** || Sources are not cited. || An attempt to credit sources is incomplete without correct MLA format || Sources are cited; a few minor errors are present || MLA works cited page is correctly formatted with all sources cited. ||  ||
 * **Class Preparation** || Students did not use time efficiently. Students failed to come to class prepared to work. Students did not prepare for class by completing work at home. || Students sometimes worked efficiently, however too often students had to be reminded to stay on task and to prepare for the class work periods by completing work at home. || Students usually worked efficiently. Once or twice they were reminded to stay on task or to come to class prepared with materials to put the project together. || Students always worked efficiently. They were prepared with materials during class. They researched and worked on the presentation outside of class. ||  ||
 * ||  ||   ||   || **Total Points:** ||