The Purpose of Dialogue

1
The Purpose of Dialogue

• Dialogue is
• Conversation or some type of way of communicating
  (5)
• Also helps understand characters (4)
• Is a way a character speaks that develops who
  they are and their motives (10)
• A way of realistically understanding the plot,
  setting (dialect), conflict, action and
  characters motives (10)

2
Translating Dialogue

• George realized that Lennie had something in his
  hand, so he demanded Lennie give to him while
  Lennie anxiously tried to secretly avoid giving
  him the dead mouse in his hand.
• Purpose See the frustrating dynamic of their
  relationship. We also see that something is
  intellectually stunting Lennies ability to be an
  adult.

3
Setting the Context

• novel is set in California
• Weed is where George and Lennie are traveling
  fromits in north CA
• Soledad Salinas valleys are in south CA
• Salinas is John Steinbecks hometown!

4
Setting the Context

• A sycamore is a type of tree
• There is a path through the willows and among
  the sycamore, a path beaten hard by boys coming
  down from the ranches (2).

5
Setting the Context

• a bindle is a bundle, usually of bedding and
  personal belongs
• George unslung his bindle and dropped it gently
  on the bank (3).

6
Vocabulary Ch. 1

• Go back through chapter 1 and identify the
  following vocabulary words in the text by writing
  a definition for each one.
• Chapter 1 vocab
• Bindle
• Imperiously
• Juncture
• Morosely
• Yammered

7
Setting the Context

• A thrashing machine is used on farms to separate
  the grain or seed from the straw of such plants
  as barley or wheat.
• Tomorra were gonna go to work. I seen thrasin
  machines on the way down (8).

8
A Dream Deferred

• In 3-4 complete sentences, summarize George and
  Lennies American Dream.
• Be sure to include some of the specific details
  from Georges description in your summary.
• Then, in another 3-4 sentences, compare their
  American Dream to your own American Dream Are
  they similar or different? Please explain using
  clear examples.

9
A Symbiotic Relationship

• Reread the lines on pg. 6 where George explains
  to Lennie how theyre going to enter the ranch
  office the next day from, That ranch were goin
  to up until Lennie responds with, Jus gonna
  stand there.
• Using your knowledge of the stem words to define
  the term codependent, what can you infer from
  this passage which tells you they have a
  codependent relationship? Explain.

10
Literature Circle Groups 1st Period English I

• Group 1 Group 3
• Amina Jocelin
• Mouchine Nooha
• Alex Jennifer
• Erica David
• Group 2 Harper
• Jazmyn
• Destiny
• Estefani
• Jonathan

• Group 4 Group 6
• Anthony Chris
• Krupa Crystal
• Ronald Roberto
• Pooja Elainna
• Group 5
• Ivan
• Mosies
• Abby
• Israel

11
Literature Circle Groups 3rd Period English I

• Group 1 Group 4
• Jesus Isiah G.
• David Ivan
• Jeffery Armando
• Group 2 Group 5
• Andrea Brian
• Angelica German
• Noel Racquel
• Group 3 Group 6
• Almedina Ashra
• Harold Jacob
• Aman Jonathan

• Group 7 Group 9
• Lee Anthony
• Nghi Demonti
• Vanessa Isaiah R.
• Matthew Yusef
• Group 8
• Braijon
• Emmanuel
• Mayra
• .

12
Literature Circle Groups 4th Period / Eng I

• Group 1 Group 4
• Caleb Sulema
• Ashley Jennifer
• Yan Nathan V.
• Group 2 Group 5
• Andy Nathan T.
• Zoe Jazmin
• Mirian Ana
• Andres
• Group 3 Group 6
• Nataly Carla
• Alyssa Bruk
• Jasmine Abdullah
• Angelo

• Group 7
• Modesty
• Lupe
• Virgil
• Group 8
• Melissa
• Louis
• Jamie
• Group 9
• Jahquann
• Litze
• Alexis

13
Literature Circle Groups 8th Period English I

• Group 1 Group 3
• Celeste Ivan
• Bernardo Arreana
• Bryan Christian
• Group 2 Group 4
• Yocelin Lily
• Edward Johannsy
• Robert Jake

• Group 5 Group 7
• Jalen Melissa
• Amy Tanner
• Andrew Emily
• Group 6 Group 8
• Malorie Michael
• Jose Juliajoy
• Arnold Jazmine

14
Symbols and Motifs (a motif is a reoccurring
idea)

• Candys old sheepdog (symbol of being
  unnecessary disposable)
• Rabbits (as a nuisance, yet Lennie wants to
  protect them)
• Card playing (as a way men can talk about their
  feelings without being too vulnerable)
• Sunlight representing HOPE
• Nicknames of characters
• What can you infer about their personalities from
  them?
• Why would Steinbeck deliberately give his
  characters these names?

15
Context Jerkline Skinner

• Definition

• Slims job

• jerkline skinner
• Noun Of North American origin.
• 1. A jerkline is a single rein that runs to the
  lead animal in a team of mules or horses. 2.
  Referring to a driver who can control the team by
  use of the jerkline. 

16
Bucking Barley

• Barley is a grain that needs to be harvested and
  refined to sell.

17
Symbolism in the Characters

• Group Represented in Society

• Character

• Lennie Small
• George Milton
• Candy (the old Swamper)
• Curley (the pugnacious son-of-the-boss)
• Crooks (the stable buck with the crooked back who
  reads a lot of books)
• Slim (the jerk-line skinner)
• Curleys wife
• Carlson Whit (other ranchers minor characters)

18
Says-Means-Matters

• Authors often use words and images to act as
  symbols for what he or she really means.
• The following exercise will help you examine the
  text to
• Paraphrase the passage in your own words what it
  actually says, then
• Interpret what the passage means to say, and
  finally
• Analyze why this excerpt matters (how does it
  relate to any one of the themes in the text)

19
SAYS-MEANS-MATTERS

• In Chapter 2, when Slim meets George and Lennie,
  he comments, Aint many guys travel around
  together, Slim mused. I dont know why.
  Maybe the whole damn world is scared of each
  other (35).
• Reflect
• What is Slim really saying here?
• Summarize the quote in your own words
• What does he mean when he says this?
• What inference can you make by analyzing his
  words
• Why does it matter to understand the text?
• In other words, how does it relate to one or more
  of the themes of the text?

20
Says-Means-Matters

• In a paragraph, compare and contrast Curly and
  Slim.
• How are they different?
• In what ways are they similar?
• First, revisit the text to gather your evidence,
  then analyze it to make a clear conclusion

21
Compare and ContrastCurley and Slim

• Curley (introduced on page 25)

• Slim (introduced on pages 33-34)

• What does the text say?
• Summarize the description in your own words
• What is meant by this description?
• In other words, what inference can you make from
  analyzing the text describing him?

• What does the text say?
• Summarize the description in your own words
• What is meant by this description?
• In other words, what inference can you make from
  analyzing the text describing him?

22
Analyzing to Interpret

• Why do these characterizations matter?
• Consider how these men relate to themes in the
  plot
• Please note that both men are vital to the
  development of the novels plot
• Consider their symbolic roles in society who is
  each man intended to represent?
• Why did the author deliberately choose to include
  these characters
• In other words, what effect does their presence
  have on you, the reading audience in appreciating
  the text?

23
Major Themes in Of Mice and Men

• Essential Questions to Guide Your Understanding
  of the Text

24

• The American Dream Deferred
• The Danger of Hope during The Great Depression
• The Burden of Social Responsibility
• -The Internal Conflict of Nature vs. Nurture
• Alienation or Isolation
• -What does it mean to be excluded?
• -What does it mean to exclude?

25

• Pride and Self-Reliance
• What are the benefits and draw back from not
  depending on anyone else to help solve your
  problems?
• Perseverance and Resilience
• What are some of the positive and negative
  consequences of having to endure a life-time of
  hardships?
• Ignorance As a Blissful Way of Life
• Is it better to accept your circumstances or to
  strive for change?

26
NOTES Possessive Nouns

• Possessive Nouns show that a person, place,
  thing, or idea belongs to someone or something.
• Rules to Remember 
• Rule 1The singular possessive noun is formed by
  adding an apostrophe and an s to the end, even
  if the word already ends in s.
• EXAMPLE These are Ms. Arendts fifth period
  classs poems.
• Rule 2The plural possessive noun is formed by
  adding only an apostrophe if the word already
  ends in s, and an apostrophe and an s if it
  does not end in s.
• Example Ms. Arendt enjoys her students
  enthusiasm, especially when her classes share
  their brilliant ideas with everyone

27
Possessive Noun Practice

• Add the correct punctuation to the following
  examples
• 1a.) Curlys wife
• b.) Which rule applies?
• 2a.) The ranchers dreams for a better life
• b.) Which rule applies?

28
ANSWERS

• Add the correct punctuation to the following
  examples
• 1a.) Curleys wife
• b.)Rule 1 Singular
• 2a.) The ranchers dreams for a better life
• b.) Rule 2 Plural possessive, add the
  apostrophe after the s to indicate plural.

29
Irregular Plural Nouns

• Some nouns have irregular plural forms here are
  five rules for you to copy into your notes
• Rule 1 For nouns that end in -ch, -sh,
  -x, -o, or -ss, ALWAYS add -es.
• Rule 2 For some nouns that end in -f, or
  -fe, ALWAYS change f or fe to -ves.
• Rule 3 For many nouns that end in -y, ALWAYS
  change -y to -ies.
• Rule 4 For some nouns that include oo,
  ALWAYS change oo to ee.
• Rule 5 There are just some irregulars have to
  be memorized, such as men, women, children,
  cacti.

30
Additional Practice

• Conjugate each of the following irregular nouns.
  Please be sure to cite the rule that accompanies
  each
• 1. a.) mouse _____ b.) rule ___
• 2. a.) man _______ b.) rule ___
• 3. a.) wife _______ b.) rule ___
• 4. a.) puppy ______ b.) rule____

31
Irregular Plural Noun Forms Answers

• Conjugate each of the following irregular nouns.
  Please be sure to cite the rule that accompanies
  each
• 1. a.) mouse mice b.) rule 5
• 2. a.) man men b.) rule 5
• 3. a.) wife wives b.) rule 2
• 4. a.) puppy puppies b.) rule 3

32
Literature Circles

• With the other members of your group, share three
  or four of the annotations you created for
  homework using the first ½ of Ch. 4 of OMM (pgs.
  66-75).
• Then, take turns reading and annotating the final
  eight (8) pages of Chapter 4 with your group up
  to page 83.
• Reminder Tomorrow Ill be grading your
  annotations for Chapters 3-4
• Use the grading rubric to guide you

33
Literature Circle Reflection

• On the back of your annotation rubric, write a
  short reflection about what you did in class
  today.
• NOTE This is NOT a time to tell on anyone--
  instead, it should be an honest reflection of
  what you accomplished today as a member of your
  group.
• Consider the participation of each member of the
  group as part of a whole
• Was it beneficial to read and annotate with a
  group? Why or why not? Explain.
• Did everyone do his or her homework? If not, how
  did your group work around this challenge?
• Finally, if you have any suggestions to improve
  on this activity, Id really appreciate it!

34
New Years Resolutions

• In a few complete sentences, answer the following
  questions
• Based on context, what do you think a resolution
  is?
• Why do you think people make them?
• Did you make one? Why or why not?

35
Annotating a Non-Print Text What inferences
can you make by analyzing the information
presented in this historical photograph?
Men in recreation hall at Tulare FSA Camp,
Visalia, California, 1940. Photo by Arthur
Rothstein, Farm Security Administration. Public
domain.
36
Read-Reflect- Respond

• Provide a clear and precise response to the
  following quote
• The biggest disease today is not leprosy or
  cancer. Its the feeling of being uncared for,
  unwanted of being deserted and alone
• -Mother Teresa, humanitarian.
• Consider the differences between a physical and
  emotional aliment.
• Think about how loneliness effects your community
  (your school, neighborhood, etc.)
• Finally, how does it relate to the characters in
  OMM?

37
Thematic Diagram Provide a as precise
explanation for each characters loneliness.
38
Thematic Analysis

• Literature Circles will work together to find
  three (3) clear examples from the text to support
  the major themes from OMM
• 15 examples total divide the work amongst
  yourselves
• Be sure to cite each example from the text using
  the page number
• You may either directly quote the text using
  quotation marks OR
• Paraphrase longer (3 or more lines) examples

39
Thematic Analysis Pre-Writing and Research

• Find a clear example from the text to support
  EACH of the five (5) major themes from OMM
• 5 examples total
• Be sure to cite each example from the text using
  the page number
• You may either directly quote the text using
  quotation marks OR
• Paraphrase longer (3 or more lines) examples
• Due tomorrow, 1/17/14

40
Annotations

• If you have NOT submitted your annotations for
  any and all chapters (but especially for Chapters
  5-6), you MUST do so by the end of the business
  day (5PM) TODAY to count for 1st semester credit.
• All make-up and recovery is still eligible to be
  turned in no later than TOMORROW

41
Citing Information

• Documenting direct quotes
• Candy says, I shoulda shot that dog myself,
  George (61).
• Paraphrasing information
• On page 61, Candy shares with George his regret
  over allowing a stranger to euthanize his beloved
  canine companion.

42
Think-Pair-Share Pre-Writing

• Take five minutes to share your thematic examples
  from Of Mice and Men with a neighbor
• Discuss your examples asking, Are the examples I
  selected the very best ones to illustrate theme?
  If your answer is no, then you may want to
  brainstorm other examples to use instead.

43
Introduction

• Open with an attention-grabber or hook.
• Introduce the text by briefly summarizing the
  plot and the literary importance of the book
• (For example Of Mice and Men, the novel by John
  Steinbeck, is one of the most important texts in
  American literature because..)
• Present your thesis,
• Then transition into your first supporting
  example

44
Creating a Thesis

• Present your thesis. In other words,
• What was the most important theme in the book?
• Why is this theme the most meaningful to the
  reader? In other words, what makes it timeless?
• Why did Steinbeck incorporate this theme into his
  novel?
• What information did he want to convey to his
  audience?

45
Sample Introduction

• Of Mice and Men by John Steinbeck is one of the
  most important texts in American literature
  because
• he conveys the feeling of alienation and
  isolation felt most distinctly by the characters
  of Crooks and Curleys wife. Adolescents
  frequently practice discrimination against one
  another to secure social status and acceptance
  among peers. Therefore, the theme of alienation
  and isolation is relatable to young adults in the
  21st century through the experience of Crooks and
  Curleys wife.

46
Characterization Review

• Social Group Represented

• Character

• Example Slim..
• George ..
• Lennie
• Candy
• Crooks ..
• Curley
• Curleys Wife .

• The Government or social order and norms

47
What Does it Mean?

• Social Group

• Relevance Today

• Slim Government agencies, social welfare
  programs

• Many Americans rely on social programs to provide
  adequate assistance to meet medical, education,
  and basic welfare (food and shelter) needs.

48
Making It Matter

• Possible Connections to Theme

• Symbolic Character

• A Dream Deferred The Danger of Having Hope in
  the American Dream
• Today citizens rely on government programs to
  help them achieve the American Dream of owning
  their own home or business, getting an education,
  enjoying medical care, etc.
• The Burden of Social Responsibility
• Today many Americans rely on government-funded
  agencies to help them clothe, feed, educate and
  provide medical care to those who can not afford
  it on their own
• Pride and Self-Reliance
• Although help exists, many Americans are still
  too proud to accept offers of assistance, which
  can ultimately lead to alienation and isolation

• Slim
• Government agencies, social welfare programs