I.
Background Information
• 9th
grade language arts
• Lesson to be completed after reading Of Mice and Men
• Lesson to be completed after reading and discussing “The Migrant Experience”
http://rs6.
loc.
gov/ammem/afctshtml/tsme.
html
• This lesson is the...
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I.
Background Information
• 9th
grade language arts
• Lesson to be completed after reading Of Mice and Men
• Lesson to be completed after reading and discussing “The Migrant Experience”
http://rs6.
loc.
gov/ammem/afctshtml/tsme.
html
• This lesson is the start of a two day project
II.
Daily Goals
• 9-10.
RI.
1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
III.
Daily Objectives
• After reading Of Mice and Men, students will be able to identify, cite, and incorporate
historical evidence from the nonfiction document “The Migrant Experience” by creating
a fictional visual timeline with six scenes.
IV.
Anticipatory set
• Students will form in groups of 4.
Teacher will project an image of migrant farm workers
(circa 1930’s) on the board.
Teacher will ask the groups to choose one person within the
image, and imagine they are reliving his/her experiences.
Teacher will ask the groups to
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