TODAY homework club room 218, 2:15-3:00. Please take advantage of the help from teachers and National Honor Society volunteers.
Aquarium field trip tomorrow. Please remember your lunch!
All classes begin work on final papers this week.
Period C
Of
Mice and Men Final Paper
In your paper, to support your thesis, include at
least TWO quotations.
PICK
ONE:
FRIENDSHIP
What lesson about friendship did you have learn from
Of Mice and Men and your own life
decisions? After George kills Lennie, Slim says “You
hadda, George. I swear you hadda. Come
on with me” (Steinbeck 107). Slim
believes that George makes the right decision to kill Lennie, because Lennie
would have been brutally killed by Curley and his men or locked up in a
hospital for the rest of his life.
Whether you agree or disagree with George’s decision, it was a sacrifice
he made for his friendship with Lennie. Explain George’s choice to kill Lennie,
and how it is a sacrifice. Write about a
time you made a sacrifice for a friendship that matters to you. Be sure to explain the details of your
friendship. How long have you been
friends with the person and why did you make your sacrifice?
PLANNING AHEAD
What lesson about planning ahead did you learn from Of Mice and Men and your own life
decisions? Steinbeck took the title Of Mice and Men from two lines in a poem
by Robert Burns called To a Mouse, On
Turning Her Up in Her Nest with the Plough.
The poem is about a farmer who disturbed a mouse’s nest when he was
plowing his field. The poet, Burns,
writes, “But Mouse, you are not alone, / In proving foresight may be vain: The
best laid schemes of mice and men/ Go often askew,/ And leaves us nothing but
grief and pain” (l.43-47). The little
mouse’s plan was ruined by the farmer even though he made a plan to create a
safe home. In Of Mice and Men George and Lennie make a plan to buy their own farm. Explain the details about George and Lennie’s
dream and include why their plan did not work.
Write about a time you made a plan for a goal or special event and it
did not happen. Include details about
why it did not happen.
SEE ME about a topic of your own choice. It must be similar to the other two options
in that it relates to Of Mice and Men and
demonstrates a personal connection.
Periods D, E & F
Name
______________________________
Date___________________
Assignment_________________________________
Plymouth
English Department: Revised Rubric for Parable
Name
______________________________
Date___________________
Assignment_________________________________
Plymouth
English Department: Revised Rubric for Parable
|
|
1
|
2
|
3
|
4
|
5
|
6
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PLOT: Idea
Development
(x4 )
|
●no
attempted development/ support
|
●poor
support of plot and main events
|
●minimal
support of plot and main events
●repeats
ideas
|
●adequate
support of plot and main ideas but could use more specific details and
examples
|
●detailed
support of plot and main ideas but not
as compelling as outstanding papers
|
●rich,
detailed support of plot and main ideas
●events
engage the reader
●sophisticated
interwoven details
|
Organization
(x3
)
|
●no
apparent organization
|
●ineffective
organization
●
lacking introductory elements and clearly defined body paragraphs
●
ineffective or missing conclusion
● no transition usage
|
●attempted
organization but may be lacking some effective introductory elements
●body
paragraphs may lack focus or effective
topic sentences
●ineffective
conclusion
●little transition usage
|
●adequately
organized with defined introduction (hook,
background, thesis)
●coherent
body paragraphs with topic sentences
●adequate
conclusion
●some transition usage
|
●logically
organized with defined introduction (hook,
background, thesis)
●coherent
body paragraphs with topic sentences
●effective
conclusion
●effective but predictable transition usage
|
●logically
organized with highly effective introduction (hook, background, thesis)
●coherent
body paragraphs with strong topic sentences
●insightful
conclusion
●
effective transition usage
|
Syntax (x1)
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●writing
reflects lack of control over basic sentence structure
|
●sentences
lack variety and often are awkward
●frequent
run-ons and/or fragments
|
●sentences
wordy and lacking variety
●several
run-ons and/or fragments
|
●
sentences occasionally wordy and lacking variety
●several
run-ons and/or fragments
|
●relatively
concise sentences of varied lengths and patterns
|
●concise
sentences of varied lengths and patterns
|
|
Diction (x3)
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●word
choice limited and inaccurate
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●word
choice vague, repetitive and informal
|
●word
choice adequate but simple and predictable
|
●word
choice adequate but only somewhat varied
●little or
no use of sensory language
|
●word
choice accurate and varied
● some use of sensory language
|
●word
choice vivid, precise, sophisticated
●powerful use of sensory language
|
Conventions
(Grammar
/mechanics)
(x2 )
|
●total
lack of control of punctuation, spelling, capitalization and usage
|
●weak
control of punctuation, spelling, capitalization and usage
●many
errors relative to length interfere with reader’s ability to understand
|
●limited
control of punctuation, spelling, capitalization and usage ●many errors relative to length
|
●fluctuating
control of punctuation, spelling, capitalization and usage
●increasing
number of errors relative to length
|
●adequate
control of punctuation, spelling, capitalization and usage
● few
errors relative to length
|
●excellent
control of punctuation, spelling, capitalization and usage
● very
few errors relative to length
|
Success as a
Parable
(x2 )
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●no
awareness of audience and purpose
●inappropriate
use of tone/voice
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●no
awareness of audience and purpose
●frequent
inappropriate use of tone/voice
|
●poor
awareness of audience and purpose
●appropriate
but inconsistent use of tone/voice
|
●fluctuating
awareness of
audience and purpose
● appropriate
use of tone/voice
|
●awareness
of audience and purpose
● appropriate
and consistent use of tone/voice
|
●clear
awareness of audience and purpose
●
appropriate, consistent, effective use of tone/voice
|
Student Goal (x2)
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●goal
not met
|
● numerous errors or missing
evidence of goal attainment
|
●inaccurate attempts to meet
goal
|
●somewhat
accurate goal attainment
|
●mostly accurate goal attainment
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●accurate work; goal met
|
Developed
by Plymouth Public Schools/June 2006./Revised by cweston 2012
Creative
Title: Worth 4 points ; total possible points 106
Comments:
Final
Grade___________/100
