Of Mice and Men: MSIP Assignment

Name: __________________

This assignment should take you 2 periods to complete. You will need computer access for one period before Fridays class to look over the websites. YOU need to arrange to travel to a computer BEFORE MSIP. You will have Fridays class to type up your paragraph in the computer lab You can choose which periods to use this week but your completed assignment must be handed by: Monday April 14th.
These instructions are also available on our course website. Using the website will allow you to click on the links. Go to mrsbellcourses.weebly.com Scroll over E G !"# "lick on $% &ice and &en ovel Study "lick on 'eb(uest )ssignment __________________________________________________________________________________________________ __________________________________

Part A Backgro nd !e"# est

Instr ctions: Spend one &S#* period looking and reading through the %ollowing websites. Each site is meant to increase your understanding o% what li%e was like in "ali%ornia during the Great +epression. This is the setting %or our core novel Of Mice and Men.

Migrant Workers http://www.historyplace.com/unitedstates/lange/ http://memory.loc.gov/ammem/afctshtml/tsme.html http://ic.galegroup.com/ic/uhic/Reference etails!age/Reference etails"indow# $id%&b'()&(*b+*+,-'.b+-'ad+//.e/&+*c0action%-0cat1d%0document1d%2345 6/778&.).,))&,,0user2roup9ame%lanc.(,+-0:sid%'*(bb.+)a))&d..c.)(a)f/((++)+efhttp://lcweb-.loc.gov/ammem/fsahtml/fachap)&.html ust Bo!l" #$e %reat epression http://www.sparknotes.com/history/american/depression/section-.rhtml http://www.pbs.org/wgbh/ame;/rails/timeline/inde;.html http://www.neabigread.org/books/grapesofwrath/grapes)&<conte;t.php http://www.english.illinois.edu/=3!>/depression/photoessay.htm Salinas &alle'( )ali*ornia http://www.mtycounty.com/pgs?misc/farmland.html

Part B $esponses to !e"# est

Instr ctions: ,ased on your learning and research about li%e during -The Great +epression. % choose &N' o( the # estions on the "ack o( this page and ans)er it in proper paragraph (ormat. You must complete the paragraph outline on the back o% this page as part o% your process.

*o r paragraph m st "e typed and do "le+ spaced ,ont si-e m st "e 1. See sample paragraph on the ne/t page

 P$&&, $'A0 "e(ore yo s "mit turn over + 1 estions to choose (rom: /. 'hat were the main causes o% The Great +epression0 * for this question you will need to look at 2 causes. Each cause will be a point in your paragraph OR 1. 2ow did The Great +epression impact migrant workers0 * for this question you will need to look at 2 impacts. Each impact will be a point in your paragraph
@utline: (. #opic sentence,s- . 1ntroduce the topic and state your thesis Ayour answer to the question that was askedB . /0 2 sentences 1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111 -. First Point. >tart with a transition word or phrase and then in your own wordsC state the first overall idea or point that supports your thesis. D /02 sentences 1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111 &. First Proo* . 1ntroduce the specific e;ample from your research that proves the point you said you would argue D lengt$ ma' var' 1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111 .. First E2planation . =ake the connection for your reader between the point and the specific e;ample. 7learly e;plain how the e;ample proves your point /thesisD 203 sentences 1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111 ,. #ransition !ord or p$rase to connect your two points D / sentence or p$rase 1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 11111111111 *. Second Point. >tart with a transition word or phrase and then in your own wordsC state the second overall idea that supports your thesis. D /02 sentences 1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111 /. Second Proo* . 1ntroduce the specific e;ample from your research that proves the point you said you would argueD lengt$ ma' var' 1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111 +. Second E2planation . =ake the connection for your reader between the point and the specific e;ample. 7learly e;plain how the e;ample proves your point /thesis D 203 sentences 1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111

'. #ransition !ord or p$rase that smoothly moves into your conclusion D / sentence or p$rase 1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 11111111111 (). )onclusion . >ummari$e the main points of the paragraph and e;plicitly make a connection back to your thesis AEse different words than you did in your original thesis but keep the idea the sameB D /02 sentences 1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 1111111111111111111111

S4MP5E P4R4%R4P6
Student Smith ENG 1DI Ms English-Teacher October 26, 2 12
The Details Matter! "ormatting an #ssignment $or English %lass

This is one o$ the best-loo&ing assignments I ha'e e'er submitted( I am $ollo)ing M*# guidelines $or $ormatting )hich is )hat is e+,ected o$ me )hen I am ,roducing an- assignments in English class( I am t-,ing it in a readable .and 'er- boring///0 12-point font, I1m double-spacing, and I1m lea'ing adequate margins .2(23 cm or 1 inch0 so that m- teacher can ,ro'ide $eedbac&( I )ill ,ut page numbers and m- last name in the header o$ each ,age so that i$ m- ,ages ha,,en to become se,arated, m- teacher can 4uic&l- $igure out )ho the ,ages belong to( In a ,rogram such as Microso$t 5ord, I )ill do this b- going to 6Insert1 and then choosing the 7eader o,tion( I )ill be sure that m- header is on the right side o$ the ,age( There are some other im,ortant details that I ha'e included )hen $ormatting this assignment( "or e+am,le, I ha'e included m- $ull name, mcourse code, m- teacher1s name and the $ull date at the to, o$ the assignment( #s -ou can see, I ha'e also included a creative title that is the e+act same $ont si8e and st-le as the rest o$ the assignment and that is not underlined or bolded( In conclusion, I 'o) that I )ill $ollo) this $ormatting structure $or every assignment that I ,roduce in English class o'er the ne+t $our -ears because I understand and res,ect that attention to detail and

the abilit- to $ollo) ,ro,er $ormatting e+,ectations are essential s&ills $or an- dedicated English student( In $act, soon I )ill ha'e these $ormatting re4uirements memori8ed and I )ill do them b- habit(

Formal Paragraph Evaluation

Name: _________________________________________ "ncludes completed outline

1! #

%riteria "ntroductor$ %entence &'hesis(

*e'el 3 ;er- clear and insight$ul< )riter sets u, argument(

*e'el 9 %lear but standard< author does set u, argument( :od- sentences use s,eci$ic su,,orting ,oints?,roo$ $rom stories( :od- sentences com,etentl- de'elo, the thesis through clear but standard e+,lanation o$ ,oints?,roo$( E$$ecti'el- restates the thesis< author reminds reader o$ argument( %lear st-le< $e) errors in s,elling and grammar( #ttem,ted creati'e title< Name, course code, date included and ,ro,erl$ormatted< $ont?margins?doubles,acing are ade4uate $or e'aluation

*e'el 2 =resent but unclear until reader is into ,aragra,h< author does not clearlset u, argument( :od- sentences use some su,,orting ,oints?,roo$ $rom the stories :od- sentences some)hat de'elo, the thesis using some e+,lanations o$ ,oints?,roo$( Moderatel- e$$ecti'e< author attem,ted to remind reader o$ argument( #cce,table st-le< se'eral errors in s,elling and grammar( @easonable title< Name, course code, date included but ha'e some ,roblems< $ont?margins?doubles,acing ha'e some ,roblems that hinder e'aluation

*e'el 1 #ttem,ted but are not clear at all< author does not set u, argument( :od- sentences use 'er$e) su,,orting ,oints?,roo$ $rom the stories :od- sentences marginall- de'elo, the thesis using some e+,lanations o$ ,oints?,roo$( Not e$$ecti'e< author has not reminded reader o$ argument( Immature st-le< manerrors in s,elling and grammar( >ncreati'e title< Name, course code, date included but ha'e some maAor ,roblems< $ont?margins?doubles,acing ha'e some maAor ,roblems that hinder e'aluation

:elo) *e'el >nclear, or not ,resent(

:od- sentences use s,eci$ic and thorough su,,orting ,oints?,roo$ $rom stories( Paragraph )od$ &development of thesis using point, proof, e*planation( :od- sentences e$$ecti'elde'elo, the thesis through clear and insight$ul e+,lanation o$ ,oints?,roo$(

:od- sentences do not use su,,orting ,oints?,roo$ $rom the stories or details are ine$$ecti'e( :od- sentences do not de'elo, the thesis .retell ,lot, unrelated to thesis0( Does not attem,t e+,lanations( Ine$$ecti'e and?or not ,resent( ;er- immature st-le< 'er- man- errors in s,elling and grammar( Student does not a,,ear to ha'e ,roo$read the ,olished co,- $or the BI caresC .title, $ont? margins?double-s,acing0

+oncluding %entence

%t$le and ,echanics Presentation of final polished cop$ &the -" cares.(

Insight$ul, thorough, and lea'es signi$icant im,ression< author has )ra,,ed u, argument( ;er- clear, mature st-le< no errors in s,elling and grammar( Es,eciall- creati'e title< Name, course code, date included and ,ro,erl- $ormatted< $ont?margins?double-s,acing are hel,$ul $or e'aluation