Prefatory Statement
John Steinbeck was inspired to write The Pearl after reading a Mexican legend. The legend spoke of an Indian boy who found a great pearl. For him this pearl meant a better life; afterall, he could now drink and court as many women as he wanted. The pearl would resolve him from any previous responsibility and in essence be his salvation. Like this boy, The Pearl's main character, Kino, finds himself in the same situation. Kino realizes after finding the great pearl that he will never need to worry about clothing his family or paying doctor bills again; these were worries of the poor not the rich! Kino believed his salvation laid within the pearl as well. Unfortunately, he was wrong.
Today people are no different. We are a materialistic society that places great importance upon wealth. Wealth signals style, status, mobility and stratifies American society as a whole. Wealthy individuals are often envied and this can foster jealousy and anger in people. This things, ultimately, leads Kino into a path of unfortunate circumstances.
I want students to read The Pearl with open eyes and relate Kino and his family's situation to modern times. I want students to realize that wealth and its influence in the world is universal and transcends the boundaries of time. The attainment of it is not inherently bad or evil, it is a matter of how you perceive wealth and its value to you and your life. Students will become aware that wealth will not make a poor man rich in spirit no matter how much money he comes by. Being wealthy is a state of mind, it doesn't depend on material money. This will become evident in reading Kino's story.
To learn these lessons students will work with themes involving perceptions, human nature, greed, envy and prejudice, and will journal about specific sections of books and on given topics. The majority of secondary material will be utilized through class discussions and group work. Discussions, and such, will pertain to the following issues: value of wealth in society, unfortunate realities of poverty, relationships and roles of the family, prejudice in the community resulting from racial tension, the nature of humankind and true necessities in life(love or wealth?). Students will work with language concepts such as imagery and symbolism through film, visual art and textual mediums. Students will be given materials relating to similar issues in The Pearl and will compare and contrast the author's point of view and the character's actions.
Class Specification
This unit is designed with middle school students in mind, but because of the subject matter it may be most suitable for ninth graders and high school students. The story's content is such that the activities and discussions should prove to be thought provoking despite ethnic or class boundaries because we all understand the attraction of wealth. The issues concerning prejudice should hit home for any minority students in the class who have dealt with this type of oppression. Also, gender bias is addressed in the novel, so women in particular should be engaged by Kino's ignorant refusal to listen to the wisdom of his wife's wishes concerning the pearl's effect on their family.
Significant Assumptions
I believe that the best way to get students engaged in fiction is not through lecturing and taking multiple choice tests. The best way to enable students to enjoy a written work is by tapping into the students lives and past experiences. This creates meaning for the students and gives them a purpose for interacting with the text. So the curriculum contained in this unit must not be simply stated, but carried out by the teacher. In helping students experience The Pearl I assume these things:
Students can identify themes in writing.
Students retain knowledge better by relating past experiences to
to text(give background information when issues are outside of student's
experience).
Students learn well in cooperative group settings.
Students will be able to connect the relationships and situations in the novel to other people's lives.
Students are familiar with the effects of wealth on people and on
perceptions of people.
Students can think critically.
What I assume they need more exposure to:
Students need more work with symbolism and imagery in literature.
Students are looking for a reason to enjoy reading and interacting with
works of fiction.
Students need more experience writing creatively. Use this style of writing to help students gain an appreciation for works of fiction before you get into heavy research writing.
Standard(s) Read View and Listen G81, MN Grad. Standards
I want students by the end of this unit to be able to comprehend, interpret and evaluate information from a variety of fiction formats in reading, writing, viewing, drawing and listening. This includes:
Students identifying themes, imagery and symbolism in the work and giving examples of language concepts life in the Imagery Art Project
Students comparing and contrasting information concerning similar themes
from different literary works
Students constructing personal writing that utilizes direct experience,
observations, figurative language, characters and events
Students showing sequence of events or ideas leading to a logical ending.
Students writing about an idea or opinion and giving rationale and evidence
to support ideas
Students constructing multiple drafts
Students conferencing with teacher and peers concerning writing, reading questions
Possible Whole-Class Activities
In-class reading of novel by students
In-class reading of novel to students by the teacher
In-class viewing and discussion of "The Pearl" film as it coincides with chapters in the novel.
In-class performance of scenes in the novel
In-class discussion on the effects of wealth in regard to greed and jealousy. Give analogies in real life of lottery winners for example whose lives ironically change for the worse after their newfound wealth. Discuss why?
In-class use of Set Induction/Hardwig Lottery(explained in lesson plan #1 methods)
Possible Small-Group Activities
Discussing the assumptions and perceptions concerning wealth
Collaborating on brainstorming for ideas for creative writing project and Imagery Art Project
Sharing and exchanging opinions of novel and reactions to it.
Writing in workshop settings where students conference about any writing project they are given as well as work on punctuation and grammar This will give them a start on their Spelling Logs(see guidelines sheet).
Acting out a scene in The Pearl(see guidelines sheet)
Possible Individual Activities
Students will take aspect of The Pearl and particular characters in that story and write a 2-3 page creative piece. The Piece will be a creative endeavor that involves writing a sequel to The Pearl. (see guidelines sheet)
Unit Test-Students will pick from another form of literature (list provided in test handout) that deals with similar themes found in The Pearl and complete the corresponding paper assignment(provided for you is an in-class essay exam if you choose to use it).
Students for an A will utilize supplemental reading, and do a "book talk."
Students will draw, color, paint or sculpt an image found in book, and put the lines containing the figurative language under the picture. This should be the student's favorite instances of imagery in the story.
Students will write a poem using figurative language and imagery to describe a scene, occurrence or other aspect of book
Students will be involved in the peer editing of other students papers for content and correct grammar.
Ongoing Activities
"Daily Oral Language"(include explanation or handout)
Keeping a consistent Reading Journal containing reading notes, questions, insights, given journal topics and free-writing(explained in guidelines handout)
The formulation and use of and Spelling Logs.
Outside reading of literature dealing with similar themes found in The Pearl
In-class reading time (either student reading or teacher reading)
Putting questions or suggestions in a Question/Suggestion box(explained in guidelines sheet). Leave time at the beginning of class to answer and clarify these. Students put down whether they want it addressed personally or if I can answer it for the benefit of entire class.
Student Resources
The Pearl, by John Steinbeck
Library access for outside literature(have a day to pick book from the list and also become familiar with library)
Journal/Notebook
Handouts: Book talks, creative writing guidelines and help-sheets, Art Imagery Project guidelines, Spelling Log guidelines
Unit Launch - Week 1/Day 1 (work in
Spelling Logs and use Daily Oral Language everyday)
Set Induction:
Materials: Make a huge check out of tag board and write it out for one million dollars, and then make another tag board display showing the stipulations to the lottery award.
Tell students that they have just won the Hardwig Lottery(use your last name). Ask the class what they are going to do with the million dollars that they have just won. How is it going to make their lives better. When the class begins to answer, stop them and ask how they will deal with money disbursement(who will you give money to and how much. Ask them how they will choose what things to buy and if they will invest the money. Now ask the students what their friends, relatives and other family members will think about their money disbursement. Ask them how many people will resent them for not "sharing the wealth" with them. Bring up how there is a misconception that money solves all problems. Use this set induction to show that money cannot people's lives better. It can add pleasure to someone who is content to begin with, but money alone cannot make an individual happy. 10 minutes
Objectives:
1. Students will be able to articulate how a reading journal is useful to readers of literature.
2. Students will participate in group discussion of The Hardwig Lottery and the pros and cons of winning the lottery to prepare them for the beginning of the unit and the class discussion of the novel the following day.
Methods:
1. If possible get an actual lottery winner to come in and talk about his/her experience with winning the lottery.
2. Get them started on the topic of the misconceptions of wealth by having them journal about how they would deal with the stipulations that come with winning the Hardwig Lottery Who would they give money to? Why those individuals? How will people see you differently after they find out you won the lottery? How would they handle the people who want some of your money? Will the Lottery solve some the problems you felt it would or would it cause more? 10 minutes
3. Ask the class to share in groups their journaling. 5 minutes
4. Come together as a class to share journaling 5 minutes
5. Teacher shares a personal story dealing with topic 2 minutes
6. Intro to The Pearl: Tell class that they will be given questions for each chapter to help insightful reading. They must finish them before the next class period so consistent reading can be assessed, and so class discussions can be utilized effectively. 5 minutes
Tell class they will be watching sections of the movie as the sections correspond to the novel to help solidify understanding and aid in visual learning. 2 minutes
7. Explain the Reading Journal they will keep(see guidelines sheet) 2 minutes
8. Introduce Spelling Logs(see guidelines sheet) 2 minutes
9. Give brief history of Steinbeck for student interests (handout contained in unit) 2 minutes
10. Teacher begins reading first 15 pages or however far you get at the end of class 20 minutes
Homework:
Read pages 15-31/CH1-2
Begin Reading Journals(including questions, impressions and journal topics written in class or assigned) Assigned journal topic: What are your first impressions of Kino and how do you interpret the first song that he hears?
Start Spelling Logs
Assessment: Will check through class offerings of journal writing in class and discussions of the Hardwig Lottery situation and check to see if students are paying attention as you read the novel. Also collecting Reading Guide questions the next day.
Day 2
Objectives:
1. Students will relate their own perceptions of wealth and its effects to Kino's life in the novel
2. Students will become more accustomed to class discussions and the respect and attention necessary to do it.
3. Student's will learn to value their interpretations of a text and the interaction that comes with it
4. Students will gain a better visual picture of the novel through the viewing of the film
Methods:
1. Check Question/Suggestion box for any troubles or insights people had concerning last nights reading and go over them. Discuss the cultural phenomenon of "songs" in The Pearl. 5 minutes
2. Facilitate class discussion analyzing how the Hardwig Lottery situation relates to Kino's situation of finding the pearl. Compare your possible first impressions after attaining the prize to Kino's delight of finding the pearl. What emotions might be similar or different from Kino's and how did the songs he hears tie into this? Who would be the first person you would inform of the newly attained wealth? Who did Kino tell first? Put similarities and differences on board to gain insight on how wealth effects people. 15 minutes
3. Watch first section of the movie 15 minutes
4. Point out how the movie interpretation of the novel might differ from the student's interpretations. Analyze character development, setting, plot consistency. If the filmmaker changed anything why do you think he/she did this? Make a point to tell students that their interpretations are important and valuable. Tell them that literature is to be enjoyed and taught through interaction. It is fun to hear and decipher between various interpretations. Make sure that they know their interpretations must be valid in the text. 10 minutes
6. Go over and collect Reading Guide questions(handouts contained in unit). 10 minutes
Homework: Read pages 32-56/CH3
Reading Journal: write about your assumptions concerning people's perceptions after Kino found the pearl. Were your assumptions correct or not? Why or why not?
Complete Reading Guide questions
Spelling Logs
Assessment:
I will know students met my objectives if:
Students make suggestions or put questions in Q/S box,
Students articulated the how Hardwig lottery situation related to Kino's
situation
Students noticed discrepancies in film version and had textual evidence
Students complete reading guide handout
Day 3
Objectives:
1. Students will learn the concepts of imagery and the use of figurative language in the novel
2. Students will learn how to brainstorm in small groups. They will find a medium(clay sculpture, painting, drawing) through which to artistically convey imagery in the novel.
3. Students will articulate how greed and jealousy among Kino's community members causes additional trouble for him and his family and be able to relate it to their own family and friends.
Methods:
1. Go over questions in Q/S box 2 minutes
2. Break up into small groups to discuss journal writing for the day. 10 minutes
3. Reconvene as a class to discuss. Ask class if they have ever been in a situation where they were the object of envy and hate. What emotions did you feel and how was the situation resolved. What was the outcome?
4. Watch movie and discuss interpretations 10 minutes
5. Facilitate discussion of Reading Guide questions 10 minutes
6. Do "Determining Meaning from Figurative Language" handout(3, Act. 13) using overhead and give students a copy to follow along. 10 minutes
7. Explain Imagery Art Project by going over handout and showing teacher-made project or other class example. 5 minutes
8. Brainstorm ideas in small groups 5 minutes
Homework:
Reading Journal: How do you predict Kino and his family will come out of this situation with the pearl?
Read pages 57-78/CH 4
Spelling Logs
Complete Reading Guide
Assessment:
I will know students met my objectives if:
Students did their reading guide handouts
Students participated in group discussions of journals and project brainstorming
Students utilized Q/S box
Students participated in Figurative language activity
Rest of Week 1
Thursday
Read pages 79-93/CH 5 and continue reading guide questions.
Discuss chapter 4 Questions.
Have small group work discussing how they predict Kino and Juana and the baby will come out of their dilemma
Continue relating interpretations of the movie to the novel. Get verbal class reactions and evaluations of the film. Did it do the novel justice? Was the visual nature of the characters and setting what you imagined? If you were the producer what aspects of the movie would you change and why?
Reading Journal-comment on various types of conflict Kino encounters(character vs. character or self or society or nature or fate etc..) What types of conflict do you encounter in your life?
Daily Oral Language
Spelling Logs
Continue use of Q/S box
Friday
Read pages 94-122/CH 6
Continue Reading Guide questions.
Discuss Chapter 5 questions.
Have small group work discussing conflict Kino must face in novel and how it relates to students conflicts.
Finish watching the film and discuss
Reading Journal topic-What would you have done if you were in Kino's place fight or keep running, knowing you may not escape? What were some times in your life where your fight urge overpowered your flight urge? Were there other alternatives?
Students work on Imagery Art Projects in class
Give the class the supplemental reading list and assignment handout so they can choose a book and start reading it over the weekend(see guidelines sheet).
Daily Oral Language
Continue use of Q/S box
Discuss the use of nature and symbolism in The Pearl
Week 2
Students will finish up the discussion of The Pearl and get reactions.
Provide time for work on Imagery Art Projects in class on Fridays or whatever day you feel students need a break from class work. Must finish these by the end of the week.
(Monday)Introduce the creative writing project to the class(see guidelines sheet). This will be an endeavor to become more familiar with the characters and the community of La Paz in the novel. Students will write a 2-3 page story where they will get an opportunity to finish the story. Students will write a sequel for The Pearl. Describe what happens to Kino and Juana after their return to La Paz. Students will bring in the community's treatment of Kino and his family and analyze certain character's motives. Ask yourself if these people have changed their perceptions of Kino or not? Be sure to review the last sections of the novel so you can start the sequel accurately. This will be an enjoyable way for students to look into the minds of the characters to see how the whole pearl situation affected people. How were the characters affected, how was society affected, how did perceptions change towards individuals and certain groups of people because of greed and jealousy?
(Monday)Brainstorm in small groups possible creative writing topics. What characters will you be dealing with and what themes are utilized. Come together as a class and share.
(Monday)Introduce supplementary reading assignment to The Pearl in full(see guidelines sheet). Explain to students that they can choose between The Legend of King Midas, The Old Man and the Sea, The Canterbury Tales, "Flight" and other works. Students will read one of these works and synthesis thematic aspects relating to The Pearl. Use reading journals and spelling logs for these works as well.
Give time for silent sustained reading of supplementary literature
Reading Journal topics for week 2 that can be discussed and related to The Pearl-What if any, types or groups of people in the supplementary work are oppressed or being taken advantage of? How does the communities' image of males affect the protagonist in the story. How are females perceived by the community. What is Juana's role in the family? What is right or wrong with this? How do the character's greed compare? Who is the protagonist in conflict with?(other characters or nature etc.) What are your favorite uses of imagery in the piece?
Start poetry assignment. Make sure you conference with students concerning drafts of poems, and let peer editing play a part as well. Have students write a poem about any aspect of the novel. Have them pretend that they went back in time and were invisible and could see, hear, smell, taste and touch anything or anyone. Have students take some part of the novel that they like and poetically represent it with imagery and figurative language.
Make sure students finish reading supplemental work before week 3.
Complete and turn in Spelling logs after finishing supplemental reading
Continue Daily Oral Language
Continue use of Q/S box
Week 3
Teacher/Student Conferences-interact with students concerning any writing they have done.. Have them be prepared with whatever problems, questions or otherwise that they want to discuss ahead of time. This way time will be saved. Students by this time need to have one draft of all pieces completed. Teacher needs to make a judgment call on how many drafts will be needed for different students. Some will come with polished pieces and some will have barely finished a thing. Use a sign-up sheet for appointments.(5) Students who are well on their way can free read.
Peer Editing-Students will form groups where rough drafts are given to each other. The group members read the papers and write their impressions of them. After a second reading members will summarize their study of the piece (Gere, pp. 159, 259). Editing groups will also be used where students will divide up grammar, spelling and punctuation duties.(5)
Provide class time for revisions and draft work.
Continue Daily Oral Language
Continue Spelling Logs
Continue use of Q/S box
For an A students should begin "Servants of the Pearl assignment"(see guidelines sheet)
For an A students should form groups and prepare the acting out of a scene from The Pearl(see guidelines sheet).
Week 4
Use Monday as a catch-up day for unit work.
Early to middle of the week the creative writing papers and Unit tests must be completed in final draft form.
Complete journal and turn in Journal self-evaluations.
Continue Daily Oral Language throughout week
Continue use of Q/S box
Complete Spelling Logs
Hand in "Servants of the Pearl" assignment
Act out scenes in The Pearl
*Students should be busy until Week 4/If students do finish course work early, have them free read. Tell them not to disturb others who need more time.
Unit Test #1/Supplemental Reading and paper, "Teaching the Language Arts"(3)
Students will pick one of the following books to read and complete the corresponding paper
This test/paper will enable you to work in-depth with crucial themes running through The Pearl by seeing them interwoven in other literary works.
Upon completion of any one of the tasks below, you will have displayed sufficient understanding of particular themes and how they are played out in separate literary works.
1. "Flight" by John Steinbeck. Discuss or write about the importance of Kino in The Pearl and Pepe in "Flight" displaying prototypical male attributes. Or write a soliloquy for Pepe and Kino about what it feels like to be held captive by their people.
2. Read The Legend of King Midas. Write a paragraph or essay about how greed changed Midas, comparing Kino's greed with Midas'.'
3. Read Ernest Hemingway's interpretation of the same theme as the legend of the pearl: The Old Man and the Sea. Compare and contrast the characters of Kino and Santiago in their quest to be men and to exist with Nature. Discuss the use of Nature symbolism in both novels.
4. Read selected tales from The Canterbury Tales by Geoffrey Chaucer, notably "The Paradoner's Tale," which focus on the sin of greed or avarice. Show how the tales reflect the folly of greed.(use this option for high school)
5. Read other novels of John Steinbeck--The Red Pony, Tortilla Flat, or Grapes of Wrath, for example--noting especially the use of nature imagery, characterization, and the conflict of Human vs. Nature.(use this option for high school)
You will be assessed on:
Your utilization of IN CLASS TIME formulating ideas, reading the works, writing drafts and revision time.
Participation and feedback during writing conferences and peer editing sessions.
Sincere effort in improving drafts to their final form
Depth of analysis of texts
Unit Test #2/Essay Exam, "Teaching the Language Arts"
DIRECTIONS: Choose one of the following assignments. Develop and complete it thoroughly writing no less than one page. Spelling will not count because of time constraints, but you must follow the criteria expressed in the question you choose to undertake. You will also be graded on the organization of your essay; I want you to formulate a clear thesis so your writing is not random and incoherent.
1. After reading "Servants of the Pearl" you should be able to give a report on pearl diving. Is Steinbeck's description accurate?
2. Write a story which might appear in a La Paz newspaper describing the discovery of the pearl. What type of tone would the paper use. In other words, would they be pleased to hear Kino found the pearl or would the paper write about the incident in a more resentful manner.
3. Kino is warned by evil through songs he hears in his head. What types of things warn you of situations or people that are potentially threatening to you?
4. Summarize the events which result from Kino and Juana's love for Coyotito.
5. Describe the ways in which Juana helps Kino and attempts to guide him through their ordeal together.
Grading Contract/Checklist
*Everyone must complete the C option, and present high quality work consistent with the grade option you choose or you will be asked to revise. If students cannot complete work by deadlines they need a good reason. Students will be allowed to miss one deadline in case of emergencies and other uncontrollable circumstances. Simply attach blue sheet given to each student on late work. (Estimated due dates in parenthesis to help organize the unit)
A Option
Complete B and C option
Do a book talk of one of the books on the supplemental reading list.(week 4) This can be done with the book you read OR act out a scene in The Pearl in a group format.(week 4)
Consistent and reflective use of Reading Journal at least five days a week
B Option
complete C option
Read "Servants of the Pearl" and complete assignment(week 4)
Consistent and reflective use of Reading Journal at least five days a week
Write a poem using figurative language and imagery(week 2)
C Option
In class participation (reading, journaling, discussion, Daily Oral Language)
Completion of Spelling Logs(week 2)
Participation in writing conferences(conferences with students twice, pick days)
Participation in peer editing(pick a day)
Completion of Imagery Art Project(week 2)
Completion of Unit Test/Supplemental reading and paper/In-Class essay exam(week 4)
Completion of homework (Reading Guide questions, reading assignments, thoughtful and reflective journaling 3 times a week)(daily)
Completion of creative writing piece(week 4)
Completion of Journal self-evaluation(week 4)
*students abilities vary in reading and writing skill so sufficient completion of the criteria stated above can be assessed in the following ways:
Students give an honest effort which is evident in multiple drafts of work
Students journaling contains dense ideas and questions and not just a retelling of the story
Students participate in writing journal topics and group and whole class discussions when called upon. This should not be to stressful for any student to accomplish.
Students demonstrate sufficient knowledge of content, themes, and language concepts such as imagery and symbolism in projects and assignments.
*Putting at least one suggestion on how the class could be run more effectively in the Q/S will be required as well
*Students can choose between the Art Imagery Project or the poetry assignment/Interchangeable
GUIDELINES SHEET
The following material is a list of guidelines for ALL PROJECTS, ASSIGNMENTS, AND EVALUATIONS NOT EXPLAINED PREVIOUSLY
*Supplemental Chapter questions and activities can be found by referencing (2 & 3) of the resources listed in the bibliography.
*"Servants of the Pearl" piece can be found by referencing (7) of the resources listed in the bibliography.
PERFORMANCE OF SCENE FROM THE PEARL
Students must pick a group on their own and decide on which scene from the novel they want to act out for the benefit of themselves and the entire class.
Students (if possible and if appropriate) will dress like characters
Students can create and bring in props and use items already found in the school
Possible scenes:
a) a conversation between Kino and Juana after Kino has smashed his hand on the doctor's gate
b) a conversation between Kino and Juana on their way back "home" after Coyotito has been killed
c) a meeting of the priest and Kino after Kino has thrown away the pearl
d) a meeting of Kino and the doctor when Kino's baby was refused treatment due to lack of funds
"SERVANTS OF THE PEARL" ASSIGNMENT
After reading the piece students will ask themselves what insight it gave concerning cultural heritage and its relationship with the finding and trading of pearls.
Students will relate this to Kino's subservience to the power of the pearl which he discovers.
Students will write and hand in topic/thesis sentences relating the piece to The Pearl so you can assess their progress
Students will organize the paper clearly with ideas and then back them up with textual information.
Students will write at least one page double-spaced.
POETRY ASSIGNMENT
Students will pick some part of the novel that contained figurative language and really hit home for them.
Students will take an example and write a poem about it using figurative language and imagery.
Their will be no restrictions such as particular rhyme schemes or rhythms.
Students are completely open to use artistic license in this assignment.
IMAGERY ART PROJECT
Students will pick out a section of the book containing figurative language and draw, paint, sculpt or use any medium they choose to convey this imagery.
Students will write the lines of the novel containing the imagery on the picture or painting or on bottom of the sculpture.
Students should have a great time completing this hands-on project and this will help the visual learners in the class
SPELLING LOGS
Students will be given a tiny piece of hard tag board which will be filled with the words that they commonly misspell in their writings.They must have it with them at all times, preferably in plain sight on their desks
READING JOURNAL SELF-EVALUATIONS
Students will write to the teacher evaluating their use of the Reading Journals.(In your journal did you include parts that were ambiguous and needed clarification? Parts you enjoyed? etc.)
Students will give (feedback) on their opinions of their use of the Reading Journal(was it useful, how did it help solidify what you read etc.)
Will you continue to use it in your future reading?
DAILY ORAL LANGUAGE
Write two sentences containing misspelled words, incorrect punctuation, grammatical errors etc. Then have students come up and correct errors. Any errors not corrected will be done by the help of the class. Do not come in unless it is necessary; let them figure it out on their own.
BOOK TALK
Students will prepare a review of the supplemental book they read in order to point out the correlating themes, language concepts and character traits that relate to The Pearl. The only thing required is a handout covering the information you will cover in your book talk.
QUESTION/SUGGESTION BOX
This is a shoe box or some container that can hold slips of paper. Decorate it so it stands out in the classroom. It should be used to give students an opportunity to ask you a question that they don't want to discuss in class. Students can slip in suggestions concerning classroom policies or situations, comments on books, problems with homework etc. Tell students to say if you can answer questions in class or not on the slips. At the beginning of class address questions.
READING JOURNAL
This is a notebook that will be filled with everything experienced during the reading of The Pearl. In their Reading Journals, students will write down questions, complaints, and comments concerning sections of the novel they really liked. Also contained in the journal will be daily journal topics given in class and as homework relating to The Pearl.
Teacher Resources
1. Steinbeck, John. The Pearl. The Viking Press, INC. 1947.
2. The Perfection Form Company. "Portals to Literature," The Pearl. The Perfection Form Company. 1988.
3. Friedman, Audrey. "Novel Ideas," The Pearl. Sundance Publishing. 1980.
4. Gere, Anne-Ruggles, et al. Language and Reflection: An Integrated Approach to Teaching English. Macmillan, 1992.
5. Atwell, Nancy. In The Middle: Writing , Reading and Learning from Adolescents. Heinemann, 1987.
Films:
6. "The Pearl"(feature film) 77 min. 16mm. Ideal Pictures, 1947. Director: Emilio Fernandez. Cast: Pedro Armendariz, Dolores Del Rio
Article:
7. Khoury, Eileen. "Servants of the Pearl." SIRS Life Science, Article 16, Aramco World: 1991.