Austin+Peters

=__ Parallel Writing: The Grapes of Wrath __= By: Austin Peters

** Grade Levels ** 9-12

**Estimated Timeline for Teaching** This unit should be covered within two weeks with readings of two chapters assigned each day. This can be extended to up to three weeks if the reading is too much for the students to handle.

Parallel Writing is used in conjunction with another book that is to be read at the same time as the activity. For this teaching unit, the Parallel Writing activity will be used with __The Grapes of Wrath__ by John Steinbeck.
 * Unit Overview**

As students progress through the book, they will simultaneously work on their Parallel Writing. The idea is to take key concepts, characters, places, or events from the book and create their own story using these details as a template. Upon completion of the book, students should have their own writing completed and be able to explain how they used certain details to shape their own story.

Using Parallel Teaching helps students write a fairly long story in increments. A large writing assignment is daunting for most, do dividing the work into small sections that are worked on little by little, the pressure of writing the entire paper in one night is virtually nonexistent. Using a book to base their story off of also demonstrates they did the reading and how much thought has been put into analyzing the story.
 * Theory to Practice**

This method will help students be more confident in their writing and take some of the strain off them if they are worried about coming up with ideas themselves.

[|Connections between Reading and Writing] [|Reading and Writing Working Together] [|Annotations - Another Form of Writing While Reading]

**Student Objectives**  After this teaching unit, students should be able to:   [|CE 1.1.1, CE 1.1.2, CE 1.1.3, CE 1.1.4, CE 1.1.7, CE 1.2.2, CE 1.3.1, CE 1.3.3, CE 1.3.6, CE 1.3.9] 
 * draw parallels between real life and literary texts
 * better understand the relationships of key concepts, characters, places, and events important to the literary work
 * draw conclusions as to what the author of a literary work means to convey
 * revise and edit a piece of writing
 * easily perform peer reviews
 * write valid responses to texts as they read
 * feel confident in their ability to write
 * Michigan Content Expectations **

Before teaching this activity, it is advisable for the teacher to go over the history of the [|Dust Bowl]and [|Great Depression]with the students to understand the time period that __The Grapes of Wrath__ is set in. Because this work of fiction is based upon real events, learning about the time period and events will influence how the student's read the book and give them a better understanding. Students should do some research on these topics, so a trip to the computer lab or library needs to be arranged.
 * Resources**
 * [|The Grapes of Wrath]by John Steinbeck
 * Pen or pencil
 * Notebook or 3-Ring Binder
 * Teacher Preparation**

Print these worksheets to help students understand the significance of these events: [|Dust Bowl Worksheet] [|Depression Worksheet (Ch. 3)]

In addition to teaching about the time period __The Grapes of Wrath__ takes place in, it would also be benificial to teach the background of [|John Steinbeck]as well before reading. Understanding how and why an [|author]writes a certain way gives new meaning to their work and insight as to what the reader is supposed to feel.

Other materials to print: [|Pre-Writing Worksheet] [|Coat of Arms Worksheet]


 * __Detailed Lesson Plan__

Session 1 - Day 1** Introduce the students to the Dust Bowl and Great Depression. Start by asking the class if anybody knows anything about either one; chances are they will know little about the subjects. Hand out the [|Dust Bowl Worksheet] and [|Depression Worksheet (Ch. 3)] then go to the computer lab or library to work on them. Giving students time to research on their own is important because it lets them look into parts of the assignments that are interesting to them, therefore making the assignment more entertaining and rewarding.

After the class is done with the worksheets, go over the answers with them and ask if there are any questions. At this point they should have a fairly good understanding of the time period discussed.

At the end of the class introduce __The Grapes of Wrath__ and give a brief description of what the book is about and how it relates to the material just covered/researched in class. Hand out the **assignment sheet** that gives an overview of the Parallel Teaching Assignment and lists the requirements of the activity.

Hand out the books to the students at the beginning of class. Having had time to look over the assignment sheet from yesterday, students should have an idea of what they want to write about for the writing assignment. Hand out and have students complete the **[|pre-writing activity]**. After the pre-writing activity is done have students pair up and explain their writing choices with someone next to them. Whomever they pair up with is their partner for the rest of the class assignments.
 * Session 2 - Day 2**

Before the reading of the text actually begins, go over the correct usage of the word "you" with the class first. By clarifying the correct usage before the writing begins, this common mistake will become less common and easier to spot for the peer review sessions. Give them this **mini-lesson** handout and go over other some examples of "you" that aren't stated in the handout to make sure they understand the lesson.

Have the students turn in their free write and pre-writing activity at the end of the class then assign the reading for tomorrow.

Start the class with a conversation about the opening chapter of __The Grapes of Wrath__:
 * Session 3 - Day 3**
 * What do they think about the style of writing?
 * What do they think the book is going to be about? Why?
 * What elements did they incorporate in their first Parallel Writing? Was it easy?

After the class conversation, have them brake up into their pairs and read each others writing using the **peer review** worksheet.

Assign the reading for the next day.

The class should be a third of the way to half way finished with __The Grapes of Wrath__ at this point and have fairly well-developed stories based on the book.
 * Session 4 - Class** **7**

Pass out the [|coat of arms worksheet] **(Discussion Activity/Prompt)** and have them work individually filling it out. After everyone is finished, go around the room and let them explain the significance to what they drew and why they think it is important to the story. This activity may give other students ideas for future Parallel Writing subjects.

This is the last class to be spent on __The Grapes of Wrath__ after many hours in class spent analyzing, contemplating, writing, and revising.
 * Session 5 - Class 14ish**

After the students have gotten in their pairs for the last time, give them the **self-reflection** worksheet to fill out to asses their progress throughout the reading and let you (the teacher) know if there is anything that should be brought to your attention before grades are given out on the assignment using the **assessment rubric**.

Spend the day putting together the books of the students' work and displaying it somewhere in the classroom; this gives other students the chance to read everyone's work. If there is time, let some students read their stories for the class.