The Pearl​
by John Steinbeck Unit Objective: During this 4 week novel study, students will explore how writers give a voice and an identity the outsider in society. Students will evaluate examples of justice and social oppression to determine how writers address social issues in fiction, develop and support theme statements, identify and analyze literary elements, identify and compare how a writer develops ideas about good and evil, identify and analyze mood, tone, and word choice. Note: Each chapter should take about 3 class periods. Objectives: SWBAT identify character traits in order to analyze characters in fiction. SWBAT identify main ideas and details in order to develop and support theme statements. SWBAT distinguish connotative meanings in words in order to analyze the writer’s word choice and how writer’s style affects mood and tone. SWBAT cite evidence from the text in order to make inferences about character and themes. SWBAT use a variety of strategies in order to determine meaning of unknown words. SWBAT connect ideas in a text to ideas in life in order to w​
rite arguments to support claims with clear reasons and relevant evidence. SWBAT write and support theme statements in order to write an analysis essay. Differentiated Instruction Advanced 1. Students develop theme statements through whole group discussion and cite evidence to support themes 2, Students use graphic organizers to analyze characters and themes of suspense and make comparisons 3. Students create outlines before drafting writing assignments. ELL 1. Students cite evidence to support given theme statements. 2. Students use graphic organizers with partial information given to analyze characters and themes 3. Students are provided frames for writing assignments. 4. Students meet in teacher­led groups to prepare for discussions and written assignments. Support 1. Students are prompted to provide theme statements; students may be given theme and cite evidence to support themes 2. Students use graphic organizers with partial information given to analyze characters and themes 3. Students are provided partially completed outlines for writing assignments. 4. Students meet in teacher­led groups to prepare for discussions and written assignments. Teacher Before Reading Anticipation Guide Mini Lessons Universal Themes Parables Chapter 1 Shared Reading How does the writer establish themes of good and evil during the exposition? Main Idea: Chapter 1 name Chapter 2 Shared Reading: The parable of the Mexican Fisherman The Pearl of the World Root Word: gen Vocabulary Pretest Chapter 3 Vocabulary Pretest Mini Lesson ­­ Symbols in Literature Mini Lesson ­­ Good Word/Bad Word Grammar Check – parts of speech Chapter 4 Activity Choc. Pearl Bracelet $129 Lg. bag M&Ms $9.97 Box of Markers $3.79 Student Activities What is a universal theme? Participate in Shared Reading of pp. 1­6 Complete Character Chart. Partner Reading remainder of Ch. 1 Prepare for whole group discussion: Complete study questions with a partner, meet in groups of 6 to discuss ideas of good and evil in the text. Write a response to the “Big Question” and post. Assessment Character Chart Discussion How are good and evil contrasted in chapter one? How does the doctor feel about Kino and his village? Why do Kino and his family get names while those in town do not? What is ironic about the parable of the fisherman? What lesson is the parable trying to convey? How does the parable of the fisherman connect to Kino’s story? Partner Reading of Ch. 2 and complete study question Review the chapter with a focus on Appearance vs. Reality Review Ch. 1 and 2 and complete the theme chart. Main Idea: Chapter 2 Name Write a response to the “Big Question” and post Before Reading – make a list of symbols in the novella so far. What might each item symbolize? Partner Read Ch. 3 Summarize Kino’s plans for his new­found wealth. Contrast the Priest and the Doctor before and after the Pearl Focus on ideas of Social Oppression Write a response to the “Big Question” and post. Before Reading – The Price is Right In teams, students put a value on certain items. The team that comes closest without going over the real cost gets a point. Partner Read Ch. 4 Reading Response: Describe the pearl. Theme Chart Anticipation Guide Essay Choose a statement you feel strongly about (pro or con) and write a 5 paragraph essay on the topic. Complete character chart Reading Response: How have Kino and Juana changed since finding the Pearl? How have others changed (or appear to have changed)? Character Chart Theme Chart Participation in Discussion New 15’ Sailboat $11,500 New Canoe $329.99 Chapter 5 Shared Writing ­­ Summary Vocabulary Pretest Grammar Check Facilitate Shared Inquiry Discussion Chapter 6 Vocabulary Review Grammar Check Vocabulary Post Test Prepare Carousel Activity Focus on ideas of Wealth and Greed on Theme chart Prepare to discuss how characters exhibit greed. Make entry in character chart Write a response to the “Big Question” and post. Before Reading – Summarize what has happened so far. Partner Read Ch. 5 Focus on social oppression and injustice. Respond to study questions to prepare for discussion. Complete Theme Chart Partner Read Ch. 6 Complete a Carousel activity to culminate discussion of the novella. Circulate around the room and write about characters and themes in the book. No duplicate answers. Comment on other responses. Theme Chart Participation in Discussion Essay Assignment: Write at least 5 paragraphs about one of the themes in the book. Be sure to include analysis of how certain characters respond to the theme. Grade For Unit Completed Theme Chart Completed Character Chart Chapter Notes Main Idea Activity: Chapter Names 3 Reading Responses Discussion Participation Grade 2 Essays Carousel Activity RUBRIC 3 ADVANCED 100 2 PROFICIENT 85 1 BASIC 70 All assigned work is complete and correct Charts have 3 to 4 examples from the text to support each idea about theme and character Chapter Notes address the guiding questions with additional information needed for discussion and written response Have at least 3 tallies during each discussion, make relevant comments with evidence from the text and respond to comments of others Written responses and essays are multi­paragraph with many examples from the text to support answers. Participation in carousel activity demonstrates thoughtful participation in discussions with relevant examples of themes and characters. Most assigned work is complete with minor errors Charts have 2 to 3 examples from the text to support each idea about theme and character. Chapter Notes address the guiding questions Have at least 3 tallies during each discussion, make relevant comments usually citing the text Written responses and essays are multi­paragraph with some examples from the text to support answers. Participation in carousel activity demonstrates adequate participation in discussions with relevant examples of themes and characters. Some assigned work is complete Assigned work contains many errors but is still understandable Charts have 1 or 2 examples and prompting is required to arrive at themes or character traits Chapter Notes are incomplete or do not answer the guiding questions Infrequent or no participation in discussion Written response contain an answer and two examples from the text Essays are well organized but contain few examples from the text. Participation in carousel activity demonstrates limited participation in discussions with examples from the text that are sometimes off topic. Vocabulary Week 1 Reassure Strenuous Mutter Hover Avarice Discontent Obscure Perceptible Deft Subside Gloat Recede Indigenous Protagonist Antagonist Pretest Able Comfort Demanding Float, drift Greed Hero Hidden Lessen Murmur Native Not content Opposition Subside Take pride Visible Week 2 Despair Reluctant Subjugation Apparent Conceal Spasm Crevice Vigor Dignity Solemn Benign Perplexed Indigent Pretest Formal, dignified Harmless Hide Hopelessness Life, energy Obvious Opening poor Puzzled Self­respect Suppression Tremor Unwilling Week 3 Surge Conceive Lament Divert Stifling Exhilaration Wane Weary Petulant Distorted Immune Fatigue Argument Counter Argument Pretest Consider Cry, grieve Decrease Distract Excitement Flow, gush Hot, muggy Misleading Moody, irritable Opposite reason, counter claim Reason, claim Resistant Tired Weariness Vocabulary Protagonist Antagonist
Obscure
Perceptible Indigenous Subjugation Indigent Argument Counter Argument Part of Speech Definition or Synonym Sentence noun noun
lead character or hero villain or character who opposes lead character verb adjectiv
e
Adjectiv
e Adjectiv
e Noun conceal or hide uncertain, unclear Adjectiv
e Poor Katniss Everdeen is the protagonist in ​
The Hunger Games​
. The Capitol is the antagonist in ​
The Hunger Games. Darth Vader and the Empire are the antagonists in Star Wars, Episodes four, five, and six. The fog obscured the hound in the Sherlock Holmes story. Her reference was obscure and I wasn’t sure what she meant. When it was closer to Holmes and Watson, the hound was perceptible. Cactus is indigenous to the desert. The Aborigines are the indigenous people of Australia. Women suffered subjugation when they were not allowed to own property or vote. Indigent people lived in a tent city in New Jersey. Noun Noun Noticeable, detectable, visible Originating in a certain region Suppression of others a reason or set of reasons given with the aim of persuading others that an action or idea is right or wrong. an argument or set of reasons put forward to oppose an idea or theory developed in another argument Anticipation Guide
Agree, Disagree, or Unsure 1) There are unwritten rules that dictate how people should act.
2) Good luck can bring happiness.
3) There are unwritten rules that dictate how successful, powerful, or popular you can become.
4) Money can provide happiness.
5) We control our own lives.
6) Fate, destiny, or another force we cannot control determines our lives.
7) All good things that happen come with a price.
8) One single choice can have a huge impact on the outcome of your life.
9) Success is available to every person.
10) We choose our morals.
11) Money is power.
12) Weapons make people powerful.
13) People like to limit other people’s success.
14) Greed is an unavoidable human condition.
15) Knowledge is power.
Choose one statement with which you strongly agree or strongly disagree
and write a short essay explaining your position.
Frames and Examples
One statement I strongly agree with is ​
STATEMENT​
. I agree with this statement because ​
Reason 1, Reason 2,​
and ​
Reason 3. I agree with the statement because ​
Reason 1​
. First, ​
Example.​
Also, ​
Example. In addition, I believe ​
STATEMENT​
because ​
Reason 2​
. For example, ​
Detail​
. In addition, ​
Example​
. The final reason I feel strongly about this topic is ​
Reason 3​
. This is evident because ​
Detail​
. For these reasons, I strongly agree with ​
STATEMENT.​
It is clear that ​
Detail. One statement I strongly agree with is ​
success if available to any person​
. First, ​
in the United States, every citizen is afforded the same opportunities​
. Second, ​
we have free public education​
available to all who live here. Finally, there are many examples of ​
people who have come from meager beginnings and are very successful. One reason I agree with this statement is ​
all citizens in the United States are afforded the same opportunities​
. People can study and work hard and become whatever they want. We have laws in this country that give people equal opportunity in our job market. Employers cannot discriminate because of race, religion, age, or gender. A second reason I agree that ​
success is available to any person​
is ​
everyone has access to a free public education​
. Studies show that more education means more success in most cases. Because education is free, there is no reason that U.S. citizens should not take advantage of this and put themselves on a path to success. Finally, I feel strongly that ​
success is available to all​
because ​
there are many example of people who started with very little and became very successful​
. Will Smith lived in West Philadelphia and became a successful singer and actor. My own grandparents came to this country and worked in a factory. My mother finished school and got a decent job. I was able to complete college and have am a teacher. It is clear that ​
everyone who lives in the United States can be successful because of educational opportunities and equal opportunity laws​
. That is why I strongly agree with this statement.
ESSAY OUTLINE
Thesis Statement​
Tell your readers the overall point of your essay Main Points​
Provide three main points to support your thesis 1. 2. 3. Examples and Details ​
Use examples and details to support your main points. You should have two or three details to support each main point. 1a b c 2a b c 3a b c Discussion Questions
Chapter One 1. What is a parable and why do you suppose Steinbeck calls our attention to this in his preface? 2. Who appears to be the protagonist in this story? 3. Who would you guess the antagonists will be? 4. On pages 3­4 Kino has arisen and the day has begun. What is this song he hears and what does it suggest about how he is feeling this morning? What other images create the mood? 5. On page 5 (1st full paragraph) the song Juana sings is part of the family song and all of it, Kino perceives, is part of the Whole. What Whole? 6. While Kino’s environment is safe and pleasant, how does the picture of the ants and the roosters underscore the struggle for the survival in nature? 7. On page 6, what new song comes to Kino? Why? 8. How does Juana’s reaction to the scorpion show two sides of the Indian culture? 11. How are the homes of the poor distinguished from the homes of the rich? 12. How is the doctor described? 13. What does the doctor’s comment on page 13 reveal about his attitude toward Indians? Big Question: Steinbeck leads some of us to believe the main conflict of the book is Coyotito’s scorpion sting, but it is just a complication. What is the major conflict of the book, as established in the end of Chap. One? How does Kino feel about this conflict? Chapter 2 1. How is a canoe a bulwark against starvation? 2. How is a pearl formed? 3. What does Juana pray for? Why? 4. Explain the examples of religion and superstition in chapter two. 5. On what two discoveries does Chapter 2 end? 6. Why does Kino howl? 7. On page 15, Steinbeck tells us that because the mixture of air and water over the gulf creates mirages, the Indians do not trust what they see with their eyes. How could this fit with the theme of “appearance versus reality”? Chapter 3 1. In the opening what is the town compared to? Why do you suppose he makes this comparison? 2. How does the news of the pearl affect a) the priest, b) the shopkeepers, c) the doctor, and d) the beggars. 3. In what sense (page 23) did Kino become “every man’s enemy”? 4. What does Kino say he will do once the pearl is sold? 5. In the middle of page 27 Kino hears “the song of evil” faintly. Who do you think brings it in to Kino’s house? Give a reason for your answer. 6. As the doctor approaches, why is Kino feeling rage (wrath)? 7. On page 30 how does Kino feel trapped by his own ignorance? 8. After the intruder is driven off, what does Juana say of the pearl? Why can’t Kino do it? 9. What are the pros and cons for destroying the pearl? Think carefully about all reasons. Big Question: What symbols have been used in Ch. 1 and Ch. 2? How do you think the symbols relate to the overall message in the book? Big Question: What does the pearl symbolize for the characters in the novella? Think of the town and village as a character. Chapter 4 Big Question: What are three societal or cultural rules that you think govern Kino’s society? What are three societal or cultural 1. Why is there no longer any real competition rules that you think govern our American society? among the pearl buyers? 2. Why is this a big day for the entire village? 3. What is suggested by the priest’s sermon on pages 44­45? 4. What might lead Kino and his brother to believe this? What might lead them to be suspicious of the priest’s sermon? 5. How does the pearl buyer devalue the pearl? 6. How is the village divided on Kino’s actions with the pearl buyer? 7. Why is Kino’s brother afraid for him? 14. Kino’s brother, Juan Tomas, is older and wiser. What insightful comment does he make about their friends? (page 53) 8. What does Kino say this time when Juana again says they should get rid of the pearl because it brings evil? What is implied in his answer? 9. At this point do you think Kino is right or is he just being stupid and willful? 10. What plans do they make for the next day? Chapter 5 1. What does Juana try to do with the pearl? Why? What does Kino do? 2. What happens on the beach? What happens to the pearl? 3. Given a second opportunity after finding the pearl on the sand, why does Juana not get rid of it? 4. Why will it not matter that Kino killed the man in self­defense? 5. As they head for home, what two discoveries do they make? What does this signify? 6. What is Juan Tomas’ opinion of the pearl at this point? 7. What is Kino’s comment on the pearl on page 65? In what sense might this be true? Chapter 6 1. Why is Kino more convinced than ever that the pearl is of great value? 2. What awakens him from his sleep? 4. Who does Kino see in the road? Why does he say they will be back? 3. Why does Kino consider letting the trackers take him? What does Juana say that convinces him not to? 4. Why does Juana reject Kino’s plan to separate? 5. How are the mountain pools places of both life and death for the animals in the area? What might this foreshadow? 6. What plan does Kino make to get rid of the trackers? What happens to disrupt his plan? onors English I The Pearl 7. In their return to the village, what is unusual in the manner that they are walking? What might this signify? 8. In Chapter 1 when Kino first looked at the pearl he saw a church wedding for Juana and himself. On page 86 what does he see in the pearl now? Big Question: What three major events in Chapter Five break Kino’s ties with the town and make him an outsider? Do you think he could become part of the town again in the future? Why or why not? Big Question: Is Kino’s throwing away the pearl a sign of defeat or triumph? Why? 9. What action do Kino and Juana take at the end of this story? Why? Main Idea Activity:
Name the chapters in ​
The Pearl​
and write a brief summary of each chapter that connects to the chapter name. The Pearl​
​
by John Steinbeck 1. ​
The Scorpion
Kino awakens on a peaceful morning. The song of evil invades the serenity. A scorpion stings
baby Coyotito. Get the doctor, Juana says. But the doctor won‛t come.
2.
3.
4.
5.
6.
Themes in ​
The Pearl Write theme statements for the following topics and support your statement with two examples from the text. Write a short essay (at least 5 paragraphs) on one of the themes. Wealth and Greed Look for passages/quotes dealing with the quest for money and the desire for things of the material world, as well as references to the steps which people will take to attain those things. Also, look for passages/quotes that imply that money can buy happiness. Good vs. Evil Look for passages/quotes that reflect images and ideas of darkness­light, good­ evil, brightness­ dimness, day­ night, black­ white Social Oppression Look for passages/quotes dealing with the oppression of the Mexican Indians in the portrayal of the doctor, the priest, the pearl buyers, and the trackers. Watch for details which show how Kino and his people are treated disrespectfully, taken advantage of, and discriminated against. Appearance vs. Reality Look for passages/quotes that refer to things not being what they seem. Consider looking for passages/quotes about visions, haze, mirages, dreams, vagueness, ghostly gleams, illusions, etc. Themes in ​
The Pearl Support the theme statements with evidence from the text. When we complete the book, write a short essay (at least 5 paragraphs) on one of the themes. Wealth and Greed Money is the root of all evil. Look for passages/quotes dealing Money cannot buy happiness. with the quest for money and the desire for things of the material world, as well as references to the steps which people will take to attain those things. Also, look for passages/quotes that imply that money can buy happiness. Good vs. Evil There cannot be good without evil. Look for passages/quotes that reflect images and ideas of darkness­light, good­ evil, brightness­ dimness, day­ night, black­ white Social Oppression People often take advantage of the poor and uneducated. Look for passages/quotes dealing with the oppression of the Mexican Indians in the portrayal of the doctor, the priest, the pearl buyers, and the trackers. Watch for details which show how Kino and his people are treated disrespectfully, taken advantage of, and discriminated against. Appearance vs. Reality Look for passages/quotes that refer to things not being what they seem. Consider looking for passages/quotes about visions, haze, mirages, dreams, vagueness, ghostly gleams, illusions, etc. Things are not always what they seem. Character Traits
Character
Trait(s)
Evidence from the Text
Kino Juana The Doctor The Priest or Pearl Buyers The Town The Beggars Style: The Pearl is a short novel or novella which is told in the form of an allegory or PARABLE––a short, simple work with little dialogue illustrating a lesson or a larger truth often on the subject of good and evil. In a PARABLE, good and evil are clearly defined––everything is black and white, there are no shades of gray. For instance, the good characters have names, and the bad characters have no names. The characters and action symbolize certain universal ideas or concepts and the readers attach their own meaning to these symbols. The Parable of the Mexican Fisherman The Mexican Fisherman and the Investment Banker (Author Unknown) An American investment banker was at the pier of a small coastal Mexican village when a small boat with just one fisherman docked. Inside the small boat were several large yellow fin tuna. The American complimented the Mexican on the quality of his fish and asked how long it took to catch them. The Mexican replied, “only a little while.” The American then asked why didn’t he stay out longer and catch more fish? The Mexican said he had enough to support his family’s immediate needs. The American then asked, “but what do you do with the rest of your time?” The Mexican fisherman said, “I sleep late, fish a little, play with my children, take siestas with my wife, Maria, and stroll into the village each evening where I sip wine, and play guitar with my amigos. I have a full and busy life.” The American scoffed. “I have an MBA from Harvard, and can help you,” he said. “You should spend more time fishing, and with the proceeds, buy a bigger boat. With the proceeds from the bigger boat, you could buy several boats, and eventually you would have a fleet of fishing boats. Instead of selling your catch to a middle­man, you could sell directly to the processor, eventually opening up your own cannery. You could control the product, processing, and distribution,” he said. “Of course, you would need to leave this small coastal fishing village and move to Mexico City, then Los Angeles, and eventually to New York City, where you will run your expanding enterprise.” The Mexican fisherman asked, “But, how long will this all take?” To which the American replied, “Oh, 15 to 20 years or so.” “But what then?” asked the Mexican. The American laughed and said, “That’s the best part. When the time was right, you would announce an IPO, and sell your company stock to the public and become very rich. You would make millions!” “Millions – then what?” The American said, “Then you could retire. Move to a small coastal fishing village where you could sleep late, fish a little, play with your kids, take siestas with your wife, and stroll to the village in the evenings where you could sip wine and play guitar with your amigos.” Starters Discussion Question Ch. 1​
: Steinbeck leads some of us to believe the main conflict of the book is Coyotito’s scorpion sting, but it is just a complication. What is the major conflict of the book? How does Kino feel about this conflict? Discussion Starters The main conflict in the book is ________________________. I think Kino feels _____________________, because _______________________. A reason Kino feels ______________________ is ___________________________. One thing Kino does to show he feels ________________________ is ____________________________. I agree with the comment about __________________________ because ______________________. I disagree with that statement, I believe ____________________________. Reading Response Ch. 2​
: What symbols have been used in Ch. 1 and Ch. 2? How do you think the symbols relate to the main conflict in the book? The symbols used so far in the book are _____________________, _____________________, and _____________________. The symbols are related to the main conflict by showing _____________________. One symbol is the ______________________. This represents ______________________. It is related to the main conflict because it shows that _____________________. An example from the text that proves this is _____________________. Another symbol is _____________________. This represents ___________________. For example, the text states ________________________. This shows that _________________________. Discussion Question Ch. 3:​
What does the pearl symbolize for the characters in the novella? Think of the town and village as a character. The pearl symbolizes different things for different characters. For Kino and Juana, the pearl symbolizes ____________________. Evidence in the text to support this is _______________. For the people in town the pearl represents ____________________. According to the text, _______________. The pearl represents ____________________ for the people in Kino’s village. An example from the text that shows this is ________________. I agree with the comment about __________________________ because ______________________. I disagree with that statement, I believe ____________________________. Reading Response Ch. 3 Kino and Juana have changed since the beginning of the story. Kino and Juana have not changed since the beginning of the story.