Trial Presentation Project Of Mice and Men Trial Presentation Project

Common Core Alignment 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (9-10.RL.1) 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (9-10.RL.2) 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. (9-10.RL.3)

Objective: Students will explore characters and moral issues within novel. In groups students will create a trial presentation which explores the question: “Should George be brought to trial for the killing of Lennie?” Group Members will play the parts- Prosecution Lawyer Defense Lawyer George Other Witnesses

Format & Outline Trial Presentations should last 15-20 minutes with equal participation from all members. Outline: Opening Statements (both attorneys) ~5min Witnesses and George’s Testimonies* ~10min Closing Statements (both attorneys) ~5min * Attorneys will ask questions but bulk of second section will be from George and other witnesses.

Exploration of Character The trial is not about whether George is guilty or not. It is about the complexity of his character. George’s personality has multiple different sides to it. The Prosecution should look for evidence which supports that George’s character has moments where he is portrayed in a unlikable (possibly criminal) manner. The Defense should find evidence that shows George as a loving care-taker of Lennie.

Preparation Days Day One: In groups discuss and create a list reasons why George should be brought to trial for murder as well as reasons why he should not be charged for Lennie’s death. -Consider moments in the novel that support your reasons -Determine which characters your group will use in the case -Characters should discuss an experience they had with George which either shows that he should or should not be charged for the crime. After characters have been selected determine which student will play each part (it is likely that some students will play multiple witnesses).

Day Two (Evidence & Inference) George and witnesses: Find specific moments in the novel (evidence) which you will use in your testimonies. On index cards, summarize the scene from the point-of-view of the character you are portraying and include citation (pg#). For example: Candy could summarize when he first met George and Lennie and discuss what he thought of George’s character on first impression. Include page number of the scenes you are summarizing on the index cards. Attorneys should transfer their points about George’s character to their cards as opening and closing remarks (Inferences). Opening statements should be more general where as closing statements should refer back to testimonies to support the points.

Witness Format Attorney calls witness 1- (Introduction to Character) Witness is asked questions about their connection to George and/or the crime (assume the jury has not read the novel) Questions could be things like: “What their job at the ranch is?” “How long they’ve known George?” Groups may make up details for this section of testimony. 2- (Presentation of Evidence) Witness is asked to describe the scene that the attorney seeks to use as evidence in trial. 3- (Rebuttal) Other Attorney may choose to ask further questions about the evidence or may ask them about other events from the novel.

Day Three (Arrangement and Run-Through): Attorneys should work with witnesses and George to arrange questions that introduce character and lead to their evidence summaries. Each witness should at some point describe a specific moment from the novel. Example: Could you describe to the jury the first time you met George and Lennie? Attorneys and witnesses can come up with details not listed in the novel as long as the primary evidence is from the text. Example: You might include how long Slim has worked under Curley as a detail that leads to a description of Curley picking a fight with Lennie.

The Trial Grading Criteria Group Effort- Group was on-task and focused throughout preparation days. Students worked together for cohesive presentation. Evidence Selection- Scenes were selected which illustrated the group’s reasons. Evidence was correctly summarized and cited on index cards. Exploration of Theme/Inferences- Presentation accurately explores the characters in the novel as well as the moral dilemma in the character of George.