ipl-logo

Grapes Of Wrath Class Analysis

892 Words4 Pages
bulb-icon

Recommended: Effective communication fundamentals

I feel that the class lesson was successful overall. Through creating the lesson with my group and by actually teaching it, I learned a lot about my skill set. I also gained a deeper understanding of the story of Noah’s Ark and of the section of The Grapes of Wrath in which my group focused. In my group, I learned that a group without strong leadership does not function very well. I felt that at first, especially, no one took charge. This weakened our group a bit, we were a little behind because we did not decide on a topic on the first day. We also had to throw the class activity together in the last few days because everyone was too nervous to say what they thought would be best. When we were presenting, we all knew our individual parts, but they were not very spread out. I know that I personally spoke more than some other members of …show more content…

The class really enjoyed and understood the lesson, and they really seemed to like our class activity. The main complaint about our presentation that I saw was that my group did not have many examples of allusions between the two stories. These students are not really wrong, other groups have had more examples than we have. However, Noah’s Ark was a very short story and only a few of its points related directly to The Grapes of Wrath. If we mentioned anything else, it would have been a stretch. My group was more focused on having strong allusions than on having a lot of them. The students also pointed out that we did not have equal speaking time, which I had noted earlier. The class did have a pretty good comprehension of the lesson. Looking at their answers on the do-now worksheets, all of their answers were correct, and it looked like some of them corrected their answers after we went over them which proves that they were engaged in the class. I was honestly a lot harder on myself than the class was which is very shocking to

Show More
Related
294 Words | 2 Pages

The tone of chapter 11 in John Steinbeck's, “The Grapes of Wrath,” is sympathetic, sad and hopeless. His word choice and syntax show how the sad houses were left to decay in the weather. His use of descriptive words paints a picture in the reader's mind. As each paragraph unfolds, new details come to life and adds to the imagery. While it may seem unimportant, this intercalary chapter shows how the effects of the great depression affected common households.

Read More
1359 Words | 6 Pages

Major Rhetorical Strategies in The Grapes Of Wrath The Grapes of Wrath by novelist John Steinbeck is a classic novel, which can be credited to the way Steinbeck gets across his ideas about migrant workers in the Great Depression-era American Southwest. The book follows the Joad family, who come to California to find work, but instead discover the truth about the hardships in this promised land. Between the chapters about the Joads, interchapters appear; these provide more general accounts of the many migrant workers like the Joads. Steinbeck clearly does not agree with this treatment, and uses this book to help in ending the problem. Steinbeck expertly applies a somber yet passionate tone, personification, and dark imagery to both inform

Read More
1165 Words | 5 Pages

People took advantage of their desperation, struggles and of their high hopes and dreams of a better life. In this book, you can see how problematic all the situations they dealt with were and how desperation affected people’s behaviour in peculiar ways. In Grapes of Wrath, money is a very important theme, that shows up in important moments in the book. The economic downfall, also known as the Great Depression, was a huge bellwether for how people acted in the 1930s.

Read More
355 Words | 2 Pages

This year has been a ride to say the least… We came in thinking that we would be taught by Dr.Rice, a woman known by the to be eccentric at times but incredibly intelligent and wise. The reality of the situation was that halfway through the year we were removed from her teaching and put in a different class altogether. This change was sudden and honestly a major inconvenience to the class as a whole. We did learn yes but it felt rushed and and spastic like the whole time we were cramming info into our brains rather than taking our time to learn and digest the material.

Read More
681 Words | 3 Pages

“You look radiant,” he said. “You get more and more beautiful.” (Pg. 2). Ashleigh is the daughter of two totally opposite parents. She lives with her mom and visits her dad Tuesdays and Thursdays.

Read More
1880 Words | 8 Pages

Intercalary Chapter Literary Analysis During the Great Depression, the nation as a whole was stripped of financial security and forced into a survivalist way of living. This changed the ways that people interacted with one another and the overall mentality of society. In the Grapes of Wrath, the Joad family is torn from their land and find themselves with nothing, a common story for migrant farmers of that time, derogatorily called “Okies” by Californians. But this is not the only group that is struggling, the entire county was in a state of panic and bruteness, no matter how “well off” they seemed to be.

Read More
735 Words | 3 Pages

Chapter 5 is about the unfair hand the farmers get because property owners that took their land and essentially told them to get out. The farmers are left with no choice because they can’t fight the bank. Since there are no actual characters, unlike the other chapters, Steinbeck organizes the chapter to be told third-person omniscient. Rather than focus on the characters, Steinbeck directs the reader’s attention to the situation and the events that take place. It’s his excellent use of exposition that adds to the true story of the Grapes of Wrath: the Joad

Read More
589 Words | 3 Pages

Realism and authenticity is very evident throughout The Grapes of Wrath. Steinbeck uses things such as real events; setting, symbolism, foreshadowing of future events that actually happened, and many other things help ascertain this sense. With the Great Depression and the Dust Bowl, Steinbeck has factual statements all throughout the novel. Intercalary chapters or nonfiction chapters, are gives the novel it’s most powerful sense of realism and authenticity. “The tractors came over the roads and into the fields, great crawlers moving like insects, having the incredible strength of insects” (Steinbeck, 35).

Read More
557 Words | 3 Pages

The lesson about the tent and privacy laws, were applicable to modern day but it was more difficult to follow along the lesson and how each step evolved. It was hard to comprehend how the Torah 's laws could dictate which way I place my window in the house. Overall, this class was very interesting to me because it gave me a different perspective of how I look at Jewish topics and values. Although, I felt this class was rushed and we could not get through all the material. They should cut down the material so we could talk about the topics more in depths and have

Read More
774 Words | 4 Pages

The process for this speech was as follows, first was to decide what the speech topic would be. You gave me the idea of travel insurance during a conversation about the informative speech. Next was the research phase. I did find some articles using a database search of the HACC library and then used Google to check out some of the companies that provide insurance and what information was available. I then started on the preparation outline following the example of Monroe’s Motivated Sequence that you had provided us.

Read More
615 Words | 3 Pages

Introduction Lenses on Reading: An Introduction to Theories and Modelsis an excellent read. The authors bring a lot of useful information to not only the field of education but to the classroom. Throughout the book, the authors provided vignettes to show theoretical models in action which gives the reader a visual of how the theoretical model can be applied. The layout of the chapters was in chronological order which is was also helpful.

Read More
830 Words | 4 Pages

So, I would have tried to find an alternative for those students. In the video it demonstrates the students are bored with the lesson until the teacher changes the presentation. The teachers uses an animation to show to the students and they seem to be fascinated by

Read More
1263 Words | 6 Pages

“The Grapes of Wrath” is still of the classics of American literature. This work remains banned in many school libraries across the nation because some critics said it contains full of lies of American life in that period and highly pro-communist. It is because Steinbeck created the work because of showing difficulties of many Americans who had The Great Depression and The Dust Owl. Steinbeck’s “The Grapes of Wrath” can be discussed by many critical theories but Marxist criticism which I will be discussing here is the one of the most common lenses through which to read the novel. This is because Steinbeck’s narrative shows the exact problems that a capitalist society describes working class people.

Read More
1558 Words | 7 Pages

The First 10 minutes, the teacher gives them a handout for all the students in the classroom from (All-Star Programme) with colour. I didn 't like that students with special needs had their own solitary table in the general education classroom and doesn 't engage them with the other students when they colour. The last 30 minutes, the general education teacher and all students sit in a circle, then the teacher read the story. I like this part, because everyone is holding the other student

Read More
484 Words | 2 Pages

I participated in several school meetings. After working with students in small groups, I evaluated my mini lesson for student improvement. My students were able to work independently, collaboratively, and utilize feedback from other peers. This taught me to reflect on advantages and disadvantaged of the lessons

Read More

More about Grapes Of Wrath Class Analysis

Related Topics

Open Document