The Pearl Flipped Reading Activity

Purpose/Rationale:
As the eighth graders get ready to read the final section of The Pearl by John Steinbeck, I
will be introducing them to a certain type of literary criticism to help them better
understand the story. By introducing the students to Marxism, students can have a better
realization of the power struggles that are occurring throughout The Pearl. Prior to
coming to class, students will watch a video that I have created that covers the basics of
Marxism. Then, in class, students will create a comic strip of a scene that they feel shows
a power struggle within The Pearl (citing at least one quote) and provide a brief
explanation as to how their comic shows that power struggle. This lesson fulfills
LAFS.8.RL.1.1 by requiring students to provide analysis based on textual evidence. This
lesson also fulfills LAFS.8.RL.1.2 by determining Marxisms effect on the plot of the
story and providing an objective summary (comic strip) of the text.
Florida Standards:
LAFS.8.RL.1.1 Cite te textual evidence that most strongly supports an analysis of what
the text says explicitly as well as inferences drawn from the text.
LAFS.8.RL.1.2 Determine a theme or central idea of a text and analyze its development
over the course of the text, including its relationship to the characters, setting and plot;
provide an objective summary of the text.
Objectives:
Students Will Be Able To:
1. Recognize Marxisms presence within The Pearl and how it affects the story
2. Create a comic strip of a scene from The Pearl that incorporates Marxism
Materials:
Class set of hardcopy DVDs of flipped lesson content:
https://www.youtube.com/watch?v=H3MiaSG1SMQ

o Distributed prior to this class

o Students may also write the link down if they do not want to take a DVD,
but they will still be responsible for watching
Class set of The Pearl
Extra Coloring utencils

Anticipatory set:
As an entry ticket, students will have been assigned to write three things they learned
from the video to be watched prior to class. Students should enter with their tickets and
discuss with a partner.
Teaching Strategy/Procedure/Activity:

Time
5 minutes

Student is doing
Reviewing entry tickets
with their neighbor.

10 minutes

Participating in class
discussion.

5 Minutes

Being put into groups by

teacher.

15 minutes

Creating comic strip

10 Minutes

Sharing Comic strips/

replying to comic strip
presentations.
Turning in Comic strips/
completing exit ticket.

5 Minutes

Teacher is doing
Making sure students are on
task, recording any students
who did not complete the
entry ticket, taking
attendance.
Holding a class discussion/
review of Marxism. Be
sure that students recognize
that social class/status is the
driving factor behind
Marxism power struggles.
Explaining group
activity to students: In
pairs (and one group
of three) rewrite one
part of The Pearl as a
comic strip. Within
the comic strip be
sure to include
Marxist elements.
Along with the comic
strip there should be a
written paragraph
explaining how this
comic strip displays
Marxism
Browsing the room,
facilitating activity, keeping
students on task, answering
student questions
Critiquing comic strips,
calling groups to present,
keeping class orderly.
Collecting comic strips,
presenting exit slip.

Summary/Closure:
After turning in their comic strips, students should complete the exit ticket: What is one
other book or movie where you can see Marxism present? Give an example.
Assessment:
Formal assessment:
o Comic strip
See rubric

Students should find ways to convey Marxist themes through the

comic strip

Informal assessment:
o Discussion about Marxism
Ensure students have actually watched the video
Students should comprehend that Marxism is essentially the
struggle between social classes for power
o Exit slips
Has students apply what theyve learned to a story of their
choosing
Ensures students have the right idea about Marxism, if not they
should be corrected.

Homework/follow-up assignment:
None.
Accommodations/adaptations:
For Herbert Millner, our student with ADHD, he will be seated near the teachers desk.
During the activity, if Herbert gets distracted switch him to a partner who is an on-task,
responsible student.
For Paten Vanderour student with speech impairmentshe should not be required to
speak in front of the class, unless she wants to. Additionally, be sure to let her finish her
thoughts before attempting to correct her (if necessary), try not to interrupt mid-sentence.
For Lya Gross (our student with mild dyslexia), she will be provided an audiobook
version of The Pearl. Lya will also be placed in a group where she will not be required to
write anything unless she wants to (but she still must provide verbal support within her
pairing).
For Oliver Fore, who is our student with mild autism, be sure to provide the days agenda
on the whiteboard, structure will help him make smooth transitions. Oliver should also
be placed into the group of three, just for a little bit of extra support.
Since some students may not have the ability to access the Internet at home, hard copy
DVDs of the flipped lesson content will be provided.
Plan B:
If this activity runs too long feel free to omit the exit slip from the lesson. If students are
struggling with the concept of Marxism, try showing specific textual examples from other
stories we have read.

(Appendix A)
Marxism & The Pearl: Comic Activity

In pairs, students are to recreate a scene from Steinbecks The

Pearl into a comic strip that displays the Marxist themes evident in
that scene. Along with the comic strip, a paragraph-long
explanation will be required.

RUBRIC:
Points
_____/4

Includes at least four

different boxes
Explanation of how comic
_____/5
strip shows Marxist elements
Groupwork/Focus
_____/3
Total:
_____/12