Discipline
Language Arts, History
Grade Level
7-12
Type of Activity
Small Group, Individual, Ongoing, Sharing Work, Brief Research, Writing
Objectives
Students will have ongoing practice writing short papers (150-200 words, in different styles) on a variety of Of Mice and Men topics.
Students will learn to share their writing with others.
Students will gain a deeper understanding of each section of Of Mice and Men.
Overview
Even though the Of Mice and Men unit may culminate with a major scholarly paper, short writing prompts (150-200 words) should be given throughout the unit. The prompts can be both broad and specific. Students should be made to feel comfortable with these prompts, even though (time permitting) some will read them out loud. The student audience will be encouraged to respond and take notes.
Types of essays can include:
Scholarly. (See Critical Analysis Essay)
Compare/Contrast. (For example, students can compare/contrast the relationship between Lennie and George. Are they similar to brothers, parent/child, best friends, and so on?)
Descriptive. Students can emulate/evaluate Steinbeck’s descriptive writing. (See Sentence Fluency)
Narrative. Under “Procedures,” see the topics in Ongoing (before or during the reading of the novel).
Argumentative. (For example, what is “mercy killing”? Ask students to defend or condemn the practice, and argue reasons for their opinions.)
Evaluation. (For example, if Of Mice and Men took place today, not during the 1930s, how would life for Lennie have been different?)
Materials Needed/Preparation
Copies of Of Mice and Men.
Teachers should emphasize that each short prompt should be concise and contain specific examples from the novel.
Arrange time in the computer lab (if available), so students can start their assignments and teachers can assist students.
For unfinished assignments, students may email themselves the document or place it on a USB flash drive.
Estimated Time
Each short writing prompt can be assigned and completed in one or two homework assignments.
Procedures
Provide some ideas and ask students to write about some (as much as can be covered during the unit) of these topics:
Ongoing (before or during the reading of the novel):
What does friendship mean to you?
How important is it to have a place where you belong, where there are people who know you and love you?
What dreams do you have? How can these dreams fail? How can they succeed?
Who is your favorite character in this book so far? Give your reasons for choosing him or her.
Why does Steinbeck tend to start each new section with narrative description?
Define “responsibility.” Give some examples when you have been responsible and when you have not.
Write journal entries from the point of view of one of the characters in the novel.
Which characters can you identify with or with whom you can empathize/sympathize?
Do you know anyone who is mentally-challenged or otherwise disabled? If so, describe your relationship with that person.
Is violence ever justified?
Are you concerned about what others think of you?
Write about a major conflict (during any stage of the novel).
In which time period does the novel take place? How can you tell? Use specific examples. Consider: vocabulary, scenery, attitudes.
Section 1 (pp.1-16):
Contrast/compare the relationship between Lennie and George. Are they similar to brothers, parent/child, best friends, and so on?
What does the mouse in the first section tell you about Lennie? Think about why Lennie insists on carrying it around with him.
Examine Lennie’s use of language and thinking. At what level is he functioning?
What figurative language does Steinbeck use in this section and why? See Literary Terms.
Why is setting important to Steinbeck? Consider why he usually starts each section of the novel with a description of the setting.
What are the motifs already established in Section 1?
Discuss, and provide examples of, the literary devices Steinbeck has introduced.
Section 2 (pp. 17-37):
How does George try to prevent Lennie from getting into trouble?
Why is Curley so mean to Lennie and George upon first meeting them? What does he have against them?
Describe Curley’s personality. Why do you think he acts the way he does?
Why does George tell Lennie to remain silent when they first meet the ranch boss?
Why is the ranch boss so suspicious of George and Lennie?
Why do Curley and Curley’s wife pose a threat to George and Lennie? Why is George especially worried?
