The California State University
Task Force on Expository Reading and Writing
EXPOSITORY READING AND WRITING COURSE
Of Mice and Men by John Steinbeck
CAS Module by Jenny Chadburn
ELA 9th Grade
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READING RHETORICALLY
PREREADING
READING
POSTREADING/WRITING
Pre-reading
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Getting Ready to Read
Introducing Key Concepts
Surveying the Text
Making Predictions and Asking Questions
Introducing Key Vocabulary
9th/10th Grade ELA
Standards:
Reading 1.2 Distinguish
between the denotative
and connotative
meanings of words and
interpret the connotative
power of words
Getting Ready to Read
Students are provided an article to read to learn context of the migrant experience prior to
reading the primary text, Of Mice and Men by John Steinbeck:
Fanslow, Robin A. “The Migrant Experience.” American Folklife Center.
Library of Congress. 6 April 1998. Web. 7 September 2004.
Students predict what the article may be about prior to reading and reflect on their
predictions by writing in their journals. Students are provided an Of Mice and Men
module packet which contains a “pre-reading vocabulary” page reflecting vocabulary from
the Fanslow article as well as “pre-reading vocabulary” from Of Mice and Men. Students
must attempt to define words they know in their packet as a pre-reading activity. A
discussion of all words includes the literal as well as connotative meanings.
Pre-reading Vocabulary:
 Swamper, Stable Buck, Skinner, Migrant, Bindle, Dust Bowl, Recession, and The
Great Depression
After discussion of the meanings of words and context, and connotation, students are asked
to silently and independently read the Fanslow article in class. Students jot down questions
they have and other words they do not understand while reading.
Discussion occurs following the pre-reading activity to clarify words and questions. Using
prior knowledge, students fill out page 4 of the packet for words they can define from the
Fanslow article. Discussion regarding those words and ones they aren’t familiar with will
help to clarify context and meaning prior to reading the primary text, Of Mice and Men.
9th/10th Grade ELA
Standards:
9th/10th Grade ELA
Standards:
Word Analysis,
Fluency, and Systematic Vocabulary
Development
1.0 Students apply their
knowledge of word
origins to determine the
meaning of new words
encountered in reading
materials and use those
words accurately.
Introducing Key Vocabulary
Students will preview vocabulary specific to literature prior to reading the Steinbeck text.
As students read each chapter, a specific literary element is targeted. Students are asked to
focus on that one particular literary element as well as one general vocabulary word per
chapter. To determine meaning of terminology, students must use context clues in the text,
prior knowledge, and dictionary to check meaning if needed. Examples are discussed in
class and written in their packets using correct MLA in-text citation.
Literary Elements – pages 5-7 in packet
 Setting, Characterization (direct and indirect), Imagery, Theme, Mood, Simile, and
Symbolism
General Vocabulary – pages 8-9 in packet
 reluctantly, derogatory, concealing, persuasive, consoled, belligerently
 Personal vocabulary section for each student to add words they desire to define,
learn, and use.
1.1 Identify and use the
literal and figurative
meanings of words and
understand word
derivations.
WOLC 1.5 Reflect
appropriate manuscript
requirements, including
source and support
material (e.g., in-text
citation, use of direct
quotations with
appropriate citation)
9th/10th Grade ELA
Standard: Reading
Comprehension
9th/10th Grade ELA
Standard: Reading
Comprehension
2.3 Generate relevant
questions about readings
on issues that can be
researched.
2
Surveying the Text
Prior to reading Of Mice and Men, students scan the novel by looking at the length, when
and where the text was first published, and learn information about the author. This
information about Steinbeck is duplicated in their module packet on page 2. We discuss
questions that they have about the migrant experience and how it may relate to their own
families’ migrant experiences.
Making Predictions and Asking Questions
Students summarize each chapter in the packet beginning on page 10. Part of their
summary includes asking questions and predicting what may happen next. Students
answer basic plot questions per chapter in the packet (a copy of the packet is included in
this module). The “Dust Bowl Days” in Lamont at the Sunset Camp is discussed.
Students are encouraged to visit the camp to understand the migrant experience better.
The California State University
Assignment Template Version 1.1
Reading
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First Reading
Looking Closely at Language
Rereading the Text
Analyzing Stylistic Choices
9th/10th Grade ELA
Standards:
Word Analysis,
Fluency, and Systematic Vocabulary
Development
1.0 Students apply their
knowledge of word
origins to determine the
meaning of new words
encountered in reading
materials and use those
words accurately.
First Reading and Looking Closely at Language
This is the packet mentioned in previous pages.
Name:
Period:
1.1 Identify and use the
literal and figurative
meanings of words and
understand word
derivations.
1.2. Distinguish between
the denotative and
connotative meanings of
words and interpret the
connotative power of
words.
---------------------------------------------------------------------------------------------------A FEW NOTES ABOUT THE AUTHOR JOHN STEINBECK
“STEINBECK, John (1902-68). Winner of the 1962 Nobel
prize for literature, the American author John Steinbeck is best
remembered for his novel 'The Grapes of Wrath'. Steinbeck's story of
a family of farm workers migrating from Oklahoma to California
describes the hopelessness of the Great Depression era.
John Ernst Steinbeck was born on Feb. 27, 1902, in Salinas,
Calif. He took classes at Stanford University for several years but left
without a degree. He worked as a laborer to support himself while he
wrote. Steinbeck's first novel was published in 1929, but it was not
until the publication of 'Tortilla Flat' in 1935 that he attained critical
and popular acclaim.
He followed this success with 'In Dubious Battle' (1936) and
'Of Mice and Men' (1937). 'The Grapes of Wrath' (1939) earned
Steinbeck a Pulitzer prize. In these works Steinbeck's proletarian
themes are expressed through his portrayal of the inarticulate,
dispossessed laborers who populate his American landscape. Both 'Of
Mice and Men' and 'The Grapes of Wrath' were made into motion
pictures.
In 1943 Steinbeck traveled to North Africa and Italy as a war
correspondent. Some of his later works include 'Cannery Row'
(1945), 'The Pearl' (1947), 'East of Eden' (1952), 'The Winter of Our
Discontent' (1961), and 'Travels with Charley' (1962). He also wrote
several motion-picture scripts, including adaptations of two of his
shorter works-'The Pearl' and 'The Red Pony'. Steinbeck died in New
York City on Dec. 20, 1968.”
---- Courtesy of Mary Compton and Compton's Learning Company
UNIT OBJECTIVES – Of Mice and Men
What will you learn?
1. Through reading Steinbeck’s Of Mice and Men, students will gain a better
understanding of the theme of comradeship and the importance of an individual’s
dreams.
2. Students will demonstrate their understanding of literary terminology and will be
able to identify examples of each term.
3. Students will be exposed to a different era of American life, showing many of
today’s conflicts are not new; they are rooted in our American past.
4. Students will be given the opportunity to practice reading aloud, listening to text
being read aloud, and reading silently to improve their skills in each area.
5. Students will answer questions to demonstrate their knowledge and understanding
of the main events and characters in Of Mice and Men as they relate to the
author’s theme development.
6. Students will enrich their general vocabularies and improve their understanding of
the novel for use in conjunction with the novel.
7. Students will practice active reading skills by summarizing chapters, finding
examples of vocabulary, predicting, and evaluating events in the novel.
8. Students will create a plan for achieving at least one of their hopes or dreams
through an essay (post unit).
Pre-reading Vocabulary
Define each of the following words before reading Of Mice and Men:
Swamper
Stable Buck
Skinner
Migrant
Bindle
“Dust Bowl”
Recession
Depression
Literary Elements
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Define each of the literary elements below.
As you read Of Mice and Men, write down an example of each literary element
from the novel. In some cases, explain how the author successfully uses this
device to entice the reader.
Please include a page number, and use quotation marks if you directly copy the
example word for word.
Setting:

Example:
Characterization (Direct and Indirect):
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Examples:
Imagery:

Example:
Theme:
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4
Example:
The California State University
Assignment Template Version 1.1
Mood:
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Example:
Simile:
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Examples:
Symbolism:
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Examples:
General Vocabulary
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1.
As you encounter each of the following vocabulary words, write down what you
think the word means from context.
The objective is to help you learn a new vocabulary word from each of the six
chapters.
Copy the sentence from the novel with quotation marks and a page number in
MLA format.
Reluctantly
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2.
Quote from text:
Derogatory
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3.
Quote from text:
Concealing:
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4.
Quote from text:
Persuasive:
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5.
Quote from text:
Consoled:
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6.
Quote from text:
Belligerently:
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Quote from text:
List any other words you would like to add to your personal vocabulary here (define
in context, and include page #):
Chapter One
Your Summary: What Happens in this Chapter?
Questions to answer while reading Chapter One:
1.
Identify and give physical descriptions of Lennie and George:
2.
What trouble did George and Lennie have in Weed?
3.
What is in Lennie’s pocket?
4.
George bursts into a long speech about what he could do if he were alone. What
Why does he have it?
could he do?
5.
Lennie offers to go away and live in a cave. What is George’s response?
6.
Why are George and Lennie different from the other “guys like us that work on
ranches”?
7.
What are George and Lennie going to do someday?
Chapter Two
Your Summary: What Happens in this Chapter?
Questions to answer while reading Chapter Two:
1.
What does George answer when the boss asks what he is trying to put over?
2.
Identify and describe Curley:
3.
The swamper said, “Seems like Curley ain’t givin’ nobody a chance.” Explain:
4.
What advice does George give Lennie after Curley and the swamper leave?
5.
Identify Slim:
6.
Identify Carlson:
7.
What does Slim have that Lennie wants?
Chapter Three
Your Summary: What Happens in this Chapter?
Questions to answer while reading Chapter Three:
1.
Slim and George have a long conversation. Slim says how it’s funny how George
and Lennie go around together. What is George’s answer?
2.
Identify Candy:
3.
What did Carlson do with his Luger?
4.
What card game does George play?
5.
Describe Curley’s wife. What’s the problem about her?
6.
What will Lennie’s job be when he and George get their land?
7.
What does Candy want when he hears about George’s and Lennie’s plans?
Why?
What is he willing to contribute?
8.
6
Why did Curley fight with Lennie?
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What happened?
Assignment Template Version 1.1
Chapter Four
Your Summary: What Happens in this Chapter?
Questions to answer while reading Chapter Four:
1.
Identify Crooks:
2.
Lennie tells Crooks about the land. What is his reply at first?
3.
What does Crooks want when he believes there might really be land?
4.
Why did Curley’s wife come to the barn?
5.
Why did Crooks change his mind after Curley’s wife left?
Chapter Five
Your Summary: What Happens in this Chapter?
Questions to answer while reading Chapter Five:
1.
What happened to Lennie’s puppy? What was his reaction?
2.
Why did Curley’s wife come to see Lennie?
3.
What did she tell Lennie?
4.
What did Lennie do to Curley’s wife? Why did he do it?
5.
What was George’s reaction when he found out about Curley’s wife?
6.
What was Curley’s reaction?
Chapter Six
Your Summary: What Happens in this Chapter?
Questions to answer while reading Chapter Six:
1.
How and why did George do what he did to Lennie?
2.
Who is the only one who really understands what George did?
3.
Do you think what George did was the “right thing”? Why or why not?
9th/10th Grade ELA
Rereading the Text
Standard: Reading
Comprehension 2.8
Students reread the text while answering questions within each chapter of the packet, as
Evaluate the credibility
well as rereading the text while preparing to write about the text.
of an author’s argument
or defense of a claim by
critiquing the
relationship between
generalizations and
evidence, the
comprehensiveness of
evidence, and the way in
which the author’s intent
affects the structure and
tone of the text.
Post-reading Activities and Connecting Reading and Writing
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Summarizing and Responding
Thinking Critically
WRITING TO LEARN
USING THE WORDS OF OTHERS
(See Below)
9th/10th Grade ELA
Standard: Literary
Response and Analysis
3.11 Evaluate the
aesthetic qualities of
style, including the
impact of diction and
figurative language on
tone, mood, and theme,
using the terminology of
literary criticism.
9th/10th Grade ELA
Standard: Writing
Strategies 1.6
Integrate quotations and
citations into a written
text while maintaining
the flow of ideas.
Summarizing and Responding & Thinking Critically
Timed Write Unit Assessment
At the close of the module, students write about the literary elements within the
novel. They are given the following prompt a week or so prior to the close of the
unit, so that they are well aware of what they will be writing about as a module
assessment.
Additionally, students take an Accelerated Reader computerized test to assess
“what is said” to validate content mastery of plot, setting, and characterization.
The following writing assignment assesses their understanding of Steinbeck’s use
of literary elements to hold the reader’s interest and “paint of picture” of what is
“not said” in the novel. They are encouraged to “look beyond the obvious” to
prepare for this module’s “final exam” writing assessment.
Of Mice and Men: Writing Prompt
Five-paragraph, in-class timed essay
Select three literary elements John Steinbeck uses in Of Mice and
Men that you have learned about in class. Describe how each element
helps to hold the interest of the reader throughout the entire novel.
Make sure to select at least one quote from the novel for each of the
three elements, explain why these quotes are important, and use
proper grammar, sentence structure, and MLA format.
8
The California State University
Assignment Template Version 1.1
9th/10th Grade ELA
Standard: Writing
Application 1.1
Establish a controlling
impression or coherent
thesis that conveys a
clear and distinctive
perspective on the
subject and maintain a
consistent tone and
focus throughout the
piece of writing.
9th/10th Grade ELA
Standard: Writing
Application 1.0
Students write coherent
and focused essays that
convey a well-defined
perspective and tightly
reasoned argument. The
writing demonstrates
students’ awareness of
the audience and
purpose. Students
progress through the
stages of the writing
process as needed.
9th/10th Grade ELA
Standard: Written and
Oral English Language
Conventions 1.3
Demonstrate an
understanding of proper
English usage and
control of grammar,
paragraph and sentence
structure, diction, and
syntax.
Post Unit (transition to writing unit):
Writing a Process Paper:
 Composing a Draft
 Organizing the Essay
 Developing the Content
 Revising, Editing
 Publishing
The following writing prompt is used to begin the writing unit following the Of
Mice and Men unit. Students are reminded of Lennie and George’s hopes and
dreams for a better life. Students will write a process paper that focuses on their
own hopes and dreams for their own futures. Each is specifically asked to focus
on a dream career he/she wishes to have following high school or college and
analyze the steps needed to attain that goal.
Post Module Prompt:
Like George and Lennie, everyone has hopes and dreams for the
future. We hope our lives turn out in a certain way; we hope certain
events take place; we hope we are able to have the type of dream job
or career where we can live a certain lifestyle. The future may seem
like a lifetime away, but now is the time to begin planning to make
your dream a reality. Describe one of your hopes and dreams for life
after high school. For this assignment, your hope or dream should be
focused on a dream job or career. List and explain the steps in the
plan you will take to make your dream come true. Provide specific
examples within these steps to show the reader why this dream job or
career is so important to you.
Directions: Write a five-paragraph essay with a thesis statement as the last
sentence in the introductory paragraph, three well-developed body paragraphs
with specific examples, and a concluding paragraph. Whether you write in blue
or black ink or type your essay, the final draft must be double-spaced and MLA
format. Avoid second person (you/your), and avoid slang or vague words (stuff,
cool, thing, a lot). The final draft of your essay is due in one school week.