Of Mice and Men Unit Plan
Of Mice and Men Unit Plan
Dr. Kern, EDC 430
Jessica Smith
November 25, 2008
Implemented at Chariho High School
January – March 2009
Jessica Smith
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Of Mice and Men Unit Plan
Lesson #
Lesson # 1
Lesson Title
Creating Context


Lesson # 2
Importance of
Friendship


Lesson # 3
Imagery and Voice;
Setting the Scene

Lesson # 4
Character Dreams!


Lesson # 5
Through Their Eyes

Lesson # 6
Connecting
Discrimination
Through the Decades


Lesson # 7
Jessica Smith
Name that Chapter!

Lesson Objectives
The student will activate prior knowledge by
describing a photo from the Great
Depression era.
The student will demonstrate what they have
learned about the Great Depression, Migrant
workers and John Steinbeck through the
completion of a web map.
The student will discuss his/her
understanding of friendship through
examples from his/her own life in the form of
a free write using at least one example from
the first chapter of the novella.
The student will examine three texts
(including his/her own) regarding friendship
in order to anticipate the themes of friendship
throughout the novella.
The student will analyze the language within
the novella to create his/her own descriptive
paragraph that is rich with imagery or voice.
The student will utilize a reading
comprehension strategy (graphic organizer)
to trace the characters dreams and
characteristics throughout the novella with at
least five textual citations.
The student will predict character outcomes
by making logical judgments on the
achievement of the character’s dreams.
The students will role-play a particular
character of his/her choice from the novella
by creating a diary entry from the point of
view of the character.
The student will identify themes of
discrimination by citing at least three
examples of two types of discrimination seen
within the novella.
The student will compare these
discriminatory ideas to our ideas today by
using a comparison chart with at least three
modern day connections.
The student will create a chapter title for one
chapter and support his/her decision by
completing the graphic organizer with a
detailed chapter summary of most events and
an interpretation about the meaning of the
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Of Mice and Men Unit Plan

Lesson # 8
Emotional Responses

Lesson # 9
Wrap It Up

Lesson # 10
Jessica Smith
Gallery Walk Museum 
Exhibit!
novella.
The student will summarize the novella
through the creation and debate of chapter
titles.
The student will consider whether George
has made the correct decision and predict
what they would have done in a similar
situation.
The student will develop an artifact that will
be included in a museum exhibit about
aspects of the 1930s.
Students will analyze the artifacts of their
peers in a museum-style presentation of the
projects.
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Of Mice and Men Unit Plan
Summary of Unit Plan!
This ten-lesson unit plan was developed to help the students analyze the themes,
symbols and characters throughout the novella, Of Mice and Men by John Steinbeck. My
hope for the unit is that it helps the students delve in to the world of Migrant workers, by
appreciating the time in which they lived and realizing how our lives are similar to theirs
in many ways. I hope to excite the students to realize the self and real world connections
within themselves and the text.
The lessons encourage students to look below the surface meaning of the novella
by analyzing character motivations and dreams, creating titles, creating their own
imaginative, descriptive journal entries and concluding with a museum exhibit that
highlights aspects of the 1930s lifestyle. Through their exploration of the novel, the
students will develop an understanding for those that are different. Whether it is
someone with a disability, like Lennie or someone who is treated poorly because of their
skin color or sex such as Crooks or Curley’s Wife.
The unit plan will help students to discover that strength lies in the hands of
people who do not necessarily realize it, and that we are all strong in our different ways.
Through the analysis of character dreams, the students will be able to realize that they can
find similarities between themselves and the characters within novels, and hopefully
develop a passion for reading and discovering more about themselves through the
development of different characters. I hope that my students understand how times can
change drastically, but some things stay the same and that we must work hard to push
past the archaic ideas of the past.
Jessica Smith
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Of Mice and Men Unit Plan
Grade/Content
Area
Lesson Title
GSEs
Context of the
Lesson
Opportunities to
Learn
Grade 11H / English
Lesson #1 : Creating Context!
R-12-4.3 Demonstrate initial understanding of elements of
literary texts by ... Generating questions before, during, and
after reading to enhance understanding and recall
enhance/expand understanding and/or gain new information
(Local)
This is the first lesson in a unit plan on Of Mice and Men
by John Steinbeck for the 11th grade Honors class at Chariho
High School. The theme of the 11th grade is “American
Dream” and this unit will appear at the beginning of the 3rd
quarter. The students have not begun reading the novel. The
unit will span ten class meetings on a block schedule where I
see the students every other day for 90 minutes. It will last
about 4 weeks. While we are doing this unit, the students will
also be working on his/her research papers so the out of class
work will be minimal. The students are all aware of what is
required from then in regards to journals, they know that they
will be collected and graded for a small portion of his/her
quarter grade.
Accommodations and Modifications:
The students in my class are all honors level students. One
student has Autism and comes to the class to be included and
“do what he can do and wants to do”. He is not required to do
anything, but does as much as he can willingly. He is simply
happy to be in our classroom listening to our discussions.
Materials:
Steinbeck, John. Of Mice and Men. New York: Penguin,
1993.
Biography:
<http://nobelprize.org/nobel_prizes/literature/laureates/
1962/steinbeck-bio.html>
Photo:
<http://www.thepatrioticgentleman.com/
TheGreatDepression/images/Migrant%20Family
%20Great%20Depression%20.jpg>
PowerPoint on The Great Depression and Migrant Workers
Copies of a web map for the students to fill in
Technology:
PowerPoint and the classroom Smartboard.
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Of Mice and Men Unit Plan
Objectives
Instructional
Procedures
Jessica Smith

The student will activate prior knowledge by describing a
photo from the Great Depression era.
 The student will demonstrate what they have learned
about the Great Depression, Migrant workers and John
Steinbeck through the completion of a web map.
Opening (15 – 20 min):
1. The students will enter class to a photo projected on
the Smartboard. I want you all to take out your
journals and write for ten minutes in response to this
photo. You may write anything you want, a
description, a story, or a poem.
2. I will now go around the class and call on different
students to tell us about what they wrote.
3. When do you think this photo was taken? Which era in
American history do you think it portrays?
Engagement (50 – 55 Min):
4. Does anyone know when the Great Depression was?
Does anyone know what happened during The Great
Depression? Does anyone know what happened to
cause the Great Depression? Does anyone know what
a Migrant Worker is?
5. I am going to show you a PowerPoint that will provide
you with information about The Great Depression and
Migrant Workers. I am going to provide you with a
web map to complete while you watch the
PowerPoint.
6. Watch PowerPoint.
7. Now I would like you to split in to groups of four or
five. Within these groups, I would like you to compare
your web maps and add any new facts to them that you
may have missed.
8. Now we will come back to a whole class and
switchgears toward a discussion of John Steinbeck.
Does anyone know who John Steinbeck is? Can
anyone tell me what some of the books he wrote are?
John Steinbeck wrote during the great depression, his
novels focus on the deep hurt and suffering that
families and individuals faced during this troubled
time. Other Steinbeck Books: The Grapes of Wrath,
The Red Pony, East of Eden, Cannery Row.
(summaries are at the end of the novella if need be). I
will now pass out a short biography on John Steinbeck
from the Nobel Prize website.
9. Please highlight the main ideas and important facts.
10. Can someone give me a few main facts about John
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Of Mice and Men Unit Plan
Assessment
Reflections
Jessica Smith
Steinbeck?
11. While reading this book, I want you to be aware of the
fact that one of the main characters, Lennie, is
mentally handicapped. His character acts much like a
child throughout much of the play and one must
understand this while reading.
Closure (10 min):
12. Who can tell me what they learned today about The
Great Depression or John Steinbeck? How are you
going to utilize this information when you begin to
read the first chapter of the novella?
13. I will give you the rest of class to begin reading, as
you read, make note with sticky notes any emerging
themes you see, introductions to characters, etc…
Tomorrow we will be looking in depth at the
importance of friendship throughout this novel, so
please come in with some thoughts about friendship.
14. I will be collecting your web maps and journals on the
way out. Thanks you!
WebMap:
+ : Three Branches. One for John Steinbeck, one for The
Great Depression and one for Migrant Workers. More than
three supporting details for each branch.
: Three branches. One for John Steinbeck, one for The Great
Depression and one for Migrant Workers. Only 3 supporting
details for each branch.
- : Less than three branches, less than 3 supporting details for
each.
Journal:
Student must have written a sufficient poem or paragraph
(consisting of at least 5 sentences) to receive credit.
Lesson Implementation:
Once I was actually in the classroom teaching the students
and realizing what types of things they were used to doing, I
completely altered this lesson. I lengthened the lesson to span
two class sessions. I began with about 30 minutes in the first
class session where I showed the students the Powerpoint with
key facts about the Great Depression and migrant workers. I
had the students respond to the photo as discussed in the plan
but the webmap activity was taken out. Instead, on the second
day I split the class into four groups(each group had 4 or 5
students) and had them answer some pre-reading questions.
Some of the questions they had to infer from their everyday
life, some they had to remember from the powerpoint from
the previous class period. The students then reported out the
answers for his/her particular section. This worked well
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Of Mice and Men Unit Plan
because we were able to discuss each question as a class and
everyone was able to input ideas. The questions related to the
themes throughout the novella and required them to use the
knowledge gained from the presentation of the powerpoint.
Jessica Smith
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Of Mice and Men Unit Plan
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Of Mice and Men Unit Plan
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Of Mice and Men Unit Plan
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Of Mice and Men Unit Plan
Name_________________ Date__________________ Block_________________
Of Mice and Men Pre-reading Questions
The Great Depression
1. When did The Great Depression begin?
2. What were some causes of The Great Depression?
3. How did The Great Depression crush some people’s ability to achieve the
American Dream?
4. Who helped America conquer the Great Depression and how?
Migrant Workers
5. Describe the life of a Migrant Worker.
6. What was the dust bowl and how did it affect Migrant Workers and tenant
farmers?
7. Do you have a place that you can call your own? Why is it important to have such
a place?
8. How might Migrant Workers have been mistreated?
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Of Mice and Men Unit Plan
Discrimination
9. How were women treated during The Great Depression? Please be specific.
10. How do our opinions and treatment of African Americans differ now from
opinions in the 1930s?
11. Do you know anyone with special needs? How was a person with special needs
treated differently in the 1930s than they are now?
12. How has the tolerance most Americans have towards people with differences
changed since the 1930s?
Loneliness/Friendship
13. Describe the role that friendship plays in the achievement of The American
Dream. Is it important to have a friend by your side or not?
14. How could the life of a Migrant Worker be lonely?
15. What are a few characteristics that you look for in your friends?
What could be some difficulties of caring for a person with a disability?
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Of Mice and Men Unit Plan
Student Work Sample #1 (continued on reverse)
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Of Mice and Men Unit Plan
Student Work Sample #2 (continued on reverse)
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Of Mice and Men Unit Plan
Student Work Sample #3 (continued on reverse)
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Of Mice and Men Unit Plan
Please complete the graphic
organizer, you may add more
bubbles if you wish.
JOHN STEINBECK
THE GREAT
DEPRESSION
OF MICE AND MEN
BACKGROUND INFO
THE MIGRANT
WORKERS
Name:___________________
Jessica Smith
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Date:_______Block________
Of Mice and Men Unit Plan
Grade/Content
Area
Lesson Title
GSEs
Context of the
Lesson
Opportunities to
Learn
Objectives
Instructional
Jessica Smith
Grade 11 Honors / English
Lesson # 2: Importance of Friendship
R-12-16.1 Generates a personal response to what is read
through a variety of means ... Comparing stories or other texts
to related personal experience, prior knowledge, or to other
books (Local)
W-12-2.3 In response to literary or informational text,
students show understanding of plot/ideas/concepts within or
across texts by ... Connecting what has been read
(plot/ideas/concepts) to prior knowledge, other texts, or the
broader world of ideas, by referring to and explaining relevant
ideas, themes, motifs, or archetypes (Local)
The students are studying Of Mice and Men by John
Steinbeck. This lesson comes towards the beginning of the
unit. The 11th grade theme of the year is “American Dream.”
This theme is seen in many ways throughout the novel.
Differentiated Instruction:
The students in my class are all honors level students. One
student has Autism and comes to the class to be included and
“do what he can do and wants to do”. He is not required to do
anything, but does as much as he can willingly. He is simply
happy to be in our classroom listening to our discussions.
Materials:
Steinbeck, John. Of Mice and Men. New York: Penguin,
1993.
Keller, Helen. Friendship Quote. BrainyQuote.com: n.d.
2008.
Technology:
This particular lesson requires no technology.

The student will discuss his/her understanding of
friendship through examples from his/her own life in the
form of a free write using at least one example from the
first chapter of the novella.
 The student will examine three texts (including his/her
own) regarding friendship in order to anticipate the themes
of friendship throughout the novella.
Opening (20 – 25 min): Students will arrive to the classroom
with a quote on the board: "Walking with a friend in the dark
is better than walking alone in the light." - Helen Keller
1. After students are seated. Please take out your
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Of Mice and Men Unit Plan
Procedures
Jessica Smith
notebooks and respond to the quote on the board, use
examples from your own life and one example from
the book to discuss how this quote relates to your own
ideas of friendship. You will have ten minutes to
write, and I will be collecting these. Can you repeat to
me what the assignment is?
2. Would anyone like to share what he or she has
written? (If no one responds, I will call on a few class
members to read what they have written.)
3. As you can see, everyone has his/her individual ideas
about what exactly constitutes a friendship.
Engagement (40 – 50 min):
1. I am now going to read a poem about friendship by
Robert Frost called “A Time To Talk”.
2. When I read the poem, I want you to think about what
he is saying about friendship.
When a friend calls to me from the road
And slows his horse to a meaning walk,
I don't stand still and look around
On all the hills I haven't hoed,
And shout from where I am, What is it?
No, not as there is a time to talk.
I thrust my hoe in the mellow ground,
Blade-end up and five feet tall,
And plod: I go up to the stone wall
For a friendly visit.
3. Now, can anyone tell me what Frost is saying about
friendship? What are his ideas on friendship?
4. Now, I want us to create a list of certain characteristics
that define a friendship.
5. I will give you a minute to write a short list at the
bottom of your journal entry about what you think
defines a friendship.
6. I am going to go around the room, each person can
share a characteristic and I will write it on the board.
7. Now that we have defined what we believe to be
characteristics of friendship, can someone please
describe to me the friendship that Lennie and George
share?
8. The class will now become a discussion of the aspects
of Lennie and George’s friendship. I will select
passages for the students and myself to read.
PASSAGE 1: “The first man stopped…the way
George’s hat was”(Steinbeck 2-4).
Within this passage, how is George portraying
aspects of friendship? Are the interactions between
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Of Mice and Men Unit Plan
George and Lennie characteristic of a good
friendship? A bad friendship? Throughout the first
chapter, we see Lennie imitating George’s body
positions, what can this say about how Lennie
feels about George? How do you think George
feels about Lennie? How would you feel if you
were George? How would you feel if you were
Lennie?
PASSAGE 2: “George stood up… I’ll let you keep
it a little while” (Steinbeck 9).
Does this passage give us more insight into how
George feels about Lennie?
PASSAGE 3: “There’s enough beans…I can go
away any time”(Steinbeck 10–12).
With this passage, I will have the students write a
paragraph about what it says about George and
Lennie’s relationship. I will pose the following
questions and provide them with 5 – 10 minutes to
write at the bottom of his/her journal entries the
response to the questions.
Choose either Lennie or George to write about and
write a paragraph about how the chosen character
feels about the other person and if the friendship
portrays aspects of friendship that we determined.
Please use at least one quote from the passage,
cited appropriately.
Jessica Smith
PASSAGE 4: “Guys like us…and that’s why”
(Steinbeck 13-14).
What does this passage say about friendship? Does
friendship help us overcome loneliness? We
learned in the last class about migrant workers,
why do you think that these two friends continue
to travel with each other when it is detrimental to
George’s ability to make a good living? Do you
think he is afraid of being alone?
Closure (10 – 15 min):
Does anyone in the class have a friendship like Lennie and
George? Does the friendship work well? Why do you
continue the friendship? Is anyone in a relationship that they
continue because they are afraid of being alone? Today we
discussed the friendship between Lennie and George, however
throughout the novel you will be introduced to many other
characters. During your reading tonight, I want you to think
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Of Mice and Men Unit Plan
Assessment
Reflections
Jessica Smith
about how the other characters that are introduced feel about
George and Lennie’s relationship and how their friendship is
helping them survive this migrant worker lifestyle.
Please read the next section for homework, remember not to
write in your books, please use sticky notes to mark important
passages.
On your way out, please hand me the two journal entries and
your list of friend characteristics. Thank you and have a great
couple of days!
+ : The student has successfully written two paragraphs,
each with at least one textual example cited correctly and
has made an in depth analysis about his/her own ideas
about friendship and related it to the characters within the
novella and our character list.
 : This student has used one textual example in each
paragraph, discussed his/her own feelings about friendship
in relationship to the characters in the novella and our
character list.
 -: This student has not written sufficient paragraphs, has
not used quotes or examples and does not appropriately
relate the text to his/her own feelings on friendship.
Lesson Implementation:
For this lesson I only altered it so that the students
would respond to the poem by answering the questions
that I gave them on a worksheet. The worksheet had them
answer some questions regarding the poem and quote on
the front page by themselves. The questions were the same
ones that are seen above in the lesson plan. The students
were then placed in groups and answered the backside of
the sheet that asked them to discuss Lennie and George’s
friendship. This section asked them to find specific
passages. This helped us to facilitate a better discussion
because the passages were student found and everyone
was able to contribute because of the help from his/her
peers within the groups. If the students omitted any
passages, I helped point them to important sections and
we discussed them. The lesson worked very well! The
students understood Lennie and George’s unusual
friendship and how both characters feel about one another.
They were also able to trace this theme throughout the rest
of the novella. I also had to begin giving quizzes because
it is necessary for the school environment.
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Of Mice and Men Unit Plan
English 11H
Name___________________
Of Mice and Men
Date____________________
Part 1 and 2 Quiz
Block___________________
Identify the speaker of the following quotes.
George
Slim
Curley
Candy(old swamper)
Lennie
the boss
1. ________________“I don’t know where there is no other mouse. I remember a
lady used to give ‘em to me—ever’ one she got. But that lady ain’t here.”
2. ________________ “Guys like us, that work on ranches, are the loneliest guys in
the world. They got no family. They don’t belong no place.”
3. ________________ “She slang her pups last night. . . . Nine of ‘em. I drowned
four of ‘em right off. She couldn’t feed that many.”
4. ________________“Well . . . tell you what. Curley’s like a lot of little guys. He
hates big guys. He’s alla time picking scraps with big guys. Kind of like he’s mad
at ‘em because he ain’t a big guy. You seen little guys like that , ain’t you?”
5. ________________ “I said what stake you got in this guy? You takin’ his pay
away from him?”
Answer the following by writing TRUE or FALSE in the space provided.
6.
______________Lennie offers to go away and live on his own.
7.
______________It is typical for workers to travel with a friend between ranches.
8.
______________ George tells Lennie not to talk until they see him work.
9.
______________ Slim’s only friend is his old dog.
10. ______________ Lennie wants some of Slim’s rabbits.
Jessica Smith
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Of Mice and Men Unit Plan
Answer the questions in complete sentences.
11. What does Lennie keep in his pocket?
12. What do George and Lennie hope to do one day?
13. What happened in Weed to force George and Lennie to leave?
14. What story does George tell the boss about why Lennie is slow?
15. How do the men feel about Curley’s wife?
Jessica Smith
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Of Mice and Men Unit Plan
Chariho English 11H
Of Mice and Men Friendship Questions
Name_________________________Date___________________Block______________
A Time To Talk
When a friend calls to me from the road
And slows his horse to a meaning walk,
I don't stand still and look around
On all the hills I haven't hoed,
And shout from where I am, What is it?
No, not as there is a time to talk.
I thrust my hoe in the mellow ground,
Blade-end up and five feet tall,
And plod: I go up to the stone wall
For a friendly visit.
Robert Frost
1. What are Frosts views on friendship?
2. What are your views on friendship?
3. Utilize the two outside sources on friendship (the Helen Keller quote and the Robert
Frost poem) and your own views of friendship to define what a friendship is.
4. What are some characteristics of a good friendship?
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Of Mice and Men Unit Plan
5. Describe the friendship between George and Lennie. Use the text.
6. Does the friendship between George and Lennie adhere to your definition of a
friendship? Explain why or why not.
7. How does George feel about Lennie? Find specific passages that prove your point.
8. How does Lennie feel about George? Find specific passages that prove your point.
9. Do you think that the two characters need one another? Explain why or why not.
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Of Mice and Men Unit Plan
Student Work Sample #1
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Of Mice and Men Unit Plan
Student Work Sample #2
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Of Mice and Men Unit Plan
Student Work Sample #3
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Of Mice and Men Unit Plan
Grade/Content
Area
Lesson Title
GLEs/GSEs
Grade 11 Honors / English
Lesson #3: Imitating Author’s Style
R-12-6.1a Analyze and interpret author's craft within and
across texts, citing evidence where appropriate by ...
Demonstrating knowledge of author’s style or use of literary
elements and devices (e.g., simile, metaphor, point of view,
imagery, repetition, flashback, foreshadowing,
personification, hyperbole, symbolism, analogy, allusion,
diction, syntax, genre, or bias, or use of punctuation, etc.) to
analyze literary works (Local)
W-12-11.2 Demonstrates the habit of writing extensively by
... Sharing thoughts, observations, or impressions (Local)
Context of the
Lesson
Opportunities to
Learn
Jessica Smith
W-12-2.3 In response to literary or informational text,
students show understanding of plot/ideas/concepts within or
across texts by ... Connecting what has been read
(plot/ideas/concepts) to prior knowledge, other texts, or the
broader world of ideas, by referring to and explaining relevant
ideas, themes, motifs, or archetypes (Local)
The 11th grade honors class began reading John Steinbeck’s,
Of Mice and Men one week ago. So far, we have done much
pre-reading work with the themes of friendship, dreams,
discrimination and migrant workers. The students have
discussed ideas of friendship throughout the first two sections
and now they have read up to the beginning of section four.
We have had one quiz to be sure the reading is being done and
today we will work with imagery and literary devices
throughout the first three chapters. The class is also working
on their research papers, and today their annotated
bibliographies are due. We will quickly discuss the NeCap
scores and every day we are required to do a quote response at
the opening of class to help the students with their ability to
write what they are thinking and practice on-demand writing.
Accommodations and Modifications:
We have a few students with section 504 plans that require all
homework assignments to be written on the board. The class
will be able to work in groups, individually and as a whole
class. They will also have the opportunity to express their
ideas verbally and in writing.
Materials:
Steinbeck, John. Of Mice and Men. New York: Penguin,
1993.
45 copies of the worksheets on imagery.
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Of Mice and Men Unit Plan
Objectives
Instructional
Procedures
Jessica Smith
Quote written on the board.
NeCap Reflection questions projected on smartboard.
Technology:
We will be projecting the NeCap reflection questions on the
classroom SmartBoard and the students have used a computer
to properly format their annotated bibliographies and perform
research. Otherwise, minimal technology use is seen in this
lesson.
 The student will analyze the language within the novella
to create his/her own descriptive paragraph that is rich
with imagery or voice.
 The student will respond to the quote and synthesize the
quote with the reading of the novel Of Mice and Men
through the writing of a journal and class discussion.
Opening:
1. The class will enter, and the quote will be written on the
board. “The future belongs to those who believe in the
beauty of their dreams.” -Eleanor Roosevelt
2. Good Morning Class! (Take Attendance).
3. Please respond to the quote on the board. Explain the
meaning and relate it to Of Mice and Men. Remember
that we must read our entries when responding during
discussion.
4. After the students have had several minutes to respond to
the quote, I will ask one student to begin reading his/her
entry. I will continue to ask students and engage them in
discussion by asking questions such as: Does having a
dream help us maintain hope? How does hope for the
future affect s now? Does hope give us something to hold
on to and look forward to? How does the dream Lennie
and George have help them complete the tasks at the
present? If we believe in our dreams, do you think we
have a greater rate for success? Why?
5. Hook: I am now going to read a section of, Of Mice and
Men. Think about the words that Steinbeck uses to
describe this place and what images these words evoke in
your minds…
PASSAGE #1: “A few miles south of Soledad…
opening by the green pool” (1-2).
6. After Reading: Were you able to see the picture that
Steinbeck was painting for you? Which images stuck out
most in your mind? What types of words does he use to
describe this setting to us? Can anyone find any other
examples of literary devices within the passage other than
imagery?
Such
as
personification,
alliteration,
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Of Mice and Men Unit Plan
onomatopoeia, similes, metaphors?
Jessica Smith
Engagement:
7. I am now going to divide the class into groups of 3 – 5.
8. In your groups, I would like you to answer the questions
on the first page.
9. After the students have worked in groups to answer the
questions on the first page I will ask for examples from
the class. As a class, we will critique the passages and
point out many examples of figurative language.
10. We will discuss how the novel is much like a play with
the setting of the scenes and the dialogue.
11. Then, we will look at all of their examples of figurative
language throughout the novel.
12. If the students choose this passage we will discuss it when
they bring it up, but if not I will point them to it
afterwards.
PASSAGE 6: “The bunkhouse was a long…flies
shot like rushing stars” (Steinbeck 17-18).
13. Since the beginning of this unit, we have discussed issues
of migrant workers, the Great Depression, dreams, etc…
What is the, “American Dream”? (aiming for the idea of
2.5 children, white picket fence, 2 cars, dog, etc…) Now,
doesn’t everyone have his/her own ideas about what their
American Dream is? I am going to read the passage out
loud. While I read it, I want you to note the types of words
he is using as we have been with all of the past passages.
After we have finished the passage you will have the
chance to write your own detailed description of your
American Dream.
14. I will now instruct the students to turn to their group
members and read over the instructions. They can choose
between writing a description of their own American
Dream or describing a place they love. Either way they
must follow the rubric and create an image with
descriptive words.
15. After the students have had sufficient time to create
his/her paragraphs I will have them share them in their
groups. I will then have a few students share their
paragraphs out loud if they are willing.
16. Back as a whole class we will transition in to the next part
of the activity.
Closure:
17. To close, I will assign their homework for Friday, to read
the next section and inform them that they will have a quiz
on Friday about sections 3 and 4.
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Of Mice and Men Unit Plan
Assessment
Reflection
Jessica Smith
18. Next, I will ask them to tell me one thing they learned
about the language in Steinbeck’s novel and have them
look for it as they read the rest of the novel.
Informal assessment will be done as I look for students to
participate in class, volunteering to read out loud or offering
passages.
Formal assessment will be done in the form of assessing
their paragraphs and worksheet. See the rubrics attached to the
class handouts.
Lesson Implementation:
This is the lesson that I implemented during my formal
URI observation from my URI supervisor. The lesson went
absolutely excellently. My students were engaged with the
activity and some really great imagery-filled paragraphs were
created. One thing that I would change would be to go into
more depth about how to use the different types of figurative
language. I would explain how alliteration is effectively used
as well as going over the simple definition. The language
sheet worked as a form of informal assessment because it was
not graded, I looked over them and listened to answers to
make sure that the students knew how to use different types of
figurative language. After spending this pre-writing work, I
let them create his/her own paragraphs. Many of the students
were resistant to the assignment because it is so different from
what they are used to. They are not used to the more abstract
thought and writing and this forced them to utilize different
skills. Some students however, did an excellent job and
created extremely vivid, Steinbeck-like descriptions!
32
Of Mice and Men Unit Plan
Chariho English 11H
Of Mice and Men: Language
1. Find at least one passage that is rich with imagery, such as the example we read in
class on page 1. Please provide a page number with beginning and ending words
and describe why the passage is successful at creating an image in our minds.
2. What other genre of literature does Steinbeck’s language remind you of? Explain
and provide textual examples.
Find two or more examples of each (include page numbers and direct quotes):
3. Alliteration –
4. Onomatopoeia-
5. Simile –
6. Metaphor –
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Of Mice and Men Unit Plan
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Of Mice and Men Unit Plan
Student Work Sample #1
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Of Mice and Men Unit Plan
Student Work Sample #2
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Of Mice and Men Unit Plan
Student Work Sample #3
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Of Mice and Men Unit Plan
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Of Mice and Men Unit Plan
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Of Mice and Men Unit Plan
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Of Mice and Men Unit Plan
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Of Mice and Men Unit Plan
Grade/Content
Area
Lesson Title
GLEs/GSEs
Context of the
Lesson
Opportunities to
Learn
Grade 11 Honors / English
Lesson #4: Character Dreams!
R-12-4.1 Demonstrate initial understanding of elements of
literary texts by ... Identifying, describing, or making logical
predictions about character (such as protagonist or
antagonist), setting, problem/solution, or plots/subplots, as
appropriate to text; or identifying any significant changes in
character, relationships, or setting over time; or identifying
rising action, climax, or falling action (Local).
R-12-16.1 Generates a personal response to what is read
through a variety of means ... Comparing stories or other texts
to related personal experience, prior knowledge, or to other
books (Local)
This is the fourth lesson in a unit on Of Mice and Men by
John Steinbeck. The 11th grade honors class is studying the
novella, their theme for the year has been, the “American
Dream”. This novella touches upon that them as well as many
others, which we have only begun to discuss.
Differentiated Instruction:
The students in my class are all honors level students. One
student has Autism and comes to the class to be included and
“do what he can do and wants to do”. He is not required to do
anything, but does as much as he can willingly. He is simply
happy to be in our classroom listening to our discussions.
Materials:
Steinbeck, John. Of Mice and Men. New York: Penguin,
1993.
60 copies of the Graphic Organizer
White Board w/ markers
Graphic Organizer template
Objectives
Jessica Smith
Technology:
SmartBoard
 The student will utilize a reading comprehension strategy
(graphic organizer) to trace the characters dreams and
characteristics throughout the novella with at least five
textual citations.
 The student will predict character outcomes by making
logical judgments on the achievement of the character’s
dreams.
42
Of Mice and Men Unit Plan
Instructional
Procedures
Jessica Smith
Opening (15 min):
1. Please take out your notebooks and answer the
questions on the board. What does Lennie keep in his
pocket and why do you think he wants it? Do you
believe that Lennie and George will achieve their
dream? If not, what do you think is getting in their
way and if so, how do you think they will achieve it?
Do you think that people can achieve their American
Dream?
2. Share ideas.
3. So far we have read 4 sections from the novella, we
have recently been introduced to many new characters,
Who wants to tell me some of the names of the new
characters? (Candy, Slim, Curley, Curley’s Wife, the
Boss, Carlson, Whit, Lennie, George).
4. Each of these characters has a dream. In this lesson,
we are going to analyze some of the characters dreams
in a jigsaw type activity.
Engagement (about 60 minutes):
5. I will provide you with an example of what I would
like to see from your individual graphic organizers.
6. (I will open a graphic organizer template on the
computer, and project it onto the SmartBoard). Okay,
I will use the character of Carlson to show you what I
expect from you with your individual graphic
organizers. Can anyone help me find a description of
Carlson’s physical characteristics? I will point them to
page 44 where Carlson is introduced. Okay, I am
going to use this quote and make sure that I cite the
page number properly. Now, in the next column, it
asks for Personality Characteristics. Can anyone help
me find some examples that show us something about
Carlson’s personality? The scene with the shooting of
the dog. Okay, now what does this scene imply about
Carlson? It shows how he is willing to take care of his
friends, but is quite merciless. In the next column, we
will put Carlson’s dreams. So far we have not reached
a part in the novella that discusses his dreams,
however you can all make a fairly good prediction
about what your character’, “American Dream” is.
You must also identify some obstacles that could get
in the way of the character achieving this goal.
7. I would like you to split into groups of four or five so
that we have six groups. Please work with the people
sitting next to you. The group that rearranges the desks
as quite and quick as possible will get to choose their
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Of Mice and Men Unit Plan
Assessment
Reflections
Jessica Smith
character first.
8. Okay, now that you are in your groups, I will hand out
a graphic organizer to each group. You will complete
this graphic organizer together, taking input from all
members.
9. Distribute graphic organizer. After the students seem
to be finishing up. Now, each group is to report out
about their group’s particular character. Be sure to
refer to page numbers and everyone should take notes
on the different characters.
Closure (10 min):
10. Everyone can go back to his or her seats now. What
does each group predict for the outcome of his or her
character?
11. There will be no homework over the break except for
working on your outlines.
Journals: The student must answer all of the questions
with support for his/her answers in order to receive full
credit.
Graphic Organizer: The student will be assessed
according to the attached rubric.
Lesson Implementation:
For this particular lesson, I added a section 3 + 4 quiz to
make sure that the students are doing the reading. Instead of
journal questions, the students responded to the questions
verbally. Since the lesson was given on a day before
vacation, there was minimal participation and much
distraction. However, every student was able to complete the
graphic organizer successfully in class.
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Of Mice and Men Unit Plan
Jessica Smith
45
Of Mice and Men Unit Plan
Personality
Physical
Characteristics
American Dream
Jessica Smith
3
2
1
More than two
examples describing
the characters
personality are
present and the
student has
identified logical
reasoning behind
character actions in
relation to
personality.
More than one quote
that describes the
characters physical
characteristics
Excellent
description and
textual
substantiation
regarding the
character’s
American Dream
and identification of
some obstacles.
Two quotes that
describe the
characters personality
are present along
with logical
reasoning behind
character actions in
relation to
personality.
Less than two
quotes that
describe the
characters
personality and
there is no
attempt to
connect actions to
personality.
One quote that
describes the
characters physical
characteristics
Dream is stated, little
textual substantiation,
little reference to
obstacles.
Inadequate or no
quote describing
the physical
characteristics
Dream is not
stated or no
textual
substantiation and
no reference to
possible
obstacles..
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Of Mice and Men Unit Plan
Student Work Sample #1
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Of Mice and Men Unit Plan
Student Work Sample #2
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Student Work Sample #3
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Student Work Sample #4
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Of Mice and Men Unit Plan
Grade/Content
Area
Lesson Title
GLEs/GSEs
Context of the
Lesson
Opportunities to
Learn
Grade 11 Honors / English
Lesson # 5: Through Their Eyes!
R-12-4.1 Demonstrate initial understanding of elements of
literary texts by ... Identifying, describing, or making logical
predictions about character (such as protagonist or
antagonist), setting, problem/solution, or plots/subplots, as
appropriate to text; or identifying any significant changes in
character, relationships, or setting over time; or identifying
rising action, climax, or falling action (Local)
W-12-11.4 Demonstrates the habit of writing extensively by
... Writing in a variety of genres (Local)
This is the fifth lesson in a unit on Of Mice and Men by
John Steinbeck. The 11th grade honors class is studying the
novella, their theme for the year has been, the “American
Dream”. This novella touches upon that them as well as many
others such as friendship, oppression, The Great Depression
and many others.
Differentiated Instruction:
The students in my class are all honors level students. One
student has Autism and comes to the class to be included and
“do what he can do and wants to do”. He is not required to do
anything, but does as much as he can willingly. He is simply
happy to be in our classroom listening to our discussions.
Materials:
Steinbeck, John. Of Mice and Men. New York: Penguin,
1993.
50 Copies of the journal prompts.
Technology:
None
Objectives
Instructional
Procedures
Jessica Smith

The students will role-play a particular character of his/her
choice from the novella by creating a diary entry or letter
from the point of view of the character.
Opening (5 – 10 min):
1. Last class we spent much time analyzing the
characters in the novel. Can anyone remind us what
we did in the last class? What are some of the
character’s dreams?
2. Today we are going to take on the viewpoint of a
character from the novella and write a diary entry or
letter from his/her viewpoint.
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Of Mice and Men Unit Plan
Assessment
Reflections
Jessica Smith
Engagement (50 – 60 min):
3. Hand out the diary entry/letter option sheets and go
over them with students.
4. So, if I were to write in regards to question number
one from the point of view of Curley’s wife, how do
you suggest I begin? Together, we will discuss ideas
of what to write for Curley’s wife.
5. Now, I want you each to spend about twenty minutes
writing your journal entries or letters from the point of
view of one of the characters. Don’t tell your
neighbors which character’s perspective you are
writing from because when we’re done we will guess!
6. We are now going to move into groups of four, within
these groups, each of you is to read your paper out
loud or have another group member read it out loud if
you do not feel comfortable. Within these groups,
please make logical decisions about which character
the writer has chosen.
7. After they have had plenty of time to work on each
person’s writing: Now, I would like you to choose one
or two people’s entries to read to the class, and as a
class we will make some predictions about who the
person is.
Closure (5 min):
8. What did you learn today about voice? What aspects
of voice were most helpful when making our decisions
about which character we were listening to? What
types of themes are seen throughout these journal
entries? Are there examples of friendship? Imagery?
Discrimination?
9. In tonight’s reading, I want you to note aspects of
discrimination, whether it be racism, sexism,
discrimination against those with disabilities, etc…
According to attached rubric.
Lesson Implementation:
This lesson was not implemented due to time constraints.
52
Of Mice and Men Unit Plan
Directions: Choose one prompt and one character; write a letter or journal entry from
his/her point of view.
1. What are you most afraid of or worried about? What is making you anxious?
Describe the person, object, or event that bothers you. Talk about specifically
what concerns you -- Why are you worried? What's the worst thing that could
happen? What do you hope will occur? How do your fears or worries relate to the
things that have happened so far?
2. What do you want to accomplish in your life? What big goals have you set for
yourself, and why? When you daydream about what you might be or do in your
life, what do you dream about? What are you doing? And how do your dreams
relate to who you are now?
3. What has made you happy recently? Describe the event, object, or person who has
brought you happiness, and explore why you felt happy. Reflect on the event,
object, or person -- look back and think about exactly the way that you felt. What
does your happiness tell you about who you are and how your mind works?
4. Sketch an important space that you know well. Label all your special things and
the specific places. Once you've sketched things out, write a description about the
place that explains why it's important to you. What makes the place significant?
Why do you remember it? How does the place make you feel, and why? How
does it relate to who you are -- is it messy, neat, clean, and so forth? What
qualities does the place have, and how do those qualities relate to what you want
in life?
5. Describe your dream room or getaway. If you could escape, where would you go?
What would you do? Use details to describe your getaway -- what does it look
like? What sounds do you hear? What do you smell? How does your dream place
relate to the places that you live in and visit now? Reflect on why you would want
to escape to this place -- Why is it better than where you are now? Why this place
instead of another?
Jessica Smith
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Of Mice and Men Unit Plan
Category
Descriptive Words
3
Words are
incredibly
descriptive and
bring the text to life.
2
The words are
somewhat
descriptive but
could be more
imaginative
1
Words are basic and
do not evoke images
in our minds.
Creativity
The story contains
many creative
details and/or
descriptions that
contribute to the
reader's enjoyment.
The author has
really used his
imagination.
The story is very
well organized. One
idea or scene
follows another in a
logical sequence
with clear
transitions.
The paragraph has
taken a certain
perspective and
described this
perspective with
great detail and
imagery.
The story contains a
few creative details
and/or descriptions
that contribute to the
reader's enjoyment.
The author has used
his imagination.
There is little
evidence of
creativity in the
story. The author
does not seem to
have used much
imagination.
The story is pretty
well organized. One
idea or scene may
seem out of place.
Clear transitions are
used.
Ideas seem to be
disorganized and
randomly arranged.
The paragraph
describes the
perspective but
could use more
detail and imagery.
The student did not
write from the
perspective of a
character, it is
simply a recounting
of ideas.
Organization
First-Hand
Account
Jessica Smith
54
Of Mice and Men Unit Plan
Grade/Content
Area
Lesson Title
GLEs/GSEs
Context of the
Lesson
Opportunities to
Learn
Grade 11 Honors / English
Lesson # 6: Connecting Discrimination Through Decades
W-12-2.3 In response to literary or informational text,
students show understanding of plot/ideas/concepts within or
across texts by ... Connecting what has been read
(plot/ideas/concepts) to prior knowledge, other texts, or the
broader world of ideas, by referring to and explaining relevant
ideas, themes, motifs, or archetypes (Local)
R-12-13 Uses comprehension strategies (flexibly and as
needed) before, during, and after reading literary and
informational text. (Local)
This is the sixth lesson in a unit on Of Mice and Men by John
Steinbeck. The 11th grade honors class is studying the
novella, their theme for the year has been, the “American
Dream”. This novella touches upon that them as well as many
others such as friendship, oppression, The Great Depression
and many others.
Differentiated Instruction:
The students in my class are all honors level students. One
student has Autism and comes to the class to be included and
“do what he can do and wants to do”. He is not required to do
anything, but does as much as he can willingly. He is simply
happy to be in our classroom listening to our discussions.
Materials:
Steinbeck, John. Of Mice and Men. New York: Penguin,
1993.
50 copies of the graphic organizer and rubric assignment sheet
Objectives
Instructional
Procedures
Jessica Smith
Technology:
SmartBoard will be utilized to show examples of filling in the
graphic organizer.
 The student will identify themes of discrimination by
citing at least three examples of two types of
discrimination seen within the novella.
 The student will compare these discriminatory ideas to
our ideas today by using a comparison chart with at least
three modern day connections.
Opening:
1. What are some types of discrimination that we see
today? What are some types of discrimination that you
have seen first-hand? What types of discrimination do
you see in the novella?
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Of Mice and Men Unit Plan
2. Today we are going to explore the ideas of
discrimination throughout the novella and compare
them to our ideas of discrimination today. We are
going to search our book, Of Mice and Men to find
examples of discrimination.
Engagement:
3. Open Graphic Organizer page on SmartBoard. In a
few minutes, I am going to distribute a graphic
organizer that looks like this. You will complete the
graphic organizer in groups.
4. For the first column, I want you to choose a type of
discrimination to search for. We brainstormed some
ideas earlier, things such as racism, sexism, etc… For
my example, I am going to choose racism. Write
racism in the first box.
5. In the second column, you will provide direct textual
evidence. If you are using a quote, be sure to cite it
properly. If you are paraphrasing, be sure to use page
numbers. For this column, I will be using an example
from page 70, (read passage): “crooks leaned
forward… sayin’ it”(Steinbeck 70).
6. In the third column, I would like you to write a
modern day example of this type of discrimination
being enacted. Please be sure to directly relate the
modern day example to the example from the text.
Does anyone have any ideas about what could go in
this box for this particular quote? (Ideas: This quote is
about African American’s living amongst white
people, in our day and age this is common practice,
however there are many instances when a black family
would feel threatened to move in to an, “all white
neighborhood” or when a neighborhood would feel
threatened by an African American family moving in
to their “all white neighborhood”. It is also common
for young children to have no concept of black or
white.
Oftentimes, children do not make this
distinction unless others teach them. This sad, but real
situation is evident here because the children know no
difference until a parent says something to them.
7. Now, please separate into groups of three or four with
your neighbors as I distribute the graphic organizer,
you will need your books.
8. Give the students adequate time to complete the
graphic organizers; they will need at least 40 minutes
to do it sufficiently. Remember, you need two themes
with three or more examples from the book and three
or more direct, modern day connections. The rubric is
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Of Mice and Men Unit Plan
Assessment
Reflections
Jessica Smith
attached to the graphic organizer.
9. Okay, now that you are finished I would like each
group to share one theme, example and connection
with the class.
Closure:
10. What has this lesson taught us about the change in
discrimination since the 1920s? How was
discrimination different in the 1920s than it is now?
Do you think we can still do more to accept people?
What can we do to help society accept those with
disabilities, rid ourselves of racist and sexist ideas,
etc…?
11. Test on Friday! Then we will begin the movie! Have
an excellent day!
See attached rubric.
Lesson Implementation:
This lesson was well received by students. We completed
this activity as a post-reading activity before the test. Due to
snow days, I lost two instructional days with these students
and they were also busy with the research paper. This activity
went over very well, the students contributed great ideas to
discussion about how discrimination has changed today and
also discussed how painful it is that there is still so much of it
going on today. Many of the students focused on the
discrimination of people with disabilities and traced Lennie as
well as Crooks and Candy because of those characters mental
and physical disabilities.
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Of Mice and Men Unit Plan
Name:__________________________________ Date______________________ Block_______________
_______________
Theme
Jessica Smith
Two Examples from the Novel
Compare/Contrast to Today
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Of Mice and Men Unit Plan
Connecting Discrimination Through Decades
Directions: Please complete the graphic organizer on the backside of this paper
according to the themes present in Of Mice and Men. Some possible themes are racism,
sexism, treatment of the disabled, or others that you have found on your own. Then find
at least 3 quotes or examples from the novel (cited properly). After you have found your
quotes, please make at least 3 modern day connections relating to discrimination.
Themes
Textual
Examples
Modern Day
Connections
Exceeds Standard
2 themes are chosen
and show that a great
amount of thinking
went in to the
choices.
More than 6 adequate
examples are present
and cited
appropriately
including page
numbers for all
paraphrased sections.
The student has
provided 6 or more
excellent connections
to today’s society
with great reasoning.
Meets Standard
2 themes are chosen
but the themes could
have been more
diverse.
Below Standard
Less than 2 themes
have been chosen.
6 adequate examples
are present and
almost all of them are
cited appropriately.
Less than 6 examples
are present and they
are not cited properly.
The student has made
6 adequate
connections to
modern day society.
The student has made
less than 6 connections
to modern day society
or some of the
connections do not
make sense.
Related GLEs:
W-12-2.3 In response to literary or informational text, students show understanding of
plot/ideas/concepts within or across texts by ... Connecting what has been read
(plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by
referring to and explaining relevant ideas, themes, motifs, or archetypes (Local)
R-12-13 Uses comprehension strategies (flexibly and as needed) before, during, and after
reading literary and informational text. (Local)
Jessica Smith
59
Of Mice and Men Unit Plan
Grade/Content
Area
Lesson Title
GSEs/NCTEs
Context of the
Lesson
Opportunities to
Learn
Objectives
Instructional
Procedures
Jessica Smith
Grade 11 Honors / English
Lesson # 7: Name that Chapter!
Lesson Plan adapted from Traci Gardner’s "Name That
Chapter!" on Read Write Think.org (NCTE 2008)
<http://readwritethink.org/lessons/lesson_view.asp?id=197>
R-12-4.2 Demonstrate initial understanding of elements of
literary texts by ... Paraphrasing or summarizing key
ideas/plot, with major events sequenced, as appropriate to text
(Local)
The students have been reading the novella, Of Mice and Men
while discussing themes of discrimination, the Great
Depression, Friendship, Dreams and Imagery. They read the
last chapter of the novel last night so we are going to
summarize what we have learned about the plot and theme
through naming chapters.
Materials:
Several copies of books with titled chapters such as The
Harry Potter series or Hukleberry Finn.
Youtube clip of memento, start at 11seconds.
<http://www.youtube.com/watch?v=ciMT3F5cPFQ>
Diverse Learners:
The students are placed in groups for peer support and
discussion. The video and graphic organizer pertains to the
needs of more visual students, the group aspects pertain to
those who are interpersonal, auditory learners have the
opportunity to learn through discussion and by moving groups
around we adhere to aspects of bodily-kinesthetic learners.
Technology Integration:
I will be utilizing the class smart board to project the video.
 The student will create a chapter title for one chapter and
support his/her decision by completing the graphic
organizer with a detailed chapter summary of most events
and an interpretation about the meaning of the novella.
 The student will summarize the novella through the
creation and debate of chapter titles.
Opening (30 – 35 min):
1. Today’s lesson is going to be about titles, by the end of the
lesson we will have titles for each of the six chapters in the
novel.
2. I will now play a shot excerpt from a movie, as you watch
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Of Mice and Men Unit Plan
the clip, try to remember the title or guess the title depending
on what you already know and see.
3. Now that we have seen this clip, can anyone tell me what
the name of the movie is?
Does anyone have any suggestions as to why this is the title of
the movie?
What does the word memento mean? (A reminder of
something from the past, (dictionary.com))
I will gear the students toward the idea of the movie being
named Memento because of the definition of the word and the
small mementos the character leaves himself to remember
who he is, since he suffers from short term memory loss.
What is the significance of this movie name? If we had never
heard of the movie, what would the title tell us about it? How
do titles affect the way we perceive something?
4. I will now split the class in to groups of four, can I have
two students per group select one or two books that they are
familiar with from the selection I have set aside.
5. Within your groups I would like you to analyze the
relationship between the chapter titles and the chapter content.
Look at how the title prepares you for the reading of the
chapter by using intrigue to hook you. Make a list of the
characteristics that make this a good chapter title. You must
analyze at least two titles/chapters.
6. Now, I would like a volunteer from each group to share two
of the characteristics that they decided make a good chapter
title. I will write the characteristics on the board and we will
change the brainstorm list into a set of guidelines for naming
the chapters in the novella.
Engagement (40-50 min):
7. Within the groups you are already sitting with, I will assign
you a chapter. Your goal is to create two potential titles for
the chapter using the guidelines we have just set. After each
group has created two titles, we will debate and vote, as a
whole class, which title is the best.
8. I will distribute the Name That Chapter! Handouts and
rubrics that you are to fill out individually. Before our
discussion, I want you to decide which of your groups’ two
titles you believe is the best and complete the handout. In the
“Chapter Number and Title” box, write the title you chose and
which chapter number you have. In the “Summary” section,
please write a brief summary of the chapter and in the
“Interpretation” section, please discuss and analyze the
chapter title in relation to the summary. Note how the title
adheres to our guidelines about good titles and will help a
Jessica Smith
61
Of Mice and Men Unit Plan
Assessment
Reflection
Jessica Smith
reader anticipate what is to come. I will collect the hand outs.
9. Now that you have had enough time to create two titles, we
are going to discuss the titles for each chapter. In your
notebooks, please take notes on the chapter titles including
good examples about why they were chosen. These title lists
will help you to review the novella. I will go through each
chapter, beginning with chapter 1.
10. Group 1, please tell us your two chapter names. I will
write the chapter names on the board.
11. (to the whole class) – Does this title appeal to the
guidelines we have set? Does the title summarize and intrigue
the reader while still leaving room for mystery and
anticipation? If you were to choose one of the titles, which
would you choose and why? Compare the two titles strengths
and weaknesses.
Closure (10 min):
12. Today, what did we learn about the importance of titles?
How do titles affect the way we read a chapter? What are
some characteristics of a good chapter?
The students will be assessed on their completion of the Name
That Chapter! Handout according to the rubric adapted from
the previously cited lesson plan.
I will also informally grade them on their completion of a
chapter/title summary in his/her notebooks by looking at each
students notebook at the beginning of the next class, they will
receive a + or – depending on the completeness of the
assignment.
Lesson Implementation
Unfortunately, this lesson was not implemented because of
the snow days. We had to fit in Formative Assessments and a
test before I left for the middle school.
62
Of Mice and Men Unit Plan
CATEGORY
Excellent
Good
Chapter Title
Title creatively
blends
summary or
prediction with
\a bit of
mystery.
Makes a
complete and
detailed
summary of
the chapter.
Title includes
summary or
prediction and
describes
content well.
Chapter
Summary
Interpretation Forms a
somewhat
reasonable
hypothesis
about the
symbolic or
metaphorical
meaning and
is able to
support this
with evidence
from the work.
Word Choice Writer uses
vivid words
and phrases
that linger or
draw pictures
in the reader's
mind, and the
choice and
placement of
the words
seems
accurate,
natural and
not forced.
Jessica Smith
Makes a
detailed
summary of
most of the
events in the
chapter.
Student
identifies the
literal
meaning of
the work.
Writer uses
vivid words
and phrases
that linger or
draw pictures
in the reader's
mind, but
occasionally
the words are
used
inaccurately
or seem
overdone.
Satisfactory
Needs
Improvement
Title includes
The title does
summary or
not describe
prediction and the content
describes the well or gives
content in
away too
general terms. much detail.
Makes a
Summary is
detailed
not detailed or
summary of
complete.
some of the
events in the
chapter.
Student can
Student finds
relate how the it difficult to
work makes
interpret the
him/her feel
meaning of
personally.
the work.
Writer uses
words that
communicate
clearly, but
the writing
lacks variety,
punch or flair.
Writer uses a
limited
vocabulary
that does not
communicate
strongly or
capture the
reader's
interest.
Jargon or
cliches may
be present
and detract
from the
meaning
63
Of Mice and Men Unit Plan
Name That Chapter!
Chapter Number and Title
Summary:
Interpretation:
Name:_______________________________
Group:______________________________
Jessica Smith
Date:________________________________
64
Of Mice and Men Unit Plan
Grade/Content
Area
Lesson Title
GLEs/GSEs
Context of the
Lesson
Opportunities to
Learn
Objectives
Instructional
Procedures
Jessica Smith
Grade 11 Honors / English
Lesson # 8 : Emotional Responses
R-12-16.2 Generates a personal response to what is read
through a variety of means ... Providing relevant details to
support the connections made or judgments (interpretive,
analytical, evaluative, or reflective) (Local)
This is the eighth lesson in a unit on Of Mice and Men by
John Steinbeck. The 11th grade honors class is studying the
novella, their theme for the year has been, the “American
Dream”. This novella touches upon that them as well as many
others such as friendship, oppression, The Great Depression
and many others.
Differentiated Instruction:
The students in my class are all honors level students. One
student has Autism and comes to the class to be included and
“do what he can do and wants to do”. He is not required to do
anything, but does as much as he can willingly. He is simply
happy to be in our classroom listening to our discussions.
Materials:
Steinbeck, John. Of Mice and Men. New York: Penguin,
1993.
Technology:
None to be utilized in this particular lesson.

The student will consider whether George has made the
correct decision and predict what they would have done in
a similar situation.
Opening:
1. Please open your notebooks and write for five minutes
about your personal responses to the way the novel
ended.
2. Would anyone like to share his/her responses?
3. Today we are going to analyze the symbols and
passages of foreshadowing that help us to understand
why George makes his decision to kill Lennie. It will
also help us to understand why some of the things
throughout the novel happened to warn us of the final
outcome.
Engagement:
4. Please take out your books and a notebook to take
notes on our discussion.
5. DISCUSSION: Does anyone know what a symbol is?
65
Of Mice and Men Unit Plan
Can anyone think of some symbols from throughout
the novel?
6. Symbol #1: Geroge and Lennie’s farm. What is
Georget and Lennie’s farm representative of? A
paradise for men, it shows how the men want to
master their own lives, it represents the possibility of
freedom, self-reliance and protection from the worlds
cruelties. What types of dreams to people have today
that could be similar to this dream? Why is this dream
important to the progression of the novel?
7. Symbol #2: Lennie’s Puppy, the mice in his pocket
and Candy’s dog. What do you think is the
significance of these symbols? Representative of the
power of the strong over the weak. Lennie’s puppy
and the mice show how he is unaware of his own
strength and also oblivious to the vicious, predatory
powers surrounding him. Candy’s dog also shows the
power of the strong over the weak in terms of survival
of the fittest. They had to kill off the weak to make
room for the strong, new shows the similarities of the
ranch workers.
8. Symbol #3: heron and snake in final chapter
introduction. Through the actions of the heron and
snake, what do believe is the significance of the heron
and snake? Heron shows the predatory nature of the
world, foreshadows Lennies immanent death. The
snake is snapped out of the world unexpectedly,
Lennie is just as unsuspecting as the snake.
9. FORESHADOWING: Does anyone know what
foreshadowing is? (dictionary.com definition: noun,
the act of providing vague advance indications) Can
anyone identify some aspects of foreshadowing within
the novella?
10. Aspects of foreshadowing to point out: The mice, the
puppy, lennie’s grabbing of curley’s hand and the
grabbing of the woman’s dress in weed all foreshadow
the death of curley’s wife.
Candy’s dog
foreshadowing Lennies fate because candy is devoted
to his dog and george is devoted to Lennie. Candy
thinks he should have shot his own dog, leads to the
reason why George chooses to shoot Lennie instead of
letting Curley and the mob do it.
11. Who can summarize what happened in the last
chapter? Why do you think George decided to kill
Lennie?
12. In your notebook please answer the following
Jessica Smith
66
Of Mice and Men Unit Plan
Assessment
Reflections
Jessica Smith
questions: Do you believe George made the correct
decision? What do you anticipate will happen next and
why?
13. More Discussion: Passage on dream about Aunt Clara.
Page 100. Questions: Do you think that Lennie is
dreaming? Or having some sort of breakdown/ anxiety
attack? Do you think that somehow, he senses what
George is about to do?
Closure:
14. What did we learn today about foreshadowing and
symbolism? Can anyone remind me of an example of
one of them that we discussed?
Informal assessment on class discussion and completion of
questions in notebook by myself circling the room to be sure
they have written something.
Lesson Implementation:
This lesson was interspersed throughout the lesson with
discrimination and the lesson with characters. We focused
on the ideas of foreshadowing and symbolism. The
students found some ideas throughout the novella and we
were able to discuss how they were used to foreshadow
other events. This led to much other discussion about how
Steinbeck utilized his descriptive paragraphs to
foreshadow and symbolize. The students were very
interested in this aspect of the reading and once they
realized the reasoning behind the deaths of the mice and
puppy, much greater understanding of the novel was
gained. I was really satisfied with how this aspect of
teaching the novel went, but next time I will spend much
more time with aspects of foreshadowing, motifs,
symbols, etc… I realized after teaching this that the
students understanding of those literary devices was very
minimal.
67
Of Mice and Men Unit Plan
Grade/Content
Area
Lesson Title
GLEs/GSEs
Context of the
Lesson
Opportunities to
Learn
Grade 11 Honors / English
Lesson # 9 : Wrap It Up
Lesson Plan adapted from Mary Ann Yedinak’s, " Designing
Museum Exhibits for The Grapes of Wrath: A Multigenre
Project" on Read Write Think.org (NCTE 2008)
<http://readwritethink.org/lessons/lesson_view.asp?id=892>
W-12-11.4 Demonstrates the habit of writing extensively by
... Writing in a variety of genres (Local)
R-12-7.2 Demonstrate initial understanding of informational
texts (expository and practical texts) by ... Using information
from the text to answer questions, perform specific tasks, or
solve problems; to state the main/central ideas; to provide
supporting details; to explain visual components supporting
the text; or to interpret maps, charts, timelines, tables, or
diagrams (Local)
This is the ninth lesson in a unit on Of Mice and Men by John
Steinbeck. The 11th grade honors class is studying the
novella, their theme for the year has been, the “American
Dream”. This novella touches upon that them as well as many
others such as friendship, oppression, The Great Depression
and many others. In this lesson, the students will be learning
about their final assessment. Since they are currently working
on research papers, most of the work will be done in class.
Differentiated Instruction:
The students in my class are all honors level students. One
student has Autism and comes to the class to be included and
“do what he can do and wants to do”. He is not required to do
anything, but does as much as he can willingly. He is simply
happy to be in our classroom listening to our discussions.
Materials:
Steinbeck, John. Of Mice and Men. New York: Penguin,
1993.
Laptop Cart(with laptops and a printer)
SmartBoard
Magazines
Scissors
Markers/Crayons/Colored Pencils
8 X 11 Paper
Jessica Smith
68
Of Mice and Men Unit Plan
assessment handout with rubric
ideas for topics and genres attached from readwritethink
lesson plan.
Objectives
Instructional
Procedures
Jessica Smith
Technology:
SmartBoard
Individual Laptops or access to a computer lab
 The student will develop an artifact that will be included
in a museum exhibit about aspects of the 1920s.
Opening (10 min):
1. Today we are going to begin our final assessment,
most of the work will be done in class so that you can
have time for your research papers.
2. Who can tell me what a genre is? Who can provide
some examples of different types of genres? In our
assessment, we are going to create some artifacts from
different genres to create a museum-like exhibit in our
classroom.
3. This online website is an example of a museum,
somewhat like the one I hope to create, although we
will probably not be able to bring in any real artifacts
from the 1930s, we are going to make ours.
4. Go through the website, pointing out the various types
of artifacts that are seen.
http://americanhistory.si.edu/brown/history/1segregated/promise-of-freedom.html
5. Who has some ideas of what types of things we could
use from the 1930s?
Engagement (65 min):
6. Hand out assessment sheet and go over it. The
assessment is going to require you to produce two
artifacts relating to one topic from the 1920s. Some
possible topics could be food, recipes, clothing, music,
entertainment, transportation, migrant workers,
housing, etc… On the back of your sheet you have a
list of many ideas, if you think of another one that you
would like to research, please pass it by me first. I
would like at least one person for each topic. You will
have the entire class period today to research and
create your artifacts and they will be due half way
through our next meeting time where we will have a
sort of 1930s party!
7. There are many types of artifacts that you can create
from drawings of buttons to photographs or car
sketches to food! Get creative and have fun! You are
by no means limited to things you can do in class, just
69
Of Mice and Men Unit Plan
Assessment
know that you will have much class time to work on
them to avoid straining the time you have at home to
do your research papers.
8. With each artifact, you need to have a quote or
example from the novella that somehow deals with the
artifact or topic you have chosen.
9. I will now assign topics.
10. Now, you can each take out a laptop and begin your
research, I have some magazines here if anyone wants
to begin working on a collage, there is 8.5 X 11 paper
for your use as well as some construction paper,
markers, crayons, colored pencils, etc…
Closure (10 min):
11. With ten minutes left, I will bring the class back
together and have them clean up. So, who can tell me
one fact that they learned today about his/her topic?
What types of artifacts are you going to be creating?
12. For the next class, please bring in any loose ends that
you have to tie up on your projects and the finished or
very close to being finished artifacts. We will be
presenting them to each other in a gallery walk,
museum exhibit type class. And do not forget your
books, I will be collecting them in the next class.
According to Rubric attached to assessment.
Reflections
Lesson Implementation:
Due to time constraints, I was not able to implement this final
assessment. Instead, I administered a unit test and we watched
the film for comparison and visual emphasis.
Creating Artifacts for a 1930s Museum Exhibit!
Grade 11 Honors
Jessica Smith
70
Of Mice and Men Unit Plan
Chariho Regional High School
J. Smith
In response to: Of Mice and Men by John Steinbeck
You are creating a museum exhibit to show people about the aspects of life
during the Great Depression. Your responsibility is to choose a topic and
create at least two artifacts that represent your topic. Some research will
have to be completed in order to discover what type of lifestyle these people
lived! You must include a quote from the novella that relates to the chosen
topic.
Objectives:
- The student will develop two artifacts that will be included in a museum
exhibit about aspects of the 1930s.
Topic Ideas:
Food
Recipes
Music
Clothing
Housing
News
Schools
Entertainment
Medical
Migrant Workers
Other Jobs
Politics
Advertisements
Machinery
Transportation
Treatment of People with Disabilities
Places to Research:
http://readwritethink.org/lesson_images/lesson892/depression-dustbowl.html
Explanations:
Each artifact must be accompanied by a short explanation as to why it has
been included in your exhibit, this should include your quote from the novel.
Bibliography:
Please be sure to include all bibliographic information with your
explanations.
Standards:
W-12-11.4 Demonstrates the habit of writing extensively by ... Writing in a variety of
genres (Local)
R-12-7.2 Demonstrate initial understanding of informational texts (expository and
practical texts) by ... Using information from the text to answer questions, perform
specific tasks, or solve problems; to state the main/central ideas; to provide supporting
details; to explain visual components supporting the text; or to interpret maps, charts,
timelines, tables, or diagrams (Local)
You will be assessed according to the following rubric as a test grade.
Jessica Smith
71
Of Mice and Men Unit Plan
3
Exhibit includes at
least two artifacts.
One explanation
and one quote per
artifact.
Artifacts accurately
reflect the topic
chosen in depth.
2
Exhibit is missing
one of the required
aspects.
1
Exhibit is missing
two or more of the
required aspects.
Artifacts
accurately reflect
the topic chosen.
It is obvious that
much creativity
was put in to
creating fun and
interesting artifacts
and explanations!
Bibliography/Citations Proper references
and citations.
Some creativity
was put in to
creating interesting
artifacts and
explanations.
It is unknown why
one or more of the
artifacts has been
included.
Little creativity
seems to have been
used when creating
artifacts.
Required Elements
Topic/Content
Creativity
Grammar/Mechanics
Grade/Content
Area
Jessica Smith
No spelling,
capitalization,
grammar or
punctuation errors.
Mostly referenced
and cited correctly.
1 – 2 errors.
No bibliography
and incorrect
citations.
3+ errors.
Grade 11 Honors / English
72
Of Mice and Men Unit Plan
Lesson Title
GLEs/GSEs
Context of the
Lesson
Opportunities to
Learn
Lesson # 10: Gallery Walk Museum Exhibit!
R-12-17.2 Demonstrates participation in a literate community
by ... Participating in in-depth discussions about text, ideas,
and student writing by offering comments and supporting
evidence, recommending books and other materials, and
responding to the comments and recommendations of peers,
librarians, teachers, and others (Local)
This is the final lesson in a unit on Of Mice and Men by John
Steinbeck. The 11th grade honors class is studying the
novella, their theme for the year has been, the “American
Dream”. This novella touches upon that them as well as many
others such as friendship, oppression, The Great Depression
and many others. Today we will be doing a museum walk
with the exhibits the students have created.
Differentiated Instruction:
The students in my class are all honors level students. One
student has Autism and comes to the class to be included and
“do what he can do and wants to do”. He is not required to do
anything, but does as much as he can willingly. He is simply
happy to be in our classroom listening to our discussions.
Materials:
Steinbeck, John. Of Mice and Men. New York: Penguin,
1993.
Students should each have his/her own two artifacts.
Enough sticky notes for each student to have 10.
Objectives
Instructional
Procedures
Jessica Smith
Technology:
No technology will be used unless students need to print
something in preparation for the exhibit.
 Students will analyze the artifacts of their peers in a
museum-style presentation of the projects.
Opening (30 min):
1. I will give you about 25 minutes to complete the last
touches on your artifacts, print something if needed or
ask me or your peers some questions.
Engagement (45 min):
2. Now, I need you all to spread out throughout the
room. Choose a desk or a countertop to display your
artifacts. As you circle the room, looking at one
another’s artifacts, you will take a sticky note and
leave your peers one comment and one suggestion for
ten of the exhibits. You will have time to look at each
exhibit, but you only need to comment on 10. Please
be sure that everyone gets at least two comments on
73
Of Mice and Men Unit Plan
Assessment
Reflections
his/her exhibit. So, if you see an exhibit with several,
skip it and put your comment on one that has none.
3. For example, I am going to begin with this exhibit by
(students name). When I look at his/her exhibit, I
notice that I really like… (depending on the student
this will vary) and I think that it would be better if he
had… or I think a better quote or example would be
when…
4. I would really like for you to provide some sort of
feedback as to how the student can improve the
artifact after you have told them what you like about
it! Please be sure to put your name in the bottom right
hand corner of the sticky note.
5. We will have until the end of class, please keep the
volume to a minimum. If I hear it getting too loud, I
will not allow any talking. Enjoy your peer’s exhibits!
Closure (10 min):
6. What did you learn today from looking at your peer’s
exhibits? What did you learn today about how you can
improve your own exhibits to be more effective if you
ever had to do this again? How was life in the 1930s
different from our lives today? Which do you think is
better? End class. Collect books.
The students will be graded on their exhibits according to the
rubric in Lesson Plan # 9.
They will be assessed on the completion of at least 10
adequate comments and suggestions on their peers work.
Lesson Implementation:
Again, this lesson was not implemented. Refer to previous
lesson for reasoning and actual final assessment.
Chariho English 11H
Of Mice and Men Unit Test
Jessica Smith
Name_________________________
Date__________________________
Block_________________________
74
Of Mice and Men Unit Plan
Section 1. Arrange the following plot in chronological order 1 – 10.
_______
George shoots Lennie in the back of the head.
_______
Lennie and George escape from Weed.
_______
Lennie crushes Curley’s hand.
_______
George warns Lennie to stay away from Curley’s wife.
_______
Lennie kills Curley’s wife.
_______
Curley’s wife wanders into the bunkhouse all made up.
_______
Lennie goes into Crooks room and converses with him.
_______
Carlson kills candy’s dog.
_______
Curley promises to shoot Lennie in the gut when he finds him.
_______
Lennie is cared for by Aunt Clara.
Section 2. Matching. There is one extra name.
a. Aunt Clara
e. The boss
b. Candy
f. Curley’s wife
c. Carlson
g. George
d. Whit
h. Slim
11. ________ Flirtatious person who roams around the ranch.
i. Crooks
j. Curley
k. Lennie
12. ________ Kills Candy’s dog.
13. ________ Cared for Lennie as a small boy and gave him pet mice.
14. ________ Curley’s father.
15. ________Lennie’s caretaker, “small and quick”.
16. ________ Large, mentally disabled migrant worker.
17.________ Aging, disabled ranch hand.
18. ________ Ready to start a fight but Cowardly.
19.________ Skilled, heroic man who is looked up to by others on the ranch.
20. ________ Negro Stable buck.
Section 3. Multiple Choice.
Jessica Smith
75
Of Mice and Men Unit Plan
21. ________ The town that George and Lennie are fleeing from is called
A. Salinas
C. Never Named
B. Soledad
D. Weed
22. _______ What is Lennie most excited about for his future?
A. Tending the rabbits.
C. Finding a “purty” girl.
B. Getting a puppy.
D. Learning to farm
23. ________ Why does Curley wear a Vaseline-filled glove on one hand?
A. His hand was mangled.
C. To keep it soft for his wife.
B. He is soothing a boxing injury
D. He is vain.
24. ________ Why does Carlson insist on shooting Candy’s dog?
A. The dog attacked people.
C. Carlson thinks the dog is too old.
B. Carlson is mean.
D. Calrson hates dogs.
25. ________ Who discovers Curley’s dead wife?
A. Carlson
C. Candy
B. Curley
D. George
26. ________ What does Curley wear to set himself apart from the other men?
A. Gloves
C. A denim jacket
B. A bull whip
D. high-heeled boots
27. ________ What does Curley’s wife offer to let Lennie touch?
A. her hair
C. her face.
B. her hand
D. her dress
28. ________ Whose gun does George take?
A. Curley’s
C. Slim’s
B. Carlson’s
D. Candy’s
29. ________ What does George say to Lennie before shooting him?
A. That he is a bad man who deserves to die.
B. That he has to shoot him because it is the law.
C. That he is sorry that he let him down.
D. The story about the farm.
30. ________ Who appeard in Lennie’s imagination to chastise his behavior?
A. Aunt Clara and his mother C. Aunt Clara and a giant rabbit
Jessica Smith
76
Of Mice and Men Unit Plan
B. George and Curley’s wife.
D. George and a rabbit.
31. ________ Who do George and Lennie allow to live on their farm?
A. Slim
B. Candy
C. Old Susy
D. Whit
32.________ Why is Crooks hesitant to let Lennie in his room?
A. He fears Lennie’s strength
B. He prefers to keep to himself
C. Because Crooks is not allowed in the bunkhouse.
D. Crooks knows Lennie is not a good conversationalist.
33. ________ Curley’s wife wonders if her life would be better if she had followed her
dream of becoming….?
A. A schoolteacher
C. A movie Star
B. A nurse
D. A showgirl
34. ________ Whose hand does Lennie crush?
A. Curley’s
C. George’s
B. Candy’s
D. Crooks’
35. ________ At the opening of the novel, what does Lennie have in his pocket?
A. A Mouse
C. A soft piece of cloth
B. A rabbit’s foot
D. A napkin
Section 4. Short Answer. Answer in COMPLETE SENTENCES. (2 points each)
36. How does the author foreshadow the death of Curley’s wife?
37. What is the significance of Curley’s wife never being named?
38. Who is the author of the novel?
39. What is the dream that George and Lennie have?
40. How are the deaths of Candy’s dog and Lennie similar?
Jessica Smith
77
Of Mice and Men Unit Plan
41. What is the setting of the novel? Include town and state.
42. Choose Racism or Discrimination against people with disabilities and show how
it is portrayed throughout the novel.
43. What do others think about the friendship between George and Lennie?
44. How are the dreams the characters have important to their survival?
Section 5. Match the speaker with the quote. There are extras. Some are used twice.
Lennie
Crooks
Slim
George
Carlson
Curley
45. ______________________ “…how long’s it gonna be till we get that little place an’
live on the fatta the lan’ – an’ rabbits?”
46. _____________________ “He’s dumb as hell, but he ain’t crazy.”
47. _____________________ “You’re crazy as a wedge. What rabbits you talkin’
about?”
48. _____________________ “She slang her pups last night… nine of ‘em. I drowned
four or ‘em right off. She couldn’t feed that many.”
49. _____________________ “Guys like us, that work on ranches, are the loneliest guys
in the world. They got no family. They don’t belong no place.”
50. _____________________ “If you want me to, I’ll put the old devil out of his misery
right now and get it over with.”
Jessica Smith
78