To gain an understanding of the context of
the text Of Mice and Men
John Steinbeck
Of Mice and Men (published 1937)
Of Mice and Men is set in the farmland of the
Salinas valley, where John Steinbeck was born
and which he knew all his life. Steinbeck's father
owned land in the area, and as a young man
Steinbeck had worked as a farm hand. The
ranch in the story is near Soledad, which is
south-east of Salinas on the Salinas river. Weed
is nearby. The countryside described at the
beginning of the book, and the ranch itself,
would have been very familiar to John
Steinbeck.
Weed – where they came from!
Map showing location of Salinas, Soledad
and Monterey Bay.
The
California
Novels
The Pastures of
Heaven
The Red Pony
To A God Unknown
Tortilla Flat
In Dubious Battle
Of Mice And Men
The Long Valley
The Grapes Of Wrath
Cannery Row
East of Eden
Sweet Thursday
The American Dream
From the 17th Century, when the first settlers
arrived, immigrants dreamed of a better life in
America. People went there to escape from
persecution or poverty, and to make a new life
for themselves or their families. They dreamed
of making their fortunes in the goldfields. For
many the dream became a nightmare. The
horrors of slavery, of the American Civil War,
the growth of towns with slums as bad as those
in Europe, and the corruption of the American
political system led to many shattered hopes.
1920s
In the roaring 1920s, the United States
bathed in previously unheard of prosperity.
Industry and agriculture alike profited from
the thriving economy. The Federal
Reserve Board (known as ‘the Fed’)
practised a policy of easy money, and
consumer confidence was high. Average
income grew steadily throughout the
decade and production soared.
The Great Depression
The Great Depression started in 1929 when the stock
market crashed. This was not Americas first depression
but it would be one of the worst ones.
The stock market crashing was not the only cause of the
Great Depression there were several other causes . The
Great Depression finally ended in 1941 with America
entering World War 2 .
Many people hoarded money which only made things
worse .They hoarded the money because they wanted to
have relief if they needed it. The currency was so low
some people had wheel barrels full of money just to buy
a loaf of bread.
The Great Depression affected people in many ways ..
The end of the Great Depression came with the
beginning of World War 2 .
The Great Depression
Hoovervilles.
In the year of the Wall Street Crash,
(1929) Herbert Hoover became president.
He was sure that the Depression would
only last a few months. He was wrong.
After a few months, America experienced
the worst trade recession in her history.
Unemployment rocketed in the cities
where people could not afford to pay rent
or buy food.
Effects of the recession….
• Begging and seeking charity help
• Building of own emergency
accommodation
• Settlements grew, known as ‘Hoovervilles’
• Banks and firms went bust –people’s
saving disappeared.
The end of a dream!
For the American society as a whole, the dream ended
with the Wall Street crash of 1929. This was the start of
the Great Depression that would affect the whole world
during the 1930s. However the dream survived for
individuals. Thousands made their way west to California
to escape from their farmlands in the mid-West. George
and Lennie dreamt of their 'little house and a couple of
acres‘ and of living an independent lifestyle where they
could ‘live off the fatta the lan’.’ The growing popularity of
cinema was the last American Dream for many, Curley's
wife was one: 'Coulda been in the movies, an' had nice
clothes.'
The ‘New Deal’ (Roosevelt)
The ‘New Deal’ was a government policy
set up to provide support for unemployed
in terms of training, conservation and
construction. During the 1930s, when
there was very bad unemployment in the
United States, agencies were set up under
the New Deal to send farm-workers to
where they were needed. George and
Lennie got their works cards from Murray
and Ready's, one of these agencies.
Migrant/Itinerant Farmers
By the time Of Mice and Men was published
(1937), almost half of America's grain was
harvested by huge combine harvesters. Five
men could do what would have taken 350 men a
few years earlier. George and Lennie are some
of the last of the migrant farm workers. Huge
numbers of men travelled the countryside
between the 1880s and the early 1930s
harvesting wheat. They earned $2.50 or $3.00 a
day, plus food and very basic accommodation.
The Dream
‘Tell about
how it’s
gonna be.’
‘Some day
– we’re
gonna have
a little
house and
a couple of
acres …’
California.
• Farmers were being driven off their land as there
had been a series of droughts which had dried
up the land. (The area became known as the
‘Dust Bowl’)
• Farmers could not afford to repay the loans they
had borrow to buy their farms.
• Whole families had to move.
• Many chose to go West to California where the
soil was good and there was suppose to be
room.
The ‘Dust Bowl’
Migratory Labour Camp
Louis Camp, Sacremento,California
Inside a bunk-house
U.S stamp from 1930s
Cabins for farm-workers
Farm-workers
17 year-old potato picker
Why Of Mice and Men?
• The title of the novel comes from a poem
by the Scottish poet Robert Burns (1759 1796):
• The best laid schemes o' mice and men
Gang aft agley [often go wrong]
And leave us nought but grief and pain
For promised joy!
John Steinbeck (1902-1968)
• http://www.youtube.com/watch?v=5063FC
AH8mM
Youtube: Of Mice and Men in Context Part
1 and 2
To examine Steinbeck’s use of
imagery and to emulate this in
our own writing
• Starter:
http://www.youtube.com/watch?v=5063FC
AH8mM
Class reading of page 3
•
•
•
•
What makes this an effective passage?
What language is used?
How does it make you feel?
What do you visualise?
Task
• Identify what you believe is the most powerful
image. Explain why you have chosen it.
“…slipped twinkling over the yellow sands…”
This is a powerful image employed by
Steinbeck to describe an idyllic setting. The use
of “twinkling” suggests that the river sparkles in
the sunlight and is beautiful. Whereas “slipped”
suggests that there is something secretive
about the water that it is attempting to escape.
Extension: link the image to a theme or to
Lennie and George.
Fiction Coursework
Every picture tells a story
The following photographs are to be used as
a catalyst for a piece of creative writing. You
will be expected to choose one photograph
from the series and create its story - as you
see it.
Task
Every picture tells a story
Consider:
- What is actually happening in the picture?
- Is the picture positive or negative?
- The thoughts and feelings of the people
within the picture
- The era of the photograph eg 1930’s, Gulf
War etc. or is this unimportant?
The Truth…
• The following slides will reveal the reality
behind the photographs that you have
been discussing
• You will be expected to make notes on the
photographs that interest you most
A Soldier / The Tsunami of 2004
Frederick Bentley, a British WW2 veteran
was wounded in action. He was blinded by
a German grenade in Caen, France. This
photograph was taken in 2005 to
commemorate the 60th anniversary of the
end of WW2.
A dive instructor escaping from the
tsunami, 26th December 2004.
Soldier and Girl/ An Execution
A US soldier stands by a screaming, blood
soaked young girl in Tal Afar, Northern Iraq
in January 2005. The Americans had fired
at the car carrying the girl and her family,
killing her mother and father. The US said
that this ‘unfortunate incident’ occurred
because the car had failed to stop despite
signals and warning shots, during a dusk
patrol.
The cold-blooded murder of a
Vietnamese citizen, who was captured in
Saigon, was performed by a police
colonel. He was suspected of ‘anti –
regime’ behaviour.
Assassination/ Missionary and
Child
A bystander calls for help in Beirut after
A bomb kills Rafik Hariri, former Prime
Minister of Lebanon, in February 2005.
He was assassinated because some of
of his policies were disliked by a
terrorist organisation.
A missionary holds the hand of a
starving boy at a camp in Uganda,
1980.
James Braddock/ Gang
Member
James Braddock was a respected, successful
boxer in America in the 1930’s. This was all
reversed during the Great Depression when
Braddock lost his wealth, health and popularity
and was forced to live in the slums of Brooklyn.
despite suffering great hardship, he eventually
regained his status as a champion boxer. This
is Bradbury training when he lived in the slums.
His story is told in the film ‘Cinderella Man’.
An African gang member in Nigeria. Wild animals
such as tigers, leopards and in this case a hyena
are tranquilised and captured from the wild so they
can be ‘walked’ around as status symbols. The
animals are kept sedated and disciplined with sticks.
Segregation in America/ Private Harry
Farr
An African American drinks out of
a segregated water cooler
designated for "colored" patrons in
1939 at a streetcar terminal in
Oklahoma City.
Private Harry Farr from Kensington, west
London, was 25 years old when he was
shot at dawn in 1916 after refusing to
return to the front line.
His family had always argued that the
soldier, of the 1st Battalion West Yorkshire
Regiment, was suffering from shell shock
at the time. Farr is to receive a pardon for
his execution.
Generic Story Plan
Use this plan to help you plan your ideas. You can of course alter it to suit your needs
5 SENSES
Include the following:
Other considerations
Structure:
-Paragraphs
-Punctuation
-Spelling
-Complex vocabulary
Techniques:
-Similes
-Metaphors
-Personification
-Change of tense
-Flashback
Solution
(include
Symbolism)
Crisis
-Sight
-Sound
-Touch
-Taste
-Smell
Set the Scene
Your Story
Complicate
the
problem
Create a
problem
Symbolism
Symbols are everywhere we look and they are particularly
powerful in creative writing. Some examples are:
• Dove – representative of peace
• Rainbow – as above
• Raven/ Crow – death, misfortune, sadness
Colours are also just as powerful e.g.:
• Black- death
• White- innocence
• Red- love, passion, anger
The Soldier
This is an idea for a plan based on ‘The Soldier’, inspired by the photograph of Fred
Bentley, the blinded soldier.
Solution
(include
Symbolism)
-Fred wakes up
In hospital for soldiers
Crisis
-Fred hears a grenade
-He is blinded
Set the Scene
-Fred and battle scene
- Describe sights sounds etc
Your Story
Complicate
the
Problem
-Fred hears the
noise of a dying soldier
he investigates
Create a
Problem
-Fred reveals his plan:
to destroy German trenches
Task: write your own story plan based on an image of your choice.
Homework:
• Write a two-sided piece on any idea so far
for Monday 17th September.
The Soldier
Section 1 – Setting the Scene
Simile
Adverb at start –
varies structure of
sentence
The horror of the battlefield enveloped Fred like a shroud. Pushing on through
the acrid smoke, he headed for his objective – the German trenches. The
conditions were so poor that he found that he had to rely on his hearing for
there was nothing to see in the black belching smoke. He tried to ignore the
corpses at his feet, hoping he was stepping over them respectfully. Carefully,
he placed his foot on the ground but he stumbled over a corpse and his eyes
met the desecrated body lying upon the bloodstained grass. Fred quickly
scrabbled away…
These techniques should
create atmosphere and
tension
Alliteration
for effect
Section 2 – Create
a
Problem
Use of dialogue to add interest (don’t
Thoughts and feelings of
protagonist
overdo it
“Jesus Christ, Jesus Christ, someone please hep me.” The words met Fred’s ears and
seemed full of suffering. He knew he was nearing his target but he couldn’t leave the poor
soul in his moment of need. If he was in that situation he hoped someone would be able to
be there for him too. “Alright Tommy, hang on.” he called cheerfully aiming to instil some
cheer into the dying man’s heart. His sharp hearing followed the gurgling and choking
noises amidst the gunfire and cries until he came across the dead man. The very sight
made him vomit. Fred choked down his retches as he surveyed the sight of the soldier
lying at his feet; intestines spilling from his stomach, visibly steaming in the cold morning
air. Fred kneeled down to hold the man’s hand in a desperate attempt to comfort him. As
the dying soldier’s eyes met Fred, he saw fleeting gratitude. As quickly as it came, it left
and life from drained from the man’s eyes. Fred stood up and consigned the memory to the
back of his mind…
Complex vocabulary –
Use a thesaurus please
Use of subordinate clause
to add variety to sentence
structure
Next Steps…
• From here the story will follow the plan laid
out. After helping the soldier, Fred will
become blinded by a grenade and his next
memory will be of hospital
• It is difficult to use symbolism in a story
involving a blind person however perhaps
he may find solace in his other senses
which become much more attuned to
compensate for the loss of his sight
A Soldier’s Duty?
Section 1 – Setting the Scene
Thoughts and
feelings of soldier
Begins with a flashback
Everything that happened that night is burned into my brain with a
desperately painful clarity that chokes my heart. Sometimes I daren’t
close my eyes for fear that the memory returns. It is always there,
Asterisks
reminding me, reminding me…
Signal
flashback
**********
The dusty blue jeep defiantly and insolently swept down the pot-holed
road, ignoring the military jeeps perched on the crest of the hill. The
crunch of its wheels on the gravel; the whine of the engine, the warning
shots, the officer’s screams, ‘Shoot to kill.’ Why didn’t they stop?
Use of personification
Narrator switches between past and
present tenses. Adds detail and
dimension to the writing. Be careful not
to get confused though between tenses
Section 2 – Create a Problem
Simile
Personification
My bullets hit their target with deadly efficiency. The blue jeep jerked
violently to the left, up a steep bank and lurched onto its side like a dying
animal. Machine – like, I went about my duties as a professional soldier;
firing bullets into the jeep relentlessly. For a few moments, a fragile peace
reigned in that hellish place until the piercing screams of an infant shattered
it.
Complex vocabulary –
Use a thesaurus please
Use of senses - hearing
The End
Peer Assess
• Read over your partner’s work.
• What went well?
• Even better if…
Criteria
•
•
•
•
•
•
•
•
Accurate response to the writing task and subject matter
Sense of voice, awareness of audience and purpose
Expressiveness and complexity of ideas
Ability to employ descriptive language to convey
meaning
Coherent ordering and development of ideas
Fluency and clarity of writing
Sophisticated language that is precise and engaging
Control over spelling, punctuation and grammar
Homework
• Continue working on your creative piece. It
will be due for assessment next week.
Aim: to examine the characterisation of
George and Lennie and to form an
interpretation
• Starter: think back to the film. What
observations/comments can you make
about George and Lennie.
• George:
• Lennie:
• Aim for five adjectives per character
Copy and
Complete:
Characteristic
George
‘small and quick’
Lennie
Huge man.. He walked
heavily, dragging his feet a
little, the way a bear drags
his paws.’
This shows…
Lennie
“a large man, shapeless face…sloping
shoulders and he walked heavily,
dragging his feet like a bear drags his
paws” (4)
“like a terrier”
“snorting into the water like a horse” (4)
“How I get to tend the rabbits” (16)
George
“small and quick, dark of face with
restless eyes and sharp strong
features”
“Every part of him was defined: small,
strong hands, slender arms, a thin and
bony nose”
Lennie!” he said sharply. “Lennie, for
God’ sakes don’t drink so much
Homework
• What is George and Lennie’s relationship
like?
• Write a paragraph using quotations.
Reading
• p. 22-30 from ‘Think I’d let your carry your own work
card.’
• 1. Make a list of all the things George can
do if he wasn’t with Lennie.
• 2. Why does George stay with Lennie?
• 3. What problems could Lennie’s
behaviour hold for them in the future?
Aim: to understand the American
Dream
• 1. Make a list of all the things George
could do if he wasn’t with Lennie.
• 2. Why does George stay with Lennie?
• 3. What problems could Lennie’s
behaviour hold for them in the future?
Reading
• Reading starting from ‘ Tell you what?
About the rabbits.’ To end of Chapter 1.
Reading Chapter Two
• Read first few pages of chapter.
• Draw and label the bunk house!
• The Dream
• George and Lennie dream of _______ a piece of land. This piece of
land represents a world in which the two men can live together
without ________. No longer will they be run out of towns like Weed
or be subject to the ____ of others.
• Throughout its history, America has been viewed as a country of
opportunity, where entrepreneurship (if you work hard you will
succeed) flourishes relatively well compared to other regions of the
world. This American Dream of ______ was exciting but ultimately
often didn’t come ____.
• Owning / dangers / will / independence /true
/entrepreneurship/
Aim: to understand race relations
and segregation
•
•
Racial segregation is
characterized by separation of
people of different races in daily
life when both are doing equal
tasks, such as eating in a
restaurant, drinking from a water
fountain, using a rest room,
attending school, going to the
movies, or in the rental or
purchase of a home.
A segregationist regime may be
maintained by means ranging
from racial discrimination in hiring
and in the rental and sale of the
best housing to whites and
vigilante violence such as
lynchings.
•
After the United States Civil War
and the end of slavery the South
passed laws requiring segregation
of the races in daily life.
•
Segregation, however, often
allowed close contact in
hierarchical situations, such as
allowing a person of one race to
work as a servant for a member of
another race.
Segregation
Lynching
•
Lynching is the illegal execution of an
accused person by a mob. Lynching
was originally a system of punishment
used by whites against African
American slaves.
•
After the establishment of the Ku Klux
Klan in 1867 the number of lynching of
African American increased
dramatically.
•
The main objective of the KKK was to
maintain white supremacy in the
South.
•
It has been estimated that between
1880 and 1920, an average of two
African Americans a week were
lynched in the United States.
•
Black people were seen to be second
class citizens.
Analysing
• ‘Yes sir. Jesus, we had
fun. They let the nigger
come in that night. Little
skinner name of Smitty
took after the nigger.
Done pretty good, too.
The guys wouldn’t let him
use his feet, so the nigger
got him…The guys said
on account of the nigger’s
got a crooked back,
Smitty can’t use his feet.’
He paused in relish of the
memory.’
• What does the old
swamper’s speech imply
about white people’s
attitude’s to black people
in the 1920s and 30s?
Reading
• page 25-37
Curley
• What are your first impressions of Curley?
• Why do you think he is so aggressive
towards Lennie?
Aim: to check understanding
to introduce Curley’s wife
•
Put events in order:
•
•
•
•
•
•
•
George and Lennie drink by the
pool.
Geroge tells Lennie the story of
their ‘Dream’: ‘to live off the fatta
the lan’.
George and Lennie look around
the bunk house.
George takes the dead mouse
from Lennie.
The old swamper tells them the
boss was angry as they were late.
George moans about the much
better time he could have without
Lennie.
•
•
•
•
•
The old swamper tells them about
Crooks the black man.
Lennie promises to run from the
farm and hide in the brush if there
is any trouble.
Candy (the old swamper) thinks
Curley’s wife in a tart.
George tells Lennie off for talking
to the boss.
George and Lennie explain to the
boss why they were late.
Curley enters the bunkhouse and
is aggressive to Lennie.
• George and Lennie drink by the pool.
• George takes the dead mouse from Lennie.
• George moans about the much better time he could have without
Lennie.
• Geroge tells Lennie the story of their ‘Dream’: ‘to live off the fatta the
lan’.
• Lennie promises to run from the farm and hide in the brush if there is
any trouble.
• George and Lennie look around the bunk house.
• The old swamper tells them the boss was angry as they were late.
• The old swamper tells them about Crooks the black man.
• George and Lennie explain to the boss why they were late.
• George tells Lennie off for talking to the boss.
• Curley enters the bunkhouse and is aggressive to Lennie.
• Candy (the old swamper) thinks Curley’s wife in a tart.
Reading
• P.30-34
• From ‘The old man moved towards the
door…’ to
• ‘Ah I bet he’s eatin’ raw eggs…’
Curley’s wife
» dressed inappropriately for a farm full of men
»
»
‘full, rouged lips’
Curley’s wife
Video
• Watch up to Curley’s wife
• Any differences?
Aim: to understand the lifestyle on
the farm
•
1. Sort the following objects,
words, ideas into what you think is
stereotypically masculine or
feminine:
•
•
•
•
•
Floral curtains violence
Swearing
bright colours
Fighting
bare floor boards
Cushions
sewing
cards
Ostrich feathers
drinking
whiskey
friendship
chatting/talking emotion
Crying
•
•
2. How would you describe the
lifestyle on the ranch?
Masculine Feminine
Homework
• What are your first impressions of Curley’s
wife? How does she create a sense of
foreboding (that something bad will
happen) in the text?
• Write at least one page.
Reading
• Page 34 ‘Ah I bet he’s eatin’ raw eggs…’
to page 38.
Slim
• This implies that he is different to the other ranch hands
• because…
• ‘He moved with the majesty only
• achieved by royalty and master craftsmen’
Analysis of Slim
Plenary
• Pick out 3 more quotations that show the
masculine lifestyle of the farm.
• What do you predict will happen to the
dog? How does this create a sense of
foreboding and tension?
Plenary
• How is the treatment of Candy’s dog
typical of life on the farm?
• How does it add to the sense of
foreboding in the tone of the novel?
Aim: to understand the theme of
friendship
• The Laws of nature
• The laws of nature are:
• The strongest and fittest survive over the
weakest.
• 1. What else?
• 2. What do George, Lennie and Candy do to go
against these laws?
• 3. What do we do in modern society?
Reading
Start of Section Three to ‘Then he slowly
rolled over and faced the wall and lay
silent.’
Plenary
• Nature is the natural order of things but it
can be harsh and cruel. Is it right or wrong
that Candy’s dog was killed? Do you agree
with Carlson or Candy?
Aim: to analyse the developing
tension
• The death of Candy’s
dog
• either
• How is tension built
up in this scene?
• Think about sound,
delaying action, use
of atmosphere etc.
• or
Write from Candy’s
perspective; how
does he feel about
the death of his dog?
Of Mice and Men
– Section Three
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This icon indicates the slide contains activities created in Flash. These activities are not editable.
For more detailed instructions, see the Getting Started presentation.
Plot summary exercise
Complete the plot summary by filling in the blanks:
Slim
George chats to _________
about his relationship with
Weed
Lennie. He tells him about the girl in _________.
Lennie
puppy
arrives, hiding the ___________
under his coat. Carlson
shoot
tells Candy he should _________
his dog. Carlson takes
shot
Crooks
Candy’s dog outside. They hear a _______.
_________,
the
stable buck arrives and Slim leaves with him. George and
farm Curley and Slim
Lennie talk again about the _________.
return. They have been arguing. When Curley sets on him,
hand
Lennie crushes his _________.
Setting the scene
Steinbeck takes great care to set the scene in a very vivid way, almost as though
the story is a movie, rather than a novel.
Re-read the description of George and Slim’s conversation, from the start of
Section Three to Lennie’s entrance. Steinbeck creates a powerful contrast
between the men chatting inside and the sounds of the game outside.
Why do you think he does this?
Why do you think George shares his story with Slim?
Dramatic tension
When Candy’s dog is taken away to be shot, Steinbeck creates a high level of
dramatic tension in the room. The reader feels very tense, waiting to see what is
going to happen.
Find some quotations that develop the level of tension and write them below. The
first one has been done for you.
'The silence came
into the room.'
Dramatic tension
The American Dream
George, Lennie and Candy are searching for the fulfilment of ‘the American
Dream’. Answer the following questions to show your understanding of this
concept.
What do you think the ‘American Dream’ is?
At this stage in the novel, do you think they will manage
to fulfil their dream?
Why does Candy want to join their dream?
What does Candy offer them as an incentive to accept
him?
Animal imagery
Re-read the description of Curley’s attack on Lennie, and Lennie’s defence of
himself. Steinbeck uses animal imagery here. Find four examples of animal
images and write them below.
Why do you think Steinbeck uses these animal images in connection
with Lennie?
Questions
Why does Candy say 'I ought to of shot that dog
myself, George. I shouldn’t ought to have let no
stranger shoot my dog.'?
Why does Curley agree to say he got his hand
caught in a machine?
What do you think will happen between Lennie and
Curley now?
Reading
• Starting from ‘George looked at him
levelly’.
Plenary
• Why is it important that they are
discussing the dream at this point?
• Why is it important that Candy has got
involved?
• Exercise books in: Analysis of Curley’s
wife
Possessive Apostrophe Rules
• If the owner is singular (i.e. one cat) add ‘s (the
cat’s paw)
• If the owner is singular and ends in –s, still add
‘s (Chris’s homework)
• If the owner is plural (i.e. men) then, again, add
‘s (the men’s ties = all the ties that belong to all
the men)
• However,if the owner is plural and ends in s
(the teachers) then just add ‘ (the teachers’
marking = all the marking that all the
teachers have to do!)
Activity
•
1.
2.
3.
4.
5.
6.
Re-write the following
so that an apostrophe is
needed:
The tail of the fox
The tails of the foxes
The sister of the girl
The camp-site of the
scouts
The food of the café
The car of Miss Jones
Answers
1.
2.
3.
4.
5.
6.
The fox’s tail
The foxes’ tails
The girl’s sister
The scouts’ camp-site
The café’s food
Miss Jones’s car
Reading
• ‘George sat entranced with his own
picture’… to ‘The door opened.’
• Why is it important that Candy has got
involved in the dream?
• Will it become a reality?
Reading
• From ‘The door opened’ to ‘What the hell
you laughin’ at?’
• Writing Task
• Pretend you are John Steinbeck and write
the next scene: Curley’s encounter with
Lennie.
Aim: a spelling literacy focus
• Spelling test
Answers
•
•
•
•
•
•
•
•
•
•
•
•
•
Curley
Sheila
Priestley
Simile
Metaphor
Scene
Personification
Poem
Responsibility
Tension
Suicide
Imagery
Irony
•
•
•
•
•
•
•
•
•
•
Quotation
Socialism
Hyperbole
Euphemism
Innuendo
Dialogue
Monologue
Prejudice
Loneliness
chronological
Homework
• How important is the theme of friendship
up to Section Three in Of Mice and Men?
Reading
• Start of section four to entrance of Curley’s
wife.
Writing Task
• How does the character of Crooks
emphasise the differences between black
and white people at this time?
• 10 mins
• Quotations
• Language analysis
Aim: proof-reading literacy focus
• Mark the piece of work for mistakes:
• Grammar
• Punctuation
• Spelling
Reading
• ‘George gonna come back’ Lennie
reassured himself in a frightened voice.’
•
Writing Task: Curley’s wife
•
What words and phrases does Steinbeck use to present Curley’s wife’s
attack on Crooks?
• Steinbeck presents Curley’s wife’s behaviour as vicious and cruel.
‘Listen, Nigger’. This conveys…
• She speaks ‘‘contemptuously,’’ to the men, emphasising…
Task: Continue with this response by writing in detail about this incident.
Consider:
•
•
•
The characterisation of Curley’s wife and Crooks.
The development of the novel’s themes.
Key points about Steinbeck’s narrative style.
•
Spend 15 mins writing and then proof read for mistakes.
Aim: There, their and they’re
•
Write out the following picking the correct there, their, they’re.
1.
2.
3.
4.
______ over ______ in _______ pyjamas.
‘_______ maths books are here.’
‘I don’t know what I’ve done with ____ pens.’
‘If they don’t hurry up ______ not going to be in time
for the film.’
‘In my opinion, ______ no use having an argument
about the matter.’
‘Your coast is over ______ on the second hanger.’
‘I think that these coats are ______’.
‘_______ no business like show business.’
5.
6.
7.
8.
Reading
• ‘Crooks seemed to come slowly out of the
layers if protection he had put on.’
Writing Task
• Explore the importance of
loneliness
in ‘Of Mice and Men’.
• 1. Plan essay
• Introduction
• Four/five main
paragraphs.
• Point
• Quote
• Conclusion
• What is the importance of
the weak characters in Of
Mice and Men’.
• 1. Plan essay
• Introduction
• Four/five main
paragraphs.
• Point
• Quote
• Conclusion
Aim: Literacy focus: varying
sentence type and structure
• Copy out the following sentences and identify whether
they are simple, compound or complex:
• 1. Loneliness is one of the key themes in the novel.
• 2. Although loneliness is a key theme in the novel,
Steinbeck also tackles other issues such as prejudice,
social exclusion and the rights of migrant workers.
• 3. Steinbeck was interested in the rights of migrant
workers and tried to raise the awareness of their plight.
• Then write your own simple, compound and complex
sentence on another of the novel’s themes.
Reading
• Section Five onwards
• Writing Task
• John Steinbeck uses very different styles of
writing in ‘Of Mice and Men’. Using examples
explore how he makes use of:
• Dialogue
• Description
• Imagery and symbolism
• Use simple, compound and complex sentences
Plenary
• Swap books and highlight simple,
compound and complex sentences.
• Also check for PEE paragraphs.
Aim: Developing literary vocabulary
• Copy down the following
definitions and explain
what they mean:
• 1. Characterisation.
• 2. Narrative structure.
• 3. Narrative style.
• 4. Context.
• 5. Setting.
• 6. Theme.
• 7. Authorial stance.
Models
• The characterisation of Curley’s wife is interesting
because at times the reader feels sympathy and at other
times dislikes her.
• John Steinbeck has organised the narrative structure of
the texts so that events foreshadow the end of the novel.
• John Steinbeck’s narrative style is varies with beautiful
description and harsh dialogue.
• The context of the text is crucial to understand the
themes.
• The setting of the novel is realistic.
• A key theme of the text is friendship.
• You can clearly see his authorial stance through the
characterisation of Crooks.
Reading
• She asked ‘What makes you so nuts about
rabbits?’ – end of Section Five
• Complete for homework for Monday
• How has John Steinbeck organised the narrative
structure of the text so that events foreshadow
the end of the novel?
• Consider:
• The structure of plot
• Presentation of themes
• Characterisation
Aim: Using quotations effectively
• 1. Choose one quotation on a
theme of your choice,
• E.g. friendship, prejudice,
loneliness, American Dream.
• 2. Write one PEE paragraph
on it:
• e.g. Steinbeck’s
characterisation of George and
Lennie portrays the theme of
friendship. “I ain’t gonna let
‘em hurt Lennie.” This shows
that/ This emphasises/
portrays/ implies/conveys/
foreshadows
• 3. Try and integrate your
quotation into the sentence by
rewording it:
Steinbeck’s characterisation of
George and Lennie portrays
the theme of friendship. When
he states, “I ain’t gonna let ‘em
hurt Lennie.” This shows…
Reading
• From ‘Slim turned quietly to George,’ to
end of novel.
Plenary
• Find two more quotations and add to your
paragraph on your chosen theme.
• Remember to keep in mind:
• Varied sentences, using literary
vocabulary and integrated quotations.
Aim: to create quotation lists for Of
‘Mice and Men’
• Starter:
• 1. Hand in media analysis and letters
• 2. Missing homework stamps for
‘Foreboding’ essay or coursework
• 3. Check that your coursework folder is as
could as it could be. If not request a
photocopy to take home to complete over
half term.
Complete: Quotations and
summaries sheets
• Choose your two favourite quotations and write
them on a piece of plain paper explaining who it
is about and what is the page number.
• Complete quotation/information sheet you
started yesterday.
• Then watch video and make a list of any
differences.
Aim: folder and revision review
• Revision
• 1. Make a list, in detail, of what you revised over
half term.
• 2. Have you written a timetable?
• 3. Do you think that you did enough?
• 4. What areas do you think that you need to
focus on?
• Folder review
• Set yourself a coursework target.
Of Mice and Men
• Complete video.
• Homework: to write a
detailed plan for timed
essay in class on Friday
23rd Feb.
• Either: How important is
Curley to the novel and
his is he presented to the
reader by Steinbeck?
• Or: ‘Of Mice and Men’
has been described as a
pessimistic story. Do you
agree? What can you find
in the story that might be
called optimistic or
hopeful?