1. Of Mice and Men
John Steinbeck

2. Chapter 1 Goals
Content Goal- Here are the reading targets for this chapter:
Comprehension: summarize
Analysis: analyze characterization
Thinking critically: evaluate characters’ decisions/judgments
Language Goal- We will discuss chapter 1 during read aloud, practice the process of writing answers to CAT questions with quote sandwiches, format the works cited entry for this novel.

3. A word on the words -
During the read aloud we will come across popular curse words from the 1930s. When you are reading aloud, you are welcome to skip reading these words.
We will also come across the n-word. This word will never be read aloud, and it’s best to replace it with the phrase “n-word” instead of ignoring its existence entirely. We’ll look at who says it, when he says it, and what it shows about those characters.

4. CAT documents
“CAT Questions with Quote Sandwiches” and “Quotes and Paraphrases” are being distributed. These should be taped, pasted, or glued into your composition books (right behind your syllabus).
The answers you write to the CATs will go right into your notebook too.

5. CAT Questions with Quote Sandwiches
Goals-
Write topic sentences (write a focused claim)
Organize writing logically and effectively.
Support thinking with text-based evidence (maintain the claim)
Integrate quotations and paraphrases with sentence fluency
Cite evidence without plagiarizing
Write with impeccable conventions.
COMPREHENSION
theme
summary
inference
prediction
vocabulary
Ingredients (five ingredients, five points)
topic sentence (restatement of question, IQIA)
MLA cited quotation (supporting topic)
perspective/commentary on quotation
MLA cited paraphrase (supporting topic)
perspective/commentary on paraphrase
Instructions:
Begin with the topic sentence then slowly combine the other ingredients with thoughtful word choice and adept transitional phrases. When the topic is fully concluded, serve warm. Do not store past due date!
ANALYSIS
analyze literary elements
analyze text features (graphs, charts)
compare
contrast
cause and effect relationships
THINKING CRITICALLY
evaluate author’s purpose
evaluate character’s judgment
draw conclusion
compare text to another situation

6. Paraphrases & Quotes Paraphrases Quotes
Paraphrases are specific text-based details that you rephrase (with and without the original words).
Quotes are specific text-based details you copy word-for-word from the text and put quotation marks around them to signify they are exact matches.
Do you want to summarize a paragraph or a page? Paraphrase it.
Does the perfect, concise wording already exist? Quote it. (Famous lines are highly quotable too.)
Example:
Oberon and Titania are jealous of each other’s influence with Theseus and Hyppolyta and also argue over a changeling boy (Shakespeare 39, 41).
The conflict is clear when Lysander says, “The course of true love never did run smooth” (Shakespeare 15).
Non-example:
In Act II scene i, Oberon argues with his wife (Shakespeare 39).
It’s too vague.
Titania says, “That they have overborne their continents” (Shakespeare 41).
It’s not enough detail to stand alone.

7. Chapter 1 CATs
(LC02) Summarize George and Lennie’s plan for the future including an overarching statement about their plan. Also include main details about their plan. Overarching statement example = George and Lennie’s plan is…
(LA05) How is George characterized in this chapter? Consider his interactions with Lennie, and include multiple details from this chapter in your answer.
(LT09 Extended Response) Evaluate George’s decision to stick with Lennie. (Is this a good decision, what is his motive, why is he there?) Support your evaluation of George’s character with details from chapter one.
Write a correctly formatted MLA works cited entry for this novel.

8. 1.) George and Lennie’s plan for the future is to own a farm and a small house. In particular, Lennie says, “An’ to live off the fatta the lan’… An’ have rabbits” (Steinbeck 13). This is special because Lennie doesn’t remember much, but he remembers their dream because it’s important to him. They’re also going to have a cow and some pigs (Steinbeck 13). They want to have a little bit of everything so they can rely on themselves and no one else.

9. (LA05) How is George characterized in this chapter
(LA05) How is George characterized in this chapter? Consider his interactions with Lennie, and include multiple details from this chapter in your answer.
2.) George cares too much about Lennie to let him make bad decisions. [George is characterized as…] Lennie is frustrating, so George gets to thinking “Why, I could stay in a cat house all night… or set in a pool room and play cards or shoot pool” (Steinbeck 10). Lennie is difficult to take care of because he keeps messing up their jobs. When Lennie is sad about George’s anger, he offers to run away and live in a cave. That’s when George feels guilty and offers to get him a pup because maybe he wouldn’t kill that (Steinbeck 12).

10. 2.) In chapter 1, George is characterized as a father-like figure with a caring demeanor, but he has a short temper. So I’m introducing that paraphrase about you can have a dog and not kill it, right here (Steinbeck __). This paraphrase is muy importante because it shows George is giving responsibilities (rabbits, puppy). -could be at cat houses, etc. (alternate life) -hiding in bushes

11. (LT09 Extended Response) Evaluate George’s decision to stick with Lennie. (Is this a good decision, what is his motive, why is he there?) Support your evaluation of George’s character with details from chapter one.
diy

12. Chapter 2 Goals
to understand the history of critical vocabulary, to define critical vocabulary from context, to determine theme, to contrast characters, and to evaluate characters’ decisions.
a model is provided for you to create a character chart in your journal

13. Chapter 2 Character Chart (add specific details from chapter 2)
Character’s Name
Physical Appearance
Behaviors/Actions
How George and Lennie react to this person
George Milton
(Chapter 1)
Lennie Small
Candy
Whitey the blacksmith
Crooks (crooked backed stable buck)
the boss
Candy’s dog
Curley
Curley’s wife
Slim
Carlson )

14. Chapter 2 CATs
(LC01) What main theme in this chapter becomes clear once the men meet Curley? Cite details about Curley’s character in your answer.
(LA06) Curley’s wife and Candy’s dog have some obvious differences, but what about them is similar? Think about their relationships with the other characters in chapter two, and include specific details about them.
(LT09) Evaluate George’s decision to stay on the farm after Lennie says, “This ain’t no good place. I wanna get outa here” (Steinbeck 32). Is staying a good or bad decision? Explain why you think so based on specific details from chapters one or two.
Write a correctly formatted MLA works cited entry for this novel.

15. Chapter 3 Goals
- to make inferences, analyze cause and effect, and evaluate author’s purpose

16. Chapter 3 CATs
(LC03) What is the most likely reason that Curley picks a fight with Lennie? Base your inference/assumption on details from chapter three. (+5)
(LA07) What discussion and events upset Candy? Explain how/why this conversation and occurrence upset Candy by using details from this chapter. (+5)
(LT08) What is Steinbeck’s purpose for portraying women in chapter 3 (Susy, Clara, and Curley’s wife) how he does? Judge how well he is accomplishing this purpose and provide details from chapter 3 to support your opinion. (+5)
Write a correctly formatted MLA works cited entry for this novel.(+1)

17. Research break!

18. Chapter 4 Goals
to summarize, compare characters, and evaluate characters’ decisions

19. Chapter 4 CATs
(LC02) Write an overarching statement that sums up Crooks as a character. In your summary, include the most important details about his behaviors, his personality, and his living quarters.
(LA06) Analyze relationships – what do Crooks, Lennie, Candy, and Curley’s wife have in common? Provide details to explain what character traits these three people have in common.
(LT09) In your opinion, should Curley’s wife have married Curley? Base your evaluation of her judgment on information you have learned in chapter 4.

20. Chapter 5 Goals
to summarize, analyze literary elements: foreshadowing, and to judge characters’ decisions

21. Chapter 5 CATs
(LC02) Summarize Curley’s plan for Lennie. Why is Slim worried about this? Write an overarching statement that “summarizes the summary” then write Curley’s plan in three short steps.
(LA05) How does Lennie’s puppy foreshadow other events in chapter 5? What actions does Lennie make in this chapter? Cite multiple details to connect the events.
(LT09) Do you think George’s warnings to Lennie actually get him into more trouble? Whether you agree or disagree, support your evaluation on information you learned so far in this novel.
Write a correctly formatted MLA works cited entry for this novel.

22. Chapter 6 Goals
to make inferences, to analyze cause and effect, and to evaluate author’s purpose
A model chart is provided for you to recreate in your journal

23. During Reading Activity: Chapter 6 American Dream Outcomes Chart
Explain each character’s goal (personal American Dream) and what the actual outcome was. (+18)
Character’s Name
& who s/he represents
Personal (American) Dream
Actual Outcome (Result)
Lennie
George 
Candy   
Crooks  
Curley’s wife 
Curley 

24. Chapter 6 CATs
(LC03) Based on information in chapter 6, are the men likely to get their farm? Use specific details to support your inference.
(LA07) Remember Candy’s statement, “I ought to of shot that dog myself, George. I shouldn’t ought to let no stranger shoot my dog”? (Steinbeck 61). To analyze the relationship between cause and effect, think about the complex motivations for why George did what he did. Include specific details to explain this relationship.
(LT08) Why does the author have “Aunt Clara” and a giant rabbit visit Lennie’s conscience? What do you think of the author’s decision to add these scenes? Include details from chapter 6 in your evaluation.

25. Post-reading Discussions & Graphic Organizers
Symbols and Themes Chart
Take notes here to prepare for participation in the whole class discussion.
Symbol
Explain what this is a symbol for
George and Lennie’s farm  
Candy’s dog  
Lennie’s puppy  
Motif
Explain how this “image” repeated through the novel
Corrupting power of women  
Physical Strength vs. Weakness  
Emotional Strength vs. Weakness  
Theme
Explain how this is a main theme in the novel
Loneliness is debilitating  
Male friendships (idealized or cruel)  
Impossibility of fulfilling the American Dream 

26. Discussion Assessment
Full novel discussion topics
(LC01) Describe a theme that runs through the entire novel.
(LC02) Summarize events from the entire novel leading up to and including Lennie’s death.  
(LC03) What do you think George will do after Lennie’s death?  What will happen to the “dream farm”?
(LA05) Describe George’s character.  What does he value? What are his goals? Why does he take care of Lennie? How does he help Lennie?
(LA06) Compare the Lennie to Curley.  In what ways are they similar?  
(LA07) What factors led to the death of Curley’s wife?  
(LT08) What is the author’s purpose for writing this novel? What lessons does Steinbeck teach through the novel?
(LT10) What can readers conclude about the lives of migrant farm workers?

27. Discussion Assessment Rubric4
excellent, over-achieving, superior
In-depth and insightful commentary and obvious, active listening. Comments blend with the course of the discussion and are perfectly respectful. Plus student is quiet and prepared to start discussion and does not interrupt classmates.
3 *goal*
job well done, sufficient, adequate
Student joins discussion with thoughtful commentary and appears to be actively listening. Student is polite to classmates and respect class time.
2 inadequate, attempted but did not succeed
“not a 3” may or may not join discussion/listen
1 little to no attempt and/or low quality product
does not join discussion and/or appears distracted

28. How would you characterize the relationship between George and Lennie?
Reading Assessment
RL.9.3 Common Assessment (Lakewood High School, English 9)
Goal- Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
How would you characterize the relationship between George and Lennie?
Refer to the SBA 4-point rubric (provided) to ensure you have fully analyzed and explained your answer.

29. Writing Assessment
Note-Taking Guide ~ take notes about what you like and dislike about the film version. These notes will be useful when writing your essay.
Things I loved ~ Things they should have changed/improved ~

30. Writing Assessment
The full writing assessment assignment including the SBA 4-point rubric is provided.

31. Monday
Tuesday
Wednesday
Thursday
Friday
7 syllabus
8 chapter 1 goals, read aloud, works cited
9 chapter 1 read aloud
12 chapter 1 read aloud; add CAT papers to journal; start CATs together
13 continue modeling CATs
14 chapter 2 read
15 chapter 2 CATs & discussion
16 chapter 3 read
19 chapter 3 CATs & discussion
20 library: research
21 computers: add info
22 computers: revise & edit
23 presentations begin
26 presentations conclude
27 chapter 4 read
28 chapter 4 CATs & discussion
29 chapter 5 read
30 chapter 6 read
3 chapter 6 CATs & discussion
4 discussion assessment
5 reading assessment (LHS common assmt)
6 finish reading assmt, present writing assmt; view film
7 view film
10 view film; work time + HW
11 work time + HW
library COW
12 bring printed draft + HW library COW
13 bring printed draft + HW library COW
14 assmt due at start + self & peer evaluation