Period 3/5/7 11/3 ch. 5 lesson

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Of Mice and Men ch. 5/6 lesson

Period 3/5/7 11/3 ch. 5 lesson|Periods 2/6 11/5

  1. Ch. 5 reading quiz

  1. Figurative language

  2. Group work on of Mice and Men figurative Language

Period 3/5/7 11/4 Minimum day ch. 5 lesson|2/6 repeat this lesson

  1. Vocabulary/grammar activity

Period 3/5/7 11/6 Friday ch. 5 lesson and class discussion|2/6 11/9 Monday


Free write –

 Essential Questions

  • What are the benefits of having relationships? 

  • Are all relationships equal? 

  • How do relationships support our lives? 

  • What are the trade-offs in relationships?

  • What determines the relationships we have? 

  • How do class, religion, race, and culture affect our relationships? 

  • What role does empathy play in mutual relationships? 

  • What place does a dream/vision have in one’s life/relationships?

New York Times Article – nonfiction read on friendship

Article on the migrant experience

Understanding Participal Phrases

  • Start ch.5 – ask questions

  • Prompt with directions “Is the American Dream attainable for all people who come to this country?”

    • Choose a position

    • Pick out quote

    • Integrate quotes and commentary

    • Type up the paragraph bring in to class the next day

Juxtaposition - the fact of two things being seen or placed close together with contrasting effect.

Ex. Loneliness vs Friendship

Figurative language quiz -

Ch. 5 – quick write: Does Lennie do something immoral when he kills Curley’s wife? Should he be balmed for his actions? Are they his fault? How much punishment should a guy like him get for actions like this? What should society do with people like Lennie?

Chapter 5 Questions

  1. What literary device does the author keep repeating?

    1. Foreshadowing – what happens in the future

    2. Symbolism – horses, animals (soft things)

  2. Describe Lennie´s irrational anger when he does not understand about the puppy´s death. How does Lennie react to the dead puppy?

  3. How does Curley´s wife show that she is not as contemptible as she seems? What does Crooks talking to Lennie and Curley’s wife talking to Lennie have in common?

  4. When Curley´s wife is trying to console Lennie, she states: ¨You can get another one easy. The whole country is fulla mutts.¨ How might that statement be applied to more than just animals?

  5. Why does Curley´s wife become angry at Lennie?

  6. Throughout the book, the reader learns about Lennie and George´s dream. What does the reader learn about Curley´s wife´s dream? how does her dream influence her life? Is something about what she is saying not adding up or making sense?

  7. Why does Lennie panic, and what happens as a result of his panic?
    How is this similar to an event earlier in the story?

  8. What similarity can be found in the death of the puppy, in the beginning of the chapter, and the death of Curley´s wife?

  9. Explain the following image from the book:
    ¨And the meanness and the plannings and the discontent and the ache for attention were all gone from her face. She was very pretty and simple, and her face was sweet and young.¨

  10. How do Curley´s wife and Lennie´s dreams both seem to dies with the accidental death?

  11. More than the girl´s death and Lennie´s possible arrest, what does Candy worry about?
    What is George´s reaction? How does Candy address the body of the girl after he talks to George and learns that their dream of the farm is no longer a reality?
    Why do you think he reacts this way?

Week 4: Shattered dreams!

  1. Role on the Wall outline and post-its for Curley’s wife (optional)

  2. Extract 3

  3. Resource Sheet 6

  4. Students’ Exploring Themes Grid

Coverage: Chapter 5
Focus: Plot, themes and character. In particular, friendship, dreams, loneliness, outsiders.
Suggested route through:

  1. Re-visit discussion from Week 1 on Curley’s wife – her presentation, reaction to her by the other characters and reader response. Have the students’ impressions of her and feelings towards her changed since then? How does her behaviour in Chapter 4 affect their response? This could be achieved via a role on the wall. Alternatively, provide students with some key quotations to stimulate discussion. Or, organise students into pairs, one has to find evidence to support the claim that Curley’s wife is a trouble-maker who does not deserve our sympathy and the other has to find evidence to support the claim that Curely’s wife is a lonely, misunderstood woman who does deserve our sympathy. (A note-making table could be provided here.) Students must then present their cases to each other. Some of the more convincing arguments could be presented in front of the whole class. (This could be developed into an assessed oral.) If you don’t want to spend this much on revising her character a ‘Just a minute’ starter on Curley’s wife could draw out some of the key points about her.

  2. Read the opening of Chapter 5 up to p.94 ‘The fingers trailed…grandly from the rest.’ How does Steinbeck arouse our sympathy for Curley’s wife in this section? Students to note down as much evidence as they can and report back.

  3. Read up to p.98, ‘And sound stopped…more than a moment,’ where Lennie kills Curley’s wife. Pool students’ responses: how do they feel about this? Are they surprised at her death or were they expecting it? Are they still able to sympathise with Lennie even though he is a killer? After a brief, initial discussion explore these questions more deeply. How has Steinbeck prepared us for the killing of Curley’s wife? (Incident in Weed, killing the mouse, crushing Curley’s hand, killing the puppy – all show he does not know his own strength and that he panics and holds on when frightened.) How does Steinbeck manage to preserve the reader’s sympathy for Lennie? It could be useful to show the section on p96-7 where he kills her on OHT at this point for close reading. See ‘Extract 3’ resource. Analyse how the emphasis of the description is on the frightened Lennie. This is how Steinbeck still achieves sympathy for Lennie despite the fact he has killed a woman.

  4. Also discuss why Steinbeck has Lennie hide the dead puppy? It reminds us of his innocent, childlike nature as he thinks this makes the situation seem less damaging. This adds to our feelings of sympathy for him.

  5. Read the rest of the chapter. Reveal the statements commenting on the chapter (see Resource sheet 6) on the OHP. Introduce the word ‘pathos’ and its meaning. Students must find supporting evidence for each statement. Take feedback. Spend some time discussing how they feel about Candy’s reaction to her. Students could develop their writing into PEE chains by adding an explanation / analysis of their quotation. This might need modelling first.

  6. Suggest that this is a very bleak chapter which deals with shattered dreams. Students to update the ‘Dreams’ row of their theme grid in orderto take account of the failed dreams of Curley’s wife and Candy and George.

  7. What is the mood at the end of this chapter? How does Steinbeck create suspense and foreboding? Push students to an understanding that George has taken Carlson’s gun! Predictions? Desired outcome?


  • Students to complete mood graph for Chapter 5.

  • If ‘Shattered Dreams’ is a title for Chapter 5, what would the titles be for Chapters 1-4? (Titles must be short, catchy and usefully summarise the key events/ themes of the chapter – these will help the students navigate their way around the text.)


  • Evidence for commentary statements

  • Updated theme grids

  • Mood graph

  • Chapter titles

Further ideas for this Chapter:

  • Compare the description of Curley’s wife when alive with the description of her in death.

Loneliness and the concept of the American Dream are themes in

Of Mice and Men IDeas

End of book activities
Do Now


For the " Do Now" today, I will ask my students to do a close read of the poem, "To A Mouse" by Robert Burns. (They had to read the poem for homework, but I think a closer read is in order.) I am having them re-read the poem today to answer the following question: Based on what you have read in the poem, why do you think Steinbeck selected the title Of Mice and Men for his novel? Select at least 1 piece of evidence from the poem AND 1 piece of evidence from chapters 1 or 2 (using a post-it note) to support your position. I will ask them to be prepared to share their annotations and responses orally (CCSS.ELA-Literacy.SL.9-10.1c). I am asking students to do this because it is practice with citing evidence to support their analysis of  what the text says (CCSS.ELA-Literacy.RL.9-10.1) and because I want to see if they can connect with Steinbeck's and Burns' purposes for writing their respective texts.

This "Do Now" connects to today's lesson because through the close reading, students will see that the mouse in the poem was powerless against the person with the plow and hopefully will make the connection between the powerlessness of the mouse in the poem to the powerlessness of some of the characters in Of Mice and Men, especially since Steinbeck developed the title of his book from the poem.
I will ask a few students to come up to the Smart Board to share their annotations with the whole group. I am having them come up to the Smart Board in order to see if they understand the point of the poem and how it connects to Of Mice and Men.

- Chart paper, give different themes along with specific scenes from the book.

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