1. Of Mice and Men by John Steinbeck
Guided Reading Lessons

2. Setting the Context novel is set in California
Weed is where George and Lennie are traveling from—it’s in north CA
Soledad & Salinas valleys are in south CA
Salinas is John Steinbeck’s hometown!

3. Major Themes
Be sure to make clear connections to these reoccurring themes as you read and annotate the text.
The Great Depression : The American Dream Deferred (deferred means “postponed”)
Alienation and Isolation
Hope and Despair
The Burden of Social Responsibility
Pride and Self-Reliance
Perseverance and Resilience (resilience means “developing survival mechanisms”)
Ignorance as Bliss

4. Setting Consider Steinbeck’s opening description the valley.
What feelings do you associate with his description?
What theme does it relate to?
Bigger picture- how is it symbolic of America in the 1930s?

5. Setting the Context A sycamore is a type of tree
“There is a path through the willows and among the sycamore, a path beaten hard by boys coming down from the ranches…” (2).

6. Setting the Context
a bindle is a bundle, usually of bedding and personal belongs
“George unslung his bindle and dropped it gently on the bank” (3).

7. Setting the Context
A thrashing machine is used on farms to separate the grain or seed from the straw of such plants as barley or wheat.
“Tomorra we’re gonna go to work. I seen thrasin’ machines on the way down” (8).

8. A Complicated Relationship
Briefly describe the two main characters’ relationship– which of the themes does it relate to?
How do you know? Be prepared to support your claim with evidence.

9. Vocabulary: Ch. 1
Go back through chapter 1 and identify the following vocabulary words in the text by writing a definition for each one.
Chapter 1 vocab:
Bindle
Imperiously
Juncture
Morosely
Yammered

10. The Purpose of Dialogue
Dialogue is…
Conversation or some type of way of communicating (5)
Also helps understand characters (4)
Is a way a character speaks that develops who they are and their motives (10)
A way of realistically understanding the plot, setting (dialect), conflict, action and characters’ motives (10)

11. Translating Dialogue
George realized that Lennie had something in his hand, so he demanded Lennie give to him while Lennie anxiously tried to secretly avoid giving him the dead mouse in his hand. Purpose: See the frustrating dynamic of their relationship. We also see that something is intellectually stunting Lennie’s ability to be an adult.

12. A Dream Deferred:
In 3-4 complete sentences, summarize George and Lennie’s American Dream.
Be sure to include some of the specific details from George’s description in your summary.
Then, in another 3-4 sentences, compare their American Dream to your own American Dream– Are they similar or different? Please explain using clear examples.

13. A Symbiotic Relationship:
Reread the lines on pg. 6 where George explains to Lennie how they’re going to enter the ranch office the next day from, “That ranch we’re goin’ to…” up until Lennie responds with, “Jus’ gonna stand there.”
Using your knowledge of the stem words to define the term codependent, what can you infer from this passage which tells you they have a codependent relationship? Explain.

14. Literature Circle Groups 4th Period English I
Group 1 Group 3 Group 2
Group 4 Group 6 Group 5

15. Literature Circle Groups 5th Period English I
Group 1 Group 4 Group 2 Group 5 Group 3 Group 6
Group 7 Group 9 Group 8

16. Literature Circle Groups: 4th Period / Eng I
Group 1 Group 4 Caleb Sulema Ashley Jennifer Yan Nathan V. Group 2 Group 5 Andy Nathan T. Zoe Jazmin Mirian Ana Andres Group 3 Group 6 Nataly Carla Alyssa Bruk Jasmine Abdullah Angelo
Group 7 Modesty Lupe Virgil Group 8 Melissa Louis Jamie Group 9 Jahquann Litze Alexis

17. Literature Circle Groups 6th Period English I
Group 1 Group 3 Group 2 Group 4
Group 5 Group 7 Group 6 Group 8

18. Symbols and Motifs (a motif is a reoccurring idea)
Candy’s old sheepdog (symbol of being unnecessary; disposable)
Rabbits (as a nuisance, yet Lennie wants to protect them)
Card playing (as a way men can talk about their feelings without being too vulnerable)
Sunlight– representing HOPE
Nicknames of characters–
What can you infer about their personalities from them?
Why would Steinbeck deliberately give his characters these names?

19. Context: Jerkline Skinner
Definition:
Slim’s job:
jerkline skinner
Noun: Of North American origin.
1. A jerkline is a single rein that runs to the lead animal in a team of mules or horses.  2. Referring to a driver who can control the team by use of the jerkline. 

20. Bucking Barley
Barley is a grain that needs to be harvested and refined to sell.

21. Symbolism in the Characters
Group Represented in Society
Character
Lennie Small
George Milton
Candy (the old Swamper)
Curley (the pugnacious son-of-the-boss)
Crooks (the stable buck with the crooked back who reads a lot of books)
Slim (the jerk-line skinner)
Curley’s wife
Carlson & Whit (other ranchers; minor characters)

22. Says-Means-Matters
Authors often use words and images to act as symbols for what he or she really means.
The following exercise will help you examine the text to
Paraphrase the passage in your own words what it actually says, then
Interpret what the passage means to say, and finally
Analyze why this excerpt matters (how does it relate to any one of the themes in the text)

23. SAYS-MEANS-MATTERS
In Chapter 2, when Slim meets George and Lennie, he comments, “’Ain’t many guys travel around together,’ [Slim] mused. ‘I don’t know why. Maybe the whole damn world is scared of each other’” (35).
Reflect:
What is Slim really saying here?
Summarize the quote in your own words
What does he mean when he says this?
What inference can you make by analyzing his words
Why does it matter to understand the text?
In other words, how does it relate to one or more of the themes of the text?

24. Says-Means-Matters
In a paragraph, compare and contrast Curly and Slim.
How are they different?
In what ways are they similar?
First, revisit the text to gather your evidence, then analyze it to make a clear conclusion

25. Compare and Contrast: Curley and Slim
Curley (introduced on page 25)
Slim (introduced on pages 33-34)
What does the text say?
Summarize the description in your own words
What is meant by this description?
In other words, what inference can you make from analyzing the text describing him?
What does the text say?
Summarize the description in your own words
What is meant by this description?
In other words, what inference can you make from analyzing the text describing him?

26. Analyzing to Interpret
Why do these characterizations matter?
Consider how these men relate to themes in the plot
Please note that both men are vital to the development of the novel’s plot
Consider their symbolic roles in society– who is each man intended to represent?
Why did the author deliberately choose to include these characters
In other words, what effect does their presence have on you, the reading audience in appreciating the text?

27. Major Themes in Of Mice and Men:
Essential Questions to Guide Your Understanding of the Text

28. The American Dream Deferred
The Danger of Hope during The Great Depression
The Burden of Social Responsibility
-The Internal Conflict of Nature vs. Nurture
Alienation or Isolation
-What does it mean to be excluded?
-What does it mean to exclude?

29. Pride and Self-Reliance
What are the benefits and draw back from not depending on anyone else to help solve your problems?
Perseverance and Resilience
What are some of the positive and negative consequences of having to endure a life-time of hardships?
Ignorance As a Blissful Way of Life
Is it better to accept your circumstances or to strive for change?

30. NOTES: Possessive Nouns
Possessive Nouns: show that a person, place, thing, or idea belongs to someone or something.
Rules to Remember: 
Rule #1The singular possessive noun is formed by adding an apostrophe and an “s” to the end, even if the word already ends in “s”.
EXAMPLE: These are Ms. Arendt’s fifth period class’s poems.
Rule #2:The plural possessive noun is formed by adding only an apostrophe if the word already ends in “s,” and an apostrophe and an “s” if it does not end in “s”.
Example: Ms. Arendt enjoys her students’ enthusiasm, especially when her classes share their brilliant ideas with everyone

31. Possessive Noun Practice:
Add the correct punctuation to the following examples: 1a.) Curlys wife b.) Which rule applies? 2a.) The ranchers dreams for a better life

32. ANSWERS Add the correct punctuation to the following examples:
1a.) Curley’s wife
b.)Rule #1: Singular
2a.) The ranchers’ dreams for a better life
b.) Rule #2: Plural possessive, add the apostrophe after the s to indicate plural.

33. Irregular Plural Nouns:
Some nouns have irregular plural forms; here are five rules for you to copy into your notes:
Rule #1: For nouns that end in “-ch,” “-sh,” “-x,” “-o,” or “-ss,” ALWAYS add “-es”.
Rule #2: For some nouns that end in “-f,” or “-fe,” ALWAYS change “f” or “fe” to “-ves”.
Rule #3: For many nouns that end in “-y,” ALWAYS change “-y” to “-ies”.
Rule #4: For some nouns that include “oo,” ALWAYS change “oo” to “ee”.
Rule #5: There are just some irregulars have to be memorized, such as men, women, children, cacti.

34. Additional Practice:
Conjugate each of the following irregular nouns. Please be sure to cite the rule that accompanies each: 1. a.) mouse = _____ b.) rule ___ 2. a.) man = _______ b.) rule ___ 3. a.) wife = _______ b.) rule ___ 4. a.) puppy = ______ b.) rule____

35. Irregular Plural Noun Forms: Answers
Conjugate each of the following irregular nouns. Please be sure to cite the rule that accompanies each:
1. a.) mouse = mice b.) rule 5
2. a.) man = men b.) rule 5
3. a.) wife = wives b.) rule 2
4. a.) puppy = puppies b.) rule 3

36. Literature Circles
With the other members of your group, share three or four of the annotations you created for homework using the first ½ of Ch. 4 of OMM (pgs ).
Then, take turns reading and annotating the final eight (8) pages of Chapter 4 with your group up to page 83.
Reminder– Tomorrow I’ll be grading your annotations for Chapters 3-4
Use the grading rubric to guide you

37. Literature Circle Reflection
On the back of your annotation rubric, write a short reflection about what you did in class today.
NOTE: This is NOT a time to “tell on” anyone-- instead, it should be an honest reflection of what you accomplished today as a member of your group.
Consider the participation of each member of the group as part of a whole:
Was it beneficial to read and annotate with a group? Why or why not? Explain.
Did everyone do his or her homework? If not, how did your group work around this challenge?
Finally, if you have any suggestions to improve on this activity, I’d really appreciate it!

38. New Year’s Resolutions
In a few complete sentences, answer the following questions:
Based on context, what do you think a resolution is?
Why do you think people make them?
Did you make one? Why or why not?

39. Annotating a Non-Print Text: What inferences can you make by analyzing the information presented in this historical photograph?
Men in recreation hall at Tulare FSA Camp, Visalia, California, Photo by Arthur Rothstein, Farm Security Administration. Public domain.

40. Read-Reflect- Respond:
Provide a clear and precise response to the following quote:
“The biggest disease today is not leprosy or cancer. It’s the feeling of being uncared for, unwanted – of being deserted and alone”
-Mother Teresa, humanitarian.
Consider the differences between a physical and emotional aliment.
Think about how loneliness effects your community (your school, neighborhood, etc.)
Finally, how does it relate to the characters in OMM?

41. Thematic Diagram: Provide a as precise explanation for each character’s loneliness.

42. Thematic Analysis
Literature Circles will work together to find three (3) clear examples from the text to support the major themes from OMM
15 examples total– divide the work amongst yourselves
Be sure to cite each example from the text using the page number:
You may either directly quote the text using quotation marks OR
Paraphrase longer (3 or more lines) examples

43. Thematic Analysis: Pre-Writing and Research
Find a clear example from the text to support EACH of the five (5) major themes from OMM
5 examples total:
Be sure to cite each example from the text using the page number:
You may either directly quote the text using quotation marks OR
Paraphrase longer (3 or more lines) examples
Due tomorrow, 1/17/14

44. Annotations
If you have NOT submitted your annotations for any and all chapters (but especially for Chapters 5-6), you MUST do so by the end of the business day (5PM) TODAY to count for 1st semester credit.
All make-up and recovery is still eligible to be turned in no later than TOMORROW

45. Citing Information Documenting direct quotes:
Candy says, “I shoulda shot that dog myself, George” (61).
Paraphrasing information:
On page 61, Candy shares with George his regret over allowing a stranger to euthanize his beloved canine companion.

46. Think-Pair-Share: Pre-Writing
Take five minutes to share your thematic examples from Of Mice and Men with a neighbor
Discuss your examples asking, “Are the examples I selected the very best ones to illustrate theme?” If your answer is “no,” then you may want to brainstorm other examples to use instead.

47. Introduction Open with an attention-grabber or hook.
Introduce the text by briefly summarizing the plot and the literary importance of the book
(For example: “Of Mice and Men, the novel by John Steinbeck, is one of the most important texts in American literature because…..”)
Present your thesis,
Then transition into your first supporting example

48. Creating a Thesis Present your thesis. In other words,
What was the most important theme in the book?
Why is this theme the most meaningful to the reader? In other words, what makes it timeless?
Why did Steinbeck incorporate this theme into his novel?
What information did he want to convey to his audience?

49. Sample Introduction
Of Mice and Men by John Steinbeck is one of the most important texts in American literature because…
he conveys the feeling of alienation and isolation felt most distinctly by the characters of Crooks and Curley’s wife. Adolescents frequently practice discrimination against one another to secure social status and acceptance among peers. Therefore, the theme of alienation and isolation is relatable to young adults in the 21st century through the experience of Crooks and Curley’s wife.

50. Characterization Review:
Social Group Represented
Character
Example: Slim…………..
George …………………..
Lennie ……………………
Candy ……………………
Crooks …………………..
Curley ……………………
Curley’s Wife …………….
The Government or social order and norms

51. What Does it Mean? Social Group Relevance Today
Slim = Government agencies, social welfare programs
Many Americans rely on social programs to provide adequate assistance to meet medical, education, and basic welfare (food and shelter) needs.

52. Making It Matter: Possible Connections to Theme Symbolic Character:
A Dream Deferred= The Danger of Having Hope in the American Dream
Today citizens rely on government programs to help them achieve the American Dream of owning their own home or business, getting an education, enjoying medical care, etc.
The Burden of Social Responsibility
Today many Americans rely on government-funded agencies to help them clothe, feed, educate and provide medical care to those who can not afford it on their own
Pride and Self-Reliance
Although help exists, many Americans are still too proud to accept offers of assistance, which can ultimately lead to alienation and isolation
Slim = Government agencies, social welfare programs

53. Essay Reflection
On the back of your green grading rubric, you’ll be writing a reflection on your participation in this essay.
Explain some of the challenges and successes you’ve experienced while creating this essay– be honest! 

54. Self-Assessments:
Before you turn in your grading rubric, go over the grading rubric and indicate what you believe you’ve achieved in each of the categories listed.
Review what is listed under each heading meets/exceeds, adequate and developing, emerging, or does not demonstrate

55. Some ideas to consider:
The Writing Process
researching, writing the outline, meeting deadlines, drafting, electronic submissions, and revisions
Feedback
both the peer critique and instructor feedback
Did you find these suggestions helpful? Explain.
What about your role as a “peer” critic– How, if at all, did it improve your writing?