1. Extended Literary Study Controlled Assessment
GCSE English Language
Extended Literary Study Controlled Assessment
Of Mice And Men Resit

2. How do we learn about a character?
Character’s past
Character’s appearance
Character’s speech
Key events which involve the character
How do we learn about a character?
Turn into an A3 sheet
Character’s private thoughts – concerns, dreams and aspirations
How do other characters feel about them?
Character’s actions

3. Extended Literary Study Controlled Assessment
GCSE English Language
Extended Literary Study Controlled Assessment
Of Mice And Men Resit
Let us practise with…
Lennie

4. A brief introduction to Lennie
Lennie is one of the key protagonists in the novella “Of Mice and Men” and the writer, John Steinbeck presents him with psychological issues and special learning needs, as well as not knowing his own strength. This is shown where George says, “trouble with mice, is that you always kill ‘em”. His inability to not understand his own strength clearly demonstrates his lack of social, emotional and psychological development. Furthermore, his lack of social awareness forces the other characters to demean him and patronise him.

5. Lennie’s private thoughts
The need for the American Dream is prominent with Lennie as he asks for a parable version of it, which George retells like a father to his child: ‘Lennie spoke craftily: “Tell me – like you done before.”’ Steinbeck uses this tale to show several things: his relationship with George and his need for sanctuary and stability. Moreover, Steinbeck shows how we may all yearn for dream like this and however different Lennie seems to be, he still has a dream which we all desire: family love and security.
Throughout the novel, Lennie’s private thoughts do not seem to extend beyond the keeping of rabbits and his fear of George abandoning him.
In an attempt to understand the enigma of Lennie, Steinbeck presents Aunt Clara and the form of a rabbit with his own voice, to show how muddled and immature Lennie’s thinking is:
“I tol’ you, ‘Min’ George because he’s such a nice fella an good to you’….You do bad things.” Like a child, the reprimands and insecurities surface in the form of the only authority which Lennie can comprehend. Steinbeck shows his vulnerability at the most poignant part of the novel…just before his death.

6. Lennie’s appearance
Steinbeck wanted to present a character who appeals to the reader’s empathy and used bestial words and language to reflect his almost super-human strength: “…a huge man, shapeless of face…dragging his feet a little like a bear drags his paws.” “Paws” conveys Lennie’s power but it is a word which suggest the wild – he is almost not human and needs to be tamed. Steinbeck shows how very different Lennie is right at the start of the novella, to set the scene for future expectations and events.

7. Lennie’s past
We learn about the reason that George and Lennie are on the move early in the novella. At the beginning of the novella Steinbeck creates a past history which has dictated some of the events in the novella itself. We are told that Lennie was accused of attacking a certain woman from the last ranch they had been to in a place called Weed. This meant that Lennie was forced out and George has to look after Lennie as one would a child. This past event dictates how Lennie is asked to behave by George and prepares the reader for the way the novella progresses with Lennie.

8. Lennie’s key events
What happened in Weed – before the events of the novella, thus making Lennie and other characters sound more convincing.
Arrival at the secluded spot with George – where the novella ends and begins in its cyclical form.
Arrival at the ranch and meeting the key characters like Candy, Curley and Slim.
Discussion of the American Dream with George and Candy
Slim’s puppies – how Lennie treats them.
The confrontation with Curley – crushing his hand.
Candy’s Wife – how she treats him with the other outsiders like Crooks and Candy.
The manslaughter of the puppy and consequently, Curley’s Wife.
The mercy killing at the end of the novella.

9. Lennie’s speech
Steinbeck gives Lennie a voice which highlights key aspects of his personality: “George…I ain’t got mine. I musta lost it.” Here, Lennie’s voice sounds lost and innocent like a child’s, feeling vulnerable and ignorant. Steinbeck ensures that he is to be pitied, rather than be treated with ignorance by the reader. His accent and abbreviated words show his lack of education and thus how neglected he has been by all those around him. The ellipsis shows his slow processing of events and when he realises that he cannot find his work card, he sounds like he needs help and support.

10. How do other characters feel about them?
George protects him as a friend, brother and paternal figure: “You never had none, you crazy bastard…Think I’d let you carry your own work card?”
Candy sees him as a peer who can share the American Dream with: “Lennie and Candy nodded, and they were grinning with delight.”
Slim sees and understands his vulnerability and strength: “He ain’t mean…I can see Lennie ain’t a bit mean”.
Curley confronts Lennie due to his size: “Well, nex’ time you answer when you’re spoke to.”
Curley’s wife wants a friend and finds some solace with Lennie: “You’re nuts…But you’re a kinda nice fella. Jus’ like a big baby.”

11. Anything else?
Dependant on others for guidance and protection in the majority of cases his friend George.
His strength – which is abnormal, as is his size.
He likes petting soft things, such as small animals, dresses and people’s hair, which you later find out leads to disaster.

12. What are you going to be marked on?
Assessment Objective:
Read and understand texts, selecting material appropriate to purpose.
Develop and sustain interpretations of writers’ ideas and perspectives.

13. Read and understand texts, selecting material appropriate to purpose.
Develop and sustain interpretations of writers’ ideas and perspectives.

14. The Layers of Analysis 1. The literal meaning:
the dictionary definition of the word or phrase that you have chosen; try to identify the writer’s technique like repetition or a metaphor.
2. The deeper meaning:
The meaning behind the literal meaning; associated meanings; the connotations; what the word or phrase “suggests” to the reader.
3. The writer’s intention:
What did the writer want his audience to understand or learn? What message did he/she want to give the reader and for what reason? When and why was he/she writing?

15. Lennie’s speech
Steinbeck gives Lennie a voice which highlights key aspects of his personality: “George…I ain’t got mine. I musta lost it.” Here, Lennie’s voice sounds lost and innocent like a child’s, feeling vulnerable and ignorant.
Steinbeck ensures that he is to be pitied, rather than be treated with ignorance by the reader. His accent and abbreviated words show his lack of education and thus how neglected he has been by all those around him. The ellipsis shows his slow processing of events and when he realises that he cannot find his work card, he sounds like he needs help and support.

16. Top Tips How to get the next grade up
Clear introduction which answers the question. A quotation to begin?
PEA in every single paragraph – as much deeper meaning and Steinbeck’s intention.
Steinbeck should be central to what you are writing; none of the characters would exist without him. So begin points and analysis with phrases like, “This implies that Steinbeck…” or Steinbeck may have done this because…” or “Steinbeck presents…”
Use analytical vocabulary – conveys, presents, shows, highlights, expresses, demonstrates, indicates, illustrates, confirms…
Use connectives to link your analytical sentences and paragraphs: Firstly, secondly, furthermore, moreover, consequently, however, additionally…

17. E D C B A A*
P E E D A E
O V X E N V
I I P V A A
N D L E L L
T E A L S U
N N O I A
C A P S T
E T I
I O
O N N

18. The Controlled Assessment Resit
This is a TWO hour controlled assessment.
You are permitted ONE page of notes on A4 paper. There should be no plan or full sentences on this notes sheet.
You have this weekend to complete the preparation for the assessment.
On Tuesday 26th, Wednesday 27th and Friday 29th January, English teachers will be in rooms 22, 23 and 12 to ensure that you can complete the assessment over 2 one hour slots after school.
Before you leave, please sign up to which days you are committing to get the controlled assessment done.