Objectives

• Analyse how Steinbeck uses language and imagery in specific passages to construct character — particularly George, Lennie, Crooks, and Curley's Wife.
• Explain how the novella's structure and foreshadowing — especially the Weed incident recalled in Section 1, the shooting of Candy's dog in Section 3, and the riverbank frame — create inevitability.
• Write an evidenced analytical paragraph that embeds and interrogates quotations from named moments in the text, moving beyond surface paraphrase.
• Evaluate how Steinbeck presents the American Dream as both sustaining and illusory, tracing the motif from Section 1 through Section 3.
• Analyse how power, race, and gender marginalise characters such as Crooks and Curley's Wife, using precise textual evidence from Sections 2 and 3.
• Compare the function of loneliness across at least two characters, selecting and justifying quotations from across all three sections.

The sequence

1. Lesson 1: Two Men on a Road: Character and Foreshadowing in Section 1

   55 min · ch. 1

   Do now

   Read the opening paragraph of Section 1 — 'A few miles south of Soledad, the Salinas River drops in close to the hillside bank…' — and list three details Steinbeck provides about this setting before introducing any characters. What overall mood does he establish, and which word stands out to you the most?

   Teacher input

   Model a close reading of the passage in Section 1 where George warns Lennie: "If you just happen to get in trouble like you always done before, I want you to come right here and hide in the brush." The conditional "if" — which both characters understand to mean "when" — combined with the word "always," conveys a sense of inevitability. This exchange foreshadows the novella's conclusion right from the start. An example of analysis could be: The use of the conditional "if" alongside "always" establishes a tone of inevitability, suggesting to the reader that Lennie's troubling behavior is a recurring pattern that will ultimately lead to dire consequences.

   Independent task

   Students will write a complete PEEL paragraph (around 120–150 words) addressing the question: How does Steinbeck utilize the conversation between George and Lennie at the riverbank in Section 1 to highlight Lennie's vulnerability and the tension in their relationship? Students are required to include at least two quotations—one from George's dialogue and one from Lennie's reply—and provide commentary on at least one specific word choice from each. Paragraphs will be submitted at the end of the lesson for the teacher to mark and provide written feedback.

   Exit ticket

   In one sentence, explain why Steinbeck chooses to have George rehearse the escape plan at the very start of the novella rather than later — what does this structural choice tell the reader about the story's outcome?

2. Lesson 2: Who Holds the Power? Hierarchy and Fear in the Bunkhouse (Section 2)

   55 min · ch. 2

   Do now

   Without opening the book, list every character introduced in Section 2 and write a word next to each that captures the type of power — or lack of power — they appear to possess. After that, compare your list with the person next to you and spend two minutes discussing any differences.

   Teacher input

   In Section 2, when Curley first enters the bunkhouse and assesses Lennie, Steinbeck's use of gradual physical action effectively heightens tension: 'His arms gradually bent at the elbows and his hands closed into fists,' which not only slows down the moment but also amplifies the sense of menace surrounding Curley. The way his gaze shifts from George to Lennie indicates that he quickly identifies Lennie as the more vulnerable target, emphasizing the theme of power preying on vulnerability.

   Analytical Sentence: Steinbeck employs slowed action through Curley's 'arms gradually bent at the elbows' and 'hands closed into fists' to create an atmosphere of menace, illustrating how those in power exploit the vulnerabilities of others.

   Independent task

   Students are tasked with writing two connected analytical paragraphs (around 200–250 words in total) addressing the question: How does Steinbeck portray Curley as a threat in Section 2? The first paragraph should concentrate on Curley's physical description and body language during the bunkhouse entrance scene, while the second paragraph must discuss what Candy tells George about Curley—specifically, "Curley's like a lot of little guys. He hates big guys"—and analyze how this reflects Curley's insecurity and struggle for power. Students are required to incorporate at least three embedded quotations throughout the two paragraphs. This assignment will be submitted for peer assessment in Lesson 3.

   Exit ticket

   Write one sentence explaining what Candy's role as the person who warns George about Curley tells us about how information and gossip function as a form of power on the ranch in Section 2.

3. Lesson 3: The Dog Must Go: Foreshadowing and Mercy in Section 3

   55 min · ch. 3

   Do now

   Read Carlson's speech in Section 3 where he argues for shooting Candy's dog: 'He ain't no good to you, Candy. An' he ain't no good to himself. Why'n't you shoot him, Candy?' Write a one-sentence answer to this question: whose interests is Carlson really considering, and what does his language reveal about that?

   Teacher input

   Model a close reading of the moment in Section 3 after the dog is taken away: 'A shot sounded in the distance. The men looked up for a moment and then settled into the game. Candy lay rigidly on his bed staring at the ceiling.' This passage illustrates emotional contrast through Steinbeck's sentence structure. The initial sentence, a brief and flat report of the gunshot, starkly contrasts with the men's swift return to their game, emphasizing their ability to move on. In contrast, Candy's frozen stillness, described by the adverb "rigidly," encapsulates a deep emotional turmoil, functioning as a grief scene that Steinbeck chooses not to elaborate on. In one analytical sentence: Steinbeck's structural contrast is evident in the juxtaposition of the men's casual return to normalcy with Candy's 'rigidly' lying on his bed, highlighting the overarching themes of loss and powerlessness in the face of unavoidable change.

   Independent task

   Students are tasked with writing an extended analytical paragraph (around 150–180 words) that addresses the following question: How does Steinbeck use the shooting of Candy's dog in Section 3 to foreshadow the ending of the novella? In their response, students should identify at least two specific parallels between this scene and George's killing of Lennie. For instance, they might discuss the use of Carlson's Luger and Slim's gun, the portrayal of mercy as a necessity, or the bystanders who fail to comprehend the situation. Each parallel must be supported with quotes from Section 3. Additionally, students will provide feedback on their peer's work from Lesson 2 by writing two comments: one highlighting what the paragraph does well and another offering a specific suggestion for improvement, using the sentence starter, "You could strengthen this by…".

   Exit ticket

   In two sentences, explain why Steinbeck makes Carlson the one who shoots Candy's dog rather than, say, Slim — what does Carlson's complete lack of sentiment in Section 3 tell us about the world the novella depicts?

4. Lesson 4: On the Outside of Everything: Loneliness, Race, and Crooks in Sections 2 and 3

   55 min · ch. 2, 3

   Do now

   Examine this sentence from Section 2, where Candy refers to Crooks in conversation with George and Lennie: 'The stable buck's a nigger.' Consider what this one line of dialogue reveals about how language serves as a means of marginalization on the ranch, even before we encounter Crooks himself.

   Teacher input

   In Crooks's speech to Lennie, the repeated phrase "S'pose" serves as a rhetorical trap that momentarily immerses Lennie in Crooks's experience of isolation, as Crooks articulates, "S'pose you didn't have nobody," highlighting the profound loneliness that arises from being marginalized due to race; this is underscored by Crooks's contradictory claim that "Books ain't no good," suggesting that despite his attempts at learning, they have not shielded him from the enduring solitude that accompanies his status as a black man on the ranch.

   Independent task

   Students are tasked with writing two analytical paragraphs, totaling around 220–260 words, in response to the question: How does Steinbeck portray Crooks as a man shaped by isolation in Sections 2 and 3? The first paragraph should examine the description of Crooks's room in Section 3 — 'a little shed that leaned off the wall of the barn… scattered about the floor were a pair of rubber boots, a worn-out California civil code for 1905' — analyzing what these items reveal about his status. In the second paragraph, students should focus on the 'S'pose you didn't have nobody' speech, exploring Steinbeck's use of repetition and direct address. Both paragraphs are to be submitted for teacher feedback, which will include a grade and written comments.

   Exit ticket

   Write one sentence explaining why Crooks initially invites Lennie into his room but then tells Candy and George they are not welcome — what shift in power does this moment in Section 3 dramatise, and what does it reveal about Crooks's self-awareness?

5. Lesson 5: A Little Piece of Land: The Dream Motif Across the Whole Novella

   60 min · ch. 1, 2, 3

   Do now

   Without looking at the text, jot down the exact words — or as closely as possible — that George uses when he describes the dream of the farm to Lennie in Section 1. After that, open Section 1 and see which words you recalled accurately and which ones you altered. Why do you think this speech sticks in the mind so vividly — almost resembling a spell or a prayer?

   Teacher input

   Model a close reading of the moment in Section 1 where George recites the dream for the first time: "Guys like us, that work on ranches, are the loneliest guys in the world. They got no family. They don't belong no place… With us it ain't like that. We got a future. We got somebody to talk to that gives a damn about us."

   Notice how the repetition of 'They… They… They' creates a sense of isolation, emphasizing the loneliness of those who toil in solitude. This rhythm portrays a bleak world devoid of connection. The shift to 'us' serves as a stark contrast, breaking through that isolation and introducing a sense of belonging and hope. The mention of 'future' stands out as the most significant term in a story centered on characters who often feel trapped in their circumstances.

   This passage can be interpreted in relation to the novella's conclusion, suggesting that the dream George shares acts as both a source of comfort and a harsh illusion. It offers a fleeting glimpse of companionship and aspiration, yet ultimately highlights the stark reality of their lives and the fragility of their dreams.

   Independent task

   Write a comprehensive analytical essay of 500–600 words addressing the following question: How does Steinbeck utilize the dream of the farm to delve into the theme of failure in Of Mice and Men? Your essay should include an introduction that presents a clear argument regarding what the dream symbolizes in the novella. Incorporate at least three body paragraphs, each centered on a specific moment from the text — you must reference the first telling of the dream in Section 1 ('Guys like us… We got a future'), Candy's proposal to invest his savings in Section 3, and George's last recitation of the dream by the riverbank — and each paragraph must include and analyze at least one quotation. Finally, conclude by assessing whether Steinbeck portrays failure as unavoidable or as a result of a specific social system. You may also reference Crooks's cynicism from Section 3 ('I seen hunderds of men come by on the road…') as a fourth piece of evidence. Write in continuous prose; avoid using bullet points or subheadings.

   Exit ticket

   Re-read your introduction and write one sentence explaining what your essay argues about the dream of the farm — not what the dream is, but what Steinbeck uses it to say about the world of the novella and the people who live in it.

Activities

Assessment

• Lesson 1 exit ticket: checks whether students can articulate the structural function of foreshadowing in Section 1, not merely identify it.
• Lesson 2 PEEL paragraph: checks whether students can move from plot summary to language analysis when writing about Curley's bunkhouse entrance.
• Lesson 3 peer assessment comments: checks whether students can identify the difference between a strong and a weak analytical move in a peer's paragraph about the dog-shooting scene.
• Lesson 4 exit ticket: checks whether students understand the relationship between race, power, and self-awareness in Crooks's behaviour in Section 3.
• Lesson 5 introduction re-reading: checks whether students can articulate a clear, text-specific argument rather than a general statement about the theme of dreams.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.3 — Analyse the impact of the author's choices regarding how to develop and relate elements of a story or drama, including where a story is set and how the action is ordered.
• RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone.
• RL.11-12.5 — Analyse how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
• W.11-12.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

AP Literature

• Literary Argumentation (Skill 1.A) — Make a defensible claim about the whole text that establishes a line of reasoning.
• Textual Evidence (Skill 1.C) — Select and use relevant evidence from the text to develop and support the line of reasoning.
• Explain the function of character (Skill 2.B) — Explain how Steinbeck's characterisation of George, Lennie, Crooks, and Candy contributes to an interpretation of the novella as a whole.
• Explain the function of structure (Skill 3.A) — Explain how the novella's circular structure — opening and closing at the Salinas River — contributes to its meaning.
• Sophistication (Skill 1.D) — Demonstrate a complex understanding of the text by explaining a tension or contradiction, such as the dream as both comfort and cruel illusion.

AQA

• AO1 — Read, understand and respond to texts, maintaining a critical style and developing an informed personal response, using textual references including quotations to support and illustrate interpretations.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology such as anaphora, foreshadowing, and structural contrast.
• AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received, including the Great Depression, the Dust Bowl, and racial segregation in 1930s California.
• AO4 — Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Edexcel

• AO1 — Develop an informed response to the text, using textual evidence and critical vocabulary to support a sustained argument.
• AO2 — Analyse the writer's use of language, form and structure — including Steinbeck's use of foreshadowing, repetition, and the play-novelette form — to shape meaning and create effects.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which the novella was written and received, including migrant labour, the American Dream, and racial segregation.

IB Lit

• Criterion A — Knowledge, understanding and interpretation: demonstrate detailed knowledge of the novella and construct a persuasive interpretation supported by precise textual evidence.
• Criterion B — Analysis and evaluation: analyse how Steinbeck's stylistic choices — including structural circularity, anaphora, and symbolic setting — create meaning and achieve effects.
• Criterion C — Focus and organisation: present a sustained, logically organised argument with a clear line of reasoning maintained across introduction, body, and conclusion.