Year 12–13 / Grades 11–12
The Grapes of Wrath — A Five-Lesson Scheme of Work
This sequence starts with Steinbeck's use of the intercalary technique and the symbolic turtle in Chapter 3. It then follows the Joads through their dispossession and departure in Chapters 1, 5, 6, and 10, the deaths of Grampa and Granma, along with Ma's concealment in Chapters 13 and 18, Casy's strike and subsequent death, and Tom's radicalisation in Chapter 26. Finally, it concludes with Rose of Sharon's act of solidarity in Chapter 30. By the end, students will be able to analyse how Steinbeck employs form, language, and structure to argue that collective humanity is the only solution to systemic injustice, and they will be prepared to write a well-supported critical response.
Objectives
- Analyse how Steinbeck uses the intercalary chapters to shift between individual and collective experience, with close reference to Chapters 3, 5, 12 and 25.
- Explain how Ma Joad's actions in Chapters 10, 13 and 18 construct her as the moral and structural centre of the family unit.
- Trace how Jim Casy's philosophy develops from Chapter 4 to his death in Chapter 26, and evaluate how Tom Joad inherits and transforms that philosophy.
- Write an evidenced analytical paragraph that embeds quotation, identifies language and structural choices, and connects them to Steinbeck's social-protest argument.
- Evaluate how the novel's ending — Rose of Sharon nursing a stranger in Chapter 30 — resolves or refuses to resolve the tensions built across the whole text.
- Contextualise the novel's argument about the American Dream against the historical realities of the Dust Bowl, the Great Depression, and the reception of the text in 1939.
The sequence
Lesson 1: The Land Speaks First: Steinbeck's Intercalary Form and the Turtle in Chapter 3
60 min · ch. 2, 3, 4- Do now
Open to Chapter 3. Read the first paragraph quietly. Write two sentences: one describing what you see and another with a single word that reflects the tone. Avoid looking anything up — rely solely on the text before you.
- Teacher input
Model a close reading of the sentence "And over the grass at the roadside a land turtle crawled, turning aside for nothing" (Ch. 3). Explore how the syntax — particularly the absolute participial phrase and the negative construction "for nothing" — illustrates the turtle's determination not to be diverted. Connect this to the intercalary form itself: Steinbeck steps away from the Joad storyline to make a structural comment about endurance. Teach students to identify the form ("intercalary chapter"), the technique ("syntactic enactment"), and the function ("prefigures the Joads' westward migration").
- Independent task
Students will write one analytical paragraph (PEEL or equivalent) about the section in Chapter 3 where the truck knocks the turtle sideways, yet it manages to right itself and keep going, carrying an oat seed under its shell. The paragraph should: identify the symbolic vehicle (the turtle as a migrant), quote and analyze at least two language choices, and link the symbol to Steinbeck's argument regarding collective survival. Submit the paragraph on paper or digitally for teacher evaluation.
- Exit ticket
Steinbeck places Chapter 3, which does not feature the Joads, between Tom's return in Chapter 2 and his meeting with Casy in Chapter 4 to create a contrast that emphasizes the broader struggles of the community, highlighting the themes of isolation and connection. This structural choice deepens the reader's understanding of Tom's journey and the challenges faced by those around him.
Lesson 2: Dispossession and Departure: How Steinbeck Constructs Loss in Chapters 5, 6 and 10
60 min · ch. 5, 6, 9, 10- Do now
Chapter 9 lists objects that families have to sell: 'a hatrack, a man's hat, a plush album of photographs'. Take a moment to jot down three items from your home that you would find hardest to part with, along with a sentence about what each one signifies for you. You have five minutes.
- Teacher input
Focus on Chapter 5's portrayal of the tractor driver crossing the tenant farmer's land: "The driver sat in his iron seat, proud of the straight lines he did not will, proud of the tractor he did not own." Notice how the repetition of "proud of… proud of…" combined with the phrases "did not will… did not own" paints the driver as both complicit and alienated — a mere tool of capital rather than an active agent. This reflects the bank's reasoning in the same chapter, where "the bank is something more than men," underscoring that the system, rather than individual characters, serves as Steinbeck's true antagonist.
- Independent task
Students should annotate the passage in Chapter 10 where Ma Joad burns her keepsakes — the letters, the earrings, and the 'little paper book' — before the family loads the truck. They need to identify: (a) two specific objects named by Steinbeck and their meanings, (b) one sentence of narration that illustrates Ma's emotional control, and (c) a written explanation (100–120 words) describing how Steinbeck uses Ma's silence in this moment to highlight her role as the emotional anchor of the family. Annotations along with the written explanation are to be submitted.
- Exit ticket
Chapter 5 states, "the bank is something more than men… it's the monster." This phrase uses both metaphor and personification. By portraying the bank as a monster, it evokes feelings of fear and distrust, making the reader sympathize with those who feel oppressed by its power.
Lesson 3: Ma Joad and the Weight of Grief: Death, Concealment and Survival in Chapters 13 and 18
60 min · ch. 13, 18- Do now
Chapter 13: Grampa has just died.
Ma Joad responds to his death: "I ain't gonna be able to keep my mouth shut no more."
Does she grieve openly, or not? What single word in the sentence tells you?
- Response: She does grieve openly. The word "shut" indicates her inability to hold back her feelings.
- Teacher input
Model a reading of the moment in Chapter 18 when the border inspector asks Ma if Granma is ill, and she responds, "She's awright — she's awright," while Granma's corpse lies behind her in the truck. Pay attention to the repetition of "awright" — this double assertion reveals her suppressed panic. Highlight the free indirect discourse that conveys Ma's thoughts, such as "She didn't look back," without sentimentality. Illustrate how Steinbeck employs what Ma does NOT say and what she does NOT do as a powerful characterization technique in the novel.
- Independent task
Students are tasked with writing a comparative paragraph (120–150 words) that explores Ma Joad's reactions to the deaths of Grampa (Ch. 13) and Granma (Ch. 18). They should include quotes from both chapters and identify the specific techniques Steinbeck uses to depict Ma's suppression of her grief. In addition, they need to analyze whether her behavior is heroic, tragic, or a combination of both. The paragraph should conclude with a sentence that links Ma's actions to the novel's theme of family as a unit for survival. This assignment will be submitted for written feedback.
- Exit ticket
Steinbeck chooses not to depict Granma's actual death, leaving it off the page. This decision deepens the reader's connection to Ma, highlighting her emotional struggle and resilience as she faces loss without the closure of a definitive moment.
Lesson 4: From Preacher to Organiser: Casy's Philosophy and Tom's Radicalisation in Chapter 26
60 min · ch. 4, 26- Do now
Chapter 4: Jim Casy tells Tom, 'Maybe all men got one big soul ever'body's a part of.' I agree with this idea, as it reflects the interconnectedness of the characters who support each other during tough times, like when Ma Joad nurtures her family despite their struggles. However, I challenge it because individual experiences and hardships, such as Tom's personal journey and the isolation felt by certain characters, suggest that each person also carries their own unique soul and burdens.
- Teacher input
Model a close reading of the moment in Chapter 26 when Casy, who is leading the strike at the Hooper Ranch peach orchard, confronts the strikebreakers and says: 'You don' know what you're a-doin'.' Highlight how the biblical resonance of Christ's words at the Crucifixion ('Father, forgive them, for they know not what they do') comes to life through Steinbeck's use of dialect — the dropped g and the contracted 'don'' — allowing Casy to be seen as both a martyr and a representative of the working poor. Illustrate how this duality serves as Steinbeck's argument: the sacred and the political are intertwined.
- Independent task
Students will write a structured response (150–200 words) to the question: 'How does Steinbeck use Jim Casy's death in Chapter 26 to radicalize Tom Joad?' They need to: quote Casy's final words, quote Tom's reply to Ma when he shares his decision to leave ('Wherever there’s a fight so hungry people can eat'), and analyze how Steinbeck conveys Casy's philosophy through Tom's voice by using specific language choices. Response due.
- Exit ticket
Tom tells Ma in Chapter 26: 'I'll be ever'where — wherever you look.' This echoes the words of an earlier character, suggesting a transformation in Tom. The repetition indicates that he has taken on a more pervasive presence, hinting at a shift in his role and the way he relates to those around him.
Lesson 5: The Barn and the Body: Resolution, Ambiguity and Solidarity in Chapter 30
60 min · ch. 3, 30- Do now
Rose of Sharon will likely find a way to channel her grief into nurturing someone else, perhaps by offering her breast milk to a hungry child in need. This prediction stems from her deep compassion and resilience that Steinbeck has shown throughout the narrative, highlighting her ability to transform loss into an act of hope and connection.
- Teacher input
Model a reading of the novel's final paragraph, where Rose of Sharon cares for the starving man: 'She looked up and across the barn, and her lips came together and smiled mysteriously.' Pay special attention to 'mysteriously' — that adverb that leaves us hanging, not giving the reader the closure they seek. Notice how the story wraps up not with the Joad family whole but with a gesture directed toward a stranger. This choice ties back to Chapter 3's turtle carrying the oat seed: Steinbeck circles back to his starting point, ending with an act of biological kindness that transcends any obstacles.
- Independent task
Students are tasked with crafting a full exam-style paragraph (150–180 words) that answers the question: 'How does Steinbeck use the final scene of Chapter 30 to present the idea of community over family?' They are required to quote from the final paragraph and analyze at least one choice of language and one choice of structure (such as the open ending or the transition from the Joad family to an unnamed stranger). Additionally, they should link their analysis to the broader social-protest themes in the novel. This exercise is to be completed within a 20-minute timeframe and submitted as a summative checkpoint.
- Exit ticket
The novel concludes with a 'mysterious' smile from Rose of Sharon. This can be seen as a satisfying ending because it leaves readers with a sense of hope and ambiguity, inviting them to interpret her expression in their own way. On the other hand, it may feel unsatisfying as it leaves unresolved questions about the characters' futures, particularly after the intense struggles they faced throughout the chapter.
Activities
Intercalary vs. Narrative: Sorting Steinbeck's Chapters 20 min · pairs
Each pair gets twelve cards, each featuring the opening sentence from a different chapter (from Chapters 1, 3, 5, 7, 9, 11, 12, 14, 17, 19, 25, 29). Students organize them into two columns — intercalary or narrative — and for each intercalary chapter, they write a sentence explaining whose story is being told instead of the Joads'. Pairs return their sorted cards along with their written justifications on a single sheet.
Ma Joad's Silences: Annotating a Character Across Three Chapters 25 min · individual
Students get a printed pack of extracts that includes: Ma sorting her belongings in Chapter 10, Ma reacting to Grampa's death in Chapter 13, and Ma deceiving the border inspector in Chapter 18. They focus on annotating each extract for one specific aspect: instances where Steinbeck conveys Ma's emotions through her silence or actions. After that, students create a three-bullet summary pinpointing the technique in each extract. They submit the annotated pack along with the summary bullets.
The American Dream on Trial: Structured Debate 30 min · whole class
The class splits into two groups. One group believes that the Joads' journey west represents a belief in the American Dream, while the other contends that Steinbeck is critiquing that myth. Each group has ten minutes to gather three pieces of textual evidence from Chapters 12, 19, 20, and 22. After debating for ten minutes, each student writes a sentence stating their own verdict along with a quotation. They then submit their written verdicts.
Casy to Tom: Tracking a Philosophy 20 min · pairs
Pairs receive a two-column worksheet. Column A lists four quotes from Jim Casy (Chapters 4, 20, 26), while Column B lists four quotes from Tom Joad (Chapters 26 and 30). Students draw lines to connect the quotes they think convey similar ideas and then write a sentence for each connection to explain the philosophical relationship. The finished worksheet is submitted.
Close-Reading Relay: Chapter 25's 'Grapes of Wrath' Passage 25 min · groups
Groups of four receive the excerpt from Chapter 25 that starts with "In the eyes of the hungry there is a growing wrath" and concludes with "and in the souls of the people the grapes of wrath are filling and growing heavy, growing heavy for the vintage." Each student in the group focuses on one analytical lens: imagery, syntax, biblical allusion, or tone. Each writes two sentences analyzing the passage through their specific lens, and then the group combines these into a cohesive four-part paragraph on one sheet, which is submitted.
Final Image Gallery: What Does Chapter 30 Leave Us With? 15 min · individual
Students should re-read the last two pages of Chapter 30 and select one image or detail — excluding the final line — that stands out as the most significant moment before the novel concludes. They will write three sentences: identifying the image, explaining the technique Steinbeck employs to present it, and discussing its relevance to the novel's theme of solidarity. The written response should be submitted on an exit slip.
Assessment
- Lesson 1 exit ticket: student can name the structural effect of placing an intercalary chapter between two Joad-focused chapters, demonstrating understanding of Steinbeck's dual-register form.
- Lesson 2 annotated passage: teacher checks whether students identify specific named objects in Chapter 10 and connect them to theme, not just to plot summary.
- Lesson 3 comparative paragraph: teacher looks for quotation from both Chapters 13 and 18, and for the word 'suppression' or equivalent — students must name what Ma is doing, not just describe it.
- Lesson 4 exit ticket: student identifies the echo of Casy's biblical language in Tom's speech to Ma, confirming they have tracked the philosophical inheritance across the novel.
- Lesson 5 timed paragraph: teacher checks for analysis of both a language choice and a structural choice in Chapter 30, and for a sentence that connects the barn scene to the novel's social-protest argument rather than treating it as a private family moment.
Summative task
Write a detailed analytical response (600–800 words) to the following question: 'In The Grapes of Wrath, Steinbeck suggests that collective solidarity is the only force strong enough to endure systemic injustice. To what extent do you agree?' Your response should explore at least three key moments from throughout the novel, including the intercalary chapters and the concluding scene of Chapter 30. Incorporate and analyze quotations, pinpoint specific language and structural choices, and consider how Steinbeck's context — the Dust Bowl, the Great Depression, and the novel's reception in 1939 — influences his argument.
Marking notes
Top-band responses will explore how Steinbeck's intercalary and narrative chapters work in tandem instead of viewing them as separate elements. They will examine the philosophical shift from Casy to Tom, using specific quotes from both Chapters 4 and 26, and interpret the ending of Chapter 30 as intentionally structured rather than just surprising. Mid-band responses will touch on themes with some quotations but will focus more on describing techniques instead of analyzing their effects. Lower-band responses tend to summarize the plot or quote passages without proper integration. Contextual references to the Dust Bowl and the 1939 reception can elevate a mid-band response to a higher level when they are woven into the argument rather than presented as standalone points.
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.11-12.2 — Determine two or more themes of a text and analyse their development over the course of the text.
- RL.11-12.3 — Analyse the impact of the author's choices regarding how to develop and relate elements of a story (e.g. where a story is set, how the action is ordered, how the characters are introduced and developed).
- 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.
- RL.11-12.6 — Analyse a case in which grasping a point of view or cultural experience requires distinguishing what is directly stated from what is really meant.
- AP Literature
- Literary Argumentation (LAN-1) — Explain the function of a narrator or speaker in a literary text, including how point of view shapes meaning.
- Character (CHR-1) — Explain the function of contrasting characters in a literary text.
- Setting (SET-1) — Explain the function of setting in a literary text, including how the physical and social environment shapes character and theme.
- Structure (STR-1) — Explain the function of structure in a literary text, including how an author's structural choices create effects of tension, irony or thematic development.
- Figurative Language (FIG-1) — Explain the function of specific images, symbols and figurative language in a literary text and their contribution to overall meaning.
- AQA
- AO1 — Read, understand and respond to texts; maintain a critical style and develop an informed personal response; use 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 where appropriate.
- AO3 — Show understanding of the relationships between texts and the contexts in which they were written and received.
- AO5 — Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.
- Edexcel
- AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
- AO2 — Analyse ways in which meanings are shaped in literary texts, with reference to language, form and structure.
- AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.
- AO4 — Explore connections across literary texts, including the relationship between a text's form and its social and historical context.
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