1Name:

Learning goals

RAG rating

B F S TAO1 – Inference and Interpretation

Learning I can make inferences and deductions supporting these with relevant textual reference.I can clearly explain relevant textual references and offer a brief analysis.

Mastering I can demonstrate emerging interpretations supporting these with apt quotation choices.I can make comments that are securely focused in apt quotation choices and are analysed fully, including attempts to identify different layers of meaning.

Extending I can support my interpretations with a range of relevant and apt textual references which are analysed in depth.

AO2.1 – The construction of meaning and effects – Language

Learning I can explain how language features are used to achieve effects and influence readers.

Mastering I can explore how a range of language features have been used to achieve effects and influence readers.I can offer an explicit explanation as to how an effect has been created.

Extending I can analyse a range of language features and their effect / influence on the reader with my comments demonstrating skills of interpretation.

AO2.2 – The construction of meaning and effects – Structure

Learning I can explain how the writer’s structural choices or features of organisation are used to achieve effects and influence readers.

Mastering I can explore how the writer’s structural choices or features of organisation are used to achieve effects and influence readers.I can offer some explicit explanation as to how that effect has been created.

Extending I can analyse a range of structural and organisational features and their effect / influence on the reader with my comments demonstrating skills of interpretation.

2

AO2.3 – Subject terminologyLearning I can use subject terminology that shows a broad

understanding.Mastering I can use accurate subject terminology more

frequently.Extending I can use relevant terminology consistently, accurately

and appropriately.

3

Learning episode 1

I think I can

Learning goalTo understand the narrative of ‘Of Mice and Men’ by John Steinbeck

My teacher thinks I can

Learning outcome

I can make inferences and deductions supporting these with relevant textual reference.I can clearly explain relevant textual references and offer a brief analysis.

MasteringOutcome

I can demonstrate emerging interpretations supporting these with textual references.

Extendingoutcome

I can support my interpretations with a range of relevant and apt textual references which are analysed in depth.

Next steps:________________________________________________________________________

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My response:________________________________________________________________________

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Do it now task

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This term you are going to be readingand exploring the novella ‘Of Mice and Men’ by John Steinbeck. This novella was written in 1937 and offers a social commentary on life in America during the 1930s.

1 John Steinbeck was born in 1902, in2 Salinas, California. He was raised 3 modestly with his father working hard to 4 keep his family fed. His father owned a 5 feed-and-grain store, managed a flour 6 plant and served as a treasurer of 7 Monterey County. Steinbeck had a happy 8 childhood and at the age of 14, he decided 9 to become a writer, often locking himself in 10 his bedroom to write poems and stories.

Pen to paper

Key question: answer the following questions using full sentence responses.

1. In

what year was John Steinbeck born and in what year did he die?

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2. What did Steinbeck’s English professor encourage him to do?5

11 Steinbeck decided to go to college to develop his skills as a writer.12 He fell under the guidance of an English professor, Edith Ronald13 Mirrielees, who encouraged Steinbeck to write shorter, more 14 powerful sentence packed with truth. Steinbeck’s truth and 15 inspiration came from the manual labour he completed to pay for 16 his college tuition. Whilst working on a dredging crew or at 17 Spreckel’s sugar plant, Steinbeck met hobos, factory workers, and 18 migrant fruit pickers and listened to their stories, developing a 19 connection and an affinity with people who lived on the outskirts20 of society.

21 After his studies, Steinbeck moved briefly to New York City, where22 he found work as a construction worker and a newspaper reporter,23 but then he scurried back to California, where he took a job as a 24 caretaker in Lake Tahoe. It was during this time that he wrote his 25 first novel ‘Cup of Gold’ (1929). Over the course of his career he26 wrote many novels including ‘The Pastures of Heaven’ (1932), 27 ‘Tortilla Flat’ (1935), ‘Of Mice and Men’ (1937) and ‘The Grapes of28 Wrath’ (1939). Many of these novels were influenced by his 29 experiences both in California but also as a reflection of what was30 going on in society at this time. In 1968, Steinbeck died of heart31 disease at his home in New York City.

32 Of Mice and Men is set in California and, more specifically, 33 references the Salinas River and Soledad. The 175 mile long 34 Salinas River is one of the longest rivers in California. It is a source35 of water to the farms and vineyards along its route, as well as 36 home to many animal and plant species. Soledad is located near37 the end of the Salinas River. Founded in 1791 as a community 38 for the nearby Spanish Franciscan mission, the area is rich in 39 agricultural farmland. This area in California was special to John40 Steinbeck. He grew up in the area and spent many hours, as a41 boy, roaming the hills. His love for the California landscape has 42 been projected in a number of his novellas with Steinbeck 43 explaining that “Not everyone has the good fortune to be born in44 Salinas” and that he wanted to “write the story of this whole valley,45 of all the little towns and all the farms and the ranches in the wilder46 hills. I can see how I would like to do it so that it would be the 47 valley of the world.”

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3. Identify the titles of three novels Steinbeck wrote.

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4. What influences were at the heart of many Steinbeck novels?

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5. Why is the Salinas River, a significant river?

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6. How did John Steinbeck feel about the area in which he was raised?

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Key task: our reading has shown that many of Steinbeck’s novels were influenced by his upbringing in California. How far do you think the presentation of the Salinas River and Soledad will be a positive one in these texts?

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New knowledgeOver the next few lessons we are going to read the novella ‘Of Mice and Men’ by John Steinbeck. In today’s lesson we are going to read the first part in which Steinbeck describes the Salinas River, introduces us to George and Lennie who are on their way to work at a ranch.

Pen to paper

Adjective used to describe

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Positive Negative

What impression is created of the Salinas River through the initial description?

What is the effect of the repetition of the verb ‘beaten’ when Steinbeck writes ‘a path beaten hard by boys coming down from the ranches to swim in the deep pool, and beaten hard by tramps who come wearily down from the highway in the evening to jungle-up near water’?

Identify an example of figurative language from the opening three paragraphs.

GEORGE LENNIE

Find out the meaning of these words:Morosely

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3 animals Lennie is compare to1.2.3.

If George were an animal he would be…

Ways in which Lennie is like a child1.

2.

3.

4.

5.

Why is the mouse important?

Quotes as evidence:

Juncture

Recumbent

Bindle

brusquely

Reflection

9

What is your initial impression of the relationship between George and Lennie?

Learning episode 2

I think I can

Learning goalTo understand the narrative of ‘Of Mice and Men’ by John Steinbeck

My teacher thinks I can

Learning outcome

I can make inferences and deductions supporting these with relevant textual reference.I can clearly explain relevant textual references and offer a brief analysis.

MasteringOutcome

I can demonstrate emerging interpretations supporting these with textual references.

Extendingoutcome

I can support my interpretations with a range of relevant and apt textual references which are analysed in depth.

Next steps:

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My response:

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Do it now task

Key questions: answer the following questions to recap your learning. Make sure you use full sentences in your responses.

1. When did John Steinbeck write Of Mice and Men?___________________________________________________________________

2. How did Steinbeck’s upbringing influence his writing?___________________________________________________________________

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3. What did Steinbeck’s English professor encourage him to do?10

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4. What impression does Steinbeck create of the Salinas River in the opening paragraph?

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5. What impact does Lennie and George’s entrance have on the peaceful setting previously described?

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6. What do we learn about the two main characters and their relationship?___________________________________________________________________

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7. Does Lennie admire George? You must back up your answer with evidence from the text?

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8. George says his life would be better without Lennie. Does he mean this? Explain your answer fully.

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9. What happens to the mice Lennie likes to pet? What does this tell us about his nature?

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Key task: in the next section of the novella ‘Of Mice and Men’ by John Steinbeck, George and Lennie talk about their dream of owning their own ranch. Dreams were important in this time. The following website explains the concept of The American Dream. Read through the article and then answer the questions that follow.

1 The term “American Dream” is used in many ways, but it 2 essentially is an idea that suggests that anyone in the US can 3 succeed through hard work and has the potential to lead a happy,4 successful life. Many people have expanded upon or refined the 5 definition to include things such as freedom, fulfilment and 6 meaningful relationships. Someone who manages to achieve his7 or her version of the American dream is often said to be “Living the 8 dream.” This concept has been subject to criticism, because some 9 people believe that the structure of society in the US prevents such10 an idealistic goal for everyone. Critics often point to examples of11 inequality rooted in class, race, religion and ethnicity that suggest12 that the American dream is not attainable for everyone.

History

13 The idea of an American dream is older than the US, dating to 14 the 1600s, when people began to have all sorts of hopes and 15 aspirations for what was a new and largely unexplored continent16 to European immigrants. Many of these dreams focused on 17 owning land and establishing a prosperous business that - 18 theoretically, at least – would increase one’s happiness. During19 the Great Depression of the 1930s, authors often wrote about the20 idealistic American dream, somewhat codifying the concept and 21 entrenching it in American society.

Stereotypical Dream

22 The dream for Americans is often portrayed as being perfectly23 average. For example, some people might say that it is being 24 married, having two children and living in a three-bedroom home25 with a white picket fence. Rather than being based on great wealth26 or success, this version of the dream might be based more on 27 avoiding things such as poverty and loneliness.

Improving Upon the Past

28 Some people say that the American dream represents the desire to 29 live a better life than the previous generation did – and that there

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30 is a legitimate opportunity for this to happen. The desire among31 many parents is for their children to lead happy lives. This is 32 especially true among immigrants, because many of them fled33 extremely difficult circumstances in their native countries.

Criticisms

34 The idealistic vision of the American dream often disregards 35 discrimination based on a person’s race, religion, gender and 36 natural origin, which might inhibit his or her ability to achieve37 specific goals. Critics also point out that many versions of the 38 dream equate prosperity with happiness, and that happiness is 39 possible without wealth or even in poverty. To some people, the 40 American dream might be more about personal fulfilment than 41 about economic success or owning property.

http://www.wisegeek.org/what-is-the-american-dream.htm

Key questions: What would be your equivalent of The American Dream? To what extent do you think having a dream is important? What about if you fail to achieve your dreams?___________________________________________________________________

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New knowledgeOver the next few lessons we are going to read the novella ‘Of Mice and Men’ by John Steinbeck. In today’s lesson we are going to read the second part in which Steinbeck describes George and Lennie’s dream.

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Pen to paperKe

y th

emes

Friendship and loneliness

Strengths and weaknesses

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‘The flame of the sunset lifted from the mountaintops and dusk came into the valley, and a half darkness came in among the willows and the sycamores…Overhead the leaves whisked again and little puffs of willow cotton blew down and landed on the pool’s surface.’ Choose two striking words / phrases and explain what feelings they evoke you in and why.

What is George and Lennie’s American Dream?

Ways in which George is kind to

Lennie

Ways in which George is mean to

Lennie

ReflectionImagine that George and Lennie had Facebook. What status would they write as they settled down by the fire?

George’s Facebook

Lennie’s Facebook

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Learning episode 3

I think I can

Learning goalTo understand the narrative of ‘Of Mice and Men’ by John Steinbeck

My teacher thinks I can

Learning outcome

I can make inferences and deductions supporting these with relevant textual reference.I can clearly explain relevant textual references and offer a brief analysis.

MasteringOutcome

I can demonstrate emerging interpretations supporting these with textual references.

Extendingoutcome

I can support my interpretations with a range of relevant and apt textual references which are analysed in depth.

Next steps:

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My response:

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Do it now task

Key questions: answer the following questions to recap your learning. Make sure you use full sentences in your responses.

1. What is the American Dream?

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2. In your own words, describe George and Lennie’s dream?

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3. Why do people criticise the idea of the American Dream?

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4. Do you think that George and Lennie’s dream is an achievable one?

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5. How do George and Lennie see themselves as different to other men?

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6. George appears to get easily annoyed with Lennie. Do you think that George is being honest when he states that he would be better off without limits?

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7. Why do you think George asks Lennie to familiarise himself with the location of the clearing where they spend the night?

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Key task: in our reading today, George and Lennie arrive at the ranch. Read the two sources below about life as a migrant worker and farming during this time and then answer the question that follows.

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Migrant farmers1 Added to the man-made financial problems were natural ones. A2 series of droughts in southern mid-western states like Kansas, 3 Oklahoma and Texas led to failed harvests and dried-up land.4 Farmers were forced to move off their land: they couldn’t repay the 5 bank-loans which had helped buy the farms and had to sell what 6 they owned to pay their debts.

7 Many economic migrants headed west to ‘Golden’ California, 8 thinking there would be land going spare, but the Californians 9 turned many back, fearing they would be over-run. The refuges 10 had nowhere to go back to, so they set up home in huge camps11 in the California valleys – living in shacks of cardboard and old 12 metal – and sought work as casual farmhands.

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1 After World War I, economic and ecological forces brought many2 rural poor and migrant agricultural workers from the Great Plains3 states, such as Oklahoma, Texas, and Kansas to California. 4 Following World War I, a recession led to a drop in the market 5 price of farm crops, which meant that farmers were forced to 6 produce more goods in order to earn the same amount of money.7 To meet this demand for increased productivity, many farmers 8 bought more land and invested in expensive agricultural 9 equipment, which plunged them into debt. The stock market 10 crash of 1929 only made matters worse. Banks were forced to 11 foreclose on mortgages and collect debts. Unable to pay their 12 creditors, many farmers lost their property and were forced to 13 find other work. But doing so proved very difficult, since the 14 nation’s unemployment rate had skyrocketed, peaking at nearly 15 twenty-five percent in 1933.

16 The increase in farming activity across the Great Plains states17 caused the precious soil to erode. This erosion, coupled with a 18 seven-year drought that began in 1931, turned once fertile19 grasslands into a desertlike region known as the Dust Bowl. 20 Hundreds of thousands of farmers packed up their families and 21 few belongings, and headed for California, which, for numerous22 reasons, seemed like a promised land. Migrant workers came to23 be know as Okies, for although they came from many states 24 across the Great Plains, twenty percent of the farmers were 25 originally from Oklahoma. Okies were often met with scorn by 26 California farmers and natives, which only made their dislocation 27 and poverty even more unpleasant.

28 In several of his fiction works, including Of Mice and Men, 29 Steinbeck illustrates how gruelling, challenging and often 30 unrewarding the life of migrant farmers could be. Just as George31 and Lennie dream of a better life on their own farm, the Great32 Plains farmers dreamed of finding a better life in California. The33 state’s mild climate promised a longer growing season and, with 34 soil favourable to a wider range of crops, it offered more 35 opportunities to harvest. Despite these promises, though, very36 few found it to be the land of opportunity and plenty of which37 they dreamed.

19

Key questions: What were conditions like for farming? Why did workers become migrant? How is this life evident in what you have read of ‘Of Mice and Men’ so far? What are your expectations for the ranch that George and Lennie are making their way to now?

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New knowledgeOver the next few lessons we are going to read the novella ‘Of Mice and Men’ by John Steinbeck. In today’s lesson we are going to read the third part in which George and Lennie arrive at the new ranch and meet the other workers.

20

What evidence is there of a hierarchy on the ranch?

Evidence of racism in this section

Pen to paper

Find out the meaning of these words:lamely

mollified

bristled

pugnacious

lashed

21

What impression is created of the bunkhouse at the start of Section Two?

ITEMS IN GEORGE’S BINDLE

ReflectionKey question: To what extent could you describe the ranch as a hostile place?

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Learning episode 4

I think I can

Learning goalTo understand the narrative of ‘Of Mice and Men’ by John Steinbeck

My teacher thinks I can

Learning outcome

I can make inferences and deductions supporting these with relevant textual reference.I can clearly explain relevant textual references and offer a brief analysis.

MasteringOutcome

I can demonstrate emerging interpretations supporting these with textual references.

Extendingoutcome

I can support my interpretations with a range of relevant and apt textual references which are analysed in depth.

Next steps:

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My response:

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Do it now task

Key questions: answer the following questions to recap your learning. Make sure you use full sentences in your responses.

1. What was the cause of the farming crisis?

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2. How did the farming crisis affect a) farm owners and b) farm workers?

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3. Is the bunkhouse a homely place?:

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4. Why do George and Lennie make a bad first impression?

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5. What inferences can you make about the boss?

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6. Why is the boss suspicious of George and Lennie?

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7. What does George tell the boss about Lennie?

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8. What impression would a reader form of Curley?

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Key task: in the last learning episode we learnt about farm owners and the life of a migrant farm worker. In today’s learning episode, read the following two articles on The Dust Bowl and Black Sunday and then answer the question that follows.

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Key questions: What effect did the Dust Bowl and Black Sunday have on the farming communities? Why would the Dust Bowl and Black Sunday mean that ranches were far more hostile places – both from worker to worker and owner to worker?

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New knowledgeOver the next few lessons we are going to read the novella ‘Of Mice and Men’ by John Steinbeck. In today’s lesson we are going to read the fourth part in which George and Lennie continue to settle in and meet the other workers.

26

Pen to paper

Find out the meaning of these words:27

Why does George tell Lennie to hide in the brush? Do you think this is good advice?

What do you associate the colour red with?

My first impressions of Curley’s wife

Curley’s wife is never called by her real name. What effect does this have?

Adjectives I would use to describe Slim…

Identify an example of a figurative language from the section you have read today. What effect is it supposed to have on the reader?

flounced

plaintively

contorted

bridled

brusquely

profound

complacently

dousing

intently

ReflectionGeorge seemingly warns Lennie about a number of the other characters on the ranch. Which character do you think is the most dangerous to Lennie and why?

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Learning episode 5

I think I can

Learning goalTo understand the narrative of ‘Of Mice and Men’ by John Steinbeck

My teacher thinks I can

Learning outcome

I can make inferences and deductions supporting these with relevant textual reference.I can clearly explain relevant textual references and offer a brief analysis.

MasteringOutcome

I can demonstrate emerging interpretations supporting these with textual references.

Extendingoutcome

I can support my interpretations with a range of relevant and apt textual references which are analysed in depth.

Next steps:

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My response:

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Do it now task

Key questions: answer the following questions to recap your learning. Make sure you use full sentences in your responses.

1. What was the Dust Bowl?

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2. When did Black Sunday occur, what was Black Sunday and what did this mean for farmers?

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3. In your own words, describe Curley and his wife (physical and personality)

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4. George and Lennie are clearly introduced to potential dangers in this chapter. chapter. Explain three of these.

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5. What is your first impression of Slim?

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6. Slim says ‘Ain’t many guys travel around together…I don’t know why. Maybe ever’body in the whole world is scared of each other.’ What do you think he means by this? What would they be scared of?

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Key task: not only did The Dust Bowl have a significant effect on the economy but America was also in the midst of The Great Depression. Read the following information and then answer the question that follows.

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1 In the 1928 the new Republican president Herbert Hoover 2 confidently stated ‘We in America today are nearer to the final3 triumph over poverty than ever before in the history of any land.’4 Within a year, all the confidence had ended and America was5 plunged into the Depression.

Wall Street Crash

6 When the Wall Street stock market crashed in October 1929, the 7 world economy was plunged into the Great Depression. By the 8 winter of 1932, America was in the depths of the greatest 9 economic depression in its history.

10 The number of unemployed people reached upwards of 13 11 million. Many people lived in primitive conditions close to 12 famine. One New York family moved into a cave in Central13 park. In St Louis, more than 1,000 people lived in shacks made 14 from scrap metal and boxes. There were many similar15 Hoovervilles all over America. Between 1 and 2 million people16 travelled the country desperately looking for work. Signs saying17 ‘No Men Wanted’ were displayed all over the country.

18 By the time of the election in November 1932, Hoover’s 19 popularity had reached rock bottom. It was not even safe for him20 to go onto the streets to campaign. After his heavy defeat, 21 Hoover told his friends, “we are at the end of our string…there is22 nothing more we can do.” The American economy did not fully23 recover until the USA entered the Second World War in 24 December 1941.

Causes of the Depression

25 1. As early as 1926, there were signs that the boom was 26 under threat – this was seen in the collapse of land prices in27 Florida.28 2. Eventually, there were too many goods being made and 29 not enough people to buy them.30 3. Farmers had produced too much food in the 1920s, so 31 prices for their produce became steadily lower.32 4. There were too many small banks. These banks did not 33 have enough funds to cope with the sudden rush to take out

31

34 savings, which happened in the autumn of 1929.35 5. Too much speculation on the stock market – the middle 36 class had a lot to lose and they had spent a lot on what 37 amounted to pieces of paper.38 6. The Wall Street Crash of October 1929 was a massive39 psychological blow.40 7. America had lent huge sums of money to European 41 countries. When the stock market collapsed, they suddenly 42 recalled those loans. This had a devastating impact on the 43 European economy.44 8. The collapse of European banks caused a general world45 financial crisis.

Effects of the Depression

46 1. Unemployment – 13 million people were out of work.47 2. Industrial production dropped by 45 per cent between 192948 and 1932.49 3. House-building fell by 80 per cent between 1929 and 1932.50 4. The entire American banking system reached the brink51 of collapse.52 5. From 1929 to 1932, 5,000 banks were out of business.53 6. Although many people went hungry, the number of 54 recorded deaths from starvation during the Depression was 110,55 although many other illnesses and deaths were probably related56 to a lack of nutrition.

Key question: Using the information above and on the previous page, create a timeline of events surrounding The Great Depression on the next page.

New knowledgeOver the next few lessons we are going to read the novella ‘Of Mice and Men’ by John Steinbeck. In today’s lesson we are going to read the fifth part in which George confides in Slim, and Candy’s dog comes under fire.

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How important is the dog to Candy? What message do you think Steinbeck is trying to convey when Carlson shoots the dog?

Pen to paperAD

VERB

SWhich describe the way George speaks about Lennie

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3 reasons why George confides in Slim1.2.3.Slim’s thoughts

about Lennie

What would by the soundtrack to Lennie’s life? Choose five songs.

What colour was the dress of the woman in Weed?

Where have we seen this colour before?

‘I hardly never seen two guys travel together. You know

how

the hands are, they just come in and get their bunk and w

ork a m

onth, and then they quit and go out alone. Never seem

to give a dam

n about nobody.’W

hat does this reveal about ranch life during this tim

e?

ReflectionHow far can you see that the characters in ‘Of Mice and Men’ have been affected by The Great Depression?

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Learning episode 6

I think I can

Learning goalTo understand the narrative of ‘Of Mice and Men’ by John Steinbeck

My teacher thinks I can

Learning outcome

I can make inferences and deductions supporting these with relevant textual reference.I can clearly explain relevant textual references and offer a brief analysis.

MasteringOutcome

I can demonstrate emerging interpretations supporting these with textual references.

Extendingoutcome

I can support my interpretations with a range of relevant and apt textual references which are analysed in depth.

Next steps:

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My response:

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Do it now task

Key questions: answer the following questions to recap your learning. Make sure you use full sentences in your responses.

1. In what year did the Wall Street stock market crash?

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2. At its peak, how many Americans were unemployed?

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3. Identify three causes and three effects ot The Great Depression.

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4. What do we learn about Slim through his conversation with George?

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5. Through George’s conversation with Slim, what further insight do we gain into Lennie’s character?

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6. Why do you think George feels he can confide in Slim?

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7. Why is Candy so reluctant to let go of his dog?

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8. What attitude is Steinbeck trying to convey through the shooting of Candy’s dog?

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Key task: Curley’s wife is the only woman on the ranch. The role of women at this time was quite narrow despite their best efforts. Read the following information and then answer the question that follows.

1 Women were empowered during the First World War. 2 Between the years of 1914-1918, with the men away 3 fighting, women took the place of men at home working 4 in the factories and the farms. Going out to work gave women5 a greater sense of purpose beyond the domestic sphere.

6 Following the success of the wartime effort, many women7 sought employment when the men returned from war. By 1930,8 11 million women were in employment with seventy- five per9 cent of professional women employed as teachers or nurses. 10 Alongside this, in 1920 women received the vote meaning they11 were now given a voice.

12 However, the Great Depression saw many jobs being lost and 38

13 women were often the first to be ‘let go.’ With so few jobs 14 around, women were not to be trusted as they were viewed as15 taking jobs away from the men and men were accustomed to16 being in the role of breadwinner. With so little job prospects 17 for women, many resigned themselves to life within the 18 Domestic sphere.

Key question: ‘Women in the 1930s had no voice and were not to be trusted.’ Is there any evidence of this in Of Mice and Men?

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New knowledgeOver the next few lessons we are going to read the novella ‘Of Mice and Men’ by John Steinbeck. In today’s lesson we are going to read the sixth part in which the men talk about going into town, George reminds Lennie of their dream and Candy wants in before Curley and Lennie come to blows.

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Pen to paper

ReflectionKey question: To what extent is Lennie controllable?

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Write down three adjectives to describe your impressions of Curley’s relationship with his wife?

Do you think George should let Candy become part of his dream with Lennie?

Why does Curley pick a fight with Lennie?

What animal is Curley compared to and why?

What attitudes towards wom

en are revealed in this section?

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Learning episode 7

I think I can

Learning goalTo understand the narrative of ‘Of Mice and Men’ by John Steinbeck

My teacher thinks I can

Learning outcome

I can make inferences and deductions supporting these with relevant textual reference.I can clearly explain relevant textual references and offer a brief analysis.

MasteringOutcome

I can demonstrate emerging interpretations supporting these with textual references.

Extendingoutcome

I can support my interpretations with a range of relevant and apt textual references which are analysed in depth.

Next steps:

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My response:

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Do it now task

Key questions: answer the following questions to recap your learning. Make sure you use full sentences in your responses.

1. Why were women empowered during the first world war?

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2. How did this change with the onset of the Great Depression?

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3. How are women portrayed in section 3?___________________________________________________________________

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4. Why does Candy want to join in with George and Lennie’s plans?___________________________________________________________________

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5. Why does Curley pick a fight with Lennie?

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6. Why do you think Lennie allows Curley to beat him up before fighting back and protecting himself?

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Key task: in today’s learning episode we are going to learn more about Crooks. In Crooks’ room, we learn that he keeps a copy of the California Civil Code (1905). Read the information about the California Civil Code below and then answer the question that follows.

1 The Civil Code of California is a collection of rules or laws for the2 state of California. The code is made up of rules or laws which3 govern the general obligations and rights of persons within the 4 jurisdiction of California. It was based on a civil code originally5 prepared by David Dudley Field II (originally for New York) and

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6 was enacted in 1872.

7 Many of its rulings are established on common law principles. It8 is divided into four sections: ‘the first relating to persons’, ‘the 9 second relating to property’, ‘the third to obligations’ and ‘the 10 fourth contains general provisions relating to the three preceding11 divisions.’

12 Below is a section of the 1905 California Civil Code which is 13 particularly pertinent to our reading of ‘Of Mice and Men.’

S 51. Personal rights, all persons have equal. All citi- zens within the .jurisdiction of this state are entitled to the full and equal accommodations, advantages^ facilities, and privileges of inns, restaurants, hotels, eating houses, barber shops, bath houses, theaters, skating rinks, and all other places of public accommodation or amusement, subject only to the conditions and limitations established by law and applicable alike to all citizens. En. Stats. 1905, 553.

51, 62. The statute of 1897, page 137, relating to the rights of persons, is codified in the two sections above named. — Oode Oommissioner's Note.

S 52. Violation of preceding provisions; damages. Who- ever violates any of the provisions of the last preceding section, by denying to any citizen, except for reasons ap- plicable alike to every race or color, the full accommoda- tions, advantages, facilities, and privileges in said section enumerated, •or by aiding or inciting such denial, or who- ever makes any discrimination, distinction, or restriction on account of color or race, or except for good cause, ap- plicable alike to all citizens of every color or race what- ever, in respect to the admission of any citizen to, or his treatment in, any inn, hotel, restaurant, eating house, bar- ber shop, bath house, theater, skating rink, or other public place of amusement or accommodation, whether such place is licensed or not, or whoever aids or incites such discrim- ination, distinction, or restriction, for each and every such offense is liable in damages in an amount not less than fifty dollars, which may be recovered in an action at law brought for that purpose. En. Stats. 1905, 553.

Key question: What do we learn about equality from Crooks’ perspective?

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New knowledgeOver the next few lessons we are going to read the novella ‘Of Mice and Men’ by John Steinbeck. In today’s lesson we are going to read the seventh part in which we learn about Crook’s segregation from the rest of the men.

Pen to paper

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Reflection

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Three adverbs to describe Lennie in this section1.2.3.

Why does Crooks keep referring to his ‘rights’?

What do you learn about Crooks’ background?

What is Lennie thinking when Crooks suggests George might not come back?

‘You’re nuts’ Crooks tells Lennie when he talks of ‘the dream’. To what extent do you think Crooks is speaking the truth?

How does Crooks respond to Lennie?

How does Lennie respond to Crooks?

Key question: Do you think Lennie surprises Crooks?

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Learning episode 8

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I think I can

Learning goalTo understand the narrative of ‘Of Mice and Men’ by John Steinbeck

My teacher thinks I can

Learning outcome

I can make inferences and deductions supporting these with relevant textual reference.I can clearly explain relevant textual references and offer a brief analysis.

MasteringOutcome

I can demonstrate emerging interpretations supporting these with textual references.

Extendingoutcome

I can support my interpretations with a range of relevant and apt textual references which are analysed in depth.

Next steps:

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My response:

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Do it now task

Key questions: answer the following questions to recap your learning. Make sure you use full sentences in your responses.

1. What was the California Civil Code?

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2. What were the rules regarding race?

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3. What do we learn about Crooks from the description of his room?

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4. How does Crooks react when Lennie enters his room?

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5. How does Crooks torture Lennie, and why does he take pleasure in it?

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Key task: look at the images on the following page. The first set are taken around the time in which the novella was set. The second set and the third set are taken in 2017. What is your response to these images?

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New knowledgeOver the next few lessons we are going to read the novella ‘Of Mice and Men’ by John Steinbeck. In today’s lesson we are going to read the eighth part in which we see Crooks interact with Lennie, Candy, Curley’s wife and George.

Pen to paper

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How does Candy feel about entering Crooks’

room?

How and why does Crooks’ attitude towards ‘the dream’

change?

Three ways in which the men react when Curley’s wife appears

Why do you think Curley’s wife stays

with Curley?

How is this image significant in section 4?

Reflection

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Learning episode 9

I think I can

Learning goalTo understand the narrative of ‘Of Mice and Men’ by John Steinbeck

My teacher thinks I can

Learning outcome

I can make inferences and deductions supporting these with relevant textual reference.I can clearly explain relevant textual references and offer a brief analysis.

MasteringOutcome

I can demonstrate emerging interpretations supporting these with textual references.

Extendingoutcome

I can support my interpretations with a range of relevant and apt textual references which are analysed in depth.

Next steps:

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My response:

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Do it now task

Key questions: answer the following questions to recap your learning. Make sure you use full sentences in your responses.

1. How far is segregation still an issue in today’s society?

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2. How does Crooks react to Candy when he appears? How does Candy react to being in Crooks’ room?

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3. How does Crooks’ attitude towards ‘the dream’ change when Candy starts talking about it?

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4. How do the men react to Curley’s wife when she enters Crooks’ room?

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5. What does Curley’s wife suggest about her relationship with Curley through dialogue?

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6. How does Curley’s wife speak to Crooks and what does she threaten him with?

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7. How does George respond when he finds Lennie in Crooks’ room?

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Key task: in this section, Curley’s wife talks about the time ‘she coulda be in the movies’. Read the article below, taken from http://historycooperative.org/the-history-of-the-hollywood-movie-industry/, about the rise of Hollywood in the late 1800s, early 1900s and then answer the question that follows.

1 The legend of Hollywood began in the early 20th century and is an2 earmark of modern American society rich in history and innovation.

3 The origin of movies and motion pictures began in the late 1800’s,4 with the invention of ‘motion toys’ designed to trick the eye into5 seeing an illusion of motion from a display of still frames in quick6 succession. In 1872, Edward Muybridge created the first true 7 ‘motion picture’ by placing twelve cameras on a racetrack and 8 rigging the cameras to capture shots in quick sequence as a 9 horse crossed in front of their lenses.

10 The first film for motion photography was invented in 1885 by 11 George Eastman and William H. Walker, which contributed to the 12 advance of motion photography. Shortly thereafter, the brothers 13 Auguste and Louis Lumiere created a hand-cranked machine14 called the cinematographe, which could both capture pictures 15 and project still frames in great succession.

16 The 1900’s were a time of great advancement for film and motion 17 picture technology. Exploration into editing, backdrops, and visual18 flow motivated aspiring filmmakers to push into new creative 19 territory. One of the earliest and most famous movies created20 during this time was The Great train Robbery, created in 1903 by21 Edwin S. Porter.

22 Around 1905, Nickelodeons’, or 5-cent movie theatres, began to 23 offer an easy and inexpensive way for the public to watch movies.24 Nickelodeons helped the movie industry move into the 1920’s by25 increasing the public appeal of film and generate more money for 26 filmmakers, alongside the widespread use of theatres to screen27 World War I propaganda. After World War I ended and ushered 28 the United States into a cultural boom, a new industry centre was29 on the rise: Hollywood, the home of motion pictures in America.

30 According to industry myth, the first movie made in Hollywood was31 Cecil B. DeMille’s The Squaw Man in 1914 when its director 32 decided last-minute to shoot in Los Angeles, but in Old California,33 an earlier film by DW Griffith, had been filmed entirely in the village

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34 of Hollywood in 1910. By 1919, ‘Hollywood’ had transformed into 35 the face of American cinema and all the glamour it would come to 36 embody.

37 The 1920’s were when the movie industry began to truly flourish,38 alone with the birth of the ‘movie star.’ With hundreds of movies39 being made each year, Hollywood was the rise of an American 40 force. Hollywood alone was considered a cultural icon set apart41 from the rest of Los Angeles, emphasising leisure, luxury, and a 42 growing ‘party scene.’

43 Hollywood was the birthplace of movie studios, which were of 44 great importance to America’s public image in the movie industry.45 The earliest and most affluent film companies were Warner 46 Brothers Pictures, Paramount, RKO, Metro Goldwin Meyer, and47 20th Century Fox, each of whom owned their own film production48 sets and studios. Universal, United, and Columbia Pictures were 49 also considered noteworthy, despite not owning their own theatres,50 while Disney, Monogram, and Republic were considered third-tier.

51 This age also saw the rise of two coveted roles in the movie 52 industry: the director and the star. Directors began to receive 53 greater recognition for using and trademarking personal styles in54 the creation of their films, which previously in history had not been55 possible due to limitations in filmmaking technology. Additionally, 56 movie stars began to receive greater fame and notoriety due to 57 increases in publicity and shifts in American trends to value faces58 from the big screen.

59 The 1930’s was considered the Golden Age of Hollywood. A new 60 era in film history began in this decade with the introduction of 61 sound into film, creating new genres such as action, musicals, 62 documentaries, social statement films, comedies, westerns, and 63 horror movies. The use of audio tracks in motion pictures created64 a new viewer dynamic and also initiated Hollywood’s leverage in65 upcoming World War II.

Key question: Given the fact that the Great Depression occurred during the 1930s, why do you think the Golden Age of Hollywood also happened during this time? Why do you think movies were so important for people?

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New knowledgeOver the next few lessons we are going to read the novella ‘Of Mice and Men’ by John Steinbeck. In today’s lesson we are going to read the ninth part in which tragedy strikes.

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Pen to paper

DIFFERENT REACTIONS TO CURLEY’S WIFE’S DEATHGeorge Lennie Candy Curley

What these reactions portray about the men’s view of women

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How does Curley’s wife approach Lennie and how

does Lennie respond?

How does Curley’s wife attempt to assert herself over Lennie?

Three ways in which Lennie appears childlike in this section1.2.3.

Summarise Curley’s wife’s dream

How does Steinbeck’s description of Curley’s wife in death affect your feelings towards her?

ReflectionKey question: After reading this section (and the rest of the novella), who do you have most sympathy for: Lennie or Curley’s wife?

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Learning episode 10

I think I can

Learning goalTo understand the narrative of ‘Of Mice and Men’ by John Steinbeck

My teacher thinks I can

Learning outcome

I can make inferences and deductions supporting these with relevant textual reference.I can clearly explain relevant textual references and offer a brief

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analysis.MasteringOutcome

I can demonstrate emerging interpretations supporting these with textual references.

Extendingoutcome

I can support my interpretations with a range of relevant and apt textual references which are analysed in depth.

Next steps:

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My response:

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Do it now task

Key questions: answer the following questions to recap your learning. Make sure you use full sentences in your responses.

1. When was the first film produced?

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2. Why did Hollywood become significant to the film industry?

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3. What were the 1930s otherwise known as in Hollywood?

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4. What has happened to Lennie’s pup at the start of section 5?

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5. What does Curley’s wife tell Lennie? Why do you think she has chosen to confide in him?

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6. How is Curley’s wife described in death? Why do you think Steinbeck describes her in this way?

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7. What events from earlier in the novel have foreshadowed this killing of Curley’s wife?

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8. How do the men react to the death of Curley’s wife?

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Key task: Readers are often divided on the character of Curley’s wife and whether we should feel sympathy for her. Read through the following article and then answer the question that follows.

I’m Not a Tart: The Feminist Subtext of Steinbeck’s Of Mice and MenBy Leighton Meester who played Curley’s wife in a stage version

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Of Of Mice and Men

1 “Jesus, what a tramp!” George of the famous duo leading John2 Steinbeck’s Of Mice and Men exclaims with disdain after first 3 meeting Curley’s wife, the newly married young woman living on4 the ranch. The audience, notably younger than usual Broadway5 theatregoers, dependably erupts with laughter, and as that 6 subsides, George threatens Lennie, his lovable, mentally disabled7 friend, “Don’t even look at that bitch” when Lennie innocently 8 remarks how “purdy” she is.

9 The insults are thrown at Curley’s wife: bitch, tramp, tart. The 10 further along in the production we go, the more I realise that the11 audience agrees. In rooting for our heroes – the everyman 12 protagonists who scorn and demean the only woman – the13 audience finds themselves unquestioningly hating her, too. But 14 why? Of course, in playing this character, as with any other15 project, I care for her and have found common ground with even16 her specific flaws; I would expect my affection for her to be above17 those watching from the audience. But in dissecting this piece for18 five months now, I’ve found that within the writing, there is both a19 lack of reason to truly hate this woman, and the inevitable and 20 undeniable urge to do so.

21 If this woman is purely a victim, why is she so hated? And if she 22 is truly harmless, why is she so threatening? Without question, it23 was a commentary on the social climate at the time, which still 24 surprisingly applies today. But if sexism is one of the featured25 themes, why not say it? Crooks, a character who is forced to 26 live in the barn and away from the other men, says that it’s 27 “Because I’m black. They play cards in there but I can’t play cus28 I’m black.” As clear as day, the colour of his skin is the reason for 29 segregation. A modern audience cringes and immediately 30 identifies. Such an explanation is never given as to why Curley’s31 wife is shunned.

32 From an outside perspective, one might see her desperate 33 attempts to make a connection these men as innocent: “There34 ain’t no women. I can’t walk to town…I tell you I just want35 somebody.” Yet somehow, invariably, a large portion of the 36 audience seems to agree with George. They want her to leave so 37 she doesn’t cause any trouble. I understand, because watching38 Chris O’Dowd, Jim Norton and James Franco (my co-stars) make39 their plans for a utopian ranch, I want them to have that dream, 40 too. But why is Curley’s wife’s presence so disturbing? And 41 why does the audience agree? It’s the subconscious and

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42 inflammatory nature of Steinbeck’s writing that makes the viewer43 join in on the bashing of this woman, punish her existence,44 snicker at her mishaps. The genius and relevancy behind 45 Steinbeck’s mission in writing this piece is that, to this day, it 46 forces you to see yourself, to expose the depth of your own 47 intolerance, prejudice, cruelty, and naivete.

48 Literarily, Curley’s wife is compared to an animal in an effort to 49 reduce and humiliate her. She is mockingly referred to as a 50 “Lulu,” the same name for Slim’s dog, described as a bitch who 51 just “slang nine pups.” “She’d be better off dead,” is the opinion52 of Candy’s old dog, and that attitude is undoubtedly mirrored53 toward the lone woman. But when the dog gets led off to be 54 shot, protests can be heard from the audience, and as a dog 55 lover, I have the same feeling. Complaints can rarely be heard56 during Curley’s wife’s death.

57 The final, eerie moment of her life is often accompanied by the 58 uproar of laughter. She is violently shaken, rendered lifeless.59 It doesn’t seem to get less painful for me, less terrifying, less 60 tragic with time, yet our unusually young audience seems 61 unfazed, if not amused by the savage act. Perhaps it’s the only 62 response that comforts them in a n awkward or tense moment. 63 Curley’s wife’s dead body lies still on the floor as Candy spits at 64 her, “You goddamned tramp, you done it didn’t you? Everybody65 said you’d mess things up, you just wasn’t no good.” And again66 the audience cracks up. That isn’t to say there aren’t viewers67 undisturbed by the sight of this broken woman, and the lengthy68 scene that follows her death wherein she lies lifeless and 69 untouched, centre stage. Throughout this run I’ve come to 70 recognise these common reactions, and eventually understand71 them without resentment. Yet somehow, each time I enter the 72 stage, as I’m faced with the audience who laughs or sneers, I’m73 struck with the loneliness that I can only imagine a woman like74 Curley’s wife must feel – the desperation for conversation, respect75 and above all, dignity. Each time, I’m caught off-guard when I lose76 it.

Key question: What is your opinion on Curley’s wife?

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New knowledgeOver the next few lessons we are going to read the novella ‘Of Mice and Men’ by John Steinbeck. In today’s lesson we are going to read the tenth part in which we see reach the conclusion of the novella.

Pen to paperSetting

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What impression is created of the brush at the start of this section?

Identify the simile used to describe Lennie as he arrives at the brush

Why does Lennie want to hear the dream again?

ReflectionKey task: You have just heard about the death of Lennie and you decide to write a short letter to George. In this letter explore your feelings after he has shot Lennie. You may wish to offer your sympathy, explore the reasons as to why you think George shot Lennie, how you feel about what has happened and what you think the future holds for George.

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What are the two visions Lennie sees and what do they say to him?

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