Stephanie Sfarzo

Dr. Warner

English 112B

May 10, 2011

Unit of Study

Of Mice and Men: Developing Empathy for Individuals Who �Aint Got Nobody in the Worl� That Gives a Hoot in Hell About �Em�

Within the various genres included in Young Adult Literature, several fictitious novels have had a positive impact on adolescent readers and the realistic expectations that individuals must possess in order to learn and grow. Specifically, throughout the genre of Contemporary Realistic Fiction, problem novels aim to expose young adult audiences to the constructive and adverse aspects of life. This, as illustrated in John Steinbeck�s Of Mice and Men, often results in a significant acknowledgement of reality and more genuine acceptance for diversity. As a short, yet complex novella, Of Mice and Men introduces adolescent readers to a remarkable, realistic cast of characters within stories and hardships of the lives of real people. John Steinbeck�s characters are migrant workers and farmers that each have a simple, but significant tale to tell. The stories throughout Of Mice and Men not only educate students of the lives of the individuals who strive to live off the land, but demonstrate the struggles of many.

Although the themes in Steinbeck�s novella are quite apparent, Of Mice and Men is distinguished in that the story requires extensive understanding with regard to the novel�s setting, particularly the time period, and the day-to-day lives of the migrant laborers. Of Mice and Men offers students slices of history and culture differences while also entertaining the readers with a tale filled with love and pain.

Note to Teachers

Within this Unit of Study, I have provided unique activities, resources, and assignments to assist in teaching John Steinbeck�s Of Mice and Men. I chose to base my lesson plan around five themes within the six sections of the novella: Plans, Femininity, Prejudice, Isolation, and Friendship. In addition, I have included some helpful tips on how to launch and extend the unit. This lesson plan can be implemented over a nine-day period.

Day 1: Launching the Unit

Prior to having students read Of Mice and Men, furtively introduce the significant aspects of the storyline. To do this, administer the Anticipation Survey to your students:

Directions: In the answer column, use the rating scale below to respond to each of the

following statements:

STATEMENT RESPONSE ______

1. The most important purpose in life is to strive for, and

eventually reach, our goals and dreams.

2. Mentally impaired individuals are worthless and cannot

function in the �real� world.

3. It is unnatural for individuals to have an attachment to,

or feelings for, an animal.

4. Individuals who are strong always know their strength

and how much they can hurt others.

5. Having friends fulfills our basic needs as humans.

6. Killing another human being is intolerable, no matter

the circumstances.

5 4 3 2 1

strongly agree agree unsure disagree strongly disagree

Divide students into groups of five to share their responses and discuss specific reasons and examples that support their opinions. Instruct the students to keep this Anticipation Survey, as the class will be referring back to their responses toward the end of the unit, after completing the assigned reading.

Homework: Instruct your students to choose a statement from the Anticipation Survey that stood out to them. In a one-two page paper, students should recap their in-class, peer discussion and apply examples, evidence, and reasons for their particular interest in their chosen statement.

Day 2: Launching the Unit Continued

To introduce the five significant themes that are incorporated throughout this lesson plan, administer the Of Mice and Men Theme Crossword Puzzle to your students. By providing detailed quotations from the novel as hints, students should be able to solve the puzzle.

Directions: Using the provided quotations from Of Mice and Men, identify five of the novel�s significant themes. You may use your book for assistance.

ACROSS DOWN

2. �Want me ta tell ya what�ll happen. They�ll 1. �Know what I think?� George did not answer.

take ya to the booby hatch. They�ll tie ya up �Well I think Curley�s married�a tart�� (28).

with a collar, like a dog� (72). 3. �Because I got you an��

4. �We�ll have a big vegetable patch and a �An� I got you. We got each other, that�s

rabbit hutch and chickens. And when it rains what, that gives a hoot in hell about us� (104).

in the winter, we�ll just say the hell with

goin� to work, and we�ll build up a fire in the

stove and set around it an� listen to the rain

comin� down on the roof� (14-15).

5. �Only Lennie was in the barn, and Lennie

sat in the hay beside a packing case under a

manger in the end of the barn that had not been

filled with hay� (84-85).

Review the answers to the Of Mice and Men Crossword Puzzle.

Homework: Instruct your students to read Section One from Of Mice and Men (pages 1-16). Additionally, in a one-page response, students should identify the theme that appears most prominent throughout this section. Suggest using quotations and examples from the specific section that support the students� arguments.

Day 3: Section One – Plans

After introducing the most prominent theme throughout Section One in Of Mice and Men, ask students to share passages from the novel that indicate the presence of the theme of Plans. To further emphasize the significance of goals and future plans during the time period of the novel, play Journey�s �Don�t Stop Believing� for your class. In addition, pass out the lyrics to the song for the students to follow along.

�Don�t Stop Believing�

Just a small town girl, livin' in a lonely world

She took the midnight train goin' anywhere

Just a city boy, born and raised in south Detroit

He took the midnight train goin' anywhere

A singer in a smokey room

A smell of wine and cheap perfume

For a smile they can share the night

It goes on and on and on and on

(Chorus):

Strangers waiting, up and down the boulevard

Their shadows searching in the night

Streetlights people, living just to find emotion

Hiding, somewhere in the night.

Working hard to get my fill,

Everybody wants a thrill

Payin' anything to roll the dice,

Just one more time

Some will win, some will lose

Some were born to sing the blues

Oh, the movie never ends,

It goes on and on and on and on

(Chorus)

Don't stop believin�.

Hold on to the feelin'

Streetlights people

Ask your students to verse a stanza from the song and compare and contrast its meaning/message to the goals and future plans illustrated in Section One. Review the following questions with your students to assist in helping to prompt their writing:

1. Does the verse illustrate a positive or negative message about future planning? Is the message similar to

Lennie and George�s goals?

2. What inspirational words does the verse include that are similar to/different from the words

incorporated in Section One?

3. Examine the lines used in the verse. Out of the two characters introduced in Section One, who would

be more likely to express their ambitions similar to the lyrics, Lennie or George? Why?

Homework: Instruct your students to read Section Two from Of Mice and Men (pages 17-37). Additionally, in a one-page response, students should identify the theme that appears most prominent throughout this section. Suggest using quotations and examples from the specific section that support the students� arguments.

Day 4: Section Two – Femininity

After introducing the most prominent theme throughout Section Two in Of Mice and Men, ask students to share passages from the novel that indicate the presence of the theme of Femininity. To clarify the role of women during the 1930s, have students fill out the Note Taking and Summarizing Chart below:

Directions: To help you understand the events that occurred surrounding femininity in Section Two, use the sample chart below to assist in filling out your own chart. You may use your book for assistance.

QUESTION In this space, write the names of the newly introduced characters in Section Two.

Also, where and when are the events in this section taking place? Next, write

down questions you may have about the storyline, the characters, or events that occurred.

PREDICT In this space, write down your prediction for what you think will happen with Curley�s wife in the story. Will she play a large role?

CONNECT Here, write down anything in this section that you found familiar. This includes a situation you have personally experienced or a character that you connected with.

SUMMARIZE Re-tell, in your own words, the prominent events that occurred surrounding femininity. Be sure to include details.

REFLECT In this space, write down any quotations or passages that affect you in some way. So far, what do you think is the reason Steinbeck incorporated Curley�s wife into the novel?

QUESTION

PREDICT

CONNECT

SUMMARIZE

REFLECT

After giving your students about twenty minutes to fill out the Note Taking and Summarizing Chart, review the swamper�s description of Curley�s wife (page 28). Use the suggested questions below to guide your discussion:

1. What does the swamper mean when he says that Curley�s wife has �got the eye� (28).

2. Do you think Curley knows about his wife�s flirtatious demeanor?

3. The swamper refers to Curley�s wife as a �tart� (28). What attributes must she possess?

4. Why did Steinbeck choose to include this brief introduction to Curley�s wife in Section Two?

Homework: Instruct your students to read Section Three and Four from Of Mice and Men (pages 38-83). Additionally, in a two-page response, students should identify the theme that appears most prominent throughout these sections. Suggest using quotations and examples from the specific section that support the students� arguments.

Day 5: Section Three and Four – Prejudice

After introducing the most prominent theme throughout Sections Three and Four in Of Mice and Men, ask students to share passages from the novel that indicate the presence of the theme of Prejudice. To help the students understand the negative impact of prejudice, read the following short story aloud:

Taking the Bus

By Sharon Cohen

The bus driver reached up and covered the fare box with his hand. "Broken," he said as he reached to take her fare. His hand brushed softly against hers as he took the ticket and dropped it in the trash can with a flourish.

As she moved aside to find a seat, I had stepped up, and was reaching out to present my fare.. The driver was turned sideways in his seat and was leaning forward, watching my wife as she walked away. His gaze indicated that he was unaware of my presence as he ogled my wife. She took a seat and, finally, he turned to deal with me.

With a look of extreme horror, the driver fell back against his window. His legs tightened and his feet pushed his large frame back as far as he could go. He held his arms straight out in front of him with hands flexed back at the wrist as if to ward off evil. He was stuck in a corner and had no where to go. He was trapped.

His face contorted in gruesome dismay and he stammered for words. His mouth moved but he made no sound. I glanced to my left to see where my wife was sitting. She had found space for both of us in the second seat behind the disabled and elderly area.

At mid-day, the bus was not crowded. I could guess that most riders were either headed to or coming from one of the other hospital buildings. Some, like me, were leaving the medical center. Most of the patrons were near the front. A couple of younger men sat far at the back with their headsets blaring loudly enough to be discerned at the front door.

The scene on the bus was playing out in slow motion. Passengers were staring, poking their neighbors and gaping with wide opened mouths. The whispers joined together made a sound like the penetrating buzz of a bee hive.

I glanced back to my wife and her eyes were filling and spilling tears. She had begged me to let her call a taxi for us. I refused.

"We have to watch our money, " I had told her. "The insurance won't cover transportation back home."

I knew that our money was nearly gone. We had not been prepared for this.

My wife moved forward in her seat as if to rise and come to me but I motioned her to be seated. I returned my attention to the driver who had finally discovered his voice.

As he struggled to put more distance between us, he raised his hand in front of my body and shook his head in an effort to stop me from paying.

"I need this bus," I told him. "Here is my fare. I need to get home." I tried to place the money in his hand but he pulled it away, shaking his head. At first his voice squeaked, but he cleared his throat and the words came out with clarity and force.

"You!" His voice was like thunder and he began to shake. His whole body shook as he violently shook his finger at me. "You, you get to the back of my bus."

I dropped my eyes to floor. I had no energy to respond or to react. I began to move to the back of the bus. My injuries had made it impossible to rush the long walk. I glanced into the faces of the people in the front seats. Some eyes were awash with tears of compassion. Others held their hands across their mouths. Others made slow attempts to avert their eyes as they simultaneously attempted to take in every detail. My wife stood to greet me and began moving forward (her stare was like fire) to confront the driver. I reached out and with a soft touch of my finger, she stopped, stepped out and led me towards the back. I watched her shuddering shoulders. I recognized the signs of her angry weeping. Her steps were quicker and she reached the seat before me.

The two young men were now very aware of their surroundings. Each had removed their headphones and were unashamedly staring me up and down. Neither made a move to help or hinder. As I reached the seat I turned and glanced back at the driver. He was turned in his seat to face the back of the bus, watching as I took my seat. He was shaking his head back and forth as he returned his attention to the road ahead.

My wife inquired as to my pain while she wiped tears from her cheek with her shirt sleeve. My heart was heavy and hurting but none of the medications I'd been given could relieve that kind of pain.

The driver was talking, loudly through his microphone which he inadvertently failed to turn off. He was pointing at me and speaking to people as they boarded. At each stop, he repeated the same scene.

"Stay up here near the front," he would tell them. "You don't want to catch what that guy has."

Each passenger would glance around the bus and he would direct their attention to me. I soon became weary of the sideshow audience the bus driver was collecting. I expected he would start selling tickets to get a glimpse of the freak at the back of the bus.

My wife was staring silently out the window and I kept my face turned down the remainder of the ride.

We exited by the back door to avoid the crowd of onlookers. I continued to keep my head down as we approached our house. When I stepped into the foyer, I spotted two weeks of mail on the entry table. It was neatly sorted in to piles. Beside the envelopes I spotted the stack of newspapers.

One of the hospital orderlies had suggested that I clip the front page from the date I entered the hospital. I pulled the bottom paper from the stack. There was my wedding picture on the front page.

Beside it, in color, was the one of my burned down shed.

FATHER SUFFERS THIRD DEGREE BURNS IN HEROIC EFFORT TO SAVE DAUGHTER-FIVE YEAR OLD DIES IN FIRE

Not that it mattered, but, I wondered what that bus driver would think if he knew that the handsome young father on the front page was the same man he ridiculed and embarrassed on his bus that day.

After reading Sharon Cohen�s Taking the Bus, instruct students to write their own story that centers on the theme of prejudice. This story can be fictitious or true, but remind the students to change the names of the characters and places to protect the identity of the individuals. This in-class writing assignment should be about three – five pages.

Homework: Instruct your students to read Section Five from Of Mice and Men (pages 84-98). Additionally, in a one-page response, students should identify the theme that appears most prominent throughout this section. Suggest using quotations and examples from the specific section that support the students� arguments.

Day 6: Section 5 – Isolation

After introducing the most prominent theme throughout Section Five in Of Mice and Men, ask students to share passages from the novel that indicate the presence of the theme of Isolation. To emphasize Lennie�s feelings of isolation throughout this section, introduce Emily Dickinson�s poem, I�m Nobody! Who are you?

Im Nobody! Who are you?

By Emily Dickinson

I'm Nobody! Who are you?

Are you – Nobody – too?

Then there's a pair of us?

Don't tell! they'd advertise – you know!

How dreary – to be – Somebody!

How public – like a Frog –

To tell one's name – the livelong June –

To an admiring Bog!

After giving your students a few minutes to read and contemplate the meaning of the poem, instruct them to illustrate the feeling of isolation. This in-class assignment can be done through a poem of their own, a detailed drawing, or a short story. To assist your students in brainstorming ideas of how to depict the theme of isolation, write these synonyms from Section Five on the board:

Quiet
Alone
Hiding

Ask your students to come up with other synonyms for the word �isolation.� Write these on the board as well.

Homework: Instruct your students to read Section Six from Of Mice and Men (pages 99-107). Additionally, in a one-page response, students should identify the theme that appears most prominent throughout this section. Suggest using quotations and examples from the specific section that support the students� arguments.

Day 7: Section Six – Friendship

After introducing the most prominent theme throughout Section Six in Of Mice and Men, ask students to share passages from the novel that indicate the presence of the theme of Friendship. To compliment the importance of friendship throughout this section, introduce Rodman Philbrick�s Freak the Mighty. Read aloud the Back Cover Blurb from Freak the Mighty:

�I never had a brain until Freak came along�.� That�s what Max thought. All his life he�d been called stupid. Dumb. Slow. It didn�t help that his body seemed to be growing faster than his mind. It didn�t help that people were afraid of him. So Max learned how to be alone. At least until Freak came along.

Freak was weird, too. He had a little body - and a really big brain. Together Max and Freak were unstoppable. Together, they were Freak the Mighty.

Next, pass out the Freak the Mighty and Of Mice and Men Quotation Activity.

Directions: Examining the three Freak the Mighty quotations below, choose passages and events from Of Mice and Men that compliment each quotation. Make sure to include the reason(s) why your

passage/event relates to the Freak the Mighty quotation.

FREAK THE MIGHTY __________________________OF MICE AND MEN_____________________

� I never had a brain until Freak came along _______________________________________

and let me borrow his for a while� (1). _______________________________________

_______________________________________

��He�s not a poor boy,� I say. �You should hear _______________________________________

him talk. I think the rest of him is so small _______________________________________

because his brain is so big�� (24). _______________________________________

_______________________________________

�Freak is still holding tight to my shoulders and _______________________________________

when they ask him for his name, he says, �We�re _______________________________________

Freak the Mighty, that�s who we are. We�re nine _______________________________________

feet tall, in case you haven�t noticed.� _______________________________________

That�s how it started, really, how we got to be _______________________________________

Freak the Mighty, slaying dragons and fools and

walking high above the world� (39-40).

Day 9: Extending the Unit

Now that your students have completed Of Mice and Men and have become thoroughly familiar with the novella�s most prominent themes, instruct the students to refer back to their Anticipation Survey taken at the beginning of the unit. Use the following questions to guide a class discussion of some of their reactions to the novel:

1. Has any of your responses changed now that you have completed the novel? If so, why?

2. Has Of Mice and Men introduced any themes that you were initially unaware of ?

3. Each of the statements included on your Anticipation Survey corresponds to one or multiple characters

in the novel. Can you match each statement with the character it represents?

Much has been debated with regard to the title of John Steinbeck�s novella. Ask the students to share why they believe Of Mice and Men is an appropriate title. Next, reveal the actual inspiration of the title and share Robert Burns� To a Mouse with the class. Because Burns� poetry can be quite archaic and complex to average English speakers, provide the modern-day translation of the poem for your students:

To a Mouse

By Robert Burns

Wee, sleekit, cowrin, tim'rous beastie,  

O, what a panic's in thy breastie!  

Thou need na start awa sae hasty  

Wi bickering brattle!  

I wad be laith to rin an' chase thee,  

Wi' murdering pattle.  

I'm truly sorry man's dominion  

Has broken Nature's social union,  

An' justifies that ill opinion  

Which makes thee startle  

At me, thy poor, earth born companion

An' fellow mortal!  

I doubt na, whyles, but thou may thieve;  

What then? poor beastie, thou maun live!  

A daimen icker in a thrave  

'S a sma' request;  

I'll get a blessin wi' the lave,  

An' never miss't.  

Thy wee-bit housie, too, in ruin!  

It's silly wa's the win's are strewin!  

An' naething, now, to big a new ane,  

O' foggage green!  

An' bleak December's win's ensuin,  

Baith snell an' keen!   

Thou saw the fields laid bare an' waste,  

An' weary winter comin fast,

 An' cozie here, beneath the blast,  

Thou thought to dwell,  

Till crash! the cruel coulter past  

Out thro' thy cell.  

That wee bit heap o' leaves an' stibble,  

Has cost thee monie a weary nibble!  

Now thou's turned out, for a' thy trouble,  

But house or hald,  

To thole the winter's sleety dribble,  

An' cranreuch cauld.  

But Mousie, thou art no thy lane,  

In proving foresight may be vain:  

The best laid schemes o' mice an' men  

Gang aft agley,  

An' lea'e us nought but grief an' pain,  

For promis'd joy!  

Still thou are blest, compared wi' me!  

The present only toucheth thee:  

But och! I backward cast my e'e,  

On prospects drear!  

An' forward, tho' I canna see,  

I guess an' fear!

To help students analyze the poem and relate it to Of Mice and Men, instruct the students to answer the questions listed on the Analyzing Poetry Worksheet:

Directions: After reading Robert Burns� original and translated poem, answer the following questions.

1. The narrator�s attitude toward the mouse is best described as

a. sympathetic c. empathetic

b. skeptical d. unattached

2. Which statement best describes the message in this poem?

a. Men are superior to mice and other small creatures.

b. Nature may not always be around so individuals should enjoy it while they can.

c. In life, individuals should focus on the simpler moments.

d. Even the most well-constructed plans can fail.

3. Why do you think Burns wrote this poem? What was his purpose in doing so?

___________________________________________________________________________________

4. Many individuals look back on our lives and recognize that things do not always work out as planned.

Think about a time when you had planned for something to turn out one way and it ended up another.

What was your reaction? How did you adapt to the situation? Would you have done anything

Differently, knowing what you know now?

___________________________________________________________________________________

Works Cited

Burns, Robert. �To a Mouse.� 28 April 2011. <http://www.worldburnsclub.com/poems translations/554.htm>.

Cohen, Sharon. Taking the Bus. Helium Inc., 2007

Dickinson, Emily. �I�m Nobody! Who are you?� 28 April 2011. <http://www.poets.org/

viewmedia.php/prmMID/15392>.

Journey. �Don�t Stop Believing.� Columbia Records, 1981.

Philbrick, Rodman. Freak the Mighty. New York: Scholastic Inc., 1993.

Steinbeck, John. Of Mice and Men. New York: Harper Collins, 1937.