Teacher/Class: Lindsey Crider Bloodworth, 9th Grade English

Unit Title: Of Mice and Men

Length: 3 weeks (Block schedule)
Lesson Length: 1.5 hours on A/B days; 35 minutes on Wednesdays
Essential Questions: How do authors effectively develop a character? What techniques do they use?
How can characters help reveal a storys theme?
What is the American Dream, and is it attainable for all?
Is killing ever justified?
Week One (February 23-27)
Monday/Tuesday
Wednesday
Topic
Of Mice and Men introduction and
Direct and Indirect Characterization
background knowledge
Alabama CCRS

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.9-10.1]
3. Analyze how complex characters (e.g.,
those with multiple or conflicting
motivations) develop over the course of a
text, interact with other characters, and
advance the plot or develop the theme.
[RL.9-10.3]
30. Initiate and participate effectively in a
range of collaborative discussions (oneon-one, in groups, and teacher-led) with
diverse partners on Grade 9 topics, texts,
and issues, building on others ideas and
expressing their own clearly and
persuasively. [SL.9-10.1]

3. Analyze how complex characters (e.g.,

those with multiple or conflicting
motivations) develop over the course of a
text, interact with other characters, and
advance the plot or develop the theme.
[RL.9-10.3]

Learning Objectives

I can explain the historical background of

Of Mice and Men.
I can characterize George and Lennie.
I can explain the life of a migrant farm
worker.
Students will view a picture of the cover of
Of Mice and Men and will answer the
following questions:
1. List 5+ details to describe the
cover of Of Mice and Men. (Bullet
points are fine but be specific.)
2. Based on this cover, do you predict
this book will be more happy and
inspiring or depressing? EXPLAIN why
you chose your answer.

I understand the difference in indirect and

direct characterization and can identify
the use of both in a text.

Introduction/Do Now

During Lesson

After Do Nows: Whole group discussion of

student responses.
Part One: As a class we will read and
discuss an article from the internet,
Three Reasons to read Of Mice and Men.
Part Two: Station work on the
background of OMaM (15 minutes each)
o
Idioms

As a Do Now students will look at a picture

and characterize a person solely based on
the picture with bullet points. Then, the
students will write an explanation for why
they think those things about the person
in the picture.
Students will discuss responses with their
Do Now sharing partners.

Part One: Teacher will lead mini-lesson

on direct and indirect characterization.
Students will take notes in their notebooks
and discuss examples as partners and as
a class. (10 minutes)
Part Two: Partner WorkStudents will

Thursday/Friday
Characterization: Curley, George and
Lennie
AEC writing review
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.9-10.1]
3. Analyze how complex characters (e.g.,
those with multiple or conflicting
motivations) develop over the course of a
text, interact with other characters, and
advance the plot or develop the theme.
[RL.9-10.3]
30. Initiate and participate effectively in a
range of collaborative discussions (oneon-one, in groups, and teacher-led) with
diverse partners on Grade 9 topics, texts,
and issues, building on others ideas and
expressing their own clearly and
persuasively. [SL.9-10.1]
28. Draw evidence from literary or
informational texts to support analysis,
reflection, and research. [W.9-10.9]
I can characterize multiple characters
based on their actions, thoughts, and
dialogue.
I can use evidence and commentary to
back up my claim in my writing.
Students will complete a Do Now on the
following prompt:
What does it mean to be a good friend?
What characteristics do you look for in a
friend?
Now write about your best friend and why
he/she is such a good friend to you.

Part One: Groups finish reading chapter

2 and fill out character charts together on
Curley.
*Each group needs to do at least
3 character traits for Curley
(aggressive, bossy, arrogant,
mean, etc.)

o
o
o

Economic Conditions (Great

Depression)
Life of a Migrant Farm
Worker
Early finishersBonus
Station: Music

work together to read a short passage,

draw conclusions about characters, and
say whether or not they drew conclusions
as a result of direct or indirect
characterization. (10 minutes)

Part Two: Whole group AEC review and

discussion and annotation of model AEC
paragraph on characterization of the boss.

Part Three: Whole group reading of the

beginning of chapter one of OMaM.
After Lesson

Assessment

Homework
Differentiation

Technology

Students will fill out a characterization

organizer on George and Lennie for the
first chapter. Students can work in pairs
or independently to complete their
characterization handouts, finding at least
three examples for each character.
Students can complete handout for
homework if they do not finish.

Exit Slip on identifying types of

characterization. (5 minutes)

Students will write their own AEC

paragraph on one of the characters in
OMaM, citing textual evidence and using
commentary.

Teacher observation of student

understanding during group work; Idioms
dialogue will be taken up to see how well
students understand using idioms in
context.
Finish reading chapter 1 and chapter 2
until page 25 until At that moment a
young man came into the bunk house
Students will be grouped strategically by
reading levels so that I can spend more
time assisting groups that need help
reading articles, tracking down
information in the text, etc. as well as
push my higher level groups to deeper
analysis.

Exit slip on characterization identification

so that I can know if students need more
help with understanding characterization
by dialogue, action, or thought.

AEC characterization paragraph

Students can work on characterization

charts on George and Lennie for the first
chapter.
The graphic organizer, given to all
students, will help struggling learners.

Read chapter 3 and 4

Promethean board; Some students will

have the text on their tablets for reading.

Promethean board

After finishing their paragraphs, students

will work independently to begin reading
chapters 3 and 4.

Guided notes or fill-in-the blank notes will

be available for students that need them.

Groups will be paired strategically based

on reading comprehension diagnostics so
that I can better target instruction and
analysis questions. I will also participate
mostly in the group of lower level readers
to make sure they understand the dialect
in order to succeed at reading the text as
a group.
Promethean board; Some students will
have the text on their tablets for reading.

Week Two (March 2-6)

Topic

Monday/Tuesday
Major topics in Of Mice and Men:
Characterization, the representation of
women, and vocabulary

Wednesday
Found Poems

Alabama CCRS

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.9-10.1]
3. Analyze how complex characters (e.g.,
those with multiple or conflicting
motivations) develop over the course of a
text, interact with other characters, and
advance the plot or develop the theme.
[RL.9-10.3]
30. Initiate and participate effectively in a
range of collaborative discussions (oneon-one, in groups, and teacher-led) with
diverse partners on Grade 9 topics, texts,
and issues, building on others ideas and
expressing their own clearly and
persuasively. [SL.9-10.1]
39. Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on Grade 9 reading and
content, choosing flexibly from a range of
strategies. [L.9-10.4]

22. Write narratives to develop real or

imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
[W.9-10.3]
d. Use precise words and phrases, telling
details, and sensory language to convey a
vivid picture of the experiences, events,
setting, and/or characters. [W.9-10.3d]
23. Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience. (Grade-specific expectations for
writing types are defined in standards 2022 above.) [W.9-10.4]

Learning Objectives

I can analyze a characters development

by citing evidence from the text.
I can determine the meaning of new
words based on the context.

I can write my own poem.

I can use vivid language and imagery in
my own poem.

Introduction/Do Now

Students will respond to the following

prompt in their Do Now journals:
Agree or disagree with each of the
following
statements, and give reasons for your
opinions:
1. If one has an animal, one has a
responsibility to put it out of its misery if it
becomes
too old or sick to be any good.
2. Mercy-killing (euthanasia) should be
legalized for human beings.
3. People who are no good to society, but
rather, who are a burden to society,
should be
euthanized to spare both them and
society a waste of time and tax dollars.

Part One: Teacher will give a mini-lesson

on what Found Poems are and share an
example.

Part One: Quiz on Chapter 5 and 6

Students will work independently to create

their own Found Poem based on a passage
from chapter 3.

Whole Group Discussion:

**Introduce Socratic Circle QuestionIs
George guilty of murder? Why or why not
assign students to bring evidence to

During Lesson

*Quick Comprehension Check Reading

Quiz on Chapters 3 and 4
Whole group: Discussion of Chapters 3
and 4
Station Work:

Thursday/Friday
Is Killing Ever Justified? (Euthenasia
discussion)
Foreshadowing, and Crooks and the idea
of racism in Of Mice and Men.
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.9-10.1]
3. Analyze how complex characters (e.g.,
those with multiple or conflicting
motivations) develop over the course of a
text, interact with other characters, and
advance the plot or develop the theme.
[RL.9-10.3]
5. Analyze how an authors choices
concerning how to structure a text, order
events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or
surprise. [RL.9-10.5]
30. Initiate and participate effectively in a
range of collaborative discussions (oneon-one, in groups, and teacher-led) with
diverse partners on Grade 9 topics, texts,
and issues, building on others ideas and
expressing their own clearly and
persuasively. [SL.9-10.1]
I can identify moments of foreshadowing
in the story and discuss the authors
purpose in crafting the story.

*After taking the quiz, all students will

complete a Quickwrite Do Now on whether
or not they believe George is guilty of
murder.

o
o
o

After Lesson

Assessment

Homework
Differentiation

Technology

Candys Dog and Candy Venn

diagram comparison (Output: Sheet
in journal)
Curleys wife and the presentation of
women (Output: Paragraph in journal)
Vocabulary
o
Students will look at quote
from story and try to define.
Then look up at the
definition and write it down
in their notebooks. Then,
students will write their own
new sentence.
Characterization continued
o
Students will self-select one
character to begin or
continue characterizing in
chapters 3 and 4.

class for discussion by writing a 1 page

paper in support of their side. Guilty of
murder or not and justified under mercy
killing.

I will have students give me their

initial reactions to whether or not
George is guilty and then assign
sides.
Stations (Groups):
o
Foreshadowing in OMaM (Curleys
wifes and Lennies deaths)
o
Crooks and racism in OMaM
o
Focus on diction and
Steinbecks intentions
o
Themes in OMaM
Students will create their own graphic
organizers and track the development of a
theme of their choice throughout the text.
Possible themes:
1. Friendship can save you, and
loneliness can corrupt you.
2.
The world (human existence) is
like a predator and destroys
things.
3. The American Dream is an
allusion/impossible to
reach/unattainable.

Students will fill out a 3-2-1 exit slip (3

things they learned, 2 things they have
questions about, 1 thing they predict will
happen in the text next)
Paragraphs and teacher observations of
students as they are analyzing in the
various stations.

Students will turn in their poems and

continue reading chapters 5 and 6 to
prepare for the next days lesson.

If station work finishes early, students can

complete stations they did not finish or
begin working on their essays.

Poem

Read chapter 5 and 6 and finish any

stations not completed in class.
Groups will be paired strategically so that I
can better assist struggling students.
Also, each station has questions on the
handout that will scaffold students up to
the analysis questions.

Finish reading chapters 5 and 6. Finish any

station work.
Students will work independently on their
poems, which will allow me to better
assist struggling students. In addition, the
activity gives students a frame in which to
begin writing their poems, so students
that do not know how to begin can utilize
the frame.

Comprehension quiz on chapters 5 and 6

will gauge student understanding of the
basic plot and knowledge of the story. I
will also observe and work with students
in the theme station in particular to make
sure students have a good understanding
of theme.
Work on any unfinished station work and
Socratic Circle discussion essays.
Groups will be paired strategically so that I
can better assist struggling students.
Also, each station has questions on the
handout that will scaffold students up to
the analysis questions.

For my gifted learners, I will push them to

write more complete and thorough
responses to analysis answers.
-Students will self-guide their groups at
the Promethean board for the vocabulary
station.
-Students will self-guide their groups on a
laptop to view images of Curleys wife for
that station.

Promethean Board, Document camera

For my gifted learners, I will push them to

write more complete and thorough
responses to analysis answers.
Promethean Board, document camera

Week Three (March 9-13)

Topic
Alabama CCRS

Monday/Tuesday
Post-Mortem of a Protagonist
(Characterization)
American Dream discussion (continued)
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.9-10.1]
2. Determine a theme or central idea of a
text and analyze in detail its development
over the course of the text, including how
it emerges and is shaped and refined by
specific details; provide an objective
summary of the text. [RL.9-10.2]
3. Analyze how complex characters (e.g.,
those with multiple or conflicting
motivations) develop over the course of a
text, interact with other characters, and
advance the plot or develop the theme.
[RL.9-10.3]
30. Initiate and participate effectively in a
range of collaborative discussions (oneon-one, in groups, and teacher-led) with
diverse partners on Grade 9 topics, texts,
and issues, building on others ideas and
expressing their own clearly and
persuasively. [SL.9-10.1]

Learning Objectives

I can analyze a characters development

using evidence from the text.
I can analyze a theme in a novel and
discuss my opinion on its message.

Introduction/Do Now

Students will respond to the following

prompt in their composition books:
In Of Mice and Men, Steinbeck seems to
be saying that the American Dream is
unattainable for the working poor. Think
about today in the United States. Some
argue that our society does not look much
different than Steinbecks. Do you agree
or disagree that the American Dream is
still attainable? Why or why not?

Wednesday
Is George guilty of murder?
Is killing ever justified?
Socratic Discussion
30. Initiate and participate effectively in a
range of collaborative discussions (oneon-one, in groups, and teacher-led) with
diverse partners on Grade 9 topics, texts,
and issues, building on others ideas and
expressing their own clearly and
persuasively. [SL.9-10.1]
a. Come to discussions prepared, having
read and researched material under
study; explicitly draw on that preparation
by referring to evidence from texts and
other research on the topic or issue to
stimulate a thoughtful, well-reasoned
exchange of ideas. [SL.9-10.1a]
b. Work with peers to set rules for collegial
discussions and decision-making (e.g.,
informal consensus, taking votes on key
issues, presentation of alternate views),
clear goals and deadlines, and individual
roles as needed. [SL.9-10.1b]
c. Propel conversations by posing and
responding to questions that relate the
current discussion to broader themes or
larger ideas; actively incorporate others
into the discussion; and clarify, verify, or
challenge ideas and conclusions. [SL.910.1c]
d. Respond thoughtfully to diverse
perspectives, summarize points of
agreement and disagreement, and, when
warranted, qualify or justify their own
views and understanding and make new
connections in light of the evidence and
reasoning presented. [SL.9-10.1d]
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.9-10.1]
I can support my argument about
Georges guilt/innocence with evidence
from the text and my research.
I can respond thoughtfully and
respectfully to my peers.
Students will read over their trial notes
and add any last minute notes.

Thursday/Friday
Summative Assessment
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.9-10.1]
3. Analyze how complex characters (e.g.,
those with multiple or conflicting
motivations) develop over the course of a
text, interact with other characters, and
advance the plot or develop the theme.
[RL.9-10.3]
30. Initiate and participate effectively in a
range of collaborative discussions (oneon-one, in groups, and teacher-led) with
diverse partners on Grade 9 topics, texts,
and issues, building on others ideas and
expressing their own clearly and
persuasively. [SL.9-10.1]

I can analyze a characters development

using evidence from the text.
I can use vocabulary words correctly in
context and in my own writing.
Students can look over their notes for Of
Mice and Men and vocabulary

During Lesson

After Lesson

Assessment
Homework
Differentiation

Technology

Part One: Major Themes class discussion

o
Students will take notes
during the discussion
Part Two: Postmortem character analysis
o
Student choice of whether they
want to work in pairs or
individually.
o
Each student has to present ONE
body part to a peer or another
group with their evidence after
30 minutes of work time.
Part Three (Test Review): Model
Characterization Essay on George
o
Discuss sample OMaM
Characterization essay on George
(Note: Students cannot write
their in class essays on George!)
o
Annotate essay for AEC while
students follow along annotating
their own essays. Students will
annotate the third body
paragraph on their own and then
we will discuss.
o
Then, students will begin working
on an outline for their own
essays.

Socratic Circle on whether or not George

should be convicted of murder or if his
actions are excusable under the definition
of mercy killing.

Is George guilty of murder?

Is killing ever justified?

Students will take a test on OMaM.

Students will write a paragraph on the

idea of the American Dream throughout
Of Mice and Men and argue whether or
not they think the book argues the dream
is attainable or not.
Exit Slip paragraph on achieving the
American Dream
Students will continue prepping for the
Socratic discussion and work on their
outlines.
I will provide a graphic organizer to all
students with the specific purpose to help
struggling writers plan their essays.
Students may use this outline on the test.

Students will fill out an index card Exit Slip

with 1 thing they wish they would have
contributed/were going to say and 1
question they still have about the text or
Georges guilt.
Discussion

None.

Promethean board; Document camera

Students can continue working on their

outlines for the essay on their test.
Though the conversation is student led, I
will provide prompting to students that
tend to be more shy to give them an
opportunity to get their voice into the
conversation.
The index card exit slip, in addition to the
one page essay, will also give the more
reluctant students a way to voice their
opinions and demonstrate to me that they
have thought about the discussion
question in depth.
Promethean board, document camera

Test includes:
-Cold passage with questions on
characterization and theme
-Vocabulary word definition knowledge
and use
-Analysis essay on characterization of a
major character in OMaM (not George)

Summative assessment essay and cold

passage characterization data.
None.
None. All students take the same test
though students have choice in who to
write about for their analysis essay.

Kickboard for grading the multiple choice

section of the exam;

Resources:

Kevin Gallin, former teacher at The New Orleans Charter Science and Math School. (Kevin was my Corps Member Advisor (mentor) through Teach For Americas Delta
Institute teacher preparation program.)

Steinbeck Institute Teaching Unit (http://www.steinbeckinstitute.org/doc/Unit_Plan_Of_Mice_and_Men.pdf)

Some reading quiz questions came from Quick Quiz.

Teachers Pay TeachersOf Mice and Men Chapter Analysis (https://www.teacherspayteachers.com/Product/Of-Mice-and-Men-1469748)
Post-mortem of a Protagonist from Laying the Foundation

Reflection:
In an ideal world, I would have built in time to compare scenes from either a play or film version of the text to the novel. However, in planning this unit at this point in the
year, there was simply not enough time in the schedule. Since I had already done a medium comparison with scenes from To Kill a Mockingbird and knew that I would be doing so
with Romeo and Juliet, though, I decided it was not necessary for student understanding of the text and our essential questions.
This unit was the first time I used mostly station work to cover major topics in a text. Station work allowed me to cover a wide variety of literary topics in a short
amount of time. Students have worked in groups and did stations on literary devices for The Scarlet Ibis, but not stations for as much analysis as many of these stations
required. I think it was a nice change of pace for the students, and most of them really enjoyed being self-directed. However, in retrospect, I wish I had cut out a few of the
stations or taken more time to cover this text so that we could go more in depth with some stations. Students really enjoyed working in stations and having a more student led
classroom. Though most of the time classes worked in their set groups assigned by me, I gave students the freedom to work alone on some days, which some students really
appreciated. I also realized that some stations just need more time, like the station that analyzed Curleys wife on Day 3. Students need more time to really analyze who she is
and annotate the passage.
Ultimately, however, my students gained decent mastery of my focus standard, which was RL9.3characterization. On the cold passage of the exam (5 questions), the
student average was 71% mastery of RL 9.3. This certainly needs we have areas we need to improve on, but I was confident the students would continue to improve. I also think I
need to add more questions in the future to get a more accurate picture of student mastery.
In addition, I had 36 students make Ds or Fs on the essay portion of the exam (scored out of 100 graded on the pre-AP rubric). The major problems with those students
essays were the following: 1. Lack of sufficient evidence and commentary 2. Didnt really characterize the character (i.e. the student said things like Lennie works on a farm and
then just summarized) 3. Did not finish the essay. I was pleased overall, though, because I could target with the students what to fix for the next time. I also had very few essays
that summarized the story, which was a big change from the previous unit when we studied The Odyssey. On their test for The Odyssey, about half of my students just
summarized the text instead of explaining how the heros journey defined Odysseus. So, the lack of plot summary was a big step forward for my students.