to gain an understanding of the context of the text of mice and men

To gain an understanding of the context of the text Of Mice and Men

John Steinbeck

Of Mice and Men (published 1937)

Of Mice and Men is set in the farmland of the Salinas valley, where John Steinbeck was born and which he knew all his life. Steinbeck's father owned land in the area, and as a young man Steinbeck had worked as a farm hand. The ranch in the story is near Soledad, which is south-east of Salinas on the Salinas river. Weed is nearby. The countryside described at the beginning of the book, and the ranch itself, would have been very familiar to John Steinbeck.

Weed – where they came from!

Map showing location of Salinas, Soledad and Monterey Bay.

TheCalifornia

Novels

The Pastures of Heaven

The Red PonyTo A God Unknown

Tortilla FlatIn Dubious BattleOf Mice And MenThe Long Valley

The Grapes Of WrathCannery RowEast of Eden

Sweet Thursday

The American Dream

From the 17th Century, when the first settlers arrived, immigrants dreamed of a better life in America. People went there to escape from persecution or poverty, and to make a new life for themselves or their families. They dreamed of making their fortunes in the goldfields. For many the dream became a nightmare. The horrors of slavery, of the American Civil War, the growth of towns with slums as bad as those in Europe, and the corruption of the American political system led to many shattered hopes.

1920s

In the roaring 1920s, the United States bathed in previously unheard of prosperity. Industry and agriculture alike profited from the thriving economy. The Federal Reserve Board (known as ‘the Fed’) practised a policy of easy money, and consumer confidence was high. Average income grew steadily throughout the decade and production soared.

The Great Depression

The Great Depression started in 1929 when the stock market crashed. This was not Americas first depression but it would be one of the worst ones. The stock market crashing was not the only cause of the Great Depression there were several other causes . The Great Depression finally ended in 1941 with America entering World War 2 .

Many people hoarded money which only made things worse .They hoarded the money because they wanted to have relief if they needed it.  The currency was so low some people had wheel barrels full of money just to buy a loaf of bread. The Great Depression affected people in many ways ..The end of the Great Depression came with the beginning of World War 2 .

The Great Depression

Hoovervilles.

In the year of the Wall Street Crash, (1929) Herbert Hoover became president. He was sure that the Depression would only last a few months. He was wrong. After a few months, America experienced the worst trade recession in her history. Unemployment rocketed in the cities where people could not afford to pay rent or buy food.

Effects of the recession….

• Begging and seeking charity help

• Building of own emergency accommodation

• Settlements grew, known as ‘Hoovervilles’

• Banks and firms went bust –people’s saving disappeared.

The end of a dream!

For the American society as a whole, the dream ended with the Wall Street crash of 1929. This was the start of the Great Depression that would affect the whole world during the 1930s. However the dream survived for individuals. Thousands made their way west to California to escape from their farmlands in the mid-West. George and Lennie dreamt of their 'little house and a couple of acres‘ and of living an independent lifestyle where they could ‘live off the fatta the lan’.’ The growing popularity of cinema was the last American Dream for many, Curley's wife was one: 'Coulda been in the movies, an' had nice clothes.'

The ‘New Deal’ (Roosevelt)

The ‘New Deal’ was a government policy set up to provide support for unemployed in terms of training, conservation and construction. During the 1930s, when there was very bad unemployment in the United States, agencies were set up under the New Deal to send farm-workers to where they were needed. George and Lennie got their works cards from Murray and Ready's, one of these agencies.

Migrant/Itinerant FarmersBy the time Of Mice and Men was published (1937), almost half of America's grain was harvested by huge combine harvesters. Five men could do what would have taken 350 men a few years earlier. George and Lennie are some of the last of the migrant farm workers. Huge numbers of men travelled the countryside between the 1880s and the early 1930s harvesting wheat. They earned $2.50 or $3.00 a day, plus food and very basic accommodation.

‘Tell about how it’s

gonna be.’

‘Some day – we’re gonna have a little house and a

couple of acres …’

The Dream

California.

• Farmers were being driven off their land as there had been a series of droughts which had dried up the land. (The area became known as the ‘Dust Bowl’)

• Farmers could not afford to repay the loans they had borrow to buy their farms.

• Whole families had to move.• Many chose to go West to California where the

soil was good and there was suppose to be room.

The ‘Dust Bowl’

Migratory Labour Camp

Louis Camp, Sacremento,California

Inside a bunk-house

U.S stamp from 1930s

Cabins for farm-workers

Farm-workers

17 year-old potato picker

Why Of Mice and Men?

• The title of the novel comes from a poem by the Scottish poet Robert Burns (1759 - 1796):

• The best laid schemes o' mice and menGang aft agley [often go wrong]And leave us nought but grief and painFor promised joy!

John Steinbeck (1902-1968)

• http://www.youtube.com/watch?v=5063FCAH8mM

Youtube: Of Mice and Men in Context Part 1 and 2

To examine Steinbeck’s use of imagery and to emulate this in

our own writing

• Starter: http://www.youtube.com/watch?v=5063FCAH8mM

Class reading of page 3

• What makes this an effective passage?

• What language is used?

• How does it make you feel?

• What do you visualise?

Task• Identify what you believe is the most powerful

image. Explain why you have chosen it.

“…slipped twinkling over the yellow sands…”

This is a powerful image employed by Steinbeck to describe an idyllic setting. The use of “twinkling” suggests that the river sparkles in the sunlight and is beautiful. Whereas “slipped” suggests that there is something secretive about the water that it is attempting to escape.

Extension: link the image to a theme or to Lennie and George.

Fiction Coursework

Every picture tells a story

The following photographs are to be used as

a catalyst for a piece of creative writing. You

will be expected to choose one photograph

from the series and create its story - as you

see it.

TaskEvery picture tells a story

Consider:

- What is actually happening in the picture? - Is the picture positive or negative?- The thoughts and feelings of the people

within the picture- The era of the photograph eg 1930’s, Gulf

War etc. or is this unimportant?

The Truth…

• The following slides will reveal the reality behind the photographs that you have been discussing

• You will be expected to make notes on the photographs that interest you most

A Soldier / The Tsunami of 2004

Frederick Bentley, a British WW2 veteran was wounded in action. He was blinded by a German grenade in Caen, France. This photograph was taken in 2005 to commemorate the 60th anniversary of the end of WW2.

A dive instructor escaping from the tsunami, 26th December 2004.

Soldier and Girl/ An Execution

A US soldier stands by a screaming, blood soaked young girl in Tal Afar, Northern Iraq in January 2005. The Americans had fired at the car carrying the girl and her family, killing her mother and father. The US said that this ‘unfortunate incident’ occurred because the car had failed to stop despite signals and warning shots, during a dusk patrol.

The cold-blooded murder of a Vietnamese citizen, who was captured in Saigon, was performed by a police colonel. He was suspected of ‘anti – regime’ behaviour.

Assassination/ Missionary and Child

A bystander calls for help in Beirut afterA bomb kills Rafik Hariri, former PrimeMinister of Lebanon, in February 2005. He was assassinated because some ofof his policies were disliked by a terrorist organisation.

A missionary holds the hand of a starving boy at a camp in Uganda,1980.

James Braddock/ Gang Member

James Braddock was a respected, successful boxer in America in the 1930’s. This was all reversed during the Great Depression when Braddock lost his wealth, health and popularity and was forced to live in the slums of Brooklyn. despite suffering great hardship, he eventually regained his status as a champion boxer. This is Bradbury training when he lived in the slums. His story is told in the film ‘Cinderella Man’.

An African gang member in Nigeria. Wild animals such as tigers, leopards and in this case a hyenaare tranquilised and captured from the wild so theycan be ‘walked’ around as status symbols. Theanimals are kept sedated and disciplined with sticks.

Segregation in America/ Private Harry Farr

An African American drinks out of a segregated water cooler designated for "colored" patrons in 1939 at a streetcar terminal in Oklahoma City.

Private Harry Farr from Kensington, west London, was 25 years old when he was shot at dawn in 1916 after refusing to return to the front line. His family had always argued that the soldier, of the 1st Battalion West Yorkshire Regiment, was suffering from shell shock at the time. Farr is to receive a pardon for his execution.

Generic Story PlanUse this plan to help you plan your ideas. You can of course alter it to suit your needs

Crisis

Complicatethe

problem

Create a problem

Set the Scene

Solution(include

Symbolism)

Your Story

5 SENSESInclude the following:

-Sight-Sound-Touch-Taste-Smell

Other considerations

Structure:-Paragraphs-Punctuation-Spelling-Complex vocabulary

Techniques:-Similes-Metaphors-Personification-Change of tense-Flashback

Symbolism Symbols are everywhere we look and they are particularly

powerful in creative writing. Some examples are:

• Dove – representative of peace• Rainbow – as above• Raven/ Crow – death, misfortune, sadness Colours are also just as powerful e.g.:

• Black- death• White- innocence• Red- love, passion, anger

Crisis-Fred hears a grenade

-He is blinded

Complicatethe

Problem-Fred hears the

noise of a dying soldierhe investigates

Create a Problem

-Fred reveals his plan: to destroy German trenches

Set the Scene-Fred and battle scene

- Describe sights sounds etc

Solution(include

Symbolism)-Fred wakes up

In hospital for soldiers

Your Story

The Soldier

This is an idea for a plan based on ‘The Soldier’, inspired by the photograph of FredBentley, the blinded soldier.

Task: write your own story plan based on an image of your choice.

Homework:

• Write a two-sided piece on any idea so far for Monday 17th September.

The Soldier

Section 1 – Setting the Scene

The horror of the battlefield enveloped Fred like a shroud. Pushing on through

the acrid smoke, he headed for his objective – the German trenches. The conditions were so poor that he found that he had to rely on his hearing for there was nothing to see in the black belching smoke. He tried to ignore the corpses at his feet, hoping he was stepping over them respectfully. Carefully, he placed his foot on the ground but he stumbled over a corpse and his eyes met the desecrated body lying upon the bloodstained grass. Fred quickly scrabbled away…

Simile

Adverb at start – varies structure of sentence

Alliterationfor effectThese techniques should

create atmosphere and tension

Section 2 – Create a Problem

“Jesus Christ, Jesus Christ, someone please hep me.” The words met Fred’s ears and seemed full of suffering. He knew he was nearing his target but he couldn’t leave the poor soul in his moment of need. If he was in that situation he hoped someone would be able to be there for him too. “Alright Tommy, hang on.” he called cheerfully aiming to instil some cheer into the dying man’s heart. His sharp hearing followed the gurgling and choking noises amidst the gunfire and cries until he came across the dead man. The very sight made him vomit. Fred choked down his retches as he surveyed the sight of the soldier lying at his feet; intestines spilling from his stomach, visibly steaming in the cold morning air. Fred kneeled down to hold the man’s hand in a desperate attempt to comfort him. As the dying soldier’s eyes met Fred, he saw fleeting gratitude. As quickly as it came, it left and life from drained from the man’s eyes. Fred stood up and consigned the memory to the back of his mind…

Thoughts and feelings of protagonist

Use of dialogue to add interest (don’toverdo it

Complex vocabulary –Use a thesaurus please

Use of subordinate clauseto add variety to sentencestructure

Next Steps…

• From here the story will follow the plan laid out. After helping the soldier, Fred will become blinded by a grenade and his next memory will be of hospital

• It is difficult to use symbolism in a story involving a blind person however perhaps he may find solace in his other senses which become much more attuned to compensate for the loss of his sight

A Soldier’s Duty?Section 1 – Setting the Scene

Everything that happened that night is burned into my brain with a desperately painful clarity that chokes my heart. Sometimes I daren’t close my eyes for fear that the memory returns. It is always there, reminding me, reminding me…

**********

The dusty blue jeep defiantly and insolently swept down the pot-holed road, ignoring the military jeeps perched on the crest of the hill. The crunch of its wheels on the gravel; the whine of the engine, the warning shots, the officer’s screams, ‘Shoot to kill.’ Why didn’t they stop?

Begins with a flashback

Thoughts and feelings of soldier

Narrator switches between past and present tenses. Adds detail and dimension to the writing. Be careful not to get confused though between tenses

Use of personification

AsterisksSignalflashback

Section 2 – Create a Problem

My bullets hit their target with deadly efficiency. The blue jeep jerked violently to the left, up a steep bank and lurched onto its side like a dying animal. Machine – like, I went about my duties as a professional soldier; firing bullets into the jeep relentlessly. For a few moments, a fragile peace reigned in that hellish place until the piercing screams of an infant shattered it.

Simile

Complex vocabulary –Use a thesaurus please

Use of senses - hearing

Personification

The End

Peer Assess

• Read over your partner’s work.

• What went well?

• Even better if…

Criteria• Accurate response to the writing task and subject matter• Sense of voice, awareness of audience and purpose• Expressiveness and complexity of ideas• Ability to employ descriptive language to convey

meaning• Coherent ordering and development of ideas• Fluency and clarity of writing• Sophisticated language that is precise and engaging• Control over spelling, punctuation and grammar

Homework

• Continue working on your creative piece. It will be due for assessment next week.

Aim: to examine the characterisation of George and Lennie and to form an

interpretation

• Starter: think back to the film. What observations/comments can you make about George and Lennie.

• George:

• Lennie:

• Aim for five adjectives per character

Copy and Complete:

Characteristic This shows…

George ‘small and quick’

Lennie Huge man.. He walked heavily, dragging his feet a little, the way a bear drags his paws.’

Lennie

“a large man, shapeless face…sloping shoulders and he walked heavily, dragging his feet like a bear drags his paws” (4) “like a terrier”

“snorting into the water like a horse” (4)

“How I get to tend the rabbits” (16)

George

“small and quick, dark of face with restless eyes and sharp strong features” “Every part of him was defined: small, strong hands, slender arms, a thin and bony nose” Lennie!” he said sharply. “Lennie, for God’ sakes don’t drink so much  

Homework

• What is George and Lennie’s relationship like?

• Write a paragraph using quotations.

Reading

• p. 22-30 from ‘Think I’d let your carry your own work card.’

• 1. Make a list of all the things George can do if he wasn’t with Lennie.

• 2. Why does George stay with Lennie?

• 3. What problems could Lennie’s behaviour hold for them in the future?

Aim: to understand the American Dream

• 1. Make a list of all the things George could do if he wasn’t with Lennie.

• 2. Why does George stay with Lennie?

• 3. What problems could Lennie’s behaviour hold for them in the future?

Reading

• Reading starting from ‘ Tell you what? About the rabbits.’ To end of Chapter 1.

Reading Chapter Two

• Read first few pages of chapter.

• Draw and label the bunk house!

• The Dream• George and Lennie dream of _______ a piece of land. This piece of

land represents a world in which the two men can live together without ________. No longer will they be run out of towns like Weed or be subject to the ____ of others.

• Throughout its history, America has been viewed as a country of opportunity, where entrepreneurship (if you work hard you will succeed) flourishes relatively well compared to other regions of the world. This American Dream of ______ was exciting but ultimately often didn’t come ____.

• Owning / dangers / will / independence /true /entrepreneurship/

Aim: to understand race relations and segregation

• Racial segregation is characterized by separation of people of different races in daily life when both are doing equal tasks, such as eating in a restaurant, drinking from a water fountain, using a rest room, attending school, going to the movies, or in the rental or purchase of a home.

• A segregationist regime may be maintained by means ranging from racial discrimination in hiring and in the rental and sale of the best housing to whites and vigilante violence such as lynchings.

• After the United States Civil War and the end of slavery the South passed laws requiring segregation of the races in daily life.

• Segregation, however, often allowed close contact in hierarchical situations, such as allowing a person of one race to work as a servant for a member of another race.

Segregation

Lynching• Lynching is the illegal execution of an

accused person by a mob. Lynching was originally a system of punishment used by whites against African American slaves.

• After the establishment of the Ku Klux Klan in 1867 the number of lynching of African American increased dramatically.

• The main objective of the KKK was to maintain white supremacy in the South.

• It has been estimated that between 1880 and 1920, an average of two African Americans a week were lynched in the United States.

• Black people were seen to be second class citizens.

Analysing

• ‘Yes sir. Jesus, we had fun. They let the nigger come in that night. Little skinner name of Smitty took after the nigger. Done pretty good, too. The guys wouldn’t let him use his feet, so the nigger got him…The guys said on account of the nigger’s got a crooked back, Smitty can’t use his feet.’ He paused in relish of the memory.’

• What does the old swamper’s speech imply about white people’s attitude’s to black people in the 1920s and 30s?

Reading

• page 25-37

Curley

• What are your first impressions of Curley?

• Why do you think he is so aggressive towards Lennie?

Aim: to check understandingto introduce Curley’s wife

• Put events in order:

• George and Lennie drink by the pool.

• Geroge tells Lennie the story of their ‘Dream’: ‘to live off the fatta the lan’.

• George and Lennie look around the bunk house.

• George takes the dead mouse from Lennie.

• The old swamper tells them the boss was angry as they were late.

• George moans about the much better time he could have without Lennie.

• The old swamper tells them about Crooks the black man.

• Lennie promises to run from the farm and hide in the brush if there is any trouble.

• Candy (the old swamper) thinks Curley’s wife in a tart.

• George tells Lennie off for talking to the boss.

• George and Lennie explain to the boss why they were late.

• Curley enters the bunkhouse and is aggressive to Lennie.

• George and Lennie drink by the pool.• George takes the dead mouse from Lennie.• George moans about the much better time he could have without

Lennie.• Geroge tells Lennie the story of their ‘Dream’: ‘to live off the fatta the

lan’.• Lennie promises to run from the farm and hide in the brush if there

is any trouble.• George and Lennie look around the bunk house.• The old swamper tells them the boss was angry as they were late.• The old swamper tells them about Crooks the black man.• George and Lennie explain to the boss why they were late.• George tells Lennie off for talking to the boss.• Curley enters the bunkhouse and is aggressive to Lennie.• Candy (the old swamper) thinks Curley’s wife in a tart.

Reading

• P.30-34

• From ‘The old man moved towards the door…’ to

• ‘Ah I bet he’s eatin’ raw eggs…’

Curley’s wife» dressed inappropriately for a farm full of men » » ‘full, rouged lips’

Curley’s wife

Video

• Watch up to Curley’s wife

• Any differences?

Aim: to understand the lifestyle on the farm

• 1. Sort the following objects, words, ideas into what you think is stereotypically masculine or feminine:

• Floral curtains violence• Swearing bright colours

• Fighting bare floor boards• Cushions sewing cards• Ostrich feathers drinking whiskey

friendshipchatting/talking emotion

• Crying

• 2. How would you describe the lifestyle on the ranch?

Masculine Feminine

Homework

• What are your first impressions of Curley’s wife? How does she create a sense of foreboding (that something bad will happen) in the text?

• Write at least one page.

Reading

• Page 34 ‘Ah I bet he’s eatin’ raw eggs…’ to page 38.

Slim• This implies that he is different to the other ranch hands• because…

• ‘He moved with the majesty only • achieved by royalty and master craftsmen’

Analysis of Slim

Plenary

• Pick out 3 more quotations that show the masculine lifestyle of the farm.

• What do you predict will happen to the dog? How does this create a sense of foreboding and tension?

Plenary

• How is the treatment of Candy’s dog typical of life on the farm?

• How does it add to the sense of foreboding in the tone of the novel?

Aim: to understand the theme of friendship

• The Laws of nature

• The laws of nature are:• The strongest and fittest survive over the

weakest.• 1. What else?

• 2. What do George, Lennie and Candy do to go against these laws?

• 3. What do we do in modern society?

Reading

Start of Section Three to ‘Then he slowly rolled over and faced the wall and lay silent.’

Plenary

• Nature is the natural order of things but it can be harsh and cruel. Is it right or wrong that Candy’s dog was killed? Do you agree with Carlson or Candy?

Aim: to analyse the developing tension

• The death of Candy’s dog

• either• How is tension built

up in this scene?• Think about sound,

delaying action, use of atmosphere etc.

• or

Write from Candy’s perspective; how does he feel about the death of his dog?

Of Mice and Men – Section Three

This icon indicates that detailed teacher’s notes are available in the Notes Page.

For more detailed instructions, see the Getting Started presentation.

This icon indicates the slide contains activities created in Flash. These activities are not editable.

Plot summary exercise

Complete the plot summary by filling in the blanks:

George chats to _________ about his relationship with

Lennie. He tells him about the girl in _________. Lennie

arrives, hiding the ___________ under his coat. Carlson

tells Candy he should _________ his dog. Carlson takes

Candy’s dog outside. They hear a _______. _________, the

stable buck arrives and Slim leaves with him. George and

Lennie talk again about the _________. Curley and Slim

return. They have been arguing. When Curley sets on him,

Lennie crushes his _________.

Slim

Weed

puppy

shoot

shot Crooks

farm

hand

Setting the scene

Steinbeck takes great care to set the scene in a very vivid way, almost as though the story is a movie, rather than a novel.

Re-read the description of George and Slim’s conversation, from the start of Section Three to Lennie’s entrance. Steinbeck creates a powerful contrast between the men chatting inside and the sounds of the game outside.

Why do you think he does this?

Why do you think George shares his story with Slim?

Dramatic tension

Find some quotations that develop the level of tension and write them below. The first one has been done for you.

'The silence came into the room.'

When Candy’s dog is taken away to be shot, Steinbeck creates a high level of dramatic tension in the room. The reader feels very tense, waiting to see what is going to happen.

Dramatic tension

The American Dream

George, Lennie and Candy are searching for the fulfilment of ‘the American Dream’. Answer the following questions to show your understanding of this concept.

What do you think the ‘American Dream’ is?

At this stage in the novel, do you think they will manage to fulfil their dream?

Why does Candy want to join their dream?

What does Candy offer them as an incentive to accept him?

Re-read the description of Curley’s attack on Lennie, and Lennie’s defence of himself. Steinbeck uses animal imagery here. Find four examples of animal images and write them below.

Why do you think Steinbeck uses these animal images in connection with Lennie?

Animal imagery

Questions

Why does Candy say 'I ought to of shot that dog myself, George. I shouldn’t ought to have let no stranger shoot my dog.'?

Why does Curley agree to say he got his hand caught in a machine?

What do you think will happen between Lennie and Curley now?

Reading

• Starting from ‘George looked at him levelly’.

Plenary

• Why is it important that they are discussing the dream at this point?

• Why is it important that Candy has got involved?

• Exercise books in: Analysis of Curley’s wife

Possessive Apostrophe Rules

• If the owner is singular (i.e. one cat) add ‘s (the cat’s paw)

• If the owner is singular and ends in –s, still add ‘s (Chris’s homework)

• If the owner is plural (i.e. men) then, again, add ‘s (the men’s ties = all the ties that belong to all the men)

• However,if the owner is plural and ends in s (the teachers) then just add ‘ (the teachers’ marking = all the marking that all the teachers have to do!)

Activity

• Re-write the following so that an apostrophe is needed:

1. The tail of the fox

2. The tails of the foxes

3. The sister of the girl

4. The camp-site of the scouts

5. The food of the café

6. The car of Miss Jones

Answers

1. The fox’s tail

2. The foxes’ tails

3. The girl’s sister

4. The scouts’ camp-site

5. The café’s food

6. Miss Jones’s car

Reading

• ‘George sat entranced with his own picture’… to ‘The door opened.’

• Why is it important that Candy has got involved in the dream?

• Will it become a reality?

Reading

• From ‘The door opened’ to ‘What the hell you laughin’ at?’

• Writing Task

• Pretend you are John Steinbeck and write the next scene: Curley’s encounter with

Lennie.

Aim: a spelling literacy focus

• Spelling test

Answers

• Curley• Sheila• Priestley• Simile• Metaphor• Scene• Personification• Poem• Responsibility• Tension• Suicide• Imagery• Irony

• Quotation• Socialism• Hyperbole• Euphemism• Innuendo• Dialogue• Monologue• Prejudice• Loneliness• chronological

Homework

• How important is the theme of friendship up to Section Three in Of Mice and Men?

Reading

• Start of section four to entrance of Curley’s wife.

Writing Task

• How does the character of Crooks emphasise the differences between black and white people at this time?

• 10 mins

• Quotations

• Language analysis

Aim: proof-reading literacy focus

• Mark the piece of work for mistakes:

• Grammar

• Punctuation

• Spelling

Reading

• ‘George gonna come back’ Lennie reassured himself in a frightened voice.’

•

Writing Task: Curley’s wife• What words and phrases does Steinbeck use to present Curley’s wife’s

attack on Crooks?

• Steinbeck presents Curley’s wife’s behaviour as vicious and cruel. ‘Listen, Nigger’. This conveys…

• She speaks ‘‘contemptuously,’’ to the men, emphasising…

Task: Continue with this response by writing in detail about this incident. Consider:

• The characterisation of Curley’s wife and Crooks.• The development of the novel’s themes.• Key points about Steinbeck’s narrative style.

• Spend 15 mins writing and then proof read for mistakes.

Aim: There, their and they’re• Write out the following picking the correct there, their, they’re.

1. ______ over ______ in _______ pyjamas.2. ‘_______ maths books are here.’3. ‘I don’t know what I’ve done with ____ pens.’4. ‘If they don’t hurry up ______ not going to be in time

for the film.’5. ‘In my opinion, ______ no use having an argument

about the matter.’6. ‘Your coast is over ______ on the second hanger.’7. ‘I think that these coats are ______’.8. ‘_______ no business like show business.’

Reading

• ‘Crooks seemed to come slowly out of the layers if protection he had put on.’

Writing Task

• Explore the importance of lonelinessin ‘Of Mice and Men’.

• 1. Plan essay• Introduction• Four/five main

paragraphs.• Point • Quote• Conclusion

• What is the importance of the weak characters in Of Mice and Men’.

• 1. Plan essay• Introduction• Four/five main

paragraphs.• Point • Quote• Conclusion

Aim: Literacy focus: varying sentence type and structure

• Copy out the following sentences and identify whether they are simple, compound or complex:

• 1. Loneliness is one of the key themes in the novel.• 2. Although loneliness is a key theme in the novel,

Steinbeck also tackles other issues such as prejudice, social exclusion and the rights of migrant workers.

• 3. Steinbeck was interested in the rights of migrant workers and tried to raise the awareness of their plight.

• Then write your own simple, compound and complex sentence on another of the novel’s themes.

Reading

• Section Five onwards

• Writing Task• John Steinbeck uses very different styles of

writing in ‘Of Mice and Men’. Using examples explore how he makes use of:

• Dialogue• Description

• Imagery and symbolism• Use simple, compound and complex sentences

Plenary

• Swap books and highlight simple, compound and complex sentences.

• Also check for PEE paragraphs.

Aim: Developing literary vocabulary

• Copy down the following definitions and explain what they mean:

• 1. Characterisation.• 2. Narrative structure.• 3. Narrative style.• 4. Context.• 5. Setting.• 6. Theme.• 7. Authorial stance.

Models

• The characterisation of Curley’s wife is interesting because at times the reader feels sympathy and at other times dislikes her.

• John Steinbeck has organised the narrative structure of the texts so that events foreshadow the end of the novel.

• John Steinbeck’s narrative style is varies with beautiful description and harsh dialogue.

• The context of the text is crucial to understand the themes.

• The setting of the novel is realistic. • A key theme of the text is friendship.• You can clearly see his authorial stance through the

characterisation of Crooks.

Reading

• She asked ‘What makes you so nuts about rabbits?’ – end of Section Five

• Complete for homework for Monday• How has John Steinbeck organised the narrative

structure of the text so that events foreshadow the end of the novel?

• Consider:• The structure of plot• Presentation of themes• Characterisation

Aim: Using quotations effectively

• 1. Choose one quotation on a theme of your choice,

• E.g. friendship, prejudice, loneliness, American Dream.

• 2. Write one PEE paragraph on it:

• e.g. Steinbeck’s characterisation of George and Lennie portrays the theme of friendship. “I ain’t gonna let ‘em hurt Lennie.” This shows that/ This emphasises/ portrays/ implies/conveys/ foreshadows

• 3. Try and integrate your quotation into the sentence by rewording it:

Steinbeck’s characterisation of George and Lennie portrays the theme of friendship. When he states, “I ain’t gonna let ‘em hurt Lennie.” This shows…

Reading

• From ‘Slim turned quietly to George,’ to end of novel.

Plenary

• Find two more quotations and add to your paragraph on your chosen theme.

• Remember to keep in mind:

• Varied sentences, using literary vocabulary and integrated quotations.

Aim: to create quotation lists for Of ‘Mice and Men’

• Starter:

• 1. Hand in media analysis and letters

• 2. Missing homework stamps for ‘Foreboding’ essay or coursework

• 3. Check that your coursework folder is as could as it could be. If not request a photocopy to take home to complete over half term.

Complete: Quotations and summaries sheets

• Choose your two favourite quotations and write them on a piece of plain paper explaining who it is about and what is the page number.

• Complete quotation/information sheet you started yesterday.

• Then watch video and make a list of any differences.

Aim: folder and revision review

• Revision• 1. Make a list, in detail, of what you revised over

half term.• 2. Have you written a timetable?• 3. Do you think that you did enough?• 4. What areas do you think that you need to

focus on?• Folder review• Set yourself a coursework target.

Of Mice and Men

• Complete video.

• Homework: to write a detailed plan for timed essay in class on Friday 23rd Feb.

• Either: How important is Curley to the novel and his is he presented to the reader by Steinbeck?

• Or: ‘Of Mice and Men’ has been described as a pessimistic story. Do you agree? What can you find in the story that might be called optimistic or hopeful?