Power, Justice, and Culpability: Of Mice and Men and The Central Park Five

Lesson 3
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ELA

Unit 3

9th Grade

Lesson 3 of 30

Objective


Analyze how Steinbeck develops the reader's understanding of the relationship between Lennie and George.

Readings and Materials


  • Book: Of Mice and Men by John Steinbeck  pp. 4 – 16

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Target Task


Discussion & Writing Prompt

Providing specific evidence from this chapter, explain how each man benefits from—and is challenged by—the presence of the other in his life. Carefully explain your thinking.

Criteria for Success

  • Identifies that both men benefit from one another's companionship.
  • Identifies that Lennie needs George's help for many daily tasks.
  • Identifies that George feels burdened by Lennie's dependence.
  • Identifies that George is often unkind and even abusive in his words to Lennie.

Sample Response

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Key Questions


Close Read Questions

  • How does the tone of each man differ on page 4? How does the tone of each help to develop our understanding of their characters? Provide specific evidence from the text to support your answer and carefully explain your thinking.

  • How does the scene on pages 11–12 reveal the complexity of George's feelings and attitude toward Lennie? Provide specific evidence from the text to support your answer and carefully explain your thinking.

  • How is Lennie affected by George's tirade on page 11? What specific lines of text help develop the reader's understanding of Lennie's reaction and emotions? Provide clear evidence from pages 11–12 to support your answer and carefully explain your thinking.

Vocabulary


Literary Terms

dynamic characters

characters that grow and change over the course of a literary work in response to events and circumstances

static characters

characters that do not grow or change significantly over the course of a text

Text-based

morose

adj.

sullen; gloomy; in a bad mood or temper

imperious

adj.

projecting an attitude of authority and arrogance; expecting respect

Notes


In her article, "Is Lennie a Monster?" Claire Lawrence writes, 

"The character of Lennie has learning difficulties and also—as identified by some researchers—exhibits many characteristics of autism. Although the novella is hailed as a modern classic, there are aspects in Steinbeck's portrayal of Lennie as un-human, 'othered' from the other characters in the book and demonised as animal-like that merit challenge if they are to be encountered in the modern classroom. This study asks, 'If Lennie is a monster, what does that mean for pupils' understanding of autism and intellectual disability both inside and outside the classroom?'" 

For students who may have autism and/or intellectual disabilities, it is essential to teach this book in such a way that Steinbeck’s presentation of Lennie is not harmful to their self-image an identity development. At the same time, it is essential that this book not shape neurotypical students’ views of neurodivergence.

Students should also be made aware that the N-word as well as misogynistic, profane language appears in their homework reading for Chapter 2. 

Homework


  • Book: Of Mice and Men by John Steinbeck  pp. 17 – 37 — Chapter 2

While reading, answer the following questions.

  • What is the setting of this scene?

  • Who provides Lennie and George with information about life on the farm when they arrive?

  • What instructions has George given Lennie about how he should behave when he meets the boss? Does he follow them?

  • How does the boss treat George and Lennie? What about them is confusing to him?

  • Who is Curley? How would you describe his character?

  • Who is Curley's wife? What details do we learn about her in this chapter?

  • Who is Slim? How would you describe his character?

Annotation Focus

Identify specific lines of dialogue or action in the text that reveal power dynamics between the characters.

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Standards


  • RL.9-10.3 — 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.9-10.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Supporting Standards

L.9-10.1
L.9-10.6
RL.9-10.1
RL.9-10.2
RL.9-10.10
SL.9-10.1
SL.9-10.6
W.9-10.1
W.9-10.9
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Lesson 2

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Lesson 4

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