Y11 - Autum Literacy

Learning objective

Learners will analyze the historical context of "Of Mice and Men" by identifying key elements of The Great Depression and the Dust Bowl. They will also predict how these elements influence the novel's themes of loneliness and the American Dream.

learner-facing objective: By the end of this lesson, I'll be able to explain how the historical events of The Great Depression and the Dust Bowl shape the story and themes in "Of Mice and Men."

Standards: Understand the historical context of Of Mice and Men (The Great Depression and the Dust Bowl). Explore key themes such as loneliness and the American Dream.

Learning activities

Connector

Display an image of a 1930s Dust Bowl scene. Ask learners: "What do you notice? What do you think?" Allow 2-3 minutes for individual reflection. Then, have learners share observations and questions with a partner. Conclude with a brief class discussion, highlighting key observations and questions that connect to the historical context of "Of Mice and Men."

Activate

1. Introduce The Great Depression: Begin with a brief overview of The Great Depression, focusing on its economic impact and social consequences. Use real-world examples, such as unemployment rates and breadlines, to illustrate the severity of the period. Highlight how these conditions set the stage for the novel's setting and characters.

2. Explain the Dust Bowl: Describe the environmental disaster of the Dust Bowl, emphasizing its causes and effects on American agriculture and migration patterns. Use a map to show affected areas and discuss how this forced many families, like those in "Of Mice and Men," to seek work elsewhere. Connect these events to the novel's themes of displacement and survival.

3. Connect Historical Context to Themes: Discuss how the historical context influences the novel's key themes, such as loneliness and the American Dream. Use specific examples from the text to illustrate how characters' experiences reflect broader societal issues. Encourage learners to consider how understanding this context enhances their interpretation of the novel.

Demonstrate

• Think, Pair, Share: Facilitate a structured discussion to deepen understanding of the historical context and its influence on the novel's themes.

• Think: Ask learners to individually reflect on how the Great Depression and Dust Bowl might influence the characters' experiences in "Of Mice and Men." Allow 2-3 minutes for silent thinking and note-taking.

• Pair: Have learners pair up to discuss their thoughts. Encourage them to share specific examples from the historical context that could impact the novel's themes of loneliness and the American Dream. Allow 5 minutes for discussion.

• Share: Invite pairs to share their insights with the class. As learners present, scribe key points on the board, organizing them under themes such as "Loneliness" and "American Dream."

• Connect: Guide a class discussion to connect these insights to specific characters and events in the novel. Encourage learners to cite textual evidence that supports their predictions.

• Reflect: Conclude with a brief reflection. Ask learners to consider how understanding the historical context might change their interpretation of the novel. Allow 2-3 minutes for written reflection.

Independent practice

• Research Task: Assign learners to research specific aspects of The Great Depression and the Dust Bowl. Provide resources or links to credible sources. Each learner should focus on one aspect, such as economic impact, migration, or social changes. Allow 10 minutes for research.

• Synthesis Activity: Have learners write a brief paragraph summarizing their findings and how these historical elements might influence the themes of loneliness and the American Dream in "Of Mice and Men." Encourage them to use evidence from their research. Allow 10 minutes for writing.

• Peer Review: Pair learners to exchange paragraphs. Each learner should read their partner's work and provide feedback on clarity and connection to the novel's themes. Allow 5 minutes for review and discussion.

• Reflection: Ask learners to revise their paragraphs based on peer feedback. Encourage them to refine their predictions about the novel's themes. Allow 5 minutes for revision.

Consolidate

Ask learners to answer these questions on their way out:

1. How does the historical context of The Great Depression and the Dust Bowl influence the themes of "Of Mice and Men"?

2. Which theme do you think is most affected by the historical context: loneliness or the American Dream? Why?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: The historical context highlights the struggles and hardships faced by characters, influencing themes like survival and displacement.

2. Suggested answer to Question 2: The American Dream is most affected because the economic hardships make it difficult for characters to achieve their dreams.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore additional historical events of the 1930s, such as the New Deal. Ask them to compare these events with the novel's themes and characters. Challenge them to present their findings to the class.

• Striving learners: Provide graphic organizers to help them map out the connections between historical events and the novel's themes. Offer sentence starters to support their written reflections and predictions. Pair them with peers for collaborative research and discussion.

Notable definitions

• The Great Depression: A severe worldwide economic downturn that took place during the 1930s, leading to widespread unemployment and poverty.

• Dust Bowl: A period of severe dust storms in the 1930s that greatly damaged the ecology and agriculture of the American and Canadian prairies, causing many families to migrate in search of work.

• American Dream: The national ethos of the United States, centered around the idea that freedom includes the opportunity for prosperity and success, achieved through hard work.

Required materials

• Image of 1930s Dust Bowl scene for warm-up activity.

• Map of Dust Bowl affected areas for direct instruction.

• Whiteboard and markers for scribing key points during guided practice.

• Access to computers or tablets for independent research task.

• Printed or digital resources on The Great Depression and Dust Bowl for research.

• Peer review checklist for independent practice feedback.

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate (10 min)

• Independent practice (15 min)

• Consolidate (5 min)

Learning objective

Learners will analyse the character introductions of George and Lennie in Chapter 1, identifying key details about their relationship. They will also interpret Steinbeck's use of language to describe the setting and imagery.

learner-facing objective: By the end of this lesson, I'll be able to discuss George and Lennie's relationship and explain how Steinbeck describes the setting in Chapter 1.

Standards:

• Read and analyse Chapter 1, focusing on character introductions (George and Lennie).

• Understand Steinbeck’s use of setting and imagery.

Learning activities

Connector

Ask learners to recall a favorite character from a book or movie. Have them share one key detail about the character's personality or relationship with another character. Encourage brief responses. This primes learners to think about character traits and relationships, preparing them for analyzing George and Lennie in Chapter 1.

Activate

1. Character Analysis Introduction: Begin by introducing George and Lennie. Highlight their first appearance in Chapter 1. Discuss their physical descriptions and initial interactions. Emphasize key details that reveal their personalities and relationship dynamics. Use direct quotes from the text to illustrate these points.

2. Setting and Imagery Exploration: Guide learners through Steinbeck's description of the setting. Focus on the use of imagery and sensory details. Ask learners to visualize the scene and consider how the setting influences the mood and tone of the chapter. Encourage them to identify specific language that enhances the setting's vividness.

3. Contextual Discussion: Facilitate a discussion on how the setting and character introductions set the stage for the story. Connect these elements to broader themes in the novel. Encourage learners to consider how the initial portrayal of George and Lennie foreshadows their journey. Use open-ended questions to prompt critical thinking and deeper analysis.

Demonstrate

• Think, Pair, Share: Guide learners through a structured discussion to deepen understanding of George and Lennie's relationship and Steinbeck's use of setting.

• Think: Ask learners to individually reflect on a passage from Chapter 1 that highlights George and Lennie's relationship or the setting. Have them jot down their thoughts on how Steinbeck uses language to convey these elements.

• Pair: Instruct learners to pair up and share their reflections. Encourage them to discuss similarities and differences in their interpretations, focusing on specific language used by Steinbeck.

• Share: Facilitate a class discussion where pairs share key insights. Highlight diverse perspectives and connect them to the learning objectives.

• Collect and Display: As learners share, scribe their observations on the board. Organize these insights into categories: character traits, relationship dynamics, and setting descriptions.

• Connect: Conclude by connecting the collected insights to the broader themes of the novel. Encourage learners to consider how these elements might influence the story's progression.

Independent practice

• Character Analysis Exercise: Assign learners to write a brief paragraph analyzing George and Lennie's relationship. Direct them to use specific examples from Chapter 1 to support their analysis. Provide a prompt: "Describe how Steinbeck introduces George and Lennie's relationship. What key details reveal their dynamic?"

• Setting Description Task: Have learners select a passage that vividly describes the setting. Instruct them to rewrite the passage in their own words, focusing on the imagery and sensory details Steinbeck uses. Encourage them to consider how these details contribute to the mood of the chapter.

• Peer Review: Pair learners to exchange their written work. Ask them to provide constructive feedback, focusing on clarity, use of textual evidence, and depth of analysis. Encourage them to suggest improvements or ask questions for further exploration.

• Reflection: Conclude with a short reflection where learners note one new insight they gained about the characters or setting. Prompt them to consider how this insight might affect their understanding of the story as a whole.

Consolidate

Ask learners to answer these questions on their way out:

1. How does Steinbeck use language to introduce George and Lennie's relationship?

2. What specific imagery does Steinbeck use to describe the setting in Chapter 1?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Steinbeck uses dialogue and physical descriptions to highlight the protective and dependent nature of George and Lennie's relationship.

2. Suggested answer to Question 2: Steinbeck uses vivid imagery, such as the description of the riverbank and the sycamore trees, to create a serene and natural setting.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore how Steinbeck's use of setting and character introduction foreshadows later events in the novel. Suggest they compare Steinbeck's techniques with another author’s style, focusing on character and setting.

• Striving learners: Provide sentence starters or graphic organizers to help them structure their thoughts on George and Lennie's relationship and the setting. Offer additional guided reading support, focusing on key passages to ensure comprehension.

• General strategies: Use visual aids, such as character maps or setting illustrations, to support understanding. Allow learners to work in mixed-ability pairs to facilitate peer learning and discussion.

Notable definitions

• Character Introduction: The initial presentation of a character in a story, providing key details about their personality, appearance, and role.

• Imagery: Descriptive language that appeals to the senses, creating vivid pictures in the reader's mind.

• Setting: The time and place in which a story occurs, often contributing to the mood and context of the narrative.

Required materials

• Copies of Chapter 1 of the text

• Highlighters

• Whiteboard and markers

• Notebooks or paper for note-taking

• Pens or pencils

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate (15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

learners will identify and analyze examples of loneliness and friendship in the text, focusing on the characters of George and Lennie. They will evaluate the impact of these themes on the characters' lives and relationships.

learner-facing objective: By the end of this lesson, I'll find examples of loneliness and friendship in the story and explain how they affect George and Lennie's lives.

Standards:

• Explore the theme of loneliness in the novel.

• Discuss how friendship is portrayed between characters.

Learning activities

Connector

Begin with a brief discussion prompt: "Think of a time you felt lonely or when a friend made a difference in your life. How did it feel?" Allow learners 2-3 minutes to reflect silently. Then, ask them to share their thoughts with a partner for another 2-3 minutes. Finally, invite a few learners to share their reflections with the class. This activity primes learners for exploring loneliness and friendship in the text.

Activate

1. Introduce Key Concepts: Begin by explaining the themes of loneliness and friendship in the context of the novel. Highlight how these themes are central to understanding the characters' motivations and actions. Use real-world examples to illustrate how loneliness can affect individuals and how friendship can provide support and meaning.

2. Textual Analysis: Direct learners to Chapter 2. Guide them to identify specific quotes that illustrate loneliness and friendship. Ask them to consider the context of each quote and its significance to the characters' relationships. Encourage learners to think critically about how these themes influence the dynamics between George and Lennie.

3. Class Discussion: Facilitate a discussion on the impact of loneliness and friendship on George and Lennie's lives. Pose questions such as: "How does loneliness shape the characters' decisions?" and "In what ways does friendship alter their experiences?" Encourage learners to support their responses with evidence from the text, fostering a deeper understanding of the themes.

Demonstrate

Think, Pair, Share Activity

1. Think: Ask learners to individually reflect on a moment in Chapter 2 where a character experiences loneliness or friendship. Have them jot down their thoughts and the quote that illustrates this moment.

2. Pair: Instruct learners to pair up and share their selected quotes and reflections. Encourage them to discuss the significance of these moments and how they relate to the themes of loneliness and friendship.

3. Share: Invite pairs to share their findings with the class. Encourage them to explain why they chose their specific quotes and how these quotes contribute to understanding the characters' relationships.

4. Class Discussion: Facilitate a brief class discussion to connect the shared insights. Highlight recurring themes and differences in interpretation, emphasizing the impact of loneliness and friendship on the characters.

5. Synthesize: Conclude by asking learners to summarize how the themes of loneliness and friendship are intertwined in the novel, focusing on the characters of George and Lennie. Encourage them to use evidence from their discussions.

Independent practice

• Textual Exploration: Direct learners to independently read a selected passage from Chapter 2, focusing on the interactions between George and Lennie. Instruct them to identify and annotate examples of loneliness and friendship within the text.

• Analysis Task: Ask learners to write a brief paragraph analyzing how a specific example of friendship or loneliness impacts George or Lennie's actions and decisions. Encourage them to use textual evidence to support their analysis.

• Reflection Exercise: Have learners reflect on how the themes of loneliness and friendship might relate to their own experiences or observations in real life. Prompt them to write a few sentences connecting the text to their personal insights.

• Peer Review: Pair learners to exchange their written analyses and reflections. Instruct them to provide constructive feedback, focusing on clarity, use of evidence, and depth of analysis.

• Class Sharing: Invite a few learners to share their analyses and reflections with the class. Facilitate a brief discussion on the diverse perspectives and insights shared, reinforcing the significance of the themes in the novel.

Consolidate

Ask learners to answer these questions on their way out:

1. How does loneliness affect George and Lennie's relationship?

2. What role does friendship play in the characters' lives?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Loneliness makes George and Lennie rely on each other for companionship and support.

2. Suggested answer to Question 2: Friendship provides a sense of belonging and purpose, helping them cope with challenges.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by comparing the themes of loneliness and friendship in the novel to other literary works. Suggest they explore how these themes are portrayed differently across various contexts and time periods. Challenge them to create a comparative essay or presentation.

• Striving learners: Provide sentence starters and graphic organizers to help them structure their thoughts. Offer additional support by pairing them with peers who can guide discussions. Use simplified texts or summaries to ensure comprehension of key themes and quotes.

Notable definitions

• Loneliness: A feeling of sadness or isolation due to a lack of companionship or connection with others.

• Friendship: A close and supportive relationship between individuals, characterized by mutual trust, care, and understanding.

• Companionship: The state of having someone to share experiences with, providing emotional support and reducing feelings of isolation.

Required materials

• Copies of Chapter 2 from the novel

• Highlighters or colored pencils

• Paper for note-taking and character profiles

• Whiteboard and markers for brainstorming

• Projector or screen for displaying quotes and discussion points

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate (10 min)

• Independent practice (15 min)

• Consolidate (5 min)

Learning objective

Learners will analyse Steinbeck's use of figurative language in Chapter 3 and infer characters' thoughts and feelings. They will identify and explain examples of figurative language and make inferences about implicit meanings.

learner-facing objective: By the end of this lesson, I'll be able to find and explain figurative language in Chapter 3 and understand what characters might be thinking or feeling.

Standards: Analyse Steinbeck’s use of figurative language in Chapter 3. Develop inference skills to explore implicit meaning.

Learning activities

Connector

Notice and wonder: Display a short passage from Chapter 3 with rich figurative language. Ask learners, "What do you notice? What do you wonder?" Give them a few minutes to think and jot down observations. Have them share with a partner, then select a few learners to share with the class. Record their observations and questions. This primes learners for deeper analysis and inference in the main activity.

Activate

1. Introduce Figurative Language: Briefly define key terms: metaphor, simile, and imagery. Use examples from everyday life, such as "time is a thief" (metaphor) or "as busy as a bee" (simile). Explain how these devices create vivid imagery and convey deeper meanings.

2. Model Analysis: Read a passage from Chapter 3 aloud. Highlight a sentence with figurative language. Think aloud as you analyze it, identifying the figurative language and inferring its impact on understanding the character's emotions or the scene's mood. Use a real-world analogy to clarify the inference process.

3. Guided Annotation: Display another passage from Chapter 3. Guide learners in annotating the text, identifying figurative language, and making inferences about characters' thoughts and feelings. Encourage learners to connect the text to their own experiences or observations to deepen understanding.

Demonstrate

• Think, Pair, Share: Facilitate a collaborative analysis of a passage from Chapter 3.

• Think: Select a passage with rich figurative language. Ask learners to individually identify examples of figurative language and jot down their thoughts on the characters' emotions or scene's mood.

• Pair: Have learners pair up to discuss their findings. Encourage them to compare their interpretations and refine their inferences based on their partner's insights.

• Share: Invite pairs to share their analyses with the class. Highlight diverse interpretations and discuss how different figurative language elements contribute to understanding the text.

• Collect and Display: Record key examples and inferences on the board. Create a visual reference for learners to see how figurative language shapes meaning.

• Reflect: Conclude with a brief class discussion on how this exercise deepened their understanding of Steinbeck's use of language and character development.

Independent practice

• Text Analysis Exercise: Assign a passage from Chapter 3. Instruct learners to independently identify examples of figurative language. Have them write a brief explanation of each example, focusing on how it reveals characters' thoughts or feelings.

• Inference Practice: Provide a set of questions prompting learners to infer implicit meanings from the text. Encourage them to support their inferences with evidence from the passage.

• Peer Review: Pair learners to exchange their analyses. Ask them to provide constructive feedback on each other's explanations and inferences.

• Reflection: Have learners revise their work based on peer feedback, emphasizing clarity and depth of analysis.

Consolidate

Ask learners to answer these questions on their way out:

1. What is one example of figurative language you found in Chapter 3?

2. How does this example help you understand a character's thoughts or feelings?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: "The example of metaphor where Steinbeck describes the night as a 'blanket' over the ranch."

2. Suggested answer to Question 2: "This metaphor suggests a sense of calm and protection, reflecting the character's feeling of safety."

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore additional literary devices, such as symbolism or irony, in Chapter 3. Challenge them to connect these devices to broader themes in the novel. Suggest they lead small group discussions to share insights and interpretations.

• Striving learners: Provide additional scaffolding by offering sentence starters for identifying figurative language and making inferences. Use graphic organizers to help them visually map out characters' thoughts and feelings. Pair them with peers for collaborative analysis to build confidence and understanding.

Notable definitions

• Metaphor: A figure of speech that involves an implicit comparison between two unlike things, suggesting they are alike in a significant way.

• Simile: A figure of speech that makes an explicit comparison between two unlike things using the words "like" or "as."

• Imagery: Descriptive language that appeals to the senses, creating vivid mental pictures and evoking emotions.

Required materials

• Text of Chapter 3: Copies for each learner.

• Highlighters: For annotating text.

• Whiteboard and markers: For recording observations and examples.

• Projector: To display passages and annotations.

• Notebooks: For learners to jot down thoughts and analyses.

• Peer review sheets: For structured feedback during peer review.

Lesson summary

• Connect (5 min)

• Activate (10 min)

• Demonstrate (15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

Students will analyze the portrayal of Curley and his wife, using textual evidence to evaluate Steinbeck's intentions. They will discuss how language creates sympathy or criticism for these characters.

Student-facing objective: By the end of this lesson, I'll be able to analyze how Steinbeck portrays Curley and his wife and discuss the language he uses to make us feel sympathy or criticism.

Standards: Examine the portrayal of Curley and his wife. Discuss how Steinbeck uses language to create sympathy or criticism.

Learning activities

Connector

Begin with a brief discussion prompt: "Think about a character from a book or movie who is misunderstood. What makes them misunderstood?" Allow students 2-3 minutes to think and jot down their thoughts. Then, have them share with a partner for 2 minutes. Finally, ask a few students to share their examples with the class, focusing on how language or actions led to misunderstanding. This primes students to consider how Steinbeck's language influences perceptions of Curley and his wife.

Activate

1. Introduce Key Quotes: Present key quotes from "Of Mice and Men" that describe Curley and his wife. Use a projector or handouts. Highlight language that suggests sympathy or criticism. Ask students to note initial impressions.

2. Analyze Language: Break down the language in each quote. Discuss word choice, tone, and imagery. Pose questions: "What emotions do these words evoke?" "How do they shape our view of Curley and his wife?" Encourage students to annotate the text.

3. Connect to Author's Intentions: Facilitate a discussion on Steinbeck's possible intentions. Ask: "Why might Steinbeck portray these characters this way?" "What societal issues could he be addressing?" Guide students to consider historical context and authorial purpose.

Demonstrate

• Think, Pair, Share: Guide students through a structured analysis of Curley and his wife using key quotes.

• Think: Ask students to individually select one quote about Curley and one about his wife. Have them write a brief analysis of each, focusing on language that evokes sympathy or criticism.

• Pair: In pairs, students share their analyses. Encourage them to discuss differences in interpretation and consider alternative perspectives.

• Share: Facilitate a class discussion where pairs present their findings. Highlight diverse interpretations and connect them to Steinbeck's intentions.

• Collect and Display: As students share, scribe key points on the board. Organize them into categories: sympathy, criticism, and authorial intent.

• Reflect: Conclude with a brief reflection. Ask students to consider how their understanding of the characters has evolved through this activity.

Independent practice

• Character Analysis Exercise: Direct students to independently analyze a new quote about Curley or his wife. Use a worksheet with guiding questions to focus on language, tone, and imagery. [Insert link to exercise here]

• Textual Evidence: Instruct students to find additional evidence from the text that supports their analysis. Encourage them to annotate their findings.

• Written Reflection: Have students write a short paragraph summarizing their analysis, focusing on how Steinbeck's language creates sympathy or criticism. Remind them to use textual evidence.

• Peer Review: Pair students to exchange their written reflections. Ask them to provide constructive feedback, focusing on clarity and use of evidence.

Consolidate

Ask students to answer these questions on their way out:

1. How does Steinbeck's language create sympathy or criticism for Curley or his wife?

2. What is one piece of textual evidence that supports your view of Curley or his wife?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Steinbeck uses descriptive language and tone to evoke sympathy for Curley's wife by highlighting her loneliness and dreams.

2. Suggested answer to Question 2: A quote describing Curley's wife's isolation can illustrate how Steinbeck evokes sympathy.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by exploring Steinbeck's broader themes, such as gender roles and power dynamics. Challenge them to connect these themes to the portrayal of Curley and his wife. Suggest they compare Steinbeck's techniques with those of other authors.

• Striving learners: Provide sentence starters and graphic organizers to help structure their analysis. Use simpler language to explain key quotes. Pair them with peers for support during discussions. Offer additional examples of language that evokes sympathy or criticism.

Notable definitions

• Characterization: The process by which an author reveals the personality of a character. In "Of Mice and Men," Steinbeck uses direct and indirect characterization to shape our understanding of Curley and his wife.

• Sympathy: A feeling of pity or compassion for someone. Steinbeck's language choices can evoke sympathy for Curley's wife by highlighting her isolation and unfulfilled dreams.

• Criticism: The expression of disapproval based on perceived faults or mistakes. Steinbeck may use language to criticize Curley by emphasizing his aggressive and insecure nature.

Required materials

• Copies of "Of Mice and Men" for each student

• Projector or printed handouts with key quotes

• Whiteboard and markers

• Worksheets for character analysis exercise

• Pens or pencils

• Highlighters for annotating text

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate (15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

learners will compose a well-structured essay analyzing Steinbeck's portrayal of loneliness in "Of Mice and Men." They will also engage in peer review to provide and receive constructive feedback, enhancing their analytical and reflective skills.

learner-facing objective: By the end of this lesson, I'll write a clear essay on how Steinbeck shows loneliness in "Of Mice and Men" and give helpful feedback to a classmate.

Standards: Demonstrate comprehension and analytical skills through a midterm essay. Practice structuring and supporting arguments.

Learning activities

Connector

Ask learners to recall a moment in "Of Mice and Men" that highlights loneliness. Give them 2 minutes to jot down their thoughts. Then, have them share with a partner. Prompt them to discuss how Steinbeck uses setting, dialogue, or character actions to convey loneliness. This primes them for the essay task by activating prior knowledge and focusing on textual analysis.

Activate

1. Introduction to Essay Structure: Briefly outline the components of a well-structured essay: introduction, body paragraphs, and conclusion. Emphasize the importance of a clear thesis statement and topic sentences. Use a real-world analogy, such as constructing a building, to illustrate how each part supports the overall structure.

2. Analyzing Steinbeck's Techniques: Discuss how Steinbeck uses literary techniques to portray loneliness. Focus on setting, dialogue, and character actions. Provide specific examples from "Of Mice and Men" and ask learners to identify these techniques in the text. Use placeholders for where you will provide solution steps.

3. Developing Arguments with Evidence: Explain how to support arguments with evidence from the text. Demonstrate how to integrate quotes and analyze their significance. Use a real-world context, such as a lawyer presenting evidence in court, to highlight the importance of backing up claims.

Demonstrate

• Think, Pair, Share: Guide learners through a structured peer review process to enhance their essay writing skills.

• Think: Instruct learners to spend 5 minutes reviewing their own essays, focusing on structure, clarity, and evidence. Encourage them to note areas for improvement.

• Pair: Have learners exchange essays with a partner. Allow 10 minutes for each learner to read their partner's essay, focusing on the thesis, argument support, and use of evidence.

• Share: Facilitate a 10-minute discussion where partners provide each other with constructive feedback. Encourage them to highlight strengths and suggest specific improvements.

• Revise: Give learners 10 minutes to revise their essays based on the feedback received. Encourage them to focus on enhancing their thesis, argument clarity, and evidence integration.

• Reflect: Conclude with a 5-minute reflection where learners assess their progress and identify one specific area they will continue to improve.

Independent practice

• Essay Writing: Instruct learners to spend 20 minutes writing their essays on the question: "How does Steinbeck portray loneliness in Of Mice and Men?" Remind them to focus on structure, clarity, and evidence. Encourage them to use the techniques discussed earlier.

• Peer Review: After writing, have learners swap essays with a partner. Allow 10 minutes for each learner to read and provide constructive feedback, focusing on thesis strength, argument support, and evidence use.

• Self-Assessment: Ask learners to spend 5 minutes reflecting on the feedback received and their own writing. Encourage them to identify one area of strength and one area for improvement.

Consolidate

Ask learners to answer these questions on their way out:

1. What is one technique Steinbeck uses to portray loneliness in "Of Mice and Men"?

2. How did peer feedback help improve your essay today?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Steinbeck uses setting to highlight loneliness.

2. Suggested answer to Question 2: Peer feedback helped clarify my thesis statement.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by asking them to explore additional themes in "Of Mice and Men," such as friendship or dreams. Suggest they incorporate secondary sources or critical essays to support their arguments. Challenge them to refine their thesis for complexity and nuance.

• Striving learners: Provide graphic organizers to help structure their essays. Offer sentence starters for thesis statements and topic sentences. Pair them with supportive peers for the peer review activity. Allow extra time for essay writing and revision if needed.

Notable definitions

• Thesis Statement: A concise summary of the main point or claim of an essay, which is supported by evidence and analysis throughout the text.

• Evidence: Information or details from a text that support a claim or argument, often in the form of quotes or specific examples.

• Peer Review: A process where learners evaluate each other's work to provide constructive feedback, aimed at improving the quality of the writing.

Required materials

• Copies of "Of Mice and Men" for reference

• Essay writing paper or digital devices for typing

• Peer review checklists

• Highlighters or colored pens for marking text

• Reflection sheets for self-assessment

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate Think, Pair, Share (15 min)

• Independent practice: Essay Writing and Peer Review (10 min)

• Consolidatet (5 min)

Learning objective

Learners will analyse how power and violence are depicted in the novel and discuss their impact on the characters. They will identify examples and explain how these themes contribute to the novel’s overall message.

learner-facing objective: By the end of this lesson, I'll be able to find examples of power and violence in the novel and explain how they affect the characters and the story's message.

Standards: Analyse how power and violence are depicted in the novel. Discuss the impact of these themes on the characters.

Learning activities

Connector

Display a series of images depicting various power dynamics (e.g., a leader addressing a crowd, a parent disciplining a child, a police officer directing traffic). Ask learners to quickly jot down their initial thoughts on what they notice about power in each image. Prompt them to consider questions like: "Who holds power here?" and "How is power being expressed?" After a few minutes, facilitate a brief discussion, encouraging learners to share their observations and thoughts. This primes them for analyzing power and violence in the novel.

Activate

1. Introduce Key Concepts: Begin by defining power and violence in the context of literature. Explain how these themes can manifest through character actions, dialogue, and narrative structure. Use examples from well-known novels to illustrate these concepts. Discuss how power can be both overt and subtle, and how violence can be physical or psychological.

2. Textual Analysis: Present a passage from Chapter 4 of the novel. Read it aloud, emphasizing key moments where power and violence are evident. Ask learners to identify who holds power in the scene and how it is exerted. Encourage them to consider the impact of these dynamics on the characters involved. Use guiding questions to facilitate discussion: "What does this passage reveal about the character's motivations?" and "How does the author use language to convey power and violence?"

3. Connect to Broader Themes: Discuss how the identified examples of power and violence contribute to the novel's overall message. Encourage learners to think about the author's purpose in depicting these themes. Pose questions such as: "What commentary is the author making about society?" and "How do these themes affect the reader's understanding of the characters and their relationships?" Conclude by linking these ideas back to the initial warm-up discussion, reinforcing the real-world relevance of power dynamics.

Demonstrate

• Think, Pair, Share: Guide learners through a structured analysis of a passage from Chapter 4.

  1. Think: Ask learners to individually read a selected passage, focusing on identifying instances of power and violence. Encourage them to annotate the text, noting specific words or phrases that illustrate these themes.

  2. Pair: Have learners pair up to discuss their findings. Instruct them to compare annotations and discuss how power and violence are depicted. Encourage them to consider the impact on the characters and the overall narrative.

  3. Share: Facilitate a class discussion where pairs share their insights. Prompt learners to connect their observations to the novel's broader themes. Use guiding questions to deepen analysis: "How do these dynamics influence character relationships?" and "What might the author be suggesting about power and violence in society?"

  4. Collect and Display: As learners share, scribe key points on the board, organizing them into categories (e.g., types of power, effects on characters). This visual aid will help learners see connections and patterns.

  5. Reflect: Conclude with a brief reflection. Ask learners to write a sentence or two on how their understanding of power and violence in the novel has evolved through the activity.

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Independent practice

• Textual Analysis Exercise: Assign learners a passage from Chapter 4. Instruct them to independently identify and annotate examples of power and violence. Encourage them to focus on language, character actions, and dialogue.

• Written Response: Direct learners to write a short paragraph explaining how the identified examples contribute to the novel's overall message. Prompt them to consider the impact on characters and the narrative.

• Peer Review: Pair learners to exchange their written responses. Ask them to provide constructive feedback, focusing on clarity and depth of analysis.

• Reflection: Have learners revise their paragraphs based on peer feedback, emphasizing the connection between power, violence, and the novel's themes.

Consolidate

Ask learners to answer these questions on their way out:

1. How does power influence the actions of characters in the novel?

2. In what ways does violence shape the relationships between characters?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Power influences characters by dictating their decisions and interactions, often leading to conflict or control.

2. Suggested answer to Question 2: Violence alters relationships by creating fear, tension, or dominance, impacting character dynamics and development.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore the historical or societal context of power and violence in the novel. Suggest they compare these themes with another novel or real-world events. Challenge them to present their findings to the class, fostering peer learning.

• Striving learners: Provide additional support by offering a guided reading of the passage with annotations. Use graphic organizers to help them map out power dynamics and instances of violence. Pair them with peers for collaborative analysis, ensuring they have opportunities to verbalize their thoughts and receive feedback.

Notable definitions

• Power: The ability or capacity to influence or control the behavior of others, often depicted through authority, dominance, or manipulation in the novel.

• Violence: The use of physical force or psychological intimidation to harm, control, or dominate others, often serving as a critical plot device in the narrative.

• Dynamics: The forces or properties that stimulate growth, development, or change within a system or process, particularly in the context of character interactions and relationships in the novel.

Required materials

• Projector: For displaying images and video clips.

• Images: Depicting various power dynamics.

• Video clip: Short clip showing power dynamics in society.

• Novel: Copies for each learner, focusing on Chapter 4.

• Notebooks: For jotting down observations and reflections.

• Pens/Pencils: For annotation and note-taking.

• Whiteboard/Markers: For scribing key points during discussions.

• Handouts: Passages from Chapter 4 for analysis.

• Peer Review Sheets: For providing feedback on written responses.

Lesson summary

• Connector (5 min)

• Activate (10 min)

• demonstrate (10 min)

• Independent practice (15 min)

• Consolidate (5 min)

Learning objective

Learners will analyze Steinbeck's use of symbolism and motifs to connect them to themes such as hope and despair. They will identify and explain the significance of key symbols in the novel.

learner-facing objective: By the end of this lesson, I'll be able to explain how symbols and motifs in Steinbeck's work relate to themes like hope and despair.

Standards:

• Explore Steinbeck’s use of symbolism (e.g., the farm dream, animals).

• Understand the role of recurring motifs in developing themes.

Learning activities

Connector 

Ask learners to think of a symbol from a familiar story or movie. Prompt them with: "What does this symbol represent?" Allow a few learners to share their thoughts. Encourage them to consider how symbols convey deeper meanings beyond their literal sense. This primes learners for analyzing symbolism in Steinbeck's work.

Activate

1. Introduce Symbolism and Motifs: Begin by defining symbolism and motifs. Explain that symbols are objects, characters, or events that represent larger ideas, while motifs are recurring elements that reinforce themes. Use examples from familiar stories or movies to illustrate these concepts.

2. Analyze Key Symbols in Steinbeck's Work: Present a passage from Steinbeck's novel that includes a significant symbol, such as the farm dream. Read the passage aloud. Ask learners to identify the symbol and discuss its literal and figurative meanings. Guide them to connect the symbol to themes like hope and despair. Use probing questions to deepen understanding.

3. Explore Recurring Motifs: Select a passage that highlights a recurring motif, such as animals. Discuss how this motif appears throughout the novel and its role in developing themes. Encourage learners to consider how the motif contributes to the narrative's emotional impact. Facilitate a brief discussion on how motifs differ from symbols but work together to enhance thematic depth.

Demonstrate

• Think, Pair, Share: Guide learners through a structured analysis of a key symbol in Steinbeck's work.

• Think: Ask learners to individually reflect on a specific symbol from the novel, such as the farm dream. Have them write down what they believe the symbol represents and how it connects to themes like hope and despair.

• Pair: Instruct learners to pair up and share their thoughts with a partner. Encourage them to discuss any differences in their interpretations and consider alternative perspectives.

• Share: Facilitate a class discussion where pairs share their insights. Highlight diverse interpretations and guide learners to connect the symbol to broader themes.

• Collect and Display: As learners share, scribe their ideas on the board, organizing them into categories related to the symbol's significance and thematic connections.

• Synthesize: Conclude by summarizing key points from the discussion, emphasizing how the symbol enhances understanding of the novel's themes. Encourage learners to consider how this analysis can be applied to other symbols and motifs in the text.

Independent practice

• Symbol Analysis Exercise: Assign learners a passage from Steinbeck's novel featuring a key symbol, such as the farm dream or animals. Direct them to annotate the passage, identifying the symbol and its significance. Encourage them to connect the symbol to themes like hope and despair. Provide a worksheet with guiding questions to support their analysis. [Link to exercise]

• Motif Exploration Task: Have learners choose a recurring motif from the novel, such as animals, and create a mind map illustrating its appearances and thematic connections. Instruct them to include quotes and explanations of how the motif reinforces the novel's themes. [Link to exercise]

• Visual Representation: Ask learners to create a visual representation of one symbol or motif, depicting its meaning and thematic relevance. They can use drawings, digital tools, or collages. Encourage creativity and depth in their representations. [Link to exercise]

Consolidate

Ask learners to answer these questions on their way out:

1. How does the farm dream symbolize hope and despair in Steinbeck's novel?

2. What is one motif you noticed in the novel, and how does it contribute to the theme?

Here are some suggested answers:

1. Suggested answer to Question 1: The farm dream symbolizes hope as it represents a better future, but also despair as it remains unattainable.

2. Suggested answer to Question 2: Animals are a motif that highlights vulnerability and the harsh realities of life, reinforcing themes of survival and loss.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore additional symbols or motifs in the novel. Challenge them to draw connections between these elements and broader literary themes or historical contexts. Suggest they present their findings in a short essay or presentation.

• Striving learners: Provide additional scaffolding, such as graphic organizers or sentence starters, to help them structure their analysis. Pair them with peers for collaborative work, allowing them to discuss and refine their ideas. Offer targeted questions to guide their exploration of symbols and motifs.

Notable definitions

• Symbol: An object, character, or event that represents a larger idea or concept, often conveying deeper meanings beyond its literal sense.

• Motif: A recurring element, such as an image, theme, or idea, that helps to develop and reinforce the themes of a literary work.

• Theme: The central topic or underlying message explored in a literary work, often reflecting on human nature, society, or life.

Required materials

• Text excerpts from Steinbeck's novel

• Whiteboard and markers

• Worksheets with guiding questions

• Colored pencils or markers for visual representation

• Digital tools (optional) for creating visual representations

• Mind map templates (optional)

Lesson summary

• Connector (5 min)

• Activate (15 min)

• Demonstrate (10 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

learners will analyze the buildup to the climax in Chapter 5, identifying examples of foreshadowing and discussing their emotional impact. They will explain how the climax influences their understanding of the characters.

learner-facing objective: By the end of this lesson, I'll be able to find foreshadowing in Chapter 5, talk about how it builds tension, and explain how the climax changes my view of the characters.

Standards: Analyse the buildup to the novel’s climax and its emotional impact. Discuss how Steinbeck uses foreshadowing to create tension.

Learning activities

Connector

Notice and wonder: Display a brief excerpt from Chapter 4 that hints at events in Chapter 5. Ask learners, "What do you notice? What do you think?" Give them a few minutes to think and discuss with a partner. Then, have several learners share their observations and questions. Record these for all to see, steering the conversation towards foreshadowing and tension.

Activate

1. Introduce Foreshadowing: Define foreshadowing. Use a real-world analogy, like a movie trailer hinting at key scenes. Discuss how authors use foreshadowing to build tension. Provide a brief example from Chapter 5, highlighting a specific passage. Ask learners to identify the foreshadowing element and predict its significance.

2. Analyze the Climax: Present the climax of Chapter 5. Break down the scene, focusing on character actions and emotions. Use a graphic organizer to map out the buildup and resolution. Guide learners in identifying how the climax shifts their understanding of the characters. Discuss the emotional impact and its connection to earlier foreshadowing.

3. Connect to Broader Themes: Relate the climax to the novel's broader themes. Pose questions about how the climax reflects the author's message. Encourage learners to consider how foreshadowing and climax contribute to the overall narrative arc. Facilitate a brief discussion on how these elements enhance their reading experience.

Demonstrate

• Think, Pair, Share: Guide learners through a focused analysis of foreshadowing in Chapter 5.

• Think: Ask learners to individually read a selected passage from Chapter 5, identifying any foreshadowing elements. Encourage them to jot down notes on how these elements might build tension.

• Pair: Have learners pair up to discuss their findings. Instruct them to compare notes and refine their understanding of how foreshadowing contributes to the buildup of the climax.

• Share: Facilitate a class discussion where pairs share their insights. Encourage learners to connect their observations to the emotional impact of the climax.

• Collect and Display: As learners share, scribe their key points on the board. Organize these insights into categories such as "Foreshadowing Elements" and "Emotional Impact."

• Reflect: Prompt learners to reflect on how their understanding of the characters has evolved through this analysis. Encourage them to consider how foreshadowing and climax interplay to deepen their comprehension of the narrative.

Independent practice

• Text Analysis: Assign learners a passage from Chapter 5. Instruct them to independently identify examples of foreshadowing. Have them annotate the text, noting how these elements contribute to tension and predict the climax.

• Character Reflection: Ask learners to write a brief paragraph explaining how the climax alters their perception of a key character. Encourage them to use specific examples from the text to support their analysis.

• Foreshadowing Chart: Provide a chart template for learners to fill out. They should list foreshadowing instances, describe their significance, and connect them to the climax.

• Peer Review: Pair learners to exchange their character reflections. Instruct them to provide feedback on clarity and depth of analysis, focusing on the connection between foreshadowing and character development.

• Submit Work: Have learners submit their annotated passages, character reflections, and foreshadowing charts for review.

Consolidate

Ask learners to answer these questions on their way out:

1. What is one example of foreshadowing you found in Chapter 5?

2. How did the climax change your understanding of a character?

Here are some suggested answers:

1. Suggested answer to Question 1: An example of foreshadowing is when a character's earlier actions hinted at their later decisions.

2. Suggested answer to Question 2: The climax revealed deeper motivations of a character, altering my perception of their role in the story.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore how foreshadowing in Chapter 5 connects to the novel's broader themes. Suggest they create a visual map linking foreshadowing elements to thematic developments. Challenge them to predict alternative outcomes based on different foreshadowing cues.

• Striving learners: Provide additional support by offering guided questions to help identify foreshadowing. Use graphic organizers to simplify the analysis of the climax and its impact on characters. Pair them with peers for collaborative discussions to build confidence and understanding.

Notable definitions

• Foreshadowing: A literary device used to give an indication or hint of what is to come later in the story. It often builds anticipation in the reader.

• Climax: The most intense, exciting, or important point of the story, where the main conflict reaches its peak.

• Tension: A feeling of suspense or anxiety about what will happen next in the story, often heightened by foreshadowing and leading up to the climax.

Required materials

• Copies of Chapter 5 for each learner

• Highlighters for text annotation

• Graphic organizers for mapping climax and foreshadowing

• Chart templates for foreshadowing analysis

• Whiteboard and markers for class discussion

• Journals for reflective writing

• Peer review checklists

Lesson summary

• Connector (5 min)

• Activate (20 min)

• Demonstrate (30 min)

• Independent practice (25 min)

• Consolidate (10 min)

Learning objective

Learners will analyze key themes, characters, and symbols from the novel to prepare for the final assessment. They will also construct clear, analytical essay introductions and topic sentences under timed conditions.

learner-facing objective: By the end of this lesson, I'll be able to identify important themes and characters from the novel and write strong essay introductions and topic sentences quickly.

Standards: Review key themes, characters, and symbols in preparation for final assessment. Practice writing clear, analytical essays.

Learning activities

Connector

Notice and wonder: Display a short passage from the novel. Ask learners, "What do you notice? What do you wonder?" Give them a few minutes to think and jot down their thoughts. Pair learners to share their observations and questions. Select a few learners to share with the class, recording their insights. Guide the discussion towards key themes or symbols relevant to the upcoming assessment.

Activate

1. Review Key Themes and Characters: Present a concise summary of the novel's key themes and characters. Use a real-world analogy to illustrate a central theme. For example, compare a theme of resilience in the novel to a well-known historical figure's perseverance. Encourage learners to connect these themes to their own experiences.

2. Analyze Symbols: Introduce a significant symbol from the novel. Describe its appearance and context within the story. Ask learners to brainstorm what the symbol might represent, guiding them to consider its broader implications. Facilitate a brief discussion on how this symbol enhances the understanding of the novel's themes.

3. Essay Structure and Planning: Outline the structure of an analytical essay. Focus on crafting strong introductions and topic sentences. Provide a real-world example of a compelling introduction, such as a news article's opening. Discuss how it captures attention and sets the stage for the argument. Have learners draft their own introductions based on a prompt related to the novel.

Demonstrate

• Class Revision Game: Organize a quiz game focused on key themes, characters, and symbols from the novel. Divide learners into small groups. Pose questions and allow groups to discuss and answer. Rotate questions among groups to ensure participation. Use a point system to encourage engagement.

• Essay Planning Session: Guide learners in crafting essay introductions and topic sentences. Provide a prompt related to the novel. Have learners individually draft an introduction. Pair learners to exchange drafts and provide feedback. Encourage them to refine their introductions based on peer input.

• Think, Pair, Share: Pose a question about a key theme or character. Allow learners to think individually, then pair up to discuss their thoughts. Facilitate a class discussion, encouraging learners to share insights and connect them to the novel's broader themes.

• Stronger and Clearer Each Time: Have learners verbally explain their essay plan to a partner. Rotate partners, refining their explanation with each interaction. Encourage clarity and depth in their analysis.

• Collect and Display: As learners share insights during discussions, scribe key points on the board. Organize these into themes, characters, and symbols. Use this collective reference to reinforce understanding and support essay planning.

Independent practice

• Essay Writing Practice: Assign learners to write a timed essay introduction and topic sentences based on a new prompt related to the novel. Provide a time limit to simulate assessment conditions.

• Peer Review: After writing, have learners exchange essays with a partner for peer feedback. Encourage them to focus on clarity, coherence, and alignment with the prompt.

• Self-Reflection: Ask learners to reflect on their writing process and identify areas for improvement. Provide a checklist to guide their reflection, focusing on structure, clarity, and thematic relevance.

Consolidate

Ask learners to answer these questions on their way out:

1. What is one key theme or symbol from the novel that you feel confident about?

2. How did today's activities help you improve your essay writing skills?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: A key theme is resilience, symbolized by the recurring image of the phoenix.

2. Suggested answer to Question 2: The peer review session helped me refine my introduction and understand how to better connect my ideas.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by asking them to explore less obvious themes or symbols. Challenge them to draw connections between the novel and other literary works or historical events. Suggest they lead small group discussions to enhance peer learning.

• Striving learners: Provide graphic organizers to help them structure their essays. Offer sentence starters for introductions and topic sentences. Pair them with peers for collaborative brainstorming sessions. Use visual aids to reinforce understanding of key themes and symbols.

Notable definitions

• Theme: A central topic or idea explored in a literary work. In the context of preparing for assessment, understanding themes helps learners analyze the underlying messages of the novel.

• Symbol: An object, character, or event that represents a deeper meaning or concept. Recognizing symbols is crucial for interpreting the novel's themes and enhancing essay analysis.

• Analytical Essay: A type of writing that examines and interprets elements of a text. Mastery of this form is essential for learners to express their understanding of the novel's key elements under timed conditions.

Required materials

• Novel: Copies for reference during activities.

• Whiteboard and markers: For scribing key points and organizing themes.

• Quiz materials: Pre-prepared questions for the class revision game.

• Essay prompts: Printed or displayed for essay planning and writing practice.

• Peer review checklists: Guides for providing structured feedback.

• Graphic organizers: For essay structure support, especially for striving learners.

• Timer: To simulate timed essay conditions.

Lesson summary

• Connector (5 min)

• Activate (5 min)

• Demonstrate: Class revision game (15 min)

• Independent practice: Timed essay writing (15 min)

• Consolidate (5 min)

Learning objective

Learners will compose a coherent essay analyzing Steinbeck's exploration of the theme of dreams in "Of Mice and Men" and reflect on their learning to set personal goals for improvement.

learner-facing objective: By the end of this lesson, I'll write an essay about dreams in "Of Mice and Men" and think about how I can improve my learning.

Standards: Demonstrate understanding of Of Mice and Men through a final essay. Reflect on learning and set goals for improvement.

Learning activities

Connector

Ask learners to recall a key moment in "Of Mice and Men" where a character's dream is highlighted. Have them jot down a brief description of the scene and the character's dream. Then, in pairs, learners share their scenes and discuss how these dreams impact the characters' actions and relationships. This primes learners for the essay by activating prior knowledge and focusing on the theme of dreams.

Activate

1. Conceptual Understanding: Begin with a brief discussion on the significance of dreams in literature. Ask learners to consider why authors, like Steinbeck, use dreams as a central theme. Encourage them to think about how dreams can reflect broader societal issues or personal aspirations. Use examples from "Of Mice and Men" to illustrate these points.

2. Procedural Skills and Fluency: Introduce the structure of a literary analysis essay. Outline the key components: introduction with thesis statement, body paragraphs with textual evidence, and a conclusion. Provide a model thesis statement related to the theme of dreams in "Of Mice and Men" and guide learners in identifying supporting evidence from the text.

3. Application: Facilitate a class discussion where learners propose their own thesis statements about the theme of dreams. Encourage them to use specific examples from the text to support their ideas. As a class, evaluate the strength of these thesis statements and the relevance of the evidence provided. This will prepare learners for their independent essay writing.

Demonstrate

• Think, Pair, Share: Guide learners through a structured reflection on their essay writing process.

• Think: Ask learners to individually reflect on their essay drafts. Have them identify one strength and one area for improvement in their writing. Encourage them to consider aspects like thesis clarity, use of evidence, and coherence.

• Pair: In pairs, learners share their reflections. Each learner should explain their identified strength and area for improvement. Encourage partners to provide constructive feedback and suggest strategies for enhancement.

• Share: Facilitate a class discussion where pairs share insights from their conversations. Highlight common strengths and areas for growth. Encourage learners to note down useful strategies shared by peers.

• Revise: Allow learners time to revise their essays based on the feedback received. Encourage them to focus on enhancing their identified area for improvement.

• Reflect: Conclude with a brief reflection where learners write down one goal for their next writing assignment, focusing on the improvement strategies discussed.

Independent practice

• Essay Writing: Direct learners to write their final essay on the theme of dreams in "Of Mice and Men." Remind them to use the structure discussed: introduction with thesis, body paragraphs with evidence, and conclusion. Encourage them to refer to their notes and previous discussions for support.

• Self-Evaluation: Provide learners with a self-evaluation sheet. Instruct them to assess their essay based on criteria such as thesis clarity, evidence use, and coherence. Have them identify one strength and one area for improvement.

• Reflection: Ask learners to write a brief reflection on their learning process. Encourage them to set a personal goal for their next writing assignment, focusing on the area they identified for improvement.

Circulate to offer guidance and support as needed.

Consolidate

Ask learners to answer these questions on their way out:

1. How did Steinbeck use dreams to develop a character in "Of Mice and Men"?

2. What is one strength you identified in your essay writing today?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Steinbeck used dreams to show how characters like George and Lennie are motivated by their aspirations, which also highlight their vulnerabilities.

2. Suggested answer to Question 2: A strength could be a clear thesis statement or effective use of textual evidence.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by asking them to explore how the theme of dreams connects to other themes in the novel, such as loneliness or friendship. Suggest they incorporate secondary sources or critical essays to support their arguments. Challenge them to consider alternative interpretations of the text.

• Striving learners: Provide a graphic organizer to help structure their essays. Offer sentence starters for thesis statements and topic sentences. Pair them with peers for additional support during the reflection and revision stages. Allow extra time for essay completion if needed.

Notable definitions

• Final Assessment: A comprehensive evaluation at the end of a learning period to measure learners' understanding and mastery of the subject matter.

• Reflection: The process of introspection where learners evaluate their learning experiences, identify strengths and areas for improvement, and set goals for future learning.

• Coherence: The logical and consistent connection of ideas in writing, ensuring that the essay flows smoothly and is easy for the reader to follow.

Required materials

• Copies of "Of Mice and Men"

• Essay writing paper or digital devices for typing

• Self-evaluation sheets

• Writing utensils

• Whiteboard and markers for class discussion

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate (10 min)

• Independent practice (15 min)

• Consolidate (5 min)