Lesson 2 | Power, Justice, and Culpability: Of Mice and Men and The Central Park Five | 9th Grade English

Objective

Explain how Steinbeck establishes the setting and introduces his main characters in Of Mice and Men.

Readings and Materials

Book: Of Mice and Men by John Steinbeck pp. 1 – 3

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Target Task

Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Discussion & Writing Prompt

How does John Steinbeck develop the reader's understanding of his main characters, Lennie and George, in the first three pages of Of Mice and Men? What techniques does he use to characterize them? Provide specific textual evidence and carefully explain your thinking.

Criteria for Success

Identifies that George and Lennie are physically different: George is small and Lennie is large.
Identifies that they also differ in terms of behavior: George is more exact in his physical actions whereas Lennie flings himself down to snort the water.
Could also notice that George seems to have more authority; he is walking in front and speaks sharply to Lennie, telling him how to drink the water.

Sample Response

An example response to the Target Task at the level of detail expected of the students.

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Key Questions

Questions about the text that will help guide the students understanding

Close Read Questions

What mood does Steinbeck establish in the first two paragraphs of the novel? How does he develop this mood? Provide specific evidence from the text to support your answer.
How does the arrival of Lennie and George change the mood of the scene? How does Steinbeck communicate this change in mood on page 2? Provide specific evidence from the text to support your answer.

Vocabulary

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

Literary Terms

mood

the emotional "atmosphere" of a scene in a text, which often evokes feelings in the reader

connotation

The social, cultural, and emotional associations of specific words. Generally, the connotation of a word can be thought of as positive, negative, or neutral.

characterization

the way an author describes and develops characters in a text

Direct characterization: telling the readers about the characters with specific descriptive language
Indirect characterization: showing the reader what characters are like through statements, behaviors, emotions

colloquial language

informal, everyday speech; the way people actually speak to one another

dialect

a form of language that is spoken in a particular part of the country and/or by a particular group

Homework

Reading and/or task to be completed at home in preparation for the next lesson.

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

While reading, answer the following questions.

Where are George and Lennie going and why?
Why did they leave Weed?
What is their plan for the future?
What instructions does George give Lennie for when they meet the boss the following day? Why does he tell him this?

Annotation Focus

Underline words and phrases that provide insight into each character's personality and perspective and the relationship between the two men.

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Standards

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).

Reading Standards for Literature

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

Standards that are practiced daily but are not priority standards of the unit

L.9-10.1

L.9-10.6

RL.9-10.1

RL.9-10.2

RL.9-10.3

RL.9-10.10

SL.9-10.1

SL.9-10.6

W.9-10.1

W.9-10.9

Lesson 1

Lesson 3

Lesson Map

“Excerpt from John Steinbeck's The Harvest Gypsies”
Migrant worker on California Highway (1935)
Migrant Mother, Nipomo, California (1936)
Dorothea Lange: Drought refugees from Texas encamped in California near Exeter. Seven in Family (1936)

Analyze depictions of migrant workers in an article by John Steinbeck and various photographs by Dorothea Lange, noting the similarities in their representation.

RI.9-10.2 RI.9-10.4

Of Mice and Men pp. 1 – 3

Explain how Steinbeck establishes the setting and introduces his main characters in Of Mice and Men.

RL.9-10.4

Of Mice and Men pp. 4 – 16

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

RL.9-10.3 RL.9-10.4

Of Mice and Men pp. 17 – 37 — Chapter 2

Analyze how Steinbeck develops social hierarchies on the ranch and introduces tension into the story.

RL.9-10.3 RL.9-10.5

Writing

Of Mice and Men — Chapters 1 and 2
Argumentative Writing: Literary Analysis Paragraph Rubric

Write a strong topic sentence and select relevant textual evidence to support that claim.

RL.9-10.1 RL.9-10.3 RL.9-10.4 W.9-10.1.a W.9-10.1.b W.9-10.4 W.9-10.5

Writing

Of Mice and Men — Chapters 1 and 2
Argumentative Writing: Literary Analysis Paragraph Rubric

Outline an analytical paragraph using the acronym T-E-A-L, and write a first draft.

W.9-10.1.a W.9-10.1.b W.9-10.1.c W.9-10.1.d W.9-10.1.e

Writing

Of Mice and Men — Chapters 1 and 2
Argumentative Writing: Literary Analysis Paragraph Rubric

Write a strong analytical paragraph that effectively integrates textual evidence and argues for which person at the ranch poses the greatest threat to Lennie and George.

W.9-10.1.a W.9-10.1.b W.9-10.1.c W.9-10.1.d W.9-10.1.e W.9-10.4 W.9-10.5 W.9-10.5

Of Mice and Men pp. 38 – 65

Analyze how Steinbeck develops characters and explain what characters' actions and beliefs can reveal about human nature.

RL.9-10.3

Of Mice and Men pp. 66 – 76

Analyze the character of Crooks through the lenses of racism, loneliness, and power.

RL.9-10.3

Of Mice and Men pp. 77 – 89
“John Steinbeck's Letter to Claire Luce”

Analyze the character of Curley's wife through the lenses of sexism, loneliness, and power.

RL.9-10.3

Of Mice and Men pp. 84 – 93 — end after "much, much more than a moment."

Analyze how Steinbeck has used foreshadowing to develop tension leading up to the story's climax.

RL.9-10.5

Of Mice and Men — pp. 93–end

Analyze the structural choices Steinbeck has made in the final chapter of Of Mice and Men and how he works to shape the reader's perception of Lennie's murder.

RL.9-10.3 RL.9-10.5

Of Mice and Men — full text
“To a Mouse”

Analyze the Robert Burns poem, "To a Mouse" and draw conclusions about why Steinbeck chose a line from this poem for the title of his novel.

RL.9-10.2 RL.9-10.3

Assessment: Socratic Seminar

Of Mice and Men — full text

Take a position on one of three analytical prompts and gather textual evidence in preparation for a Socratic seminar.

RL.9-10.1 RL.9-10.2 RL.9-10.3 W.9-10.1

Assessment: Socratic Seminar

Of Mice and Men — full text

Engage in a Socratic seminar in preparation for crafting a literary analysis for Of Mice and Men.

RL.9-10.1 RL.9-10.2 RL.9-10.3 SL.9-10.1.a

Argumentative Writing

Of Mice and Men — full text
Argumentative Writing: Literary Analysis Rubric 9-12

Write a strong thesis statement in response to an analytical essay prompt, and outline body paragraphs needed to support that thesis statement.

W.9-10.1.a W.9-10.1.b W.9-10.4 W.9-10.5

Argumentative Writing

Of Mice and Men — full text
Argumentative Writing: Literary Analysis Rubric 9-12

Write the body paragraphs of an analytical essay in the literary present tense, using strong transitions within and between paragraphs.

W.9-10.1.a W.9-10.1.b W.9-10.1.c W.9-10.1.d W.9-10.1.e W.9-10.4 W.9-10.5

Argumentative Writing

Of Mice and Men — full text
Argumentative Writing: Literary Analysis Rubric 9-12

Review the parts of an introduction, and write a strong introduction to an analytical essay using the acronym H-I-T (hook, introductory information, thesis statement).

W.9-10.1 W.9-10.4 W.9-10.5

Argumentative Writing

Of Mice and Men — full text
Argumentative Writing: Literary Analysis Rubric 9-12

Review the parts of a conclusion, and write a strong conclusion to an analytical essay using the acronym B-A-M (refer back to thesis, analyze its significance, make it universal).

W.9-10.1 W.9-10.4 W.9-10.5

Argumentative Writing

Of Mice and Men — full text
Argumentative Writing: Literary Analysis Rubric 9-12

Revise and edit essay drafts either independently or using a peer review structure.

W.9-10.1 W.9-10.4 W.9-10.5

“Supreme Court Denies Stay of Execution for Marvin Williams”
“Supreme Court Bars Executing Mentally Retarded”
“Family of John Steinbeck 'deeply troubled' by Scheduled Execution of Marvin Williams”

Explain what the Atkins v. Virginia decision and the case of Marvin Wilson reveal about perceptions of culpability in the criminal justice system.

RI.9-10.2 RI.9-10.3 RI.9-10.4

Of Mice and Men — full text

Analyze how characters in Of Mice and Men view Lennie's culpability in different situations throughout the text.

RL.9-10.3

“What is Cognitive Bias and How Does it Contribute to Wrongful Convictions”
“Black People are Wrongly Convicted More Than Any Other Group”

Identify claims made about the relationship between racial bias and wrongful convictions, and analyze how structural choices help develop an author's ideas.

RI.9-10.2 RI.9-10.5

The Central Park Five — Preface

Identify Sarah Burns' purpose in The Central Park Five, and explain how an author's tone develops the reader's understanding of their perspective.

RI.9-10.1 RI.9-10.4 RI.9-10.6

The Central Park Five — Chapter 1

Analyze the structure of the first chapter of The Central Park Five and explain the purpose and impact of specific sections of the text.

RI.9-10.3 RI.9-10.5

The Central Park Five pp. 37 – 51

Analyze how Burns uses descriptive language and specific details to communicate her perspective.

RI.9-10.1 RI.9-10.4 RI.9-10.6 W.9-10.10 W.9-10.9

The Central Park Five — pp. 3–7, 21–27, 38–43
When They See Us — 00:00–07:32; 23:25–30:25

Analyze the choices director Ava DuVerney made in When They See Us and compare her portrayal of characters and events with Sarah Burns' text, The Central Park Five.

RI.9-10.1 RI.9-10.7 W.9-10.1

Of Mice and Men pp. 2 – 3
The Central Park Five — Chapter 3

Analyze how racism shaped media coverage of the Central Park Five, and explain the debate around blame and culpability in this case.

RI.9-10.3 RI.9-10.4 RL.9-10.4

The Central Park Five pp. 188 – 206
When They See Us — Episode 4, 1:01:00–1:12:50

Analyze the choices director Ava DuVerney made in When They See Us and compare her portrayal of characters and events with Sarah Burns's text, The Central Park Five.

RI.9-10.3 RI.9-10.4

Assessment: Performance Task

Of Mice and Men — full text
The Central Park Five — excerpts

Brainstorm, outline, and record a podcast episode that analyzes the power of language to construct meaning about a person's identity in both Of Mice and Men and Central Park Five.

RI.9-10.2 RI.9-10.4 RL.9-10.2 RL.9-10.4 SL.9-10.4 SL.9-10.5 W.9-10.4 W.9-10.6

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

Objective

Readings and Materials

Target Task

Discussion & Writing Prompt

Criteria for Success

Sample Response

Key Questions

Close Read Questions

Vocabulary

Literary Terms

Homework

Annotation Focus

Enhanced Lesson Plan

Standards

Reading Standards for Literature

Supporting Standards

Language Standards

Language Standards

Reading Standards for Literature

Reading Standards for Literature

Reading Standards for Literature

Reading Standards for Literature

Speaking and Listening Standards

Speaking and Listening Standards

Writing Standards

Writing Standards

Lesson Map

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