CURRICULAR AND CLASSROOM CONTEXT · CURRICULAR AND CLASSROOM CONTEXT This lesson is designed for 4...

CURRICULAR AND CLASSROOM CONTEXT This lesson is designed for 4 10th grade classes consisting of 31-32 students each. One of the class is an honors class, while the

remaining three are traditional 10th grade classes. In all of the classes, there are more females than males. Considering racial demographics, the students are diverse, with the majority being African American. I have 4 students who have IEPs and one student who is an ELL – but is Expanding (according to the WIDA scores). I have access to a smart board and projector, a white board, and a cart of Apple laptops as teaching resources. I will also be making use of the school Library during this unit.

This unit revolves around Steinbeck’s Of Mice and Men, and is designed to both build upon and advance some of the things I have already been doing with the students as well as the things. In the previous unit on Memoirs, the students have spent time looking at characters and how authors use both direct and indirect characterization to introduce and develop the characters in their work. In this unit, we will continue to look at characters, and how Steinbeck uses both relationships to advance his themes and his characters in the novel. They will also begin to analyze writing styles and writing conventions more deeply and find ways to incorporate various stylistic techniques into their own writing.

The students have been asked to keep a reading log as they read “By Any Other Name,” and will continue to use reading logs to record what they have read. I have adjusted the format of the log for the novel. For example, instead of writing summaries, I have them listing three major events from the selection of reading that are most important, and as they continue to progress through the novel, they are to use that section of the log to record pieces of the novel that are specifically relevant to their creative projects. I have also generated a list of vocabulary words that students need to know and instead of just defining them, I have asked the students to use the foursquare model. The words that Steinbeck chooses to use are both rich in meaning and rich in the image the word creates in the mind. Having the students not only define the word but also visually represent the word in a picture will help the student make the connection between rich word choices and imagery in the reader’s mind. Since there are also many moments of foreshadowing in the novel, each reading log asks the student to both ask two questions and make a prediction for what will happen later in the novel.

Students will also have opportunities to explore various supplementary texts dealing with some of the themes of the novel as well as texts that deal heavily with some important aspect of the Great Depression to build a well-rounded context in which this novel is situated.

DESIRED OUTCOMES

By the end of this lesson I would like the students to be able to analyze major texts and works of literature with a purpose in mind. By use of creative projects, students will choose a project that interests them and use the known outcomes of the project to guide their purpose for reading the novel. For example, those who chose to create George and Lennie’s dream ranch will read with the purpose of locating moments where that dream is discussed, analyze those moments, record important information, and then use the information to create a visual replication of that ranch. (A reflective modification) These students will also discuss the impact of dreams as they appear in the novel. Conversely, students who choose to write Curley’s Wife’s Diary will read with the purpose of analyzing both the moments when she is in the story (and how she is treated, what her thoughts are, what she says and does, etc.) and moments where she is not physically present in the story and consider what her perspective (as a woman: both powerless and powerful simultaneously) and create a voice for her that she otherwise lacks in the novel. These students not only have to address her as a character in the novel, but also must analyze Steinbeck’s writing style in order to capture her tone, voice, and personality. Each one of the creative projects have the students take a basic reading and writing skill and apply it to a larger scale product in a way that best exhibits their strengths, but also gives them structured ways to develop their weaknesses.

Day 1: Do Now: Of Mice and Men Check List Distribute/ Discuss Reading Log Format Distribute/ Discuss Creative project options Begin Chapter 1, demonstrate use of reading log. Homework: Finish pages 1-‐10 for homework. 8 Chapter 1 vocab words done in four-‐squares

Day 2: Do Now: Child’s story and quick write response Reading Quiz Discuss first 10 pages of chapter 1 Homework Read the rest of chapter 1, pages 11-‐18. 8 Vocab words in 4-‐square.

Day 3: Do Now: Reading Questions #1 “an we’ll live off the fatta the lan’” What does this idiom mean and why is this concept so desirable to George and Lennie? #2 “Find a moment of personification and why do you think Steinbeck used personification in this moment?” #3 “There are 3 main themes of the novel which you have now been introduced to in the story in some way (friendship, loneliness and dreams) find and record evidence from the novel where each of these themes is discussed. Choose final project from list. Discuss chapter 1 in its entirety, begin reading chapter 2 Homework: Finish reading pages 19-‐26, reading log, and 8 vocab words in 4-‐square.

Day 4: Do Now: Reading Questions #1 Like chapter 1, Steinbeck begins chapter 2 with a description of the setting. How do these 2 settings differ and why does Steinbeck do this? #2 Candy tells George and Lennie about a blacksmith that use to work on the ranch, what happened to him and what does this story seem to suggest about the men who worked on these ranches? Reading Quiz Discussion of “Of Mice and Men” as an experimental novel Continue reading chapter 2 Homework: Finish pages 27-‐34, reading log, 8 vocab words in 4-‐squares

Day 5: Do Now: #1 Find a moment of Irony, why is it Ironic? #2 How does Candy describe the boss, site evidence to support your answer. #3 Locate a moment of foreshadowing thus far in the novel, how does this moment constitute foreshadowing and what might it be foreshadowing? Character Map Read “Harlem” by Langston Hughes and discuss poem. Homework: 9 vocab words in 4-‐square, complete chapter 2’s essay handout,

Day 6: Do Now: Reading questions:

1. What happened to Slim’s Puppies? Why did Slim choose to do this? What does this suggest about life as a migrant worker (like Slim, George, ad Lennie) during this time? 2. What does Candy mean when he tells George that Curley is “handy?”

Read chapter 3 until Candy is faced with the decision to allow Carlson to kill his dog. Good Angel/ Bad Angel :Let’s get inside Candy’s head and try to understand what he’s dealing with. Quick write: How are Candy’s decision to allow Carlson to kill his dog and Slim’s decision to drown 4 of his 9 puppies similar? How are they different? Homework: Finish Chapter 3, Reading log, 10 vocab words in four-‐squares.

Day 7: First Project Check in. Have information recorded from first half of the novel Vocab Quiz (while I check in on projects, students do a series of activities using their OMM vocab. Homework: Read first 10 pages of Chapter 4, reading log, 9 words in four-‐squares.

Day 8: Half of class designated to finishing voab quizzes from yesterday (there was a lot to ensure students worked entire time while I checked in on projects, many may not actually finish, so more time is planned in case it is needed. Should time not be needed, students will begin questions assigned for homework for chapter 4. Read the rest of chapter 4 in class. Homework is to complete chapter 4 reading questions.

Day 9: Do Now: The novel has three main themes: lonliness, friendship, and dreams. You already recorded moments where these themes were discussed…now write a paragraph about each theme discussing how each theme is playing out in the novel and how each theme is complicated in the novel. Cite evidence to support your answer. Begin Chapter 5. Read first half in class. Homework: Finish reading chapter 5, complete reading questions, foursquare 4 chapter 5 vocab words and 4 chapter 6 words.

Day 10: Watch OMM film…first half. Students will compare video to novel. Chart: describe each character as they appear in the video (row for each character in the novel). List two things that were added to the movie that were not in the novel. Why do you think these elements were added? List two things that were in the novel that were omitted from the movie. Why do you think these elements were omitted? Homework: Prepare for check in number 2. Record information from second half of the novel.

Day 11: Check in 2. Vocab quiz 2. Homework: Begin turning check ins into a complete rough draft of final project.

Day 12: Do Now: How far would you go to protect your best friend? Read chapter 6 in class: only until George is sitting behind Lennie with the gun contemplating whether or not to shoot Lennie. Good Angel/Bad Angel. Finish Chapter 6. Exit Ticket Quick Write 1. Did you expect George to

go through with shooting Lennie? Why or why not?

2. Why do you think he ultimately decided to do that?

3. Do you think Lennie knew what was about to happen or was he completely oblivious? How do you know?

Homework: Finish taking both check ins and formulate a complete rough draft of all writing elements and detailed sketch of any artistic elements.

Day 13: Rough draft due. In class peer revision. Students will be sitting with other students working on similar creative projects. They will be given a peer revision checklist form to fill out. Students will exchange their project with another student working on the same type of project and use the form to evaluate the project they were given. If they finish early they will be given a second form and will be asked to evaluate the feedback they were given by their peer. If there is not time in class, they will complete the feedback evaluation for homework.

Day 14: In class workshop 1. Class will be scheduled in the library. Students will come with complete rough drafts and peer revision forms and begin drafting their final drafts of their project. Students will be responsible for locating computer time outside of these in class workshops to ensure all of final products get typed.

Day 15: In class workshop 2 Class will be scheduled in the library (if possible). Students will work for half of the period. Then students will partner with their peer revision partner and discuss the progress they have made since the evaluation of their rough drafts. They will discuss the changes they have made and fill out a final peer revision form. Once the form is completed they may use the rest of the period to continue typing their final drafts. Homework: Final drafts due on day 18.

Day 17: Students will turn chapter six into storyboard/comic strip. I will introduce the format for a comic strip…the different kinds of bubbles and their functions, the flow of frames and the use of large vs. small frames, since they will be doing this in the next unit for Julius Caesar instead of reading logs.

Day 18: Final projects are due today. Watching the second half of the film. Students will be given a yellow mailing envelope with checklist of all the items they need to turn in for the final evaluation…starting from check in 1 and ending with the final draft. I am collecting all evidence to ensure all of the grading is consistent and accurate. Students will fill the envelopes as they watch the film and will enjoy a nice sigh of relief once they have returned the envelope to me.

Day 19: Students will work on an after project assignment in class. Part 1. Essay. All of the characters are radically different in many ways, yet they all have one thing in common. What is that common thread? Describe how every single character shares this common thread.

Day 20: Students will work on an after project assignment in class. Part 2. Character Fun. A template for a blank Facebook page will be distributed. Students will chose a character from the novel and create a Facebook page for him/her. The page will include wall posts (what kinds of things would he/she be posting on his/her wall, an information page (what kinds of networks would they belong to and what would their background info consist of, and a photo album page (if he/she were to have a photo album on Facebook, what kinds of pictures would be contained in it? Homework: Presentation preparation: Your favorite part about the project experience. Your biggest challenge/obstacle and how you dealt with it. Share an interesting/unique part of your project with the class.

Day 21: Projects will be returned today. Students will give their presentations about their projects. People watching will be taking notes and evaluating each person using the same evaluation form that I am using. Presentation criteria: Your favorite part about the project experience. Your biggest challenge/obstacle and how you dealt with it. Share an interesting/unique part of your project with the class.

Two Lessons from This Unit That Prepare Students for the Creative Project Experience.

Lesson 1:

Good Angel/ Bad Angel Activities DESIRED OUTCOMES

An absolute in life is that at some point or another every person is faced with at least one difficult decision he/she has to make. It goes without saying that when we do make a difficult decision we do not stop to think about “how” we make the decision. We often just do…some series of events happens and we somehow come to a conclusion…and made a decision. Many times the decision we make is not the best one, and more often than not, when we have made a bad decision it is as a result of three possibilities: 1) we did not ask the people in our life who have our best interest at heart and have the wisdom/life experience to provide us with the best advice. 2) we did not take enough time to gather all of the information we need to make an informed decision and weigh the pros and cons before jumping to a conclusion. And 3) we may have made our decision solely based on what the voices around us said…giving little to no consideration to what those voices are saying, but instead just giving into peer pressure and environmental consensus. By the end of this lesson I would like the students to be able to get inside a characters mind and analyze what a character has to consider when he/she is faced with a difficult decision. By meta-cognitively thinking about what a character had to go through to make a difficult decision, students will be able to build the metacognitive skills they need to analyze how they make their own difficult decision. They will also see that character have made use of the wisdom of other characters (both in effective ways and in ineffective ways) and can then see the repercussions of those decisions. Thus, by the end of this lesson, I want students to be able to describe what the character had to consider (pros and cons) the affect the characters around him had on his decision, and how the character ultimately made the decision (and why he ultimately made the decision he made). EVIDENCE THAT OUTCOMES WERE ACHIEVED Students will do this twice during this unit. The first time will be via a whole class demonstration. The second will have students replicate the activity in small groups in order to generate a variety of possibilities. I will explain both of these formats in further detail in the Learning plan. Students will be asked to record evidence from the activity which I will collect, I will also be taking notes of my own as I listen to what students say during the argumentative portion of the lesson as well as during the whole class discussion. LEARNING PLAN

Rationale – Students who are writing Curley’s wife’s diary can use the skills from this lesson to get inside her head and give her a voice in some of the decisions she had to make throughout the novel. Additionally, students working on the Theme Song might decide to explore a character and a decision he/she made…this activity will aid them as well.

Differentiation – I decided to use the decision Candy has to make as an opportunity to demonstrate how this activity works so that when we get to the culminating decision George makes in Chapter 6, students are already familiar with the format and can do the activity on their own. The demonstration provides the visual learners with a visual representation of the framework for this activity. The activity in both formats (demonstration and small groups) allows the auditory learners to get the most out of the activity. The interpersonal/kinesthetic learners will benefit more from the small group format, however the demonstration format is vital to provide the working framework and ensures that the small group format has every opportunity to be a successful lesson. It is also differentiate in the sense that it moves from “Allow me to tell you what you will do” to “Let’s watch how it is done,” to “Let’s discuss how this was done, and how it was done well,” to finally, “Now you do it.” Moving along this trajectory makes the activity very comprehensible. Classroom management – For the demonstration format I will ask for three volunteers (one to play the good angel, one to play the bad angel, and one to play Candy). The rest of the class will take on the role of recorder/evaluator. I will be the moderator and intervene when necessary. During the small group format, students will be broken up into groups of three or four and will be assigned roles. One students will be the good angel, one student will be the bad angel, one student will play George, and the fourth student will be the recorder/evaluator/moderator. In groups of three, George will take on the role of recorder/evaluator/moderator. Materials – handout, pen/pencil, novel, paper Procedures: Demonstration format Small Group Format

Day 6:

1. Do Now: a. Reading questions:

i. What happened to Slim’s Puppies? Why did Slim choose to do this? What does this suggest about life as a migrant worker (like Slim, George, ad Lennie) during this time?

ii. What does Candy mean when he tells George that Curley is “handy?”

2. Read chapter 3 until Candy is faced with the decision to allow

Carlson to kill his dog. a. I will read aloud and pause right at the moment where

we know Candy is about to make the decision of whether or not he will allow his dog to live or allow Carlson to shoot it.

b. I will instruct students to copy the following chart into

Day 12:

1. Do Now: a. How far would you go to protect

your best friend? 2. Read chapter 6 in class: only until George is

sitting behind Lennie with the gun contemplating whether or not to shoot Lennie.

3. Good Angel/Bad Angel.

a. Students divided into groups of 3-‐4 b. Handout distributed to ready

groups students have one minute to form groups.

c. Roles assigned d. Roles explained Good angel

convinces George not to shoot

their notes.

3. Good Angel/ Bad Angel: Let’s get inside Candy’s head and try to

understand what he’s dealing with. a. Ask for 3 volunteers b. Assign roles c. Explain expectation of each role (Good angel convinces

candy that he should let his dog live and just die of natural causes. Bad angel convinces Candy that allowing Carlson to shoot the dog is the best option. Candy listens to all arguments posed and formulates a decision based on what he thinks is right (while considering also, the arguments both sides of his conscious made. The rest of class records information in chart, evaluates the arguments, polls Candy for his decision, and then makes a prediction for what Candy will do in the novel.

d. Angels will argue, Candy will listen. e. Discuss the activity as a class and find out how many

think Candy will let the dog live, and how many think

Lennie, that he should allow the other men to find him and justice should be served. Bad Angel convinces George to shoot Lennie, that this is the better choice. George just listens (unless he is in a group of 3 in which case he is filling in the chart as he listens.

e. Discuss the activity as a class. Ask each George to report back what he thought the strongest arguments were and what he ultimately decides to do.

f. Poll the class, how many think George will shoot Lennie? How many think he will allow the other men to find him?

4. Finish reading Chapter 6 aloud. 5. Exit Ticket Quick Write

a. Did you expect George to go through with shooting Lennie? Why or why not?

b. Why do you think he ultimately decided to do shoot Lennie?

c. Do you think Lennie knew what was about to happen or was he completely oblivious? How do you know?

6. Homework: Finish taking both check in-‐s and formulate a complete rough draft of all writing elements and detailed sketch of any artistic elements.

Candy will have his dog shot. 4. Quick write: How are Candy’s decision to allow Carlson to kill

his dog and Slim’s decision to drown 4 of his 9 puppies similar? How are they different? We got inside Candy’s head and thought about what he might have been thinking while pondering his decision. What might Slim have thought? Give two arguments that could be made as both Angels that would have influenced Slim’s decision.

5. Homework: Finish Chapter 3, Reading log, 10 vocab words in

four-‐squares.

TEACHER’S REFLECTION

The first time I taught this lesson, I did both formats in the same day. The day we read Chapter 6, we used Candy’s example as the demonstration, read the first half of the chapter, and then redid the activity for George. What I realized was that students did not allow themselves to make up their own minds about what Candy would do, because they already knew Candy had Carlson shoot the dog. So, I modified it to this lesson plan when I re-taught the unit for the second time with the honors class. I broke up the activity so that they could argue Candy’s decision before knowing what he decides to do…and then doing the activity again with George. Having this span over two days allowed for all of the arguments and decisions to be completely authentic and the story had little influence on the acting out of the battle of both sides of the conscious.

Aside from this, I also realized the second time around that grouping students based on where they were already sitting took less time than counting off and moving. By keeping students in their prospective neighborhoods in the classroom, I was able to give them more writing time after the activity was over. It was also less chaotic when students had to return to their seats.

The first time I taught the lesson, I also had a volunteer recorder recording on the board while the rest of the students watched. I found that in not asking all students to work on a task, many were not completely focused on the demonstration. So this is another modification that can be found in this copy of the lesson plan and was also done with the re-teaching of the lesson with the honors class…everyone wrote. This also allowed me to get a lot more evidence for me to analyze.

Temple Standards

Standard 1: Deep Content Understanding I feel as though I am promoting this asking students to really get inside a character’s head

and think on a metacognitive level about the process of making a difficult decision. They are also looking at characterization on a

microscopic level.

Standard 2: Coherence and Continuity. Every lesson does build upon the previous one and I have designed it to also continue to

bring in the skills they have learned about characterization. They are taking what they already learned about direct and indirect

characterization and applying it to an authentic context which they are creating and acting out. Also, by doing the activity twice ensures that

they have the opportunity to gain a deeper understanding. All of the work done in this lesson will give students tools they can use in

creating the final creative project they will submit at the end of the unit.

Standard 3: Real-World Connections. We all have to make difficult decisions at some point in our lives, and by having students

engage in a metacognitive study of how we make decisions will give them tools that they can use to make well informed and well thought

out difficult decisions in their own lives. This is not just something characters in a book do, but it is something real people do in real

situations. The tools needed to make difficult decision are not tools we are born with but tools we need to learn and make use of over and

over again if we are able to look back over the decisions we made and honestly say we made the best possible decision.

Standard 4: Active Learning. I believe that the students are engaging in active learning in both versions. The first is that some students

will volunteer to demonstrate while the rest evaluate, and the second format students are doing it on their own.

Standard 5: Critical and Creative Thinking. I tried to plan a wide range of activities that would get students thinking and engaging

in various different ways. They are interacting with each other and creating an authentic context which then has to be evaluated. They are

then bringing it back to the novel and predicting what the character will actually do. I have assigned writing to be done afterwards where

students have to reconsider some information and produce a more formal written product. All of the work done in this lesson will give

students tools they can use in creating the final creative project they will submit at the end of the unit.

Standard 6: Teacher’s Reflective Thinking. I feel as though I have planned in such a way that I will be provided with lots of data to

analyze for student learning and comprehension. Based on how the lesson went the first time around, I was able to make modifications

which I enacted the second time around. I am continuing to make modifications as I move through the unit. I also feel as though I have

diversified the range of assessment modes I am using by analyzing written work, observing group work and discussions, etc.

Lesson 2:

Themes Analysis DESIRED OUTCOMES

By the end of this lesson I would like the students to be able to articulate the three major themes of the novel (dreams, friendship, and loneliness) and discuss how each them is playing out in the novel as well as how each theme gets complicated in the novel. I expect students to be able to demonstrate their ability to identify how these themes are being discussed in the novel, find moments in the text which support these themes (using textual evidence), and argue how the themes are complicated. EVIDENCE THAT OUTCOMES WERE ACHIEVED Students will submit an essay of 3+ paragraphs which I will read, evaluate, comment on, and return with a grade. LEARNING PLAN

Rationale – A major reading and writing skill is developing the ability to analyze themes in a text and use textual evidence to support a claim. Each of the creative projects asks the students to analyze some aspect of the novel and use textual evidence to support the claim. The thesis paper deals with the major themes directly. The dream ranch ask students to use and analyze moments discussing the ranch itself and re-create the ranch. Students also need to analyze the impact of dreams in the novel as part of this project. Students writing the theme song may choose to use the theme(s) of the novel in their song and therefore need to be both familiar with them and able to analyze them if they are going to add the level of meaning to the song that is required. Those writing

Curley’s wife’s diary have to analyze her as a character, Steinbeck’s writing style, as well as these themes if they are going to capture the essence of her character in their diary. She is lonely, she has dreams just like everyone else, and her friendships/lack of friendships are equally as complicated as any other character’s in the novel. Also, the people doing the excitement map also need to analyze the scenes beyond what is simply happening plot-wise. Many of the scenes that are most dynamic and most exciting are inconsequently the ones that deal with one or more of these themes either directly or indirectly and as such add layers to the scenes which add to their excitement. Differentiation – This assignment lacks the level of differentiation that majority of all of my other lessons have. However, I provide plenty of time in class to write, and students who do not finish may finish it at home. I have a few students who need extra time with long writing assignments so that is provided. Also, I provided a framework for the students by telling them how their essay should be organized. I asked them to write at least one paragraph for each theme. Two themes should not be mentioned within the same paragraph. I also walked around and worked with students one-on-one, and gave particular attention to students who I know struggle with writing in general. Materials – paper, novel, pens/pencils

Procedures – 1. Do Now: The novel has three main themes: lonliness, friendship, and dreams. You already recorded moments where these themes were

discussed…now write a paragraph about each theme discussing how each theme is playing out in the novel and how each theme is complicated in the novel. Cite evidence to support your answer.

2. Begin Chapter 5. Read first half in class.

3. Homework: Finish reading chapter 5, complete reading questions, foursquare 4 chapter 5 vocab words and 4 chapter 6 words.

TEACHER’S REFLECTION This lesson went rather smoothly. I was really happy with how willing the student were to write. I received many thoughtful responses to this prompt which really showed me that students were engaging with the themes.

Temple Standards

Standard 1: Deep Content Understanding: I feel that students are digging beneath the surface to discuss the themes of this novel.

They are being asked to look a moments in the novel with a critical eye and produce a well thought out essay detailing what they have

found and what they see happening in the novel to not only advance the themes but also to complicate them.

Standard 2: Coherence and Continuity. All of the work done in this lesson will give students tools they can use in creating the final

creative project they will submit at the end of the unit.

Standard 5: Critical and Creative Thinking. I feel that students are digging beneath the surface to discuss the themes of this novel.

They are being asked to look a moments in the novel with a critical eye and produce a well thought out essay detailing what they have

found and what they see happening in the novel to not only advance the themes but also to complicate them. All of the work done in this

lesson will give students tools they can use in creating the final creative project they will submit at the end of the unit.

Overall Unit Reflection

By the end of this unit I realized that students are more likely to read if they have a purpose for reading, and even more so if they are able to chose what purpose it will be. Each of these projects has the students reading for a different purpose. For example, Curley’s Wife’s Diary has students reading for moments in the story that reveal something about her character or lack thereof and moments when she could have a voice or an opinion but does not. They then have the ability to give her a voice. They are looking at characterization (both direct and indirect) and applying it to an authentic piece of writing. Each project presents a different adventure with the novel and I have seen that it is okay for students to be doing and learning different things simultaneously. The catch is that they should all reach the ending point having met the same objectives. In this case, the adventures were different, but they all were reading with a purpose and analyzing text, they were all writing with a purpose and using the text to either support their writing or influence it, and they all took on some creative aspect where they got to be the person they are doing something they enjoy doing along the way. I asked the students after the project was turned in whether or not they enjoyed it and some of the responses I received were that they enjoyed the fact that they could chose their project, the check-ins made it certain that they would read because all of the deadlines counted towards their overall grade, the reading logs were helpful when they came across a piece of the story they needed for their project, and they wanted to know if there could be a project like this for every text we read. I was proud of the unit once I was hearing these responses because it ended up working out better than I imagined. It was engaging, fun in someway, and by breaking it down into stages, all of the work (while still it was a lot of work) became manageable for them.

Looking at the student work I have submitted it is evident that each project contains some writing element. The diary required a bit more writing because of the nature of creative writing (one can certainly add a lot of fluff and get away with it) so I wanted to create a larger canvass where they had to address the challenge of keeping the novel a constant thread through the diary. Also I ensured that the students would be accountable for any artistic choices they made while doing the song, the ranch, and the map. I wanted the students to think on a metacognitive level about the decisions they make artistically to enhance their project (something real artists must consider: Do I use oil paint for this…or acrylic…. water based clay or oil based clay…. charcoal or lead? Etc.) I feel that the students learned that reading becomes enjoyable when there is a purpose. If the task is investigative…. to search out moments where this is discussed so that you can do your project…then they are reading closely and waiting for their moments in the novel. I have also found that it is crucial for students to also be accountable for the reading on a daily basis because it’s hard to catch up once you’re behind. This is why I made sure to have check-ins…and activities/lessons based upon what was read at home and also what we read in class. One thing I would like to do next time is to provide more secondary texts that speak to the novel. I want my students to be able to use multiple texts to formulate and support an idea but I have seen that they are unlikely to seek out other texts on their own. So two things I will also do the next time around is teach how to research and provide some reliable texts that they can use as both tools and examples of what valid research looks like.

Of Mice And Men

Final Project Choices

Below you will find a series of options that you may chose from for your final ". ,~,~·., ~v .. , • : ~ •. J

project for this unit. You must have a choice by Monday, October 14. Each of the

choices below require ongoing work and investigation.

Do not wait until the last minute to begin flipping back through the book to

find your information. You know what you should be looking for ahead of time ... so

as you read make notes for where your information is located and work on your

project as you read. The days allotted for working on the project in class should be

used for putting the project together, not beginning it completely. • _.', ·-- •.• ,_J_~ "· /

Rubrics will be provided for how your project will be graded on Monday ·

when you inform the teacher of your choice. All projects require the same amount of

work and will therefore be worth the same amount of points- the project will count

as a test grade. The effort you put into the project will determine the grade you

receive.

Option 1: Traditional Thesis Paper

Topic A: This entire novel provides a complicated glimpse into the

relationship between George and Lennie. Describe this relationship. Would you

argue that George and Lennie have a true relationship? Explain your answer.

Include textual evidence from the novel. You must offer an interpretation of the final

scenes of the novel as well. Is George's act an act of strength of love for Lennie, or

weakness of love for Lennie?

Topic B: Pair "Harlem" by Langston Hughes with the theme of hopes

and dreams from the novel. How to the poem and men's dreams relate and/or

differ? You must include textual evidence from both the novel and the poem. You

must also investigate situations that occur in today's world that support your

argument. You must include the actual evidence you have found (do not assu!ne

something happens ... .find proof that it does).

Topic C: You may choose a topic of your choice as long as you approve

it with me ahead of time. Deadline for this choice is Friday, October 18th. You must

submit your topic in the form of a written proposal (For my paper I would like to

explore ___ topic ___ ,. My working thesis is your thesis as you see

it now . ) You may choose to research an issue of the time period

a different theme ... etc. Whatever you choose, you must include textual evidence

from the novel to support your topic and thesis of choice and include two external

sources.

Option 2: Curly's Wife's Diary

Curly's wife's diary has just been found. Write 10 or more entries (1

or more typed pages each) that she may have written. Perhaps we can find another

side to her personality, or maybe a twist in the account of her marriage to Curly.

Focus on her inner feelings and emotions rather than just summarizing plot events

from the story. Include textual evidence that situates the entry in specific moments

of the story, but do not simply summarize the story. Include possible dates for each

entry.

Option 3: Of Mice and Men Theme Song

Write a full length song (3-4 minutes) about the themes, ideas, plot

elements, and/ or characters of the novel. Present your song to the class with

accompanying music. This presentation may be performed live or videotaped. You

may write your own music to put your song to, or find some "Instrumental" track

that works with your piece. If you use an instrumental track that is not your

own .... you MUST give credit to the writer /artist on the sheet with your lyrics, and

submit an essay detailing why you chose this particular track: 3 paragraphs

minimum. If you write your own track you must submit an essay detailing the

process you went through writing it, the thoughts you had before, during and after

writing it, and any struggles/obstacles you faced while writing it: 3 paragraphs

minimum. Keep and turn in journal entries that you write on days you work on this

project. You must also include information in your essay about how and why you

made specific artistic choices with your lyrics.

Option 4: The Dream Ranch

From the repeated descriptions of the "dream ranch" draw and color

your version of its set-up. Include a KEY or LABEL each part of the ranch. You must

submit an essay with at lest 5 (FIVE) complete and direct quotations from the text

that discuss the details in your drawing. Make sure you include page numbers for

where your quotes are located. Use Large unlined paper (posterboard) for your final

drawing. You may also construct a 3D model of the ranch if your art preference is 3

Dimensional. You must submit an essay detailing the process you went through to

complete this project, any obstacles you faced, and any other relevant information

that helps me understand what you were thinking. Keep and turn in journal entries

that you write on days you work on this project.

Option 5: Design an Excitement Map for the Novel

Choose 10 scenes from the novel that are most exciting and write a

paragraph for each detailing what makes the scene so exciting. Do not just

summarize the plot ... instead evaluate Steinbeck's writing style, analyze the

characters, and/or their choices and specific things that make the scene exciting.

Even though you are claiming they are the most exciting scenes from the story, rank

them in the order from MOST exciting to LEAST exciting. Use unlined paper to

sketch each scene as you see it. Your sketches must be colored in and visually

appealing. Include a short essay detailing why you ranked the scenes the way you

did, and how you decided what to sketch from each scene.

Curly’s Wife’s Diary Criteria 0 1 2 3 4 5 weight

Incorporation of the novel

Each entry situated within a moment in

the novel.

Novel is not summarized but used

to enhance diary entries.

Diary entries make no reference to “Of Mice and Men.”

References to “Of Mice and Men” provide a textual summary instead of enhancing the diary entries.

References to “Of Mice and Men” situate some diary entries within specific moments in the story but still provide too much summary.

References to “Of Mice and Men” situate most diary entries within specific moments in the story but still provide too much summary.

References to “Of Mice and Men” situate all diary entries within specific moments in the story but still provide too much summary.

References to “Of Mice and Men” situate all diary entries within specific moments in the story. Events are not summarized but used to enhance the diary entries well.

X 7

____/ 35

Visual Aesthetics And

Content creativity

Diary entries lack creativity and effort.

Diary entry composition lacks visual appeal.

Diary entries are appealing. Project content lacks creativity.

Diary entries are appealing. Some entries are creative while others are rushed and/or uninteresting.

Diary entries are appealing. Most entries are creative but lack creativity. entries are one dimensional

Diary entries are appealing. All entries are creative and are highly interesting. Entries are three dimensional, dynamic, and effectively give her a voice.

X 6

____/30

Grammar and Mechanics

Grammar

Punctuation Sentence structure

Dialogue Format

Paper contains

many careless

errors that make paper

difficult to read.

Paper contains many

errors that interfere with comprehensio

n at times.

Paper contains some errors but errors interfere

with comprehension.

Paper contains errors but errors do not interfere

with comprehension.

Paper contains minimal errors.

Paper contains little to no errors.

X 3

____/15

Length Diary is not typed

Diary contains less than 10

entries.

Diary entries are less than half of a page typed. 11pt

font. Double spaced. 1” margins

on all sides. Left justified.

Diary entries are half of a page typed. 11pt font. Double spaced. 1” margins on all sides. Left justified.

Diary entries are more than half of a page but less than a full page typed. 11pt font. Double spaced. 1” margins on all sides. Left justified.

Diary entries are more a full page or more typed. 11pt font.

Double spaced. 1” margins on all sides.

Left justified.

X 4

_____/20

Curly’s Wife’s Diary Journal

One journal entry per day spent working on

project. Must be detailed and provide insight into project

experience.

No journal kept/turned in with

essay.

Journal kept but appears to be written last

minute/ Is inconstant.

May be handwritten

neatly.

Journal kept but is not detailed or

organized…journal provides no insight

into project experience.

Journal kept and contains some

details. It is difficult to

visualize the project

experience.

Journal kept and is well organized/

details give much insight into project

experience.

Journal kept, entries are highly detailed and well organized. Journal as a whole provides a lot of insight into the project experience.

X 5

____/25

Check In 1 Check In 2 Rough Draft Peer Review 1 Final Workshop 1 Final Workshop 2/ Final Peer Review

____ Quotes Recorded ____first five entries outlined. ____Journal Entries Notes: 10 pts. each ____/30

____ Quotes Recorded ____last five entries outlined. ____Journal Entries ____Shows progress from first check-in Notes: 10 pts. each____/40

____Rough Draft complete and present ____Journal Entries completely written (handwritten is okay) ____Plan is functional ____Shows work done since second check-in Notes: 10 pts. each ____/40

____Student participated ____Evaluation form complete and provides helpful feedback. Notes: 15 pts. each ____/30

____Student came prepared to work. ____Student worked entire class period ____ Final product has progress. Notes: 15 pts. each____/45

____Student participated ____Evaluation form complete and provides helpful feedback. Final Product shows progress from Workshop 1 15 pts. Each____/30

Notes: Total Score:

Dream Ranch Criteria 0 1 2 3 4 5 weight

Incorporation of the

novel

5 complete/direct

related and

supported quotes

from the novel that

discuss the details in

the drawing.

Creative

project

makes no

reference to

“Of Mice

and Men.”

References to

“Of Mice and

Men” are

irrelevant to

creative

project.

References to “Of

Mice and Men”

are relevant but

poorly related to

creative project.

Project does not

satisfy the

required amount

of references.

Creative project

makes some but

not the required

amount of

references to “Of

Mice and Men,”

and they are well

related, but are

not well

supported in the

creative project.

Creative project

makes all of the

required references

to “Of Mice and

Men,” and they are

related, but they are

only adequately

supported in the

creative project.

Creative project makes

all of the required

references to “Of Mice

and Men,” they are

related and are well

supported in the

creative project.

X 6

____/ 30

Drawing

OR

3D Model

Grade ONE only

Drawing has

not been

submitted

with

project.

Drawing not

submitted on

required

medium.

Drawing

appears to be

constructed

last minute.

No time or

effort put

forth. No key

is given

and/or labels

are non-‐

existent.

Drawing lacks

visual appeal but

is constructed on

required medium:

Lacks colors

and/or appears to

be sloppy/ ill-‐

constructed. No

key is given and/

or labels are non-‐

existent. Drawing

does not

accurately depict

details in the

novel

Drawing has

some visual

appeal: is

constructed on

required medium

colors used,

neatness is

acceptable. Key

is given but is not

helpful and/or

labels are unclear

or illegible.

Drawing has visual

appeal and is

impeccable.

Required medium

used. Key is given

and key and labels

accurately represent

what the novel

speaks of.

Drawing has definite

visual appeal and is on

required medium.

Much time and effort

put forth in creating it.

Key and labels are both

helpful and accurately

represent what the

novel speaks of.

X 7

____/35

3D model Model has

not be

submitted

with

project.

3D model is

poorly

constructed

and lacks

creative

vision. Little to

no effort put

forth.

3D model poorly

constructed but

has some creative

vision. Pieces have

fallen off and/or

are not

representative of

the novel.

3D model

accurately

represents

details in the

novel and has

creative vision.

Model is held

together but

lacks stability.

3D model is well

constructed and is

visually appealing.

Parts are labeled

and accurately

represent the novel.

Model is held

together well and is

stable.

3D model is not only

well constructed and

visually appealing but

also has creative vision.

All parts are labeled

and accurately

represent the novel.

Model is stable and

sturdy.

X 7

____/35

Dream Ranch Essay

Requirements:

5 quotes

Discussion of

process

Discussion of

Obstacles

Discussion of

artistic choices

made

o Materials used

o Details chosen

No essay

submitted

Essay

submitted but

does not

satisfy

requirements.

Essay is not

typed.

Essay submitted

and satisfies some

but not all

requirements.

Essay is poorly

organized and

contains many

errors.

Essay submitted

and satisfies all

requirements but

is poorly

organized and

contains many

errors.

Essay submitted and

satisfies all

requirements. Essay

is moderately

organized and

contains some

errors that interfere

with

comprehension.

Essay submitted and

satisfies all

requirements. Essay is

well organized and

contains little to no

errors. X 7

_____/35

Journal

One journal entry per

day spent working on

project. Must be

detailed and provide

insight into project

experience.

No journal

kept/turned

in with

essay.

Journal kept

but appears to

be written last

minute/ Is

inconstant.

Can be

handwritten

neatly.

Journal kept but is

not detailed or

organized…journal

provides no

insight into

project

experience.

Journal kept and

contains some

details. It is

difficult to

visualize the

project

experience.

Journal kept and is

well organized/

details give much


experience.

Journal kept, entries

are highly detailed and

well organized. Journal

as a whole provides a

lot of insight into the

project experience.

X 5

____/25

Check In 1 Check In 2 Rough Draft Peer Review 1 Final Workshop 1 Final Workshop 2/

Final Peer Review

____ Quotes Recorded

____Plan Outlined

____Journal Entries

Notes:

10 pts. each ____/30

____ Quotes Recorded

____Plan Articulated

____Journal Entries

____Shows progress

from first check-‐in

Notes:

10 pts. each____/40

____Rough Draft

complete and present

____Journal Entries

complete

____Plan is functional

____Shows work done

since second check-‐in

Notes:

10 pts. each ____/40

____Student

participated

____Evaluation form

complete and

provides helpful

feedback.

Notes:

15 pts. each ____/30

____Student came

prepared to work.

____Student

worked entire class

period

____ Final product

has progress.

Notes:

15 pts. each____/45

____Student

participated

____Evaluation

form complete and

provides helpful

feedback.

Final Product shows

progress from

Workshop 1

15 pts. Each____/30

Notes: Total Score:

Excitement Map Criteria 0 1 2 3 4 5 weight

Scene Analysis

- What makes the scene exciting?

- Dig beneath the surface – do not summarize the plot.

Analysis not provided for each scene chosen.

Analyses consist solely of scene summaries and/or less than ten scenes are chosen for analysis. scenes are not typed.

Scenes chosen are analyzed but analysis skims the surface/ is not well thought out.

Scenes chosen are analyzed and analysis but does not provide sufficient details and/or support.

Scenes chosen are analyzed and analysis provides some details and/or support, but still skims the surface.

Scenes chosen are analyzed thoroughly and provide ample details and support. Analysis is deep and thoughtful.

X 7

____/ 35

Drawings

Drawings have not been submitted with project.

Less than ten drawings submitted and/or drawings contain little to no effort (appear to have been done last minute).

Drawings lack visual appeal and/or do not relate to the scene it is designated to represent.

Drawings are visually appealing but are difficult to tie to the scene they are designated to represent.

Drawings are visually appealing. Some or most are more detailed and appealing than others: showing that more time was spent on some and not others. Drawings visually represent the scenes they are designated to represent.

All drawings are visually appealing and are detailed. All drawings visually represent the scene in which they are designated to represent.

X 7

____/35

Essay

Requirements: • Rank explanation • Discussion of process • Discussion of Obstacles • Discussion of how you chose

what to draw from a given scene.

• Discussion of how and why you chose the scenes you did.

No essay submitted

Essay submitted but does not

satisfy requirements.

Essay is not

typed.

Essay submitted and satisfies some

but not all requirements. Essay is poorly organized and contains many

errors.

Essay submitted and satisfies all

requirements but is poorly

organized and contains many

errors.

Essay submitted and satisfies all requirements.

Essay is moderately organized and contains some

errors that interfere with

comprehension.

Essay submitted and satisfies all requirements. Essay is well

organized and contains little to

no errors.

X 6

_____/30

Excitement Map

Journal

One journal entry per day spent working on project. Must be detailed and provide insight

into project experience.

No journal kept/turned in with

essay.

Journal kept but appears to be

written last minute/ Is

inconstant. Can be handwritten

neatly.

Journal kept but is not

detailed or organized…journal provides no


experience.

Journal kept and contains some

details. It is difficult to

visualize the project

experience.


details give much insight into project

experience.

Journal kept, entries are highly detailed and well

organized. Journal as a

whole provides a lot of insight into

the project experience.

X 5

____/25


____ Scenes Recorded and some are sketched. ____Plan Outlined ____Journal Entries Notes: 10 pts. each ____/30

____ Scenes Recorded and some are sketched. ____Plan Articulated ____Journal Entries ____Shows progress from first check-in Notes: 10 pts. each____/40

____Rough Draft complete and present ____Journal Entries complete ____All scenes are sketched with detail. ____Shows work done since second check-in Notes: 10 pts. each ____/40




Notes: Total Score:

Of Mice and Men Theme Song Criteria 0 1 2 3 4 5 weight

Incorporation of the novel

Song is related to theme, characters, plot elements, and/or

overarching ideas of the novel.

Creative project is not related to “Of Mice and Men” in any way. Lyrics are not typed

Relevance of creative project to “Of Mice and Men” is unclear and weakly articulated.

Relevance of creative project to “Of Mice and Men” is unclear or weakly articulated.

Relevance of creative project to “Of Mice and Men” is clear but weakly articulated.

Creative project has a clear relationship to “Of Mice and Men.”

Creative project has a solid relationship to “Of Mice and Men,” and is clearly articulated.

X 6

___/ 30

Background Music And composition.

Background music does not accompany lyrics.

Background music was not written by student AND is not cited at bottom of lyrics sheet.

Background music was written by student/ not written by student (and cited) but clearly does not fit the lyrics. Composition is messy.

Background music was written by student/ not written by student (and cited) background music fits but composition is disorganized.

Background music was written by student/ not written by student (and cited) but clearly does not fit the lyrics. Background music fits but composition could still use more work.

Background music was written by student/ not written by student (and cited) but clearly does not fit the lyrics. background music fits and composition is great.

X 7

____/35

Essay IF YOU WROTE YOUR

BACKGROUND MUSIC. - Your process - Thoughts (before, during, and

after) - Obstacles - How and why you made

specific artistic choices. - How and why you chose

elements from the novel.

No essay submitted

Essay submitted

but does not satisfy

requirements.

Essay is not typed.

Essay submitted and satisfies

some but not all requirements. Essay is poorly organized and contains many

errors.

Essay submitted and

satisfies all requirements but is poorly

organized and contains many

errors.


Essay is moderately

organized and contains some


comprehension.



no errors.

X 7

____/35

Essay IF YOU DID NOT WRITE YOUR

BACKGROUND MUSIC Requirements:

No essay submitted

Essay submitted

but does not satisfy

Essay submitted and satisfies

some but not all requirements.

Essay submitted and

satisfies all requirements


Essay is


X 7

____/35

Of Mice and Men Theme Song - Your process - Thoughts (before, during, and

after) - Obstacles - How and why chose this

specific track. - How and why you chose

elements from the novel.

requirements.

Essay is not typed.

Essay is poorly organized and contains many

errors.

but is poorly organized and contains many

errors.

moderately organized and contains some


comprehension.


no errors.

Journal

One journal entry per day spent working on project. Must be

detailed and provide insight into project experience.

No journal kept/turned

in with essay.

Journal kept but appears

to be written last minute/

Is inconstant. Can be

handwritten neatly.

Journal kept but is not detailed

or organized…journal provides no


experience.

Journal kept and contains some details.

It is difficult to visualize the

project experience.


details give much insight into

project experience.

Journal kept, entries are highly detailed and well

organized. Journal as a whole

provides a lot of insight into the

project experience.

X 5

____/25


____ Quotes Recorded ____Plan Outlined ____Journal Entries Notes: 10 pts. each ____/30

____ Quotes Recorded ____Plan Articulated ____Journal Entries ____Shows progress from first check-in Notes: 10 pts. each____/40

____Rough Draft complete and present ____Journal Entries complete ____Plan is functional ____Shows work done since second check-in Notes: 10 pts. each ____/40



____Student participated ____Evaluation form complete and provides helpful feedback. Final Product shows progress from Workshop 1 Notes: 15 pts. Each____/30

Notes: Total Score

Thesis Paper Criteria 0 1 2 3 4 5 weight Thesis

Statement, thesis support, text

analysis.

Introduction does not contain a thesis statement and/or body paragraphs contain no support for the thesis statement.

Thesis statement is present but extremely weak/ unrelated to novel and/or body paragraphs provide inadequate support.

Thesis statement is present and related to novel but it is still weak. Body Paragraphs provide inadequate support for thesis statement.

Thesis statement is present and related to novel and has some strength to it. Thesis statement is generic/ uninteresting. Body paragraphs adequately support the thesis statement.

Thesis statement is present and is sufficiently strong and is interesting. Body paragraphs provide adequate support for the thesis statement.

Thesis statement is not only strong but also grabs the reader. Body paragraphs provide excellent support for the thesis statement.

X 4

____/ 20

Use of Sources • Primary

Source (Of Mice and Men)

• Secondary Sources (outside sources)

Paper does not reference novel.

Paper references novel but references are unrelated to thesis/ do not provide adequate support to thesis.

Paper references novel are related to thesis but are not well argued or explained. Support is lacking.

Paper references novel. References are related to thesis and provide adequate support. Paper explains sources effectively.

Paper references novel and one outside source. References are related to thesis and provide sufficient support. Paper introduces and explains sources effectively.

Paper references novel and one-two outside sources. References effectively support the thesis and paper introduces/ explains references thoroughly.

X 8

____/40

Text Analysis Paper does not provide analysis of the novel.

Paper provides a weak analysis of key relevant moments in the novel.

Paper analyzes key relevant moments in the novel but analysis is not thorough.

Paper effectively analyzes key relevant moments in the novel.

Paper effectively analyzes key relevant moments in the novel but secondary sources lack sufficient analysis.

Paper effectively analyzes key relevant moments in the novel as well as any secondary sources chosen for inclusion.

X 6

____/30

MLA Format and Organization - Paper typed - MLA heading and paper title

- In text citations

Paper is not in MLA format and/or paper is not organized

Paper is in MLA format but format contains many errors. Paragraphs are not organized

Paper is in MLA format but format contains some errors. Paragraphs are organized into

Paper is in MLA format and format contains some errors. Paragraphs are organized well and transitions

Paper is in MLA format and format contains minimal errors. Paragraphs are well organized and provide some

Paper is in MLA format and format contains little to no errors. Paragraphs are used well and provide solid

X 4

____/20

Thesis Paper are formatted

correctly - works cited

page included and formatted

correctly

effectively into paragraphs. Paragraphs contain no transitions. Paper is not typed.

well and/or transitions are ineffective.

paragraphs adequately but transitions are ineffective.

provide adequate flow.

support/structure. Transitions are used well.

structure and organization. Transitions are used effectively.

Grammar and Mechanics

Grammar

Punctuation Sentence structure

Paper contains

many careless

errors that make paper difficult to

read.

Paper contains many errors

that interfere with

comprehension at times.

Paper contains some errors but errors interfere

with comprehension

Paper contains errors but errors do not interfere

with comprehension.

Paper contains minimal errors.

Paper contains little to no errors.

X 3

____/15


____ Quotes Recorded ____Basic paper outline completed ____Thesis generated. Notes: 10 pts. each ____/30

____ Quotes Recorded ____Detailed outline completed ____Thesis generated and is captivating ____Introduction paragraph is written Notes: 10 pts. each____/40

____Rough Draft complete and present ____Works cited is complete. ____All sources are present. ____Shows work done since second check-in Notes: 10 pts. each ____/40




Notes Total Score:

Lucas Rigel Thesis Paper

Ms. Tavella

English 2 Period 7

October 31, 2013

Relationships

George and Lennie do have a true relationship. George stays with Lennie even though he can be

a bother to take care of. Lenne doesn’t know how to do much right. Lennie is constantly getting into

trouble but George still takes care of him. George stay with Lennie even though George could have a

much easier life without him. George and Lennie’s relationship is real; George cares about Lennie’s

future, doesn’t want Lennie to get into trouble, and cares for his well being.

George cares about Lennie’s future, he doesn’t want anything bad to happen to Lennie.

Steinbeck writes, “And George raised the gun and steadied it, and he brought the muzzle of it close to

the back of Lennie’s head. The hand shook violently, but his face set and his hand steadied. He pulled

the trigger.”George couldn’t bear to think of what Curly would do to Lennie. George shot Lennie just to

Lennie wouldn’t have to experience the torture Curly would put him through. Even though George really

didn’t want to have to kill Lennie, have the blood on his hands, he still did it for Lennie’s own good.

Lennie would have been so tortured and George was able to stop that by killing Lennie, so he did, he

cared about what would happen to Lennie, he cares about his future. Another quote in the book is,

“Don’t you even take a look at that bitch. I don’t care what she says and what she does. I seen ‘em

poison before, but I never seen no piece of jail bait worse than her. You leave her be.” George doesn’t

want Lennie getting into any trouble because of Curly’s wife. George warned Lennie not to talk to her

but Curly’s wife is what caused Lennie’s death. George has a real relationship with Lennie, he really did

care for Lennie’s future.

George also doesn’t want Lennie getting in trouble, even though he constantly does.

George cares for him so he tries to keep him out of trouble. George made Lennie promise not to say

anything so he wouldn’t say anything dumb. Lennie said, “I...I ain’t gonna...say a word,” to George. He

didn’t want Lennie getting in trouble so he made him stay quiet. George also made Lennie promise in

case he got in trouble, he would go to the brush where they first camped out at. George said, “Hide in

the brush till I come for you. Can you remember that?” When Lennie eventually gets into some trouble

he remembers to hide in the brush at the place they first camped out at. That kept him out of some

trouble for a little while, but not forever, he still dies. Thus shows George and Lennie do have a close

relationship, since George doesn’t want Lennie to get into any trouble, and tries to keep him out of

trouble for as long as he can.

George and Lennie have a true relationship because George cares for Lennie’s health.

Lennie was drinking scummy water like it was nothing, but George made him stop because he didn’t

want Lennie getting sick, he cared for Lennie’s health. He worries about Lennie’s health so he got him

the stop drinking the water. George told Lennie, “Lennie. You gonna be sick like you was last night.”

George worries about Lennie’s health, he didn’t want Lennie getting sick again. He also covers for

Lennie when he killed Curly’s wife. George said” He would of went south.” This is because he didn’t

want Lennie getting in to trouble anymore. This shows they do have a true relationship and George does

care.

George really cares about Lennie. They travel together everywhere, no matter how

annoyed George would get he still put up with Lennie. Lennie and George really did have a true

relationship. Even though George shot Lennie it was for a reason. George shot Lennie to protect him

from what Curly would have done to him. Curly would have tortured Lennie, Candy said that Curly

would have him lynched, George really does have a true relationship with Lennie. George does care

about Lennie’s health, future, and if he gets in trouble.

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