Chapter 1: Focus on Character
The novella opens in a scene by the Salinas River with two opposite friends who are migrant workers traveling together seeking work during the Great Depression. George is small and wiry with a strong personality, and Lennie is physically huge, but gentle. It is clear early on that Lennie suffers from a cognitive disability and George feels a responsibility to protect Lennie. The men discuss their dreams of owning land and their own farm and one day only relying on each other.
As the novella opens readers meet George and Lennie, the major characters. Steinbeck intricately details both characters through indirect and direct characterization. The characters are the focus. Students should pay close attention to how characters are developed. Questions to guide thinking around characters include: What is revealed about them through their speech and actions? What do readers learn about the characters through their interactions with others versus what the author directly states? George has a protective nature but can be frustrated with Lennie and this is seen through his dialogue. Lennie shows his forgetfulness and childlike nature through his dialogue. Lennies’ actions show him killing the mouse because he loves soft things, proving his lack of understanding of his strength.
Close reading is an incredible tool to focus on the literary element of character; specifically of the two main characters, George and Lennie. I use a close reading of the opening scene in Chapter 1 to allow students to glean the relationship between the characters and identify their stark differences and similarities. Students color code similarities and differences to create a visual of the two characters. Students examine Lennie’s comparison to animals and how that adds to his description of his character, opening their eyes to his size and lack of control over his body.
After this close reading, students choose one of the two main characters to focus on, examining how the character is developed through the different methods of characterization (speech/dialogue, actions, appearance, thoughts/feelings, comments by other characters, and direct characterization). Students dive deeper into either George or Lennie and cite appropriate evidence for each method of characterization, ultimately synthesizing the information into a summary.
We also visit the literary element of character by focusing on it in writing prompts to create an even deeper understanding of the main characters. The students might write about how Lennie’s actions throughout the first chapter set a foreboding mood or what George’s dialogue in the first chapter reveals about his personality. The close reading propels their thinking and guides them in their analysis of characterization. Character is the perfect starting point for Chapter 1 as George and Lennie’s friendship is the basis for the rest of the novella.
Chapter 2: Focus on Theme
Chapter 2 begins with George and Lennie arriving at the ranch and meeting an array of characters living and working on the ranch that drives the plot forward. George and Lennie meet the boss, Curley (the aggressive boss’s son), Curley’s flirtatious, attention-seeking wife, Slim (the respected ranch hand), Candy and his old dog, and the living conditions for the ranch hands, a simple shared bunk.
The relationships between the characters begin to reveal the themes of fear and power through the interactions of the characters. George and Lennie have very little power in their situation as migrant workers. Curley is dangerous because he is the boss’s son and has power over the men. Curley’s wife is seeking attention and could have power over the men which causes George to warn Lennie to avoid her. The development of the themes of fear and power makes Chapter 2 a good fit for the teaching of the theme. Students should be asking questions like, what is the conflict and how is it driving the characters to act? How does the historical context affect the theme? How is power playing a role in the conflict? Why does fear seem to be a driving force for the characters?
To continue working with the theme, I use a close reading of Chapter 2 to dive deeper into Curley’s wife and her intentions. Curley’s wife lacks power but uses her beauty to seek power. Students color code language that reveals her flirtatious or promiscuous side and then color code her attention-seeking or loneliness. This leads to a productive conversation about the theme of power or lack thereof and how Curley’s wife is battling with this theme. Students create an image to help them visualize Curley’s wife.
I also provide students with an evidence-based chart that ensures students are examining the dialogue or actions of characters to decipher how the themes of power and fear are developing. Using this chart is an excellent time for collaboration and remediation.
Writing prompts guide students thinking around themes. Using Slim’s line “Ain’t many guys travel around together,” he mused. “I don’t know why. Maybe ever’body in the whole damn world is scared of each other.” is the perfect opportunity to have students reflect and write about fear in the novella. Encouraging students to write constructive responses each chapter will reinforce the comprehension of the text and the literary elements.
Chapter 3: Focus on Symbolism
Chapter 3 continues to develop the relationships and conflicts between the characters. Chapter 3 includes the killing of Candy’s dog, Curley’s attack on Lennie and Lennie’s crushing of Curley’s hand, but most importantly the idea of George and Lennie’s dream is fleshed out. Candy offers his life savings to join them on their farm, making the dream more viable.
Symbolism fits perfectly in this chapter. The dream of owning land and having a farm is a clear symbol of the American Dream during the Great Depression, a time that was bleak and unwavering. Candy’s dog being killed symbolizes ranch hands aging and becoming useless. Candy feels this deeply. The symbolism of the cruelty of the time is clearly symbolized here. Questions students can be asking are: What does Candy's dog represent in the novel? How do you think the dog's death may foreshadow later in the story? What does the treatment of Candy's dog suggest about society's attitude toward aging and usefulness? How can Curley's wife be seen as a symbol in the novel? What does her character represent in terms of loneliness and the roles of women during the time period?
Using close reading with the literary element of symbolism is a tremendous tool. Utilizing the conversation between George, Candy, and Lennie about owning their own farm creates an ideal opportunity to discuss the symbolism of the farm. The tone is hopeful and reveals optimistic dreams about the future. I use color coding to help students determine the dream farm and the life of a ranch hand, identifying the clear differences between what they have now as ranch hands and what their future could be as a symbol of the American dream. Highlighting the tone reveals understanding of the positivity of the symbolism. Taking symbolism a step further, students create a symbol is cool word art activity. Students choose a character, brainstorm a list of words that could symbolize that character, and use them to create word art in that symbol. Using a rabbit for Lennie with words that describe his character would be an example.
To further develop students' knowledge of symbolism, students respond to a writing prompt comparing Candy and his old dog and explaining how the author uses the dog to symbolize Candy’s fear about growing older. Students can also compare George and Lennie’s dream of having their farm to the life they live now and explain how the farm symbolizes freedom and happiness.
Chapter 4: Focus on Conflict
Chapter 4 takes a closer look at conflicts of the time period, especially discrimination and segregation, as we enter Crooks’ living quarters. Crooks lives alone because he is Black. Lennie stumbles upon Crooks, and Candy joins as they talk about the rarity of George and Lennie’s companionship, loneliness, segregation, and the dreams of owning their own farm. Curley’s wife enters the conversation adding about her loneliness, only to quickly turn aggressive towards Crooks outlining the power struggle and racism of the time.
Loneliness and segregation are major conflicts. Each of the characters begins to seek a resolution for being lonely and Crooks, after growing up with his brothers and having others to rely on, feels a significant loneliness. When discussing the conflicts with students, some major questions could be: How does Steinbeck use conflict to develop his characters and themes? How do the conflicts in the novel reflect the larger social and economic issues of the time period? What do the various conflicts reveal about the characters' hopes, fears, and motivations?
In a close reading of Chapter 4, focusing on the conflict of loneliness, students color code language that reminds them students of how life could be on George and Lennie’s own farm and how Crooks had that as a child. Students analyze the changing tone as Crooks speaks about his past and present. Once students work through the close reading, they complete a conflict graphic organizer for each of the major characters. Analyzing the conflicts at this point in the novella aids understanding as the novella starts to creep toward the end.
Writing prompts are an excellent assessment to create deeper understanding of supporting characters’ internal and external turmoil. To do this I provide students with dialogue from Crooks or Curley’s wife from the chapter and ask students to analyze how given lines reveal the conflict. Providing students with a challenge to visually represent how Crooks’ life could improve with different circumstances brings students beyond the text.
Chapter 5: Focus on Word Choice
Chapter 5 is dramatic and emotional as Lennie accidentally kills the puppy, fears George’s disappointment, breaks Curley’s wife’s neck, and runs to the river. When Curley’s wife’s body is discovered, the men form a search party for Lennie. George’s despair and the harsh world the characters are navigating is a clear focus of this chapter.
The discussion of word choice in Chapter 5 is perfect because emotions are running high. Conflicting feelings about the murder of Curley’s wife, the innocence of Lennie, and the death of the farm dream are vivid in word choice. Panic, fear, lament, and sadness are intricate emotions and word choice is critical for examining them effectively. Engaging students with questions like: How does Steinbeck’s word choice contribute to the tone of different scenes especially in moments of tension? What words does the author use to create a sense of foreboding? What words or phrases does the author use to describe Lennie, and what do they reveal about his character? How does the language used to describe Curley’s wife shape your perception of her? A discussion about word choice is powerful.
Word choice in a close reading gives students a focused approach to finding powerful words. For Chapter 5, students zero in on Candy and his emotions after finding Curley’s wife murdered. Students also examine his tone shifts as he grapples with the death of the farm dream, Lennie’s innocence, and Curley’s wife as the perpetrator rather than the victim. A discussion about specific words is essential to understanding Candy’s range of focus after the murder and diving into his blame for Lennie and then Curley’s wife. Emotions run high in this chapter and it is the perfect opportunity for point-of-view writing. Students can become a character, and choose their words carefully as they reveal the character’s thoughts and feelings as a monologue, a poem, or a diary entry.
Writing prompts after reading this chapter rely on students' analysis of word choice as they think about who Candy is referring to when he says “poor bastard '' while looking at Curley’s wife’s body. Thinking about Lennie and his reaction to what he has done and saying “I done a real bad thing…” leaves much to be discussed about whether Lennie truly understands what he has done. Writing will bring depth to understanding and offer a thoughtful reflection moment.
Chapter 6: Focus on Plot Structure & Point of View
Chapter 6 is the finale of the novella and ends with George killing Lennie with Carlson’s gun. George refuses to let Lennie suffer at the hands of the mob and knows his fate is inevitable. Lennie’s death also ends the dream of the farm and solidifies the theme of loneliness.
Plot structure and point of view are the best elements for this chapter because as the novella comes to an end, the conflicts are resolved and the themes are solidified. The end of the novella also comes with varying points of view including George knowing he has to kill Lennie, Lennie’s lack of understanding, the mob with revenge on their minds, and Slim, who is there to comfort George with understanding. Some discussion questions for students to think about are: How does the point of view affect the reader’s perception of the ending?
How does George’s perspective at the end shape the reader’s understanding of his character? What is the significance of Slim’s reaction to the ending events? How does the ending of the novella resolve the main conflicts presented throughout the story? What is the climax of the novella, and how does it lead to the final resolution? How do the events leading up to the ending create tension and suspense? What is the significance of the setting at the end of the novella?
In completing a close reading of chapter 6, the focus is Lennie’s point of view and the setting. As the novella ends in the same place by the Salinas River, with Lennie again in trouble, the plot has come full circle. The close reading has students analyze the setting, animal behavior, and Lennie again using a color coded key. Students compare the scene from the beginning to the end showing how the plot developed, changed, and ultimately ended. The point of view of Lennie is clear through the word choice and his behavior as he waits for George. Students will use the color coding to compare and contrast the beginning scene to the ending scene and cite evidence to predict what happens to Lennie. I love using a poetry activity to analyze point of view. I use a “mirror” poem. Students use the point of view of one of the characters but focus only on positive attributes. Another option is a “write that I…” poem to reveal the inner thoughts of the character. This poem reveals what the character wants everyone to know.
Writing prompts at the end of the novella focus on the plot and how the setting impacts the end of the novel. The setting in the first scene is the same as the end. Students will have the opportunity to think thoughtfully about how the element of the setting impacts the plot. Another writing prompt option is to have students analyze the novella from a different point of view, which will deepen their understanding and analysis of how the point of view can change the novella significantly.
You can find all of my resources for teaching Of Mice and Men, including my close readings and writing prompts, here.
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