Unit Title: Of Mice and Men

Teacher: Sarah Geist

Focus Class Description: Honors English 11; virtual learning with block schedule

Essential Question(s): What is the American Dream? What systemic and individual forces get in the way of achieving that dream? What are people willing to do in order to achieve their
dreams?

Objectives/Goals of the Unit:

SWBAT use Steinbeck’s language in Of Mice and Men to write a poem centered around a single purpose and explain how their rhetorical and poetic choices contribute to the central
purpose of that poem.
SWBAT analyze how Steinbeck characterizes the American Dream in Of Mice and Men.

Standards:
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a
complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem.

Summative Assessment: Found Poem

Monday Tuesday Wednesday Thursday Friday

DAY 1 DAY 2 DAY 3

SWBAT answer multiple choice
questions about John Steinbeck
and the Great Depression.
SWBAT do a close reading of the
first page in Of Mice and Men,
focusing on the function of imagery
in the text.
In-Class Activities:
● Share Embarrassing Photos
SWBAT compare and contrast the Asynchronous Reading Day
conditions of migrant workers in ● Of Mice and Men
California during the Great
Depression to the conditions of Attendance Form:
migrant workers in Michigan today. ● Rabbit Collage
In-Class Activities: Mental Health Resource:
● Discuss Ch. 1 ● Yoga for Your Mind (10 min)
● Migrant Workers readings
 ● Steinbeck/Great Depression
info with Kahoot!
● Introduce Found Poem
project
● Of Mice and Men 1st page
close reading + chart
Independent Work:
● Read Ch. 2-4 (pg. 17-83) Of
Mice and Men
● Think about Found Poem

Independent Work:
● Read Ch. 1 (pg. 1-16) Of
Mice and Men + Reading
Check due 11:59 pm
● Think about Found Poem

DAY 4 DAY 5 DAY 6

SWBAT analyze how characters in
the novel are affected by barriers to
the American Dream.
SWBAT build off of previous close
reading to deepen their
understanding of imagery and
repetition in the text.
In-Class Activities:
● Reading Check
● Discuss Ch. 2-4 (pg. 17-83)
Of Mice and Men
● American Dream activity
● "The Hill We Climb"
● Update Close Reading
Chart
SWBAT connect the film Seabiscuit Asynchronous Reading Day
to background knowledge about the ● Of Mice and Men
Great Depression. ● Finish watching Seabiscuit +
Questions
In-Class Activities:
● Introduce Seabiscuit Attendance Form:
● Horse Collage
Independent Work:
● Start watching Seabiscuit Mental Health Resource:
● Read Ch. 5-6 (pg. 84-107) ● Yoga for Your Body (10 min)
Of Mice and Men
● Work on Found Poem

Independent Work:
● Read Ch. 5-6 (pg. 84-107)
Of Mice and Men
● Work on Found Poem

DAY 7 DAY 8
SWBAT use concepts from the SWBAT analyze how the American
trolley problem and evidence from Dream impacts one of the main
the text to support their evaluation
of the end of the novel.
SWBAT build off of previous close
reading to deepen their
understanding of imagery and other
literary devices in the text.
In-Class Activities:
● Discuss Ch. 5-6 (pg.
84-107) Of Mice and Men
● “The Trolley Problem” +
discussion
● Finish Close Reading Chart
Independent Work:
● Seabiscuit Questions due
11:59 pm
● Work on Found Poem
characters in the film and use
specific evidence to support their
claims.
SWBAT use hexagonal thinking to
visually represent the connections
between the film and the novel.
In-Class Activities:
● Discuss Seabiscuit +
Questions
● Hexagonal Thinking
● Optional: sharing Found
Poems
Independent Work:
● Found Poem due 11:59 pm
 Of Mice and Men Found Poem

“Found poems take existing texts and refashion them, reorder them, and present them as
poems. The literary equivalent of a collage, found poetry is often made from newspaper articles,
street signs, graffiti, speeches, letters, or even other poems.

A pure found poem consists exclusively of outside texts: the words of the poem remain as they
were found, with few additions or omissions. Decisions of form, such as where to break a line,
are left to the poet” (poets.org).

Pulling Excerpts Examples Blackout Poetry Examples

Two Women

Twined a gauze veil about her head;

The big straw hat rested any way.
Dogskin gloves with gauntlets;
A white linen collar.
Dressed in pure white, with a fluffiness of
ruffles that became her;
A waving vertical line of brown running
through.

The embodiment of every womanly grace and

charm;
Free to drift whithersoever she chose.

(From The Awakening; pgs. 8, 14, 34; 58

words)

(From The Absolutely True Diary of a

Part-Time Indian; pg. 219-220; 84 words)
 “Amelia was just fourteen and out of the
orphan asylum; at her first job—in the
bindery, and yes sir, yes ma'am, oh, so
anxious to please.

She stood at the table, her blond hair hanging

about her shoulders, "knocking up" for Mary
and Sadie, the stichers ("knocking up" is
counting books and stacking them in piles to
be taken away).”

From Testimony by Charles Reznikoff

(Excerpts taken from law reports)

From Sand Opera by Philip Metres

For your poem:

1. Choose a purpose for your poem. Think about the themes, issues, symbols, settings,
characterization, etc. from Of Mice and Men. What do you want your poem to focus on?
2. Find quotes or passages that could contribute toward your poem’s purpose.
3. Strategically organize and/or blackout the text to create your poem.
 4. Write an explanation of the rhetorical and poetic choices you made and how those
choices contribute to the central purpose of your poem.

DUE: Thursday, February 11th at 11:59 PM

Final Product Must Include:

● Original Found Poem (100+ words)
○ You can write one longer poem or several related shorter poems.
○ Must include a title.
● Page numbers of all quotes/passages
○ Do not cite the page numbers in the poem. Instead, include a list of page
numbers at the end.
● Explanation of Purpose and Choices (200+ words)

This assignment is worth 30 points (10 for the poem, 20 for the explanation).
 Day 1

Lesson Objective(s) SWBAT answer multiple choice questions about John

Steinbeck and the Great Depression.
SWBAT do a close reading of the first page in Of Mice and Men,
focusing on the function of imagery and other literary devices
in the text.
Standards CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful.
Materials Needed Of Mice and Men Introduction slideshow; Steinbeck/Great
Depression Kahoot!; Found Poem assignment description; Of
Mice and Men

Time Learning Task Methods or Procedures

10 Share Embarrassing Photos Begin by sharing your own
embarrassing photos (slides 1-3).
Students can then volunteer to share
their photos with the class. They can
share their screens or hold the photos
up to the camera. Ensure that students
are laughing with each other and not at
each other.
15 Steinbeck/Great Depression Display the Kahoot! ID (slide 4) and give
Kahoot! students a few minutes to join the game.
Explain that most of the questions are a
review of information the students have
already learned and that they will not
be graded on how well they do.

Play the game, elaborating on how the

information connects to Of Mice and
Men. Answer any questions that come
up as you are playing.

Give the winners a round of applause.

10 Introduce Found Poem Define found poetry and explain the two
types of found poems (slides 5-8), using
teacher and external examples.
 Read through the assignment
description (slides 9-10) and answer
any questions that students have.
15 Pg. 1 Close Reading Define close reading (slides 11-12) and
explain each column of the chart (slide
13). Instruct students to pay particular
attention to the role of imagery.

Read the first page in Of Mice and Men

(slide 14) out loud.

As a class, complete the chart. Begin

with identifying the quote and the
literary device. Then discuss potential
meanings of each quotation and make
predictions on how those meanings
could change or remain the same
throughout the book. Aim for at least 5
entries.
HW Read Ch. 1 (pg. 1-16) Of Mice Pay attention to how imagery and other
and Men literary devices function in the text.
Complete the Reading Check before
11:59 pm.
 Day 2

Prior Knowledge Steinbeck/Great Depression background info; close reading;

imagery and other literary devices in Of Mice and Men; Ch. 1
Of Mice and Men
Lesson Objective(s) SWBAT compare and contrast the conditions of migrant
workers in California during the Great Depression to the
conditions of migrant workers in Michigan today.
Standards CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information
presented in different media or formats as well as in words in
order to address a question or solve a problem.
Materials Needed Of Mice and Men; slides; Migrant worker readings

Time Learning Task Methods or Procedures

10 Ch. 1 Discussion Begin by leading a short discussion of
Ch. 1, clarifying any points of confusion
that students may have. Center the
discussion around the question (slide
2): How does Steinbeck characterize
George and Lennie’s relationship in the
first chapter?
7 Migrant Workers in the Text Read the passage from Ch. 1 (slide 3)
out loud and have students discuss the
question: How does Steinbeck portray
the lives of migrant workers?

Encourage them to use evidence from

the text to support their responses.
10 Migrants Workers in Michigan Read the statistics on migrant workers
in Michigan (slide 4).

Instruct students to click on the link on

the slide and read both articles to
themselves, paying close attention to
how the lives of migrant workers in the
articles are similar to and/or different
from the workers in the book.
10 Migrant Workers Venn Diagram As a class, complete the Venn Diagram
(slide 5) comparing migrant workers
during the Great Depression to migrant
workers today.

Record students’ responses on the slide.

3 Reading Day Explanation Explain that most Fridays during the
second semester will be asynchronous.

Review the three things (slide 6) that

students need to complete during the
upcoming Friday class.
 Day 4

Prior Knowledge Steinbeck/Great Depression background info; close reading;

imagery and other literary devices in Of Mice and Men;
migrant workers in Michigan; Ch. 1-4 Of Mice and Men
Lesson Objective(s) SWBAT analyze how characters in the novel are affected by
barriers to the American Dream.
SWBAT build off of previous close reading to deepen their
understanding of imagery and other literary devices in the
text.
Standards CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves
matters uncertain.
CCSS.ELA-LITERACY.RI.11-12.6
Determine an author's point of view or purpose in a text in
which the rhetoric is particularly effective, analyzing how
style and content contribute to the power, persuasiveness or
beauty of the text.
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful.
Materials Needed Ch. 2-4 reading check; slideshow; Of Mice and Men; Close
Reading Chart; “The Hill We Climb”

Time Learning Task Methods or Procedures

10 Reading Check Students have 10 minutes to complete
their quiz in Google Classroom. Unless
previously approved, students should
have their cameras on while taking the
quiz and should not use any outside
resources.
5 Reading Check Answers Once all students have submitted their
quizzes, share your screen and go
through the questions and correct
answers as a class. Clarify important
details about each of the supporting
characters.
10 American Dream Discussion Explain that Of Mice and Men, along with
many others of Steinbeck’s works, deal
 heavily with the American Dream, or
the idea that with hard work, anyone
can achieve anything.

Read the first passage (slides 3-5) out

loud. Then have students briefly
discuss the following question: How
does Steinbeck characterize the
American Dream in this passage?

Then read the second passage (slide 6)

out loud and have students briefly
discuss the following question: How
does Steinbeck characterize the
American Dream in this passage?

Compare the characterization of the

American Dream in both passages,
pointing out areas of similarity and
difference.

Explain that there are many barriers to

the American Dream. Ask students to
brainstorm examples of things that
make the American Dream more
difficult (ex. racism, sexism, ableism,
classism, ageism). Record student
responses (slide 7).
10 Barriers Character Analysis Review the instructions (slide 8) and
Small Group answer any questions students may
have. Put students into 5 random
breakout rooms and assign each room a
character.

In their breakout rooms, students

should discuss their character’s
connection to the American Dream and
take notes on the corresponding slide
(9-13). Students should discuss the
following questions:
● What is your character’s
American Dream?
● What barriers do they face and
how do those barriers affect
them?

8 Barriers Character Analysis
Sharing
● Are there any parts of
Steinbeck’s depiction of the
American Dream and its barriers
that are problematic?
Students should use quotes from the
text to support their analysis.
Bring all the students back to the main
room. Share your screen to display the
discussion slides (9-13).

One group at a time, students will

briefly share their slide and summarize
their discussion for the rest of the class.
12 “The Hill We Climb” Explain that Steinbeck’s depiction of the
American Dream is a little bit
depressing. As a more hopeful
depiction, have the students watch
Amanda Gorman’s poem from the
recent presidential inauguration. Post
the link to the video in the chat.

Once the students have finished

watching the video, lead a brief
discussion on the following questions:
How does Gorman characterize the
American Dream in her poem?
10 Close Reading Chart Display the chart and explain how it is
organized (based on the chart from last
week; quotes in chronological order;
analyses of the same quote combined).
Scroll to the bottom and read the three
quotes. As a class, brainstorm the
potential meanings/significances of
each quote and fill in the third column
of the chart.
 Day 5

Prior Knowledge Steinbeck/Great Depression background info; close reading;

imagery and other literary devices in Of Mice and Men;
migrant workers in Michigan; Ch. 1-4 Of Mice and Men;
American Dream character analysis; “The Hill We Climb”
Lesson Objective(s) SWBAT connect the film Seabiscuit to background knowledge
about the Great Depression.
Standards CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information
presented in different media or formats as well as in words in
order to address a question or solve a problem.
Materials Needed slideshow; Seabiscuit

Time Learning Task Methods or Procedures

5 Attendance Check
5 Seabiscuit Background Info
Students will answer the following
question: Who is your favorite
underdog from movies or books?
Display the slideshow and review the
background information, both of the
film (slide 2) and the horse (slide 3).

Answer any questions students have

3 Reading Day Explanation
about the film or the accompanying
questions (slide 4).
Review the four things (slide 4) that
students need to complete during the
upcoming Friday class.
 Day 7

Prior Knowledge Steinbeck/Great Depression background info; close reading;

imagery and other literary devices in Of Mice and Men;
migrant workers in Michigan; Ch. 1-4 Of Mice and Men;
American Dream character analysis; “The Hill We Climb”;
Seabiscuit background info
Lesson Objective(s) SWBAT use concepts from the trolley problem and evidence
from the text to support their evaluation of the end of the
novel.
SWBAT build off of previous close reading to deepen their
understanding of repetition and other literary devices in the
text.
Standards CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves
matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful.
Materials Needed slides; Of Mice and Men; Close Reading Chart

Time Learning Task Methods or Procedures

5 The Trolley Problem Post the link (slide 2) to the clip from
“The Trolley Problem” episode of The
Good Place in the chat. Give students a
few minutes to watch the video.

Once students have finished watching,

lead a brief discussion centered around
the question (slide 3): How does the
trolley problem relate to George’s
decision to kill Lennie at the end of the
novel?

Take notes on the slide, distinguishing

between which aspects of the scenario
represent the five people on the current
track and which aspects represent the
one person on the alternate track.
5 Take a Stance Jamboard Go over all the instructions for the
activity (slide 4). Then open the
Jamboard for the appropriate hour.
Students will have five minutes to think
about their response to the question,
place a sticky note with their initials
along the line, and look for evidence to
support their claims.

Students will respond to the following

question: Is George’s choice to kill
Lennie ethical?
20 Jamboard Discussion Once all students have placed their
sticky note and have had some time to
find evidence, lead a discussion on the
focus question. Students should explain
why they placed their sticky note where
they did and use evidence from the text
to support their ideas. Encourage
students to respond directly to each
other rather than to only share with the
instructor.
15 Close Reading Chart Open the close reading chart (slide 5).
Have students skim Ch. 6, looking for
any interesting phrases or quotations
that have hidden meanings. Encourage
students to focus on things that are
repeated or changed from the beginning
of the novel.

As a class, complete additional lines in

the chart. Aim for at least five new
quotations, then identify the literary
device(s) and brainstorm potential
meanings/significances.
10 Repetition Discussion Lead a brief discussion centered around
the following questions:
● What is the significance of the
novel beginning and ending in
the same place?
● What is the effect of all the
repetition in the last chapter?
Encourage students to use evidence
from the close reading chart to support
their ideas.
 Day 8

Prior Knowledge Steinbeck/Great Depression background info; close reading;

imagery and other literary devices in Of Mice and Men;
migrant workers in Michigan; Ch. 1-6 Of Mice and Men;
American Dream character analysis; “The Hill We Climb”;
Seabiscuit background info; the trolley problem
Lesson Objective(s) SWBAT analyze how the American Dream impacts one of the
main characters in the film and use specific evidence to
support their claims.
SWBAT use hexagonal thinking to visually represent the
connections between the film and the novel.
Standards CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information
presented in different media or formats as well as in words in
order to address a question or solve a problem.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and
analyze their development over the course of the text,
including how they interact and build on one another to
produce a complex account; provide an objective summary of
the text.
Materials Needed slides; Seabiscuit questions; Of Mice and Men; found poems

Time Learning Task Methods or Procedures

15 Discuss Seabiscuit + Questions Display the questions (slide 5) and ask
students to share what they wrote for
their assignment. Begin with those who
focused on Red, then Charles, then Tom.

Lead a brief discussion about the

similarities and differences between the
dreams of each character from the film.
10 Hexagonal Thinking Explain the process and purpose of
hexagonal thinking (slide 6).

Lead the class as they work together to

arrange the 11 terms in the array of
hexagons (slide 7). Students should do
the majority of the work, suggesting
placements of terms, explaining
connections between terms, and
responding directly to others’ ideas.
15 Optional: Share Found Poems Students can volunteer to share their Of
Mice and Men found poems with their
classmates.