Teacher Name

Course Name / Department

Unit Name
Quarter #

Unit Overview

Established Goals /
Enduring Understandings

Students will explore the themes of loneliness, dreams, and obstacles as found in
Steinbecks O
f Mice
and Men. Students will practice close reading using sticky note
annotations, character diagrams, and themes charts, building on existing skills of textual
evidence. Students will continue strong paragraph practice with character analyses and
theme regularly throughout the course of the unit. We will discuss in class the themes that
students draw from the text and if/how these themes are still relevant today, drawing on
more recent poetry and short stories as a reference. Students will use their strong paragraph
skills to complete their summative assessment: an essay on theme. In the writing process for
this essay, students will take a day to peer edit in class, using the criteria on the grading
rubric.
In this unit, students will also complete a short research project on an aspect of the setting or
the authors background. This will be done early in the unit so that students are familiar with
the time period in which the novella is set. Students will also identify and define unfamiliar
terms within the text, using the context to choose the correct definition. Students will
continue to work through the basics of grammar, completing nouns and moving into verbs,
using No Red Ink and a variety of worksheets and notes.

Standards:
CCSS English 9-10
CCSS English 11-12
CCSS Writing 9-10
CCSS Writing 11-12
CCSS Speaking 9-10
CCSS Speaking 11-12
CCSS Math
CCSS Reading (SS)
CRS MATH
CRS ENGLISH
CRS SCIENCE
CRS READING

Jessica Drife
English 9
Of Mice and Men
2

Students will be able pull themes out of a text and support them with textual evidence.
Students will be able to infer character traits and the way characters change over the
course of a text.
Students will be able to relate themes and characterization in an older text to their lives in
the present.

Common Core Standards/NGSS (No more than 5)

RL-1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly, as well as inferences drawn from the text. (Literature and informational)
RL-4: Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices
on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).
W-10: Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
W-5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose
and audience.
SL-1: Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research on
the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas
LA-2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.

Week by Week Overview

Week

1: This week will introduce the context for Of Mice and Men and the expectations of the unit. Students will complete a short (two-day in class)
research assignment on the setting or the author of the novella. Students will be introduced to the novella as an extension of their
understanding of short stories, emphasizing that the same techniques are used for understanding characterization and theme. This first week
will also build on the students ideas about the theme of a work. They will explore what theme means, how a theme can be understood in a
work, and how to provide evidence for a theme.
Week 2: Week two students will begin reading the text in class. They will cover chapters one and two. They will have an imagery assignment in which
they are required to produce by hand or electronically their view of the Salinas Valley as described in the first two paragraphs. As the students
work through the first chapter of Of Mice and Men, they will begin characterization sheets and theme charts. These will be continuous note
sheets that will be added to throughout the course of the novella. Character traits will be recorded every day of reading with evidence.
Students will use these to keep track of the various characters and their roles in the story. As a class, we will keep a running timeline of events
to track the plot of the story. Reading and post-it note annotating will be broken up with discussion to ensure that any questions the students
have about vocabulary or plot are taken care of. This week will include more strong paragraph practice in the form of initial character
analyses, with the emphasis on finding more than one piece of evidence for a broader claim. Students will be encouraged to ask questions
about the text and to formulate conjectures on what they think will happen next.
Week 3: Week three will cover chapters three and four. Students will continue characterization and theme note sheets as well as post-it annotations
and vocabulary. The emphasis for the week in journals and discussion will be dreams/goals. This will connect back to Dreams and
Harlem. We will discuss American ideology about dreams and what the dreams of the characters are (strong paragraph for the week).
Students will have a jigsaw activity exploring the dreams of the different characters and the obstacles each of them faces. Students will
predict whether or not they think the characters will attain/achieve their goals. Students will also begin to make connections to present day:
what are people striving for, and what obstacles do they face? Students will begin their character analyses.
Week 4: Week four covers the final chapters of the novella. The emphasis for the week is power. Students will analyze which characters have power
and how that power is shown in the text. What gives the characters that power? Students will discuss who has power in todays society.
Students will have an activity in which they analyze strong paragraphs for faulty claim/evidence/explanation (based on common errors I see
in their strong paragraphs). Students will complete their character analyses. They will also be introduced to their summative essay and its
rubric. We will do an in-class class essay. Outlining will be done in class for their essays.
Week 5 (Thanksgiving week): Students will complete their first draft of the essay and engage in peer editing using the grading rubric.
Week 6: The final week of the unit will be spent further exploring the themes of the novella. Essays will be completed, and supplementary texts will be
introduced with similar or contrasting themes. Students will write reflection paragraphs on whether they agree or disagree with the ideas
about America presented in the novel based on their own experiences and knowledge. Students will be assessed on pronoun-antecedent
agreement.

Formative/Summative Assessment
Formative: Journals, discussion participation,
character notes (checked weekly), theme notes
(checked weekly), strong paragraph practice
Summative: Theme essay, character analysis,
pronouns assessment

Opportunities for Writing:

How will you integrate
writing into your
curriculum?
Texts/Resources

Diverse Learner
Accommodations / Modification
(remove/ add as necessary)
Extended Time
Shorter Assignments
Study Guide (Main concepts
and Vocabulary
Alternative Assignments
Repetition
Break Tasks into Smaller Parts

English Language Learner

Strategies
(remove/add as necessary)
Alternative/Modified Assignments
(Basic terminology/Broad Concepts)
Written/Oral Lectures
Key words, phrases, directions
highlighted

Students will journal three days a week including critical analyses, dual entry journals, and free writing.
Students will practice strong paragraphs weekly.
Students will write an essay on one of the themes of the novella.
Students will write a character analysis.

Of Mice and Men by John Steinbeck

The Chrysanthemums and/or Johnny Bear by John Steinbeck

Notes /
Things to Consider
(i.e. Is there something
unique about a certain
class, etc)

Honors will have a longer essay than the general ed. Class.
Seventh period may need longer to read and discuss than eighth period: their reading level is a little lower.