English Didactics II, HS 2010
Hania Bociek
Susanne Lang
Lesson Plan on Short Novel: Of Mice and Men
Aims:
- Intensive reading and discussion of a short novel. SS should be able to recognize different ways of characterization and the influence of
the narrator in how he can manipulate the reader by leading him in a certain direction (foreshadowing, repetitions, contrasts etc.).
- Book in a wider context: The story takes place in the 1930s, how does that influence it? SS should get a first idea of reading a novel in
context.
Students and Situation:
- 3rd or 4th form; ss might have read some non-simplified books before (the AE slang and colloquialisms could discourage ss as they will
not understand it all)
- 7 weeks: 1lesson/week
- It might need some pre-teaching of AE slang and colloquialism
Book edition:
Depending on the level of the class:
- for a weaker class it might be good to use the Reclam edition with German explanations on the bottom of the pages
- for a stronger class I would use an edition without explanations (looks like a “real” book, not an easy reader)
1
English Didactics II, HS 2010
Hania Bociek
Lesson 1: Introduction
Activities
Song: “Joey” by Bon Jovi – listen to the song (without ss having
the text) Questions: What is the song about? Themes/topics?
Let them discuss in pairs what they understood – each pair
writes one thing on bb.
Hand out the text (Handout 1) and listen again  discussion in
class
Show the ss different versions of the book’s cover and the title.
What could the story be about? Which topics od the song might
come up in the book?
Depending on the class and on time:
Do a vocabulary activity to introduce the colloquial language of
the book (Handout 2)
 if not, just hand it out in the end with homework
Let ss close their eyes and read the first paragraph of chapter 1
aloud.
Homework: Read Chapter 1 – Fill in your plot sheet (Handout 3)
Write also down three things that you think important about the
relationship of the two characters.
Lesson 2: Main Characters - George and Lennie
Activities
Role play: Pair ss up and let them rehearse the scene (Handout
4). Each pair presents their scene to another pair (groups of 4)
and they discuss it afterwards in group. What was different?
What does the scene say about George and Lennie and their
relationship?
Susanne Lang
Aim
Introduction of some of the main themes in
the book: friendship, loyalty, dream of better
future, etc.
Introduction of colloquial American English
(gonna, etc.)
Remarks
Make ss curious about the book
Introduction of some of the colloquial
language that comes up throughout the book
First impression of the text and setting of the
scene for ss’ own lecture.
Aim
Ss should get a “feeling” for the two main
characters.
2
Remarks
English Didactics II, HS 2010
Hania Bociek
Susanne Lang
Still in their groups: As George and Lennie are going to start a
Characterization
new job, let ss write an “application” which includes a physical
description, abilities, weaknesses, etc. Each group produces two
A3 posters (one for each person).
Discussion of the posters in class.
Homework: Read Chapter 2 – Fill in your plot sheet (Handout 3)
T divides class into 6 groups, each group gets another task: 5
groups look each at one of the newly introduced characters:
Candy, Curley, Curley’s wife, Slim and Carlson; the 6th group
looks at the setting (the farm)  ss are asked to make notes on
their task (individually). How are they? What are they doing?
How do they relate to other characters?
Lesson 3: Introduction of more characters and setting
Activities
SS get together in their groups: they discuss their findings and
create a portrait of their character (if there are students with
artistic talent encourage them to make a sketch), the 6th group
should try to draw a map of the farm.  presentation to class
In class: put all the posters up on bb and let students arrange
them according to relations and interactions (like a mind map or
a kind of a family tree  discuss the result
(If there is still time) Let ss individually write some predictions:
What is going to happen if you look at this setting?
Homework: (if not done in lesson) Write three predictions of
what might happen next (before reading on!)
Read Chapter 3 – Fill in your plot sheet (Handout 3)
Write a short text describing George and Lennie’s future farm
Aim
Create the setting and get to know all the
important characters.
Remarks
Create the setting and get to know all the
important characters.
You need magnets for the
bb!
Depending on the class this
could get messy!
SS anticipate some of the future events 
introduction of foreshadowing
3
English Didactics II, HS 2010
Hania Bociek
Susanne Lang
from Lennie’s point of view.
Lesson 4: Dream of a better future (American Dream)
Activities
In class: Let ss report about their predictions: Did some of them
come true? Ask them what made them write exactly this
prediction. (e.g. fight between Curley and Lennie)
T gives a short input on how foreshadowing works
In groups (3-4 ss): ss read their texts (homework) to each other
and discuss them: How does it differ from the way George
describes it? Is this a realistic dream?
Discussion in class with additional questions:
What does this dream mean for Candy? etc.
Homework: Read Chapter 4 – Fill in your plot sheet (Handout 3)
Group work: do internet research and prepare a short
presentation (5 min) and handout on your group topic. (Topics
e.g.: general overview of the 1030s including the Great
Depression, women in the 1930s, black people in the 1930s,
retarded and old people in the 1930s)
Aim
Teaching a technical term: foreshadowing.
Remarks
Teaching a technical term: foreshadowing.
Comprehension: discussion of a theme. What
keeps characters going?
Independent dealing with
Lesson 5: The outcasts – discrimination in the 1930s (internet research)
Activities
Aim
Groups presentations and short discussions of the topics in
To see the story in a larger context
relation to the story.
Summary quiz (Handout 5), every student on his own  short
Quick recapitulation of plot
check of solution in class
4
Topics must be very clearly
set and I would provide links
to internet sources on the
topics.
Remarks
Presentations or quiz first?
Source:
http://www.dukeofdefinition.com/
OMAM_04_summaryquiz.htm
English Didactics II, HS 2010
Hania Bociek
Susanne Lang
Discussion of the strange group in this chapter (Crooks, Lennie, Linking the story to the presentations,
Candy and Curley’s wife): What brings them together?
discovery of another theme: loneliness.
Homework: Read Chapter 5 – Fill in your plot sheet (Handout 3)
Write down three questions or points you would like to discuss
about this chapter.
Lesson 6: Escalation
Activities
Class discussion: Did you expect this escalation? Was there any
foreshadowing? Ss questions and points.
Group work (3 groups): ss create a “Wanted” poster to find
Lennie. Group 1: as police; group 2: as George, group 3: as
Curley.
Homework: Read Chapter 6 – Fill in your plot sheet (Handout 3)
Look again at your predictions (homework lesson 4). Did some
more of them come true? Write a pro-and-contra-list of what
George does (5 points each)
Lesson 7: Conclusion
Activities
In class: collect some reactions from ss
In pairs: ss discuss their lists (t observes and assigns the pairs to
the pro or contra side)  create a plea for or against George 
disputation  Alternatively you could stage a trial
Homework: Write an alternative ending (e.g. they get away
together) or continue the story (what happens to George?)
Aim
Encourage ss to create their own discussion
 free discussion (monitoring and “soft”
guiding by t)
Make ss aware of different interpretations of
the same incident.
Remarks
T prepares discussion topics
just in case…
Aim
Personal response to story
Defending one’s point in discussion/argument
Remarks
Last reflection on the book; creative writing
5
English Didactics II, HS 2010
Hania Bociek
Susanne Lang
6