Year group:
Title
Extended Reading Language
Unit 3 A
10
Unit description
Candidates must make reference to the whole text.
Of Mice and Men
Tier
Candidates must produce work totalling about 1200 words in a period of up to four hours
( Higher)
Length
CA task: Explore the ways sympathy and dislike of ‘Curley’s Wife’ is created in ‘Of Mice and Men.’
th
7 weeks
(To include CA)
CA = Week starting 20 October 2014 (All 4 lessons this week) (Possibility of starting one lesson early at the end of
week 6).
Learning objectives
Level or Grade
AO3 (See mark scheme for band descriptors)

Interpretations of texts/understanding significant meanings of the text

Engagement with writer’s ideas and attitudes

Interpretation of ideas supported with evidence

Understanding of features of language and structure
Learning outcomes
A*-C

Close analysis of text extracts leading to development of reading skills
Differentiate
appropriately for the
group that you teach
and for individuals
within that group

Consideration of context and writer’s intentions/themes and ideas

Speaking and Listening to show understanding of issues and empathy
with character

Writing a draft essay and set targets for the assessment

Produce an analytical essay for CA
(New Acronym = SMILE (Structure, Meanings, Ideas, Language, Evidence)
Prior knowledge
National Framework for Secondary English Strands
(Enter pre-requisite knowledge and skills.)
National Framework for Secondary English – Strands
Analytical essay – Year 9
5 Reading for meaning
KS3 reading skills
5.2 Understanding and responding to ideas, views, themes and purposes
6 Understanding the author’s craft
6.1 Relating texts to the social, historical and cultural contexts in which they were written
6.2 Analysing how writers’ use of linguistic and literary features shapes and influences meaning
6.3 Analysing writers’ use of organisation and structure
4 Drama, role-play and performance
4.1 Using different dramatic approaches to explore ideas, texts and issues
What comes next – connections to other topics and units
‘Of Mice and Men’ has been studied in Year 10 for Literature Unit 1b Exam text.
Title of Unit/Year Group
English Language Extended Reading Unit 3a ‘Of Mice and Men’
BLP
(Resilience, creative thinking, reflecting,
working collaboratively)
Creative thinkers – Generating and exploring ideas, making original connections, ask
questions to extend their thinking, connect their own and others’ ideas and experiences in
inventive ways, question their own and others’ assumptions, adapt ideas as circumstances
change.
Issues within the novel discussed and explored: strong feelings of - power, acceptance,
friendship, loneliness, racism. How a society’s rules were in 1930s America.
Social, Moral, Spiritual and Cultural
Development
Joy and wonder, framework of values, other
people’s feelings and beliefs, place and
community
Applied Learning Opportunities
(Role play, case study, discussion,
assimilation, group work, problem solving)
ICT/Technology
Literacy key words
Role play and discussion, group work
Film version of the novel, Power Points, youtube clips, online revision tools, RM Portico,
Twitter.
Themes, analysis, exploration, itinerant, ranch hand, solitary, solitude, depression,
American dream, bunhouse, other words in dialect.
Cross-curricular links
History – Great depression
Emphasis on a text from another culture – social and historical context
Issues of loneliness, relationships and human nature - PSHE
International dimension
American society and culture, the 1930s Great Depression in the USA.
Misconceptions
To assume that Curley’s Wife is a negative character.
Phase 1
Overview of this phase
How will the learning emerge?
e.g. key questions, assessment points …
How will the pupils learn?
e.g. tasks/activities, starters, plenaries …
Share the essay title
with students.
Give details about the
nature and length of the
CA and when it will take
place.
Social and historical
context, chapter
summaries, watching the
DVD with prompt
questions around themes
and characters
Introduce pupils to what their CA will be on.
Watch video clip on the times and culture that
the novel is set in.
Discuss how to achieve in this CA and the
importance of it.
Go over film focus questions.
DVD ‘Of Mice and Men’
Guided viewing – oral prompt questions
around themes, issues, characters and writer’s
intentions (written on board in advance)
NB Explain to students that all work
completed in lessons will directly feed into their
preparation for the controlled assessment.
Where/when is the novel set and why is this
significant to the story and the way the
characters behave?
Why are George and Lennie friends? What do
they both get from the friendship?
What are your thoughts about the other key
characters?
How does Curley’s Wife come across?
What do you notice about how the other
character’s respond to Curley’s Wife?
What are the emerging ideas/themes/issues?
What is Steinbeck saying about American
society in the 1940s and the American Dream?
Why does the novel have to end the way it
does?
How does Steinbeck use foreshadowing to
suggest to the reader that something bad is
going to happen? The reader is given lots of
clues – what are they?
How will
this be
adjusted?
e.g.
support/ext
ension …
- Extended
questions
and
discussion
around
issues for
higher ability
Resources
DVD
Guided viewing
worksheets
Phase 2
Overview of
this phase
Close analysis
of key passages
involving
Curley’s wife
linked to
themes, ideas
and writer’s
intentions
How to annotate
to a high level.
Analysis of
language and
effect
Structure
How to write
an analytical
essay – Model
structure,
PEEEWE,
finding
evidence,
explanations.
How will the pupils learn?
e.g. tasks/activities, starters, plenaries …
Introduce pupils to the acronym SMILE and compare
this o PEEEWE.
Get pupils to stick a copy of SMILE into their books for
future reference.
As a class read the paragraph where CW first appears.
Model how to annotate a key quotation from this
paragraph using SMILE.
In groups pupils will be given another quotation from
this paragraph and they will work together to annotate it
using SMILE.
Peer assessment of annotations and group
presentations of annotations.
Model to pupils how to turn annotations into PEEEWE
paragraphs.
Give pupils a model PEEEWE and get them to
annotate it for SMILE and or PEEEWE.
Go through this model as a class.
Now pupils write their own PEEWE on the quotation
they annotated last lesson.
Peer mark PEEWEs using a peer marking sheet.
Using the targets set pupils should pick another
quotation form the paragraph where we first meet CW
and write another PEEEWE
Teachers will mark these second PEEWEs.
As a class read section 1 in the CW booklet and
underline anything that might be of use in the CA.
Pupils then take time to annotate this section of their
booklet.
Pupils compare annotations and evaluate how effective
their own annotations are against those of their peers.
How will the learning emerge?
e.g. key questions, assessment
points …
How will this be
adjusted?
e.g.
support/extension
…
Resources
What emerges about Curley’s wife?
What is our perception of her?
Why does Curley’s wife not have a
name?
Why did Steinbeck include her in the
novel? What is her function?
How does the reader feel towards her
at this point in the novel?
How does she change/develop at
various stages in the novel?
Group work to
differentiate and
support less able
Flip chart paper and felt pens
How does Steinbeck use light and
dark in this section?




Can we find evidence to
support our ideas?
How well can we analyse
language and meanings in the
text?
How well can we engage
writer’s ideas and attitudes?
How can we improve?
SMILE sheet.
Peer assessment sheet.
Peer marking and
coaching to extend
more able and
support less able
Higher ability should
annotate model
PEEEWE for both
SMILE and PEEEWE.
Model extract can be
reduced for weaker
pupils.
Higher - Can you
include any
alternative
explanations
CW booklets.
Phase 3
Overview of this
phase
To understand how
CW is a changing
character and how
Steinbeck manipulates
his readers’ feelings
towards her.
To show your growing
knowledge of CW.
To further develop
your skills at
annotating effective
quotations to hit the
SMILE criteria.
How will the pupils learn?
e.g. tasks/activities, starters, plenaries …
As a class read section 2 when we meet CW in Crook’s room.
In groups pupils must pick out 4 quotations that show how she is
presented at this time.
In groups use these quotations to produce a simple character study
of CW
Present your ideas about her back to the class.
Complete the worksheet – CW – do we sympathise with her?
Complete the following sentences:
Remind pupils of the importance of SMILE. Introduce pupils t the
‘Prompt sheet’ get pupils to stick this in their books highlighting the
grade they are going for.
Remind pupils of the model annotated quote form section 1.
Share a selection of quotes (which show sympathy) from section 2
and get pupil to pick one to annotate as a group or in pairs.
Share a second set of quotes from section 2 and prompt pupils to
identify that these could be used to show dislike of CA.
Again pupils pick a quote from this set and annotate.
As a class read section 2 in the CW booklet and underline anything
that might be of use in the CA.
Pupils then take time to annotate this section of their booklet.
Pupils compare annotations and evaluate how effective their own
annotations are against those of their peers.
How will the learning
emerge?
e.g. key questions,
assessment points …
How will this be
adjusted?
e.g.
support/extension
…
Resources
How does Steinbeck make us
feel sympathy for CW in this
section?
Group work to
differentiate and
support less able
Week 3 PP.
How does Steinbeck make us
dislike CW in this section?
Peer marking and
coaching to extend
more able and
support less able
Worksheet - CW – do we
sypathise with her?
Why do you think she talks the
way she does to the men in
Crooks’ room?
Why is her attitude so
shocking to a modern reader?
Do you understand the prompt
sheet? Have you identified
your target grade?
What must you do to reach this
target grade?
Which quotations would be
most effective to use in your
CA for section 2. Have you
picked quotes that show both
sympathy and dislike?
Quotations can be
provided for weaker
pupils…higher ability
can be challenged to
find their own.
Prompt sheet is
differentiated by
pupils own target
grade.
CW booklet.
Prompt Sheet – pupil
friendly criteria
Phase 4
Overview of
this phase
To consolidate
your
understanding
of CW in
section 2
through
PEEEWE
paragraphs.
To gain an
understanding
of CW in
section 3.
How will the pupils learn?
e.g. tasks/activities, starters,
plenaries …
Remind pupils of the model PEEWE.
Pupils are to write their own PEEWW
on one of the quotations they
annotated last lesson from section 2.
Peer mark these PEEWEs using the
peer marking sheet.
Look at some under the visualiser
Pupils redraft against targets set.
Complete the worksheet – Or is she
just a victim of a shattered dream?
Read section 3 and pick out key
quotes to put on the grid.
Look at the grid model and then let
pupils try to fill in on their own.
As a class re-read section 3 in the
CW booklet and underline anything
that might be of use in the CA.
Pupils then take time to annotate this
section of their booklet.
Pupils compare annotations and
evaluate how effective their own
annotations are against those of their
peers.
How will the learning emerge?
e.g. key questions, assessment
points …
Does your paragraph cover the
PEEEWE criteria?
Does it cover the SMILE criteria?
Have you met your target from the
PEEWE you write on section 1?
CW dies at the end of the novel, to
what extent do you feel sympathy for
her?
Do you still dislike CW after she dies?
How does Steinbeck show a new
side to CW in section 3?
Do you think CW deserves what she
gets?
How does Steinbeck use light and
dark in this section?
How will this be adjusted?
e.g. support/extension …
Resources
Group work to differentiate and
support less able
Week 4 PP
CW booklet.
Peer marking and coaching to
extend more able and support
less able
Higher - Can you include any
alternative explanations?
Peer marking sheet.
Worksheet – Or is she
just a victim of a shattered
dream?
Section 3 Grid.
Phase 5
Overview of this
phase
How will this be
adjusted?
e.g.
support/extension
…
How will the pupils learn?
e.g. tasks/activities, starters,
plenaries …
Educate pupils to the reason why
the novel is named ‘Of Mice and
Men’
Remind pupils about the model
PEEEWE.
Pupils now write their own PEEWE
on CW in section 3.
Peer mark using a peer marking
sheet.
Look at some PEEEWEs under the
visualiser.
Pupils redraft using targets.
Pupils work in groups to draw
together everything they know
about CW from section 1-3 and
create a character study for display.
How will the learning emerge?
e.g. key questions, assessment
points …
Does your paragraph cover the
PEEEWE criteria?
Does it cover the SMILE criteria?
Have you met your target from the
PEEWE you write on section 1 and
2?
How does Steinbeck change the
way the reader views CW in each
section?
What is a character study?
How are you going to make your
character study better that anyone
else’s?
Can you include any alternative
explanations on your character
study?
How will this be adjusted?
e.g. support/extension …
Resources
Group work to differentiate and
support less able
Week 5 PP
CW booklet.
Can you include any
alternative explanations
Peer marking sheet.
Sugar paper, coloured
pens, glue, scissors,
magazine.
Phase 6
Overview of
this phase
Controlled
Assessment –
1200 words
over 4 hours
begins
How will the pupils learn?
e.g. tasks/activities, starters, plenaries …
Share CA assessment criteria.
Look at model essays and annotate for SMILE.
Grade model essay and set targets.
Read a second model essay and get pupils to
discuss which is better and why?
Share the really simple essay plan with pupils and
talk them through it.
Get pupils to complete an ‘exit pass’.
Address any issues raised on ‘exit passes.’
Look at model planning sheets and discuss.
Give pupils their own planning sheets.
Pupils fill out planning sheets.
Look at some planning sheets under the visualiser.
Give pupils a free lesson to do any finishing
preparation they need. Suggestions:
• Ask your teacher any questions or worries
you have.
• Make sure your booklet is annotated and
you know which are your key quotes.
• Make sure you have everything you need
on your planning sheet.
• Read some more model essays.
Remind pupils what they must bring next lesson for
the start of their CA.
Summative assessment – Analytical essay
How will the learning emerge?
e.g. key questions,
assessment points …
How is the essay structured?
Can you identify PEEEWE and
SMILE?
What makes a good
explanation/extension?
What questions do you need to
ask yourself to ensure that you
hit the assessment criteria?
What makes a good
introduction?
What makes a good conclusion?
Can you identify what grade
should be awarded?
Can you identify in your own
work/peer work what can be
improved and how?
Can you make these
improvements in line with the
assessment criteria?
How will this be adjusted?
e.g. support/extension …
Resources
Modelled essays are chosen
at suitable grades for pupils
in the class.
Week 6 PP
Exit passes allow all pupils
(including weaker or more
shy pupils) to raise their
concerns.
Assessment
criteria.
Modelled essays.
Exit passes.
Planning sheets
CA task: Explore the ways
sympathy and dislike of ‘Curley’s
Wife’ is created in ‘Of Mice and
Men.’
th
CA = Week starting 20 October
2014 (All 4 lessons this week)
No support to be given
Booklets
Exam conditions
Clean copies of
the novel
Phase 7
Overview of
this phase
How will the pupils learn?
e.g. tasks/activities, starters,
plenaries …
How will the learning emerge?
e.g. key questions, assessment
points …
How will this be adjusted?
e.g. support/extension …
Resources
Controlled
Assessment –
1200 words
over 4 hours
Summative assessment – Analytical
essay
CA task: Explore the ways sympathy
and dislike of ‘Curley’s Wife’ is created
in ‘Of Mice and Men.’
No support to be given
Week 7 PP
Exam conditions
Planning sheets
th
CA = Week starting 20 October
2014 (All 4 lessons this week)
Booklets
Clean copies of the novel