Of Mice
and Men
by John Steinbeck
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Study Booklet* created by
Chris Johnson
Mona Shores High School
*Adapted from various educational resources
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Living in Sym: An Introduction to Symbiotic Relationships
Five basic questions to keep in mind when studying symbiotic interactions:
1.
2.
3.
4.
5.
What is the basis of the relationship?
What are the costs/benefits for each partner?
What is the scale, in space and time, of the relationship?
Does the relationship vary over time or space?
Does the relationship vary between sets of partners?
Some definitions:
Symbiosis: Properly, it is a neutral term, meaning "the living together in close association of two dissimilar
organisms." It has the implication that the relationship is beneficial to the organisms involved, but that is properly a
mutualistic relationship. Mutualism, commensalism, amensalism and parasitism are all types of symbiotic
relationships.
Mutualism: A symbiotic relationship in which both (or all) organisms involved benefit.
Commensalism: A symbiotic relationship in which one partner benefits and the other is unaffected.
Amensalism: A symbiotic relationship in which one partner is harmed and the other is unaffected. (if you know of
a clean, stable example of this, please let me know)
Parasitism: A symbiotic relationship in which one partner (the parasite) benefits and the other (the host) is
harmed, though typically not killed directly by the action of the parasite.
Pathogen: A symbiotic relationship in which one partner (the pathogen) causes disease within the other (the host)
and which can disable or kill the host.
Complexities in the definitions:
•
•
•
Some scientists use symbiosis and mutualism as synonyms.
Others use mutualism to mean any mutually beneficial relationship, symbiotic or not. They limit symbiosis to mean
relationships in which the organisms are physically intimate Mycorrhizae, or mammals with their gut biota, would
qualify as both symbioses and mutualisms under this definition. Pollinators such as bees and the flowers they visit
would be considered mutualists only, not symbiotes.
Still others (including myself) take a looser view of the "living together in close association" part of symbiosis. To
us, there is a continuous gradation between physically intimate symbiotes and ones that live separately, but which
are necessary to each others' continued existence, and all of these relationships can be considered symbioses. In
this view, pollination is a type of symbiosis. Interestingly, domesticated plants and animals are human symbiotes
under this definition.
The basic point to understand is that different people may mean different things when they use these words. More
sophisticated scientists will try to define what they mean by each term when they use it. Others will not. It is a good idea to
be aware of the possible misunderstandings that can arise from these definitions, and to be adaptable when reading the
literature and listening to others.
The Real World
The problem with such nice definitions is that unwary people can get trapped into thinking of these terms as discrete
categories. Mutualisms are always beneficial, parasitisms are bad, and amensalisms make no sense (after all, if neither
partner is benefiting, why do it?). Furthermore, organisms do not switch from one category to another, except under
special circumstances.
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In the real world, relationships are much more complicated. As humans, we know this from our own relationships, be they
with pets, friends or spouses. Even though all of these relationships are (or should be) mutually beneficial, they usually
are not at all times. Anyone who has ever been in an argument knows this, as does anyone who has helped a friend
through a crisis. Dogs can bite as well as lick, and while they are wonderful companions, they also need to be taken for
walks.
The same is true for symbioses. For instance, mycorrhizae can take up to one quarter of a plant's photosynthate, and if
they do not provide adequate nutrients in return, they are acting as functional parasites at that point. Bees may steal
nectar from flowers without pollinating them.
The key here is the scale and form of analysis, which is the point of the five questions at the top of this page.
Relationships, symbiotic or not, tend to be dynamic, and the nature of the relationship depends on how it is being
analyzed and the spatial and temporal scales of analysis.
A good mycorrhizal example of this is a series of studies of English bluebells (Hyacinthoides non-scripta). These AM
plants, which have coarse roots that are shed and regrown yearly, were the first species for which it was demonstrated
that mycorrhizal infection was necessary for the plants to have a positive phosphorus balance in the wild. This was not
simple, as net P flow cycled from positive to negative through the respective growing cycles of plant and fungus. Only by
recording the P flows throughout the year, with and without mycorrhizae, did the researchers determine that AM plants
had a positive P balance over the course of a year, whereas nonmycorrhizal plants did not (see summary in Smith and
Read 1997). Most studies do not last as long or take so much care, and no one knows how many of them have problems
with inadequate sampling.
There is also the problem of units of analysis. In most mycorrhizal relationships, the fungal partner gives nutrients and
takes in energy (as carbohydrates), whereas the plant takes in nutrients and gives energy. Converting from one unit to the
other, in order to perform a cost-benefit analysis, is not simple, and scientists have had to come up with ways to handle
the conversion.
Even units of analysis have their shortcomings. Pets are an excellent example of this. By any energetic standard, most
dogs are parasites. We feed them and take care of them, but (for the most part) they do not provide any care or feeding in
return. Energetically and nutritionally, the flow is all one way--dogs, in this analysis, are parasites. However, if a dog stops
an intruder from killing a human, then the dog might have enormous value. This provisional value can be calculated,
although it is more difficult. But how does one quantify the value of companionship? Dogs help people live happier,
possibly longer, lives, simply by being companions. Quantifying this benefit is extremely difficult, but it may be the most
important one that dogs provide, one that makes them mutualists to humans, not parasites.
Mycorrhizae have similar issues, most of which are probably unknown. Here is an example: For the fungus, a plant root is
a habitat, a substrate in which it can grow. Compared to the soil, plant roots can be very safe environments, and the
fungus may derive considerable benefit simply by stowing part of its mycelium in the plant, away from mycovores in the
soil. As with the dog example, quantifying this benefit is difficult.The problem here is that the benefits dogs and plant roots
supply may be counted as fitness, in the evolutionary sense. They may increase offspring, survival, etc., but not in a way
that is easily measured or quantified without long and complicated studies.
This is why symbiotic relationships should not be understood simplistically. The way one analyzes a relationship in large
part determines what one sees. Short-term parasitic relationships may be mutualistic in the long run, and vice-versa.
Moreover, a relationship may swing from beneficial to harmful over time. In this context, terms such as amensal make
sense. They are stages which organisms pass through, rather than stable, long-lasting relationships. Awareness of these
potential complexities is critical.
Given the complexity of working with roots and semi-microscopic fungi in a soil environment, it is obvious that we are only
beginning to understand mycorrhizal relationships. They are fun though.
From http://botit.botany.wisc.edu/courses/mpp/LivinginSym.html
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Name ___________________________
The Mighty Viewing Guide
1. How is Kevin’s intelligence established from the beginning of the movie?
_________________________________________________________________________________________________
________________________________________________________________________________________________
1. How does Kevin help Max learn how to read and write?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
2. Does Freak really believe that he will be "the first bionically improved human" by having a body transplant? Explain.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
3. How are Kevin and Max similar in how they deal with the world? How are they different?
_________________________________________________________________________________________________
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_________________________________________________________________________________________________
4. Why is the scene with Kevin and the squirt gun funny? Does Kevin recognize the humor? Does Max?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
5. With whom is Max angry when he realizes that Kevin is dead? Why? What helps him get over his anger?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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_________________________________________________________________________________________________
6. Identify three ways the pair demonstrate the truth behind the saying, “The whole is greater than the sum of its parts?”
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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7. Identify two of the deeds Max might be judged by in this movie. Does he prove his “worthiness?” How?
____________________________________________________________________________________
____________________________________________________________________________________
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8. What are three of the limitations faced by Max and Kevin?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
9. How do the two boys rise above these limitations?
____________________________________________________________________________________
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10. What are three of the derogatory names Max gets called, or uses to refer to himself?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
11. How do these names reinforce the “big equals dumb” stereotype?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
12. What elements in The Mighty are likely to interest teenagers?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
13. Based on your viewing of the film, what type of audience do you think The Mighty was intended to appeal to? (age,
sex, interests...)
_________________________________________________________________________________________________
_________________________________________________________________________________________________
15.The roles played by Gillian Anderson (Agent Muldaur on the X-Files) and Sharon Stone (who frequently plays very
hard, aggressive characters) represent a big departure for both actors. Why would they be interested in these roles?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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Movie Review
Directions: Write a review of the movie, The Mighty. A review is meant to be brief and concise.
Remember not to give the ending away. Follow the writing plan below to ensure the review is
completed in the correct manner.
Writing Plan
1. Write a sentence that tells the name of the movie, the genre, and who stars in it.
2. Write a sentence that tells who directed and wrote the movie. Have they done anything else?
How long is the movie?
3. Write a few sentences that tell the plot of the movie. Include whose point of view the story is
told from and the mood of the story.
4. Write, in a sentence or two, if you like the movie in general and why.
5. Write, in a sentence or two, what you specifically liked/disliked about the movie.
6. In two to three sentences show how Max and Kevin had a mutual relationship.
7. Write a couple of sentences about the kind of job the actors and the director did.
8. Compare it with another movie or show you have seen previously by writing a sentence or two
about how these are the same or different.
9. Conclude with a sentence that reveals where this movie fits on a ratings scale of your creation.
Example: ¾ stars, thumbs up/ thumbs down.
Movie Review Information
Name of movie – The Mighty (you must italicize the titles of movies)
Genre – Comedy / Drama
Stars – Elden Henson (Max Kane), Kieran Culkin (Kevin Dillon), Sharon Stone (Gwen Dillon)
Director – Peter Chelsom (Hannah Montana: The Movie, Serendipity)
Writer – Rodman Philbrick (Freak the Mighty)
Point of View – Max Kane
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Movie critics and sociologists debate the idea that Max Kane and
Kevin Dillon share a mutual relationship, where both characters
benefits from having the other one around. Some critics and
sociologists support this belief because they say the boys
complement each other’s disability with each one’s strength.
Other sociologists and critics do not support these ideas because
they think that they are both a burden on each other. In your
opinion, do Max and Kevin have a mutual relationship?
In your essay, take a position on this question. You may write
about either one of the two points of view given, or you may
present a different point of view on this question. Use specific
reasons and examples to support your position.
This is a 30-minute timed writing. Within these 30, minutes you will
need to plan and write your entire essay.
Hints: Make sure you are familiar with the writing rubric, which can be found
on the back of this assignment. Also, organization is crucial. Try a fiveparagraph essay with a three-point thesis statement
Rubric taken from
"ACT Writing Test : Scoring Guidelines." ACT, Inc. : A Student Site for ACT Test Takers. ACT, Inc., 2010. Web. 18 Feb. 2010.
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Score = 6
Essays within this score range demonstrate effective skill in responding to the task.
The essay shows a clear understanding of the task. The essay takes a position on the issue and may offer a critical context for
discussion. The essay addresses complexity by examining different perspectives on the issue, or by evaluating the implications and/or
complications of the issue, or by fully responding to counterarguments to the writer's position. Development of ideas is ample, specific,
and logical. Most ideas are fully elaborated. A clear focus on the specific issue in the prompt is maintained. The organization of the
essay is clear: the organization may be somewhat predictable or it may grow from the writer's purpose. Ideas are logically sequenced.
Most transitions reflect the writer's logic and are usually integrated into the essay. The introduction and conclusion are effective, clear,
and well developed. The essay shows a good command of language. Sentences are varied and word choice is varied and precise.
There are few, if any, errors to distract the reader.
Score = 5
Essays within this score range demonstrate competent skill in responding to the task.
The essay shows a clear understanding of the task. The essay takes a position on the issue and may offer a broad context for
discussion. The essay shows recognition of complexity by partially evaluating the implications and/or complications of the issue, or by
responding to counterarguments to the writer's position. Development of ideas is specific and logical. Most ideas are elaborated, with
clear movement between general statements and specific reasons, examples, and details. Focus on the specific issue in the prompt is
maintained. The organization of the essay is clear, although it may be predictable. Ideas are logically sequenced, although simple and
obvious transitions may be used. The introduction and conclusion are clear and generally well developed. Language is competent.
Sentences are somewhat varied and word choice is sometimes varied and precise. There may be a few errors, but they are rarely
distracting.
Score = 4
Essays within this score range demonstrate adequate skill in responding to the task.
The essay shows an understanding of the task. The essay takes a position on the issue and may offer some context for discussion. The
essay may show some recognition of complexity by providing some response to counterarguments to the writer's position. Development
of ideas is adequate, with some movement between general statements and specific reasons, examples, and details. Focus on the
specific issue in the prompt is maintained throughout most of the essay. The organization of the essay is apparent but predictable.
Some evidence of logical sequencing of ideas is apparent, although most transitions are simple and obvious. The introduction and
conclusion are clear and somewhat developed. Language is adequate, with some sentence variety and appropriate word choice. There
may be some distracting errors, but they do not impede understanding.
Score = 3
Essays within this score range demonstrate some developing skill in responding to the task.
The essay shows some understanding of the task. The essay takes a position on the issue but does not offer a context for discussion.
The essay may acknowledge a counterargument to the writer's position, but its development is brief or unclear. Development of ideas is
limited and may be repetitious, with little, if any, movement between general statements and specific reasons, examples, and details.
Focus on the general topic is maintained, but focus on the specific issue in the prompt may not be maintained. The organization of the
essay is simple. Ideas are logically grouped within parts of the essay, but there is little or no evidence of logical sequencing of ideas.
Transitions, if used, are simple and obvious. An introduction and conclusion are clearly discernible but underdeveloped. Language
shows a basic control. Sentences show a little variety and word choice is appropriate. Errors may be distracting and may occasionally
impede understanding.
Score = 2
Essays within this score range demonstrate inconsistent or weak skill in responding to the task.
The essay shows a weak understanding of the task. The essay may not take a position on the issue, or the essay may take a position
but fail to convey reasons to support that position, or the essay may take a position but fail to maintain a stance. There is little or no
recognition of a counterargument to the writer's position. The essay is thinly developed. If examples are given, they are general and
may not be clearly relevant. The essay may include extensive repetition of the writer's ideas or of ideas in the prompt. Focus on the
general topic is maintained, but focus on the specific issue in the prompt may not be maintained. There is some indication of an
organizational structure, and some logical grouping of ideas within parts of the essay is apparent. Transitions, if used, are simple and
obvious, and they may be inappropriate or misleading. An introduction and conclusion are discernible but minimal. Sentence structure
and word choice are usually simple. Errors may be frequently distracting and may sometimes impede understanding.
Score = 1
Essays within this score range show little or no skill in responding to the task.
The essay shows little or no understanding of the task. If the essay takes a position, it fails to convey reasons to support that position.
The essay is minimally developed. The essay may include excessive repetition of the writer's ideas or of ideas in the prompt. Focus on
the general topic is usually maintained, but focus on the specific issue in the prompt may not be maintained. There is little or no
evidence of an organizational structure or of the logical grouping of ideas. Transitions are rarely used. If present, an introduction and
conclusion are minimal. Sentence structure and word choice are simple. Errors may be frequently distracting and may significantly
impede understanding.
No Score
Blank, Off-Topic, Illegible, Not in English, or Void
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Notes on Steinbeck and Of Mice and Men PowerPoint
Topic
Notes
John Steinbeck
1930s
Of Mice and Men
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12
Character Maps
Character
Characteristics, Details, and Important
Information About the Character
George
Lennie
Slim
Candy
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Crooks
Curley
Curley’s Wife
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Name_______________________
Hr._______________
Of Mice and Men: Chapter 1 Reading and Study Guide
I. VOCABULARY: Be able to define the following words and understand them when they appear in
the novel.
bindle [slang] a bundle, as of bedding, carried by a hobo
jack [slang] money
morosely ___________________________________________________________________
pantomime_________________________________________________________________
droned_____________________________________________________________________
contemplated_______________________________________________________________
II. Allusions and historical references:
Soledad a coastal California city about 130 miles south of San Francisco.
Salinas River a river that flows through Soledad and into Monterey Bay
Weed a northern California mining town
watchin’ that blackboard employment agencies would post available jobs on a blackboard in
front of their offices. Prospective employees would watch the blackboard for any new jobs.
work cards a job assignment from an employment agency would be written on a work card to
be presented by the worker to the employer.
III. LITERARY TERMS: Be able to define each term and apply each term to the novel.
imply ______________________________________________________________________
infer _______________________________________________________________________
exposition __________________________________________________________________
setting _____________________________________________________________________
What is the setting of this novel? ___________________________________________
point of view ________________________________________________________________
From what point of view is the story told?_____________________________________
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IV. QUESTIONS: answer the following questions.
1. Where did the bus drop the two men off?
2. How is George described?
3. How is Lennie described?
4. What does Lennie do with the water that makes him proud of himself?
5. What does Lennie not have in his pocket?
6. Why does Lennie not have it in his pocket?
7. What does Lennie take out of his pocket that gets him yelled at by George?
8. What did Lennie want to do with this item?
9. Where are George and Lennie going?
10. From where are George and Lennie coming?
11. When they get to where they are going, what does George tell Lennie to do?
12. Why did George and Lennie leave the last place they were at?
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13. When Lennie goes out to get wood for a fire, what does he bring back that George takes away?
14. Who used to give Lennie mice?
15. Why did she stop giving Lennie mice?
16. What does Lennie want with his dinner that they don’t have?
17. What does George imply happened in Weed with the girl?
18. What dream does George and Lennie share?
19. Where does George tell Lennie to go if he gets in trouble?
V. Paragraph: write a paragraph on a separate sheet of paper to answer to the following question.
Use quotes to support your answer.
20. Explain the relationship that exists between George and Lennie based on Chapter 1 of the book.
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Name_______________________
Hr._______________
Of Mice and Men: Chapter 2 Reading and Study Guide
I. VOCABULARY: Be able to define the following words and understand them when they appear in
the novel.
swamper handyman; someone who does odd jobs, such as cleaning. Refers to Candy______
tick mattress covering_________________________________________________________
stable buck a stable is a building where horses are kept. A buck, in this case, is a derogatory
word for a black man.____________________________________________________
skinner a mule driver__________________________________________________________
cesspool ___________________________________________________________________
ominously __________________________________________________________________
pugnacious ________________________________________________________________
derogatory _________________________________________________________________
mollified ___________________________________________________________________
II. LITERARY TERMS: Be able to define each term and apply each term to the novel.
dialect _____________________________________________________________________
novella ____________________________________________________________________
irony ______________________________________________________________________
What is an example of something ironic from this Chapter?
______________________________
direct characterization _______________________________________________________
indirect characterization ______________________________________________________
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III. QUESTIONS: answer the following questions.
1. According to the old man, why was the boss mad at George and Lennie?
2. What does George find in the box by his bed and what does he assume?
3. Describe the “stable buck.” What does the boss use him for?
4. What is Lennie’s last name?
5. What does the boss suspect George of doing to Lennie? What makes him think this?
6. What reason does George give for taking care of Lennie?
7. What is George’s last name?
8. Who is Curley?
9. What does the swamper tell George about Curley’s left hand?
10. Describe Curley’s wife.
11. Why does she come into the bunkhouse?
12. Describe Slim. What is his job on the ranch?
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13. What did Slim do to four of his pups? Why?
14. What does Lennie want George to ask Slim?
IV. SHORT ESSAY: write a paragraph on a separate sheet of paper to answer to the following
questions. Use quotes from the book to support your answer.
15. Describe the atmosphere of the ranch and bunkhouse. Be sure to include characteristics of
different characters that were formally or informally introduced to us in this chapter.
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Name_______________________
Hr._______________
Of Mice and Men: Chapter 3 Reading and Study Guide
I. VOCABULARY: Be able to define the following words and understand them when they appear in
the novel.
derision ___________________________________________________________________
receptive ___________________________________________________________________
reprehensible _______________________________________________________________
reverence __________________________________________________________________
II. Allusions and historical references:
Luger (l
g r) German semiautomatic pistol
III. LITERARY TERMS: Be able to define each term and apply each term to the novel.
theme______________________________________________________________________
What is a theme of the novel so far? ________________________________________
imagery ____________________________________________________________________
onomatopoeia ______________________________________________________________
example: ______________________________________________________________
foreshadow ________________________________________________________________
conflict ____________________________________________________________________
General type
Specific example from story
External: _____________ vs. ________________ — _______________ vs. _______________
_____________ vs. ________________ — _______________ vs. _______________
_____________ vs. ________________ — _______________ vs. _______________
Internal: _____________ vs. ________________ — _______________ vs. _______________
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IV. QUESTIONS: answer the following questions.
1. What does Slim say he would have done to the dog if he hadn’t given it to Lennie?
2. What does Slim say he finds funny?
3. George says if he were really smart he would be doing what?
4. What is the story behind why Lennie and George travel together?
5. What can the reader infer about Lennie’s childhood and family life?
6. What did George do once that made him stop playing jokes on Lennie?
7. What card game does George play?
8. What does George tell Slim happened in Weed?
9. What sneaky thing does Lennie try to do?
10. What game has the other guys been playing while George and Slim talk?
11. What is Carlson’s problem and what does he tell Candy to do?
12. What reasons does Carlson give for wanting Candy’s dog shot?
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13. What does Whit show Slim?
14. What does Carlson say he has?
15. What does Slim tell Carlson to take with him when goes to shoot Candy’s dog? Why?
16. What does Whit invite George to do “tomorrow” night?
17. Why don’t the guys visit Clara’s house instead of Susy’s?
18. Why does George say he will go and get a drink but that he isn’t going to pay for a flop?
19. What is Curley looking for?
20. What does Curley think Slim is doing?
21. What is Slim really doing in the barn?
22. Who has been listening to and finally interrupts George and Lennie’s conversation about the
ranch?
23. For what reason would the people sell the ranch for only $600?
24. How did Candy get $250?
25. What is George afraid will happen to them if others find out they are going to buy a ranch?
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26. What does Candy tell George he wishes he had done?
27. Why was Lennie smiling?
28. About what does Curley think Lennie smiling about?
29. What happens between Curley and Lennie?
V. Paragraph: write a paragraph on a separate sheet of paper to answer to the following questions.
Use quotes from the book to support your answer.
3o. There are some similarities between Candy and his dog and George and Lennie. In a paragraph
explain the similarities.
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Name_______________________
Hr._______________
Of Mice and Men: Chapter 4 Reading and Study Guide
I. VOCABULARY: Be able to define the following words and understand them when they appear in
the novel.
aloof ______________________________________________________________________
fawning ____________________________________________________________________
apprehension _______________________________________________________________
indignation _________________________________________________________________
crestfallen __________________________________________________________________
II. LITERARY TERMS: Be able to define each term and apply each term to the novel.
verbal irony ________________________________________________________________
example: ______________________________________________________________
symbolism _________________________________________________________________
III. QUESTIONS: answer the following questions.
1. What are two books that Crooks owns?
2. How does Crooks react to Lennie when he comes to visit?
3. For what reason did Lennie come to the barn?
4. Where is George?
5. What do we learn about Crooks’ family?
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6. What does Lennie tell Crooks, even though he probably shouldn’t have?
7. What is Crooks’ opinion of George and Lennie’s desire to get land?
8. About what did Candy want to talk to Lennie?
9. Where is George’s money going, according to Crooks.
10. Who visits Crooks, Candy, and Lennie?
11. What do we learn about Curley’s wife?
12. Before Curley’s wife leaves, what does she notice about Lennie?
13. What does Curley’s wife say she could have done to Crooks?
14. What is the last thing Crooks says to Candy?
V. Paragraph: write a paragraph on a separate sheet of paper to answer to the following questions.
Use quotes from the book to support your answer.
15. How is the theme of loneliness developed in this chapter? Think about the characters Lennie,
Crooks, Candy, and Curley’s wife.
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Name_______________________
Hr._______________
Of Mice and Men: Chapter 5 & 6 Reading and Study Guide
I. VOCABULARY: Be able to define the following words and understand them when they appear in
the novel.
woe _______________________________________________________________________
writhed ____________________________________________________________________
belligerently ________________________________________________________________
monotonous ________________________________________________________________
II. LITERARY TERMS: Be able to define each term and apply each term to the novel.
protagonist _________________________________________________________________
Who is/are the protagonist(s)? _____________________________________________
personification ______________________________________________________________
Example ______________________________________________________________
III. QUESTIONS: answer the following questions.
Chapter 5
1. What day and time is it at the beginning of chapter 5?
2. What is Lennie doing in the barn by himself?
3. Why does Lennie think that he might not get to tend the rabbits?
4. Who visits Lennie in the barn?
5. According to Curley’s wife, why isn’t anyone going to leave the horseshoe tournament?
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6. According to Curley’s wife, how come she didn’t get into show business?
7. What can we infer is the reason Curley’s wife married Curley?
8. What did Lennie lose that he wishes he had now?
9. For what does Curley’s wife yell at Lennie?
10. What did Lennie do to Curley’s wife?
11. Who finds Curley’s wife?
12. What does Candy hopefully ask George?
13. What favor does George ask of Candy?
14. What does Carlson think happened to his Luger?
Chapter 6
15. Where is Lennie hiding?
16. With whom does Lennie have his first imaginary conversation?
17. With whom/what does Lennie have his second imaginary conversation?
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18. What story does George tell Lennie?
19. What does he do while telling him this story?
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Educators and social workers have debated for years whether or
not George was justified in the shooting of Lennie. Some feel that
he was doing his friend a favor. Others thought that George was
not justified because he ultimately took another human’s life and it
is against the law. In your opinion and based on evidence from
the novella, was George Milton justified in the shooting of Lennie
Small?
In your essay, take a position on this question. You may write
about either one of the two points of view given, or you may
present a different point of view on this question. Use specific
reasons and examples to support your position.
Because this a required essay, this will not be a 30-minute timed
writing.
Hints: Make sure you are familiar with the writing rubric, which can be found
on the back of this assignment. Also, organization is crucial. Try a fiveparagraph essay with a three-point thesis statement
Rubric taken from
"ACT Writing Test : Scoring Guidelines." ACT, Inc. : A Student Site for ACT Test Takers. ACT, Inc., 2010. Web. 18 Feb. 2010.
35
Score = 6*
Essays within this score range demonstrate effective skill in responding to the task.
The essay shows a clear understanding of the task. The essay takes a position on the issue and may offer a critical context for
discussion. The essay addresses complexity by examining different perspectives on the issue, or by evaluating the implications and/or
complications of the issue, or by fully responding to counterarguments to the writer's position. Development of ideas is ample, specific,
and logical. Most ideas are fully elaborated. A clear focus on the specific issue in the prompt is maintained. The organization of the
essay is clear: the organization may be somewhat predictable or it may grow from the writer's purpose. Ideas are logically sequenced.
Most transitions reflect the writer's logic and are usually integrated into the essay. The introduction and conclusion are effective, clear,
and well developed. The essay shows a good command of language. Sentences are varied and word choice is varied and precise.
There are few, if any, errors to distract the reader.
Score = 5*
Essays within this score range demonstrate competent skill in responding to the task.
The essay shows a clear understanding of the task. The essay takes a position on the issue and may offer a broad context for
discussion. The essay shows recognition of complexity by partially evaluating the implications and/or complications of the issue, or by
responding to counterarguments to the writer's position. Development of ideas is specific and logical. Most ideas are elaborated, with
clear movement between general statements and specific reasons, examples, and details. Focus on the specific issue in the prompt is
maintained. The organization of the essay is clear, although it may be predictable. Ideas are logically sequenced, although simple and
obvious transitions may be used. The introduction and conclusion are clear and generally well developed. Language is competent.
Sentences are somewhat varied and word choice is sometimes varied and precise. There may be a few errors, but they are rarely
distracting.
Score = 4*
Essays within this score range demonstrate adequate skill in responding to the task.
The essay shows an understanding of the task. The essay takes a position on the issue and may offer some context for discussion. The
essay may show some recognition of complexity by providing some response to counterarguments to the writer's position. Development
of ideas is adequate, with some movement between general statements and specific reasons, examples, and details. Focus on the
specific issue in the prompt is maintained throughout most of the essay. The organization of the essay is apparent but predictable.
Some evidence of logical sequencing of ideas is apparent, although most transitions are simple and obvious. The introduction and
conclusion are clear and somewhat developed. Language is adequate, with some sentence variety and appropriate word choice. There
may be some distracting errors, but they do not impede understanding.
Score = 3*
Essays within this score range demonstrate some developing skill in responding to the task.
The essay shows some understanding of the task. The essay takes a position on the issue but does not offer a context for discussion.
The essay may acknowledge a counterargument to the writer's position, but its development is brief or unclear. Development of ideas is
limited and may be repetitious, with little, if any, movement between general statements and specific reasons, examples, and details.
Focus on the general topic is maintained, but focus on the specific issue in the prompt may not be maintained. The organization of the
essay is simple. Ideas are logically grouped within parts of the essay, but there is little or no evidence of logical sequencing of ideas.
Transitions, if used, are simple and obvious. An introduction and conclusion are clearly discernible but underdeveloped. Language
shows a basic control. Sentences show a little variety and word choice is appropriate. Errors may be distracting and may occasionally
impede understanding.
Score = 2*
Essays within this score range demonstrate inconsistent or weak skill in responding to the task.
The essay shows a weak understanding of the task. The essay may not take a position on the issue, or the essay may take a position
but fail to convey reasons to support that position, or the essay may take a position but fail to maintain a stance. There is little or no
recognition of a counterargument to the writer's position. The essay is thinly developed. If examples are given, they are general and
may not be clearly relevant. The essay may include extensive repetition of the writer's ideas or of ideas in the prompt. Focus on the
general topic is maintained, but focus on the specific issue in the prompt may not be maintained. There is some indication of an
organizational structure, and some logical grouping of ideas within parts of the essay is apparent. Transitions, if used, are simple and
obvious, and they may be inappropriate or misleading. An introduction and conclusion are discernible but minimal. Sentence structure
and word choice are usually simple. Errors may be frequently distracting and may sometimes impede understanding.
Score = 1*
Essays within this score range show little or no skill in responding to the task.
The essay shows little or no understanding of the task. If the essay takes a position, it fails to convey reasons to support that position.
The essay is minimally developed. The essay may include excessive repetition of the writer's ideas or of ideas in the prompt. Focus on
the general topic is usually maintained, but focus on the specific issue in the prompt may not be maintained. There is little or no
evidence of an organizational structure or of the logical grouping of ideas. Transitions are rarely used. If present, an introduction and
conclusion are minimal. Sentence structure and word choice are simple. Errors may be frequently distracting and may significantly
impede understanding.
No Score
No In-Text Citations, Plagiarism, Blank, Off-Topic, Illegible, Not in English, or Void
*The proper set up of MLA format, Works Cited page and in-text citations will affect the essay grade.
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Guidelines:
You need an introduction, three body paragraphs, a conclusion, in-text citations and a Works
Cited page.
Your direct quotations should be no more than three lines long each.
Needs a three-point thesis - Although both chefs and cooks can prepare fine meals, chefs
differ from cooks in education, professional commitment, and artistry.
Use an MLA heading and page format.
The paper should be at least 2 typed pages long.
The paper must be typed; 12 point font; Times New Roman; one inch margins; double-spaced.
You must have a Creative Title.
Writing Tips You Must Follow (or lose points): Check and double-check your paper.
Avoid contractions (can’t, won’t, etc) unless in a quotation
Don’t use slang or common words (thing, stuff, etc), unless in a quotation
Do not underline or put your title in quotations
Use sentence variety (simple, compound, complex)
Use specific, vivid, and detailed incidents and examples from the novella to support
your thesis
Fix all comma splice errors, run-ons, and sentence fragments
Run spell check, but remember that it won’t catch the wrong use of words (hear/here)
Write in all present tense. Books never “end” – they continue on for a new reader.
Fix all typing errors.
Make sure all paragraphs are indented a half an inch
Do not use “get” or “got.” Use stronger verbs!
Follow the ACT/MME Persuasive Writing Scoring Guide
Make sure you a position and you address counterarguments
http://www.actstudent.org/writing/index.html - This is the official ACT website. It offers great
advice and examples of well-written persuasive essays. If you know what is good for you, you
will check it out before writing your essay! ☺
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Of Mice and Men Final Project
100 POINTS (EQUALS A TEST GRADE!!!)
Assignment:
In groups of three chosen by the teacher, you and your group will create and present a life-like
newspaper based on John Steinbeck’s Of Mice and Men. Essentially, you are creating a
newspaper for people living during the time period of the novel. You may use The Muskegon
Chronicle, The Grand Have Tribune, The Grand Rapids Press and other newspapers for an
example of the format.
Each group member will write at least one article for the group’s newspaper. News articles
must be substantial in complexity and length.
Requirements:
1. On the front page, you must have
a. The title of the paper
b. Front page headlines
c. Date of the paper (remember the time period!)
d. Cost
2. A news article based on an event from the novel. This should demonstrate your knowledge of
plot or the unfolding of an event(s).
3. A cartoon based on one of the themes of the novel.
4. Advertisements (at least two) -- these should demonstrate your knowledge of the setting,
including time period and location.
5. A news article regarding a major event in the U.S. happening during the same time period (you
may need to research this).
6. An editorial on one of the themes of the novel.
7. At least one additional written item of your choice. Some possibilities: human interest story; an
interview with a character from the novel (as if they were a real person); an obituary of one of
the characters; gossip column; advice column; music review; etc. You may include more than
one!
Process:
1. After meeting your group, decide on who will be responsible the following jobs:
Editor -- sets deadlines and keeps everyone on task.
Layout Designer -- the final say on laying out the graphics and visuals of the
newspaper.
Proofreader -- edits all articles for grammar and mechanics.
2. Decide on who will be responsible for each aspect/article/requirement in the newspaper.
3. Decide on a meeting time or other way to keep in contact since most of this assignment will be
completed outside of class.
4. Get to work!
Assessment:
You will be graded as a group; however, your name should appear as the author of the articles that
you write. Be professional and have fun!
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Name ____________________________
Group Organizer
Completed newspaper due date _____________________________________
Class time given to work on project:
_____________________________
_____________________________
_____________________________
Editor _______________________________________
Layout designer ______________________________
Proof reader _________________________________
Group Member
Phone Number
Email Address
ARTICLE RESPONSIBILITIES
A news article based on an event from the novel
A cartoon based on one of the themes of the novel
Advertisement #1
Advertisement #2
A news article regarding a major event in the U.S.
An editorial on one of the themes of the novel
At least one additional written item of your choice
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MATERIALS
Materials needed
Responsible group member
GROUP DEADLINES
Assignment
Deadline
I, _______________________, hereby swear that I will work to the best of my ability within my group.
I acknowledge that my group’s final project grade is dependent on the effort I put forth during the
allotted time frame for completion.
Student signature _______________________________ Date ________________
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