Lesson Plan on the American Dream in Steinbeck's "Of Mice and Men"

Setting: Classroom

Objective: During this lesson, students will define what the American Dream means to them and view clips of people describing the American Dream. Students will apply their understanding of the American Dream to the characters of Lennie, Crooks, Candy, and Curley's wife in Of Mice and Men.

Background: Students spent a week familiarizing themselves with topics/issues present in the novella. These included the Great Depression, migration during the 1920s and 1930s, mental retardation, and the derogatory use of the word "nigger." As we moved into the novella itself, students were asked to explain the presence of the following themes: compassion, loyalty, dependence, vulnerability, violence, need, longing, intimidation, and euthanasia. Yesterday, we finished chapter four which gave us a look into the secret longings of several of the characters. Today, we will examine how these longings translate into a dream for a better life and what handicaps stifle the possibility of reaching those dreams. Once we finish the novella, students will complete a theme analysis on one of the nine given themes.

Materials: Computer/projector set-up, links to videos, Of Mice and Men novellas, photocopies of graphic organizer

Preparation:

1. Check out computer/projector set-up
2. Photocopy graphic organizers
3. Make sure videos will play on computer

Procedure:

1. When the bell rings, ask students to raise their hands and explain what the "American Dream" means to them. Ask for elaboration on any vague explanations.

A.http://www.pbs.org/wnet/americannovel/video/ANamericandream.html

5 short video/audio clips of people describing the American Dream

B.http://www.learner.org/resources/series123.html# - The Twenties

Describes Henry Ford's invention and how it encompassed the American Dream

3. In the first video, ask students to look for any interpretations of the American Dream not mentioned in class discussion. In the second video, ask students to consider what might have stood in the way of Henry Ford's dream.

4. After viewing, discuss ideas/interpretations of #3.

5. Explain to students that they will be trying to determine the dreams of Lennie, Candy, Crooks, and Curley's wife.

6. Ask what theme might help point them in the right direction (longing).

7. Hand out graphic organizers.

8. Give students 15-20 minutes to do the following:

A.Identify each character's dream

B.Record the quote and page number from chapter 4 that describes this dream.

C.Identify each character's handicap.

D.Explain how each character deals with said handicap.

9. After 15-20 minutes, record student's answers on the overhead.

10. Try to synthesize similar answers into one cohesive dream for each character.

11. After graphic organizer has been completed, ask students to evaluate why it is important to have a dream - regardless of the likelihood of achieving it.

12. Collect graphic organizers at the end of class and take for a participation grade.

Special Needs: To accommodate students with special needs, this lesson has been presented for both visual and auditory learners. The use of a graphic organizer allows students to arrange their thoughts before class discussion. While the students are working on the activity, I will walk around the classroom and clarify the directions for anyone who looks like they are struggling.

Assessment: Assessment will be based on participation. While I am circulating, I should be able to ascertain whether students are taking part in the activity. Graphic organizers will also be collected at the end of class and taken for a participation grade.

Illinois State English Language Arts Goals and Learning Standards

1.C.4d Summarize and make generalizations from content and relate them to the purpose of the material. Students will make generalizations about the theme of longing in each character and relate that theme to the idea of pursuing the American Dream.

2.A.4b Explain relationships between and among literary elements including character, plot, setting, theme, conflict and resolution and their influence on the effectiveness of the literary piece. Students will evaluate the theme of longing as a stepping stone to the idea of the American Dream. Students will determine how this theme is important as an illustration of the lives of those living during the Great Depression.

2.B.4a Critique ideas and impressions generated by oral, visual, written and electronic materials. Students will respond to several video clips delineating the American Dream. They will be asked to identify the different perceptions of the American Dream and discuss their impressions of its implication in Of Mice and Men.

2.B.4c Discuss and evaluate motive, resulting behavior and consequences demonstrated in literature. Students will discuss the motives and behavior of Lennie, Crooks, Candy, and Curley's wife as each relates to the pursuit of the American Dream in Of Mice and Men.

4.A.4a Apply listening skills as individuals and members of a group in a variety of settings (e.g., lectures, discussions, conversa­tions, team projects, presentations, interviews). Students must listen to their classmates as they discuss their perceptions/definitions of the American Dream.

4.A.4b Apply listening skills in practical settings (e.g., classroom note taking, inter­personal conflict situations, giving and receiving directions, evaluating persuasive messages). Students should be attentive and make additions to graphic organizers as the class discusses the dreams and handicaps of the characters in the novella.