Of Mice and Men is a 1937 novella written by American author John Steinbeck. It describes the experiences of George Milton and Lennie Small, two displaced migrant ranch workers, as they move from place to place.
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Reading and Writing Workshop: Understanding Literary Elements in the novel Of Mice and Men
Introduction / Setup John Steinbeck’s Of Mice and Men is a tightly structured modern tragedy that explores the dreams and disillusionments of itinerant workers during the Great Depression. Through sparse yet poetic prose, Steinbeck uses imagery, symbolism, tone, and characterization to depict loneliness, friendship, and the pursuit of the American Dream. Students will examine how Steinbeck’s literary craftsmanship — particularly his use of natural imagery, dialogue, foreshadowing, and irony — shapes meaning and emotional impact. General Instructions:
Workshop Objective Students will analyze how Steinbeck uses literary form, tone, imagery, and symbolism to construct a modern tragedy about human connection and isolation. Through reading and writing, students will explore how literary technique transforms a simple narrative into a meditation on dignity, compassion, and despair. Session-by-Session Plan Session 1: Imagery, Setting, and Foreshadowing (Ch. 1 – The Riverbank and the Dream) Objective: Examine how Steinbeck establishes tone and theme through natural imagery and foreshadowing. Key Terms: Imagery, foreshadowing, symbolism, tone, diction. Reading Focus: The opening riverbank scene; George and Lennie’s dialogue about their dream. Excerpt (Public Domain for Educational Use): “The water is warm too, for it has slipped twinkling over the yellow sands in the sunlight before reaching the narrow pool. On one side of the river the golden foothill slopes curve up to the strong and rocky Gabilan Mountains, but on the valley side the water is lined with trees—willows fresh and green with every spring.” Focus Questions:
Write a short descriptive paragraph in Steinbeck’s style, using imagery and tone to depict a natural setting that reflects a character’s inner world. Identify at least two literary devices you used intentionally (imagery, symbolism, tone). Session 2: Characterization, Conflict, and Symbolism (Ch. 2–3 – The Bunkhouse and Friendship Tested) Objective: Analyze how Steinbeck uses characterization and symbolism to reveal moral complexity and social hierarchy. Key Terms: Characterization, symbolism, conflict, irony, motif. Reading Focus: The bunkhouse environment; Candy’s dog; George and Lennie’s dream repeated. Excerpt: “A guy needs somebody — to be near him. A guy goes nuts if he ain’t got nobody. Don’t make no difference who the guy is, long’s he’s with you. I tell ya, I tell ya a guy gets too lonely, and he gets sick.” Focus Questions:
Write a two-paragraph analysis of how Steinbeck uses symbolism and dialogue to depict loneliness and moral conflict. Include at least three literary terms (symbolism, tone, irony, motif). Session 3: Imagery, Tone, and Irony (Ch. 4–5 – Isolation and Foreshadowed Tragedy) Objective: Examine how Steinbeck uses tone, irony, and imagery to heighten emotional tension and reveal the fragility of dreams. Key Terms: Tone, imagery, irony, foreshadowing, pathos. Reading Focus: Crooks’s solitude, Curley’s wife’s dreams, Lennie and the puppy. Excerpt: “I seen hundreds of men come by on the road and on the ranches, with their bindles on their back and that same damn thing in their heads. Hundreds of them. They come, an’ they quit and go on; an’ every damn one of ’em’s got a little piece of land in his head. An’ never a God damn one of ’em ever gets it.” Focus Questions:
Write a one-page analytical response explaining how Steinbeck uses tone and irony to create emotional tension and emphasize the theme of failed dreams. Include textual evidence. Session 4: Symbolism, Resolution, and Theme (Ch. 6 – The Ending and the Loss of the Dream) Objective: Analyze how Steinbeck uses symbolism, tone, and setting to conclude the narrative and reinforce central themes. Key Terms: Symbolism, tone, theme, resolution, foreshadowing. Reading Focus: Lennie’s hallucinations by the river; George’s decision; the return to the opening setting. Excerpt: “And George raised the gun and steadied it, and he brought the muzzle of it close to the back of Lennie’s head. The hand shook violently, but his face set and his hand steadied. He pulled the trigger.” Focus Questions:
Write a thematic essay (2–3 paragraphs) analyzing how Steinbeck uses symbolism and tone to elevate George’s act from brutality to tragic mercy. Include references to imagery, motif, and theme. Key Literary Anchors Students should track the following literary elements throughout Of Mice and Men: Element Focus Example Imagery & Setting Natural imagery mirrors human fragility “The water is warm… the golden foothill slopes curve up.” Symbolism Objects and creatures reflect moral and emotional truths The farm = hope; Candy’s dog = mercy; Lennie’s puppy = innocence Foreshadowing Early dialogue hints at tragic outcomes Lennie’s strength and obsession with soft things Tone Alternates between tenderness and inevitability “The hand shook violently, but his face set.” Irony Dreams and mercy intertwined with despair George’s dream realized only through its destruction Theme Loneliness, dignity, dreams, mercy, and moral choice The human need for connection and belonging Optional Group-Based Implementation Group Focus Chapters Product Group 1 Imagery & Foreshadowing Ch. 1 Create a visual map showing symbols introduced in the opening scene and their later significance. Group 2 Characterization & Conflict Ch. 2–3 Perform a scene between George and Slim with annotations on tone and subtext. Group 3 Tone & Irony Ch. 4–5 Build a “Dream vs. Reality” chart tracing irony and broken ideals. Group 4 Symbolism & Resolution Ch. 6 Write and present an alternative ending reflecting Steinbeck’s tone and imagery. |
Reading and Writing Workshop: Using Primary Public Domain Resources to Elaborate the Reading of Of Mice and Men
Reading & Writing Workshop: Using Primary Public Domain Resources to Elaborate the Reading Introduction / Setup John Steinbeck’s Of Mice and Men (1937) depicts two displaced migrant workers, George and Lennie, navigating dreams and despair during the Great Depression. To fully appreciate Steinbeck’s realism, students explore primary public domain materials that document the economic hardship, labor migration, and social atmosphere of the 1930s. By pairing literary analysis with historical inquiry, this workshop helps students recognize how Steinbeck’s imagery, tone, and symbolism reflect authentic lived experiences of the Depression era. General Instructions:
Workshop Objective Students will analyze how Of Mice and Men reflects the social realities of the Great Depression by integrating literary analysis with historical documents and imagery. They will develop skills in:
Session-by-Session Plan Session 1: Setting, Imagery, and the Landscape of the Depression Focus: The economic and environmental backdrop of Steinbeck’s opening. Key Terms: Imagery, tone, naturalism, setting, motif. Reading Focus (Text): Chapter 1 – The Riverbank Scene Primary Source (Public Domain):
“The water is warm too, for it has slipped twinkling over the yellow sands in the sunlight before reaching the narrow pool.” Focus Questions:
Write a short paragraph comparing Steinbeck’s imagery of the riverbank with Lange’s photograph of the migrant mother. How do both artists depict human fragility and endurance through their use of setting and tone? Session 2: Labor, Hope, and the American Dream Focus: The economic despair and dreams of itinerant workers. Key Terms: Symbolism, diction, conflict, theme, tone. Reading Focus (Text): Chapters 2–3 – The Bunkhouse and George’s Dream Primary Source (Public Domain):
“We got a future. We got somebody to talk to that gives a damn about us. We don’t have to sit in no bar room blowin’ in our jack jus’ because we got no place else to go.” Focus Questions:
Using Guthrie’s “Do Re Mi” and Steinbeck’s bunkhouse conversation, write a two-paragraph response analyzing how both use voice and repetition to capture the tension between hope and disillusionment. Session 3: Isolation, Race, and Social Boundaries Focus: The loneliness of marginalized characters and social hierarchy. Key Terms: Characterization, irony, setting, social realism, tone. Reading Focus (Text): Chapters 4–5 – Crooks, Curley’s Wife, and the Limits of Connection Primary Source (Public Domain):
“A guy needs somebody — to be near him. A guy goes nuts if he ain’t got nobody. Don’t make no difference who the guy is, long’s he’s with you.” Focus Questions:
Compare Crooks’s dialogue with Hughes’s poem. Write a short analysis explaining how both authors use irony and tone to reveal social barriers to equality and belonging. Session 4: Symbolism, Tragedy, and the Human Condition Focus: The loss of the dream and moral conflict. Key Terms: Symbolism, tone, resolution, theme, catharsis. Reading Focus (Text): Chapter 6 – The Riverbank Ending Primary Source (Public Domain):
“And George raised the gun and steadied it… He pulled the trigger. The crash of the shot rolled up the hills and rolled down again.” Focus Questions:
Write a thematic essay (2–3 paragraphs) connecting the novel’s ending to Roosevelt’s inaugural address. How do both suggest that mercy, sacrifice, and resilience define moral strength in times of hardship? Key Literary Anchors Students should track the following literary and historical connections throughout the workshop: Literary Element Historical Lens Example Imagery & Tone Environmental hardship in FSA photographs Nature as beauty and burden Symbolism The Dream and Guthrie’s Dust Bowl ballads “Do Re Mi” and George’s hope for land Characterization Crooks and the excluded voices in WPA narratives Race, class, and loneliness Irony & Theme Idealism vs. realism in Depression politics Roosevelt’s promise of recovery vs. Steinbeck’s disillusionment Optional Group-Based Implementation Group Focus Section Product Group 1 Setting & Imagery Ch. 1 + Lange photographs Create a visual-literary montage combining Steinbeck’s imagery and FSA photos. Group 2 Tone & Voice Ch. 2–3 + Guthrie songs Perform or record a “workers’ ballad” using Steinbeck’s dialogue as lyrics. Group 3 Characterization & Irony Ch. 4–5 + Hughes poem Write a two-person dialogue between Crooks and Hughes reflecting on the Dream. Group 4 Symbolism & Theme Ch. 6 + Roosevelt speech Compose a reflective address linking Steinbeck’s ending to New Deal ideals. |