AIMS OF THIS SCHEME OF WORK To encourage critical analysis of the authors intentions, character development and motivation. To develop a critical awareness of the social, historical

Teacher reads from pages 1-18. Class discussion: Raise questions; what are the characters like, how do we know this? How do we know that Lennie is simple, is it his treatment, or the way he is described? Etc... Focus on the language in the text.

In pairs: Discuss the relationship between Lennie and George and write down findings, incorporating short quotes from the text.

Individual: Each person will adopt either, Lennie's or George's point of view, and using their previous notes will write in character about their feelings for one another.

HOMEWORK: Finish off writing and redraft in best for next lesson.

LESSON 2

Learning objective:

* K: to engage with the language of the text and extend knowledge of characterisation.

Whole Class: Recap on previous lesson by choosing different Lennie's and George's (using their written P.O.V's) to tell each other how they feel about one another.

Teacher and class read pages 18-39: Teacher discusses the use of dialogue and characterisation in the text.

Group: Using jigsaw groups, each group is assigned a main character that has been introduced. They are asked to explore that particular character through his/her use of dialogue. Focusing on sentence length, use of slang, repetition and accents. Teacher hands out a glossary of terms to each group.

Group: One person from each group is selected to move to another group and discover their findings. They report back to the previous group to compare, contrast and discuss.

Whole class: share some of the findings and discuss authors intentions.

LESSON 3

Learning objective:

* U: to analyse and discuss alternative interpretations in the context of character.

Whole class: Explain to whole class that we all view people differently. For example, "your mum is viewed differently by you than your friends"; "George's view of Lennie is different to the boss's". Point out that Steinbeck does not penetrate any of his characters thoughts, we only understand them via their attitudes, feelings, words, actions, and through other characters.

Group: divide class into groups. Hand each group a red card with a character's name written on it. Provide the each group with magazines and drawing equipment. Ask the groups to collate images that represent the essence of their character and stick them onto a collage.

Individually: Ask each pupil to pick a character (not the one that they have just worked on) and write 3 lines that sum up their view of that character.

Group: The teacher collects the written information and divides the class into their original groups. These groups are given the written information for their previous character and are asked to place them onto the collage as well.

Whole class: Look at all the different points of view and discuss the differences and similarities between the written work and the images. What does this reveal about the characters?

Homework: Write a passage from the omniscient point of view in which you reveal Lennie's most inner thoughts when he first meets Curley's wife. Consider how this P.O.V. alters the character. Does it empower etc.?

LESSON 4

Learning objective:

* U: to reflect on how characters are utilised to develop plot.

Whole class: Teacher and volunteers read pages 40-69. Teacher explains the difference between dynamic and static characters.

In pairs: Make a list of all the different kinds of relationships that have been revealed so far in the novel. Discuss if they are dynamic or static, support with evidence from the novel.

Whole class: Discuss findings and relate to plot development.

LESSON 5

Learning objective:

* U: to introduce the social historical and cultural themes implicit within the novel.

Whole class: Board work, five-minute introduction to the economic aspect of the Depression using key terms. Include questions to find out what the pupils already know. Clarify information, and link to the social repercussions of this.

Group work: Divide class into groups. They must be grouped by differentiation. Give each group an interview sheet suitable to their ability, and each individual a prompt sheet. Appoint a feedback person for each group. Ask the groups to read selected parts of the interviews and discuss what life was like in the Depression, using the prompt sheets as their guide.

Whole class: Share feedback. Read some dream quotes. Link to the lives of people in the novel and discuss the different dreams associated with them, and clarify understanding as to why they might have dreamt of a different kind of life.

Group work: Divide class into three groups. Give each group a photograph. Ask them to take a couple of minutes to just look at it. Whilst they are doing this, provide questions to develop deeper awareness of the photos. Then ask them to individually, write dreams for the people in their photograph based on what they have learnt so far.

Whole class: Final Consolidation. Ask a few people to read out what they have written. Draw out the differences in the peoples Lives and dreams. Link to our lives, and reasons for dreaming.

Homework: Either, finish work set in lesson or draw a picture of your own dream and write about why you have that dream. How does your life affect your dream?