Here are possible responses to the questions on Section 4: 1. Steinbeck presents Crooks as having a room of his own in the barn to highlight the racism and segregation that existed at the time. As an African American, Crooks is separated from the other ranch hands and not allowed to socialize with them. By giving him his own isolated living space in the barn, it shows how he is ostracized and treated as an outsider due to the color of his skin. 2. When George and Lennie visit Crooks, he is initially unfriendly and confrontational towards them. However, as they continue talking, he begins to open up and share his thoughts and dreams. Crooks enjoys the company

1. Of Mice & Men: Section 1
To discover the key elements of the ‘American Dream’
To understand the dreams of George and Lennie
To explore our initial ideas about George & Lennie’s characters

2. Starter: Create your own study guide.
• Dedicate one page to each of the following (16 pages in total...!)
1) Front Cover – Of Mice & Men by John Steinbeck
2) Context and background
3) Section 1
4) Section 2
5) Section 3
6) Section 4 & Crooks
7) Section 5 & Curley’s Wife
8) Section 6
9) George
10) Lennie
11) Candy
12) Curley
13) Slim
14) Language & Structure
15) Exam Revision
16) Extra Notes

3. "Our flag honours those who have fought to protect
it, and is a reminder of the sacrifice of our nation's
founders and heroes.
As the ultimate icon of America's storied history,
the Stars and Stripes represents the very best of
this nation."
What could the American Dream mean?
The American Dream is that dream of a land in which life should
be better and richer and fuller for every man, with opportunity
for each according to ability or achievement. It is not a dream of
motor cars and high wages merely, but a dream of social order in
which each man and each woman shall be able to attain to the
fullest stature of which they are innately capable, and be
recognized by others for what they are, regardless of the
fortuitous circumstances of birth or position.[5].

4. Lennie Small
George Milton
How would you describe
George and Lennie?
Find evidence from the text in the
form of “quotes” to back up your ideas.

5. Learning Objectives
• To judge George & Lennie’s characters
in Section 1
• To understand the key elements of
George and Lennie’s relationship.
• To discuss and review section 1 of the
novel

6. Section 1: Order these statements & Explain
Strongly Agree - Agree - Neither - Disagree - Strongly Disagree
George is always frustrated at Lennie
holding him back
George wants Lennie to be part of his
‘dream.’
George thinks he could quite easily live
without Lennie
George is mean and horrible to Lennie.
George is right to make sure Lennie never
speaks when he gets to the ranch.
George is really clever and knows how
the future will turn out.
George feels ashamed to be with Lennie. George has a lot of sympathy of Lennie’s
disability and is patient with him.
George has to constantly remind Lennie
of what has happened in the past.

7. Close reading – nature.
In the exam, you will be asked to conduct a ‘close reading’ of a
section of text. To practice this, we will look at the opening
description of Soledad.
Number 1’s: Highlight and annotate words which describe the
delicacy and beauty of nature.
Number 2’s: Highlight and annotate animal imagery and how this
adds to the setting.
Number 3’s: Look at the biography of Steinbeck on page 1 & 7 –
what parts of this description relate to his background?
Annotate and highlight.
Number 4: Annotate and highlight parts of this description where
nature has been tampered with. How does this affect the
description and how could it connect to George and Lennie?

8. Exam Style Question:
What does the opening description of Soledad
show us about the area? Why does Steinbeck
use this setting for his novel?
Focus on...
• Language
• How it relates to Steinbeck’s background (p1 &
p7)
• The animal and nature imagery
• Include evidence and explain

9. Of Mice and Men: Section 2
B: I can analyse language closely and use
quotations correctly
A: I can explore Steinbeck’s language, using a
range of references
A*: I can make original and defined explanations
of Steinbeck’s use of language

10. ‘The first man was small and quick, dark of
face, with restless eyes and sharp, strong
features...behind him walked his opposite,
a huge man...dragging his feet a little, the
way a bear drags his paws.’
‘His huge companion dropped his blankets
and flung himself down and drank from
the surface of the green pool; drank with
long gulps, snorting into the water like a
horse.’
‘The little man jerked down the brim of his
hat and scowled over at Lennie, “So you
forgot awready did you? I gotta tell you
again, do I? Jesus Christ you’re a crazy
bastard!”
Lennie droned to himself softly, “I ain’t
gonna say nothing...I ain’t gonna say
nothing...I ain’t gonna say nothing!”
‘George exploded, “Whatever we aint got,
that’s what you want! God a’mighty, if I
was alone, I could live so easy. I could go
get a job an’ work, an’ no trouble.”
‘George went on, “We got a future...we’ll
have a big vegetable patch and a rabbit
hutch and chickens...”
FOR EACH QUOTE,
EXPLAIN WHAT IT
SHOWS ABOUT THE
CHARACTERs,
REFEERRING CLOSELY
TO LANGUAGE.
A* example of analysis...
1. The first man’s features are placed in contrast with the
second man’s. At this point, we are not told their names
to keep us in suspense. The second man is ‘behind’
suggesting he is a follower, and ‘drags his feet’ in the way
a ‘bear drags his paws.’ He could be lazy, and this animal
imagery suggests a clumsiness and aloofness about his
personality.

11. Questions on Page 36
• Complete questions 1 – 5 from Page 36 of the
book, answering fully with relevant
quotations. Remember to analyse language as
closely as we practiced earlier!
• Complete for homework by Weds 26th

12. Section 2...
• Whilst we are reading section 2, think
about these issues...
• What ranch life was like
• Racism and the relationship between
black and white people
• The words and phrases Steinbeck uses
to introduce us to Curley.

13. Starter: On Section 2 of your study guide, write terms
with their definitions.
Migrant Farmers
The Great Depression
Racism
American Dream
These were lower class American
men who moved from farm to farm
looking for low-paid, manual work.

14. WHAT WAS LIFE LIKE ON RANCHES IN
THE 1930’s?
B: I can analyse how Steinbeck presents
life on a ranch
A: I can explore Steinbeck’s language in
relation to life on the ranch
A*: I make original interpretations of
Steinbeck’s presentation of life on the
ranch

15. 11Y3 REVIEW from last lesson:
What does the language used by Candy to describe the stable buck
show us about relationships between blacks and whites? (p41-47)
Point: Candy uses a lot of racist language when describing Crooks, the stable buck.
He repeats his words to emphasise the difference between black and white
people and to show that the stable buck is different.
Evidence: Candy says, “
Explain: This shows that
D: I can find relevant quotations about life at
the ranch
C: I can explain what Steinbeck’s language
shows about life at the ranch
B: I can analyse Steinbeck’s language to
explore ranch life in more detail

16. Of Mice and Men: Section 2
D: I can find relevant quotations about life at the
ranch
C: I can explain what Steinbeck’s language shows
about life at the ranch
B: I can analyse Steinbeck’s language to explore
ranch life in more detail
WHAT WAS LIFE LIKE ON RANCHES IN
THE 1930’s?

17. RANCH LIFE...
1. What were conditions like in
the ranch? 2. What sort of relationships are
shown and what ‘rules’ are
established?
3. What tensions/issues are
arising straight away?
4. Characters language and
dialect – what does it show
about their class?

18. Presentations on Section 2
Objectives
B: To analyse the ways in which Steinbeck presents
ranch life through themes, character and language
A: To explore confidently Steinbeck’s presentation of
ranch life through themes, character and language
A*: To produce a convincing and original
interpretation of Steinbeck’s presentation of ranch
life through themes, character and language.

19. Exam Style Question:
• What does Section 2 of ‘Of Mice & Men’
show about life on a ranch in the 1930’s?
Discuss
 How Steinbeck describes the ranch and bunkhouse
 How key characters and relationships are shown
 Instances of racism, sexism and prejudice
 What the characters’ language and dialect shows about
their class
Remember
 Use quotations (short ones) and P.Q.D/P.E.E

21. Starter: Quiz (Reviewing text so far)
1. Why were George and Lennie chased out of their previous job in Weed?
2. Where do they rest on the first night before arriving at the ranch?
3. Name three things they want in their dream?
4. What does George say he would be able to do if Lennie wasn’t with him?
5. What does Lennie like to pet (but sometimes too hard)?
6. Name three things Lennie doesn’t understand or isn’t allowed to do because of his
disability?
7. Name two reasons why Crooks is segregated from the other men?
8. Name three reasons why the reader may dislike or be suspicious of Curley straight
away?
9. Name a word the characters use to describe Curley’s Wife?
10.Explain the significance of Curley’s Wife not being known by her first name.

22. Steinbeck takes great care to set the scene in a very vivid way,
almost as though the story is a movie, rather than a novel.
Re-read the description of George and Slim’s conversation, from
the start of Section Three to Lennie’s entrance.
Steinbeck creates a powerful contrast between the men
chatting inside and the sounds of the game outside.
• Why do you think he does this?
• Why do you think George shares his story with Slim?

23. When Candy’s dog is taken away to be shot, Steinbeck creates a high level of
dramatic tension in the room. The reader feels very tense, waiting to see
what is going to happen. Find some quotations that develop the level of
tension and write them below.
Dramatic tension
'The silence
came into the
room.'

24. Explain how Steinbeck creates dramatic tension what effect it
has on Candy when his dog is shot.
Steinbeck creates dramatic tension in the build up to Candy’s
dog getting shot by using lots of descriptive language and
building a picture of the suspense inside the bunkhouse.
One way he does this is by writing “
This creates tension because...
Candy reacts...

25. End of Section 3: Dreams and Nightmares
Objectives:
To describe Curley’s character
To understand how Steinbeck builds the
excitement in George & Lennie’s dream
To explore the irony of the dream

26. Words to describe
me...
What am I insecure
about?
What do I do as a
result of my
insecurity?
How does the
reader feel about
me?
What tensions am I
causing?
Curley

27. Curley attacks Lennie...
• Explain why you think Curley chooses to attack Lennie
rather than anyone else?
• What makes Lennie react and break Curley’s hand?
• Why do you think Slim makes up the story about
Curley’s hand being crushed in a machine?
EXTENSION: What is ironic about the timing of this
incident? Why does Steinbeck structure the story in
this way?

29. Section 3: How are dreams destroyed?
Draw this chart cycle, adding quotes from Section 3 which show these themes.
No hope and
loneliness
Dreams
building
Dreams
destroyed

30. Section 4: Crooks and Racism
• To identify key facts
about Crooks and
racism
• To explore Crooks’
segregation
• To explain the
relationship between
Crooks and other
characters

31. True or False? Racism in U.S.A
1. The slave trade lasted in America for over 300 years
2. 12 million Africans were forced to go and work as slaves in America
3. Men, women and children were forced to separate and work in chain gangs.
4. There is no racism in America today
5. In the 1930s the Civil Rights Movement promised equal rights for all Black
Americans.
6. Black Americans in the 1930s were treated fairly and given equal rights
7. Steinbeck was trying to highlight the problem of racism in his novel

32. How Crooks is segregated…
• Crooks' disability – his crooked back – makes him the
subject of further ridicule, as described by Candy,
“They let the n****r come in that night. Little skinner name of
Smitty took after the n****r. Done pretty good, too. The
guys wouldn't let him use his feet, so the n****r got him.”
This is a demonstration of the injustice in America in this
period, where people are outcast from a community except
for times when they are used as a figure of fun. Crooks isn’t
allowed freedom and the other characters are purposefully
violent and prejudice, showing the theme of racism in the
1930’s

33. Around the image of Crooks’ stable, add quotations from Page 98-99 to describe
his living conditions and Crooks himself. Two have been done for you...
“On pegs were also pieces of
harness, a split collar with
the horsehair stuffing
sticking out...”
This shows Crooks has his
work cut out, and is busy in
the stable mending the
horses.
“His body was bent
over to the left by his
crooked spine.”
This creates
sympathy for Crooks
as he is not only
segregated by colour
but is disabled...yet he
still has to do manual
labour.

34. Review our learning from last lesson
How does Steinbeck create sympathy for
Crooks at the start of Chapter 4?

35. Section 4: Key Themes
• MUST identify the key
themes in Section 4
• SHOULD explore the
relationship between
characters in Section 4
• COULD argue which
theme you feel is most
important in Section 4

36. Themes in
Chapter 4

37. Task: Which theme is most important?
Using section 4 as evidence, come up with an argument in your
pairs which proves your theme is the most important in this
chapter!
You must find evidence from the book to support your argument
and present back to the rest of the class in 15 minutes!
1. Racism
2. Loneliness
3. Dreams
4. Segregation
5. Prejudice
You can use the support sheet to help if you like

39. Summary of Chapter 4
• Use the outline and sentence starters to write
a summary of Chapter 4 of the novel. Where
you can, include quotations from the story.
• This will help you understand the relationships
between the characters and the connections.
• Completed for Homework please…on lined
paper! By Weds 16th

40. YOU’RE NUTS!
MUST argue that your
theme is most important in
the novel
SHOULD show empathy for
characters through hot-
seating
COULD explain how
Steinbeck creates sympathy
for Crooks.

41. Theme:
Using section 4 as evidence, come up with
an argument in your pairs which proves
your theme is the most important in this
chapter!
You must find evidence from the book to
support your argument and present back to
the rest of the class in 15 minutes!
Characters who relate to this
theme and how:
Evidence to support theme: Why our theme is most
important...!

42. Review Learning from last lesson:
The end of the dream
Now you have seen the end of the story, write down five
events during the novel which indicate that it will end in
tragedy.
1.
2.
3.
4.
5.

43. TODAY WE ARE GOING TO DO A
LITTLE DRAMA!
Starter:
Write down a question you
would ask Crooks, and stick it
to the white board.
Task Two: Become a character
No 1’s: George
No 2’s: Lennie
No 3’s: Candy
No 4’s: Curley
No 5’s: Curley’s Wife
Task Three: Interrogate!
Consider your role as a
character in groups, and
create at least one
question for each of the
other characters...

44. Exploring characters further.
• For two of the key characters, complete their
‘character’ page in your study guide.
• Include the following:
 Your first impression of the character
 How other characters react to them
 How the character changes in the novel / are they tragic...?
 Three key quotes either by or about the character (Remember “...”)
 Which themes they present (i.e. Racism? Loneliness? Fear? etc...)

45. Questions on Section 4
(include quotes where possible)
1. Why does Steinbeck present Crooks to have a room of his own in the barn and does
not sleep with the other men in the bunkhouse? (Pg 98 – 99)
2. Why do you think Crooks taunts Lennie about the fact George has gone to town and
may not return? (Page 103 – 105)
3. Why is the connection between Crooks, Lennie and Candy closer than we may
initially think?
4. How does Steinbeck create sympathy for Crooks at the start of Chapter 4?
5. What is the significance of the fact that Curley’s wife appears to want some spend
some time to Crooks, Candy and Lennie “the weak ones” as she describes them?
(Page 110 – 111)
6. What words and phrases does Steinbeck use to show us the viciousness of Curley’s
Wife’s attack on Crooks? (Page 113)
7. What is the importance of Crooks’ initial commitment to the idea of buying the
ranch, and his later rejection of the idea? (Page 116)

46. Section 5 & Curley’s Wife
Objectives
To identify with how Steinbeck has
created tension so far.
To compare Curley’s Wife’s dreams with
her reality
To explore the development of tragedy
within the story.

47. ?

48. Words to describe Curley’s Wife...
How does she represent females in society in
1930s America?
In which ways is she a ‘tragic’ character?
Who is responsible for her death?
What were her dreams and what is her
reality?

49. Of Mice and Men is a tragedy…
• Why do you think ‘Of Mice and Men’ has been
called a tragic story?
• What could be the cause of all the tragedy?
• What could happen at the end of the story?

50. Order the events…
• Look at the sheet and order the events of the
story correctly.

51. How does the tragedy
reach a climax?
Who are the tragic characters?
What is a ‘tragedy’ in literature?
Tragedy
Triangle!

52. In pairs, have a tennis match by giving
facts or ideas about your character...if
someone stutters, pauses or can’t think
of one – they lose!
Match One:
George v Lennie
Match Two:
Crooks v Candy
Match Three
Curley vs Curley’s Wife

53. ?
What impact will Curley’s Wife death have on...
Lennie?
George?
Curley?
Candy?

54. Questions on end of Section 5.
Answer using quotations in Section 5 of your study guide...
1. Why does Steinbeck show such deliberation
between Candy and George before they decide what
to do as a result of the death of Curley’s Wife?
2. How does Slim’s reaction contrast with his character
in the rest of the story?
3. What does the reaction of the other ranch workers
show about loyalty and friendship?

55. Words to describe Curley’s Wife... What were her dreams?
How does she represent females in society in
1930s America?
In which ways is she a ‘tragic’ character?
Who is responsible for her death?

56. The ending…
By the end of this lesson I would like you to:
Explain how the end of the novel is also the end of
George and Lennie’s dream.
How will you achieve this?
Read section 6 of the book and watch the end of the
film
Discuss how tension builds up to the end of the story
Revise how dreams and loneliness are connected in
the story

57. The themes of the novel are resolved in this section, particularly the men’s unfulfilled
‘American Dream’. Answer the questions below to show your understanding of this theme.
• Look at how Candy responds to Curley’s wife’s death at the end of
Section 5. Why does he start to cry?
• Now look at Lennie and George and their final discussion about the
farm. Why is this the subject of the last conversation that they ever
have?
• Do you think they ever stood a real chance of achieving their
dream?
•What point do you think Steinbeck is making about the American
dream?

58. How is the end of the story also the end of the dream? How is dramatic tension used?
• The story of the ‘dream farm’ is repeated again. This time, though,
the reader knows that there is no chance of George and Lennie
fulfilling their dream.
• George must shoot Lennie rather than allow the men to hurt him -
he is forced to kill his closest friend.
• The other men are getting closer, and George must shoot Lennie
before they arrive. The sound of the men approaching increases the
tension, leading to the climax of the section.

59. Review Learning:
The end of the dream
Now you have seen the end of the story, write down five
things during the novel which indicate that it will end in
tragedy.
1.
2.
3.
4.
5.

60. Review learning:
Loneliness and Dreams
• All the characters in this story have some sort
of connection to the theme of loneliness and
dreams.
• See if you can unscramble to cards and create
a table which connects each character to their
dreams and their loneliness.

61. What Curley’s Wife is like
Choose two
characters and say
why you think they
are important in the
novel
CROOKS CURLEY’S WIFEWhat Crooks is like
How Steinbeck presents Curley’s WifeHow Steinbeck presents Crooks
How Curley’s Wife connects to G&L’s storyHow Crooks connects to G&L’s story

62. Grade Criteria:
In the exam marking sheet, highlight the
grade descriptions for the grade you are
aiming for...
These should relate to your learning
objectives for today.
Tackling the
exam essay

63. Choose two characters from the list below, and say why you
think they are important in the novel:
Candy; Crooks; Curley, Curley’s Wife, Slim
Tackling the essay question in exam

64. MUST review
ideas on how
Crooks and
Curley’s Wife are
important in the
novel.
Year 11 Learning Objectives
SHOULD identify
the skills required
to push towards
highest grades in
exam
COULD offer
original ideas in
response to the
exam question

65. Choose two
characters and say
why you think they
are important in the
novel
CROOKS CURLEY’S WIFECrooks’ feelings of dreams and loneliness
How Steinbeck presents Curley’s Wife
How Steinbeck presents Crooks
How Curley’s Wife connects to G&L’s storyHow Crooks connects to G&L’s story
Curley’s Wife’s feelings of dreams and
loneliness

67. ...of content descriptors (some original
ideas to get an A/A* for this question!)

68. Using Point, Evidence, Explain
D: I can use effective P.E.E
paragraphs
C: I can analyse the text
in detail using P.E.E
paragraphs
B: I can use a range of
quotations and analyse
language using P.E.E
paragraphs

69. Choose two
characters and say
why you think they
are important in the
novel
Essay Plan
1. Introduction – explain about the issues which Steinbeck was trying to explore
in the novel & why you have chosen to focus on Crooks and Curley’s Wife
2a) What Crooks is like P.E.E
2b) What Curley’s Wife is like P.E.E
3a)
3b)
4a)
4b)
Conclusion:

70. Explaining P.E.E
• This sheet I have given you could be one of
the most important ones you will get in
English!
• P.E.E is a really important process for writing
about a novel, poem or play
• It will be used throughout your GCSE.
Without being able to use this WELL, you will
not get a C grade!

71. Practicing P.E.E
• Use the essay plan I have given you to practice the P.E.E technique in relation to
your essay.
Essay title:
‘How does Steinbeck present the themes of loneliness and dreams in relation to
George and Lennie in Of Mice and Men?’
• P.E.E section 1 – Based on Chapter 1 of the story
What are our initial impressions of George and Lennie when they are described (Page
19). What is the significance of Lennie being behind George and the descriptions of
the two men? (Use P.E.E)

72. Practicing P.E.E
• P.E.E section 1 – Based on Chapter 1 of the story
What are our initial impressions of George and Lennie when they are
described (Page 19). What is the significance of Lennie being behind
George and the descriptions of the two men? (Use P.E.E)
P: When Steinbeck first introduces George and Lennie, we can tell...
E:
E:

73. P.E.E section 1 – Based on Chapter 1 of the story
• How do Lennie and George talk to each other when we meet them? What
does this show about their relationship? What does the swearing and the
accent on the language show us about their backgrounds? Look at pages
22 - 24 (USE P.E.E)
P:
E:
E:

74. 2 Stars, 1 cross!
In your exercise book draw two stars and write
next to them two things you have learnt about
the P.E.E technique
Then do one cross, and next to it write down
what you are unsure of
C: I can use effective P.E.E paragraphs
B: I can analyse the text in detail using P.E.E
paragraphs
A: I can use a range of quotations and analyse
language using P.E.E paragraphs

75. Developing P.E.E paragraphs
MUST understand how to write
P.E.E paragraphs
SHOULD be able to explore your
key character by using P.E.E
paragraphs
COULD analyse Steinbeck’s use
of language when writing
P.E.E paragraphs about your
character.

76. P E E
• Sort the cards into correct P.E.E paragraphs
and stick them in your books so that they
correspond correctly.
• How are P.E.E paragraphs made up?
• Which paragraph do you think is most
effective and why?

77. Explaining P.E.E
• This sheet I have given you could be one of
the most important ones you will get in
English!
• P.E.E is a really important process for writing
about a novel, poem or play
• It will be used throughout your GCSE.
Without being able to use this WELL, you will
not get a C grade!

78. Analysing language using P.E.E
Analysing language basically means picking out words which the author uses
intentionally to show us something about the characters.
Example of analysing author’s language using P.E.E
P: Our first impressions of Lennie are shaped as early as the first chapter, when
George tells him that he shouldn’t talk when he arrives at the ranch. George
prompts him to “say that over two, three times so you sure you won’t forget.”
E: Lennie responds, “I ain’t gonna say nothing’...I ain’t gonna say nothin’...I ain’t
gonna say nothin’.”
E: Lennie’s response shows us that he is frightened of forgetting what George tells
him, indicating that he is a little ‘slow.’ Also, we see the use of “ain’t” as well as
“gonna” and “nothin.” By using the American dialect, Steinbeck is suggesting that
George and Lennie’s speech is quite simple and lower class.

79. Have a go yourself!
• Choose one of your ideas about your
character from your essay plan to write a P.E.E
paragraph.
• EXTENSION:
Are there any words you can analyse more
closely? Have a go!

80. Of Mice and Men: Dreams and
Loneliness.
MUST analyse evidence from the text in more
detail
SHOULD explore the good and bad points of an
example essay
COULD apply understanding to planning own
essay.

81. “Guys like us, that work on ranches,
are the loneliest guys in the world.
They got no family, they don’t
belong no place...”

82. Lennie flapped his big hands helplessly,
“Everybody went into town,” he said.
“Slim and George says I gotta stay in here
and not get in no trouble.”

83. “What’s the matter with me?” she
cried. “Aint I got a right to talk to
nobody? Whatta they think I am
anyways?” I don’t know why I can
talk to you. I ain’t doin’ you no
harm.”

84. “Why ain’t you wanted?” Lennie asked.
“Cause I’m black. They play cards in
there but I can’t play cause I’m black.
They say I stink. Well, they all stink to
me.”

85. Candy said, “I aint much good with o’ny
my one hand. I lost my hand right here
on this ranch....s’pose I went in with you
guys. I aint much good but I could cook
and tend the chickens and hoe the
garden some. How’d that be?”

86. Example essay
• Read the example essay – what are the good
points in the essay?
• Are there any aspects of the essay which could
be improved?
• How can you use this to help your own essay?

87. Planning sheet
• Let’s decide what we NEED to put on planning
sheets...?

93. Planning for Exam
• We will be writing this essay in class next
week in controlled conditions. If you didn’t do
your controlled assessment, or didn’t reach
your target grade – this is a chance to re-sit
with a new question.
• Even if you did well, I would like you to do this
to practice for the exam.

94. Practice exam Question
Do you regard Of Mice and Men as a tragic
novel?
Write about:
- What seems tragic about the novel to you, or not.
- How Steinbeck makes the novel seem tragic, or not.

95. Making a 5-point plan
Do you regard
Of Mice and
Men as a tragic
novel?

96. Finding Quotes
• In your plan, add page numbers where you
can find quotes to back up your idea about
tragedy.