Character Relationships Map

Overview

This is lesson 4 of 5 in the unit "Exploring Characters in Literature". The focus of this lesson is to deepen students’ understanding of character dynamics by analysing the relationship between George and Lennie from John Steinbeck’s Of Mice and Men. Students will create a detailed relationship map and explore how their bond drives the narrative forward and adds complexity to their character profiles.

This lesson aligns with the National Curriculum for England’s requirements for Key Stage 4 English literature.

National Curriculum Links

• Reading: Students should be able to "read critically and attentively to improve their understanding of texts, and deepen their appreciation of these texts, including the use of literary language"
• Analysis: "Analyse the relationships between texts and the contexts in which they were written."
• Understanding Character and Context: "Develop an appreciation of how meaning is shaped through the relationships between characters, and the themes and ideas presented in texts."
• Speaking and Listening: "Articulate well-structured explanations and creative responses through discussion."

These objectives are found in programmes of study for English Literature at KS4 (Years 10–11).

---

Learning Objectives

By the end of this lesson, the student will be able to:

1. Analyse the complexities of the relationship between George and Lennie, citing textual evidence.
2. Create a visually structured relationship map illustrating key interactions, conflicts, and emotions between the two characters.
3. Evaluate how their relationship influences the plot and themes within Of Mice and Men.
4. Use discussion to explore differing interpretations of George and Lennie’s bond and its significance.

---

Resources Needed

• A copy of Of Mice and Men (selected chapters, especially the opening and later scenes focusing on George and Lennie interactions)
• Large paper or digital mind mapping software/tablet for relationship map
• Markers or pens for physical mapping
• Worksheet with scaffolded questions for analysis
• Vocabulary list related to character analysis (e.g., loyalty, dependency, power dynamics, protection)

---

Lesson Structure (60 minutes)

1. Starter Activity: Initial Reflection (10 minutes)

• Ask the student to recall what they have learned so far about George and Lennie.
• Prompt questions:
• How would you describe George? Lennie?
• What kind of relationship do they have?
• Encourage the student to write down 3 key descriptive words for each character focusing on their relationship.
• This activates prior knowledge and sets the focus on relationship dynamics rather than individual characteristics alone.

2. Close Reading and Evidence Gathering (15 minutes)

• Together, read aloud or independently read selected excerpts (e.g., the opening scene of the novel and a key interaction from the middle of the text).
• While reading, pause to identify key moments that reveal aspects of their relationship (e.g., George’s guidance, Lennie’s dependency).
• Student annotates or jots down textual evidence linked to descriptive words or relationship themes.
• Teacher models analytical questions such as:
• What does this reveal about their bond?
• How does Steinbeck present their differing personalities through dialogue or action?

3. Creating the Relationship Map (20 minutes)

• Introduce the relationship map as a visual tool to explore their dynamic.
• Student uses large paper or digital tool to:
• Place George and Lennie at the centre.
• Draw lines/arrows to describe their feelings towards each other (e.g., loyalty, frustration, protection).
• Include quotes or key moments linked to each aspect of the relationship.
• Note how their interactions affect other characters or plot developments.
• Teacher encourages thinking about the fluctuation of power, dependency, and mutual care within the map, pushing the student to go beyond surface impressions.

4. Discussion and Evaluation (10 minutes)

• Discuss with the student how the relationship between George and Lennie shapes the trajectory of the plot.
• Prompts:
• How would the story change if their relationship was different?
• How do their personalities and bond create tension or empathy in the narrative?
• What might Steinbeck be saying about friendship and responsibility through them?
• Encourage the student to link analysis back to the relationship map and textual evidence.

5. Plenary and Next Steps (5 minutes)

• Student summarizes their findings in a sentence or two. For example: “The relationship between George and Lennie is complex; while George often acts as a protector, both characters rely on each other in ways that influence the story’s outcome.”
• Outline that the next and final lesson will focus on synthesising individual character profiles using this relational understanding to add depth and nuance.

---

Assessment Opportunities

• Observe the student’s participation in annotation and textual analysis for understanding of character relations.
• Review the accuracy and insightfulness of the relationship map as a synthesis tool.
• Assess the depth of interpretation and ability to justify views with textual evidence during discussion.
• Formative feedback should encourage linking character dynamics to plot and theme development, consistent with KS4 literary analysis expectations.

---

Extension Ideas

• For further challenge, invite the student to hypothesise alternative endings based on changes in George and Lennie’s relationship.
• Explore Steinbeck’s social and historical context briefly to discuss how external forces affect their bond, linking to wider curriculum themes about context and society.

---

This lesson is designed to build critical analysis skills and deepen the literary understanding essential at KS4, supporting both exam preparation and wider empathy-building through literature.