Understanding Lennie Small

National Curriculum Links

• English Programme of Study: Reading – Literature

• Develop critical understanding of texts through detailed and sustained reading.

• Analyse characters, themes, and settings to explore ideas and perspectives.

• Use textual references to support interpretations.

• English Programme of Study: Spoken Language

• Articulate ideas and opinions clearly during discussion, providing reasoned explanations.

Learning Objectives

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

• Analyse the presentation of Lennie Small in Chapter 1 of Of Mice and Men.
• Evaluate Steinbeck’s use of language and structure to create Lennie’s character.
• Support interpretations with precise textual references and explain their significance.
• Reflect on how Lennie’s character influences readers’ understanding of the novel’s themes.

Resources

• Copies of Of Mice and Men, Chapter 1 extract (approx. 2 pages including Lennie’s key scenes).
• Notebooks and pens for note-taking.
• Character analysis scaffolding sheet.
• Whiteboard or display for group recording (optional for one-to-one).

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Lesson Structure

Introduction (10 minutes)

• Briefly contextualise the novel’s setting: Great Depression, migrant workers in 1930s America—highlighting social and economic challenges. This contextual framing helps focus on Lennie’s social position and mental capacity.
• Introduce Lennie Small: physical description, mental challenges, and relationship with George.
• Share lesson objectives clearly, emphasising critical reading and textual analysis.
• Quick starter: Ask the student what kind of character they expect Lennie to be based on prior knowledge or hearsay (if any).

Reading and Language Focus (15 minutes)

• Read aloud or silently the key extract from Chapter 1 focusing on Lennie.
• Annotation task: Identify and highlight key descriptive language, dialogue, and actions Steinbeck uses.
• Teacher guides student to classify language features into:
• Animalistic imagery (e.g., "like a bear")
• Simplicity and repetition in speech
• Actions showing innocence or strength
• Discuss how these choices build complexity in Lennie’s character, e.g., combining power with vulnerability.

Character Analysis & Critical Thinking (20 minutes)

• Using a character analysis scaffold, the student notes down:
• Physical traits and what they suggest
• Mental and emotional traits
• Relationship to George and other characters
• How Lennie’s traits create sympathy, tension, and foreshadow conflict
• Challenge the student to consider contradictory impressions: Is Lennie purely innocent or also a potential danger?
• Draw connections between Lennie’s portrayal and wider themes of the novel (e.g., friendship, isolation, powerlessness).

Creative Application (10 minutes)

• Writing task: Compose a short diary entry or internal monologue from Lennie’s perspective, imagining his thoughts and feelings during the events of the extract. Use evidence from the text to maintain authentic voice and tone.
• Encourage the student to use language that reflects Lennie’s simplicity, emotions, and physicality.

Review and Assessment (5 minutes)

• Oral reflection: Student summarises their view of Lennie’s character, using specific textual examples previously discussed.
• Teacher provides feedback focused on use of evidence, interpretation depth, and understanding of language techniques.
• Set a personal target, for example, “Next time I will focus on analysing the impact of specific words or phrases.”

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Differentiation and Extensions

• For deeper engagement, prompt the student to compare Lennie with another character briefly (e.g., George) to explore contrasts.
• Extend by discussing how social contexts impact character presentation in literature.
• For a struggling student, provide sentence starters or a partially filled scaffold.

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Assessment for Learning

• Formative assessment throughout: observation during discussion, quality of annotations, and character analysis notes.
• Summative through creative writing and oral summary to check comprehension and analytical skills aligned with National Curriculum expectations.

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Reflection

• The lesson’s multi-modal approach (reading, speaking, writing, creative imagining) supports diverse learning styles and develops critical literary skills.
• Encouraging personal voice via the diary task deepens empathy and comprehension beyond surface reading.
• One-to-one setting maximises tailored questioning and feedback, reinforcing independent textual analysis skills.