Dive into ‘Of Mice and Men’: Engaging Discussion Questions & Classroom Strategies

Hey fellow educators! Are you ready to bring John Steinbeck’s ‘Of Mice and Men’ to life in your classroom? I’ve got just the thing to spark up some vibrant discussions among your students. Here’s a treasure trove of thought-provoking questions for each chapter and some tried-and-true strategies to keep the conversation flowing!

Chapter 1

Discussion Questions:

1. Setting the Scene: How does the natural setting in the first chapter set the tone for the story? What might the peaceful scenery contrast with later in the novel?
2. Character Introduction: What are your first impressions of George and Lennie? How do their interactions and descriptions give us insight into their relationship?
3. Dreams and Desires: George and Lennie share a dream of owning a farm. Why do you think this dream is so important to them? How does it influence their actions?

Strategies for Discussion:

• Think-Pair-Share: Encourage students to first think about the question individually, then discuss with a partner before sharing with the class. This allows for deeper thinking and gives all students a chance to voice their thoughts.
• Role Play: Ask students to step into the shoes of George or Lennie and answer from their perspective. This can deepen understanding of characters and motivations.

Chapter 2

Discussion Questions:

1. New Environment, New Challenges: How does the bunkhouse, as described in this chapter, differ from the natural setting of Chapter 1? What does this change in setting suggest about the lives of the characters?
2. First Impressions Matter: What do we learn about the other characters introduced in this chapter (like Curley, Curley’s wife, and Slim)? How do they react to George and Lennie?
3. Tensions Rising: There’s an obvious tension between Curley and Lennie. What do you think this foreshadows about future events in the novel?

Strategies for Discussion:

1. Hot Seat: Choose a character introduced in Chapter 2 (like Curley or Slim). Have a student sit in the “hot seat” and answer questions from their classmates in character. This strategy can help students explore and understand the motivations and feelings of the new characters.
2. Debate: Set up a debate on a topic like “Should George and Lennie stay at the ranch?” This encourages students to consider different perspectives and form arguments based on the chapter’s events and character decisions.

Chapter 3

Discussion Questions:

1. Friendship’s Depth: George confides in Slim about what happened in Weed. How does this conversation deepen our understanding of George and Lennie’s relationship?
2. Candy’s Dog: The decision to put down Candy’s dog is a significant moment. How does this event foreshadow later events in the novel? What themes does it introduce?
3. Dreams Revisited: The dream of the farm seems more possible now. How does this affect the characters, especially Candy and Crooks?

Strategies for Discussion:

1. Character Maps: Have students create character maps for George, Lennie, and Slim, including their relationships and key events that involve them in this chapter. This visual tool can help students track character development and interactions.
2. Group Discussion – Dreams and Realities: Divide the class into small groups. Each group discusses the feasibility of George and Lennie’s dream and compares it with other characters’ dreams. This helps students understand the theme of dreams versus reality in the novel.

Chapter 4

Discussion Questions:

1. Isolation and Loneliness: Crooks’ room is a significant setting. What does it reveal about his character and his place on the ranch? How does it reflect the broader theme of loneliness?
2. Dreams Challenged: Crooks questions Lennie’s dream of owning a farm. Why do you think Crooks reacts this way? What does this say about the nature of dreams?
3. Curley’s Wife’s Intrusion: How does the appearance of Curley’s wife change the dynamic in Crooks’ room? What does this encounter reveal about her character?

Strategies for Discussion:

1. Journal Entry: Ask students to write a journal entry from Crooks’ perspective, focusing on his feelings of isolation and his reaction to Lennie’s dream. This encourages empathy and a deeper understanding of Crooks’ character.
2. Fishbowl Discussion: Place a small group of students in the center (the “fishbowl”) to discuss the dynamics between Crooks, Lennie, and Curley’s wife. The rest of the class observes and then discusses what they noticed about the interaction and its implications.

Chapter 5

Discussion Questions:

1. Lennie’s Tragedy: Lennie’s actions with the puppy and then with Curley’s wife have tragic outcomes. How do these events tie back to the novel’s themes and to Lennie’s character?
2. George’s Dilemma: Consider George’s reaction when he finds out about Curley’s wife. What emotions do you think he is experiencing? What does this tell us about his character?
3. Dreams Shattered: How does the death of Curley’s wife impact the dream of the farm for George, Lennie, and Candy?

Strategies for Discussion:

1. Cause and Effect Diagram: Students create a diagram showing the cause and effect of Lennie’s actions in this chapter. This helps them understand the consequences of actions and the buildup to the tragic events.
2. Role Reversal: Have students rewrite a scene from this chapter from another character’s perspective, like Curley’s wife or George. This activity encourages students to explore different viewpoints and the impact of the events on various characters.

Chapter 6

Discussion Questions:

1. Full Circle: The novel ends where it began, in terms of setting. Why do you think Steinbeck chose to do this? How does it affect the story’s conclusion?
2. George’s Decision: Discuss George’s decision at the end of the novel. Was it justified? What other options did he have?
3. The American Dream: Reflect on the novel’s portrayal of the American Dream. Is the dream attainable for the characters? How does the ending influence your thoughts on this?

Strategies for Discussion:

1. End-of-Novel Reflection: Ask students to write or discuss how they feel about the novel’s ending, particularly George’s decision. This allows them to process and articulate their thoughts and feelings about the conclusion.
2. Connecting Past and Present: Have students discuss how the first and last chapters mirror each other in setting and themes. This helps them to see the novel’s structure and the cyclical nature of the story.

Classroom Discussion Tips:

1. Create a Safe Space: Emphasize the importance of respecting all opinions. A classroom where students feel safe and valued encourages open and honest discussions.
2. Use Open-Ended Questions: Encourage students to think critically and expand their answers. Avoid simple ‘yes’ or ‘no’ questions.
3. Facilitate, Don’t Dominate: Guide the conversation gently without taking over. Let the students’ ideas and thoughts lead the way.
4. Encourage Active Listening: Teach students to listen attentively to their peers, building on others’ ideas or offering counterpoints respectfully.
5. Incorporate Multimedia: Sometimes showing a short clip or an image related to the themes can re-energize the discussion and offer new perspectives.

here you have it – a complete guide to exploring ‘Of Mice and Men’ through discussion with your students. These strategies and questions are sure to get your students talking, thinking, and connecting with the novel in new ways. Happy teaching, and remember, every student’s voice is a valuable part of the conversation in your classroom!