of Mice
and Men
The unit culminates in a “performance task” where students demonstrate their understanding through transfer, applying their learning to new contexts. As part of their performance task, students will choose either Option A: “Dreams Across Generations” or Options B “Dreams Analysis Portfolio.” Both tasks require students to use textual evidence effectively, analyze social context and power dynamics, reflect personally on the essential question, and demonstrate the same core understandings about dreams but through different lenses: one connecting to their own community, the other focusing deeply on textual analysis.
Option A: "Dreams Across Generations"
Option B: "Dreams Analysis Portfolio"
Task Overview: Students will interview a family member, community member, or trusted adult about their dreams (past dreams, current dreams, abandoned dreams, achieved dreams). They will then create a comparative analysis connecting that person's dreams and experiences to a character from Of Mice and Men, exploring how social context, identity, and circumstances shape dreams.
Authentic Performance: This mirrors the work of oral historians, sociologists, and cultural researchers who document community stories and make connections across time periods.
Product Options (Student Choice):
Required Components (All Formats):
Part 1: The Interview (25%)
Part 2: Character Connection (40%)
Part 3: Comparative Analysis (25%)
Part 4: Reflection (10%)
Task Overview: Students will create a comprehensive portfolio analyzing how THREE different characters' dreams function in the novel. The portfolio will include character analysis, thematic connections, and personal reflection on how understanding these characters' dreams deepens our understanding of the human need for hope and purpose.
Authentic Performance: This mirrors the work of literary critics, scholars, and analysts who conduct close readings and make thematic arguments about literature.
Product Format: A portfolio (digital or physical) containing multiple analytical pieces
Required Components:
Part 1: Three Character Dream Profiles (45% total - 15% each)
For EACH of three characters (must include at least one marginalized character: Crooks, Curley's wife, or Candy):
Part 2: Comparative Dream Analysis (30%)
Write a 2-3 page essay answering ONE of these prompts:
Prompt Option 1: Whose dream is most important to them, and why? Compare the three characters you analyzed and argue which character's relationship to their dream is most meaningful or powerful. Use specific evidence.
Prompt Option 2: How does Steinbeck use different characters' dreams to show that dreams are shaped by power, identity, and social position? Analyze your three characters to explain how social context affects their dreams.
Prompt Option 3: What does Steinbeck reveal about the purpose of dreams through your three characters? Even when dreams seem impossible or are destroyed, what function do they serve?
Part 3: Universal Themes Chart (15%)
Create a chart or visual organizer showing:
Part 4: Personal Reflection (10%)
Respond to the essential question based on your analysis:
1. Understanding of Dreams Theme (30%)
2. Textual Evidence & Analysis (25%)
3. Connections & Critical Thinking (20%)
4. Organization & Communication (15%)
5. Personal Reflection & Voice (10%)
Multilingual Modifications for Rubric:
This rubric prioritizes content understanding and critical thinking over perfect grammar and syntax. ML students will be assessed primarily on:
Depth of ideas
Language errors will NOT significantly lower scores if:
The unit provides numerous opportunities for formative assessments. This allows teachers to adjust instruction based on student needs and ensures no student falls behind.