OF MICE AND MEN

The Film and the Book
by
Steven Jones MA, M Ed

CONTENTS

1. Introduction
2. Getting Started - The Map
3. Investigating Character
4. Probing Language
5. Character Studies
6. Storyboarding
7. Vocabulary
8. Essay Guide Sheet
9. Film Reading
10. Lesson Sequence

INTRODUCTION

This unit of work is intended for GCSE English and Media Studies students. It satisfies the following WJEC examination demands:

English Language Written Coursework
Best piece of writing
Other cultures

English Language Exam Paper 1
Prepares the candidate for close study of language and character

English Literature Exam
'Of Mice and Men' is a set text where candidates will be tested on their knowledge of plot, character and language

Media Studies Coursework
All written work will provide a third of the coursework

Media Studies Exam
During this exam students will be tested on their ability to analyse moving pictures with a good knowledge of media vocabulary

Throughout this unit of work there are plenty of opportunities for oral work in different situations to satisfy exam criteria

At a time when teachers are increasingly under pressure, it is time to combat these demands with material that is versatile for both teacher and pupil. This teaching sequence has been designed to serve these needs. Primarily, it aims to understand language as a system of developing codes which is necessary to understand the modern word, as well as pass examinations. Above all, I hope the students will enjoy exploring these written and filmic codes to inspire them to write and speak in an informed and analytical way.

The objectives and requirements of this unit of work are outlined in the table provided.

GETTING STARTED

INVESTIGATING CHARACTER

Shortly after the setting we are introduced to the novel's two main characters, Lennie and George. Read this passage again carefully with your teacher and then discuss in pairs what the characters are like.

Using the opening pages of the text and the Character Outline sheets choose what you think are the ten best descriptions of the characters and write them down in the first set of smaller boxes on the sheet. Now, look at the descriptions that you have written and try to explain their meaning (what the writer might be suggesting). Write the meanings down in the big boxes attached to the descriptions.

An example of how to fill in a box with a description and its meaning has been given for Lennie. He is described as 'shapeless', but in what ways is Lennie 'shapeless'? Try to find out what the writer might be suggesting. For this example, Lennie is 'shapeless' in more than one sense. Physically, he is a big man but not defined or muscular like George, who has shape. Emotionally, Lennie is also 'shapeless' since he has little sense of direction in life, and is reliant upon George to support him (such as looking after his work permit because Lennie would lose it).

INVESTIGATING LANGUAGE

Look at the quotations on the handout sheets and discuss in pairs their context and what the writer might be suggesting. Write down some of your ideas on the sheets and use arrows to indicate the source of the meanings. One of the handout sheets gives an example of how this can be done.

CHARACTER STUDIES

Consider the following:

Discuss these basic and advanced skills with your teacher, and make a list of those skills necessary to become a good reader.

You can now demonstrate these basic and advanced skills by writing character studies of George and Lennie. The title of your work will be: 'Describe the characters George and Lennie, and comment on their relationship'.

Remember to use the foundation work that you have done, especially the quotations that examine the relationship between George and Lennie. Ask your teacher how to introduce short and long quotations in your work, if you do not know.

It will help you to know the meanings of all the words below. Look them up in a dictionary if you need to and use them, if you can, in your character studies.

STORYBOARDING

Imagine you are a director who must dramatise 'Of Mice and Men'. Create the first frames of this film using the storyboard provided. A storyboard is used in the media to help visualise the film before filming takes place. It shows the camera person where things are positioned and also about the focus of the camera. You can use the following abbreviations in your caption boxes:

	C/U	Close-up	(Head and shoulders shot)
	M/S	Middle-shot	(Waist to head)
	L/S	Long-shot	(Body and background)

A homework might be to create the first six frames on the storyboard provided. There is a vocabulary sheet provided to help you which should be discussed with your teacher, so that you can explain your thoughts clearly.

Don't forget to include SOUND and LIGHTING.

At this stage it might be useful to discuss some of the storyboards as a class. (This may be done as photocopies or on an overhead projector transparency).

Now the idea of 'mis en scene' can be understood. Literally, it means putting in the scene, or, in other words, explaining the significance of what you have put in each scene of your storyboard. For example, you might have chosen a lighting that is naturally bright, suggesting a new beginning, a sense of optimism.

READING FILM

How do we read film?

What are the skills necessary to read film? Make a list of them.

Now look at the list of skills that you have created. We read film by using these skills to become more visually literate and, in a sense, more conscious of what we already know.

Now watch the beginning of the film and takes notes using the note-taking grid provided. First, to focus on sound, your teacher is going to cover the screen to find out what you understand by the sounds in the first sequence. On the next showing the sound will be turned down to direct your attention to the moving pictures. Finally, you will see the whole clip undoctored to fully comprehend its power to tell a story.

Using the essay guide sheet, you are now in a position to make a detailed comparison between the beginning of the book and the film.