Lessons

Grade 8

Lesson

1

:

Learning Compassion from Literature

Lesson
1
:

Learning Compassion from Literature

Grade

Grade 8

UNIT

6

•

Compassion

Last Updated:

June 10, 2025

In Unit 6, Lesson 1, “Learning Compassion from Literature,” students will learn examples of compassion from a classic work of literature, Of Mice and Men by John Steinbeck. Students will develop their critical thinking and writing skills by answering questions about the text. Additionally, students will advance their academic dialogue skills by discussing the book with classmates.

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SUGGESTED TIME:

  • 1 class period to introduce the text; 1 class period to discuss the text
  • If desired, additional class periods can be devoted to in-class silent reading of the text 
  • While page numbers of different editions of the text will vary, the novella is divided into six sections: 
    • Assignment 1: Introduction to George and Lennie 
      • End of section: “The sycamore leaves whispered in a little night breeze.”  
    • Assignment 2: Arrival at the Ranch 
      • End of section: “The dog raised his head, but when Curley jerked out, the grizzled head sank to the floor again.” 
    • Assignment 3: The Development of the Dream 
      • End of section: “Well, get the hell out and wash your face.”
    • Assignment 4: Scene with Crooks  
      • End of section: “He pulled out his shirt at the back, poured a little liniment in his pink palm, and, reaching around, he fell slowly to rubbing his back.” 
    • Assignment 5: The Tragedy
      • End of section: “Old Candy lay down in the hay and covered his eyes with his arm.” 
    • Assignment 6: The Resolution 
  • Students should complete the short-answer questions on the worksheet as they read the book. 
  • Allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet.

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RELATED SUBJECT:

English Language Arts

LEARNING OUTCOMES:

  • Read a classic work of literature 
  • Identify and analyze the book’s genre, point of view, characters, setting, and plot 
  • Identify and analyze the book’s central ideas 
  • Write answers to questions about the book, demonstrating an understanding of standard English sentence structure and grammar   
  • Engage effectively in collaborative discussions about the book

REQUIRED MATERIALS:

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ELA COMMON CORE STANDARDS MET

CCSS.ELA-Literacy.RL.8.1

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

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CCSS.ELA-Literacy.RL.8.2

Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

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CCSS.ELA-Literacy.RL.8.3

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

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CCSS.ELA-Literacy.RL.8.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

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CCSS.ELA-Literacy.RL.8.10

By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

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CCSS.ELA-Literacy.W.8.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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CCSS.ELA-Literacy.W.8.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

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CCSS.ELA-Literacy.SL.8.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

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CCSS.ELA-Literacy.SL.8.1.A

Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

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CCSS.ELA-Literacy.SL.8.1.B

Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

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CCSS.ELA-Literacy.SL.8.1.C

Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.

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CCSS.ELA-Literacy.SL.8.1.D

Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

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CCSS.ELA-Literacy.SL.8.3

Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

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CCSS.ELA-Literacy.L.8.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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CCSS.ELA-Literacy.L.8.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET

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Moral Character A5

Understand and explain why caring (and helping others) should never be motivated by the likelihood of being recognized or rewarded for your help or support

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Moral Character A6

List and explain the reasons why people sometimes do not care or help others

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Performance Character A6

Describe a role model who demonstrates a positive attitude, effort, and grit

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Social-Awareness A1

Experience and demonstrate empathy

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Social-Awareness A3

Demonstrate respect for other people’s opinions and perspectives

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Social-Awareness A4

Analyze the impact of stereotyping, discrimination, and prejudice (at school, in the community and beyond)

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Social-Awareness A5

Practice “perspective taking” as a strategy to strengthen your acceptance of others

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Social-Awareness A6

Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants

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Responsible and Ethical Decision-Making A3

Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience

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LESSON PROCEDURE

Step 1: 

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Step 2: 

  • Have students complete Of Mice and Men either through multiple in-class silent reading sessions or as homework. 
  • Students should complete the short-answer questions on the worksheet as they read the book. 

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Step 3: 

After students have completed the book and short answer questions, allow at least 50 minutes for in-class discussion of the short-answer questions on the worksheet.

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EXTENSION ACTIVITY: Watch the film Of Mice and Men (1992)

  • Of Mice and Men Film (1992) free on Tubi, Rated PG-13 (1 hr, 51 min)
  • For extra credit, students should write a two-page essay response to the following prompt:
  • Does the book or the film version tell a more impactful version of the story? Write a 2-page essay in which you explain your position and support it with three reasons, citing specific examples from the book and/or the film.

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GRADE 8 UNIT 6 WORKSHEET 1: LEARNING COMPASSION FROM LITERATURE

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QUESTIONS TO ANSWER WHILE READING Of Mice and Menby John Steinbeck: 

  1.  Why do you think Steinbeck opens the story with a description of the landscape? What impact did it have on you as you entered into the story?

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  1. How does Steinbeck characterize George and Lennie using their dialogue?

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  1. What is George’s issue with Lennie?

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  1. What is George and Lennie’s dream, and why is it important to them?

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  1. What does George observe about “groups that go around the ranches alone”? Give two examples of how Steinbeck portrays characters who experience loneliness.

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  1. How is Crooks mistreated due to the color of his skin?

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  1. Why do you think Crooks changes his mind and no longer wants to help with “hoein’ and doin’ odd jobs”?

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  1. Why do you think that Lennie hallucinates at the end of the story? What is the significance of the hallucination?

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  1. How does the fate of Candy's dog foreshadow what will happen to Lennie?

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  1. At the end of the novella, why do you think George took the action he did? To what extent do you think it was an act of compassion? 

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  1. What did you learn about compassion from this book, and how can you show more compassion? 

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EXTENSION ACTIVITY: Watch the film Of Mice and Men (1992)

  • Of Mice and Men Film (1992) free on Tubi, Rated PG-13 (1 hr, 51 min)
  • For extra credit, students should write a two-page essay response to the following prompt:
  • Does the book or the film version tell a more impactful version of the story? Write a 2-page essay in which you explain your position and support it with three reasons, citing specific examples from the book and/or the film.

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Prohuman K-12 Curriculum © 2025 by Prohuman Foundation is licensed under CC BY-NC 4.0.
To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/

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