Teacher Name/Collaborative Group: ​Emily Garrison/ English Department

Week of: ​9/3-9/6

Unit Details: ​Of Mice and Men​ by John Steinbeck and Moral Ambiguity
Desired Results--What do we want students to know and do?

Essential Standard(s)-

RL.9-10.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.

RL.9-10.2: Determine central idea or theme of a text and analyze their development; summarize the key supporting details and ideas

W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence. *Start teaching in earlier target, teacher discretion

Learning Target(s)/Objective(s) in Student Friendly Language-

RL.9-10.2 I can identify the theme or central idea of a text.

RL.9-10.2 I can explain how a theme is developed by specific details.

Evidence-How will we know they learned?

Assessment(s) of Learning Targets-Formative and Summative

Rubric Target 2:
I can​ identify the central idea of a text.
I can​ explain how a central idea is developed by specific details.

Exceeds I can expertly describe how the final events contribute to the central idea of the text, as well as
Expectations real-life connections.

Meets I can describe how the final events contribute to the central idea of the text.
Expectations

Approaching I can briefly describe how the final events contribute to the central idea of the text.
Expectations
Below I fail to describe how the final events contribute to the central idea of the text.
Expectations

Learning Plan--Plan for instruction, intervention, and extension.

Tuesday/Wednesday Thursday/Friday Monday/Tuesday Wednesday/Thursday Friday/Monday

9/3-9/4 9/5-9/6 9/9-9/10 9/11-9/12 9/13-9/16

Direct Instruction/Modeling Direct Instruction/Modeling Direct Direct Direct

(I Do): (I Do): Instruction/Modeling Instruction/Modeling (I Instruction/Modeling (I
(I Do): Do): Do):
1. Introduce targets 1. Video: Of Mice and 1. Review Ch. 2
2. Theme Introduction Men by John 1. Class Discussion: 1. Review OMM and
Presentation Steinbeck (1992) Of Mice and Men previous character
2. Photo: Migrant and​ the dynamic of formative motivation
Mother by Dorothea George and assessment/ chart
Lange Lennie’s rubric
Guided Practice/Group Work Describe the landscape you friendship
(We Do): see in the video. How would 2. Discuss Setting: Guided Practice/Group Guided Practice/Group
this landscape likely impact Where are George Work (We Do): Work (We Do):
On-level 10: the lives of the people who and Lennie? 1. “Theme in
1. “​Fly Away Home​”; live there? Map--setting Songs”,
review story and OM&M Youtube: Independent Work
discuss theme in 3. Review theme​ and Songs to (You Do)
context of story thematic statements Guided Practice/Group Teach Theme
2. Teacher models Work Conferences regarding
developing a Guided Practice/Group (We Do): Intervention​: Intervention​:
thematic statement Work Re-Teaching Theme: Re-Teaching
and providing details (We Do): 1. Quick activity​ in The Boy Who Cried Theme: The
to support groups using short Wolf​ (25 Mins) Boy Who
1. Students will excerpts to develop Cried Wolf​ (25
Honors 10: partner up, answer thematic Extension​: ​ ACT Prep Mins)
1. “To a Mouse” Robert questions from Unit statements and on Theme
Burns Plan: ​Discussion provide evidence Extension​:
a. Discuss Questions Chp. 1 Independent Work ACT Prep on
theme and (On Projector) Independent Work (You Do) Theme
context (You Do)
2. Teacher models Independent Work (You 1. Students
 developing a Do) 1. Target check assigned Students
thematic statement 2. Students finish (CFA) #2:​ I can OMM Chapter assigned
and providing details reading ​Lamb to identify the central 2 and OMM Ch. 3
to support Slaughter ​and idea of a text. Character and should
develop thematic AND I can explain Chart. continue
statements for how a central idea Character
Independent Work teacher to review in is developed by Chart.
(You Do) conferences specific details.
3. Conferences
1. Begin ​Lamb to regarding Lamb to
Slaughter ​teacher Slaughter themes Once students finish,
model and students students developed teacher will conference
follow through first one-on-one to discuss
half Intervention: Individual results and provide
2. Second half of story- conferences with teacher feedback.
students finish regarding thematic
reading ​Lamb to statements
Slaughter ​and
develop thematic
statements for
teacher to review in
conferences
3. Students assigned ​Of
Mice and Men​ Ch. 1.