Teacher Name/Collaborative Group: Emily Garrison/ English Department

Week of: 9/17-9/30

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 a 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 summarize a text.

Evidence-How will we know they learned?

Assessment(s) of Learning Targets-Formative and Summative

Precision Chart Target 3:

(rubric) I can summarize a text.

Exceeds Expectations I can clearly, objectively summarize the events of a text.

Meets Expectations I can objectively summarize the events at the end of a text.

Approaching Expectations I partially, objectively summarize the events at the end of a text.

Below Expectations I do not objectively summarize the events at the end of a text.
 Learning Plan--Plan for instruction, intervention, and extension.

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

9/17-9/18 9/19-9/20 9/23-9/24 9/25-9/26 9/27-9/30

Direct Instruction/Modeling Direct Instruction/Modeling Direct Instruction/Modeling Direct Instruction/Modeling Direct Instruction/Modeling
(I Do): (I Do): (I Do): (I Do): (I Do):

1. Introduce students 1. Cinderella Man 1. Review 1. In ten minutes, 1. Read the final
to target: summary Clip “Allowables” and extension students chapter of OMM
2. Discuss connection a. Discuss model for the quick teach their with students.
of summary to Moral upcoming CFA powerpoints from 2. Using
theme Ambiguity the previous class “Allowables” by
a. Resource b. Discuss to a student near Nikki Giovanni, the
b. Song for Summary Guided Practice/Group them. teacher models a
resource and review Work 2. Teacher reviews paragraph format
3. Example using (We Do): summary with using the ACE
Mulan Guided Practice/Group students and method.
Work ● Students compare demonstrates how a. A- answer
(We Do): their responses key scenes/details the
Guided Practice/Group from the previous ties to theme. question
Work ● Write summary of class with a partner b. C-Cite
(We Do): clip in groups and critique/perfect examples
● PDiscuss points answers. Guided Practice/Group for support
● In groups of 2, picked out from ○ Use the Work c. E-Explain
select a song or individual groups summative (We Do): your
movie to rubric as a examples
summarize using checklist. Story wheel assignment;
the “Somebody students pick key details Guided Practice/Group
Wanted But So Independent Work from OMM and create a Work
Then” approach. (You Do) Independent Work story wheel using the key (We Do):
On-level ● Students practice (You Do) scenes (summary).
Honors independently- read ● CFA #3 On-level 10: Students use
“Allowables” by the sentence frames to write
1. Present to class in Nikki Giovanni After CFA- students begin Independent Work a group (of 2) paragraph
groups ○ Must conferencing with Mrs. G (You Do) concerning a theme they
provide a regarding results noticed in OMM making
Students assigned Chapter summary Using their story wheel, sure to pay attention to key
4 Of Mice and Men. ○ Must Extension students should write a details and use them for
provide Students will read and paragraph analyzing the support.
theme annotate the article on development of theme
developing a theme. including their key scenes Honors 10: Students write a
Following this, they are to
create a powerpoint they
will teach their peers in
groups the following class
which covers the main
points of the article.
Intervention
Students assigned Chapter
5 Of Mice and Men.
as support. Attach their
paragraph to the story
wheel and display in/out of
the classroom.
As students are working,
the teacher pulls students
for intervention who did
not master the previous
day’s target check.
paragraph, in groups of
two, concerning a theme
they noticed in OMM
making sure to pay
attention to key details and
use them for support.
Independent Work
(You Do)
Students switch paragraphs
with another group and
grade them using the rubric
for the summative.