Weekly Block Plan – Template
Dates: 3/7 –
3/11 Student Teacher: Andrew Gedelian
Subject/Time MONDAY
State Standard: CC.1.3.8.K
Read and comprehend literary fiction on
grade level, reading independently and
proficiently.
Objective: SWBAT read through chapter 3
of Of Mice and Men.
Lesson Development with Differentiation:
Students will have a few days to read
through chapter 3 of the novel in class. They
English 9 will have a set of questions leading them to
1:04pm- important parts of the text. In class, they
will need to answer these questions while
1:44pm
they read. They will have two options. They
can either read on their own or follow along
with an audiobook played for the class. The
audiobook will be stopped periodically for
them to have time to answer a question.
Assessment: The questions will be collected
for a grade.
Modifications/Accommodations: No
Accommodations Necessary
TUESDAY
State Standard: CC.1.3.8.K
Read and comprehend literary fiction on
grade level, reading independently and
proficiently.
Objective: SWBAT read through chapter 3 of
Of Mice and Men.
Lesson Development with Differentiation:
Students will have a few days to read
through chapter 3 of the novel in class. They
will have a set of questions leading them to
important parts of the text. In class, they will
need to answer these questions while they
read. They will have two options. They can
either read on their own or follow along with
an audiobook played for the class. The
audiobook will be stopped periodically for
them to have time to answer a question.
Assessment: The questions will be collected
for a grade.
Modifications/Accommodations: No
Accommodations Necessary
Wednesday
State Standard: CC.1.3.8.K
Read and comprehend literary fiction
on grade level, reading independently
and proficiently.
Objective: SWBAT read through
chapter 3 of Of Mice and Men.
Lesson Development with
Differentiation: Students will have a
few days to read through chapter 3 of
the novel in class. They will have a set
of questions leading them to important
parts of the text. In class, they will
need to answer these questions while
they read. They will have two options.
They can either read on their own or
follow along with an audiobook played
for the class. The audiobook will be
stopped periodically for them to have
time to answer a question.
Assessment: The questions will be
collected for a grade.
Modifications/Accommodations: No
Accommodations Necessary
 Dates: 3/7 – 3/11 Student Teacher: Andrew Gedelian

Subject/Time THURSDAY FRIDAY

State Standard: CC.1.3.8.D State Standard: CC.1.3.8.D

Analyze how differences in the points of view of the characters Analyze how differences in the points of view of the
and the audience or reader (e.g., created through the use of characters and the audience or reader (e.g., created through
dramatic irony) create such effects as suspense or humor. the use of dramatic irony) create such effects as suspense or
humor.
English 9 Objective: SWBAT predict possible outcomes of the text based
upon character interactions. Objective: SWBAT predict possible outcomes of the text
1:04pm – 1:44p based upon character interactions.
Lesson Development with Differentiation: Students will be
given a character organizer to fill out for the various characters Lesson Development with Differentiation: Students will be
of the novel. They will need to provide a physical description of given a character organizer to fill out for the various
the character, discuss their interactions and feelings towards characters of the novel. They will need to provide a physical
other characters, and predict what effect this may have on the description of the character, discuss their interactions and
rest of the novel. feelings towards other characters, and predict what effect
this may have on the rest of the novel.
Assessment: The worksheet will be collected as a grade.
Assessment: The worksheet will be collected as a grade.
Modifications/Accommodations: No Accommodations
Necessary Modifications/Accommodations: No Accommodations
Necessary
Self-Evaluation: I did not manage these lessons as well as I could have. I had students placed in a few locations and found it difficult to
manage the two groups of students. I had several students with their heads down on their desks as they listened to chapter 3, thus making it
harder for them to do the questions and making it so that it took them more time than I initially wanted for them to do the questions. They
also struggled with the second assignment, as they needed more direct instruction before doing the assignment. I overestimated their
knowledge and thought they could figure out the paper after modeling it. They should have gotten more direct instruction on narration and
dialogue.

Cooperating Teacher Approval ________________________________________ Date ___________________