Individual drawing of setting Whole-class discussion of plot and characters. Group work: Character charts Individual: Dialectical Journal

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1 Unit: Of Mice and Men Grade/ ELA 9 Academic Content Standard(s): Literary Response and Analysis 3.0 DIRECTIONS: Summarize your plans for the standard/focus, instructional strategies, and assessments. Lesson 1 STANDARD(S)/ CONCEPTS/ FOCUS/TOPIC About the Author Historical Info: Great Depression/Dust Bowl INSTRUCTIONAL STRATEGY (direct instruction, cooperative groups, individual practice, whole-class discussion) Individual: KWL Direct Instruction: PowerPoint Group Work: Analyzing Photos ASSESSMENT (entry-level, progress monitoring, summative) KWL Chart Lesson 2 Chapter 1: Setting/ Individual drawing of setting Whole-class discussion of plot and characters Drawing of setting Quiz Lesson 3 Chapter 2: Group work: Character charts Individual: Dialectical Journal Class work Lesson 4 Chapter 3: Whole-class discussion of plot and characters Individual: Dialectical Journal Homework Lesson 5 Chapter 4: Whole-class discussion of plot and characters Individual: Dialectical Journal Quiz Lesson 6 Chapter 5: Group work: Plot chart Individual: Predictions Class work Exit Slip: Prediction Lesson 7 Chapter 6: Conclusion Whole class discussion of ending and student responses to it Reflection Lesson 8 Making Connections: Novel and History Group work : Finding photos, matching them with quotes from novel Class work/ Homework: Graphics Assignment

2 DIRECTIONS: Identify the critical understandings and skills for the selected content standard(s) which you would expect students to have prior to the lesson series you are planning. Identify prior experiences students may have had with the standard(s). What prerequisite skills, concepts and knowledge will students need in order to meet the standard(s)? Information sources include classroom assessment, district assessment, and CAT6 (grades 3,7,10), STAR (grades 2-11), and CELDT. Familiarity with dialectical journals, vocabulary foundation, basic knowledge of plot charts, working cooperatively, reflection & writing skills, critical thinking and problem solving skills, internet and researching skills English learners: Familiarity with dialectical journals, vocabulary foundation, reading skills, basic knowledge of plot charts, working cooperatively, reflection & writing skills, critical thinking and problem solving skills, internet and researching skills MODIFICATIONS/ACCOMODATIONS: Resources you might use: Academic Content Standards/Framework Teacher Resources teacher s guides, other instructional/support materials including Specially Designed Academic Instruction in English (SDAIE) materials. Student Resources student texts, charts, rubrics, activity cards, exemplars, technology applications District Curriculum Guides/ Course of Study Observations and discussions with colleagues with subject-matter expertise and//or SDAIE experience and expertise

3 DIRECTIONS: Complete one instructional plan for each lesson on Form A. If you use a district lesson plan, copy and attach. INSTRUCTION PLAN K-12 Academic Content Standard(s): Literary Response and Analysis 3.12: Analyze the way in which a work of literature is related to the themes and issues of its historical period. What is the academic learning goal(s)? When relating Of Mince and Men to its historical time period, students will be able to create a graphic representation of the economic and emotional landscape of the 1930s and match this visual to quotes from the novel. MODIFICATIONS/ACCOMODATIONS:

4 INSTRUCTION PLAN What instructional strategies and activities will you use for this lesson? -Students will work on their graphic assignment in groups of four (table groups) -Use internet to find Great Depression/Dust Bowl pictures -Connect pictures to text through quotations In what ways are your instructional strategies and activities effective in measuring the learning goals for this lesson? -Group work to encourage peer-to-peer teaching or help English Language Learner modifications: No modification needed-ell student working with group of peers and focus is on visuals Special Education Student modifications: No modification needed- Special Ed student working with group of peers and focus is on visuals

5 INSTRUCTIONAL PLAN PROGRESS MONITORING ASSESSMENT What evidence (student work) will you collect during this lesson that will show the extent to which students have achieved the learning goal(s)? One of the following graphic assignments: -Collage -Slideshow -Photo album In what ways are your assessment strategies effective in measuring the learning goals for this lesson? -Visually represent depressing tone of the novel/time period -Connection time period to text in order to clarify both English Language Learner modifications: How might you modify assessment of the academic content standard(s)? : groups have choice of assessment product Special Education Student modifications: Each group has a choice of which graphic assignment they would like to do. Each assignment requires them to match visuals with quotes from the text, just in different ways None: focus on visuals built in : groups have choice of assessment product None: peer support built in

6 INSTRUCTIONAL PLAN How will you group students for instruction during this lesson? (based on reading level, English learner level, etc.)? Students will be working in their normal table groups. Table groups assigned based on ability level and personality types. The goal is for the groups to include mixed abilities and compatible personalities. In what ways are these grouping(s) appropriate for your students? Having mixed ability tables and compatible personalities allows each group to function effectively (no drama or tables with all low students) How did you choose the group for English Language Learner? Previously placed in group ELL students are placed at tables with students who are doing well in order for them to set good model for ELL students and to help them when needed How did you choose the group for Special Education Student? Previously placed in group Special Ed students are placed at tables with students who are patient and caring so that Special Ed students can have peer support What instructional materials and technology will you use? Show examples of products via LCD projector Adobe Photoshop Internet iphoto Quicktime In what ways are the materials and technology effective? Practice internet research skills Exposes students to important computer programs: Photoshop, iphoto, Quicktime