Teacher Name/Collaborative Group: Emily Garrison/ English Department

Week of: 10/1-10/14

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-

W.9-10.1 I can write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.

Evidence-How will we know they learned?

Precision Chart Target 4:

(rubric) I can write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.

Exceeds I can provide insightful and valid textual evidence to support my claim.
Expectations

Meets Expectations I can provide valid, specific textual evidence to support my claim.

Approaching I provide textual evidence that does not completely support the claim OR my claim does not fully address the topic.
Expectations

Below Expectations I provide little textual evidence and/or my claim is completely lacking in relevance.
 Learning Plan--Plan for instruction, intervention, and extension.

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

10/1-10/2 10/3-10/4 10/7-10/8 10/9-10/10 10/11-10/14

On-Level: Reading Quiz- Direct Instruction/Modeling Direct Instruction/Modeling Direct Instruction/Modeling Direct Instruction/Modeling
Chapter 5 OMM (I Do): (I Do): (I Do): (I Do):

Direct Instruction/Modeling Familiarize students with 1. Review the basic 1. Review theme with 1. Review theme with
(I Do): the basic components of an components of an students. students.
argument: argument from the 2. Go over the sample 2. Go over the sample
On-Level: Read aloud previous day. argument essay argument essay
Chapter 6 OMM The claim (that typically having students having students
answers the question: identify claims, identify claims,
Introduce Target “What do I think?”) Guided Practice/Group evidence and evidence and
The reasons (that Work reasoning. reasoning.
Guided Practice/Group typically answer the (We Do):
Work question: “Why do I
(We Do): think this?”) ● Ask students to Guided Practice/Group Independent Work
The evidence (that trade independent Work (You Do)
On-Level: Using typically answers the paragraphs from (We Do):
“Allowables” by Nikki question: “How do I the previous class On-level: Review the
Giovanni: know this is the case?”). day with a partner 1. In groups, students sentence frames with
Honors: Using “Invictus” and grade them list topics covered students. Be sure to let
by W.E. Henley: Guided Practice/Group using the precision in Of Mice and them know they do not
Work rubric. Men. have to use these- they are
The teacher models a (We Do): 2. Following this, just for reference and a
paragraph format using the students should guide for writing. Essays
ACE method. ● Present students the Independent Work come up with two due by the end of class.
a. A- answer following questions (You Do) themes relevant to
the to practice the ACE the book that they
question method answering. ● CFA 10.1.4 could argue. Honors: Students will write
b. C-Cite ● Model one or two ○ Text their summative essay
examples for students and arguing a theme in the
for support then ask them to Independent Work novel Of Mice and Men by
c. E-Explain work in groups to (You Do) John Steinbeck.
your write two more of
examples their choice. On-Level: Introduce the
sentence frames to students.
On-level 10: Students use Independent Work Be sure to let them know
the sentence frames to write (You Do) they do not have to use
a group (of 2) paragraph ● Using their notes these- they are just for
concerning a theme they from the group reference and a guide for
noticed in OMM making work, students writing.
sure to pay attention to key should write an
details and use them for independent
support. argument Honors: Mock Trial
paragraph using the
All classes: ACE method. On-
Students switch paragraphs level may use
with another group and sentence frames.
grade them using the rubric
for the summative.
Honors: Mock Trial Roles
Checklist- Continue work
Honors: Mock Trial Roles
Checklist- Begin work