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Annotated Lesson Plan Format Name: Debbi Patton Grade​: 9​th​ grade Honors Unit: ​Of Mice and Men Time Allotted:​ 1 46-minute class period Lesson Topic: ​Theme application and discussion Type of Lesson:​ Continuing Context for Learning​: ​This lesson takes place during the third quarter for 9​th​ grade Honors English students at Northwest High School in Montgomery County, MD. Students are working their way through Of Mice and Men. ​We have now read the entire novel and discussed the main conflicts and themes throughout it. This is the first time that we will be having an entire class period dedicated to discussion. The teacher/students have access to a Smart Board, daily warm-up sheets, and notecards. Curriculum Standard Addressed: MCCR Standards Addressed: • MCCR RL.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. • MCCR SL.1: Prepare and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. • MCCR L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Objectives (observable and measurable): -

Students will be able to critically discuss and apply the themes from ​Of Mice and Men ​to real life by participating in class discussion.


Materials:​ The materials needed for this class are the smartboard, warm-up sheets, index cards for closing, appropriate writing instruments, signs for each discussion corner, clipboard with a chart to keep track of discussion participation, and the teacher’s presentation. Proactive Behavior Management:​ In order to prevent disruptions, the teacher took the following steps: -

Reviews the objective and agenda for the day at the start of class Practices proximity control by walking around the room to guide student discussion Reviews the discussion expectations prior to starting Lesson incorporates planned movement

Provisions for Student Grouping:​ During the discussion period, the students will be self grouping throughout the class period. They will identify their stance on the provided question and move to the appropriate corner. Procedures​ Warm-Up/Opening: ● Greet students as they walk in the door and instruct them to take out their warm-up sheets. ● The agenda is on the board. This includes the warm-up. Students will be instructed to complete the warm-up (on their existing warm-up sheet) while I take attendance. The warm-up is “Why do authors include controversial topics within their works? Explain.” (This segment should take 3 minutes.​) Motivator/Bridge: ● Signal the shift to this section by asking about the warm-up. Have 2 - 3 students share why they think authors include these topics. Lead a brief discussion on how controversial topics can force readers to expand their viewpoints or question societal norms. (Use guiding questions).


Review prior learning & tying in new information ● Follow up the warm up with the question, “What controversial topics did Steinbeck write about in OMAM?”. ● Next review the objectives for the day and the agenda that students should follow. (This segment should take 5 minutes.) Procedural Activities: Modeling: ● Pull up Powerpoint slide with discussion guidelines. Review this with students and ask if they have any questions. ● Advance to the Powerpoint slide with the instructions for today’s four corners discussion. o This will include directions of how the discussion will be structured. ▪

Students will be read a statement. They will then select which corner (aka stance) they take on the statement. All statements tie into the themes in OMAM.

o Includes expectations for students (Each student is required to participate in the discussion at least twice. Their participation must offer something insightful. I will be monitoring this and students will be awarded a completion grade at the end. ) ● Review where each corner (strongly agree, somewhat agree, somewhat disagree, strongly disagree) is for students. (This segment should take 3 minutes.) Individual/Guided Group Practice: ● Instruct students to stand and walk to the front/center of the room. ● Progress through the statements for discussion (We will probably not get to all of these.) o Lennie was a violent person o George made the right choice in shooting Lennie


o The American dream is attainable for everyone o It’s acceptable to judge a woman based on what she wear. o You should always defend yourself, by any means, when attacked. o Lying is ok when it is done to protect yourself or someone else. o It’s merciful to kill animals who are old or in pain. o You should always be held accountable for your actions. o You should always speak up if someone is being bullied/discriminated against in front of you. o It’s ok to spread a rumor that you’ve heard from someone else. o You should always speak the truth, regardless of how it might make someone else feel. ● Once the students have selected their corners, I will ask for a volunteer from one of the corners to go first. I will then help facilitate the discussion between students and use guided questions as necessary. ● For each question, I will at some point ask students how this relates to OMAM. This segment should take 30 minutes. Summary/Closure: ● Ask students to return to their seats. ● Talk briefly about how OMAM is considered a classic for one simple reason — the themes within it are universal and will always be relevant. ● Pass out the notecards and pull up the slide with the reflection questions. o What new perspective were you exposed to during our class discussion? o Did you stances on any of the issues changes as a result of hearing from your classmates? This section should take 5 minutes. Adaptations: ​For this lesson, the teacher uses a number of general adaptations. ● Visual aids are incorporated (slideshow and corner signs)


● Students are given self-choice through the opportunity to choose the stances that they feel most comfortable with Assessment:​ There are multiple formative assessments built into this lesson. ● The warm-up gauges student understanding about why authors write about controversial topics. ● The discussion helps the teacher monitor participation and evaluate how well students are analyzing and internalizing the themes within OMAM ● The summary activity helps gauge how the students liked the discussion and what new insight they took away from it Generalization/Extension Activity:​ Students should not finish early since extra discussion questions have been brainstormed. Review/Reinforcement (Homework):​ There is no HW since we will be transitioning to the next novel/unit

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