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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: ​Identifying Motifs, Ideas, and Themes Type of Lesson:​ Continuing (we are however introducing a new concept) 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. ​While students are familiar with the book, characters, and authors, this is the first time that they’ve been asked to identify motifs and ideas and then connect them with larger themes. The teacher/students have access to a Smart Board, Google Classroom, Chromebooks, and their daily warm-up sheets. Curriculum Standard Addressed: MCCR Standards Addressed: • MCCR RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. • MCCR RL.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. • MCCR RL.3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).


• 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. Objectives (observable and measurable): -

Students will be able to identify motifs and central ideas in ​Of Mice and Men ​through collaboration with a partner.

Materials:​ The materials needed for this class are the smartboard, Chromebooks, ReadWriteThink Timeline, warm-up sheets, hand-out, large sticky notes for the wall, index cards for closing, and appropriate writing instruments. Proactive Behavior Management:​ In order to prevent disruptions, the teacher took the following steps: -

Reviewed the objective and agenda for the day at the start of class Practiced proximity control by walking around the room to monitor students’ progress Had timers incorporated into the presentation to keep students on-task and on-time Has assigned seats in place Lesson incorporates planned movement.

Provisions for Student Grouping:​ The students will be able to work with one partner (there may end up with one group of three) to complete the central ideas section of the worksheet. Students will be working with someone directly next to them. I will indicate who they should work with in order to minimize wasted time or excessive talking. 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 “What is a motif? If you don’t know…. google it!”.


(This segment should take 3 minutes.​) Motivator/Bridge: ● Signal the shift to this section by reviewing the objectives for the day, the agenda that students should follow, and remind them of any homework. Students will also be instructed to pass forward their Chapter 3 questions. ● Have the students grab a Chromebook so they can complete the Chapter 3 reading quiz. ● Students should now complete Chapter 3 Reading Quiz. They should put them Chromebooks away to signal they are done. Review prior learning & tying in new information ● I will pull up the ReadWriteThink online timeline that we are updating as a class with each new chapter (this will be given to them at the end of the book to help with their summative essay). We will identify the main events together. ● Ask them what a motif is (aka their warm-up). Ask them if they know any famous ones from books or movies. Explain that we will be looking at motifs from OMAM today and how the author uses them to develop central ideas and themes. (This segment should take 10 - 15 minutes.) Procedural Activities: Modeling: ● Pull up motifs PowerPoint. Review it with students and provide examples. They will need to do what was just modeled on their worksheet. ● Pass out the worksheet. Group students while passing out the worksheet. (Need to indicate that they will not work together until instructed to do so). (This segment should take 5 minutes.) Individual/Guided Group Practice: ● Instruct students to brainstorm motifs on their own for 3 minutes. (Have a countdown on the smartboard).


● Instruct students to work with their designated partner to brainstorm additional motifs for 3 minutes. (Have a countdown on the smartboard). ● Have the pairs select one motif from each category and write it on the corresponding large sticky note in the classroom. (These sticky notes will match the pre-designated categories on the worksheet). ● Give an example of how a motif (from a previously discussed example) connects to a central idea. ● Instruct students to work independently to identify what the central ideas connect to the class identified motifs that they’ve written down. They have 3 minutes to do this. (Countdown on smartboard) ● Instruct students to work with their partner to share the ideas they came up with and fill in any gaps. They have 3 minutes to do this. (Countdown on smartboard) ● Lead short class discussion on the overall central ideas that they’ve developed. This segment should take 18 - 20 minutes. Summary/Closure: ● Share how these central ideas can help us develop themes. Use the previously identified example to show how a motif developed into a central idea and then the central idea develops into a theme. ● Explain to students that for the duration of the class they should work on back of the worksheet (which is to develop themes from the ideas that they’ve developed). What they don’t finish will be HW. ● Review the other homework once again. Pass out Chapter 4 Questions that will be due next week. ● Pass out index cards to be used for T.I.L.T. (Today I learned that….). Instruct students to hand them to you on the way out the door. This section should take 3 - 5 minutes. Adaptations: ​For this lesson, the teacher used a number of general adaptations. ● The use of a graphic organizer/worksheet to help students bridge the connection process.


● Students are given the opportunity to work both individually and with a partner. ● Students can listen to the audio version of the book when they complete their homework. ● Visual aids are incorporated (large sticky notes and chapter timeline) Assessment:​ There are multiple formative assessments built into this lesson. ● The warm-up gauges what the students already know/understand about motifs. ● The worksheet and subsequent activities helps the teacher monitor progress throughout class and ultimately understanding of how all three concepts connect. ● The reading quiz and class timeline help the teacher gauge general understanding of the chapter. ● The T.I.L.T. closure activity will help me gauge what students took away. Generalization/Extension Activity:​ If students finish early they are instructed to complete the theme side of the worksheet. Review/Reinforcement (Homework):​ The homework is to complete the back of the worksheet. In addition, students should also begin reading Chapter 4 and completing the accompanying questions.

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