Lesson Plan Template

Subject / Course: English 10B TC Name: Madison MacKeracher

Grade Level: 10 Date: February 28, 2017
Topic: Of Mice and Men Chapter 3 Time of Class: 65 minutes
Cooperating Teacher Name: Ms. Daniels Room # / Location: 121

1. Broad Areas of Learning and Cross Curricular Competencies

Outcomes:

CR B10.1: Comprehend and respond to a variety of visual, oral, print and multimedia texts
that address:

identity (e.g., Diversity of Being);

social responsibility (e.g., Degrees of Responsibility); and

social action (agency) (e.g., Justice and Fairness).

CR B10.3: Listen to, comprehend, interpret, and summarize information and ideas
presented in a variety of literary and informational texts including group discussion, oral
readings, interviews, prepared talks, and a talk-back show about a topic or issue being
studied.

CR B10. 4: Read, interpret, and summarize a wide variety of classical and contemporary
literary (including drama, biography, autobiography, poetry, short stories, novels) and
informational (including letters, diaries, memoranda, electronic communications) texts.

CC B10.4: Create a variety of written informational (including a business letter,

biographical profile, problem-solution essay) and literary (including fictionalized journal
entries and a short script) communications.

Indicators:

Prepare and present critical response to what was listened to and heard supporting conclusions with
reference to what was presented.

Formulate and support judgements (using convincing evidence) about the ideas under discussion.

Read and make generalizations, supported by specific details and examples, about key concepts,
characters, themes, and techniques in literary texts.

View, listen to, read, comprehend, and respond to a variety of contemporary and traditional texts including
First Nations and Mtis resources that present different viewpoints and perspectives on issues and reflect
diverse personal identities, worldviews, and backgrounds (e.g., appearance, culture, socio-economic status,
ability, age, gender, language).

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 Identify how human experiences and values are reflected in texts.

Write a biographical profile that:

o includes key ideas learned about the person

o begins by sharing some important background information

o describes the subject and explains what he or she accomplished

o ends by leaving the readers with something to think about and consider

a) Cross Curricular Competencies: (approx. 2+ other learning expectations not assessed, eg. learning that
happens as a result of the lesson, organization, group work, listening, co-operation, reading, writing skills etc.)
The students will develop their thinking abilities through their ability to take the characters and
question who the characters are and what they would do in our time. This lesson will all the
students to think critically and develop thoughts about characters and different aspects of the novel
Of Mice and Men. The students will also develop literacies by being able assess the characters in
the novela and compare them to how they would be seen in todays day and age.

b) Professional Growth Portfolio Goal(s):

4.1 Knowledge of Saskatchewan curriculum and policy documents and applies this understanding to plan
lessons, units of study and year plans using curriculum outcomes as outlined by the Saskatchewan Ministry of
Education
2. Assessment and Evaluation:
(What assessment and/or evaluation strategies do you need to have to ensure you are accountable for students
learning and addressing curriculum outcomes? What formative and summative assessment should you include? e.g.,
sample questions, activities or attach tests, homework, rubrics, evaluation schemes, answer keys etc.)

I will evaluate the students understanding of the book through their interpretations of the characters through
their character sheets. This character sheet will help them in doing the activity for the end of the chapter. As
well the students are going to write an exit slip just so that I can see what they understand so far.

3. Preassessment and Accommodations/Modifications

a) Students
(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g.,
include cognitive, social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you
will differentiate learning for each student and/or type of need N.B. use initials of students rather than full names)

Preassessment:
Some students may have difficulties staying on task
and listening the entire time to the reading
Accommodation/Modification:
Having the students listening and taking notes about
the characters and information in the novel will help
them stay on task as well as have responsibility for
their own learning

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 b) Learning Environment:
(describe the learning environment such as the set up/location of desks, where audio-visual equipment will be,
where the teacher stands, where the students are working etc. you may wish to include a map/layout of the
classroom on a separate sheet and reference it with modifications if lesson changes)

See bottom of the lesson plan for Ms. Daniels classroom.

4. Required Resources
(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page
numbers, author/publishers, website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens,
books, maps, videos, posters, lab materials, handouts include name of handout and number of copies, etc.)

Copy of John Steinbecks Of Mice and Men

30 copies of Whose IPhone is This?

5. Content and Teaching Strategies of Lesson

a) Overview/Agenda/Review
(consider a quick overview of the lesson and/or list key elements in lesson which may be written on white/blackboard
as an agenda for students and you to follow, you may also choose to consider a review of previous days work)

1. Character Sheet
2. Read the novel
3. Share some new things that we have learned about characters
4. Do the activity for chapter 3 Whose IPhone is This?

b) Introduction (motivational start, minds-on, hook, etc.)

(describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity,
a hook or something that will pull learners into lesson)
1. Have the students take out a piece of paper and separate the page into 10ths( for all ten of the
characters represented in the novella)
2. Then get them to write a character in each box
3. These are the things that they will take note of as we read: 5 minutes
a. Characteristics of the characters, feelings, and thoughts.
b. Their appearance
c. What happens to them in the particular chapter.

c) Subject Content and Teaching Strategies

(include the subject content - what you are teaching; detail the instructional strategies / teaching strategies for teaching
the subject content - how you are teaching it; write some guiding questions - actual questions (variety of thinking levels)
and suggested and anticipated answers; possibly include time approximations/timelines such as 10:00 10:30 a.m. or
25 minutes; and include application activities/components - how the content will be applied such as an activity,
problems to solve, worksheets etc.).

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 1. Read chapter 3 (onlyreadhalfofthechapter25mins)
2. Hand out the IPhone activity sheet
3. Show them the example 25 minutes
4. Work period the rest of the class to work on their activity sheet.

d) Consolidation
(indicate how you will review concepts taught, wrap up lesson, confirm students know what next tasks are e.g.,
having class to give you feedback on what was taught, review key application of concepts this is important in
terms of assessing the effectiveness of the lesson)

1. Have the students fill out an exit slip answering these two questions:
a. What are 3 things you have learned about your character? 10 minutes
b. What do you think will happen next in the novel?

6. Reflections
a) Effectiveness of Lesson
What was effective / ineffective in your lesson? include at least 3 lesson elements that were ineffective /
effective? or What went well in your lesson? Or What did not go so well? Or What did the students enjoy? How did
your planning or delivery turn out? Did your teaching / learning strategies work effectively or not for subject content
and class? Consider the entire lesson and the reaction of students.
How do you know? Provide evidence from student work, student questions asked and informal assessment.
Think about examples of how the lesson progressed, engagement of students, flow of delivery, time management.
Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

What was effective / ineffective How do you know? Next steps for improvement?
in your lesson?

b) Effectiveness as a Teacher
What was effective / ineffective about you as a teacher? include at least 3 teacher elements that you did that
were effective or ineffective. Did you ask good questions? Did you motivate students? What did YOU do well? This
would be a section describing your strengths and areas for improvement volume, eye contact, body language,
questioning skills, responding to questions, comfort with material, confidence, delivery, use of technology,
vocabulary.
How do you know? What evidence do you have that you, as a teacher, were or were not effective? Think about
examples of what you said, did, reacted to, felt as examples of your three elements.

Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

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What was effective / ineffective How do you know? Next steps for improvement?
about you as a teacher?

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