Ferris State School of Education Lesson Plan Format

Name: Devon Huston Date: 4/9/18

Curriculum/Course: English 12 Grade level: 12th Grade

Materials: Computer, Video Camera, Paper, Writing
Time/Period: 1 Hour
Utensil, “Of Mice and Men” Book, etc.
Standards: (RL. 11-12.1) – 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.
(RL. 11-12.3) – Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.

Outcome statement: By the end of this lesson I will have a clear understanding of the novel “Of Mice and Men.”
I will also understand how to use my creativity to create a project based off of what I have learned.
Objectives (I can statements): I can give you an accurate description of what happened during “Of Mice and Men.” I
can give you a description of the characters, theme, setting, etc.
Assessment (Formative, Summative): Summative: the students will use what they have learned throughout the novel to
create a project of their choice (as long as it is approved by me) to show their understanding.

Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for
understanding of previous knowledge, questions you will ask)
We will turn in the character summary and chapter questions at the beginning of the class period. We will have a
discussion about the last two chapters, and I will allow them to ask any questions that they might have about the
novel as a whole. I will then present the final project to them.

Steps in the lesson:

The first step in the lesson is to have a brief discussion of the final two chapters. I will then allow them to ask any
final questions about the novel. Following the discussion I will present the options for the final project. I will answer
any questions that they might have, and then they have to decide how they want to present their project by the
end of the hour. I am open to other suggestions, but they do have to be run by me first. The rest of the class period
will be spent getting a start on their projects. They are required to work individually on this assignment.

Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals of the
lesson.
The students are required to let me know which approach they would like to take for the project by the end of the
hour. Once they let me know which approach they would like to take, they can use the rest of the class time to
begin their projects.

Extension Activities:
Students may choose two of the project options if they would like. They can receive some extra credit by doing so.
Assessment /Modification:
Specific Student/Group: For the students who have trouble being creative, they will be aloud to work alongside
another student who feels very comfortable with this project. This way they will have guidance from their peers
along with help from myself.

Differentiation:

What will I differentiate? Simple vs. Complex: for students who are at the simpler end of the readiness spectrum, I
will guide them towards the projects that are more suitable for them such as a PowerPoint slideshow.

How will I differentiate? I will differentiate for readiness.

Technology:

Computer, voice recorder, PowerPoint, overhead, video camera, & any other technology that the students come up with
that they might need for their projects.

Choose ONE of the following:

 Poem—write one long poem (at least 30 lines) or at least three short poems (totaling at least 30 lines) in the
form of your choosing about the story, a theme from the story, or one or more of the characters. The poem can
be from your own perspective or it can be from the perspective of one of the characters—for example, Lennie is
writing the poem or George, etc. (I don’t want elementary school rhyming “roses are red/violets are blue/Lennie
is sweet/and George is, too.” —I want thought and insight.)

 Create a five-frame cartoon strip or, if you are more motivated, a cartoon motion flipbook that captures what
happens in the scene from the novel that is most memorable to you.

 Create a mobile or collage (at least 11 x 14) that captures one important aspect of the story—it can be about
one character or one theme or one symbol, etc. (When making a collage, the poster board should be filled). On a
separate, typed piece, write an explanation for each item you chose to include. Explain: why did you include it,
what does it represent?

 Capture your impressions of George or Lennie in any form you choose (drawing, collage, paper mache, essay,
etc.) Write a brief description of your image.

 Write/perform a song/rap characterizing an aspect of the story. (Make sure when you write it, it looks like a
song written in stanzas with a chorus.)

 Create an online literary scrapbook. Using PowerPoint, gather images, backgrounds, text, video, clipart and
sound that support a theme or big idea from the novel. Limit the amount of text you use, just like a personal
scrapbook. Include a Works Cited slide at the end with citations of sources you used. The “scraps” you include
 must be justified – you’ll explain why they are important to the understanding of the theme or big idea you
chose.

 Outside suggestions are also recommended. Just make sure to verify your choice with me before you begin.

Rubric

 Focus Organization Grammar Content

4 Distinct point is made Content is clearly 3-4 spelling or Very substantial
about a single, clear arranged. Evident grammar mistakes. content. Strong
topic. Very aware of transitions. development of ideas.
the task.

3 Apparent point is The arrangement is 5-8 spelling or Adequately developed

made, and there is functional. Efforts grammar mistakes. content and
sufficient towards clear explanation.
understanding of the transitions are made.
task.

2 No apparent point is Arrangement is a bit 8-12 spelling or The content is limited.

proven, but there is confusing. Project also grammar mistakes The explanation is
evidence of a specific lacks proper inadequate.
topic. transitions.

1 Minimal evidence of The control is not More than 12 Very minimal content
the topic is presented. there. Lack of content grammar or spelling and no explanation.
arrangement. mistakes.