Teacher Name/Collaborative Group: Emily Garrison/ English Department

Week of: 10/15-10/25

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)-

RI 9-10. 6 Determine an author's point of view, perspective, or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
W 9-10.7 Conduct short as well as more sustained research projects to answer a question, including a self-generated question, or
solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating an
understanding of the subject under investigation.

Learning Target(s)/Objective(s) in Student Friendly Language-

I can identify an author’s point of view or purpose in a text.

Evidence-How will we know they learned?

Precision Chart Target 1:

(rubric)
I can identify an author’s point of view or purpose in a text.
Meets Expectations I can identify an author’s point of view or purpose in a text.

Approaching I attempt to identify an author’s point of view or purpose in a text, but my response is superficial OR lacking in
Expectations logical support.

Below Expectations I fail to identify an author’s point of view or purpose in a text.

Learning Plan--Plan for instruction, intervention, and extension.

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

10/15-10/16 10/17-10/21 10/22-10/23 10/24-10/25 10/28-10/29
On-Level: On-Level: On-Level: On-Level: On-Level:
Direct Instruction/Modeling Direct Instruction/Modeling Direct Instruction/Modeling Direct Instruction/Modeling Direct Instruction/Modeling
(I Do): (I Do): (I Do): (I Do): (I Do):

Define the word Obtain copies of Night on Teacher models how to Reading quiz for Chapter 2 The teacher models
“indifference” and discuss Overdrive identify purposeful of Night. identifying author’s
meaning and societal language from a text technique using selected
references. Guided Practice/Group "Bullying by Peers...". Guided Practice/Group words/phrases in the poem
Work Following this, lead a Work “Things We Carry On the
Guided Practice/Group (We Do): discussion about the (We Do): Sea” Ping.
Work purpose of chosen
(We Do): Read Chapter 1 of Night; words/phrases. Chapter 2 Discussion Independent Work
As we read, students should Questions (You Do)
● “Bystander Effect record words or phrases
Survey.” that make a particular Guided Practice/Group Students will look at the Students should write a
● “Bystander Effect,” by impact. Following the Work letter “Indifference is an response defending the
Psychology Today on reading, the teacher should (We Do): ignored problem… and author’s position in the
Google classroom make a master list of the identify words/phrases that poem using selected
● Questions to Consider words and discuss the Group practice with a text seem especially power words/phrases to prove
● “Introduction to the author’s intended impact in their claim.
Holocaust,” choosing to use that ●“Desensitization of
● Come up with purpose particular diction. War” Independent Work Students should be assigned
questions as a class (You Do) Night Chapter 3 for
● “A Backlash Against
● List of concentration Students should defend independent reading.
camps Independent Work Arab Americans” their groups chosen
○ Groups (You Do) ● “Loving for All” words/phrases in a
research a Students should craft a ● “Deaf Culture: Changes paragraph arguing the Honors:
camp response detailing the and Challenges” author’s intended purpose. Direct Instruction/Modeling
author’s intended effect of ● "1 in 5 U.S. (I Do):
Honors: chosen words/phrases. Households..." Honors:
Direct Instruction/Modeling Direct Instruction/Modeling The teacher models
● “Violent Crimes
(I Do): (I Do): identifying author’s
Increases…” technique using
Introduce The Devil’s Honors: In groups, students Using the article “People ethos/pathos/logos in the
Highway Direct Instruction/Modeling highlight words that seem Smugglers, Inc.” the poem “Things We Carry
Pp. 8-10 (I Do): meaningful or for a teacher will model On the Sea” Ping.
purpose. Then, students choosing diction and
Introduction to immigration The Devil’s Highway should write a justification identifying technique to Guided Practice/Group
history and diction as Pp 12-18 – Bloody history for why they selected establish the author’s Work
author’s purpose of ‘Desolation’ + rescue of certain words/phrases. intended purpose. (We Do):
(connotation) Yuma 26
Independent Work Guided Practice/Group The Devil’s Highway pp.
Guided Practice/Group Discuss the effect of text (You Do) Work 92-97 – Beginning the
Work structure (vignettes) Students should be assigned (We Do): journey – bus ride
(We Do): Night Chapter 2 for
Guided Practice/Group independent reading. The Devil’s Highway Character development;
As we read, students should Work pp.60-65 – Smuggling importance of setting
record words or phrases (We Do): operation – coyotes and
that make a particular Honors: gangs
impact. Following the “Living on the Border” Direct Instruction/Modeling Independent Work
reading, the teacher should Video ABC News (I Do): Context; author’s tone – (You Do)
make a master list of the - Discuss effects of subtle rhetoric and purpose
words and discuss the border dispute on Ethos, pathos, logos mini- Students should be assigned
author’s intended impact in all parties involved lesson Independent Work The Devil’s Highway pp.
choosing to use that - Students should (You Do) 98-106 for independent
particular diction. record Guided Practice/Group reading
words/phrases they Work Students should be assigned
Independent Work notice that seem (We Do): The Devil’s Highway pp.
(You Do) intentional to evoke 92-97 for independent
some sort of The Devil’s Highway reading
Using Urrea’s article Cops, emotion or prove a Pp. 28-33 – Explains sign-
Coyotes, and the Politics of point. cutting + dead ‘pollos’,
Stupidity, students should their items, etc.
annotate, making a list of Independent Work
words/phrases that seem (You Do) Context; humanization of
especially immigration
powerful/meaningful and Students should be assigned
then craft a response The Devil’s Highway pp. Independent Work
detailing the author’s 28-33 for independent (You Do)
intended effect of chosen reading Students should read the
words/phrases. poem “Mexicans Begin
Jogging” by Gary Soto and
annotate for ethos, pathos,
Students should be assigned and logos. Then, in a
The Devil’s Highway pp response, students should
12-18 for independent analyze the poet’s choice of
reading words and techniques to
prove their position.

Students should be assigned

The Devil’s Highway pp.
60-65 for independent
reading