Texas A&M UniversityCommerce Daily Lesson Plan Form

Teacher: Shelby Winkel Subject: ENG III Grade Level: 11th

Mentor: Luke Hurst Campus/District: Rockwall
High, Rockwall ISD
Date: 5 February, 2014
Overall Goal of Lesson: Students will read and analyze Of Mice and Men Section 2.
Instructional Objectives:
Students will be able to describe characters from the book.
Students will be able to identify the subjects of loneliness, companionship, and the American Dream
within this book.
Students will be able to use quotes to reinforce their writing.
Texas Essential Knowledge & Skills (TEKS) & ELPS: (typed out completely)
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make
inferences and draw conclusions about theme and genre in different cultural,
historical, and contemporary contexts and provide evidence from the text to support
their understanding. Students are expected to:
analyze the way in which the theme or meaning of a selection represents a view or
comment on the human condition;
TEKS 110.33B (2A)
Reading/Comprehension of Literary Text/Fiction. Students understand, make
inferences and draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding. Students are expected to:
(A) evaluate how different literary elements (e.g., figurative language, point of
view) shape the author's portrayal of the plot and setting in works of fiction;
(B) analyze the internal and external development of characters through a range of
literary devices;
TEKS 110.33B (5A & 5B)
Cross-curricular second language acquisition/reading.
(F) Use visual and contextual support and support from peers and teachers to read
grade-appropriate content area text, enhance and confirm understanding, and
develop vocabulary, grasp of language structures, and background knowledge
needed to comprehend increasingly challenging language;
ELPS 74.4C (4F)
Key Vocabulary:
Characterization
American Dream
Isolation
Companionship

Higher Order Questions:
Why does Steinbeck open with descriptions of scenes?
How are Crooks and Lennie similar?

Student Activities: (Keep in mind the following: Scaffolding, Independent or Cooperative activities, Groupings,
Reading, Writing, Listening, Hands-On/Minds-On, Connections to previous knowledge, etc)
Reading, Writing, and Connections to previous knowledge.
Modifications/ELL Strategies
Story is read aloud
Section is reinforced by connecting to
previous knowledge.
Anticipatory Activity for Lesson:
Students will write a journal entry based on one of the
prompts.
Time
10



30

Teacher Input/Lesson Activity: Students will begin by writing in their journals. The
teacher will review the last section, explain the worksheets and characterization, and
then begin reading.
Modeling:
Reading aloud






8


2
Guided Practice:
Character Guide and Worksheet

Independent Practice:
Working with the Text questions
Lesson Closure:
Review, Q and A, and Preview of next chapter
Assessment Methods/Strategies:
Check comprehension through questions
Check Working with the Text responses
Resources (supplies, equipment, software, etc.):
Handouts
Whiteboard
Journals

Reflection: