Unit Plan

Erin Cain
Dr. Welsh
Differentiated Instruction
Unit Plan
Of Mice and Men from the perspective of Catholic Social Teaching
Spring 2019
9th Grade English Literature
Essential Questions
What does it mean to be a friend?
What is the role of an insider/outsider in this text and in life? Does it have to be that way?
How does social justice affect my life?
Why should people work for social justice?
Unit Objectives
Students will be able to:
 Read and annotate the novel, Of Mice and Men
 Gather major themes from the novel
 Identify social justice issues from the historical context of the novel and events taken
place in the novel
 Actively participate in class discussions

o Facilitated with and without the teacher
 Pinpoint and connect Catholic Social Teachings to the novel and our society
Assessments
Formative Assessments:
 Exit Slips
 Tableau
 Free Writing
 Character Web
 Class-wide Discussion
 Editorial Cartoon
 Conversation Stations
 Popplet
Summative Assessments:
 Mid-point test over the first half of the novel (not featured in this unit plan)
o Identifying major themes and events happening in the novel
o Checking understanding of characters and setting
 Student Choice Final Presentation
o Students choose a Catholic Social Teaching to focus on
o Students present an explanation of that teaching, how it connects to the novel,
modern-day connection, and how we can work toward promoting it

Class Description
This is a class of 24 ninth grade students. These students attend a Catholic high school in
an urban environment. The majority of students are white. About 1/6 of the students at this high
school come from an Asian background, including a group of about 15 exchange students from
the Philippines. There are about 1/6 of the students attending the high school that are African
American. Finally, there is about another 1/6 of the students that come from a Latinx
background. In total, there are about 1000 students attending the school. Each student at the
school is given their own laptop. The library at school has text resources available, but also an
online database connection to several sites. The school runs on a block schedule, alternating odd
and even days with a study hall near the end of the day. Each classroom has 25 desks and chairs.
This 9th grade English Literature class is split almost 50/50. There are 14 girls and 10
boys in it. There are three students (two boys and one girl) whose first language is Spanish.
There are seven students, four boys and three girls who are from an Asian background, and one
of these students, a boy, is an exchange student from the Philippines. There is one student, a girl,
that is African American. The remaining 13 students are white. A vast majority of the class
comes from suburban homes, but there are about 4 students in this class coming from a home
within the city. 70% of the students are reading at their grade level, 10% of the students are
reading just below their grade level, and 20% of the students are reading above grade level. My
specific classroom has 25 desks and chairs, but also an area in the corner, across from my desk,
that has flexible seating (a couch, bean bags, big pillows). This specific unit is paired with the 9th
grade religion unit on Catholic Social Teaching. This unit is three weeks long
The students in this class are all active in the extracurricular activities. About 50% of the
them participate in a sport. About 40% of them are in a school-organized club. The remaining
10% are active in dance and other community organizations. These students are fierce readers
when they are given the time and space to focus. It can be a bit harder to get some students to
speak up because they are afraid of being embarrassed, but for the most part, when students have
a partner to work with, they are a chatty bunch. This group of students stay motivated by giving
them short breaks to stretch and allowing them to move around, not being confined to their desk
and chair.
Some of the activities featured in this unit plan were adapted from the Of Mice and Men
information on San Jose State University’s website, and information on Catholic Social
Teaching/peace and justice was adapted from the Teaching Tolerance website.
Lesson Plan #1
Class: English Literature
Grade Level: 9
Unit: Of Mice and Men and Catholic Social Teaching
Teacher: Ms. Erin Cain
Iowa Core State Standards (ICSS)
RL.9–10.2
Determine a theme or central idea of a text and analyze in detail its development over the course
of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
RL.9–10.9
Analyze how an author draws on and transforms source material in a specific work.
21st Century Skill(s)
21.9–12.ES.1
Essential Concept and/or Skill: Communicate and work productively with others, incorporating
different perspectives and cross cultural understanding, to increase innovation and the quality of
work.
National Standards
9. Students develop an understanding of and respect for diversity in language use, patterns, and
dialects across cultures, ethnic groups, geographic regions, and social roles.
Essential Question
Objectives
By the end of class today students will be able to…
 Understand the historical background of the novel
o The Great Depression
o The Dust Bowl
o Migrant Working
 Define and describe the Catholic Social Teachings
 Know foundational information on Of Mice and Men
Assessment
 Tableau:
o Shows understanding and comprehension of context for Of Mice and Men and the
Catholic Social Teachings
Anticipatory Set
 DO NOW: What is the American Dream? (3 minutes)
o Share with a partner what you wrote down. (2 minutes)

o Have 4 students share out loud what they wrote down (4 minutes)
Teaching: Activities
 Of Mice and Men background PPT (15 minutes)
o Students should be taking notes in the form that suits them best
o Attached at bottom
o Students must be told that there is a schedule for reading each day. This is for
them if they would like to use it. If you read faster, you are welcome to read
ahead. If you read slower, the schedule should be really helpful. Students are
welcome to come after class or email if they have questions or concerns about the
reading schedule. Students should be aware that the topic of class that day will be
the most recent reading assignment. They will need to know what happened in the
book for class that day.
Review of the Catholic Social Teachings (15 minutes)
 The dignity of human life
o All human life created and redeemed by God is sacred.
o Dignity due to being an image and likeness of God.
o The Incarnation: Jesus’ identification with each of us being human, but also
divine.
 Call to family, community, and participation
o Purpose of family
o The family: foundation of society; needs support
o Society should protect dignity and growth of family

o All people should participate in society—work for common good
 Responsibilities and Rights
o All have right to life and to what sustains it.
o Society should foster and protect these rights.
o Responsibilities to support human rights.
 Preferential Option for the Poor
o Moral principle: universal destination of goods of the earth
o Goods of the earth for every human being
o See Christ in homeless, outcast, “unpopular”
o Appropriate use of wealth and other resources
 Be a voice for the voiceless
 Assess social acts and their impacts on the poor
o Concern for the spiritually poor
 Dignity of work and rights of workers
o God’s creation plan includes work
o Right to work in just conditions
 Solidarity
o Individuals should work for the common good
 Stewardship of God’s creation
o Caring for our common world
o Lower use of plastics
o Caring for the environment
Students have 10 minutes to research one of the following topics in groups of 3: (10 minutes)
 Hooverville
 Dust Bowl
 1930s Migrant families
 1930s Culture
 The Great Depression
 World War I
 End of the Great Depression
 1930s Ranch Life
Students will then come up with their group to present their topic in a tableau vivant form; they
need to give an explanation of their topic as well. (10 minutes)
 This is a living picture. Use the information you gathered from your quick research to
come up with a screenshot encapsulating the main themes or ideas from your research.
You get to act out one “scene” without moving or speaking. Once you have done your
tableau, you may give an explanation of your research topic.
Discussion: putting it altogether (25 minutes)
 Have a group discussion with students where they are allowed to write down any
questions they have on a sticky note over the information we went over or the unit itself.
They can do this anonymously.
 Ask students the following questions:
o Why are we talking about the Catholic Social Teachings with Of Mice and Men?
o Why are the Catholic Social Teachings important or helpful?
o Why should we talk about and read this book based in the past?
o Does Of Mice and Men relate to anything in the current news or culture?
Closure
 Exit Slip: (10 minutes)
o Students should do a 1, 2, 3 slip
 One thing that they have a question about over the 1930s, Catholic Social
Teaching or the novel, two things they are excited to learn about more in
this unit, and three things that they learned today.
o This allows me to see where each of the students are at after the introduction
class, and also their comprehension of the background and themes we will be
focusing on.
Independent Practice
Continue reading Of Mice and Men…read Chapters 2-5.
Materials
Laptops
Internet Access
PPT
Duration
90 minutes
“I Can” Statement
I Can…
 Discuss historical context of Of Mice and Men.
 Describe each of the Catholic Social Teachings.
 Creatively present information I gathered with others.
 Ask questions from my reading and learning.
Of Mice and Men background PPT

Slide 1
Ms. Cain’s English Class

Source: San Jose State University
Slide 2
 Born in Salinas, California

 Supportive parents, especially of his writing
 Lived the ranch life in the summer as a teen
 Odd jobs, observant of the environment and the people around him
 Graduated high school in 1919

 Attended Stanford University
 Didn’t graduate
 Only took classes that interested him (writing, literature, marine biology)
 Moved to New York City to pursue his dream

 Married Carol Henning in 1930, editor of many of his writings
 Died December 20,1968
Slide 3
 First novel, Cup of Gold in 1929

 Pastures of Heaven
 To a God Unknown
 Tortilla Flat written in 1935
 Turning point in Steinbeck’s career
 Of Mice and Men written in 1937

 The Grapes of Wrath written in 1939
 Won many awards
Slide 4
Blue area: Central Monterey

Pink: Northern Monterey
Purple: Forebay and Salinas Valley
Green: Paso Robles
• Of Mice and Men is set on a
Salinas Valley ranch in California
during the Great Depression.
Slide 5
Migrant workers from the Midwest and

South went to California to search for
work
Mostly from Arkansas, Oklahoma, Texas
and Kansas
Slide 6
 Lennie
 Large, childlike
 Has some mental challenges
 Dependent on best friend, George
 Dreams of owning a ranch with George
 Does not know his own strength (physical)
 George
 Lennie’s travel companion
 Parental to Lennie
 Desires a better life that includes not being Lennie’s caretaker
 Good hearted
 Easily frustrated by Lennie
Slide 7
 Curley
 Boss’s son
 Wears high-heeled boots to standout
 Former prizefighter
 Small man (physically)
 Bold
 Candy
 Old handyman (“swamped”)
 Lost his hand in an accident
 Has old, ill, smelly dog
 Curley’s Wife
 Only female character
 No name
 Newlywed
 Flirty with other men
Slide 8
 Crooks
 Only African-American on the ranch
 Gets his name from his crooked back
 Lives in separate quarters
 Slim
 More than competent for his work
 Respected
 Advice-giver
 Carlson
 Ranch-worker
 Complains about Candy’s dog 24/7
Slide 9
Modified from Madeline Hunters Lesson Plan Design
Lesson Plan #2
Grade Level: 9
RL.9–10.7
Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment.
RL.9–10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.

RL.9–10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the
theme.
21.9–12.HL.1
Essential Concept and/or Skill: Demonstrate functional health literacy skills to obtain, interpret,
understand and use basic health concepts to enhance personal, family, and community health.
21.9–12.ES.1
work.
National Standards
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence structure, context,
graphics).
Essential Question
Objectives
By the end of class today, students will be able to…
 Analyze the themes of friendship in Of Mice and Men.
 Demonstrate understanding of the characters in the novel.
 Work with one another to accomplish today’s tasks.
Assessment
 Participation in Free Writing time
o It’s important to allow for free writing time so students can keep working on their
writing skills and implement skills learned in class into their own writing pieces.
 Completion of the Character Web
Anticipatory Set
Meditation: (12 minutes)
 Have students sit comfortably around the room with their backs straight so that they
create the best form for breathing.
 Have everyone close their eyes and take deep breaths
o Exhale worries
o Inhale peace
o Exhale stress
o Inhale happiness
o Exhale anxieties
o Inhale positivity
 Think of your very best friend
o How did you meet?
o How did you become friends?
o Why are you friends?
o What strengths do you see in them?
o How can you continue to be a good friend to them?
 Now take notice of your breathing again.
 Open your eyes and go back to your seat.
Friendship (5 minutes)
 Time to free write about friendship.
 What does being a good friend mean to you?
 What qualities do friends have?
 What kind of friend are you?
 Have you ever struggled with friendship?
Share with a partner on your thoughts about friendship and Of Mice and Men (4 minutes)
Have four students share out with the whole class on what they discussed (3 minutes)
Distribute chart and show blank example on board (2 minutes)
Students must add textual examples.
What is a character web? (7 minutes)
 Graphic organizer that helps us gain a deeper understanding of characters and their
connections.
 How are we connected to the people around us? How do these connections affect us?
How do we affect the people and places around us?
As a class we will practice the character web between Curley, Lennie, and George. Explain why
we are putting lines and explanations of their friendship. (7 minutes)
Pair students up beforehand (lower reading level students partnered up with higher reading level
students)
 Tiered assignment
Have students include all characters in their web. Although they are working together, students
should each have their own copy that they are creating. It is necessary that textual examples and
page numbers are included in the web to provide evidence of the connection. (30 minutes)
Class discussion (20 minutes)

 Based on the character webs that were created what may happen in the novel next?
o Teacher write these predictions down to come back to later.
 How are the relationships between characters similar to relationships we have
experienced (role model, friend, family, etc)?
 Does friendship apply in the Catholic Social Teachings of the Church? Why or why not?
Closure
Ted Talk over friendship: (12 minutes)
https://www.ted.com/talks/felice_belle_and_jennifer_murphy_how_we_became_sisters/up-
next?referrer=playlist-the_secret_to_lifelong_friendship
Allow students to recap what they learned with one another, if time allows, and have three
students share out to the class. (5 minutes)
Continue reading Of Mice and Men
Materials
Big poster paper for Character Maps
Of Mice and Men
Pens/ Pencils
Markers
Duration
90 minutes
I Can…
 Make predictions.
 Understand the importance of friendship in my own life.
 Analyze and determine the themes in Of Mice and Men
Lesson Plan #3
Grade Level: 9
RL.9–10.9
Analyze how an author draws on and transforms source material in a specific work.
RL.9–10.2
Determine a theme or central idea of a text and analyze in detail its development over the course
of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
RL.9–10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the
theme.
21.9–12.ES.1
work.
National Standards
graphics).
7. Students conduct research on issues and interests by generating ideas and questions, and by
posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print
and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their
purpose and audience.
Essential Question
Objectives
 Interpret the deeper meaning of editorial cartoons.
 Creatively design a cartoon that shows deeper meaning.
 Explain the importance of the Catholic Social Teachings in our society.
Assessment
 Participation throughout class to show engagement and understanding of the content
o Every student adds to the conversation at least once
o Teacher marks on attendance sheet
 Completion and effort shown in the editorial cartoon
o A way to show the understanding of how society sees people, the issues at hand in
current society, and how current issues are connected to issues in the past,
especially those in Of Mice and Men
o Especially aimed toward the kinesthetic and visual learners

o Inquiry-based learning
Anticipatory Set
Have students gather around (bring chairs into a tight circle or have students sit on the floor by
the teacher. (1 minute)
Read aloud Last Stop on Market Street. If it is not available, use the YouTube video of the book
being read aloud. (10 minutes)
 Discuss the story together. (7 minutes)
o What stuck out to you?
o How does this relate to your life?
o Do you see any connections to Of Mice and Men?
Have students go back to their seats (1 minute)
Ask students: (7 minutes) Write student ideas down on the board.
 What is a news report?
o Text that informs readers about current events through facts and interviews
 What is an editorial?
o Opinionated content that seeks to persuade and reflects the point of view of the
author, the media organization’s editors, or its publishers
Editorials are used to make a statement. We will be focusing on editorial cartoons. These express
opinions on a vast range of topics in the news. Cartoons usually feature popular places, people,
and trends to create a message for those who read it.

Show students the following editorial cartoon:
When looking at an editorial cartoon: (25 minutes)
1. Look at the text and images you see. Name and describe what you see. What’s familiar?
What’s the focal point?
2. Look for the bigger picture. What is the main point? What is the cartoonist trying to say?
Is there anything exaggerated in the cartoon? Why or why not?
In this specific image we see simple houses at the bottom of the hill, and there is a huge, fancy
house at the top of the hill. There’s a factory with dirt, junk, and trash around the houses at the
bottom of the hill. There are trees, a fountain, and clean land around the house at the top of the
hill. The cartoon says, “The rich get richer, and the poor…get their byproducts.” We see that
“rich” and “poor” are capitalized to show the importance of those words. You can tell that the
cartoonist is telling the reader that, there are people living very “high and mighty” in our society.
Many of those “living large” are using fossil fuels like they are nothing, and they rely on
factories to keep their high life going. The pollution and effects of these factories and fuels being
used don’t just disappear, but rather are emptied in places where those who can’t afford to put it
elsewhere live.
People who are living in poor conditions don’t necessarily have access to the kinds of resources
that people with money have (good job, high-quality education, health care, etc.). There are
major disproportions when it comes to environmental problems. People, who are able to, don’t
want to live in places near oil wells, factories, or landfills, yet they use them more than most.
People with less money more often live near these areas though because they have to and there
aren’t any cleaner options in their budget.
CST: Care for Creation, Solidarity, Preferential Option for the Poor
Other images to look at:
Create your own editorial cartoon! (30 minutes)
 You are not graded on your artistic abilities, but you are graded on your effort.
 You may use makebeliefscomix.com or create it by hand.
 You must create an editorial cartoon that comments on a current issue in society.
 Be creative! What’s on your heart? What makes you want to stand up for justice?
Once you have created your editorial cartoon, meet with a partner. (15 minutes)
 Brainstorm how each of your cartoons relate to the Catholic Social Teachings.
 Write down which Catholic Social Teachings it speaks to and explain why.
 What types of literary terms did you use? (symbol, pun, caricature, etc.) Why?
 Does your editorial cartoon connect to anything that you saw in Of Mice and Men, why
or why not? How might it affect the characters in Of Mice and Men if they lived in our
current society?
Turn in your editorial cartoon and explanations to teacher at the end of class.
Closure
Find a partner from the other side of the room that you haven’t talked to or didn’t work with
today. Share with them two things you learned today and why they were important to you.
Continue reading of Of Mice and Men
Brainstorm two places where we can display our editorial cartoons so others can see them
Materials
Laptop
Internet Access
Of Mice and Men
Pencil/Pen
Markers
Paper
Last Stop on Market Street
Duration
90 minutes
I Can…
 Creatively share my own ideas and connections from the past, now, and future.
 Understand strategies used in an editorial cartoon.
 Create an editorial cartoon that focuses on an issue related to Catholic Social Teaching.
Lesson Plan #4
Grade Level: 9
SL.9–10.1
Initiate and participate effectively in a range of collaborative discussions (one–on–one, in
groups, and teacher–led) with diverse partners on grades 9–10 topics, texts, and issues, building
on others' ideas and expressing their own clearly and persuasively.
SL.9–10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience, and task.
21.9–12.ES.1
work.
21.9–12.ES.3
Essential Concept and/or Skill: Demonstrate leadership skills, integrity, ethical behavior, and
social responsibility while collaborating to achieve common goals
National Standards
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different purposes.
10. Students whose first language is not English make use of their first language to develop
competency in the English language arts and to develop understanding of content across the
curriculum.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for
learning, enjoyment, persuasion, and the exchange of information).
Essential Question
Objectives
 Effectively express opinions, thoughts, and ideas.
 Actively listen to others.
 Participate through speaking at appropriate times and sharing personal input.
Assessment
Conversation Stations
 Students will be participating in small group discussions
 Each student will have a piece of paper numbered 1-6, teacher will pose 6 questions and
each student will respond to the question in the group. Students must write down the
main point of what they said in the discussion for that question. This holds each student
accountable to their participation while still allowing them to naturally participate in
discussion.
Anticipatory Set
Attendance Questions and getting students into groups! (7 minutes)
 Ask students to get up and move to the corner of the classroom where their favorite
character in Of Mice and Men is: Lennie in back right corner, Curley in back left corner,
George in front right corner, and Curley’s wife in front left corner.
o This is a way to have students share opinions and reasons for it.
 Ask students to get in a line according to their favorite chapter of the book so far.
o This allows for students to think back through what they have read and when it
happened in the order of events.
o From this line, have students number off 1-4. Then create 6 groups with one of
each number in all of the groups.
Chapter 4 and 5 review game! (10 minutes)
 Each student gets an individual whiteboard, marker, and cloth eraser
 Ask the following questions and whichever student puts up the correct answer first, they
get a point. The student with the most points in the end wins…bragging rights.
o What does Crooks offer in return for joining George, Lennie, and Candy on the
dream farm?
 A room
o What does Curley’s wife say is her husband’s main topic of conversation?
 Beating people
o What did Lennie do to the puppy?

 He killed it.
o In what ways does Lennie show that he is confused and nervous?
 He talks to himself.
o When Curley’s wife asks Lennie why he likes rabbits so much, what is his
response?
 He likes to touch soft things.
o Where does Lennie go right after he kills Curley’s wife?
 Runs and hides in the brush
o Whom does Candy blame for the murder?
 Curley’s wife
o Why is Candy so angry at what has happened?
 His dreams have been destroyed.
Conversation Stations (54 minutes)
 Students are in groups of four
 A discussion question is given to the class, and each group discusses their thoughts,
ideas, and textual evidence about each question.
 After about 7 minutes of discussion time for each question, the groups will rotate. Ex. 1’s
moves three groups to the right, 2’s move one group to the right, 3’s stay where you are,
4’s move two groups to the left. Shuffle the students around so they have a chance to
discuss with as many peers as possible.
 Once students have switched groups they will share one thing they each learned or a main
point from their last discussion for 2 minutes. Once that time is up, the 7 minutes will
start with the new question.

 Students are expected to write down on a sheet of paper the main points that they shared
in each group for each question. This paper will be turned in at the end of class for points.
 The discussion questions are:
o In chapter 4, how do Crooks’ words to Lennie about loneliness reinforce this
theme of the novel?
o In chapter 4, give some examples of foreshadowing.
o In chapter 5, what does Lennie’s treatment of the dead puppy tell us about his
character?
o What are your thoughts on what has happened between Curley’s wife and Lennie
in chapter 5?
o How does George’s reaction to the murder in chapter 5 relate to his belief in the
dream?
o What is the true nature of each of the main characters in Of Mice and Men?
Dream Catchers (15 minutes)
 Have each student draw a dreamcatcher
 Discuss the importance of dreams and ask them how it relates to the themes Of Mice and
Men
 On their dreamcatcher have them write words or phrases that relate to their dreams in life
 Students can truly make it their own, dreamcatchers can come in any form, size, or shape
 Have the students hang them up on the wall in the classroom once they are completed.
Closure
Each student will take a sticky note and write an affirmation on one of their classmate’s
dreamcatcher. Each student should have an affirmation, one for each! Remind students that we
all make an impact on each other’s lives and that, as a class, we are here to support one another,
just the way we are. (5 minutes)
Finish reading Of Mice and Men
Materials
Individual whiteboards
Dry erase markers
Cloth erasers
Markers
Pen/Pencil
Paper
Of Mice and Men
Duration
90 minutes
I Can…
 Use my comprehension skills to understand more about the themes and plot of the novel.
 Actively participate and listen in discussion with my classmates.
 Creatively share my dreams and affirm others’ dreams.
Lesson Plan #5
Grade Level: 9
RL.9–10.4
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on meaning
and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or
informal tone).
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 understanding of the subject under
investigation.
W.9–10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation.
21.9–12.TL.3
Essential Concept and/or Skill: Apply digital tools to gather, evaluate, and use information.
21.9–12.TL.4
Essential Concept and/or Skill: Demonstrate critical thinking skills using appropriate tools and
resources to plan and conduct research, manage projects, solve problems and make informed
decisions.
21.9–12.ES.4
Essential Concept and/or Skill: Demonstrate initiative and self–direction through high
achievement and lifelong learning while exploring the ways individual talents and skills can be
used for productive outcomes in personal and professional life.
21.9–12.ES.5
Essential Concept and/or Skill: Demonstrate productivity and accountability by meeting high
expectations.
National Standards
1. Students read a wide range of print and non-print texts to build an understanding of texts, of
themselves, and of the cultures of the United States and the world; to acquire new information; to
respond to the needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works.
graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different purposes.
7. Students conduct research on issues and interests by generating ideas and questions, and by
posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print
and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their
purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases,
computer networks, video) to gather and synthesize information and to create and communicate
knowledge.
Essential Question
Objectives
 Understand and effectively carry out the ways we can avoid plagiarism.
 Use technology to think and learn visually while brainstorming.
 Prepare for the final project by telling the teacher which Catholic Social Teaching they
will be focusing on.
Assessment
Students will create a Popplet graphic organizer.
 This allows for the teacher to see where students are at, where they might have some
missing pieces, and affirm them in wonderful ideas.
Anticipatory Set
Reaction time! (10 minutes)
 Each student needs will be asked to stand up and share their facial reaction to the end of
the book. They have to then explain their reaction in less than three sentences.
o This allows for some fun and laughs, but also an honest connection to the novel
and proves their comprehension.
What is plagiarism? (15 minutes)
 Create a list on the board of what students know about plagiarism
 Plagiarism is taking someone else’s work or ideas and using it as your own.
 Students will then go to
http://www.lycoming.edu/library/instruction/tutorials/plagiarismgame.aspx and play the
Plagiarism game. This game goes through different scenarios where someone is either
plagiarizing or not, if the student gets the answer correct they can move on, but if they get
it wrong they have to start over.
o This allows for every student to see actual possibilities and situations where
plagiarizing can happen.
Intro to the final project (20 minutes)
 Each student will be creating a portfolio to share with the class.
 The student will focus on a Catholic Social Teaching of their choosing.
 Connections are crucial!
o There must be a thorough explanation of that specific Catholic Social Teaching
 Evidence from the Catechism of the Catholic Church should be sighted.
 Examples are encouraged to be made.
o Students must make at least 3 connections to the novel and the Catholic Social
Teaching that they chose. There must textual evidence and reasoning displayed.
o Students must connect the Catholic Social Teaching that they chose to a modern-
day example.
 Recent examples are highly encouraged.
o There must be at least two ways presented by the student that promotes advocacy
and ways to work toward promoting that Catholic Social Teaching.
o Add in your editorial cartoon if it relates! If not, add pictures or graphics that
provide extra context.
 Your portfolio can be in any shape you want, but it should be run-by the teacher prior to
starting the project.
o Examples: newspaper, broadcast, essay, PowerPoint, skit, etc.
 Citations are a must!
o Proper MLA citations
o At least 2 sources needed to be used besides the Catechism of the Catholic Church
and the Bible.
 Make sure to ask any questions now while it is still fresh!
Brainstorming time (40 minutes)
 Students are now able to go out on the internet and databases to collect information on
their topic. Students must look into at least one of the following and cite the information
used from it correctly: videos, podcasts, and/or songs that pertain to their topic. Students
must use at least 2 sources.
o Helpful to different learning styles

 Each student must create a Popplet graphic organizer online and send it to the teacher.
This will ensure the teacher of the students work and where they may need extra
guidance.
 Students are encouraged to take this time to visit the school library and look at physical
books and texts to gather information.
 This is also a time for students to meet with the teacher 1 on 1 for a check-in as the
preparation for the final project begins.
Closure
Think-Pair-Share (7 minutes)
What is one way you can promote one of the Catholic Social Teachings today? Share which one,
what you’re going to do, and why. Would any of the characters from Of Mice and Men do this,
too?
 Think individually, pair up with a person who has the closest birthday to yours, share at
least 3 people’s thoughts with the whole group.
Have your portfolio ready in a week from today
Materials
Laptop
Internet access
Database access
School library access
Of Mice and Men
Duration
90 minutes
I Can…
 Understand and implement strategies to avoid plagiarism.
 Ask questions, prepare, and brainstorm for the final project.
 Make connections between the novel, Catholic Social Teaching, today’s society, and
myself.
 Make a difference in our world by working toward peace and justice for all.

Cumulative Final Portfolio Project Rubric 30 points possible Ms. Cain’s Class
Name_____________________________________________ Date____________________
Excellent! Getting there! Sort of getting it! Incomplete
(10-9 points) (8-6 points) (5-1 points) (0 points)
Preparation was on Was mostly on task. Was occasionally on Never on task. Never
target every time! Was prepped almost task. Was only prepared prepared. Always
Always on task. Asked every work day. Asked some days. Never asked wasted time.
great, thoughtful good questions. questions when they
questions. should have or wasted
time.
CST explained CST explained well. CST was kind of CST was only
thoroughly! All Most connections were explained. Missed more mentioned. Missed
connections made: to made, missed just one than two connections. more than 4
the novel, to modern- or two. Many grammar connections. Tons of
day, and ways to A few grammar mistakes were present. grammar mistakes were
promote it! All of this mistakes were made. made.
was done without any
grammar flaws.
Effort was shown in all Effort was shown in Effort was shown No effort was shown.
aspects! Graphics and most aspects! A few sometimes. Only one or No graphics or pictures
pictures were shown. graphics were shown. two graphics were were featured. Student
Student went above and Student worked well featured. Student often didn’t show any
beyond with effort. throughout the process didn’t show creative creative thinking.
Worked creatively and in the portfolio. thinking.
throughout the process
and in the portfolio.
Citations were perfect! Citations only showed a Citations showed Citations showed more
All citations were few flaws. several flaws. than 6 flaws.
present, particularly the
two required.

Unit Plan

Uploaded by

Unit Plan

Uploaded by

Erin Cain

Of Mice and Men from the perspective of Catholic Social Teaching

9th Grade English Literature

What does it mean to be a friend?

How does social justice affect my life?

Why should people work for social justice?

Students will be able to:

 Read and annotate the novel, Of Mice and Men

 Gather major themes from the novel

place in the novel

 Actively participate in class discussions

o Identifying major themes and events happening in the novel

o Checking understanding of characters and setting

 Student Choice Final Presentation

o Students choose a Catholic Social Teaching to focus on

o Students present an explanation of that teaching, how it connects to the novel,

modern-day connection, and how we can work toward promoting it

Class: English Literature

Unit: Of Mice and Men and Catholic Social Teaching

Teacher: Ms. Erin Cain

Iowa Core State Standards (ICSS)

objective summary of the text.

21st Century Skill(s)

How does social justice affect my life?

By the end of class today students will be able to…

 Understand the historical background of the novel

o The Great Depression

o The Dust Bowl

 Define and describe the Catholic Social Teachings

 Know foundational information on Of Mice and Men

Catholic Social Teachings

 DO NOW: What is the American Dream? (3 minutes)

o Share with a partner what you wrote down. (2 minutes)

 Of Mice and Men background PPT (15 minutes)

book for class that day.

Review of the Catholic Social Teachings (15 minutes)

 The dignity of human life

o All human life created and redeemed by God is sacred.

o Dignity due to being an image and likeness of God.

 Call to family, community, and participation

o The family: foundation of society; needs support

o Society should protect dignity and growth of family

 Responsibilities and Rights

o All have right to life and to what sustains it.

o Society should foster and protect these rights.

o Responsibilities to support human rights.

 Preferential Option for the Poor

o Moral principle: universal destination of goods of the earth

o Goods of the earth for every human being

o See Christ in homeless, outcast, “unpopular”

o Appropriate use of wealth and other resources

 Be a voice for the voiceless

 Assess social acts and their impacts on the poor

o Concern for the spiritually poor

 Dignity of work and rights of workers

o God’s creation plan includes work

o Right to work in just conditions

o Individuals should work for the common good

 Stewardship of God’s creation

o Caring for our common world

o Lower use of plastics

o Caring for the environment

 1930s Migrant families

 The Great Depression

 End of the Great Depression

 1930s Ranch Life

need to give an explanation of their topic as well. (10 minutes)

tableau, you may give an explanation of your research topic.

Discussion: putting it altogether (25 minutes)

They can do this anonymously.

 Ask students the following questions:

o Why are the Catholic Social Teachings important or helpful?

 Exit Slip: (10 minutes)

o Students should do a 1, 2, 3 slip

this unit, and three things that they learned today.

Continue reading Of Mice and Men…read Chapters 2-5.