Teaching & Learning Plan
ELA Grade 12- Modern Lit.
Great Gatsby Unit Plan Week # 1
Day 1 Introduction
to Great Gatsby
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Day 1: Introduction to Great Gatsby
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(Unit/ Organization)
Lesson 1:
·
KWL he
1920’s
·
Introduce Fitzgerald and the 1920’s PowerPoint.
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Introduce the Great Gatsby and relevance to
American culture during the 1920’s & today. (Intro of Great Gatsby Read
Aloud)
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Introduction to American Culture/ Behavior
during the 1920’s.
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Explain the importance of the “New” mentality
and how it relates to the novel.
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How specific inventions of electricity,
automobiles, televisions, and their impact on society.
·
Stocks & bonds- new money
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Introduce Fitzgerald and his view of American
society during the 1920’s
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How can his commentary be relevant for today’s
culture?
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Scope &
Sequence
·
KWL- 5-8 minutes
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Intro to Fitzgerald & 1920’s (25 minutes)
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Read Introduction of Great Gatsby in class
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(20 minutes)
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Complete KWL on what students gained from
lesson.
·
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Rationale
KWL- (5-8minutes)
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Giving students first few minutes of class to
access prior knowledge on the time period of the 1920’s and American culture
during that era will allow them to make greater connections to the content
that is presented, allowing for clarifications or greater comprehension. This
also allows for inquiry for further investigation.
·
Present Fitzgerald & the 1920’s PowerPoint
from slideshare.com
·
(Review
Power-Point 20-25 min) Giving
students background information on the time era of the 1920’s enables
students to gain better comprehension of Fitzgerald’s commentary in his
novel.
·
(Read
Intro of Great Gatsby in class 20 min) Read Introduction aloud, while
showing the text on projector using Kindle app. This allows students to
highlight important information that they should look forward too in the
text.
·
(Complete
KWL) Final check for comprehension Last 5 min. This enables students to
make connections to the presentation and the Introduction in the text.
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Common Core State Standards
CCSS ELA- Literacy
RL. 11-12.9
CCSS: ELA- Literacy RL. 11-12.5
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CCSS ELA- Literacy
RL. 11-12.9
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Demonstrate knowledge of eighteenth-,
nineteenth-, and early twentieth- century foundational works of American
literature, including how two or more texts from the same period treat
similar themes or topics.
CCSS: ELA- Literacy
RL. 11-12.5
·
Analyze how an author’s choices concerning how
to structure specific parts of a text contribute to its overall structure and
meaning as well as its aesthetic impact.
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Learner Outcomes
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Learner
Outcome
·
By
the end of this lesson students should see how Fitzgerald used Great Gatsby
as commentary on American Society and Culture during the decade of the 1920’s.
·
Students
will be able to make connections to similar patterns in American history and
culture.
·
Analyze
how the author depicts specific characters and events to shed light on
greater themes or ideals.
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Pre-Assessment
(KWL) Exercise
Instructional Strategy
Lesson 1:
·
KWL he
1920’s
·
Introduce Fitzgerald and the 1920’s
PowerPoint.
Introduce the Great Gatsby and relevance to American
culture during the 1920’s & today. (Intro of Great Gatsby Read Aloud
|
On a sheet of paper
create three columns, labeling them:
What I already know
What New Info I gained
What I learned
Spend 5- 8 minutes filling in prior knowledge/ the first
column that you have of the 1920’s era, and American Culture during that
time.
·
Have students fill in the first column of
their KWL and then present the Power Point found on
·
Discuss the affects of stock market on the
culture of the 1920’s. Show differences and similarities between todays
culture and what new innovations were invented during the 1920’s.
·
Read aloud: Introduction to Great Gatsby from
Kindle App. Stopping to highlight significant portions of the text .
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Ongoing Assessment
Check for Comprehension
Finding Similar Patterns
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During Lesson
Check for student comprehension, and ask students to find
similarities in today’s culture. These will not only enable students to make
connections to the past, but also relate the ideals, and behavior of
Americans in the 1920’s to present day.
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Post Assessment
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Post Assessment
Students will submit their notes from their KWL.
The final column will show how much information they
retained from what they saw in the presentation as well as the Introduction
of the text.
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Day 2 Introduction to Great Gatsby
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Day 2: Introduction
to Great Gatsby
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(Unit/ Organization)
Day 2: Lesson
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Pre- Assessment Writing Prompt
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Introduce Chapter 1 Vocabulary
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Read Chapter 1 Aloud.
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Chapter 1 Study Notes/ (Cornell Notes)
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Study Guide Questions.
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·
Give students writing prompt to access their
comprehension on previous days information.
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Introduce new academic vocabulary. Students
are responsible for reviewing their quizlet flashcards on the great Gatsby
for the upcoming assessment.
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Read as a class Chapter 1 of Great Gatsby.
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While reading aloud, Teacher will present the
text on the Kindle through the use of the projector. This allows students to
guide Cornell notes.
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Cornell Notes: Take notes on Characters and
important symbols or themes.
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Pass out study guide questions as a post
assessment/ HW.
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Scope & Sequence
·
Pre- Assessment Writing Prompt (10 min)
·
Introduce Chapter 1 Vocabulary (5 min)
·
Read Chapter 1 Aloud. (30 MIN)
·
Chapter 1 Study Notes/ (Cornell Notes)
Study Guide Questions (FINAL 15 MIN)
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(Pre-Assessment)
·
Give
Students Following Writing Prompt: (10minutes) Based on the information
given yesterday, and from the Introduction of The Great Gatsby explain how
you feel the characters will be portrayed in the following reading. What type
of attitudes, experiences will they express?
·
Introduce
Chapter 1 Vocabulary:
·
Read
Chapter 1 Aloud (30min) Have Students read aloud to monitor fluency, and
comprehension of the text. Follow reading on the projector to highlight
important passages or quotes for Cornell Notes.
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Chapter
1 Study Guide/ Cornell Notes. Post assessment/ HW (15min)
·
Pass out the chapter 1 study guide questions
and have students answer them in their notebooks. Have them respond to the
reading with Cornell Notes.
·
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Common Core State Standards
|
CCSS: ELA- Literacy
RL. 11-12.5
Analyze how an author’s choices concerning how to
structure specific parts of a text contribute to its overall structure and
meaning as well as its aesthetic impact.
CCSS: ELA- Literacy
RL 11.12. 4 Determine the meaning of words and phrases as they are used
in the text, including figurative and connotative meanings; analyze the
impact for specific word choices on meaning and tone, including words with
multiple meaning or language that is particularly fresh, engaging, or
beautiful.
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Learner Outcomes
|
·
Students should gain an understanding of how
the author choses specific tone, voice, and wording to describe setting,
characters, and mood.
·
Students should understand the meaning of
specific words, phrases and how they are being used in context to the time of
era, and within the text.
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Pre-Assessment
Instructional
Strategy
|
(Pre-Assessment)
Give Students
Following Writing Prompt: (10minutes) Based on the information given
yesterday, and from the Introduction of The Great Gatsby predict how you feel
the characters will be portrayed in the following reading. What type of
attitudes, experiences will they express?
Instruction
·
After Pre- Assessment give students new
Vocabulary, and have them find the meaning of words on quizlet.com
·
Read Chapter 1 and Have Students read aloud to monitor fluency, and comprehension
of the text. Follow reading on the projector to highlight important passages
or quotes for Cornell Notes.
·
Review
study guide questions with the class, and have students answer them in
Cornell Note style. (Purpose: Identify Symbolism/ Character Traits)
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Ongoing Assessment
Reading Assessment
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Reading Fluency check. Monitor student reading, and
comprehension through reading in class. Guide students in Cornell Notes.
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Post Assessment
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Post Assessment
Have Students complete Study Guide Questions for
Comprehension check. Students will also take notes on the first chapter,
making sure to analyze important character descriptions, and commentary of
American society.
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Day 3 Introduction to Great Gatsby
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Day 3: Introduction
to Great Gatsby
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(Unit/ Organization)
Day 3 Lesson:
·
Vocabulary Warm-Up Pre- Assessment
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Give Chapter 2 Vocabulary
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Study Guide Questions
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Read Chapter 2 Aloud
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Cornell Notes on Color Symbolism HW.
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Day 3 Vocabulary Warm-Up. Students are given vocabulary
warm up activity using the chapter 1 words given yesterday. The activity relies on students
understanding the meaning of the word in regular writing. The assessment will
show their fluency with the vocabulary words.
New Vocabulary is introduced and the study guide questions
are reviewed prior to reading. This
way they will be able to find questions when reading.
Read Chapter 2 Aloud with Students- Look for passages with
figurative language, and color symbolism.
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Scope & Sequence
|
Give Vocabulary
Warm-Up Pre- Assessment (10 minutes)
·
Give
Chapter 2 Vocabulary (5 Minutes)
·
Study
Guide Questions (5 minutes)
·
Read
Chapter 2 Aloud (30 minutes)
·
Cornell
Notes on Color Symbolism HW. (10 minutes) to be completed for homework.
|
Common Core State Standards
|
CCSS: ELA- Literacy
RL 11.12. 4 Determine the meaning of words and phrases as they are used
in the text, including figurative and connotative meanings; analyze the
impact for specific word choices on meaning and tone, including words with
multiple meaning or language that is particularly fresh, engaging, or
beautiful.
.
CCSS: ELA- Literacy
RL. 11-12.5
Analyze how an author’s choices concerning how to
structure specific parts of a text contribute to its overall structure and
meaning as well as its aesthetic impact
|
Learner Outcomes
|
Students should be able to see the symbolism Fitzgerald
uses in the text, and how it affects the story.
By the end of the lesson, students should be able to gain
fluency with academic vocabulary and understand their context within the
reading.
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Pre-Assessment
Instructional Strategy
|
Vocabulary Warm-Up.
Students are given vocabulary warm up activity using the chapter 1 words
given yesterday. The purpose is for vocabulary fluency.
·
Read
Chapter 2 and Have Students read aloud to monitor
fluency, and comprehension of the text. Follow reading on the projector to
highlight important passages or quotes for Cornell Notes.
·
Review Study
Guide Questions with the class, and have students answer them in Cornell
Note style. (Purpose: Identify Symbolism/ Character Traits)
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Ongoing Assessment
|
Check for Comprehension of the text during reading. Look
for passages of symbolism, figurative language and character analysis.
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Post Assessment
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Have students demonstrate a thorough reading of the text
through note taking.
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Day 4 Introduction to Great Gatsby
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Day 4: Introduction
to Great Gatsby
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(Unit/ Organization)
Day 4 Lesson:
·
Character Analysis Warm up:
·
Show Crash Course: Great Gatsby video
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Reflect on Color Symbolism in the text.
·
Have students pick out quotes to show how
Fitzgerald uses color to show emotion through imagery.
·
Chapter 3 Vocab & Study Guide.
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Day 4 gives student the opportunity to discuss what they
have read, and identify the main and significant events in the story. Using
the Crash Course video, use it as a way to help students who are struggling
with the text. Finding specific passages in the text that show Fitzgerald’s
use of color symbolism in the text will help students at the end of unit to
complete part of their final essay writing assignment.
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Scope & Sequence
|
·
Character Analysis Warm up: (10 minutes)
·
Show Crash Course: Great Gatsby video (11:30
minutes + depending on check for comprehension.)
·
Reflect on Color Symbolism in the text. (10
minutes)
·
Have students pick out quotes to show how
Fitzgerald uses color to show emotion through imagery. (10 minutes)
·
Chapter 3 Vocab & Study Guide.
|
Common Core State Standards
|
CCSS: ELA- Literacy
RL. 11-12.5
Analyze how an author’s choices concerning how to
structure specific parts of a text contribute to its overall structure and
meaning as well as its aesthetic impact
CCSS: ELA- Literacy
RL 11.12. 4 Determine the meaning of words and phrases as they are used
in the text, including figurative and connotative meanings; analyze the
impact for specific word choices on meaning and tone, including words with
multiple meaning or language that is particularly fresh, engaging, or
beautiful.
.
|
Learner Outcomes
|
Students should gain the significance of specific
figurative language and connotative meanings.
By the end of this lesson, students will see how
Fitzgerald is using the text, and plot to make commentary on American
Society.
|
Pre-Assessment
Instructional Strategy
|
Character Analysis Warm up:
·
Show Crash Course: Great Gatsby video.
Stopping intermittently to discuss parts of the text that we have already
read.
·
Reflect on Color Symbolism in the text.
·
Have students pick out quotes to show how
Fitzgerald uses color to show emotion through imagery.
·
Chapter 3 Vocab & Study Guide for HW
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Ongoing Assessment
|
Monitor and Check for Comprehension. Comprehension and Reading fluency
assessment through character warm up assessment. Students should be able to
identify different character descriptions and how they relate to the overall
plot.
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Post Assessment
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Study Guide Questions and vocabulary will be a post
assessment of the reading they will complete. Having the Crash course video
and guided notes will allow students to reflect deeper in the meaning of
the story.
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Day 5 Introduction to Great Gatsby
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Day 5: Introduction
to Great Gatsby
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(Unit/ Organization)
Quiz on Chapter 1-2 Reading
Show PowerPoint on color connotation and symbolism with
examples from the text.
Introduce Chapter 4 Vocab & Study Guide Questions.
Assign PowerPoint presentation topics & essays.
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Day 5 allows the Teacher to identify overall comprehension
of the text with a reading quiz. Students will also see how the use of color
affects the emotional / psychological reading of a text.
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Scope & Sequence
|
Quiz on Chapter 1-2 Reading (20 minutes)
·
Questions taken from Vocabulary HW and Study
Guide Questions.
Show PowerPoint on color connotation and symbolism with
examples from the text. (15 minutes ) Have students complete color
connotation worksheet.
Introduce Chapter 4 Vocab & Study Guide Questions. (5
minutes)
Assign PowerPoint presentation topics & essays. 20
minutes)
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Common Core State Standards
|
CCSS: ELA- Literacy
RL 11.12. 4 Determine the meaning of words and phrases as they are used
in the text, including figurative and connotative meanings; analyze the
impact for specific word choices on meaning and tone, including words with
multiple meaning or language that is particularly fresh, engaging, or
beautiful.
|
Learner Outcomes
|
By the end of this lesson students will gain comprehension
of color connotation and how it is applied in the text.
Through character analysis, students should be able to
identify how characters actions, tone and conflict are affecting the plot.
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Pre-Assessment
Instructional Strategy
|
Pre Assessment- (Chapter 1& 2 Quiz) Students will
complete quiz in short answer written responses based on the questions from
the previous nights homework.
Review Chapter 3 and its important events.
Discuss new Study guide questions, and vocabulary from
chapter 4.
Teacher will review new vocabulary and the new chapter
study. Assign Prezi presentation for selected project activities. Students
chose from different prompts to complete a presentation, which will analyze
possible topics: plot, character traits, themes, symbols, commentary on
American culture, or parallel of history.
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Ongoing Assessment
|
Reading Quiz and Check for Comprehension through class
discussion.
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Post Assessment
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Chapter 3 vocabulary and Study guide questions, and
preparation for power point presentation for final project.
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Reading Fluency Assessment Rubric
(Assessment Rubric from Study
Guide) Berlin.
ORAL READING
EVALUATION - The Great Gatsby
Name ____________________ Period___________________ Date: _________________
SKILL EXCELLENT GOOD
AVERAGE FAIR POOR
Fluency 5 4 3 2 1
Clarity 5 4 3 2 1
Audibility 5 4 3 2 1
Pronunciation 5 4 3 2 1
Total Grade _____________
Comments:
(Assessment
from Great Gatsby Study Guide)
Directions:
Choose ONE of the page numbers you are given and find the color
mentioned.
Write down the short phrase it is in and then using the knowledge we worked
on yesterday
in our groups, analyze that color and what it could mean for that part of the
novel.
Color Page #
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Quote from Novel
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Meaning
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Connotation/ Symbolism
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Black 14, 41,56, 93
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Blue 27,29, 30,98
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Gold 1,72,84,89
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Green 68, 89,104,111
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Brown 31
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Grey 31,63,
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Lavender 98
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Yellow 40,43,47,55
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Pink 99
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Red 12, 22, 25,71
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White 11,12,32,34,40,46
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References:
F. Scott Fitzgerald. “ The Great Gatsby” Wordsworth Press.
Kindle Ed. 2014
Collins Mary B.
The Great Gatsby Study Guide. Teacher’s Pet Publications Inc. 1996 Berlin,
Maryland.
Green, Tom. Crash
Course: “ Like Pale Gold: Crash Course The Great Gatsby English Lit. 2014
Slide Share.com “ F. Scott Fitzgerald and the 1920’s.
