Name __Jessica Benson____________
Lesson Planning Template
I. Content of Lesson (Topic/Key Concept): The Great Gatsby
Date __________
Grade level: 11
Connections:
Why is this content important? How does it apply to students’ lives?
National/State Standard and Local Benchmarks:
What national and state standards and district benchmarks does this lesson
target?
RL.11-12.3. Analyze the impact of the author’s choices regarding how to
develop and relate elements of a story or drama (e.g., where a story is set, how
the action is ordered, how the characters are introduced and developed).
The students will be inferring a person’s character which is
something they do/will do as they interact with people throughout
their lives.
SL.11-12.1. Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
Goal(s)/Objective(s) of the Lesson:
What do you want the students to know and do by the end of this lesson? What overarching questions do you want them to answer? Are there IEP goals for
particular children that could be incorporated into this lesson? Goals must be observable, measureable, and contain the conditions, behavior, and criteria
required for success.
To understand the characters in more depth. The students will be able to analyze the characters’ actions and develop ideas about who they are.
Assessment Targets and Methods:
Describe how you intend to assess to determine whether students achieved lesson goals. Assessments must match your goals and your instruction.
If relevant, please attach your assessment tools (tests, projects, graphic organizers, etc.).
The students will read their responses out loud tomorrow. I will assess their knowledge then as well as through listening to small group
discussion.
Maine’s Impact Study for Technology in Mathematics Professional Development
© EDC / NEIRTEC 2002 Adapted with permission
1
II. Pedagogical Considerations: Student Descriptions, Prior Knowledge, Differentiation, and Management
Classroom Description:
Please include demographic information (race, gender, class, disability) and any other relevant information regarding your class.
The class is made up of all 16 girls and 1 boy. At this point, the students will have read chapters 1 and 2 of The Great Gatsby. There are no students present
in the class with any sort of disability.
Student Descriptions:
Select two students to keep in mind during this lesson-designing process. These students should represent an academic, behavioral, and/or social range of
learners in your class (e.g. struggling, average, high performing). If possible, consider students who are identified as having special needs. Write a positive
student profile for each of the students, including like/dislikes, strengths/needs, communication, behavior, academic performance, social skills, and other
information you consider pertinent.
Amanda: shy but very intelligent; never participates in class discussions
Shey: shy but not very intelligent; rarely participates in class discussions
Prior Knowledge:
What should students know to engage in the lesson? How will you assess the knowledge/skills your students have? How will you build on this knowledge?
What will you do if you find they do not have the anticipated prior knowledge? What are common misconceptions students may have regarding the content
in this lesson that you will have to address?
The students should have read chapter 2 of the book before class. The small group discussion will help the students assess themselves on their previous
knowledge. If they are able to contribute to the conversation, both the student and I will be able to assess appropriately.
Classroom Management:
What positive management strategies will you utilize during the lesson? How will you communicate your expectations of student behavior? What positive
behavioral supports will be in place? Consider setting expectations, praising desired behavior, purposeful partnering/grouping, increasing student
responsibility, individual behavior plan, choice, scheduled breaks, voice/tone, incentives, pacing, transitions (between and within lessons), etc.
The small group work lends itself as a classroom management technique for this class. I will start communicate my expectations to the class before they start
their discussions by telling them upfront what I want them to do.
Maine’s Impact Study for Technology in Mathematics Professional Development
© EDC / NEIRTEC 2002 Adapted with permission
2
II. Pedagogical Considerations: Student Descriptions, Prior Knowledge, Differentiation, and Management
III. Technology Components/Considerations
What instructional and/or assistive technology or resources you will use for this
lesson?
I will use the chalk board but no other forms of technology.
What are the limitations of these resources? How will you compensate
for these limitations?
The chalk board isn’t limited much other than space to write.
Preparation
LESSON DESCRIPTION
Materials Preparation:
What type of preparation is needed before you can begin the lesson
(seating arrangement, lab set-up, audio/video equipment, etc.)? What
instructional resources/materials will you need?
Division of Responsibilities:
What other adults will be present? Describe the roles and responsibilities
of each.
I will need to have my handout printed for the class ahead of time.
Mr. Phelps: provide support, help manage the classroom
Lesson (steps of the lesson including
transitions between steps)
Remember to include instructional
arrangement, lesson format, and other
important organizational information for
each step in your lesson. Also, include all of
the directions you will give your students.
Questions for Learners (to guide instruction
and check for understanding)
Rationale Statements
Identify and explain how the components of
this lesson meet the specific needs of
individual students (especially the two you
described in the beginning of this plan)
including receptive and expressive needs of
students and ways to keep the students
engaged.
Maine’s Impact Study for Technology in Mathematics Professional Development
© EDC / NEIRTEC 2002 Adapted with permission
3
Lesson (steps of the lesson including
transitions between steps)
Remember to include instructional
arrangement, lesson format, and other
important organizational information for
each step in your lesson. Also, include all of
the directions you will give your students.
Questions for Learners (to guide instruction
and check for understanding)
Introduction
I will start the class by telling the students that
today we will be looking at some of the main
characters: Gatsby, Jordan, Daisy, and Nick.
We will be doing this to get a better
understanding of who the characters are.
Rationale Statements
Identify and explain how the components of
this lesson meet the specific needs of
individual students (especially the two you
described in the beginning of this plan)
including receptive and expressive needs of
students and ways to keep the students
engaged.
This is important because if the students do not
understand who the characters are early in the
book, they will not be able to comprehend the
rest of the book.
I will then hand out the sheet that I would like
the students to work on (see attached). I will
explain that I want them to develop a character
profile for one of the characters we are looking
at.
The class will be divided so each character will
be analyzed. We will count off by 4’s to form
groups and a character will be assigned to the
group.
The textual evidence will help the students
support their ideas. This is good practice for
paper writing which they will do later.
The students will think of responses to the
questions and find textual evidence that leads
them to believe it.
Maine’s Impact Study for Technology in Mathematics Professional Development
© EDC / NEIRTEC 2002 Adapted with permission
4
Closure
Core Instruction
Lesson (steps of the lesson including
transitions between steps)
Remember to include instructional
arrangement, lesson format, and other
important organizational information for
each step in your lesson. Also, include all of
the directions you will give your students.
Questions for Learners (to guide instruction
and check for understanding)
Rationale Statements
Identify and explain how the components of
this lesson meet the specific needs of
individual students (especially the two you
described in the beginning of this plan)
including receptive and expressive needs of
students and ways to keep the students
engaged.
Possible Lesson Adjustments: What will you
do if you run short on time and are unable to
finish the lesson or if your lesson took less time
than expected and you have extra time?
If time runs out, I will ask the students to think
about this while they are reading tonight, and
we will start tomorrow with a few minutes of
work time.
Please attach activity sheet(s) and assessment tools if used in the lesson. Also include a reference for where you found the idea, if applicable.
Maine’s Impact Study for Technology in Mathematics Professional Development
© EDC / NEIRTEC 2002 Adapted with permission
5
The Great Gatsby:
Character Analysis
What clothes/other things would you
buy?
Answer
What section of the
newspaper/magazine would you read?
What books/movies/music would you
enjoy?
What is your economic position?
Maine’s Impact Study for Technology in Mathematics Professional Development
© EDC / NEIRTEC 2002 Adapted with permission
6
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