Teacher: Lord
Instructional
Framework
Lesson Focus
Standard (s)
Essential Question
Learning Target
Activating Strategy
Date: 3/2-6
Monday
Tuesday
Department: English
Wednesday
Subject: 11 Lit/Comp
Thursday
Friday
Gatsby Ch. 3 (cont’d
from Friday)
ELACC11-12RL2:
Determine two or
more themes or
central ideas of text
and analyze their
development over the
course of the text,
including how they
interact and build on
one another to
produce a complex
account; provide an
objective summary of
the text
Gatsby Ch. 4
Gatsby Ch. 4 (cont’d)
Gatsby Ch. 5
Gatsby Ch. 5 (cont’d)
ELACC11-12RL5:
Analyze how an
author’s choices
concerning how to
structure specific parts
of a text (e.g., the
choice of where to
begin or end a story,
the choice to provide a
comedic or tragic
resolution) contribute
to its overall structure
and meaning as well as
its aesthetic impact.
ELACC11-12RL5:
Analyze how an
author’s choices
concerning how to
structure specific parts
of a text (e.g., the
choice of where to
begin or end a story,
the choice to provide a
comedic or tragic
resolution) contribute
to its overall structure
and meaning as well as
its aesthetic impact.
How is Gatsby’s
party a metaphorical
representation of the
1920’s social attitude
which Fitzgerald
treats as a major
theme of the novel?
Students will see
Gatsby’s party as
Fitzgerald’s
successful attempt at
illustrating changing
societal norms of the
1920’s
Why does Fitzgerald
choose to reveal
Gatsby’s character
through his association
with Meyer Wolfsheim
in ch.4?
Why does Fitzgerald
choose to reveal
Gatsby’s character
through his association
with Meyer Wolfsheim
in ch.4?
Students will see that
Fitzgerald’s gradual
unfolding of Gatsby’s
past greatly
contributes to the
mystery of who Gatsby
really is.
Students will see that
Fitzgerald’s gradual
unfolding of Gatsby’s
past greatly
contributes to the
mystery of who Gatsby
really is.
Complete study
Think-pair-share:
Complete study guide
ELACC11-12RL4:
Determine the
meaning of words and
phrases as they are
used in the text,
including figurative
and connotative
meanings; analyze the
impact of specific
word choices on
meaning and tone,
including words with
multiple meanings or
language that is
particularly fresh,
engaging, or beautiful.
How does Fitzgerald’s
word choice of
feudal lord when
describing Gatsby’s
home throughought
ch.5 impact his
meaning and tone?
Students will
understand that by
comparing Gatsby’s
mansion to that of a
feudal lord, Fitzgerald
promotes the idea that
Gatsby is at least
subconsciously trying
to pull off the lifestyle
of an English
aristocrat…
Think-pair-share:
ELACC11-12RL4:
Determine the meaning
of words and phrases as
they are used in the
text, including
figurative and
connotative meanings;
analyze the impact of
specific word choices
on meaning and tone,
including words with
multiple meanings or
language that is
particularly fresh,
engaging, or beautiful.
(
How does Fitzgerald’s
word choice of feudal
lord when describing
Gatsby’s home
throughought ch.5
impact his meaning
and tone?
Students will
understand that by
comparing Gatsby’s
mansion to that of a
feudal lord, Fitzgerald
promotes the idea that
Gatsby is at least
subconsciously trying
to pull off the lifestyle
of an English
aristocrat…
Complete study guide
guide
Organized Crime
based on hw
assignment
NY City as setting,
based on SHMOOP
prompt, viewed on
LCD by whole group.
based on hw
assignment
http://www.shmoop.co
m/video/gatsbys-newyork
Work Session
Q&A based
discussion regarding
chapter content.
Teacher will outline
points of interest
while questioning for
understanding,
analyzing, predicting
outcomes (to
promote higher
order thinking
skills). Students will
be able to ask
questions (student
centered) as well for
clarification of
content.
Guided reading of TGG Q&A based discussion
regarding chapter
content. Teacher will
outline points of
interest while
questioning for
understanding,
analyzing, predicting
outcomes (to promote
higher order thinking
skills). Students will
be able to ask questions
(student centered) as
well for clarification of
content.
Guided reading of
TGG
Q&A based discussion
regarding chapter
content. Teacher will
outline points of
interest while
questioning for
understanding,
analyzing, predicting
outcomes (to promote
higher order thinking
skills). Students will
be able to ask questions
(student centered) as
well for clarification of
content.
Differentiation
PROCESS: class
discussion as opposed
to static delivery of
information, either
through lecture or
handout
PROCESS: Think-pairshare
PROCESS: Thinkpair-share
PROCESS: class
discussion as opposed
to static delivery of
information, either
through lecture or
handout
SUMMARIZING
FOR CLOSURE
Essential question revisited at end of
period
PROCESS: guided
reading aloud, audio
enhanced
Essential question revisited at end of period
PROCESS: class
discussion as opposed
to static delivery of
information, either
through lecture or
handout
Essential question revisited at end of period
PROCESS: guided
reading aloud, audio
enhanced
CONTENT: Video
instruction
Essential question reEssential question revisited at end of period visited at end of period
Formative/Summative
Assessment
HOMEWORK
Review of Ch. 3
study guide
Check for
understanding, student
feedback to Q/A
Complete reading of
Ch. 4
Review of Ch. 4 study
guide
Check for
understanding, student
feedback to Q/A
Complete reading of
Ch. 5
Review of Ch. 5 study
guide