LONGWOOD LESSON PLAN TEMPLATE
Subject(s) & Grade Level: IB English 12
Teacher Name: R. Eaker
Length of Class Periods: 90 minutes
Stage of writing process: Pre-writing
Lesson Focus: Social studies
Standards of Learning:
SOL #: 12.4a The student will compare and contrast the development of British literature
in its historical context.
Applicable NCTE National Standard(s):
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 to
communicate their discoveries in ways that suit their purpose and audience.
General Objective(s):
Students will examine primary source documents from the 1920s in order to better understand the
context of The Great Gatsby. In addition, students will prepare for a short research project they will
be doing by pre-writing about these documents.
Specific Learning Objectives
Instructional Procedures
The student will be able to. . . [Use Bloom’s
The teacher will. . .
taxonomy verbs.]
Introduction [anticipatory set, focus, relate to previous learning; < 5 minutes]:
 Brainstorm ideas regarding culture in
 Ask students: what do you know about
the 1920s.
the 1920s?
 Guide students as they share what they
already know about the 1920s.
 Explain that students will be reading The
Great Gatsby, which is set in the 1920s.
Main Lesson
 Listen and understand directions for the
 Have students download the artifacts
assignment
Word Doc from class website
 Explain to students that they should
click the links in the document. They
should then jot down things that each
artifact reveals about the culture of the
1920s. Students may do this in
whatever form they choose: a list, a web,
a chart, etc. Students will do this
assignment with a partner.
 Think critically about each artifact,
 Monitor students as they work, keeping
working collaboratively to figure out
them on task and answering questions.
what each artifact might reveal about

the culture of the 1920s.
Discuss their findings with the class.

Lead a discussion in which students
share their observations.
Closure [sum up and reflect on the day’s learning; prepare for homework or future work; < 5
minutes]:
 Understand directions and ask
 Hand out RAFT guidelines. Explain that
questions.
students will be creating a research
product, using the artifacts they
examined as a jumping off point. They
will use the Library of Congress and
Google Cultural Institute to find three
additional artifacts relating to: art,
music, food, fashion, or literature.
Explain that students will ultimately be
completing the following RAFT:
Role: Editor
Audience: Magazine readers
Format: Pop culture magazine article
Topic: What’s Trending in ________________
 For homework, students will need to
have picked out these three artifacts and
provided MLA citations for each
Extension/assignment:
Homework: Students will find three artifacts pertaining to pop culture in the 1920s. They will need
to come prepared to the next class with these artifacts to work on their RAFT.
Accommodations/provisions for individual differences:
Accommodations will be provided on an individual basis as needed.
Formative/summative evaluation:
Students will turn in their RAFT for a quiz grade.
Products students will create:
RAFT with MLA citations of found artifacts
Materials/resources:
Word Doc containing artifacts
Directions for RAFT
Sources for ideas/materials in APA format:
Library of Congress
Google Cultural Institute
Rationale [Why is this content/skill important for students? How will this specific instruction be
effective in helping students learn? Connect to course readings and experiences.]:
To better understand a work of literature, students need to understand the cultural context of that
work of literature. This lesson will help students go get a better picture of what life was like in the
1920s while, at the same time, creating interest in the topic. This lesson also allows students to
explore primary source documents and synthesize their findings as individuals and as a class.