English 3
The Great Gatsby
UbD Unit Cover Page
Unit Title: American Dream
Grade Level: English 3
Subject/Topic: The Great Gatsby
Key Words: American Dream, Jazz Age, Nouveau riche, Roaring 20’s, Modernism
Designed by: A. Hallman & H. Mooneyham
School District: Newberry County
Time Frame: TBD
School: NHS & MCHS
Brief Summary of Unit (including curricular context and unit goals):
This unit will focus on the concept of ‘The American Dream.’ Students will look at The
American Dream in the context of a cynical period of American history that has influenced our
society (Roaring 20’s). Students will also evaluate their own status within The American
Dream and its place in a new century. Students will analyze the novel and examine
informational texts pertaining to the period. Students will demonstrate their understanding of
the period and the novel by creating a 1920’s style newspaper called The West Egg Observer.
Unit Design Status:
Completed template pages – Stages 1, 2, and 3
Completed blueprint for each performance task
Directions to students
Completed rubrics
Materials and resources listed
Suggested accommodations
Suggested Extensions
Status:
Initial Draft (date: June 10, 2009)
Revised draft (date: June 16, 2009)
Peer Reviewed
Content reviewed
Field Tested
Validated
Anchored
E3 - 1
Stage 1- Identify Desired Results
Established Goals:
Standard E3-1
The student will read and comprehend a variety of literary texts in print
and nonprint formats.
Indicators: E3-1.1, E3-1.2, E3-1.4, E3-1.6
Standard E3-2
The student will read and comprehend a variety of informational texts in
print and nonprint formats.
Indicators: E3-2.2, E3-2.3, E3-2.4, E3-2.5, E3-2.6, E3-2.7
Standard E3-5
The student will write for a variety of purposes and audiences.
Indicators: E3-5.1, E3-5.2, E3-5.3, E3-5.4, E3-5.5
Standard E3-6
The student will access and use information from a variety of sources.
Indicators: E3-6.1, E3-6.2, E3-6.3, E3-6.4, E3-6.5, E3-6.6, E3-6.7, E3-6.8
What essential questions will be
considered?
What understandings are desired?
1. What is meant by The
American Dream?
2. How do the characters in The
Great Gatsby exhibit or not
exhibit these characteristics of
The American Dream?
3. Does The American Dream still
exist today? How does it apply to you?
4. What connections can you
make between The Great Gatsby
and informational texts about
The American Dream and the
Roaring 20’s?
E3 - 2
1. The American Dream represents an
ideal implying that position, wealth,
and power can be achieved by anyone
through hard work.
2. While some characters see The
American Dream as an illusion, others
see it as a tangible reality; still others
fail to attain it because of their
unrealistic approach.
3. The existence of The American Dream
depends on each individual’s definition
and the context of his or her life.
4. The American Dream is seen to exist
through available informational text.
What key knowledge and skills will students acquire as a result of this unit?
Students will know…
Students will be able to…
1. Characteristics of Modernism
2. The effect of the Roaring 20’s on
American Society
3. Old Money v. Nouveau riche
during the 1920’s
4. The American Dream and its
existence in literature and today’s
world
1. Analyze informational texts for facts, bias,
and propaganda.
2. Describe, analyze, and evaluate character,
plot, conflict, and theme in The Great
Gatsby.
3. Describe the American Dream’s place in
society today.
4. Compare and Contrast the different layers
of society
Stage 2- Determine Acceptable Evidence
What evidence will show that students understand?
Performance Tasks:
1.
2.
3.
4.
5.
Create a 1920’s Newspaper based on the available informational text and the novel
Expert Groups (See attached list of suggestions)
Roaring 20’s Webquest (Search online for Current Webquest)
Socratic Seminar
Timed Essays/Writing Prompts
What other evidence needs to be collected in light of Stage 1 Desired Results?
Other Evidence
(e.g., tests, quizzes, prompts, work samples, observations)
Reading Quizzes ( Teacher’s Pet or create your own)
Journal Prompts (Teacher’s Pet or create your own)
Observation
Student Self–Assessment and Reflection
Self/Peer Evaluation on Group Project
Editing/Peer Editing on Assigned Essays
Exit Slips
E3 - 3
Stage 2- Determine Acceptable Evidence (continued)
Assessment Task Blueprint
What understandings or goals will be assessed through this task?
Standard E3-1
The student will read and comprehend a variety of literary texts in print
and nonprint formats.
Indicators: E3-1.1, E3-1.4, E3-1.6
Standard E3-2
The student will read and comprehend a variety of informational texts in
print and nonprint formats.
Indicators: E3-2.2, E3-2.3, E3-2.4, E3-2.5, E3-2.6, E3-2.7
Standard E3-5
The student will write for a variety of purposes and audiences.
Indicators: E3-5.1, E3-5.2, E3-5.3, E3-5.4
Standard E3-6
The student will access and use information from a variety of sources.
Indicators: E3-6.1, E3-6.2, E3-6.4, E3-6.5, E3-6.6, E3-6.7, E3-6.8
What criteria are implied in the
standards and understandings
regardless of the task specifics?
What qualities must student work demonstrate
to signify that standards were met?
1. Evaluate and apply what is read to
analysis of texts (character, plot,
conflict, and theme).
2. Students will be able to evaluate
informational texts for bias and
propaganda.
3. Students will be able to conduct
research and organize information
on a chosen topic.
4. Students will create and design an
authentic informational publication.
1. Students will be assessed through
appropriate responses on quizzes and
journal prompts.
2. Understand and synthesize informational
text for presentation to the class.
3. Students can successfully create a non
print resource based on available
materials.
4. Students will analyze the novel in a
discussion panel format.
Through what authentic performance task will students demonstrate
understanding?
Task Overview:
Through group collaboration, students will design a 1920’s newspaper called The West Egg
Observer.
E3 - 4
What student products and performances will provide evidence of desired
understandings?
Through group collaboration and research, students will design a 1920’s newspaper that
will include:
1.
2.
3.
4.
5.
6.
7.
Front Page / Headlines
Arts & Entertainment
Sports
Advertising
Technology
Classifieds/Editorial
Editors/Layout Specialist
By what criteria will student products and performances be evaluated?
The 1920’s Newspaper will be graded using the following Rubric:
Use of informational Text
Novel Analysis
Format
Conventions/Language Use
Peer Evaluation
Self Evaluation
25 Points
25 Points
15 Points
15 Points
10 Points
10 Points
E3 - 5
Stage 3- Plan Learning Experiences
WHERETO and WOW Design Qualities
Sequence of teaching and learning experiences will equip students to engage with, develop,
and demonstrate the desired understandings? Use the following sheet to list the key
teaching and learning activities in sequence. Code each entry with the appropriate initials of
the WHERETO elements and WOW Design Qualities.
1. Introduction of the American Dream, Jazz Age, Nouveau riche, Roaring 20’s,
Modernism. (W, H, E, O; Content and Substance, Organization of Knowledge)
2. Essay on how the American Dream applies to you. (H, R, E2, T, O; Clear and
Compelling Product Standards, Protection from Adverse Consequences,
Authenticity)
3. Expert Groups (E, R, T, O; Content and Substance, Organization of Knowledge,
Product Focus, Affirmation of Performance, Choice)
4. During Reading Activities: Quizzes, Response Journals, Socratic Seminar, (E, R, E2,
O; Content and Substance, Organization of Knowledge, Clear and Compelling
Product Standards, Product Focus, Affirmation of Performance, Affiliation,
Novelty and Variety)
5. Jazz Age Webquest (W, H, E, R, O; Content and Substance, Organization of
Knowledge, Product Focus, Affiliation, Novelty and Variety, Choice)
6. Select the appropriate informational texts on the 1920’s that are suitable for the group of
students involved in the activity. (H, E, R, T, O; Organization of Knowledge, Novelty
and Variety)
7. Group Research on Newspaper assignment (W, H, E, T, O; Clear and Compelling
Product Standards, Protection from Adverse Consequences for Initial Failures,
Product Focus, Affiliation, Choice)
8. Create a 1920’s Newspaper (W, H, E, R, T, O; Organization of Knowledge, Product
Focus, Clear and Compelling Product Standards, Affiliation, Novelty and Variety,
Choice)
9. Self/Peer Reflection (W, R, E, T, O; Organization of Knowledge, Clear and
Compelling Product Standards, Protection from Adverse Consequences)
E3 - 6
Suggested Expert Group Topics:
Jazz Age
Roaring Twenties
Lost Generation
Modernism
Harlem Renaissance
Prohibition
Speakeasies
Women’s Suffrage
Flappers
The Charleston
World War I
Kaiser Wilhelm
Red Scare
Black Sox Scandal
Stocks and Bonds
E3 - 7