Beverley Joseph
LAE 4335
Professor Edge
Unit plan
Unit Plan:
4 points of Conflict in Literature
April 2010
Unit Plan: 4 points of Conflict in Literature_11th/12th Grade
Honors
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
1
Saturday
2
1.
Introductory
Lesson—1st
part:
Man vs. Man
Week
(The Great
Gatsby)
Man vs.
Society
Week
(The Great
Gatsby)
Man vs. Self
Man vs.
Week
Nature
(Old Man and
Week
the Sea)
(Old Man and
the Sea)
*General
overview of
the unit
*Introductory
Discussion
*Written
Assignment:
Based on
discussion-Students will
take what they
discussed and
write in their
journals. The
quick write
will be open
for anything
that is on their
mind. After 15
minutes,
students will
do a thinkpair-share
about a
conflict they
experienced
recently, and
how they felt
about it.
3
4
Man vs. Man
Week
(The Great
Gatsby)
5
(55 minute
period)
*Introduce
literary
conflict for the
week
6
Begin
Reading
Great Gatsby
in class
(Chapter 1)
*Homework:
Student will
watch the
news and find
a story where
there is a man
vs. man
conflict. They
will write in
their journal
about the
conflict and
their opinion
on the matter.
How would
they have dealt
8
In class
reading
(Chapter 2)
Followed by
discussion
Homework:
Read Great
Gatsby
(Chapters 3
&4)
9
(55 minute
period)
(55 minute
period)
*Go over
vocabulary
words for the
week
Pass out
Character
Analysis Sheet
to students
Pass our
Conflict
organizer
7
Vocabulary
Quiz
(no class)
(Block period:
1:30 min)
In class
reading
(Chapter 5)
followed by
discussion
Library Day:
Students will
go in the
library to work
on the Great
Gatsby
Magazine
Project
In class
reading
(Chapter 6)
followed by
discussion
10
with the
situation if it
were they?
11
Man vs.
Society
Week
(The Great
Gatsby)
12
(55 minute
period)
*Introduce
literary
conflict for the
week
*Go over
vocabulary
words for the
week
In class
reading
(Chapter 7)
followed by
discussion
13
(55 minute
period)
In class
reading
(Chapter 8)
followed by
discussion
Homework:
Read Great
Gatsby
(Chapter 9)
14
(no class)
15
16
(Block period: (55 minute
1:30 min)
period)
Discussion:
There will be a
brief
discussion on
the ending of
the book.
Students are
encouraged to
share thoughprovoking
matter with the
class.
Movie
Showing:
Students will
be shown clips
of the Great
Gatsby
depicting the
main
characters.
Students will
complete
compare/contr
ast sheet
during movie
to turn in after
the movie.
Library day:
Students will
go in the
library to work
on the Great
Gatsby
Magazine
Vocabulary
Quiz
Students will
turn in
completed
Character
Analysis &
Conflict
organizer
worksheet
today
Debrief on the
story: The Old
Man and the
Sea
17
Project.
18
Man vs. Self
Week
(Old Man and
the Sea)
19
(55 min)
*Bellwork:
Pick a quote
from the book,
The Old Man
and the Sea”
and interpret it
-“But a man is
not made for
defeat. A man
can be
destroyed but
not defeated”
-“A man is
never lost at
sea”
-“The greatest
conflicts are
not between
two people but
between one
person and
himself”
Think/Pair/Sh
are
Vocabulary
words
*In-class
reading: The
class will read
Day 1 of: The
Old Man and
the Sea
*Assignment:
Pass our
character
analysis and
conflict
organizer
20
(55 minute)
*Bellwork:
Students will
write in
journals their
thoughts on
the first
section of The
Old Man and
the Sea
-Students will
exchange
papers and give
feedback on
bottom of
peer’s entry
*In class
reading:
Today the
students will
read Day 2 of
The Old Man
and the Sea
*Mini
discussion:
*Assignment:
Character
analysis sheet
Homework:
Read Day 3 of
The Old Man
and the Sea
21
No class
22
23
(1 hour 30
min)
*No Bellwork
(55 min)
*No Bellwork
*In class
reading:
Students will
read Day 4 of
The Old Man
and the Sea
*Class
Discussion
Today the
students are
allowed to talk
about anything
that stood out
to them,
confused or
related to
them.
Vocabulary
Quiz
*In class
reading:
Students will
finish the Day
5 reading of
The Old Man
and the Sea
*Class
Discussion
There will be a
brief
discussion on
the ending of
the book.
Students are
encouraged to
share thoughprovoking
matter with the
class.
24
worksheet
*Class
discussion
25
26
(55 minute
period)
Man vs.
Nature
Week
(Old Man and *Introduce
literary
the Sea)
conflict for the
week
*Go over
vocabulary
words for the
week
Group
Activity:
Santiago Eharmony
profile—About
me
27
(55 minute
period)
Group
Activity:
Santiago Eharmony
profile—About
me
*Students will
turn in activity
at the end of
class
28
(no class)
29
30
(Block period: (55 min)
1:30 min)
Vocabulary
Quiz
*Movie:
Students will
be shown the
1990 movie
Students will
version of the
turn in
book. They
completed
will compare
Character
and contrast
Analysis &
various
Conflict
aspects
organizer
between the
worksheet
book and
today
movie.
Students will
Students will
turn in at the
turn in
end of the
Magazine
period
Project
Library day:
Students will
go in the
library to work
on the Great
Gatsby
Magazine
Project.
Debrief on
projects and
overall
experience
with unit
Rationale
It is imperative that students are taught the four points on conflicts in literature,
due to the fact that everyone deals with some type of conflict in their daily lives. Most
students have difficulty dealing with issues in the classroom and in their daily lives
because they do not know how to determine, dissect and deal with conflicts. The students
believe that conflicts are always solved in negative ways and fail to comprehend that
conflict is essential in people’s lives. Whenever you're reading a story, conflict is the
main device that's going to drive a story forward. Students will already have
preconceived notions that conflict is negative because of its association; rarely is the term
“conflict” associated with anything positive. Society’s view of conflict is usually
something that is an obstacle or hurdle in someone’s life, or an opposition to interests,
values, actions or directions.
According to Merriam-Webster conflict is 1: fight, battle, war; 2a: competitive or
opposing action of incompatibles: antagonistic state or action (as of divergent ideas,
interests, or persons) b: mental struggle resulting from incompatible or opposing needs,
drives, wishes, or external or internal demands; 3: the opposition of persons or forces that
gives rise to the dramatic action in a drama or fiction. I will introduce them to the four
conflicts, making sure to satisfy the overall unit goals. By teaching them about man vs.
society, students will explore how conflict brings about change; for instance: changes in
society. The lesson on man vs. self will enable students to consider how conflicts affect
and relate to their personal lives. Most importantly, as students are introduced to the
follow conflicts:
1. Man vs. Man-- one person versus somebody else in the story that's causing him or her problems.
2. Man vs. Self-- an internal conflict in which the main character wrestles with their morals to make
a particular decision
3. Man vs. Society--some kind of government or something completely beyond their control that is a
large element to society causing problems for them.
4. Man vs. Nature--some kind of natural disaster--hurricane, tornado, earthquake that is beyond the
character's control that is causing them problems.
They will be able to identify a literary conflict as well as argue their claims using textual
evidence to support their assertions.
Students are capable of thinking abstractly and analyzing literary conflicts if
presented with material that relates to their daily struggles. When looking at Jean Piaget’s
theories on Cognitive Development, he states that a child who is 12 years and older enters
a Formal Operations Stage in which they “become increasingly competent at adult-style
thinking [which] involves using logical operations, and using them in the abstract, rather
than the concrete; We often call this hypothetical thinking” (Boeree). Furthermore,
Barbara Stanford, an educator, believes “[Students] are capable of quite sophisticated
writing and analysis of literature if they are led to abstract ideas from concrete, everyday
experiences.”
By combining a study of conflict management in everyday life with a study on
conflict in literature, students will be able to strengthen their learning of intricate
concepts in different texts and classroom discussion. Throughout this unit, I will be using
two texts: The Great Gatsby and The Old Man and the Sea. I believe that it is important
for students to be introduced to a few classics that are commonly taught in other high
schools as well as institutions of higher learning. For the first two weeks, the conflicts
man vs. man and man vs. society will be reinforced with The Great Gatsby. For instance,
conflicts in the story such as the one between Jay Gatsby and Tom Buchanan represents
man vs. man while the status of old money vs. new money personify the conflict man vs.
society.
During the two weeks of The Great Gatsby, the students will complete The Great
Gatsby Magazine Project. They will be provided two library research days to research
information on the 1920s. Students are required to produce at least 2 articles as well as an
entry in the Op-Ed section. A critical aspect of this project will be the Op-Ed column in
which every student in each group will portray a writer that is speaking out on the old
money vs. new money conflict. This will enable students to further delve into the
historical conflicts of that time and think critically on the issue at hand.
In the last two weeks, the conflicts man vs. self and man vs. nature will be
introduced to the students using the novella The Old Man and the Sea. The story portray
the conflicts the man character Santiago undergoes with himself (man. vs. self) and his
journey after the marlin on the sea (man vs. nature). There will be a group activity where
students will all play the part of Santiago. Each group will create a scenario in which
Santiago is in battle with himself and provide a conflict and resolution. This activity will
strengthen the student’s understanding on conflict and it’s implications on life; in this
case Santiago’s life. At the end of each book, students will be shown a portion of the
movie version of the book. This will help students visualize the characters of the stories;
they will be required to compare and contrast the book and movie version to help them
think critically on both the visual and textual aspects.
There are critics such as parents that do not like that idea of students addressing
conflicts because it is too depressing; some students have had a hard life etc.
Administrators might think instead of having students learn about literary conflicts, I
need to be teaching test taking strategies for the FCAT. I believe that it is imperative that
students learn and understand that conflicts are prevalent in everyday life. They should
know how to detect, dissect and deal with a conflict when it occurs. Most importantly,
after successfully completing this unit, students will see they are not alone and that other
characters in literature have dealt with conflicts and risen above them.
References
Boeree, C.G. (n.d.). Jean Piaget. Retrieved from
http://webspace.ship.edu/cgboer/piaget.html
Conflict. (2010). In Merriam-Webster Online Dictionary. Retrieved April 5, 2010, from
http://www.merriamwebster.com/dictionary/conflict
Stanford, B.S. (1995). Conflict and the story of our lives: Teaching
English for violence prevention. The English Journal , 84(5), 38-42
Goals and Rubrics
Unit Goals:
1. Students will be able to think abstractly and analyze literary conflicts
2. Students will be able to identify a literary conflict and argue their claim using
textual evidence
3. Students will be able to relate conflict in literature to their everyday lives
4. Students will be able to strengthen their learning of intricate concepts in different
texts and classroom discussion
5. Students will know they are not alone when it comes to conflict and that other
characters in literature have dealt with conflicts and risen above them.
Course Requirements and Evaluation:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Attendance—5%
Participation—15%
Journal—10%
Quizzes—15%
Character Analysis Sheet—5%
Conflict Organizer—10%
Great Gatsby Magazine Project—20%
Book & Movie Compare/Contrast Worksheet—5%
Santiago E-Harmony Profile Project—15%
Total: 100%
Assignments
Assignments:
Participation in Discussions (15%):
Students are required to participate in the many discussions that will be held during class.
Non-verbal and verbal participation is necessary for students to grasp the concepts that
will be discussed during this time. Active listening is stressed in part for respect to the
speaker and the rest of the class.
4
3
3
1
Listening
Student was still in their
seat while engrossed in
the story or actively
listening to the discussion,
forming their own ideas
and opinions.
Student was still in
their seat, listening
to the story and
discussion for a
majority of the time
(80%), but was
never disruptive.
Student was fidgety
in their seat while
listening, but never
made disruptive
sounds.
Discussion
Student actively
participates with
thoughtful and insightful
ideas and comments.
Student participates
less, but with
thoughtful and
insightful ideas and
comments.
Questioning
Student asks many
insightful questions that
demonstrate formation of
own ideas and opinions
from story and discussion.
Student asks limited
questions, but they
are insightful and
demonstrate the
formation of own
ideas and opinions
from story and
discussion.
Student actively
participates with
ideas and comments
that demonstrate
expected
understanding.
Student asks many
questions that
demonstrate
understanding of
story.
Student was fidgety
and possibly noisy
when should be
silent, however,
shows that is making
the effort to listen
quietly more
consistently.
Student discussion
limited, but what
does say
demonstrates
expected
understanding.
Student asks few
questions that
demonstrate an
understanding of the
story.
CATEGORY
Quizzes (15%): Every Friday there will be a vocabulary quiz based on terminology found
in the text that the students are reading. They will be given 10 vocabulary words in which
they are required to match the word with the definition. They will then use 5 vocabulary
words of their choice to write a sentence.
CATEGORY
4
3
2
1
Spelling
All words used in
both the definition
and sentences are
accurate.
All but 1 word in
all the definitions
and sentences are
accurate.
3 or more spelling
mistakes in the
definitions and/or
sentences
Content
All words have
correct part of
speech clearly
identified,
definition, and
appropriate
sentences clearly
illustrating
students
comprehends the
vocabulary word.
1 inaccuracy in
part of speech,
definition, or
sentence.
Sentences may, at
times, be
simplistic.
2 mistakes in
spelling
throughout the
definitions and
sentences.
2 inaccuracies in
part of speech,
definition, and/or
sentence.
Sentences are
mostly simplistic
and lacking
appropriateness.
Grammar
No mistakes in
end punctuation or
capitalization in
all the sentences.
1 mistake in either
end punctuation
and/or
capitalization in
all the sentences.
Readability
Student writing is
clearly
understandable
and appropriate.
Reader can easily
comprehend
student's meaning.
Student writing is
mostly
understandable
and appropriate.
Reader can
comprehend
student's meaning.
2 mistakes in
either end
punctuation and/or
capitalization in
all the sentences.
3 or more
inaccuracies in
part of speech,
definition, and/or
sentence.
Sentences may be
missing,
inappropriate
and/or incomplete.
3 or more
mistakes in either
end punctuation
and/or
capitalization in
all the sentences.
Student writing is Student writing is
messy/sloppy to
messy/sloppy to
the point of
the point of
distraction. Reader incomprehension
can, with
by the reader.
difficulty,
Reader cannot
understand some
comprehend
of the student's
student's meaning.
meaning.
Quiz #1: The Great Gatsby
Name: _________________________________
Date: _____________
Period: _____
Part 1.
Directions: Match the vocabulary work in section A. with it definition in section B.
A.
_____Incredulous
_____Conscientious
_____Reciprocal
_____Supercilious
_____Intimation
_____Complacent
_____Anon
_____Infinite
_____Wan
_____Feign
B.
A – Mutual; corresponding; matching;
complementary; equivalent.
B – Often without awareness of some potential danger
or defect; self-satisfied.
C – Having or showing arrogant superiority to and
disdain of those one views as unworthy.
D – Meticulous; careful; painstaking; particular.
E – Indefinitely or exceedingly large.
F – In a short time; soon.
G – Of an unnatural or sickly pallor; pallid; lacking
color.
H – Make known subtly and indirectly; hint.
I – To imitate deceptively; to make believe; pretend.
J – Indicating or showing unbelief.
Pt. 2:
Directions: Write a sentence using 5 vocabulary words of your choice. Keep in mind
spelling, content, grammar and readability.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Quiz #2: The Great Gatsby
Name: _________________________________
Date: _____________
Period: _____
Part 1.
Directions: Match the vocabulary work in section A. with it definition in section B.
A.
_____Denizen
_____Corpulent
_____Dilatory
_____Euphemism
_____Fortuitous
_____Fractious
_____Garrulous
_____Malevolence
_____Prodigality
_____Provincial
B.
A – Unruly; quarrelsome; irritable
B – Occurring by chance; lucky; serendipitous
C – Pointlessly wordy; over-talkative
D – Limited; narrow; unsophisticated
E – Having a large, cumbersome body
F – Lavishness; reckless luxury
G – Intense ill will
I – Inhabitant
J – Substitution of an inoffensive phrase or word for
an offensive one
Pt. 2:
Directions: Write a sentence using 5 vocabulary words of your choice. Keep in mind
spelling, content, grammar and readability.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Quiz #3: The Old Man and the Sea
Name: _________________________________
Date: _____________
Period: _____
Part 1.
Directions: Match the vocabulary work in section A. with it definition in section B.
A.
_____Tentative
_____Lash
_____Gaunt
_____Carpaced
_____Scythe
_____Grippes
_____Myriad
_____Gunwale
_____Skiff
_____Ineffectually
B.
A – Extremely thin and bony
B – Influenza
C – Unsure, hesitant
D – Bind or fasten with a rope or cord
E – Not effectual, without satisfactory
F – Shielded
G – A great number of
H – A long curved blade fastened at an angle to a
handle
I – The upper edge of the side of a vessel
J – A small boat to be sailed or rowed by one person
Pt. 2:
Directions: Write a sentence using 5 vocabulary words of your choice. Keep in mind
spelling, content, grammar and readability.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Quiz #4: The Old Man and the Sea
Name: _________________________________
Date: _____________
Period: _____
Part 1.
Directions: Match the vocabulary work in section A. with it definition in section B.
A.
_____Plankton
_____Annulled
_____Stern
_____Rapier
_____Phosphorescence
_____Furled
_____Gaff
_____Resolution
_____Grudgingly
_____Sustenance
B.
A – A sword with a long narrow blade an elaborate
B – The property of being luminous or reflecting
light, shining
C – Determination
D – The back part of a vessel
E – Abolished, invalidated
F – Unwillingly
G – To gather into a small roll and bind securely as
H – Drifting organisms in a body of water
I – Nourishment
J – An iron hook with a handle for landing large fish
Pt. 2:
Directions: Write a sentence using 5 vocabulary words of your choice. Keep in mind
spelling, content, grammar and readability.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Journal Assignments (10%): Students will periodically have journal topics to write about
in class and for homework. The journal topic will either be written on the front board or
on the overhead projector. The journal topics will range carious topics ranging from
questions that ask for personal experiences, questions about the text they are reading to
their opinions on world matters. Students will be encourage to really put effort into these
journals because they will aid them in their culminating activity towards the end of the
book. Students will be graded on completion. I am looking specifically to see if they put
any consideration on their journaling.
CATEGORY
4 points
Handwriting
Neatness
All journals
are neat
Most journals Most journals Only a few of Some of the
are neat
are neat
the journals
journals are
are neat
neat
3-5 sentences
All journals
have 3-5
sentences
All journals
are
completed
All journals
are written on
topic.
Most journals
have 3-5
sentences
Most journals
are
completed
Most journals
are written on
topic.
Number of
Journals
Topic
3 points
2 points
Some of the
journals have
3-5 sentences
Some of the
journals are
completed
Some of the
journals are
written on
topic.
1 point
Only a few
journals have
3-5 sentences
Only a few
journals are
completed
Only a few
journals are
written on
topic.
0 points
None of the
journals have
3-5 sentences
None of the
journals are
completed
None of the
journals are
written on
topic.
Conflict Organizer (10%) see attached: Students will complete 2 conflict organizers for
both The Great Gatsby and the Old Man and the Sea. They will be handed the worksheet
the same day they start to read the stories. Students are encouraged to keep this worksheet
in hand during in-class readings and discussion so it will be easier to jot down ideas and
information as the story and thoughts are unfolding. They will be graded on their use of
class time as well as successful completion.
CATEGORY
Use of Class
Time
4
Used time well
during each
class period.
Focused on
getting the
worksheet
done. Never
distracted
others.
3
Used time well
during each
class period.
Usually
focused on
getting the
worksheet
done and never
distracted
others.
Completion
Each column is
filled with
textual
evidence from
the novel
Each column is
filled with
about 75% of
textual
evidence from
the novel
2
Used some of
the time well
during each
class period.
There was
some focus on
getting the
worksheet
done but
occasionally
distracted
others.
Some of the
columns are
filled with
textual
evidence from
the novel
1
Did not use
class time to
focus on the
worksheet OR
often distract
others.
No columns
are filled
Compare/Contrast Venn diagram Sheet (5%) see attached: During the showing on the
cinematic version of the Great Gatsby and the Old Man and the Sea, students will fill out
a compare/contrast Venn diagram worksheet comparing and contrasting the movie and
book.
CATEGORY
Setting
4
There is explicit
details
comparing/contrasting the movie
and book.
Character
The student
provides
substantial
information on
the portrayal of
characters in the
movie and book
Similarities
The information
listed is correct;
the student has
shown careful
observation in the
book and its
cinematic version
Differences
The information
listed is correct;
the student has
shown careful
observation in the
book and its
cinematic version
3
2
There is
There is
detailed
some
information
information
comparing/co- comparing/
ntrasting the
Contrasting
movie and
the movie
book
and book
The student
The student
gives
give some
adequate
information
information
on the
on the
portrayal of
portrayal of
characters in
characters in
the move
the movie and
and book
book
The
The
information is information
correct. The is somewhat
student has
correct. The
shown some
student has
observation in
shown a
the book and
little
movie
observation
in the book
and movie
The
The
information is information
correct. The is somewhat
student has
correct. The
shown some
student has
observation in
shown a
the book and
little
movie
observation
in the book
and movie
1
Little to
none
information
0
Student did
not
complete
worksheet
Little to
none
information
Student did
not
complete
worksheet
Little to
none
information
Student did
not
complete
worksheet
Little to
none
information
Student did
not
complete
worksheet
Main Character Analysis Worksheet (5%): Students will be given a character analysis
worksheet prior to their group project: Santiago E-Harmony Profile. This worksheet is
intended to help students further delve into the characteristics of Santiago. They are
required to use descriptions provided from the text in which they will construct their first
draft. They will be graded on conventions, content, accuracy of facts, and voice.
CATEGORY
Grammar & Spelling
(Conventions)
4
Writer makes no
errors in grammar
or spelling that
distract the reader
from the content.
3
Writer makes 1-2
errors in grammar or
spelling that distract
the reader from the
content.
2
Writer makes 3-4
errors in grammar or
spelling that distract
the reader from the
content.
Support for Topic
(Content)
Relevant, telling,
quality details give
the reader important
information that
goes beyond the
obvious or
predictable.
All supportive facts
are reported
accurately.
Supporting details
and information are
relevant, but one key
issue or portion of
the storyline is
unsupported.
Almost all
supportive facts are
reported accurately.
Supporting details
and information are
relevant, but several
key issues or
portions of the
storyline are
unsupported.
Most supportive
facts are reported
accurately.
The writer seems to
be writing from
knowledge or
experience. The
author has taken the
ideas and made
them "his own."
The writer seems to
be drawing on
knowledge or
experience, but there
is some lack of
ownership of the
topic.
The writer relates
some of his own
knowledge or
experience, but it
adds nothing to the
discussion of the
topic.
Accuracy of Facts
(Content)
Adding Personality
(Voice)
1
Writer makes more
than 4 errors in
grammar or spelling
that distract the
reader from the
content.
Supporting details
and information are
typically unclear or
not related to the
topic.
NO facts are
reported OR most
are inaccurately
reported.
The writer has not
tried to transform the
information in a
personal way. The
ideas and the way
they are expressed
seem to belong to
someone else.
Santiago Profile Activity: E-harmony profile—About me (15%): Students will be put
into groups, where they will take their notes from the previous assignment (Character
Analysis Worksheet and produce a creative writing piece based on Santiago’s character
to be posted in the About me section on E-Harmony. They will be graded on the
following:
CATEGORY
Introduction
(Organization)
4
The introduction is
inviting, states the
main topic and
previews the
structure of the
paper.
3
The introduction
clearly states the main
topic and previews the
structure of the paper,
but is not particularly
inviting to the reader.
Sequencing
(Organization)
Details are placed in
a logical order and
the way they are
presented
effectively keeps
the interest of the
reader.
All sentences sound
natural and are
easy-on-the-ear
when read aloud.
Each sentence is
clear and has an
obvious emphasis.
All requirements
are met-figures of
speech and sensory
details.
Writer uses vivid
words and phrases
that linger or draw
pictures in the
reader's mind, and
the choice and
placement of the
words seems
accurate, natural
and not forced.
A variety of
thoughtful
transitions are used.
Details are placed in a
logical order, but the
way in which they are
presented/introduced
sometimes makes the
writing less interesting.
Flow & Rhythm
(Sentence Fluency)
Word Choice
Transitions
(Organization)
2
The introduction
states the main
topic, but does not
adequately preview
the structure of the
paper nor is it
particularly inviting
to the reader.
Some details are not
in a logical or
expected order, and
this distracts the
reader.
1
There is no clear
introduction of the
main topic or
structure of the
paper.
Almost all sentences
sound natural and are
easy-on-the-ear when
read aloud, but 1 or 2
figures of speech are
missing and/or
awkward or difficult to
understand.
Most sentences
sound natural and
are easy-on-the-ear
when read aloud,
but several figures
of speech are
missing and/or
awkward or are
difficult to
understand.
The sentences are
difficult to read
aloud because they
sound awkward, are
distractingly
repetitive, or
difficult to
understand. many
requirements
missing.
Writer uses words and
phrases that linger or
draw pictures in the
reader's mind, but
occasionally the words
are used inaccurately or
seem overdone.
Writer uses words
that communicate
clearly, but the
writing lacks
variety, punch or
flair.
Writer uses a
limited vocabulary
that does not
communicate
strongly or captures
the reader's interest.
Jargon or clichés
may be present and
detract from the
meaning.
The transitions
between ideas are
unclear or
Transitions show how
Some transitions
ideas are connected, but work well; but
there is little variety.
connections
Many details are not
in a logical or
expected order.
There is little sense
that the writing is
organized.
Grammar &
Spelling
(Conventions)
They clearly show
how ideas are
connected.
Writer makes no
errors in grammar
or spelling that
distract the reader
from the content.
Capitalization &
Punctuation
(Conventions)
Writer makes no
errors in
capitalization or
punctuation, so the
paper is
exceptionally easy
to read. MLA
format is correct.
Sentence Length
(Sentence Fluency)
The description
consistently uses a
variety of sentence
structures.
between other ideas
are fuzzy.
Writer makes 2-4 errors
in grammar or spelling
that distract the reader
from the content.
nonexistent.
Writer makes more
than 4 errors in
grammar or spelling
that distract the
reader from the
content.
Writer makes 1 or 2
Writer makes a few
errors in capitalization
errors in
or punctuation, but the capitalization and/or
paper is still easy to
punctuation that
read. 1-2 errors in MLA catch the reader's
format.
attention and
interrupt the flow.
3-4 errors in MLA
format.
Writer makes too
many errors in
grammar or spelling
that distract the
reader from the
content.
Writer makes
several errors in
capitalization and/or
punctuation that
catch the reader's
attention and greatly
interrupt the flow.
Many errors in
MLA format.
The description
typically uses a variety
of sentence structures.
The description
rarely varies the
sentence structure.
The description
occasionally uses a
variety of sentence
structures.
Culminating assignment:
The Great Gatsby Magazine Project (20%): In the same groups the students were in for
the E-harmony project, students will create a Great Gatsby magazine. The class will work
as a publishing team to create a magazine that highlights the 1920s in America and
important events from The Great Gatsby. Each member of the class must submit a
minimum of two articles in his or her subject area: trends of the 1920s, famous people,
jazz music, the automobile, and prohibition. They will also submit an Op-Ed entry based
on the old money vs. new money conflict. These articles must include factual information
that is obtained through research. This information must use parenthetical documentation.
Further, the individual must submit a correctly formatted works cited entry to the
magazine's Works Cited page.
CATEGORY
Group
Cooperation
Beginning-1
They copied other
members’ work
and did not
contribute any
other their own
thoughts. They
did not help
others at all.
Did not complete
any of the work.
Did not follow job
description at all.
Developing-2
They worked
together some of
the time, helping
only a few times.
Communication
among group
members
Did not
communicate with
any other group
members.
Only talked when
needed, didn't
contribute to
group discussion.
Individual
participation
Never tried any of Did some of own
own work. Copied work, sometimes
what other group
participated.
members had.
Assistance
Contributions
were insignificant
or nonexistent.
Distribution of
Group Tasks
Followed part of
their job, but did
really keep on
what their job
was.
Contributed some
toward group
work and project.
Accomplished-3
They worked
together most of
the time. They
were willing to
help others when
needed.
Exemplary-4
Worked together
with rest of group
based on there
own abilities and
knowledge to
make the group
work come
together.
Did their jobs to a Was awesome at
satisfactory rating. both of their jobs.
Went above and
beyond what was
necessary for
them.
Was willing to
Communicated
ask for help/ask if thoughts,
help was needed.
questions and
explanations
clearly.
Participated most Did a great job
of the time. Gave with group. I
own ideas and
would like to
worked well with work with this
rest of group.
person again.
Contributed
Significantly but
other members
Completed and
equal share of the
work and strived
contributed more.
Showing respect
Was not courteous Was somewhat
and didn't value
courteous and
others opinions.
valued some
opinions.
Effectiveness
Work performed
was ineffective
and mostly
useless toward the
final project.
Rarely had a
positive attitude
toward the group
and group work.
Rarely focused on
the task and what
needed to be
done. Let others
do the work.
Attitude
Focus on the task
Individual Time
Was a constant
bother to other
group members
during individual
work time.
Work performed
was incomplete
and contributions
were less than
expected.
Usually had a
positive attitude
toward the group
and group work.
Focused on the
task and what
needed to be done
some of the time.
Other members
sometimes had to
nag, prod, and
remind to keep
with member on
task.
Bothered other
members’ lots of
times during
individual work
time.
CATEGORY
Introduction
(Organization)
4
The introduction is
inviting, states the
main topic and
previews the
structure of the
paper.
Sequencing
Details are placed in Details are placed in a
3
The introduction
clearly states the main
topic and previews the
structure of the paper,
but is not particularly
inviting to the reader.
Was courteous
most of the time
and valued what
others were
saying.
Work performed
was useful and
contributed to the
final project.
to maintain equity
throughout
project.
Was courteous
and valued each
member of our
group all the time.
Work performed
was very useful
and contributed
significantly to
the final project.
Often had a
Always had a
positive attitude
positive attitude
toward the group
toward the group
and group work.
and group work.
Focused on the
Consistently
task and what
stayed focused on
needed to be done the task and what
most of the time.
needed to be
Other group
done. Other group
members could
members could
count on this
count on this
person most of the person all of the
time.
time.
Occasionally
bothered other
members during
individual work
time.
Very rarely
bothered other
members during
individual work
time.
2
The introduction
states the main
topic, but does not
adequately preview
the structure of the
paper nor is it
particularly inviting
to the reader.
Some details are not
1
There is no clear
introduction of the
main topic or
structure of the
paper.
Many details are not
(Organization)
Flow & Rhythm
(Sentence Fluency)
Word Choice
Transitions
(Organization)
Grammar &
Spelling
(Conventions)
Capitalization &
Punctuation
(Conventions)
a logical order and
the way they are
presented
effectively keeps
the interest of the
reader.
All sentences sound
natural and are
easy-on-the-ear
when read aloud.
Each sentence is
clear and has an
obvious emphasis.
All requirements
are met-figures of
speech and sensory
details.
Writer uses vivid
words and phrases
that linger or draw
pictures in the
reader's mind, and
the choice and
placement of the
words seems
accurate, natural
and not forced.
A variety of
thoughtful
transitions are used.
They clearly show
how ideas are
connected.
Writer makes no
errors in grammar
or spelling that
distract the reader
from the content.
Writer makes no
errors in
capitalization or
punctuation, so the
paper is
exceptionally easy
to read. MLA
logical order, but the
way in which they are
presented/introduced
sometimes makes the
writing less interesting.
in a logical or
expected order, and
this distracts the
reader.
in a logical or
expected order.
There is little sense
that the writing is
organized.
Almost all sentences
sound natural and are
easy-on-the-ear when
read aloud, but 1 or 2
figures of speech are
missing and/or
awkward or difficult to
understand.
Most sentences
sound natural and
are easy-on-the-ear
when read aloud,
but several figures
of speech are
missing and/or
awkward or are
difficult to
understand.
The sentences are
difficult to read
aloud because they
sound awkward, are
distractingly
repetitive, or
difficult to
understand. many
requirements
missing.
Writer uses words and
phrases that linger or
draw pictures in the
reader's mind, but
occasionally the words
are used inaccurately or
seem overdone.
Writer uses words
that communicate
clearly, but the
writing lacks
variety, punch or
flair.
Writer uses a
limited vocabulary
that does not
communicate
strongly or captures
the reader's interest.
Jargon or clichés
may be present and
detract from the
meaning.
The transitions
between ideas are
unclear or
nonexistent.
Transitions show how
Some transitions
ideas are connected, but work well; but
there is little variety.
connections
between other ideas
are fuzzy.
Writer makes 2-4 errors
in grammar or spelling
that distract the reader
from the content.
Writer makes more
than 4 errors in
grammar or spelling
that distract the
reader from the
content.
Writer makes 1 or 2
Writer makes a few
errors in capitalization
errors in
or punctuation, but the capitalization and/or
paper is still easy to
punctuation that
read. 1-2 errors in MLA catch the reader's
format.
attention and
interrupt the flow.
Writer makes too
many errors in
grammar or spelling
that distract the
reader from the
content.
Writer makes
several errors in
capitalization and/or
punctuation that
catch the reader's
attention and greatly
interrupt the flow.
format is correct.
Sentence Length
(Sentence Fluency)
The description
consistently uses a
variety of sentence
structures.
The description
typically uses a variety
of sentence structures.
3-4 errors in MLA
format.
Many errors in
MLA format.
The description
occasionally uses a
variety of sentence
structures.
The description
rarely varies the
sentence structure.
Discussion Rubric
4
3
3
1
Listening
Student was still in their
seat while engrossed in
the story or actively
listening to the discussion,
forming their own ideas
and opinions.
Student was still in
their seat, listening
to the story and
discussion for a
majority of the time
(80%), but was
never disruptive.
Student was fidgety
in their seat while
listening, but never
made disruptive
sounds.
Discussion
Student actively
participates with
thoughtful and insightful
ideas and comments.
Student participates
less, but with
thoughtful and
insightful ideas and
comments.
Questioning
Student asks many
insightful questions that
demonstrate formation of
own ideas and opinions
from story and discussion.
Student asks limited
questions, but they
are insightful and
demonstrate the
formation of own
ideas and opinions
from story and
discussion.
Student actively
participates with
ideas and comments
that demonstrate
expected
understanding.
Student asks many
questions that
demonstrate
understanding of
story.
Student was fidgety
and possibly noisy
when should be
silent, however,
shows that is making
the effort to listen
quietly more
consistently.
Student discussion
limited, but what
does say
demonstrates
expected
understanding.
Student asks few
questions that
demonstrate an
understanding of the
story.
CATEGORY
LAE 4335: Methods of Teaching High School English
B. Joseph 04/01/2010
Introductory Lesson: Conflict and Life
Overview:
In this lesson, students will openly explore the topic: conflict. They will participate in a
guided-discussion that will lead forth into an open-ended discussion. The purpose of
discussion is to stimulate thoughts, wonder, explanation, reflection and recall. This lesson
will provide opportunities for students to clarify and expand their ideas and those of their
peers.
Duration: One 55-minute period
Rationale:
There is a quote in the English Teacher’s Companion that reads, “The United States
Constitution is a document that exemplifies powerful thinking inspired by conversation”
(p. 139). I firmly believe that discussion in the classroom will provide all students a
medium to think abstractly and to explore different foundations in conflict. Through the
use of Guided-discussion with the teacher mediating, students will see the type of
questions the teacher asks to elicit discussion. Furthermore, students will have a chance
to exercise their skill at Open-Ended Discussion by initiating a question and keeping the
discussion alive with intriguing thought and commentary. All in all, this assignment is
intended to help build community and lay the foundation for students, so they realize
conflict is a universal theme that they all encounter.
Student Objectives:
Students will:



Engage in discussion providing meaningful insight about conflict
Listen actively and carefully to others for similar and differing ideas
Ask questions that show a deeper level of thinking
Sunshine State Standards:



LA.1112.5.2.1: The student will demonstrate effective listening skills and behaviors for a variety
of purposes, and demonstrate understanding by critically evaluating and analyzing commentary
LA.910.5.2.1: The student will select and use appropriate listening strategies according to the
intended purpose (e.g., solving problems, interpreting and evaluating the techniques and intent of a
presentation);
LA.910.5.2.3: The student will use appropriate eye contact, body movements, voice register and
oral language choices for audience engagement in formal and informal speaking situations
Instructional Materials:


Journals
Handouts
Lesson Sequence:
1.
Introduction and Connections to Students’ Prior Knowledge (10 minutes): Refer to the front
board
a. Quickwrite: Students will pick and write a short entry in their journal on a statement
below (5 min.)
1. When you see the word "conflict", what do you think of?
2. What happens to people who are involved in conflicts?
3. What conflicts are going on around the world?
b. ORAL SURVEY: Ask students to raise their hands or stand up if they have had one of
these conflicts this week (5 min.):
 A conflict with a parent or guardian
 A conflict over money.
 A conflict with a friend.
 A conflict with a teacher.
 A conflict you wish ended differently?
2. Explicit Instruction (10 minutes): View Handout
a. Ask student if they know what a guided discussion is. What are some of
your experiences with guided discussions?
 Opposite of the Lecture method, guided discussion method enables
the instructor to question the student on a certain topic, there by
evaluating what the student knows, and what he/she does not
know.
b. Ask students what an Open-ended discussion is? What are some of your
experience with guided discussions?
 Open-ended discussions begin with a sincere question brought on
by a student or teacher. Student responses are encouraged
establishing conversation during discussion.
 Teacher-led discussion
 Question from teachers
c. Ask students why Guided and Open-ended Discussion will take place in
the class.


The purpose of Guided and Open-ended discussion is to take one’s opinion and
engage in discussion that provides meaningful insight about a topic first through
a guided practice, and then with open-ended discussion where each student
actively listens to others with similar and differing ideas.
The benefits of Guided and Open-ended Discussion include:






Testing and exploring new ideas
Acquiring knowledge and insight from diverse points of view
Students recognize and investigate their assumptions
Intellectual agility is increased
Students become connected to a topic
A respect for students' voices and experiences is formed


3.
It develops habits of collaborative learning
Students develop skills of synthesis and integration
Teacher Modeling and Guided Practice (10 minutes)
a. (Guided Discussion) To model the type of discussion, students will stay
seated at their desks. The teacher will then read a question in which a
student will answer. Following the students’ answer, another student will
offer their opinion eliciting discussion.
b. Next, students will be lead into a teacher-mediated discussion about
conflict, using the following questions.
c. What is conflict?
1. Is conflict good or bad?
2. What feelings arise when they hear the word conflict?
3. Ask students why conflict is prevalent in life? In
Literature?
4. What causes conflict?
d.
e.
4.
Students will be asked to comment on the type of question the teacher asked.
Feedback: Teacher will take note of the student’s responses to the example that was
shown.
Independent Practice (15 minutes):
a.
(Open-ended Discussion) The teacher will pick a student to answer a question to initiate
discussion
b.
Students will take a moment to think of an answer. Then a student will answer it, follow
another student giving commentary.
1. What type of conflicts do you typically see in the media?
5. Feedback:
a.
6.
Assessment:
a.
b.
7.
The class will debrief on conflict using the following questions:
 How has your perception of conflict change if at all?
 Did anything that was said today challenge or support your pre-existing notions?
If so, elaborate.
 What are your thoughts on the two types of discussions?
Throughout the discussion, the teacher will take note of students that are active in the
discussion whether through active listening and/or verbal commentary. The teacher will
use a rubric to grade on participation
For homework, students will expound on a quickwrite question, discussion question or
anything that provoked them.
Lesson Plan Extension and Modifications:
a.
b.
Tomorrow, students will participate in a follow up discussion of today’s activities using
their homework assignment as a guide. They will share their thoughts with a partner
(think/pair/share) and then as a class.
ELL/LEP student will be have different questions for the quickwrite:
 What is conflict?
 Tell me a time when you dealt with a conflict in your life?
References
Burke, J. (2008). The English Teacher ’s companion: A complete guide to
classroom, curriculum, and the profession (3 r d ed.). Porthsmouth,
NH: Heineman
Cavanaugh, TC. (2008, March 06). The Importance of classroom
discussion. Retrieved from
http://drscavanaugh.org/discussion/inclass/importance_of_discussion
.htm
O'Brien, Kal. (1997). Conversation questions conflict . Retrieved from
http://iteslj.org/questions/conflict.html
Old man and the se a. (2003, October 7). Retrieved from
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_i
d=1009457&
Ravenel, XR. (2008, February 2). 401/402 weekl y reflections . Retrieved
from
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_
id=1522964&
Handout on Guided & Open-ended
Discussion
Guided discussions:
 Begin with teacher-posed questions that promote the exploration of a
particular theme, topic or issue.
 Through discussion, students should achieve a deeper understanding
of the topic.
 After some time is spent on teacher-directed questioning, students
should be encouraged to facilitate discussions by continuing to
formulate and pose questions appropriate to the topic of study.
Open-ended Discussions:
 Open-ended discussions begin with a sincere question (to which there
is no one correct or concise answer) posed by teacher or student.
 All listeners consider the question.
 Incorporate pauses after students' responses to encourage extended or
different responses.
 Clarify students' responses when necessary.
 Establish student-student dialogues during the discussion whenever
possible.
 Respect students' questions and their responses.
 Model the role of sensitive listener, collaborator, mediator, prompter,
learning partner and questioner.
LAE 4335: Methods of Teaching High School English
B. Joseph 04/01/2010
Day 1
Man vs. Man: The Great Gatsby
Overview: In this lesson, students will begin to delve into the conflict: man vs. man
using the book the Great Gatsby. Students will participate in small group discussions to
help them extend their understanding on the text and conflict.
Duration: 4 days
Rationale: In this lesson, students will be introduced to the literary conflict: man vs.
man. Students are introduced to this conflict first because this is most common for
people—we interact with each other on a daily bases. Students will participate during the
in-class readings of the Great Gatsby as well as discussions. Jim Burke writes “Reading
aloud helps many students learn to read better especially ESL, special education and
struggling readers” (p. 101-102). I want to reinforce this method especially with the Great
Gatsby because of the style of writing the author used.
Student Objectives:
Students will:



Begin to use the traits worksheet to get a better understanding of the character
Use the Conflict organizer to pinpoint literary conflicts that arise in the text
Participate in small group discussions, by offering their personal thoughts and actively listening
Sunshine State Standards:
1. LA.910.2.1.2: The student will analyze and compare a variety of traditional, classical, and
contemporary literary works, and identify the literary elements of each (e.g., setting, plot,
characterization, conflict);
2. LA.910.5.2.3: The student will use appropriate eye contact, body movements,
voice register and oral language choices for audience engagement in formal and
informal speaking situations;
3. LA.1112.1.6.1: The student will use new vocabulary that is introduced and taught
directly;
Instructional Materials:
1. Traits Chart
2. Conflict organizer worksheet
3. List of weekly vocabulary words
4. Class set copy of the Great Gatsby
Day1: 50 minutes
Lesson Sequence:
1. Introduction and Connection to Students’ Prior Knowledge (10 minutes):
a. Quickwrite: Students will pick and write a short entry in their journal on a
statement below (5 min.)
1. Write about a conflict you had with another person recently
2. How do you deal with a conflict involving another person?
3. Create a short scenario of a man vs. man conflict gone
wrong
b. Student will share their Quickwrite with their should partner (2 min.)
c. A few students will share wit the entire class (3 min.)
**Students will be given a handout of vocabulary words found in the Great Gatsby.
They will be responsible for learning the words for the vocabulary quiz at the end of
the week**
2. Explicit Instruction (5 minutes):
a. The teacher will pass out the Great Gatsby books to students as well as
Traits Chart & Conflict organizer worksheet
b. The Teacher will inform students they will read aloud the first chapter of
the Great Gatsby in class. Each student will read until the teacher tells him
or her the stop. At which point, the teacher will ask students questions to
make sure everyone is following along
c. Benefits of read aloud strategy:
i. Listeners build listening and comprehension skills through
discussion during and after reading.
ii. Listeners increase their vocabulary foundation by hearing words in
context.
iii. Listeners improve their memory and language skills as they hear a
variety of writing styles and paraphrase their understanding.
iv. Listeners gain information about the world around them.
v. Listeners develop individual interests in a broad variety of subjects
and they develop imagination and creativity: what better way to
build skills which foster inquiry?
3. Teacher Modeling and Guided Practice (10 minutes)
a. To model the activity, the teacher will begin to read from the book, The
Great Gatsby. After two paragraphs, the teacher will stop and ask the class
a question to gauge comprehension
i. What has happened in the story so far?
b. Students will answer the question using the text
c. To make sure the students understand how this exchange will go, the
teacher will pick a student to read a paragraph. Then the teacher will stop
the student, and ask the class overall a question:
1. What characteristics of Nick Carraway have been revealed?
d. The teacher will then show students how to fill out the character analysis
and conflict organizer sheet during the in-class reading and discussion
portion.
4. Independent Practice: Read Aloud (20 minutes)
a. Students will remain in their seats for the read aloud. The teacher will
randomly select a student to commence reading. After student reads a
significant amount of text, the teacher will pick another student to read. In
the event the feels as if the students are lost, the teacher will take a
moment t ask questions and help with comprehension of what is taking
place. The students will gradually fill out the worksheets over the course
of the reading of the book.
5. Feedback (5 minutes)
a. The teacher will ask the students their opinion of the book so far, such as
but not limited to:
i. What do you like or hate about the book so far?
ii. Are you able to understand what is going through the storyline?
6. Assessment
a. Teacher will grade students on listening, discussion and question.
Throughout the lesson, the teacher will look for active participation.
b. Homework
i. Student will watch the news and find a story where there is a man
vs. man conflict. They will write in their journal about the conflict
and their opinion on the matter. How would they have dealt with
the situation if it were they?
Day 2: 50 minutes
Student Objectives:
Students will:
 Participate in a literary analysis discussion on the Great Gatsby
 Continue using the traits worksheet and conflict organizer to aid in the
understanding of the character’s in the novel as well as their current situation
 Successfully demonstrate tag reading
Sunshine State Standards:
 LA.1112.1.6.2: The student will listen to, read, and discuss familiar and
conceptually challenging text;
 LA.1112.1.7.2: The student will analyze the authors purpose and/or perspective in
a variety of text and understand how they affect meaning;
 LA.1112.2.1.2: The student will analyze and compare a variety of traditional,
classical, and contemporary literary works, and identify the literary elements of
each (e.g., setting, plot, characterization, conflict);
Instructional Materials:
 The Great Gatsby Book
Lesson Sequence:
Introduction: 10 minutes
1. Debrief about the Homework assignment from the previous day
a. Ask students to share with the class what they wrote in their journals
b. Have them explain why they chose that particular story to write about
Explicit Instruction: (10 minutes)
2. The in-class style of reading will be of Chapter 2 in the Great Gatsby. The
students will be tag reading. The teacher will pick a student to start reading a
selection in the book. After a couple of passages, the teacher will stop the student.
The student must then pick a classmate to continue reading where they left off.
Guided Practice: (5 minutes)
3. To model tag reading, the teacher will start to read a paragraph. After 2 minutes,
the teacher will pick a student to continue where they left off.
Independent Practice: (30 minutes)
4. A student will read aloud a passage in the book. After they read a passage they
will pick another random student to pick off where they left off.
5. Periodically I will stop the class and discuss anything of significance that needs to
be elaborated whether it is an important symbol, or a character trait that needs to
be addressed
Assessment:
 Homework: Read Chapters 3 and 4 in the Great Gatsby
Day 3: 1 hour 30 minutes
Student Objectives:
Student will:
 Participate in a literary analysis discussion on the Great Gatsby
 Continue using the traits worksheet and conflict organizer to aid in the
understanding of the character’s in the novel as well as their current situation
 Successfully demonstrate tag reading
Sunshine State Standards:
 LA.1112.1.6.2: The student will listen to, read, and discuss familiar and
conceptually challenging text;
 LA.1112.6.3.2: The student will ethically use mass media and digital technology
in assignments and presentations, citing sources according to standardized citation
styles; and
 LA.1112.6.3.3: The student will demonstrate the ability to select print and nonprint media appropriate for the purpose, occasion, and audience to develop into a
formal presentation.
Instructional Material:
 The Great Gatsby Book
 Computers (in Library)
Introduction: 10 minutes
 There will be a recap of Chapters 3 & 4 by the way of discussion
 Students will be asked to write a paragraph on each chapter summarizing and
highlighting main points of those chapters
 The students will then be offered an opportunity to share with the rest of the class
Explicit Instruction: 5 minutes
 The in-class style of reading for Chapter 5 in the Great Gatsby will be tag reading.
The teacher will pick a student to start reading a selection in the book. After a
couple of passages, the teacher will stop the student. The student must then pick a
classmate to continue reading where they left off.
Independent Practice: (30 minutes)
1. A student will read aloud a passage in the book. After they read a passage they
will pick another random student to pick off where they left off.
2. Periodically I will stop the class and discuss anything of significance that needs to
be elaborated whether it is an important symbol, or a character trait that needs to
be addressed
Feedback: 5 minutes
 Students will be allowed to ask questions or do a mini discussion on anything that
provoked or confused them
**LIBRARY DAY** (45 minutes)
 After the in class reading students will be escorted to the Library to do research
for their Gatsby Magazine Project. They will have 45 minutes to research about
America in the 1920s. They will work in groups and use books and the internet as
resources.
Day 4: 50 minutes
Student Objectives:
Students will:
 Participate in a literary analysis discussion on the Great Gatsby
 Continue using the traits worksheet and conflict organizer to aid in the
understanding of the character’s in the novel as well as their current situation
 Successfully demonstrate tag reading
Sunshine State Standards:
 LA.1112.1.6.2: The student will listen to, read, and discuss familiar and
conceptually challenging text;
 LA.1112.1.7.2: The student will analyze the authors purpose and/or perspective in
a variety of text and understand how they affect meaning;
 LA.1112.2.1.2: The student will analyze and compare a variety of traditional,
classical, and contemporary literary works, and identify the literary elements of
each (e.g., setting, plot, characterization, conflict);
Instructional Materials:
 The Great Gatsby Book
Lesson Sequence:
QUIZ: 20 minutes
a. Students will take a quiz based on the vocabulary words found in the
Great Gatsby
Explicit Instruction: (5 minutes)
6. The in-class style of reading for Chapter 6 will be tag reading. The teacher will
pick a student to start reading a selection in the book. After a couple of passages,
the teacher will stop the student. The student must then pick a classmate to
continue reading where they left off.
Independent Practice: (30 minutes)
7. A student will read aloud a passage in the book. After they read a passage they
will pick another random student to pick off where they left off.
8. Periodically I will stop the class and discuss anything of significance that needs to
be elaborated whether it is an important symbol, or a character trait that needs to
be addressed
LAE 4335: Methods of Teaching High School English
B. Joseph 04/01/2010
Day 1
Man vs. Society: The Great Gatsby
Overview: In this lesson, students will begin to delve into the conflict: man vs. society
using the book the Great Gatsby. Students will participate in small group discussions to
help them extend their understanding on the text and conflict.
Duration: 4 days
Rationale: In this lesson, students will be introduced to the literary conflict: man vs. self.
Students are introduced to this conflict because during the transition from adolescence to
teenage years, there is a lot of issues students are dealing with. From self-esteem, to
fitting it, these are conflicts that they are battling internally. Students will participate
during the in-class readings of the Great Gatsby as well as discussions. Jim Burke writes
“Reading aloud helps many students learn to read better especially ESL, special
education and struggling readers” (p. 101-102). I want to reinforce this method especially
with the Great Gatsby because of the style of writing the author used.
Student Objectives:
Students will:
 Begin to use the traits worksheet to get a better understanding of the character
 Use the Conflict organizer to pinpoint literary conflicts that arise in the text
 Participate in small group discussions, by offering their personal thoughts and
actively listening
Sunshine State Standards:
4. LA.910.2.1.2: The student will analyze and compare a variety of traditional,
classical, and contemporary literary works, and identify the literary elements of
each (e.g., setting, plot, characterization, conflict);
5. LA.910.5.2.3: The student will use appropriate eye contact, body movements,
voice register and oral language choices for audience engagement in formal and
informal speaking situations;
6. LA.1112.1.6.1: The student will use new vocabulary that is introduced and taught
directly;
Instructional Materials:
5. List of weekly vocabulary words
6. Class set copy of the Great Gatsby
Lesson Sequence:
7. Introduction and Connection to Students’ Prior Knowledge (10 minutes):
a. Quickwrite: Students will pick and write a short entry in their journal on a
statement below (5 min.)
1. Give an example of a man vs. self conflict
2. How do you deal with personal conflicts?
3. Freewrite
b. Student will share their Quickwrite with their should partner (2 min.)
c. A few students will share wit the entire class (3 min.)
**Students will be given a handout of vocabulary words found in the Great Gatsby.
They will be responsible for learning the words for the vocabulary quiz at the end of
the week**
8. Explicit Instruction (5 minutes):
a. The Teacher will inform students they will read aloud the first chapter of
the Great Gatsby in class. Each student will read until the teacher tells him
or her the stop. At which point, the teacher will ask students questions to
make sure everyone is following along
b. Benefits of read aloud strategy:
i. Listeners build listening and comprehension skills through
discussion during and after reading.
ii. Listeners increase their vocabulary foundation by hearing words in
context.
iii. Listeners improve their memory and language skills as they hear a
variety of writing styles and paraphrase their understanding.
iv. Listeners gain information about the world around them.
v. Listeners develop individual interests in a broad variety of subjects
and they develop imagination and creativity: what better way to
build skills which foster inquiry?
9. Teacher Modeling and Guided Practice (10 minutes)
a. To model the activity, the teacher will begin to read from the book, The
Great Gatsby. After two paragraphs, the teacher will stop and ask the class
a question to gauge comprehension
i. What has happened in the story so far?
b. Students will answer the question using the text
c. To make sure the students understand how this exchange will go, the
teacher will pick a student to read a paragraph. Then the teacher will stop
the student, and ask the class overall a question:
10. Independent Practice: Read Aloud (20 minutes)
a. Students will remain in their seats for the read aloud. The teacher will
randomly select a student to commence reading. After student reads a
significant amount of text, the teacher will pick another student to read. In
the event the feels as if the students are lost, the teacher will take a
moment t ask questions and help with comprehension of what is taking
place. The students will gradually fill out the worksheets over the course
of the reading of the book.
11. Feedback (5 minutes)
a. The teacher will ask the students their opinion of the book so far, such as
but not limited to:
i. What do you like or hate about the book so far?
ii. Are you able to understand what is going through the storyline?
12. Assessment
a. Teacher will grade students on listening, discussion and question.
Throughout the lesson, the teacher will look for active participation.
Day 2: 50 minutes
Student Objectives:
Students will:
 Participate in a literary analysis discussion on the Great Gatsby
 Continue using the traits worksheet and conflict organizer to aid in the
understanding of the character’s in the novel as well as their current situation
 Successfully demonstrate tag reading
Sunshine State Standards:
 LA.1112.1.6.2: The student will listen to, read, and discuss familiar and
conceptually challenging text;
 LA.1112.1.7.2: The student will analyze the authors purpose and/or perspective in
a variety of text and understand how they affect meaning;
 LA.1112.2.1.2: The student will analyze and compare a variety of traditional,
classical, and contemporary literary works, and identify the literary elements of
each (e.g., setting, plot, characterization, conflict);
Instructional Materials:
 The Great Gatsby Book
Lesson Sequence:
Explicit Instruction: (10 minutes)
9. The in-class style of reading will be of Chapter 2 in the Great Gatsby. The
students will be tag reading. The teacher will pick a student to start reading a
selection in the book. After a couple of passages, the teacher will stop the student.
The student must then pick a classmate to continue reading where they left off.
Guided Practice: (5 minutes)
10. To model tag reading, the teacher will start to read a paragraph. After 2 minutes,
the teacher will pick a student to continue where they left off.
Independent Practice: (40 minutes)
11. A student will read aloud a passage in the book. After they read a passage they
will pick another random student to pick off where they left off.
12. Periodically I will stop the class and discuss anything of significance that needs to
be elaborated whether it is an important symbol, or a character trait that needs to
be addressed
Assessment:
 Homework: Read Chapters 9
Day 3: 1 hour 30 minutes
Student Objectives:
Student will:
 Participate in a literary analysis discussion on the Great Gatsby
 Continue using the traits worksheet and conflict organizer to aid in the
understanding of the character’s in the novel as well as their current situation
 Successfully demonstrate tag reading
Sunshine State Standards:
 LA.1112.1.6.2: The student will listen to, read, and discuss familiar and
conceptually challenging text;
 LA.1112.6.3.2: The student will ethically use mass media and digital technology
in assignments and presentations, citing sources according to standardized citation
styles; and
 LA.1112.6.3.3: The student will demonstrate the ability to select print and nonprint media appropriate for the purpose, occasion, and audience to develop into a
formal presentation.
Instructional Material:
 The Great Gatsby Book
 The Great Gatsby Movie
 Compare/Contrast Venn Diagram
 Computers (in Library)
Introduction: 10 minutes
 There will be a recap of the Great Gatsby in its entirety. The students will have a
brief discussion about the ending of the book. Students are encouraged to share
anything thought provoking
Independent Practice: (45 minutes)
3. The teacher will pass out to the students a compare/contrast Venn diagram. While
watching parts of the Great Gatsby movie, students will compare the portrayal of
the characters from the book and movie as well as setting and anything else that is
significant.
Feedback: 5 minutes
 Students will be allowed to ask questions or do a mini discussion on anything that
provoked or confused them
**LIBRARY DAY** (30 minutes)
 After the in class reading students will be escorted to the Library to do additional
research for their Gatsby Magazine Project. They will have 30 minutes to research
about America in the 1920s. They will work in groups and use books and the
Internet as resources.
Day 4: 50 minutes
Lesson Sequence:
QUIZ: 20 minutes
a. Students will take a quiz based on the vocabulary words found in the
Great Gatsby
Explicit Instruction: (5 minutes)
13. Students will turn in completed Character Analysis and Conflict organizer today
14. The teacher will announce the new text and section the students will be reading
Movie Showing: 30 minutes
 Students will finish viewing the Great Gatsby
 After the movie students will turn in completed worksheet
LAE 4335: Methods of Teaching High School English
B. Joseph 04/01/2010
Day 1
Man vs. Nature: The Old Man and the Sea
Overview: In this lesson, students will begin to delve into the conflict: man vs. nature
using the book the Old Man and the Sea. Students will participate in small group
discussions to help them extend their understanding on the text and conflict.
Duration: 4 days
Rationale: In this lesson, students will be introduced to the literary conflict: man vs.
nature. Students are introduced to this conflict because as residents in Florida, they are
subject to the harsh weather that Florida produces (i.e. Hurricanes, Floods, Tornadoes).
Being able to accurately identify in a literature a case where characters are experiencing
problems with mother nature will further help them understand the overall theme of the
storyline. Through discussion in the classroom and analyzing the text, students will be
able to see how the conflict of Nature played a key role in the Old Man and the Sea.
Student Objectives:
Students will:
 Begin to use the traits worksheet to get a better understanding of the character
 Use the Conflict organizer to pinpoint literary conflicts that arise in the text
 Participate in small group discussions, by offering their personal thoughts and
actively listening
Sunshine State Standards:
7. LA.910.2.1.2: The student will analyze and compare a variety of traditional,
classical, and contemporary literary works, and identify the literary elements of
each (e.g., setting, plot, characterization, conflict);
8. LA.910.5.2.3: The student will use appropriate eye contact, body movements,
voice register and oral language choices for audience engagement in formal and
informal speaking situations;
9. LA.1112.1.6.1: The student will use new vocabulary that is introduced and taught
directly;
Instructional Materials:
7. Traits Chart
8. Conflict organizer worksheet
9. List of weekly vocabulary words
10. Class set copy of the Old Man and the Sea
Day1: 50 minutes
Student Objectives:
Students will:
 Begin brainstorming ideas for the Santiago Group Project
 Use the book: The Old Man and the Sea to find descriptions of the Protagonist
 Participate in small group discussions and planning, by offering their personal
thoughts and actively listening
Sunshine State Standards:
 LA.1112.3.1.1: The student will pre-write by generating ideas from multiple
sources (e.g., brainstorming, notes, journals, discussion, research materials or
other reliable sources) based upon teacher-directed topics and personal interests;
 LA.1112.3.1.2: The student will pre-write by making a plan for writing that
addresses purpose, audience, a controlling idea, logical sequence, and time frame
for completion;
 LA.1112.3.2.1: The student will draft writing by developing ideas from the
prewriting plan using primary and secondary sources appropriate to the purpose
and audience;
Instructional Materials:
11. List of weekly vocabulary words
12. Class set copy of the Old Man and the Sea
Lesson Sequence:
13. Introduction and Connection to Students’ Prior Knowledge (10 minutes):
a. Quickwrite: Students will pick and write a short entry in their journal on a
statement below (5 min.)
1. Write about a recent man vs. nature conflict. (i.e. Katrina,
Earthquake in Haiti/Chile, Tsunami)
2. When have you ever dealt with a conflict involving nature?
b. Student will share their Quickwrite with their should partner (2 min.)
c. A few students will share wit the entire class (3 min.)
**Students will be given a handout of vocabulary words found in the Old Man and
the Sea. They will be responsible for learning the words for the vocabulary quiz at
the end of the week**
14. Explicit Instruction (20 minutes):
i. The teacher will pass out the Group Activity Worksheet that gives
a description to the Santiago E-Harmony profile—About me
project
ii. The teacher will divide the class into groups with no more than 5
students in one particular group.
iii. The students will read over the project. They have an allotted time
to ask questions about the project.
15. Independent Practice: Read Aloud (25 minutes)
a. Students will break off into their groups. They will begin pre-writing their
first draft for their project. They will use this time to lay the foundation
and begin building on the description of Santiago
16. Feedback (10 minutes)
a. The teacher will ask the students if they have any questions of concerns
about this activity.
Day 2: 50 minutes
Student Objectives:
Students will:
 Finalize their Santiago Group Project
Sunshine State Standards:
 LA.1112.3.3.4: The student will revise by applying appropriate tools or strategies
to evaluate and refine the draft (e.g., peer review, checklists, rubrics)
 LA.1112.3.5.3: the student will share with others, or submitting for publication.
Instructional Materials:
 Class set copy of the Old Man and the Sea
Lesson Sequence:
Independent Practice: 45 minutes
 Students will finalize their Santiago E-harmony profile—About me project.
Feedback: 5 minutes
 Students will share their profile descriptions with the class
Assessment:
 Students will turn in Group Activity
Day 3: 1 hour 30 minutes
Student Objectives:
Student will:
 Complete the Compare/Contrast Worksheet of the Old Man and the Sea to help
better understand the story
Sunshine State Standards:
 LA.1112.6.3.2: The student will ethically use mass media and digital technology
in assignments and presentations, citing sources according to standardized citation
styles; and
 LA.1112.6.3.3: The student will demonstrate the ability to select print and nonprint media appropriate for the purpose, occasion, and audience to develop into a
formal presentation.
Instructional Material:
 The Old Man and the Sea Movie
Independent Practice: (60 minutes)
4. The teacher will pass out to the students a compare/contrast Venn diagram. While
watching parts of the Old Man and the Sea movie, students will compare the
portrayal of the characters from the book and movie as well as setting and
anything else that is significant.
Feedback: 5 minutes
 Students will be allowed to ask questions or do a mini discussion on anything that
provoked or confused them
**LIBRARY DAY** (30 minutes)
 After the in class reading students will be escorted to the Library to do additional
research for their Gatsby Magazine Project. They will have 30 minutes to research
about America in the 1920s. They will work in groups and use books and the
Internet as resources.
Day 4: 50 minutes
Lesson Sequence:
QUIZ: 20 minutes
a. Students will take a quiz based on the vocabulary words found in the
Great Gatsby
Explicit Instruction: (5 minutes)
15. Students will turn in completed:
a. Character Analysis and Conflict organizer
b. Gatsby Magazine Project
Debrief: 30 minutes
 There will be a debrief on all of the magazine project
 Students will be able to share with their class their finished product, what they did
or did not like about the project etc.
Name: _________________________________
Date: _____________
Period: _____
Conflict
While reading through the course of the story, write down evidence of each conflict as
you identify them
Man vs. Man
Man vs. Society
Man vs. Self
Man vs. Nature
Character Analysis Sheet
You are to take the following notes on Santiago in preparation for writing an E-harmony
profile
APPEARANCE AND NAME.

List the direct description of a character’s appearance. List the qualities of
appearance that the author has given you. Then try to analyze how the
appearance develops the character.
ACTIONS

To begin, list the actions of the character. Then analyze how these actions
define the characteristics of the character.
SPEECH

To begin, list some dialogue that shows some characteristics of the character.
THOUGHTS AND FEELINGS

List thoughts and feelings of the character. Then analyze how these thoughts
and feelings define the characteristics of the character.
CHOICES

List the choices of the character. Then analyze what these choices say about
the character. How do they add to the indirect characterization?
PAST/BIOGRAPHY

Examine family history, nationality, ethnicity, education, significant life
experiences. Remember that when analyzing a character you are thinking
like a psychiatrist or a detective. You are trying to figure out what makes the
character tick.
COMMENTS ABOUT OTHER CHARACTERS

List what other characters and the narrator say about the character. Then
analyze how these add to the characterization.