Intel® Teach Program
Essentials Course
Unit Plan Template
Click on any descriptive text, then type your own.
Unit Author
First and Last Name
Janice Hoch
School District
Greenville County Schools
School Name
Travelers Rest High School
School City, State
Travelers Rest, SC
Unit Overview
Unit Title
The Great Gatsby: The American Dream and the Jazz Age
Unit Summary
Students will read F. Scott Fitzgerald’s novel The Great Gatsby in conjunction with an introduction to
Modern Literature before 1950 in the textbook. As part of the preparation for and during the study
of the novel, students will research topics that relate to the 1920’s and write a formal research paper
with MLA documentation on a chosen topic. While reading Gatsby, students will address ELA
standards in Reading, Writing, and Research in an in-depth analysis of the novel. The study of The
Great Gatsby will culminate with a presentation of the information in the research paper, as well as a
written summative assessment.
Subject Area
The subject area targeted is English 2 Honors (or English 3): American Literature Studies.
Grade Level
The targeted grade level is English 2 Honors and/or English 3 Advanced.
Approximate Time Needed
4-5 weeks in conjunction with textbook study
Unit Foundation
Targeted Content (ELA) Standards and Benchmarks
1.2 - Evaluate the impact of point of view on literary texts.
1.4 - Evaluate the relationship among character, plot, conflict, and theme in a given literary text.
1.6 - Create responses to literary texts through a variety of methods (for example, written works,
oral and auditory presentations, discussions, media productions, and the visual and performing arts).
Standard E4: The student will create written work that has a clear focus, sufficient detail,
coherent organization, effective use of voice, correct use of the conventions of written
Standard American English.
4.1 - Organize written works using prewriting techniques, discussions, graphic organizers, models,
and outlines.
4.2 - Use complete sentences in a variety of types.
4.3 - Create multiple paragraph compositions that have an introduction and a conclusion, include a
coherent thesis, and use support (for example, definitions and descriptions).
4.4 - Use grammatical conventions of written Standard American English.
4.5 - Revise writing to improve clarity, tone, voice, content, and the development of ideas.
4.6 - Edit written pieces for the correct mechanics and usage of written Standard American English.
.
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Intel® Teach Program
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5.1 - Create informational pieces that use language appropriate for the specific audience.
6.1 - Clarify and refine a research topic.
6.2 - Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or
visual works the information gathered from a variety of research sources.
6.3 - Use a standardized system of documentation (including a list of sources with full publication
information and the use of intext citations) to properly credit the work of others.
6.5 - Create written works, oral and auditory presentations, and visual presentations that are
designed for a specific audience and purpose.
6.6 - Select appropriate graphics, in print or electronic form, to support written works, oral
presentations, and visual presentations.
6.7 - Select appropriate graphics, in print or electronic form, to support written works, oral
presentations, and visual presentations.
6.8 - Design and carry out research projects by selecting a topic, constructing inquiry questions,
accessing resources, evaluating credibility, and organizing information.
Student Objectives/Learning Outcomes
Students will be able to:

Understand the literary elements of characterization, setting, theme, point of view, and plot and
how they interact in conveying meaning in The Great Gatsby

Analyze the relationships among the main and supporting characters of The Great Gatsby and
how their interactions affect the plot.

Analyze the characters and theme of The Great Gatsby and how they reflect the time period of
the Twenties

Conduct research on a topic that relates to the time period of the Twenties and gather, evaluate,
and synthesize data from a variety of sources to communicate their information in ways that suit
their purpose and audience, as well as to use the information to add to understanding of
characters and issues from The Great Gatsby

Use a variety of electronic and print resources to gather and synthesize information and to create
and communicate knowledge to a specific audience
Curriculum-Framing Questions
Essential
How does literature reflect the history of a people and their country?
Question
How does Fitzgerald’s Great Gatsby define the period of the 1920’s?
Unit
Questions
How does Fitzgerald develop the American Dream as a theme in The Great
Gatsby through characterization, point of view, setting and plot?
How is research a process that results in a product?
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Intel® Teach Program
Essentials Course
What is the American Dream and how did Fitzgerald use it as a major theme of
The Great Gatsby?
What are the influences from the time period of the setting of Gatsby that
influence the actions of the characters?
How did the point of view influence the way the reader feels about the
character of Gatsby and the time period of the Twenties?
Content
Questions
If you were deciding whether “the American Dream” is attainable, how would
your study of The Great Gatsby influence your judgment?
What resources are available, both print and electronic, that will help your
understanding of Gatsby or any work of literature?
What is MLA documentation and how will you use it to validate your research
on the 1920’s?
Assessment Plan
Assessment Timeline
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Intel® Teach Program
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Assessment Timeline
Before project work begins
 Discussion
 Questioning
 Lecture,
teacher
presentation,
and question
and answer on
the research
project
 The American
Students work on projects
and complete tasks
 Complete
Dream theme
anticipation
guide
source cards
and note
cards for
research
paper by due
dates
 Complete
After project work is
completed
 Reading check  Final draft of
quizzes on The
the research
Great Gatsby
paper on The
Twenties
 Complete
graphic
organizer for
character
relationships
thesis
 Crossword
statement and
puzzle for plot
introductory
and character
paragraph for
details for
research
Gatsby
paper by due
 Complete
dates
Chronology of
 Complete
Gatsby’s
outline and
dream
rough draft
handout
for the
 Response
research
essay
paper by due

Blog entries
date
for Gatsby
blog
 PowerPoint
presentation
of the
research
paper
information
 Test on The
Great Gatsby
 Essay and/or
written
discussion test
question on The
Great Gatsby
 Sticky note
unit reflection
 Discussion
questions for
review of The
Great Gatsby
Assessment Summary
Assessment
Description and Purpose of Assessment
Discussion
Students will use discussion to share knowledge of the
Twenties and to review connections to past knowledge of
the Twenties and of the American dream as these topics
are introduced. Teacher will use discussion to assess what
students know and what they need to learn about the topic
being introduced.
Students will demonstrate a knowledge of the American
dream as a theme from works of literature studied earlier
and of basic literary elements. The teacher will use
questioning techniques to determine a timeline for study
and types of further assessment needed to fill in gaps of
knowledge.
Questioning
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Intel® Teach Program
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American Dream
Anticipation guide
Character graphic
organizer
Source cards, note
cards, outline,
intro paragraph,
rough draft of
research paper
(Prewriting)
Chronology of
Gatsby’s dream
Reading Check
quizzes
Gatsby detail
Crossword puzzle
Gatsby response
essay
Students will use the anticipation guide to formulate their
own idea of the American dream and compare their ideas to
the character of Jay Gatsby. The teacher will use the
anticipation guide to introduce the novel and its theme and
to stimulate interest in reading.
Students will identify relationships between characters
visually using the graphic organizer to show the
relationship. The teacher will use the organizer activity as a
starter for a discussion of characterization in The Great
Gatsby.
Students will complete and turn in source cards, note cards,
outline, intro. paragraph, and rough draft on or before the
deadline dates as part of the research process so that they
are learning the process, not just turning in a product. The
teacher will be able to assess the student’s understanding
and correct any misunderstanding of MLA documentation
and determine if the student has complete information
before writing the final draft of the paper.
The student uses this handout to identify the information
about Gatsby and his Dream that is revealed in flashbacks
and memories. This should help the student to understand
the development of Gatsby’s dream. The teacher will use
this handout to assess the students’ understanding of the
chronological order of events in the novel since some
information is revealed in flashbacks.
Students will be rewarded for keeping up with reading
assignments and will receive feedback on gaps in their
knowledge of the novel. The teacher will be able to assess
where the students are in their reading and monitor and
adjust instruction accordingly.
As students identify the words and phrases needed to
complete the crossword puzzle, they will be reviewing the
details of the characters and plot of the novel before the
final summative assessment. The teacher will use the
crossword puzzle to engage students in the review for the
test. After completing crossword puzzle, the most difficult
blanks to identify could be good starting points to begin a
review discussion. Also, extra credit points could be given
to the student(s) who finishes the puzzle first.
As the student defends whether the character was right
take the blame for a death by lying to protect the woman he
loved, he/she will be analyzing the characterization and
theme in deciding if the dream was still attainable for
Gatsby and defending the opinion. The teacher will assess
the response for writing skills, but it also serves as
feedback before the summative assessment. In the sharing
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Intel® Teach Program
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Gatsby response
blog
Discussion
questions for
review
Final draft of
research paper
PowerPoint
presentation of
research
Test on The Great
Gatsby
Essay or written
analysis
discussion test
question
Sticky note
and discussion of the response, misconceptions and
problems in understanding are revealed that can be cleared
up in the discussion.
The response blog serves as a way to relate to literature
using 21st century technology. Students can communicate
to the teacher and to each other to share opinions about the
novel. The teacher can use the blog to assess students’
thinking and reflection on their learning.
The students will meet in small groups to address each of
these five questions and use the handout to take notes.
The handout requires the student to think conceptually and
critically about the whole novel, but in doing so, the also
review detail. The teacher will use this handout as a
starting point to guide the review of the novel before the
test.
The student will demonstrate an understanding of the
process of research by completing the final product. In
completing the research paper the student has used
synthesis to put together parts to form a new whole with
meaning and structure. The teacher will use this final draft
to assess the student’s understanding of the research
process and MLA documentation.
The student will present to an audience his/her research
using technology skills. This presentation serves as an
additional publication of the student’s product. It also gives
the student a venue for working in a group while practicing
his oral presentation skills. The teacher will use these
presentations as a learning tool for the class as the
information from all of the groups is disseminated to the
class to supplement their reading of the novel.
The student will have the opportunity to reflect on his/her
reading and display his comprehension. The teacher will
use the test as a summative assessment to monitor
progress and set goals for individual students and the class,
as well as to determine the need for re-teaching any
concepts.
The student will demonstrate understanding of the novel
and its basic literary elements by comparing and
contrasting or by analyzing and explaining in an analysis
situation in which he can defend his/her ideas, rather than a
right or wrong objective situation. The essay/discussion
question allows the teacher to assess student knowledge
that goes beyond recall; therefore, the teacher can better
assess the ability of the student to use higher level thinking
skills.
At the end of the unit, students write one way that the novel
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Intel® Teach Program
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reflection
The Great Gatsby reflects the American historical period of
The Twenties. This reflection brings closure to the unit and
gives each student an opportunity to contribute to this
closure. The teacher puts the sticky notes on a chart or a
bulletin board as a publication of the student’s ideas and as
feedback on their thinking and comprehension.
Unit Details
Prerequisite Skills
Students should be able to use the internet
Students should have a prior knowledge of the basic elements of literature
Students should have prior computer skills and be able to use PowerPoint and Microsoft Word
Students will be able to write a multi-paragraph essay.
Instructional Procedures
Introducing the unit
This unit will follow a unit on The Harlem Renaissance in the Twenties, so students have some
knowledge of the Twenties time period. The unit will begin with a discussion of the essential
question for the course: How does literature reflect the history of America and its people ? They
should discuss the Puritan period, the Revolutionary period, the Romantic Period and the Civil War
Period and relate the literature to those periods in a short discussion to lead an introduction to
Modern Literature and the Twenties.
The discussion of the literary historical periods should lead to American authors’ use of the American
Dream as a theme. Questions to guide discussion are as follows? What is the American Dream?
Where did the idea originate? Is the American Dream the same for everyone? What literary works
that you have read so far this year have had the American Dream as one of the themes? Was the
dream attainable in that novel? How or why not? Then students will be given the anticipation guide
on The American Dream. Students will complete the column of the guide that calls for their ideas.
They will be given the opportunity to share their answers orally to the different questions on the
anticipation guide as a continued class discussion.
Writing the Research Paper and Reading The Great Gatsby
This unit of work will have two components: writing a research paper project on a topic about the
Twenties while reading F. Scott Fitzgerald’s novel, The Great Gatsby. The unit of work should take
from four-five weeks to complete both components. The research component will take two
weeks of research in the library and one additional week of synthesizing the information and
preparing the final draft of the paper. After an introduction to the process of research and the
requirements of MLA documentation, students will work independently in the school library with
supervision and one-on-one help from the teacher during most class periods on the parts of the
research paper (source cards, note cards, outline, thesis statement and introductory paragraph, and
rough draft). Some out of class research may be required, but the unit is designed so that that the
pre-writing work is done in class with supervision to avoid frustration with the process. The only part
of the research project that should have to be completed outside of class is the final draft. Students
will be required to read the novel as homework during two-three weeks the research project work is
one in class. On designated days, students will meet in the regular classroom for a part of or the
whole 90 minute class to discuss, answer questions, have a quiz or response writing assignment, or
to complete an activity on The Great Gatsby as they read. They will be given a reading schedule
with a timeline of chapters and completion dates. They will also be given a calendar with due dates
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Intel® Teach Program
Essentials Course
for the required product parts of the research process (source cards, note cards, outline, thesis and
introductory paragraph and rough draft).
The Process, Assessment, and Requirements of the Research Project Assignment
During the class that serves as an introduction to The Great Gatsby and the discussion of the
American Dream, students will be issued a copy of the novel, and they may begin the reading
assignments. Students will have 3 weeks to read the novel outside class while researching in the
library during most class periods, and the discussion, review and assessment of the literary concepts
presented in the novel will take an additional week; therefore the novel study will take 4 weeks.
During the next class period after the novel is introduced (or possibly several class periods later after
the preceding unit on the Harlem Renaissance is completed), the research project on a topic that
relates to the Twenties will be introduced. The student may choose from a list of suggested topics.
Each topic may be chosen by no more than two students, who are each working on his/her separate
research paper. The research paper will be an individual assignment, but the PowerPoint
presentation to share the information at the completion of the project will be a group project done by
both the students who chose the topic. Students should choose the topic by interest in the topic, not
by group, although some students may choose to work on the same project because of partner. As
part of the introduction to the research project, the student will be given a teacher-made and printed
booklet that contains basic information on MLA in-text documentation and MLA formatting. The
student will also be given the assignment brochure/handout which includes the assignment, the
required parts of the research paper, the due dates and a rubric for final assessment grades for the
research paper products. Students are required to provide 4X6 index cards for note cards and
source cards. The teacher will provide plastic baggies to keep the source and note cards organized
and available. By the second day, students should be ready to begin work in the library, at least for
part of the period. Students are required to find at least three sources and complete source cards to
turn in as a graded assessment before beginning to take notes. For this research project, at least
one print source is required; therefore, students will be working in the stacks and on computers.
After two or three days of research, students should be able to work fairly independently on their
research. During the two week period, each requirement (source cards, note cards, working outline,
thesis statement and introductory paragraph, and rough draft) of the research paper pre-writing
process will be assessed on the due date. Students will have completed one test grade of the two
grades that make up the research project when the rough draft is completed and assessed by the
teacher. The second test grade is comprised of the form and content of the final draft with points on
the rubric for using the correct MLA form for the title information on the first page and for the body
of the paper, the parenthetical documentation, and the Works Cited page, as well as for the quality
of the information, and for the grammar, mechanics, organization, transitions and clarity of the
writing. When the research is completed, students will use their note cards or the returned final
draft to prepare a PowerPoint presentation to share the information on their topics with their
classmates. This presentation will be a separate assessment that is not included on the rubric for the
research paper. These presentations will take place during and after a review for the test on The
Great Gatsby.
The Novel Component and Assessment of The Great Gatsby
The study of the novel was introduced by the discussion of the relationship between history and
literature based on the course essential question and the American Dream, which was covered in the
“Introducing the Unit” section. Students will have approximately 3 weeks to a month to complete
The Great Gatsby. On the designated days when the class meets in the regular classroom, students
will work on review and reinforcement activities for The Great Gatsby. At this point in the semester,
they should be able to identify the basic literary elements. The anticipation guide introduced the
main theme of the novel, and students will continue to answer the questions about the American
Dream as it applies to the character of Jay Gatsby. After having read the first two chapters, students
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Intel® Teach Program
Essentials Course
will use the character relationship graphic organizer to determine how the main characters are
related. Students will have a multiple choice reading check quiz on chapters 1-4 or a short answer
quiz on chapters 1-5, depending on the time that is available. From this formative assessment, the
teacher can determine the effectiveness of the independent reading to monitor and adjust the
instruction. If some students need more help with understanding or if the class is a concepts (class
level below advanced), a handout with questions to guide reading will be available. Shortly after
students begin the novel, a blog site will be available so that students can express questions and
comments about the novel and its characters. Students will be required to contribute a minimum
number of blogs to the site by the end of the unit. On another “in the classroom” day students will
complete the handout on the chronology of Gatsby’s dream to explain the author’s use of flashbacks
to provide information about the theme and main character. The second formative assessment quiz
will be on chapters 4-7 or 6-9, depending on the scope of the first reading quiz. Students will also
have a response essay assignment on one of the classroom days away from the library in which they
will discuss whether Gatsby was right or wrong to protect Daisy by lying about being the driver of the
car that killed Myrtle.
Finishing up the novel study and presenting the multi-media project
In the first class period after the research paper project is completed and turned in, students will
complete the crossword puzzle activity as a review of the plot, characters, setting, and basic facts of
the book and will begin work in groups to take notes on the discussion questions for the review of
the novel. In the next two or three class periods before the summative assessment, which is a test,
students will work in cooperative learning groups to finish notes on the discussion review questions
for half of the 90 minute period. For the remainder of the period, students will work with their
partner to complete the PowerPoint presentation on the research topic. After a class period of whole
class discussion and question and answer for review using the discussion question review handout,
students will begin presenting their PowerPoint presentations. The test on The Great Gatsby should
take place at the end of the 4th week of the unit or the beginning of the 5th week. Students will
continue the presentations after the test until all groups have presented. After the presentations,
the video of The Great Gatsby will be shown if time permits. The video can be started during the last
day of presentations. After students view the video, they evaluate the video and the actors who
starred in the video in an oral or a written review of the movie. The project can be finalized by a
reflection on the essential question, How does literature reflect the history of a people and their
country?, or specifically for this unit, How does The Great Gatsby reflect the period of The Twenties
in America’s history? This reflection could be a discussion or students could be given sticky notes,
and each student could write a way that Gatsby reflects the Twenties, and the sticky notes could be
displayed on a chart or bulletin board for all to read.
Accommodations for Differentiated Instruction
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Intel® Teach Program
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Special Needs
Students
Nonnative
Speakers
Reading accommodations can include:

Reformatting reading material for easier access by increasing the size of
text, modifying the font, changing the color of font and/or background

Screen magnification

Text rewritten in a picture format

Songs, pictures, repetitive line books that focus on key concepts

Models, computer software, props, hands-on materials that simulates
concepts
Assistance can be given to students to help them understand what is important
to write down or to include in one’s project:

Keywords found/highlighted in handout/cue card/file

Graphic organizers

Abbreviation expansion or word prediction that helps or cues content
Activities such as note-taking, making connections among ideas, asking
questions, project planning, and time-management, may not come naturally to
students with special needs. Projects offer numerous opportunities to integrate
explicit instruction in how to perform important thinking, communication, and
learning strategies in the context of meaningful work. This kind of instruction
has been shown to be particularly beneficial to struggling students.












Gifted/Talented
Students
Provide students with an overview of the learning objectives.
Speak in natural, but slower speech.
Use shorter sentences with simpler syntax.
Pause frequently to allow students to process what has been said.
Use consistent vocabulary.
Try to avoid idioms and slang.
Repeat information appropriately.
Use gestures and body language to support and demonstrate concepts.
Develop consistent routines and signals for classroom processes.
Present information in a variety of ways, such as verbally, on the board,
and in handouts.
Check for understanding by asking specific questions rather than general
questions such as “Do you understand?”
Watch for body language and facial expressions that indicate confusion
or questions.
Advanced students benefit from projects that involve complex resources,
research, issues, problems, skills, or goals. Projects with multiple parts in their
directions, connections within or across subjects, or planning and execution can
often be achieved by gifted students. Allowing students to speculate on ways in
which they might demonstrate their understanding of concepts can encourage
creativity and critical thinking. Gifted students often can be successful with
little guidance in planning, designing, and self-monitoring, once they have been
taught the necessary self-direction skills. Students sometimes benefit from
moving through content quickly, and other times they need time to investigate
topics in greater depth. Gifted and talented students, however, sometimes feel
exploited by working in groups where they may have to take on additional
responsibility to ensure the success of the project. On the other hand, advanced
students need to learn to collaborate successfully as much as other students
do. Providing options is the key to meeting the needs of all learners in a
regular classroom, including students who are gifted or talented.
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Intel® Teach Program
Essentials Course
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed)
Camera
Laser Disk
VCR
Computer(s)
Printer
Video Camera
Digital Camera
Projection System
Video Conferencing Equip.
DVD Player
Scanner
Other
Internet Connection
Television
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Image Processing
Web Page Development
Desktop Publishing
Internet Web Browser
Word Processing
E-mail Software
Multimedia
Other
Encyclopedia on CD-ROM
Printed Materials
Textbook (Elements of Literature – Fourth Course, Holt, Rinehart and
Winston), copies of The Great Gatsby, library reference materials (books,
pamphlets, magazines)
Supplies
4X6 index cards, sticky notes, plastic baggies for note cards
Online Writing Lab at Purdue University
Internet Resources
http://owl.english.purdue.edu/
Other Resources
the TRHS library and its resources, the newspaper lab room (with
computers)
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