15-Day Unit Plan
11th Grade College
Preparatory English
The Great Gatsby
F. Scott Fitzgerald
Miss Hartrum
Spring 2014
Table of Contents
Title Page
Table of Contents
Purpose of the Unit
Skill Objective and Standards
Calendar
Plan for Evaluation (Grading)
Participation Rubric
Week 1, Lesson 1
Bell Ringer Vocab List Handout 1
The Great Gatsby, Reading Schedule
The Great Gatsby, Chapter Presentation Requirements
The Great Gatsby, Chapter Presentation Sign-up Sheet
The Great Gatsby, Chapter Presentation Rubric
The Great Gatsby, Chapter Presentation Peer Evaluation Handout
Week 1, Lesson 2
Week 1, Lesson 3
The Great Gatsby, Pop Quiz 1
Week 1, Lesson 4
Bell Ringer Vocab List Handout 2
The Great Gatsby, Pop Quiz 2
Week 1, Lesson 5
Week 2, Lesson 6
The Great Gatsby, Pop Quiz 3
Week 2, Lesson 7
Week 2, Lesson 8
The Great Gatsby, Pop Quiz 4
Week 2, Lesson 9
The Great Gatsby, Pop Quiz 5
Week 2, Lesson 10
Week 3, Lesson 11
Week 3, Lesson 12
Week 3, Lesson 13
Week 3, Lesson 14
Week 3, Lesson 15
Purpose of Unit
The purpose of this unit is to teach students how to analyze the way in which theme or
meaning represents a view on life while using textual evidence from The Great Gatsby.
Students will be conducting a final writing assignment for this unit over a common theme
found in The Great Gatsby. Students will be sharpening their writing skills by structuring
their ideas and arguments in a sustained and persuasive way by supporting them with
precise and relevant examples. Through the final essays, students will provide their
knowledge on control of grammar, paragraph and sentence structure, accurate spelling
and correct punctuation and capitalization.
Skill Objectives
READING:
1. 11.3.2
Students will be able to analyze the way in which the theme or meaning of
a selection represents a view or comment on life, using textual evidence to support
the claim.
WRITING:
1 11.4.4
Students will be able to structure ideas and arguments in a sustained and
persuasive way and support them with precise and relevant examples.
2 11.4.6
Students will be able to use language in creative and vivid ways to
establish a specific tone.
3 11.6.1
Students will be able to demonstrate control of grammar, diction,
paragraph and sentence structure, and an understanding of English usage.
4 11.6.2
Students will be able to produce writing that shows accurate spelling and
correct punctuation and capitalization.
Interdisciplinary Connections
HISTORY:
1. SS.USH.4 The Modern United States in Prosperity and Depression: 1920s and 1930s
Students will examine the political, economic, social and cultural development of the
United States during the period from 1920 to 1939.
Vocabulary
List 1—Given Day 1, Week 1
1. Sultry: Oppressively hot and humid (of weather or climate); Displaying or suggesting
passion.
2. Tedious: Long and tiresome.
3. Victuals: Food supplies.
4. Meddlesome: Intrusive.
5. Remiss: Lacking force or energy.
6. Captivate: To attract and hold the attention or interest of, as by beauty or excellence.
7. Warble: To sing.
8. Whelp: Youth.
9. Fluster: To become agitatedly confused.
10. Sluice: A stream of surplus water.
11. Bogus: Fake.
12. Marred: To disfigure, deface, or scar.
13. Notion: An opinion.
14. Raspy: Harsh, grating.
15. Seedy: Run down, shabby.
List 2—Given Day 6, Week 2
1. Skiff: Any of various types of boats small enough for sailing or rowing by one
person.
2. Thrash: To beat soundly in punishment.
3. Blackguard: Villain
4. Crockery: Dishes
5. Draft: a drawing, sketch, or design; a first or preliminary form of any writing, subject
to revision, copying.
6. Flapdoodle: Nonsense.
7. Mesmerism: Hypnotism.
8. Eaves: The overhanging lower edge of a roof.
9. Flighty: Undependable, irresponsible.
10. Garret: An attic.
11. Hew: To cut down.
12. Suppression: Conscious exclusion of unacceptable desires, thoughts, or memories
from the mind.
13. Infinite: Unlimited or immeasurable.
14. Privy: Participating in the knowledge of something private or secret.
15. Revelation: The act of revealing or disclosing; disclosure.
Timeline of the Day-to-day Plans
Week
1
Monday
Vocabulary,
Final
Presentations
form last unit,
Discussion of
the connection
of Huck Finn
into the Great
Gatsby,
Writing 1
Week
2
Vocabulary,
Students’,
Chapter 4
audiobook
listening
Week
3
Students’
Chapter
presentations,
Chapter 9
audiobook
listening
Tuesday
Vocabulary,
Reading
schedule,
Ch.
Presentation
sign up,
Chapter
presentations,
Intro to
Google.doc,
check-point,
G.G. videos
Wednesday
Vocabulary,
Treasure
hunt,
Handout
journals, start
in-class work
on cover.
Thursday
Vocabulary,
Pop quiz #1vocab, G.G.
Character
PowerPoint
presentation,
Huck Finn
and Great
Gatsby
comparison
video,
Chapter 1
audiobook
listening, inclass work on
cover.
HMWK:
Complete a
cover for
journals
reflecting
their Am.
dream
Vocabulary,
Vocabulary,
Vocabulary,
Pop Quiz #3- Students’
Pop Quiz #4Vocab/G.G., Chapter
Vocab/G.G.,
Students’
presentations, Students’
Chapter
Chapter 6
Chapter
presentations, audiobook
presentations,
Chapter 5
listening
Chapter 7
audiobook
audiobook
listening
listening
Chapter
Final Exam
Final Project
presentations,
Final Exam
Review
Friday
Vocabulary,
Pop Quiz #2Vocab/G.G.,
Journal entry
#1, G.G videoAmerican
Dream:
reading the
G.G.
Critically,
Chapter 2
audiobook
listening.
Video- The
G.G. Living
the Dream in
the valley of
the Ashes, 60
S.R. “themes”
vid, Chapter 3
audiobook
listening
Vocabulary,
Students’
Chapter
presentations,
Chapter 8
audiobook
listening
Final Project
Presentations
Resources
Teacher Resources:
Laptop- MacBook Pro
iPad
The teacher will utilize the use of the laptop to project the information that is being
lectured on the projector screen.
Student Resources:
iPads
Students will use the classroom set of iPads to use for assignments throughout the unit.
Students have access to a classroom set of The Great Gatsby novels.
Letter To Parents:
Dear Parents and Students:
The purpose of this unit is to teach students how to analyze the way in which theme or
meaning represents a view on life while using textual evidence from The Great Gatsby.
Students will be conducting a final writing assignment for this unit over a common theme
found in The Great Gatsby. Students will be sharpening their writing skills by structuring
their ideas and arguments in a sustained and persuasive way by supporting them with
precise and relevant examples. Through the final essays, students will provide their
knowledge on control of grammar, paragraph and sentence structure, accurate spelling
and correct punctuation and capitalization.
Parents:
You can be involved with your child’s progression through this unit by checking in with
them and making sure that they are completing their assignments on time. You can check
their progress on InformationNow. Students will be assigned a final project over this unit,
which will be to design the front of their journals with their vision of the American dream
and the back page exemplifying a character in the novel’s American dream. Students are
then to present their journal to the class. This project is worth 50 points in total.
Students:
The expectations of you are gradually increasing. Be prepared for pop quizzes over the
current vocabulary handout and The Great Gatsby throughout this unit. Near the end of
the unit you will be expected to complete Essay 2 worth 100 points, like stated above,
over a over a common theme found in The Great Gatsby. The final exam, formatted like
the one over The Adventures of Huckleberry Finn, will be at the end of the reading and is
also worth 100 points.
Regards,
Miss Hartrum, Student Teaching
Mrs. Freeman
__________________________
Parent signature
__________________________
Student signature
Display Area/Bulletin Board
Student Project
Students are to write their answers to the daily journal prompts and are to design the front
of their journals with their vision of the American dream and the back page exemplifying
a character in the novel’s American dream. Students are then to present their journal to
the class. This project is worth 50 points in total. DUE FRIDAY, MARCH 7TH.
Rubric
Part 1: Front cover and inside content
____/10
ALL journal prompts are completed and the content of your writings are
accurate or answer the questions asked.
____/5
Little to no issues with spelling and grammar
____/5
Visuals/creativity
____/5
Presentation
TOTAL: 25 POINTS
Part 2: Back cover
____/15
3-5 quotes/textual evidence exemplifying your character
____/5
Analysis of the textual evidence
____/5
Theme found in the book
TOTAL: 25 POINTS
Technology
Students:
iPad
Each student has access to an iPad use for assignments throughout the unit.
Teachers:
Laptop- MacBook Pro
iPad
The teacher will utilize the use of the laptop to project the information that is being
lectured on the projector screen.
Day 1, Week 1 (Student Teaching Week 7): The Great Gatsby
Focus of the Lesson
This lesson is the introduction to the unit of, The Great Gatsby, in an advanced 11th
grade English class. This lesson includes a vocabulary section and a pre-assessment,
which is used to assess the students’ current strength of writing. This lesson is a small
portion of an overall unit.
Objectives
1 11.4.4
Students will be able to structure ideas and arguments in a sustained and
persuasive way and support them with precise and relevant examples.
2. 11.4.6
Students will be able to use language in creative and vivid ways to
establish a specific tone.
3. 11.6.1
Students will be able to demonstrate control of grammar, diction,
paragraph and sentence structure, and an understanding of English usage.
4. 11.6.2
Students will be able to produce writing that shows accurate spelling and
correct punctuation and capitalization.
Materials
1. Dry erase markers
2. Copies of The Great Gatsby
3. Bell Ringer Vocab List Handout 1
4. The Great Gatsby, Reading Schedule
5. The Great Gatsby, Chapter Presentation Requirements
6. The Great Gatsby, Chapter Presentation Sign-up Sheet
7. The Great Gatsby, Chapter Presentation Rubric
8. The Great Gatsby, Chapter Presentation Peer Evaluation Handout
Strategies
1. Group work
2. Writing
Procedure
1. (5 minutes) 8:10-8:15 AM: The teacher passes out the bell ringer vocabulary handout
for the week and it is to be gone through with the students.
2. (30 minutes) 8:15-8:45 AM: Students are to go to the IMC and work individually on
writing their responses to, “What is the American Dream? And what is your
American Dream?”
3. (10-15 minutes) 8:45-9:00 AM: The teacher passes out The Great Gatsby novels as
well as the following handouts and goes over them with the students:
A. The Great Gatsby, Reading Schedule
B. The Great Gatsby, Chapter Presentation Requirements
C. The Great Gatsby, Chapter Presentation Sign-up Sheet
D. The Great Gatsby, Chapter Presentation Rubric
E. The Great Gatsby, Chapter Presentation Peer Evaluation Handout
4. (20 minutes) 9:00-9:20 AM: Students are to work within their chapter presentation
groups and decide what chapter they want to pick. The groups are also to create a
Google.doc to use when creating their chapter presentation. While students are
completing the assignments, the teacher will be hosting individual conferences with
the students to go over their final grades from the previous unit as well as the
upcoming grades/assignments that they should be aware of within the progression of
The Great Gatsby unit.
5. (5 minutes) 9:20-9:25 AM: Students are to study their current vocabulary.
Evaluation
1. 11.4.4
The teacher will know that the students were able to structure ideas and
arguments in a sustained and persuasive way and support them with precise and
relevant examples, by their pre-assessment writing.
2. 11.4.6
The teacher will know that the students were able to use language in
creative and vivid ways to establish a specific tone, by their pre-assessment writing.
3. 11.6.1
The teacher will know that the students were able to demonstrate control
of grammar, diction, paragraph and sentence structure, and an understanding of
English usage, by their pre-assessment writing.
4. 11.6.2
The teacher will know that the students were able to produce writing that
shows accurate spelling and correct punctuation and capitalization, by their preassessment writing.
Name:
Teacher:
Class:
Date:
Bell Ringer Vocabulary List #1
Day 1:
Sultry: _________________________________________________________________
Real World Example: _____________________________________________________
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
6. _________________________________________________________________
7. _________________________________________________________________
8. _________________________________________________________________
9. _________________________________________________________________
10. _________________________________________________________________
Tedious: ________________________________________________________________
Real World Example: _____________________________________________________
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
6. _________________________________________________________________
7. _________________________________________________________________
8. _________________________________________________________________
9. _________________________________________________________________
10. _________________________________________________________________
Victuals: _______________________________________________________________
Real World Example: _____________________________________________________
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
6. _________________________________________________________________
7. _________________________________________________________________
8. _________________________________________________________________
9. _________________________________________________________________
10. _________________________________________________________________
Day 2:
Meddlesome: ____________________________________________________________
Real World Example: _____________________________________________________
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
6. _________________________________________________________________
7. _________________________________________________________________
8. _________________________________________________________________
9. _________________________________________________________________
10. _________________________________________________________________
Remiss: ________________________________________________________________
Real World Example: _____________________________________________________
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
6. _________________________________________________________________
7. _________________________________________________________________
8. _________________________________________________________________
9. _________________________________________________________________
10. _________________________________________________________________
Captivate: ______________________________________________________________
Real World Example: _____________________________________________________
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
6. _________________________________________________________________
7. _________________________________________________________________
8. _________________________________________________________________
9. _________________________________________________________________
10. _________________________________________________________________
Day 3:
Warble: ________________________________________________________________
Real World Example: _____________________________________________________
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
6. _________________________________________________________________
7. _________________________________________________________________
8. _________________________________________________________________
9. _________________________________________________________________
10. _________________________________________________________________
Whelp: _________________________________________________________________
Real World Example: _____________________________________________________
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
6. _________________________________________________________________
7. _________________________________________________________________
8. _________________________________________________________________
9. _________________________________________________________________
10. _________________________________________________________________
Fluster: _________________________________________________________________
Real World Example: _____________________________________________________
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
6. _________________________________________________________________
7. _________________________________________________________________
8. _________________________________________________________________
9. _________________________________________________________________
10. _________________________________________________________________
Day 4:
Sluice: _________________________________________________________________
Real World Example: _____________________________________________________
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
6. _________________________________________________________________
7. _________________________________________________________________
8. _________________________________________________________________
9. _________________________________________________________________
10. _________________________________________________________________
Bogus: _________________________________________________________________
Real World Example: _____________________________________________________
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
6. _________________________________________________________________
7. _________________________________________________________________
8. _________________________________________________________________
9. _________________________________________________________________
10. _________________________________________________________________
Marred: ________________________________________________________________
Real World Example: _____________________________________________________
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
6. _________________________________________________________________
7. _________________________________________________________________
8. _________________________________________________________________
9. _________________________________________________________________
10. _________________________________________________________________
Day 5:
Notion: _________________________________________________________________
Real World Example: _____________________________________________________
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
6. _________________________________________________________________
7. _________________________________________________________________
8. _________________________________________________________________
9. _________________________________________________________________
10. _________________________________________________________________
Raspy: _________________________________________________________________
Real World Example: _____________________________________________________
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
6. _________________________________________________________________
7. _________________________________________________________________
8. _________________________________________________________________
9. _________________________________________________________________
10. _________________________________________________________________
Seedy: _________________________________________________________________
Real World Example: _____________________________________________________
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
6. _________________________________________________________________
7. _________________________________________________________________
8. _________________________________________________________________
9. _________________________________________________________________
10. _________________________________________________________________
The Great Gatsby, Reading Schedule
Assignment
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Date DUE
02/24/2014
02/25/2014
02/26/2014
02/27/2014
02/28/2014
03/03/2014
The Great Gatsby, Chapter Presentations, 20pts.
Assignment
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Date DUE
02/25/2014
02/26/2014
02/27/2014
02/28/2014
03/03/2014
03/04/2014
NOTICE: The chapter that your group chooses to present will be presented the following
day after that chapter was assigned for homework.
Groups:
• Brianna Evans, Alex Abbott, Rhianon Evans
• Justin Dirksen, Kaleb Toland, Tanner Reynolds
• Payden Schug, Jake Carpenter, Tyra Westlake
• Crystal Lee, Andrew Ferguson, Cody White
• Patrick Casey, Evan Thomas, James Rose
• Holly Roberts, James Keen, Lori Moon
Directions:
1. Each group is to pick a day from the reading list to present their chapter.
2. Groups are to read ahead and have their Chapter Presentation ready the day before
they are to present so that Miss Hartrum can OK your content.
3. ***EACH GROUP MEMBERS ARE TO HELP IN THE WHOLE PROCESS OF
COMPLETING THE CONTENT FOR THEIR CHAPTER.
4. Each member of the group will turn in their comments on the contribution each
member gave for the final product, through an anonymous peer evaluation.
Requirements:
ü Presentations are to last between 5-10 minutes.
ü Each group member are to come up with the following:
1. An open-ended question to ask the class that coincides with the chapter you are
presenting. (Ex. “What’s the American dream?”) Students are to answer your
question within their Great Gatsby journals.
2. A quote from the novel that EITHER exemplifies the voice of a character in the
story (I.e. the quotation section in Miss Hartrum’s quizzes and exam.), OR a
relatable quote that your group can identify with, (Ex. “Whenever you feel like
criticizing any one…just remember that all the people in this world haven’t had
the advantages that you’ve had.” –You might identify with this quote because you
are being raised in a first world country.)
3. Big impression of the chapter as a whole—summarizing the chapter with roughly
1-3 sentences (give or take, but nothing excessive.)
NOTE: Each group member should pick one of the three choices above so that it will
be split up with one question per person to answer.
Grading:
5 points
5 points
5 points
5 points
=
20 points
Originality within the development of questions
Individual aspect is completed
Presenting between 5-10 minutes
Meeting 1 day beforehand with Miss Hartrum
The Great Gatsby, Project Presentation Sign-up Sheet
Chapter 4 (Meeting w/ Miss Hartrum 2/24/14)
_____________________________
_____________________________
_____________________________
Chapter 5 (Meeting w/ Miss Hartrum 2/25/14)
_____________________________
_____________________________
_____________________________
Chapter 6 (Meeting w/ Miss Hartrum 2/26/14)
_____________________________
_____________________________
_____________________________
Chapter 7 (Meeting w/ Miss Hartrum 2/27/14)
_____________________________
_____________________________
_____________________________
Chapter 8 (Meeting w/ Miss Hartrum 2/28/14)
_____________________________
_____________________________
_____________________________
Chapter 9 (Meeting w/ Miss Hartrum 3/03/14)
_____________________________
_____________________________
_____________________________
The Great Gatsby, Chapter Presentations Rubric
Group Members:
Grading:
____/5
____/5
____/5
____/5
=
20 points
Originality within the development of questions
Individual aspect is completed
Presenting between 5-10 minutes
Meeting 1 day beforehand with Miss Hartrum
Comments:
_______________________________________________________________________
The Great Gatsby, Chapter Presentations Rubric
Group Members:
Grading:
____/5
____/5
____/5
____/5
=
20 points
Comments:
Originality within the development of questions
Individual aspect is completed
Presenting between 5-10 minutes
Meeting 1 day beforehand with Miss Hartrum
Your Name:
Teacher:
Class:
Date:
Chapter Assigned:
The Great Gatsby, Chapter Presentations Peer Evaluation
Group Member #1 Evaluation (How you would score them):
____/5
Originality within the development of their question
____/5
Individual aspect was completed
____/5
Assisting with the presentation
____/5
Did they meet 1 day beforehand with Miss Hartrum?
Comments:
_______________________________________________________________________
Group Member #1 Evaluation (How you would score them):
____/5
Originality within the development of their question
____/5
Individual aspect was completed
____/5
Assisting with the presentation
____/5
Did they meet 1 day beforehand with Miss Hartrum?
Comments:
Day 2, Week 1 (Student Teaching Week 7): The Great Gatsby
Focus of the Lesson
This lesson is the introduction to the unit of, The Great Gatsby, in an advanced 11th
grade English class. This lesson includes a vocabulary section, a treasure hunt, which
students are to navigate a website that has an informative background on the 1920s time
period (which the book is set in), a video which the students are to watch that compares
The Adventures of Huckleberry Finn (from the previous unit) and The Great Gatsby
(current unit) as both the great American novels and how they fit in our current history,
and lastly a character PowerPoint on the characters in The Great Gatsby. This lesson is a
small portion of an overall unit.
Objectives
1. 11.3.2
Students will be able to analyze the way in which the theme or meaning of
a selection represents a view or comment on life, using textual evidence to support the
claim.
Materials
1. Dry erase markers
2. Copies of The Great Gatsby
Strategies
1. Group work
2. Class work
3. Video
Procedure
1. (10 minutes) 8:10-8:20 AM: The bell ringer vocabulary handout is to be gone through
with the students.
2. (10 minutes) 8:20-8:30 AM: Final presentations are finishing up from last unit.
3. (10 minutes) 8:30-8:40 AM: Students are to finish up their writing 1.
4. (5 minutes) 8:40-8:45 AM: The teacher collects The Adventures of Huckleberry Finn
books as well as passes out The Great Gatsby novels.
5. (5-10 minutes) 8:45-8:55 AM: The teacher will go over the following handouts and
goes over them with the students:
A. The Great Gatsby, Reading Schedule
B. The Great Gatsby, Chapter Presentation Requirements
C. The Great Gatsby, Chapter Presentation Sign-up Sheet
D. The Great Gatsby, Chapter Presentation Rubric
E. The Great Gatsby, Chapter Presentation Peer Evaluation Handout
6. (20-23 minutes) 8:55-9:19 AM: Students are to work within their chapter presentation
groups and decide what chapter they want to pick. The groups are also to create a
Google.doc to use when creating their chapter presentation.
7. (2 minutes) 9:19-9:21 AM: Play the 60 second recap introduction clip of, The Great
Gatsby:
http://www.youtube.com/watch?v=UDAJRuNV_mY&list=PL926BEC0C4BBF2F64
8. (2 minutes) 9:21-9:23 AM: Play the 60 second recap of summary/overview of The
Great Gatsby:
http://www.youtube.com/watch?v=bg2GSu5pvaU&list=PL926BEC0C4BBF2F64
9. (2 minutes) 9:23-9:25 AM: Play the 60 second recap of the main character in The
Great Gatsby:
http://www.youtube.com/watch?v=BlTyWlRUhbM&list=PL926BEC0C4BBF2F64
Evaluation
1. 11.4.2 The teacher will know that the students were able to analyze the way in which
the theme or meaning of a selection represents a view or comment on life by their
journal responses about The Great Gatsby, or by class discussions.
Day 3, Week 1 (Student Teaching Week 7): The Great Gatsby
Focus of the Lesson
This lesson is the introduction to the unit of, The Great Gatsby, in an advanced 11th
grade English class. This lesson includes a vocabulary section and a treasure hunt, which
students are to navigate a website that has an informative background on the 1920s time
period (which the book is set in). This lesson is a small portion of an overall unit.
Objectives
1. 11.3.2
Students will be able to analyze the way in which the theme or meaning of
a selection represents a view or comment on life, using textual evidence to support the
claim.
Materials
1. Dry erase markers
2. Copies of The Great Gatsby
Strategies
1. Group work
Procedure
1. (5 minutes) 8:10-8:15 AM: The bell ringer vocabulary handout is to be gone through
with the students.
2. (2 minutes) 8:15-8:17 AM: Play the 60 second recap of the other main characters:
http://www.youtube.com/watch?v=8RINEyAhJCU&list=PL926BEC0C4BBF2F64
3. (2 minutes) 8:17-8:19 AM: Like Pale Gold ONLY PLAY TO 1:22!!!
http://www.youtube.com/watch?v=xw9Au9OoN88
4. (59 minutes) 8:19-9:20 AM: Students are to work in their chapter presentation groups
and answer all of the questions in the Great Gatsby treasure hunt:
http://www.huffenglish.com/gatsby/gatsbyhunt.html
A. While students are completing the assignments, the teacher will be hosting
individual conferences with the students to go over their final grades from the
previous unit as well as the upcoming grades/assignments that they should be
aware of within the progression of The Great Gatsby unit.
5. (*) If students have time, they are to start working on creating the cover to their
journals.
6. (5 minutes) 9:20-9:25 AM: Students are to study their current vocabulary.
Evaluation
1. 11.4.2 The teacher will know that the students were able to analyze the way in which
the theme or meaning of a selection represents a view or comment on life by their
journal responses about The Great Gatsby, or by class discussions.
Day 4, Week 1 (Student Teaching Week 7): The Great Gatsby
Focus of the Lesson
This lesson is the introduction to the unit of, The Great Gatsby, in an advanced 11th
grade English class. This lesson includes a vocabulary section, a video that the students
are to watch that compares The Adventures of Huckleberry Finn (from the previous unit)
and The Great Gatsby (current unit) as both the great American novels and how they fit
in our current history, and lastly a character PowerPoint on the characters in The Great
Gatsby. This lesson is a small portion of an overall unit.
Objectives
1. 11.3.2
Students will be able to analyze the way in which the theme or meaning of
a selection represents a view or comment on life, using textual evidence to support the
claim.
Materials
1. Dry erase markers
2. Copies of Bell Ringer Vocab Handout 2
3. Copies of The Great Gatsby
4. Copies of The Great Gatsby pop quiz 1
Strategies
1. Video
2. Audiobook listening
Procedure
1. (5 minutes) 8:10-8:15 AM: The bell ringer vocabulary handout is passed out and to be
gone through with the students.
8:15-8:45 AM: Activity Period
2. (5 minutes) 8:50-8:55 AM: Pop quiz vocabulary words.
3. (10-15 minutes) 8:55-9:10 AM: Great Gatsby Character PowerPoint presentation.
4. (34 minutes) 9:10-9:50 AM: Start chapter 1 audiobook listening of The Great Gatsby.
5. (10 minutes) 9:50-10:00 AM: Students are to study their vocab.
Evaluation
1. 11.4.2 The teacher will know that the students were able to analyze the way in which
the theme or meaning of a selection represents a view or comment on life by their
journal responses about The Great Gatsby, or by class discussions.
Your Name:
Teacher:
Class:
Date:
The Great Gatsby Pop Quiz #1 – Vocabulary
Identify the term from the definition: 1pt. per question
1. ____________________ Oppressively hot and humid (of weather or climate);
Displaying or suggesting passion.
2. ____________________ Long and tiresome.
3. ____________________ Food supplies.
4. ____________________ Intrusive.
5. ____________________ Lacking force or energy.
Day 5, Week 2 (Student Teaching Week 8): The Great Gatsby
Focus of the Lesson
This lesson is the introduction to the unit of, The Great Gatsby, in an advanced 11th
grade English class. This lesson includes a vocabulary section, a pop quiz over
vocabulary words and The Great Gatsby, a journal entry, Chapter 2 & 3 audiobook
listening, and a viewing of a video that discusses the themes from the book and another
video that discusses chapter 2’s reading. This lesson is a small portion of an overall unit.
Objectives
1. 11.3.2
Students will be able to analyze the way in which the theme or meaning of
a selection represents a view or comment on life, using textual evidence to support the
claim.
Materials
1. Dry erase markers
2. Copies of The Great Gatsby
3. Copies of The Great Gatsby pop quiz 2
Strategies
1. Group work
2. Audiobook listening
3. Journal writing
4. Video
Procedure
1. (5 minutes) 8:10-8:15 AM: The bell ringer vocabulary handout is to be gone through
with the students.
2. (5 minutes) 8:15-8:20 AM: Students are to work on Journal entry prompt #1:
A. What are your impressions of The Great Gatsby?
3. (24 minutes) 8:26-8:50 AM: Chapter 2 audiobook listening.
4. (1-2 minutes) 8:57-8:59 AM: 60 Sec Recap of “themes”:
http://www.youtube.com/watch?v=_FKlpdszPXo
5. (23-26 minutes) 8:59-9:25 AM: Chapter 3 audiobook listening.
Evaluation
1. 11.4.2 The teacher will know that the students were able to analyze the way in which
the theme or meaning of a selection represents a view or comment on life by their
journal responses about The Great Gatsby, or by class discussions.
Day 6, Week 2 (Student Teaching Week 8): The Great Gatsby
Focus of the Lesson
This lesson is the introduction to the unit of, The Great Gatsby, in an advanced 11th
grade English class. This lesson includes a vocabulary section, chapter 4 audiobook
listening, 2 60-second recap videos discussing two symbols found in the book, and group
work answering discussion questions. This lesson is a small portion of an overall unit.
Objectives
1. 11.3.2
Students will be able to analyze the way in which the theme or meaning of
a selection represents a view or comment on life, using textual evidence to support the
claim.
Materials
1. Dry erase markers
2. Copies of Bell Ringer 2
3. Copies of The Great Gatsby
4. Copies of The Great Gatsby Pop Quiz 2
Strategies
1. Group work
Procedure
1. (5 minutes) 8:10-8:15 AM: The bell ringer vocabulary handout is to be passed out and
gone through with the students.
COLLECT STUDENTS’ BELL RINGER WORK.
2. (5-10 minutes) 8:15-8:25 AM: Pop Quiz #2.
3. (5 minutes) 8:25-8:30 AM: Journal #2:
A. Do you think Nick will tell Daisy about Myrtle? Why do you think this?
4. (5 minutes) 8:30-8:35 AM: Go over the student’s responses to journal 1.
5. (10-15 minutes) 8:35-8:50 AM: Finish ch. 3’s audiobook listening. 1:21:56-1:31:14
6. (31-35 minutes) 8:50-9:25 AM: Audiobook listening of chapter 4. 1:31:14-2:02:24
Homework
Students are to read chapter 4 completely.
Evaluation
1 11.4.2 The teacher will know that the students were able to analyze the way in which
the theme or meaning of a selection represents a view or comment on life by their
journal responses about The Great Gatsby, or by class discussions.
Your Name:
Teacher:
Class:
Date:
The Great Gatsby- Pop Quiz #2 Vocabulary/Book 1pt. per question
Quotation: Identify who said the quote using context clues, FIRST AND LAST NAMES
1. “No—Gatsby turned out all right at the end; it is what preyed on Gatsby, what foul
dust floated in the wake of his dreams that temporarily closed out my interest in the
abortive sorrows and short-winded elations of men.”
__________________________
2. “In two weeks it’ll be the longest day in the year. Do you always watch for the
longest day of the year and then miss it? I always watch for the longest day in the
year and then miss it.”
__________________________
Discussion Questions: Answer the following questions using TAG:
3. How do Nick and Daisy know each other? ___________________________________
____________________________________________________________________
4 Who is Owl eyes? _____________________________________________________
____________________________________________________________________
Vocabulary:
Identify the term from the definition: 1pt. per question
5. ______________________: To attract and hold the attention or interest of, as by
beauty or excellence.
6. ______________________: To sing.
7. ______________________: Youth.
8. ______________________: To become agitatedly confused.
9. ______________________: A stream of surplus water.
10. ______________________: Fake.
Name:
Teacher:
Class:
Date:
Bell Ringer Vocabulary List #2
Day 1:
Skiff: __________________________________________________________________
Real World Example: _____________________________________________________
11. _________________________________________________________________
12. _________________________________________________________________
13. _________________________________________________________________
14. _________________________________________________________________
15. _________________________________________________________________
16. _________________________________________________________________
17. _________________________________________________________________
18. _________________________________________________________________
19. _________________________________________________________________
20. _________________________________________________________________
Thrash: _________________________________________________________________
Real World Example: _____________________________________________________
11. _________________________________________________________________
12. _________________________________________________________________
13. _________________________________________________________________
14. _________________________________________________________________
15. _________________________________________________________________
16. _________________________________________________________________
17. _________________________________________________________________
18. _________________________________________________________________
19. _________________________________________________________________
20. _________________________________________________________________
Blackguard: _____________________________________________________________
Real World Example: _____________________________________________________
11. _________________________________________________________________
12. _________________________________________________________________
13. _________________________________________________________________
14. _________________________________________________________________
15. _________________________________________________________________
16. _________________________________________________________________
17. _________________________________________________________________
18. _________________________________________________________________
19. _________________________________________________________________
20. _________________________________________________________________
Day 2:
Crockery: _______________________________________________________________
Real World Example: _____________________________________________________
11. _________________________________________________________________
12. _________________________________________________________________
13. _________________________________________________________________
14. _________________________________________________________________
15. _________________________________________________________________
16. _________________________________________________________________
17. _________________________________________________________________
18. _________________________________________________________________
19. _________________________________________________________________
20. _________________________________________________________________
Draft: __________________________________________________________________
Real World Example: _____________________________________________________
11. _________________________________________________________________
12. _________________________________________________________________
13. _________________________________________________________________
14. _________________________________________________________________
15. _________________________________________________________________
16. _________________________________________________________________
17. _________________________________________________________________
18. _________________________________________________________________
19. _________________________________________________________________
20. _________________________________________________________________
Flapdoodle: _____________________________________________________________
Real World Example: _____________________________________________________
11. _________________________________________________________________
12. _________________________________________________________________
13. _________________________________________________________________
14. _________________________________________________________________
15. _________________________________________________________________
16. _________________________________________________________________
17. _________________________________________________________________
18. _________________________________________________________________
19. _________________________________________________________________
20. _________________________________________________________________
Day 3:
Mesmerism: _____________________________________________________________
Real World Example: _____________________________________________________
11. _________________________________________________________________
12. _________________________________________________________________
13. _________________________________________________________________
14. _________________________________________________________________
15. _________________________________________________________________
16. _________________________________________________________________
17. _________________________________________________________________
18. _________________________________________________________________
19. _________________________________________________________________
20. _________________________________________________________________
Eaves: _________________________________________________________________
Real World Example: _____________________________________________________
11. _________________________________________________________________
12. _________________________________________________________________
13. _________________________________________________________________
14. _________________________________________________________________
15. _________________________________________________________________
16. _________________________________________________________________
17. _________________________________________________________________
18. _________________________________________________________________
19. _________________________________________________________________
20. _________________________________________________________________
Flighty: ________________________________________________________________
Real World Example: _____________________________________________________
11. _________________________________________________________________
12. _________________________________________________________________
13. _________________________________________________________________
14. _________________________________________________________________
15. _________________________________________________________________
16. _________________________________________________________________
17. _________________________________________________________________
18. _________________________________________________________________
19. _________________________________________________________________
20. _________________________________________________________________
Day 4:
Garret: _________________________________________________________________
Real World Example: _____________________________________________________
11. _________________________________________________________________
12. _________________________________________________________________
13. _________________________________________________________________
14. _________________________________________________________________
15. _________________________________________________________________
16. _________________________________________________________________
17. _________________________________________________________________
18. _________________________________________________________________
19. _________________________________________________________________
20. _________________________________________________________________
Hew: __________________________________________________________________
Real World Example: _____________________________________________________
11. _________________________________________________________________
12. _________________________________________________________________
13. _________________________________________________________________
14. _________________________________________________________________
15. _________________________________________________________________
16. _________________________________________________________________
17. _________________________________________________________________
18. _________________________________________________________________
19. _________________________________________________________________
20. _________________________________________________________________
Suppression: ____________________________________________________________
Real World Example: _____________________________________________________
11. _________________________________________________________________
12. _________________________________________________________________
13. _________________________________________________________________
14. _________________________________________________________________
15. _________________________________________________________________
16. _________________________________________________________________
17. _________________________________________________________________
18. _________________________________________________________________
19. _________________________________________________________________
20. _________________________________________________________________
Day 5:
Infinite: ________________________________________________________________
Real World Example: _____________________________________________________
11. _________________________________________________________________
12. _________________________________________________________________
13. _________________________________________________________________
14. _________________________________________________________________
15. _________________________________________________________________
16. _________________________________________________________________
17. _________________________________________________________________
18. _________________________________________________________________
19. _________________________________________________________________
20. _________________________________________________________________
Privy: __________________________________________________________________
Real World Example: _____________________________________________________
11. _________________________________________________________________
12. _________________________________________________________________
13. _________________________________________________________________
14. _________________________________________________________________
15. _________________________________________________________________
16. _________________________________________________________________
17. _________________________________________________________________
18. _________________________________________________________________
19. _________________________________________________________________
20. _________________________________________________________________
Revelation: _____________________________________________________________
Real World Example: _____________________________________________________
11. _________________________________________________________________
12. _________________________________________________________________
13. _________________________________________________________________
14. _________________________________________________________________
15. _________________________________________________________________
16. _________________________________________________________________
17. _________________________________________________________________
18. _________________________________________________________________
19. _________________________________________________________________
20. _________________________________________________________________
Day 7, Week 2 (Student Teaching Week 8): The Great Gatsby
Focus of the Lesson
This lesson is the introduction to the unit of, The Great Gatsby, in an advanced 11th
grade English class. This lesson includes a vocabulary section, chapter 5 & 6 audiobook
listening, group work answering discussion questions, and creating a cover page for their
journals. This lesson is a small portion of an overall unit.
Objectives
1. 11.3.2
Students will be able to analyze the way in which the theme or meaning of
a selection represents a view or comment on life, using textual evidence to support the
claim.
Materials
1. Dry erase markers
Strategies
1. Group work
2. Audiobook
Procedure
1. (5 minutes) 8:10-8:15 AM: The bell ringer vocabulary handout is to be gone through
with the students.
2. (10-15 minutes) 8:15-8:30 AM: Chapter 4 presentations.
3. (5-10 minutes) 8:30-8:40 AM: Students are split up into their assigned groups to
answer the questions from the handout:
A. What year does the book begin?
B. What kind of business is Nick in?
C. Where does Gatsby live?
D. Where does Daisy live?
E. What book is Tom interested in?
Tom tries to interest the others in a book called The Rise of the Colored Empires
F. What lies between West and East Egg?
G. Whose eyes are a symbol for the book?
Doctor T. J. Eckleburg
H. How much of a drunk is Gatsby?
I. What does Tom do to Myrtle when she starts chanting Daisy’s name?
Punches her and breaks her nose.
J. What gift does Tom give Myrtle in Ch. 2?
Puppy
4. (5 minutes) 8:40-8:45 AM: Groups are to share their answers to the questions with the
entire class.
5. (25-30 minutes) 8:45-9:15 AM: Chapter 5 audiobook listening.
6. (10 minutes) 9:15-9:25 AM: Students are to create their cover page for their journals.
Evaluation
1. 11.4.2 The teacher will know that the students were able to analyze the way in which
the theme or meaning of a selection represents a view or comment on life by their
journal responses about The Great Gatsby, or by class discussions.
The Great Gatsby, Group Discussion Questions, Worth 5 pts.
Directions: Each group is to answer their assigned questions using the TAG method.
Groups:
1. (Answers #’s 1&2) Alex Abbott, Patrick Casey, Tanner Reynolds, Evan Thomas
2. (Answers #’s 3&4) Jake Carpenter, Brianna Evans, Holly Roberts,
3. (Answers #’s 5&6) Justin Dirksen, Andrew Ferguson, James Rose, Cody White
4. (Answers #’s 7&8) James Keen, Crystal Lee, Payden Schug
5. (Answers #’s 9&10) Rhianon Mills, Lori Moon, Kaleb Toland, Tyra Westlake
Questions:
1. What year does the book begin?
2. What kind of business is Nick in?
3. Where does Gatsby live?
4. Where does Daisy live?
5. What book is Tom interested in?
6. What lies between West and East Egg?
7. Whos eyes are a symbol through the book?
8. How much of a drunk is Gatsby?
9. What does Tom do to Myrtle when she starts chanting Daisy’s name?
10. What gift does Tom give Myrtle in Ch. 2?
Day 8, Week 2 (Student Teaching Week 8): The Great Gatsby
Focus of the Lesson
This lesson is the introduction to the unit of, The Great Gatsby, in an advanced 11th
grade English class. This lesson includes a vocabulary section and chapter 7-audiobook
listening. This lesson is a small portion of an overall unit.
Objectives
1. 11.3.2
Students will be able to analyze the way in which the theme or meaning of
a selection represents a view or comment on life, using textual evidence to support the
claim.
Materials
1. Dry erase markers
Strategies
1. Group work
2. Audiobook
Procedure
1. (5 minutes) 8:10-8:15 AM: The bell ringer vocabulary handout is to be gone through
with the students.
2. (5-10 minutes) 8:15-8:25 AM: Pop quiz #3.
3. (10-15 minutes) 8:25-8:40 AM: Chapter 4 presentations.
4. (10-15 minutes) 8:40-8:55 AM: Chapter 5 presentations.
5. (30 minutes) 8:55-9:25 AM: Students are to finish up their front covers, what they
don’t get finished will be for homework.
Homework
Front cover due tomorrow
Parent letter due tomorrow
Evaluation
1. 11.4.2 The teacher will know that the students were able to analyze the way in which
the theme or meaning of a selection represents a view or comment on life by their
journal responses about The Great Gatsby, or by class discussions.
Your Name:
Teacher:
Class:
Date:
The Great Gatsby- Pop Quiz #3 Vocabulary/Book 1pt. per question
Quotation: Identify who said the quote using context clues FIRST AND LAST NAMES
1. “It was on the two little seats facing each other that are always the last ones left on the
train. I was going up to New York to see my sister and spend the night. He had on a
dress suit and patent leather shoes, and I couldn’t keep my eyes off him, but every
time he looked at me I had to pretend to be looking at the advertisement over his
head. When we came into the station he was next to me, and his white shirt-front
pressed against my arm, and so I told him I’d have to call a policeman, but he knew I
lied. I was so excited that when I got into a taxi with him I didn’t hardly know I
wasn’t getting into a subway train. All I kept thinking about, over and over, was,
‘You can’t live forever; you can’t live forever.”
____________________________
2. “What do you think?” he demanded impetuously. He waved his hand toward the
book-shelves. “About that. As a matter of fact you needn’t bother to ascertain. I
ascertain. They’re real. Absolutely real—have pages and everything. I thought they’d
be a nice durable cardboard. Matter of fact, they’re absolutely real. Pages and—Here!
Lemme show you.”
____________________________
Discussion Questions: Answer the following questions using TAG:
3. Where does Tom and Myrtle conduct their affair? ____________________________
____________________________________________________________________
4. Was it strange that Gatsby sent an invitation to one of his parties to Nick? _________
____________________________________________________________________
Vocabulary:
Identify the term from the definition: 1pt. per question
5. ___________________: To disfigure, deface, or scar.
6. ___________________: An opinion.
7. ___________________: Harsh, grating.
8. ___________________: Run down, shabby.
9. ___________________: Any of various types of boats small enough for sailing or
rowing by one person.
10. ___________________: To beat soundly in punishment.
Day 9, Week 3 (Student Teaching Week 8): The Great Gatsby
Focus of the Lesson
This lesson is the introduction to the unit of, The Great Gatsby, in an advanced 11th
grade English class. This lesson includes a vocabulary section, chapter 7-audiobook
listening, and video sparknotes over Gatsby’s life. This lesson is a small portion of an
overall unit.
Objectives
1. 11.3.2
Students will be able to analyze the way in which the theme or meaning of
a selection represents a view or comment on life, using textual evidence to support the
claim.
Materials
1. Dry erase markers
Strategies
1. Group work
2. Audiobook
Procedure
1. (5 minutes) 8:10-8:15 AM: The bell ringer vocabulary handout is to be passed out and
gone through with the students.
2. (5-10 minutes) 8:15-8:25 AM: Pop quiz #4.
3. (10-15 minutes) 8:25-8:40 AM: Chapter 6 presentations.
4. (45 minutes) 8:40-9:25 AM: Audiobook listening of chapter 7.
Evaluation
1. 11.4.2 The teacher will know that the students were able to analyze the way in which
the theme or meaning of a selection represents a view or comment on life by their
journal responses about The Great Gatsby, or by class discussions.
Your Name:
Teacher:
Class:
Date:
The Great Gatsby- Pop Quiz #4 Vocabulary/Book 1pt. per question
Quotation: Identify who said the quote using context clues FIRST AND LAST NAMES
1. “It’s pretty, isn’t it, old sport! Haven’t you ever seen it before? Look here, old sport.
What’s your opinion of me, anyhow? Well I’m going to tell you something about my
life. I don’t want you to get a wrong idea of me from all these stories you hear.”
____________________________
2. Who said the bold quote below:
“What you doing Nick?
“I’m a bond man.”
“Who with?”
I told him.
“Never heard of them.”
____________________________
Discussion Questions: Answer the following questions using TAG:
3. What strange character do we meet in Gatsby’s library that drives his car in a ditch?
____________________________
4. Who is Meyer Wolfsheimer? ______________________________________________
____________________________________________________________________
Vocabulary:
Identify the term from the definition: 1pt. per question
5. ___________________: Villain
6. ___________________: Dishes
7. ___________________: a drawing, sketch, or design; a first or preliminary form of
any writing, subject to revision, copying.
8. ___________________: Nonsense.
9. ___________________: Hypnotism.
10. ___________________: The overhanging lower edge of a roof.
Day 10, Week 3 (Student Teaching Week 9): The Great Gatsby
Focus of the Lesson
This lesson is the introduction to the unit of, The Great Gatsby, in an advanced 11th
grade English class. This lesson includes a vocabulary section, chapter 7-audiobook
listening, and video sparknotes over Gatsby’s life. This lesson is a small portion of an
overall unit.
Objectives
1. 11.3.2
Students will be able to analyze the way in which the theme or meaning of
a selection represents a view or comment on life, using textual evidence to support the
claim.
Materials
1. Dry erase markers
Strategies
1. Group work
2. Audiobook
Procedure
1. (5-10 minutes) 8:10-8:20 AM: The bell ringer vocabulary handout is to be passed out
and gone through with the students.
2. (10-15 minutes) 8:20-8:35 AM: Chapter 7 presentations.
3. (27-35 minutes) 8:35-9:10 AM: Audiobook listening of chapter 8.
4. (10-15 minutes) 9:10-9:25 AM: Chapter 8 presentations.
5. (10 minutes) 9:25-9:35 AM: Students are to fill out the characters list.
6. (5 minutes) 9:35-9:40 AM: Students are to share their answers for the character
worksheet.
Evaluation
1. 11.4.2 The teacher will know that the students were able to analyze the way in which
the theme or meaning of a selection represents a view or comment on life by their
journal responses about The Great Gatsby, or by class discussions.
Your Name:
Teacher:
Class:
Date:
The Great Gatsby, Character Worksheet
1. Nick Carraway:
2. Jay Gatsby:
3. Daisy Buchanan:
4. Tom Buchanan:
5. Jordan Baker:
6. Myrtle Wilson:
7. George Wilson:
8. Owl Eyes:
9. Klipspringer:
10. Meyer Wolfsheim:
Day 11, Week 3 (Student Teaching Week 9): The Great Gatsby
Focus of the Lesson
This lesson is the introduction to the unit of, The Great Gatsby, in an advanced 11th
grade English class. This lesson includes a vocabulary section, chapter 7-audiobook
listening, and video sparknotes over Gatsby’s life. This lesson is a small portion of an
overall unit.
Objectives
1. 11.3.2
Students will be able to analyze the way in which the theme or meaning of
a selection represents a view or comment on life, using textual evidence to support the
claim.
Materials
1. Dry erase markers
Strategies
1. Group work
2. Audiobook
Procedure
1. (5-10 minutes) 8:10-8:20 AM: Pop quiz #5.
CHARACTER’S WORKSHEET IS DUE.
BELL RINGER WORKSHEET IS DUE.
2. (33-40 minutes) 8:20-9:00 AM: Audiobook listening of chapter 9.
3. (10-15 minutes) 9:00-9:15 AM: Chapter 9 presentations.
4. (5 minutes) 9:15-9:20 AM: G.G. Living the Dream in the valley of the Ashes “Ass
face”: START AT 3:35!!!
http://www.youtube.com/watch?v=0VhYMdnAsyM
5. (1-2 minutes) 9:20-9:22 AM: 60 Sec Recap- Symbol 1
http://www.youtube.com/watch?v=DF7rykLUIU0
6. (1-2 minutes) 9:22-9:24 AM: 60 Sec Recap- Symbol 2
http://www.youtube.com/watch?v=wa8BqsGswA0
7. (8-10 minutes) 9:24-9:34 AM: Video Sparknotes of the overview of the G.G.:
http://www.youtube.com/watch?v=e6Iu29TNfkM&list=PL90CF859A46DC4B3
8. (5-6 minutes) 9:34-9:40 AM: Video sparknotes over Gatsby’s life:
http://www.youtube.com/watch?v=w7qkzrsC5J4
9. (2 minutes) 8:22-8:24 AM: Conclusion:
http://www.youtube.com/watch?v=PK1cNpykRqc
10. (9 minutes) 8:24-8:33 AM: Was Gatsby Great?
http://www.youtube.com/watch?v=cn0WZ80Z1Y&list=PL8dPuuaLjXtOeEc9ME62zTfqc0h6Pe8vb&feature=c4-overview-vl
Evaluation
1. 11.4.2 The teacher will know that the students were able to analyze the way in which
the theme or meaning of a selection represents a view or comment on life by their
journal responses about The Great Gatsby, or by class discussions.
Your Name:
Teacher:
Class:
Date:
The Great Gatsby- Pop Quiz #5 Vocabulary 1pt. per question
Vocabulary:
Identify the term from the definition: 1pt. per question
1. ___________________: An attic.
2. ___________________: To cut down.
3. ___________________: Conscious exclusion of unacceptable desires, thoughts, or
memories from the mind.
4. ___________________: Unlimited or immeasurable.
5. ___________________: Participating in the knowledge of something private or
secret.
6. ___________________: The act of revealing or disclosing; disclosure.
Day 12, Week 3 (Student Teaching Week 9): The Great Gatsby
Focus of the Lesson
This lesson is the introduction to the unit of, The Great Gatsby, in an advanced 11th
grade English class. This lesson includes a vocabulary section, chapter 7-audiobook
listening, and video sparknotes over Gatsby’s life. This lesson is a small portion of an
overall unit.
Objectives
1. 11.3.2
Students will be able to analyze the way in which the theme or meaning of
a selection represents a view or comment on life, using textual evidence to support the
claim.
Materials
1. Dry erase markers
Strategies
1. Group work
2. Audiobook
Procedure
6 (12 minutes) 8:33-8:45 AM: Go over proper writing styles, 5-paragraph essay, thesis
statement, and topic sentence.
7 (15-20 minutes) 8:45-9:05 AM: Go through the three essay examples with the
students. Go through the bad sentence examples and have the students correct them.
8 (35 minutes) 9:05-9:40 AM: Students are to complete their pre-writes. Check their
pre-writes.
Evaluation
1. 11.4.2 The teacher will know that the students were able to analyze the way in which
the theme or meaning of a selection represents a view or comment on life by their
journal responses about The Great Gatsby, or by class discussions.
Writing 2 Checklist
Beginning “hook”
1.
2.
3.
The beginning hook you choose?:
Thesis statement:
Ending “hook”:
1.
2.
Which ending hook did you choose?:
Bad Sentences:
1. Poor: There are many kinds of beautiful tropical fish. The kind most popular with
aquarium owners is the angelfish.
Better:
2. Vague: She went home in a bad mood. [What kind of bad mood? How did she act or
look?]
Specific:
3. Misplaced: Dilapidated and almost an eyesore, Shirley bought the old house to restore
it to its original beauty. [Did the writer mean that Shirley needed a beauty treatment?]
Revised:
4. Poor: The reason the starving novelist drove 50 miles to a new restaurant was because
it was serving his favorite chicken dish, Pullet Surprise.
Revised:
5. Wordy: Each candidate should be evaluated on an individual basis.
Concise:
6. Fluff: In my opinion, I believe that Abraham Lincoln was the best president ever.
Revised:
Day 13, Week 3 (Student Teaching Week 9): The Great Gatsby
Focus of the Lesson
This lesson is the introduction to the unit of, The Great Gatsby, in an advanced 11th
grade English class. This lesson includes a vocabulary section, chapter 7-audiobook
listening, and video sparknotes over Gatsby’s life. This lesson is a small portion of an
overall unit.
Objectives
1. 11.3.2
Students will be able to analyze the way in which the theme or meaning of
a selection represents a view or comment on life, using textual evidence to support the
claim.
Materials
1. Dry erase markers
Strategies
1. Group work
2. Audiobook
Procedure
1. (90 minutes) 8:20-9:40 AM: Students are to work on their rough drafts.
Homework
1. Rough drafts are to be completed for the next.
Evaluation
1. 11.4.2 The teacher will know that the students were able to analyze the way in which
the theme or meaning of a selection represents a view or comment on life by their
journal responses about The Great Gatsby, or by class discussions.
Day 14, Week 3 (Student Teaching Week 9): The Great Gatsby, Final Study Session
Focus of the Lesson
This lesson is the introduction to the unit of, The Great Gatsby, in an advanced 11th
grade English class. This lesson includes a vocabulary section, chapter 7-audiobook
listening, and video sparknotes over Gatsby’s life. This lesson is a small portion of an
overall unit.
Objectives
1. 11.3.2
Students will be able to analyze the way in which the theme or meaning of
a selection represents a view or comment on life, using textual evidence to support the
claim.
Materials
1. Dry erase markers
Strategies
1. Group work
2. Audiobook
Procedure
1. (15-20 minutes) 8:10-8:30 AM: Go over the revising techniques with students.
2. (5-10 minutes) 8:30-8:40 AM: Students are to print their rough drafts.
3. (10 minutes) 8:40-8:50 AM: Students are to individually revise their writing.
4. (10 minutes) 8:50-9:00 AM: Students are to work with a partner of their choosing to
revise their writing.
5. (10 minutes) 9:00-9:10 AM: Students are to make necessary changes to their writing.
6. (10 minutes) 9:10-9:20 AM: Print.
7. (10 minutes) 9:20-9:30 AM: Students are to work with the partner that I assign them
and revise their writing.
8. (10 minutes) 9:30-9:40 AM: Students are to make the necessary changes to their
writing and print for their final drafts.
Homework
FINAL PAPERS ARE DUE MONDAY, WORTH 100PTS.
Evaluation
1 11.4.2 The teacher will know that the students were able to analyze the way in which
the theme or meaning of a selection represents a view or comment on life by their
journal responses about The Great Gatsby, or by class discussions.
Day 15, Week 3 (Student Teaching Week 9): The Great Gatsby, Final Study Session,
Final Exam
Focus of the Lesson
This lesson is the introduction to the unit of, The Great Gatsby, in an advanced 11th
grade English class. This lesson includes a vocabulary section, chapter 7-audiobook
listening, and video sparknotes over Gatsby’s life. This lesson is a small portion of an
overall unit.
Objectives
1. 11.3.2
Students will be able to analyze the way in which the theme or meaning of
a selection represents a view or comment on life, using textual evidence to support the
claim.
Materials
1. Dry erase markers
Strategies
1. Group work
2. Audiobook
Procedure
FINAL PAPERS ARE DUE TODAY, WORTH 100PTS.
1. (30 minutes) 8:10-8:40 AM: Study session for the final exam TOMORROW.
2. (45 minutes) 8:40-9:25 AM: Students have this time to take the final exam and return
their books.
3. (15 minutes) 9:25-9:40 AM: Students are to work on their back covers for their final
projects in the IMC.
Evaluation
1. 11.4.2 The teacher will know that the students were able to analyze the way in which
the theme or meaning of a selection represents a view or comment on life by their
journal responses about The Great Gatsby, or by class discussions.
The Great Gatsby, Final Exam, 100pts.
Vocabulary: 1pt. per question / 30%
Matching:
1. ____: Oppressively hot and humid
(of weather or climate); Displaying or
suggesting passion.
2. ____: Long and tiresome.
3. ____: Food supplies.
4. ____: Intrusive.
5. ____: Lacking force or energy.
6. ____: To attract and hold the attention or
interest of, as by beauty or excellence.
7. ____: To sing.
8. ____: Youth.
9. ____: A stream of surplus water.
10. ____: Fake.
A. Remiss
B. Warble
C. Tedious
D. Sluice
E. Captivate
F. Victuals
G. Bogus
H. Sultry
I. Whelp
J. Meddlesome
Identify the term from the definition:
11. ___________________: To disfigure, deface, or scar.
12. ___________________: An opinion.
13. ___________________: Harsh, grating.
14. ___________________: Run down, shabby.
15. ___________________: Any of various types of boats small enough for sailing or
rowing by one person.
16. ___________________: To beat soundly in punishment.
17. ___________________: Villain
18. ___________________: Dishes
19. ___________________: To become agitatedly confused.
20. ___________________: a drawing, sketch, or design; a first or preliminary form of
any writing, subject to revision, copying.
Define the term:
21. Flapdoodle: __________________________________________________________
22. Mesmerism: __________________________________________________________
23. Eaves: ______________________________________________________________
24. Flighty: _____________________________________________________________
25. Garret: ______________________________________________________________
26. Hew: _______________________________________________________________
27. Suppression: _________________________________________________________
28. Infinite: _____________________________________________________________
29. Privy: _______________________________________________________________
30. Revelation: __________________________________________________________
Novel: 60%
Quotations: 3pts. per question (30%) FIRST AND LAST NAMES OF CHARACTERS
31. “It’s pretty, isn’t it, old sport! Haven’t you ever seen it before? Look here, old sport.
What’s your opinion of me, anyhow? Well I’m going to tell you something about my
life. I don’t want you to get a wrong idea of me from all these stories you hear.”
____________________________
32. Who said the bold quote below:
“What you doing Nick?
“I’m a bond man.”
“Who with?”
I told him.
“Never heard of them.”
____________________________
33. “It was on the two little seats facing each other that are always the last ones left on the
train. I was going up to New York to see my sister and spend the night. He had on a
dress suit and patent leather shoes, and I couldn’t keep my eyes off him, but every
time he looked at me I had to pretend to be looking at the advertisement over his
head. When we came into the station he was next to me, and his white shirt-front
pressed against my arm, and so I told him I’d have to call a policeman, but he knew I
lied. I was so excited that when I got into a taxi with him I didn’t hardly know I
wasn’t getting into a subway train. All I kept thinking about, over and over, was,
‘You can’t live forever; you can’t live forever.” ____________________________
34. “What do you think?” he demanded impetuously. He waved his hand toward the
book-shelves. “About that. As a matter of fact you needn’t bother to ascertain. I
ascertain. They’re real. Absolutely real—have pages and everything. I thought they’d
be a nice durable cardboard. Matter of fact, they’re absolutely real. Pages and—Here!
Lemme show you.”____________________________
35. “No—Gatsby turned out all right at the end; it is what preyed on Gatsby, what foul
dust floated in the wake of his dreams that temporarily closed out my interest in the
abortive sorrows and short-winded elations of men.” __________________________
36. “In two weeks it’ll be the longest day in the year. Do you always watch for the
longest day of the year and then miss it? I always watch for the longest day in the
year and then miss it.” __________________________
37. “I hope she'll be a fool -- that's the best thing a girl can be in this world, a beautiful
little fool.” __________________________
38. “So we beat on, boats against the current, borne back ceaselessly into the past.”
__________________________
39. “There are only the pursued, the pursuing, the busy and the tired.”
__________________________
40. “Can’t repeat the past?…Why of course you can!” __________________________
Characters:2 pts. per question (20%) List at least 2 characteristics for each character
listed:
41. Nick Carraway: _______________________________________________________
_______________________________________________________________________
42. Jay Gatsby: __________________________________________________________
_______________________________________________________________________
43. Daisy Buchanan: ______________________________________________________
_______________________________________________________________________
44. Tom Buchanan: _______________________________________________________
_______________________________________________________________________
45. Jordan Baker: _________________________________________________________
_______________________________________________________________________
46. Myrtle Wilson: _______________________________________________________
_______________________________________________________________________
47. George Wilson: _______________________________________________________
_______________________________________________________________________
48. Owl Eyes: ___________________________________________________________
_______________________________________________________________________
49. Klipspringer: _________________________________________________________
_______________________________________________________________________
50. Meyer Wolfsheimer: ___________________________________________________
_______________________________________________________________________
Multiple choice: 1 pt. per question (10%) choose the best answer to the following
questions:
____51. What year does the book begin?
A. 1922
B. 1923
C. 1924
D. 1925
____52. What kind of business is Nick in?
A. Lawyer
B. Doctor
C. Mechanic
D. Bond salesman
____53. Where does Gatsby live?
A. East Egg
B. West Egg
C. New York City
D. Upstate New york
____54. Where does Daisy live?
A. East Egg
B. West Egg
C. New York City
D. Upstate New york
____55. What book is Tom interested in?
A. Gone With the Wind
B. The Origin of Species
C. The Rise of the Colored Empires
D. The Adventures of Huckleberry Finn
____56. What lies between West and East Egg?
A. McDonalds
B. The Valley of Ashes
C. Gatsby’s mansion
D. Nick Carraway’s poodle Polly
____57. Whose eyes are a symbol through the book?
A. Owl Eyes
B. Gatsby’s dreamy eyes
C. Dr. T.J. Eckleburg’s
D. Daisy’s
____58. How much of a drunk is Gatsby?
A. He’s an alcoholic
B. He’s been known to have a drink every now and then
C. He has one mixed drink every day
D. Not at all. In fact, he rarely drank at all throughout the book.
____59. What does Tom do to Myrtle when she starts chanting Daisy’s name?
A. Chants along with her
B. Changes the subject
C. Asks Myrtle if she would like to meet Daisy
D. Punches her and breaks her nose
____60. What gift does Tom give Myrtle?
A. Puppy
B. Bunny
C. Kitten
D. Ferret
Essay: (10 pts/10%) Choose one of the following essay topics and respond with ONLY
THREE BODY PARAGRAPHS (resembling a 5 paragraph essay without the
introduction and the conclusion.) PLEASE STATE ON YOUR EXTRA SHEET OF
PAPER WHICH ESSAY YOU CHOSE TO WRITE ABOUT.
1. Discuss Gatsby’s character as Nick perceives him throughout the novel. What makes
Gatsby “great”?
2. Compare and contrast Gatsby and Tom. How are they alike? How are they different?
Given the extremely negative light in which Tom is portrayed throughout the novel,
why might Daisy choose to remain with him instead of leaving him for Gatsby?
Day 16, Week 3 (Student Teaching Week 9): The Great Gatsby, Final Projects
Focus of the Lesson
This lesson is the introduction to the unit of, The Great Gatsby, in an advanced 11th
grade English class.
Objectives
1. 11.3.2
Students will be able to analyze the way in which the theme or meaning of
a selection represents a view or comment on life, using textual evidence to support the
claim.
Materials
1. Dry erase markers
Strategies
1. Final Examination
Procedure
FINAL PROJECTS DUE TODAY, WORTH 50 PTS.
1. (35 minutes) 8:10-8:45 AM: Students are to finish their back cover for their final
presentations.
2. (55 minutes) 8:45-9:40 AM: Final Project presentations, each no more than 3 minutes
each.
Evaluation
1. 11.4.2 The teacher will know that the students were able to analyze the way in which
the theme or meaning of a selection represents a view or comment on life by their
journal responses about The Great Gatsby, or by class discussions.
Authentic Real-Life Applications
This unit over The Great Gatsby addresses real-life problem solving through the students
reflecting on their lives on what the social norm or popular culture deems as “the
American Dream” from what the student’s actual “American Dream” is depending on
how they grew up and what they dream for their future. Students are to constantly reflect
throughout this unit if “all that glitters is gold” (Shakespearean term that is relevant
throughout The Great Gatsby) meaning that are all of the riches and luxuries in life really
what makes a person happy or is it their relationships and bonds with other humans that
really enriches their lives? At the end of the unit students are to reflect on the book as a
whole to determine whether or not Gatsby was great (as the book title suggests) or
whether they have evidence or reasoning’s as to why they believe he was not great.
Pre and Post-Tests:
Pre-Test
Student Copy:
Write for 40 minutes in an essay format about what your American Dream is.
Teacher Copy:
11.4.4 Students will be able to structure ideas and arguments in a sustained and
persuasive way and support them with precise and relevant examples.
11.4.6 Students will be able to use language in creative and vivid ways to establish a
specific tone.
11.6.1 Students will be able to demonstrate control of grammar, diction, paragraph and
sentence structure, and an understanding of English usage.
11.6.2 Students will be able to produce writing that shows accurate spelling and correct
punctuation and capitalization.
Students are to write for 40 minutes with their prior knowledge on proper formal writing
essay formats. Students should write their responses to the prompt of: What is your
American Dream, in a 5-paragraph essay format.
Post-Test
Student Copy:
Write for 40 minutes in a 5-paragraph essay format about what your American Dream is.
You should structure your ideas and arguments in a persuasive way with relevant
examples. You are to write your essay using creative and vivid ways to establish a
specific tone while demonstrating grammar, diction, paragraph and sentence structure,
accurate spelling and correct punctuation and capitalization, and an understanding of
English usage.
Teacher Copy:
11.4.4 Students will be able to structure ideas and arguments in a sustained and
persuasive way and support them with precise and relevant examples.
11.4.6 Students will be able to use language in creative and vivid ways to establish a
specific tone.
11.6.1 Students will be able to demonstrate control of grammar, diction, paragraph and
sentence structure, and an understanding of English usage.
11.6.2 Students will be able to produce writing that shows accurate spelling and correct
punctuation and capitalization.
Students are to write for 40 minutes with their prior knowledge on proper formal writing
essay formats. Students should write their responses to the prompt of: What is your
American Dream, in a 5-paragraph essay format following the directions given from the
Indiana state standards.
Pre and Post-test Graphs
Pre-test Graph
100 80 60 40 20 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Class Average 11.4 Writing: Processes and Features 11.4 Writing: Processes and Features Post-test Graph
11.4 Writing: Processes and Features 120 100 80 60 11.4 Writing: Processes and Features 40 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Average 20 Overall Results Graph
250 200 150 Post Test 100 Percent Increase Pre Test 17 18 16 15 14 13 12 11 10 9 8 7 6 5 4 3 Average -­‐50 2 0 1 50 Narrative Statements and Reflection Questions:
1. Unit Narratives
a. List of content standards addressed in the unit
i. Reading
ii. Writing
b. List of ancillary standards addressed in the unit
i. Reading:
1. 11.3.2 Students will be able to analyze the way in which the
theme or meaning of a selection represents a view or comment
on life, using textual evidence to support the claim.
ii. Writing:
1. 11.4.4 Students will be able to structure ideas and arguments
in a sustained and persuasive way and support them with
precise and relevant examples.
2. 11.4.6 Students will be able to use language in creative and
vivid ways to establish a specific tone.
3. 11.6.1 Students will be able to demonstrate control of
grammar, diction, paragraph and sentence structure, and an
understanding of English usage.
4. 11.6.2 Students will be able to produce writing that shows
accurate spelling and correct punctuation and capitalization.
c. Brief narrative addressing how you accommodated students of different
abilities
i. I have 2 IEP (Individualized Education Plans) students that both need
extra time on assignments and additional directions given when going
over assignments. When I would go over a new assignment in class I
would go over the directions of the assignment with the entire class.
After I would give directions, I would check for understanding of the
directions and the expectations that I have for the final product of an
assignments with all of the questions. The class then will ask any
questions they have about the assignment and I answer them. After all
of that is complete, I go to both of these student’s desk (they sit in the
front row next to each other) and I ask the two students if they have
any additional questions on the assignment and give further detail
instruction if needed.
d. Brief narrative explaining what authentic (real life) critical thinking and/or
problem-solving skills students are developing throughout your unit.
i. This unit over The Great Gatsby addresses real-life problem solving
through the students reflecting on their lives on what the social norm
or popular culture deems as “the American Dream” from what the
student’s actual “American Dream” is depending on how they grew up
and what they dream for their future. Students are to constantly reflect
throughout this unit if “all that glitters is gold” (Shakespearean term
that is relevant throughout The Great Gatsby) meaning that are all of
the riches and luxuries in life really what makes a person happy or is it
their relationships and bonds with other humans that really enriches
their lives? At the end of the unit students are to reflect on the book as
a whole to determine whether or not Gatsby was great (as the book
title suggests) or whether they have evidence or reasoning’s as to why
they believe he was not great.
e. Brief narrative or bullets listing different instructional strategies used in the
unit
i. Individual work
ii. Group work
iii. Silent reading
iv. Group reading
v. Teacher reading out loud
f. Brief narrative describing technologies/media integrated in the unit
i. Students:
1. iPad
ii. Teacher:
1. iPad
2. Laptop
3. Projector Screen
2. Assessment Narratives
a. Brief narrative explaining any accommodations you made for the differing
needs of the students in your assessment
i. The 2 IEP students had extended time when working on
assignments, however, their IEP is based on their attention and
extra time needed on assignment not necessarily involving their
ability level. Because of this students were scored on assignments
based on a rubric given to all students at the beginning of any
project or paper assignment.
3. Evaluation of Student Learning Narratives
a. Brief narrative explaining, based on the graph information, how students
performed collectively and individually on the pretest.
i. Collectively:
1. Students, overall, did well on the writing pretest
assignment. No student received below a 70% on the
assignment, which provides the teacher with evidence on
their prior writing skills and that they, indeed, should be in
the advanced, college preparatory class.
ii. Individually:
1. Some students did better on the writing assignment than
others, however, no student received a 100% on this
assignment because all of the students needed to
continually grow as learners. Student 1 did not do the
assignment and his grade reflected, while students 2 and 6
did the assignment, they still needed more knowledge
growth on writing for the post test.
b. Brief narrative explaining what changes were made to the unit based on
pretest data; if no changes were necessary, explain why not.
i. Because the pre and post-tests were given in an English class, I
only had a few choices of testing the students based on their
knowledge of content. I decided that because they are eleventh
college-preparatory English students they should have strong
writing skill, so I decided to make a writing prompt that students
had to answer in a 5-paragraph essay format. For the pre-test
students were given minimal directions to see what product they
would create using solely prior knowledge after receiving student
work that was in anything but a 5 paragraph essay format, I
realized that during the instruction throughout the unit before I
give the post test I would have to go over the basic writing format.
c. Brief narrative explaining, based on graph and performance information, the
strengths and weaknesses of instructional approaches used in the unit.
i. Strengths:
1. The post-test provided me with information that the
students grew as writers and their final product was
evidence of their growth as writers.
ii. Weaknesses:
1. The pre-test provided me with evidence that some of the
students had apparent weaknesses in their writing that need
to be addressed with further instruction. A weakness of the
pretest also is that the pretest was written to see where the
students were at with their writing processes and final
product by using their prior knowledge, however, majority
of students did not use much of their prior knowledge
because their work did not follow a 5-paragraph essay or a
correct MLA heading.