Weekly Lesson Plans
Instructional Chunk
GLET
Monday
Introduce Cause/Effect
Essay Assignment
1d - Relates new
information to prior
knowledge or experience
CO
I will relate new
information to prior
knowledge or
experience by creating
answers to questions in
a PowerPoint.
Tuesday
Gatsby Chapters 1-2
4.b – makes inferences
and draws conclusions
about fictional contexts,
events, characters,
settings, themes, and
styles
I will make inferences
and draw conclusions
about characters by
creating answers to
questions about The
Great Gatsby.
Wednesday
Thursday
Friday
Gatsby Chapters 1-2
Gatsby Chapters 1-2
Gatsby Chapters 1-2 Quiz
1.d – makes connections
to related topics or
information
4.b – makes inferences
and draws conclusions
about fictional contexts,
events, characters,
settings, themes, and
styles
Cause and Effect Essay
Development Day
I will make inferences
and draw conclusions
about characters by
creating answers to
questions about The
Great Gatsby
I will include relevant
information by
completing a quiz on
Chapters 1-2 of The
Great Gatsby.
I will make connections
to related topics or
information by creating
a comparison between
The Great Gatsby and
“Winter Dreams.”
6.g – includes relevant
information (quiz)
2a - Provide any necessary
background information
(paper)
(The above is, of course,
after the DGP quiz)
Formative Assessment
Answers to questions
from PowerPoint
Key Vocabulary
 Use realia
 Label the room
 Preteach vocabulary
 Connect two
 Word sorts
 Concept maps
 Picture dictionaries
 Dramatize vocabulary
Lesson for 1st Time Instruction
American Dream
1. I will present the
Answers to
comprehension/analysis
questions.
Paragraph comparing
Gatsby to “Winter
Dreams”
Answers to
comprehension/analysis
questions.
I will provide necessary
background information
for my cause and effect
essay by writing short
character analyses of
the characters in The
Great Gatsby
Completion of DGP
quiz, Gatsby quiz,
analysis of characters
Compare
Contrast
1. I will hand out
1. As a warm-up
1. I will tell
1. I will provide
(How best might we learn?)
I Do
Modeled tasks
 Think Aloud
 Modeled Writing
 Read Aloud + Think Aloud
 Visualization
 Story Frames
 Modeled Brainstorming
“gatsby”
PowerPoint to
students,
ensuring that
they pause at
required
intervals to
answer the
questions
presented in the
PPT.
2. As I present the
PPT, I will
model my
thinking about
the topics to
provide
students with
an additional
explanation of
the information.
3. I will assign
students their
books (if time
allows).
the questions
for chapters 1
and 2.
2. I will hand out
the vocabulary
sheet to
students, telling
them that they
are responsible
for completing
the vocabulary
sheet by the
end of the
week, and it will
be a 100-point
assignment.
3. I will begin
reading aloud to
students,
modeling my
thought process
and how I would
form answers to
the questions
based on the
reading.
(following the
DGP warm-up),
I will ask
students to
write three
things they
remember
about “Winter
Dreams.”
2. Then, I will say
that even
though we’ve
only read a little
bit of Gatsby,
that it’s easy to
draw a
comparison
already because
Fitzgerald does
such a great job
of creating his
characters.
3. I will hand out
the “dreams and
gatsby
organizer” and
tell students
that we’re going
to draw a
comparison
between
“Winter
Dreams” and
Gatsby.
4. I will model
starting the
process for
them, providing
them with at
least two points
students that
they have time
to read in class
today.
2. I will tell
students that
they must have
their
comprehension
questions out
on their desks
as they read,
and they must
be answering –
or taking notes
regarding – the
questions as
they read.
3. I will make sure
students
understand that
they have to
write complete
answers to the
questions, that
if they take
notes, they
must convert
them to
complete
answers.
4. I will remind
students that
they have a quiz
tomorrow, and
they have to
hand in the
completed
vocabulary
assignment
students with
directions for
the Chapters 1-2
quiz and the
DGP quiz.
2. After students
complete the
quiz, I will give
students the
“character
sheet,” and tell
them that as we
read, they need
to continuously
fill in
information
about the
characters.
3. I will tell
students that
they need to
begin filling in
the sheet today
with
information
that they’ve
already
gathered about
the characters,
and that I will
check to make
sure they have
gotten
information
down on the
sheet.
We Do
 SQP2RS
 Heads Down (Butts Up)
 Carousel
 Concentric Circles
 Gallery Walk
 Jigsaw
 Round Table Round Robin
 Interactive writing
 Brainstorming
 Reciprocal teaching
 Socratic Seminar
1. Students will
take notes and
answer
questions.
1. Students will
read along and
write answers as
I model
thinking.
You Do
1. Students will
1. Students will
of comparison
(i.e. the
characters are
young, Daisy is
beautiful, etc).
5. I will tell
students that
they need to
continue the
comparison
process, filling
in at least ten
things on the
each side of the
graphic
organizer.
6. After allowing
10 minutes for
students to list
those ten
things, I will
direct them to
use those ten
things to create
a comparative
paragraph.
1. Students will
work in table
groups to list at
least ten things
on each side of
the graphic
organizer
(about events,
characters,
setting,
American
Dream, etc.).
1. Students will
tomorrow also.
1. Students will
brainstorm in
their table
groups to come
up with
characteristics
for their
characters
1.
Students will
1. Students will
 Small Skills Group Pull
Outs
 Journaling Individual or
Interactive
 Selective underlining
 2-Column Notes/ Cornell
Notes
 Jigsaw
 Gallery Walk
 Role Plays
 Group Summaries
 Double Entry Journals
 Socratic Seminar
Closure
 Review Content and
Language Objectives
 Summarize
 Response Boards
 Individual reflection
journal
 Cloze activity
 Outcome Statements
Differentiation for struggling or
advanced learners:
Resources:
answer the
questions
presented in the
PPT.
write their
answers to the
comprehension
questions
1. Students will
answer the
questions
presented in the
PPT.
1. Students will
complete a halfsheet summary
as an exit ticket
for today.
create a
comparison
paragraph of at
least 11
sentences.
2. In that
paragraph, they
will have to
allude to the
presence of the
“American
Dream”
Students will create a
comparison paragraph
in which they must
allude to the presence
of the American Dream
in both works.
read and take
notes or write
complete
answers to the
questions.
Students will write a
half-sheet summary of
what they read today.
complete their
quizzes, and
begin to fill in
information on
their character
sheet.
Students will fill in
information on their
character sheets.
Dependent on individual Dependent on individual Dependent on individual Dependent on individual Dependent on individual
teachers’ classrooms
teachers’ classrooms
teachers’ classrooms
teachers’ classrooms
teachers’ classrooms
“gatsby” PPT
Gatsby books
Character sheet
Gatsby vocabulary
Gatsby comprehension
questions (format as
you like)