Understanding by Design Template
with questions
Stage 1 - Desired Outcome
Established Goals:
G
Students will have an understanding of the themes, characters, and plot development of F. Scott Fitzgerald’s The
Great Gatsby. Students will learn to draw connections between literature, the humanities, and their own lives.
Understandings:
U
Students will understand
that…
 Literature can teach
them about life
 Reading literature is a
personal experience
 Making connections
while reading
enriches the
experience
* What are the big ideas?
 Drawing conclusions,
textually
substantiating
answers
* What specific understandings about them are
desired?
 How to connect meaning from two
different places and draw a conclusion
 Using the novel to
* What misunderstandings are predictable?
 Confusions about the progression of
the story in the novel
 Confusion about the motivations and
background of characters
Students will know . . .
 Students will know
the story of The Great
Gatsby.
 Students will know
that there are
connections between
the novel and the
background
information.
Essential
Questions:
 What do you value?
 Can love be bought?
Q
Students will be able to
 Draw conclusions and use the text to
substantiate their claims
 Express their opinions on issues
discussed in the text
K
* What key knowledge and skills will students acquire as a result of this unit?
S
* What should they eventually be able to do as a result of such knowledge and skill?
Stage 2 - Assessment Evidence
Performance Tasks:
T
* Through what authentic performance tasks will
students demonstrate the desired
understandings?
 The debate
 News-feed assignment
 Movie comparison graphic organizers
* By what criteria will performances of
understanding be judged?
 Rubrics
 Correct answers
 Ability to defend their claims using the text
Other
Evidence:
OE
* Through what other evidence (e.g. quizzes, tests,
academic prompts, observations, homework, journals) will
students demonstrate achievement of the desired results?
 Journal responses
 Worksheets
 Quizzes
 Graphic organizers
* How will students reflect upon on self-assess their
learning?
 From the feedback that will be given to them in class
 Class discussions
 Feedback given on graded and non-graded
assignments
Stage 3 - Learning Plan
Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results?
How will the
design
W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the
students are coming from (prior knowledge, interests)?
 I will ask students if they understand why we are doing certain activities
 All activities will tie together for a common purpose of gaining a deep understanding of the novel
 There will be a project in which students connect the novel to a song they like so they are able to share
their interests with the teacher and the class
 Clear expectations will be set with clear directions and rubrics
 There are opportunities to assess the students’ prior knowledge
H = Hook all students, and Hold their interest?
 This unit plan covers an array of different
topics in many different ways. In this way, I
will touch on the interest of many students.
Information is presented differently and
creatively to hold their attention.
E = Equip students, help them Experience the key ideas and Explore the issue?
 Students will be equipped with graphic organizers, time to reflect, and opportunities to explore some of
the main themes, issues, and ideas in the novel.
R = Provide opportunities to Rethink and Revise their understandings and work?
 In the unit, students often are given time to work independently. However, a class conversation usually
follows this. Based on this conversation, students are encouraged to revise their work and reconsider
what they have done.
E = Allow students to Evaluate their work and its
implications?
 Students are given many opportunities to evaluate
their work throughout the unit plan. For example in
the debate lesson, students will complete an exit
L
statement in which they will reflect on the debate
and their contributions.
T = be Tailored (personalized) to the different needs, interests, and abilities of learners?
 There are many opportunities for students to express their individual opinions and beliefs in this unit
 Students will be given some individual attention when the teacher is able to monitor them during the webquest lesson.
O = Be Organized to maximize initial and sustained engagement as well as effective learning?
 The lessons are sequential and are organized to promote progression
 Students are required to be engaged and contribute in order to get class credit
Lesson Plan 1
Grade/Content
Area
Lesson Title
State Standards:
GLEs/GSEs
National Content
Standards:
Context of the
Lesson
Opportunities to
11th grade college prep and 11th grade honors
What do you value?
GLEs/GSEs:
 R-12-4.2: Demonstrate initial understanding of
elements of literary texts by…Paraphrasing or
summarizing key ideas/plot, with major events
sequenced, as appropriate to text [local].
 R-12-16.1: Generates a personal response to what is
read through a variety of means…Comparing stories
or other texts to related personal experience, prior
knowledge, or to other books [local]
 R-12-14.2: Demonstrates the habit of reading widely
and extensively by…Reading from a wide range of
genres/kinds of text, including primary and secondary
sources, and a variety of authors [e.g., literary,
informational, and practical/functional texts] [local]
 R-12-14.3:…Reading multiple texts for depth of
understanding an author, subject, theme, or genre
[local]
NCTE’s:
 1. Students read a wide range of print and non-print
texts to build an understanding of texts, of themselves,
and of the cultures of the United States and the world;
to acquire new information; to respond to the needs
and demands of society and the workplace; and for
personal fulfillment. Among these texts are fiction and
nonfiction, classic and contemporary works.
 2. Students read a wide range of literature from many
periods in many genres to build an understanding of
the many dimensions (e.g., philosophical, ethical,
aesthetic) of human experience.
 9. Students develop an understanding of and respect
for diversity in language use, patterns, and dialects
across cultures, ethnic groups, geographic regions, and
social roles.
This lesson is the first, opening lesson in a unit on F. Scott
Fitzgerald’s The Great Gatsby. This lesson will get students
thinking about values and morals as part of the American
Dream before they begin reading the novel which has a strong
focus on values.
Plans to differentiate instruction:
Learn
Objectives

The CP 11th grade classes will be given the lesson as
follows
 The Honors 11th grade class will do the same lesson as
the CP classes, except that they will be expected to
participate in the discussion more in depth, with less
prodding than the CP classes. They will also be asked
to make up their own aphorism about a value that they
believe in particularly strongly.
 Students will have the opportunity to work
independently and to participate in a class discussion.
 This lesson will work well for visual, auditory, and
kinesthetic learners.
Accommodations and modifications:
 In the first CP class, there is a student with a
developmental disability. To help him focus, I will
stand near his desk when reading the story and try to
make eye contact with him. If he gets very distracted I
will discreetly tap the corner of his desk to remind him
to stay focused.
 In the two CP classes, there are students who have
some behavioral issues. I will make sure that there is
very little transition time and I will give them only
five minutes to work on the journal prompt to avoid
disruptions.
Environment factors:
 The students are very drowsy during the first two
periods
 Students will be sitting in rows so that they can all see
the pictures in the book as it is being read.
Materials:
 Journals/notebooks for students to write their
responses
 Trade book The Lotus Seed by Sherry Garland
(“Garland”)
 Copies of the “Aphorism” Worksheet (“The
Teaching…”)
 Chalk/chalkboard with chart written before class to
record student responses
 The Great Gatsby to show students the book that we
are going to begin reading
 Students will understand what values and morals are,
and how this relates to the idea of The American
Dream
 Students will understand what an “aphorism” is
 Students will reflect on their own values and be able to
Instructional
Procedures
Assessment
determine what they, as individuals, value.
 Students will be able to determine what the people in
The Lotus Seed value.
Opening:
 Students will respond to the journal prompt: What are
values? What does it mean to be someone who has
values?
 Have students answer this prompt and determine was
values are.
Engagement:
 Read The Lotus Seed
 Ask students to determine what the characters in the
book value and why
 Use the APHORIMS worksheet. Have students work
individually to determine the value being described,
how they feel about it, and how they think society
views this value Students in the honors class will be
asked to write an aphorism of their own on the back of
the worksheet.
Closure:
 Take an anonymous vote of these values and tally
them on the board for students to see how the class
perceives these values
 Discuss that The Great Gatsby is a book that
concentrates a lot on values, beliefs, and morals. As
we are reading this book consider your own values and
beliefs in comparison with those of the characters and
of the time period in the novel.
 Students’ understanding of The Lotus Seed, will be
assessed formatively based on their responses to the
discussion after reading the book.
 Students will be summatively assessed based on their
ability to complete the worksheet about aphorisms and
their own values. Students in the honors section will
be further summatively assessed on their ability to
create an aphorism based on their own personal values
and beliefs.
Lesson Plan 2
Grade/Content
Area
Lesson Title
State Standards:
GLEs/GSEs
National Content
Standards:
Context of the
Lesson
Opportunities to
Learn
11th grade college prep and 11th grade honors
The Great Gatsby Treasure Hunt!
GLE’s/GSE’s:
 R-12-7.2: Demonstrate initial understanding of
informational texts [expository and practical texts]
by…Using information from the text to answer
questions, perform specific tasks, or solve problems; to
explain visual components supporting the text; or to
interpret maps, charts, timelines, tables, or diagrams
[local]
 R-12-8.5: Analyze and interpret informational text
[which may include technical writing], citing evidence as
appropriate by…Making inferences about causes and
effects [local]
 R-12-14.2: Demonstrates the habit of reading widely and
extensively by…Reading from a wide range of
genres/kinds of text, including primary and secondary
sources, and a variety of authors [e.g. literary,
informational, and practical/functional texts [local]
 W-12-3.3: Using specific details and references to text or
relevant citations to support thesis, interpretations, or
conclusions [local]
NCTE’s:
 1. Students read a wide range of print and non-print texts
to build an understanding of texts, of themselves, and of
the cultures of the United States and the world; to acquire
new information; to respond to the needs and demands of
society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and
contemporary works.
 8. Students use a variety of technological and
information resources (e.g., libraries, databases,
computer networks, video) to gather and synthesize
information and to create and communicate knowledge.
This is the second lesson in a unit on F. Scott Fitzgerald’s The
Great Gatsby. In this lesson, students will gain the background
and introductory knowledge before beginning The Great Gatsby.
Plans to differentiate instruction:
 Because the nature of this lesson allows for much
individual work on the part of the student, I will be able
to differentiate this lesson by providing students with
some individualized attention. I could help students who
are struggling with the assignment individually.
 Students in the honors section of this course will need to
provide longer, more detailed answers, with great textual
substantiation
 Students will have the opportunity to work independently
and to participate in a class discussion in this lesson
 Students will have the opportunity to engage with
technology in this lesson
 This lesson will work well for visual, auditory, and
kinesthetic learners.
Accommodations and modifications:
 This lesson allows for students who need help and
individual attention to receive it because students work
independently
 For the student in the first class who has a developmental
disability, I will make sure to check his progress
periodically and check for his comprehension of the
activity and the questions being asked
Environment factors:
 Students in the first two periods are always sleepy.
Remind them to meet in the library with a note on the
classroom door. Students may need further motivation to
complete the assignment.
 Students will be working individually at computers
Materials:
 A computer with internet access for each student
 A copy of THE WEBQUEST PACKET for each student
 The link to the web-quest on my website:
https://sites.google.com/site/missdonnellyenglish/home/e
phs-11th-grade/the-great-gatsby-introduction-webquest
Objectives
Instructional
Procedures
(“F. Scott Fitzgerald Society”)(“The Roaring Twenties”)(“Guide
to Musical Theatre”)(“YouTube”)
(“FindLaw”)(“Nineteenth Amendment”)
(Donnelly)
 Students will learn how to find the information they are
looking for when researching online
 Students will learn the required background information
by answering the provided questions
 Students will be able to use the websites provides to
answer the questions in the packet
Opening:
 Tell students they are going on a Treasure Hunt
 Connect to the idea that in the novel, the character
Gatsby, enjoys collecting jewels, particularly rubies,
Assessment
connect to their own values, treasures, collections
 Read the directions to the students
 Have students repeat the directions in their own words
for clarity
 Show students how to get to the website
 Activate prior knowledge about the 1920’s. Have
students look at the questions and fill out with any related
background information
Engagement:
 Students will work independently to complete the
WEBQUEST PACKET, using the information on the
websites
Closure:
 We will go over the answers in the packet as a class. I
will elaborate on their findings and make sure students
understand the answers and why these “jewels” of
information are important to understanding the novel.
 Students will hand in their completed packets
 Students will be informally, formatively assessed when I
am checking on them as they work to complete the
packet.
 Students will be assessed informally and summatively
when we go over the answers as a class.
 Students will be assessed formally and summatively for a
quiz grade when they hand in their completed packets.
Name: _____________________
Date: _______________
The Great Gatsby
Web-Quest Treasure Hunt: Introduction
Directions: Use the websites provided on the online web-quest to
answer the following background questions on F. Scott Fitzgerald’s
The Great Gatsby.
I.
F. Scott Fitzgerald
1.
2.
What were F. Scott Fitzgerald’s dominant influences?
Describe the background of Fitzgerald’s parents. Do you
think that these unique backgrounds influenced Fitzgerald
as a person?
How old was Fitzgerald when his work was first
published?
3.
Who is Zelda? When and how did Zelda and Fitzgerald
meet?
4.
5.
Why did Zelda break their engagement? What happened
that resulted in their eventual marriage?
Where do the Fitzgerald’s move in 1922? Use Google
Maps and mark this location on your map.
6.
What are some of the main themes found in
Fitzgerald’s work?
7.
Discuss the marriage of Fitzgerald and Zelda. What
problems did they encounter?
8.
II.
The Roaring Twenties
 First Link
1.
2.
3.
What are some other names for the 1920’s?
How did the end of WWI influence the culture of the
1920’s?
What were some new forms of entertainment and art?
4.
What was one of the major ways technology changed
the country?
5.
What event marks the end of this time period?
 Second Link: Scroll down and read the synopsis
 Third Link: Watch the YouTube clip [excerpt from Thoroughly
Modern Millie
1.
Describe the dress and style of the people I the clip.
might this new style be radical at the time?
2.
What changes does Millie make to try and fit in?
Why
 Fourth Link
1. What are some other names for the 1920’s?
2. How did the end of WWI influence the culture of the 1920’s?
3. What were some new forms of entertainment and art?
4. What was one of the major ways technology changed the country?
5. What event marks the end of this time period?
III.
The 18th and 19th Amendments
1. What is the 18th amendment?
2. Was the 18th amendment effective? Why or why not?
3. What is the 19th amendment?
4. How do you think the 19th amendment changed American culture?
Lesson Plan 3
Grade/Content
Area
Lesson Title
State Standards:
GLEs/GSEs
National Content
Standards:
Context of the
Lesson
Opportunities to
Learn
11th grade college prep and 11th grade honors
Thoman Parke D’Invilliers = F. Scott Fitzgerald
GLE’s/GSE’s:
 R-12-4.1: Demonstrate initial understanding of
elements of literary texts by…Identifying, describing,
or making logical predictions about character [such as
protagonist or antagonist], setting, problem/solution,
or plots/subplots, as appropriate to text; or identifying
any significant changes in character, relationships, or
setting over time; or identifying rising action, climax,
or falling action [local]
 R-12-6.1b: Analyze and interpret author’s craft within
or across texts, citing evidence where appropriate
by…Examining author’s style or use of literary
devices to convey theme [local]
NCTE’s:
 2. Students read a wide range of literature from many
periods in many genres to build an understanding of
the many dimensions (e.g., philosophical, ethical,
aesthetic) of human experience.
 3. Students apply a wide range of strategies to
comprehend, interpret, evaluate, and appreciate texts.
They draw on their prior experience, their interactions
with other readers and writers, their knowledge of
word meaning and of other texts, their word
identification strategies, and their understanding of
textual features (e.g., sound-letter correspondence,
sentence structure, context, graphics).
 11. Students participate as knowledgeable, reflective,
creative, and critical members of a variety of literacy
communities
This is the third lesson in a unit on The Great Gatsby.
Students will interpret the epigraph in the beginning of the
book and then relate what they have learned from researching
and completing the web-quest to draw a conclusion about
Fitzgerald’s use of Thomas Parke D’Invilliers.
Plans to differentiate instruction:
 Students will have the opportunity to work
individually, in groups, and participate in a class
discussion.
 Because of the nature of this brief lesson, this will not
Objectives
Instructional
Procedures
need to differentiated for the college prep and honors
classes. The college prep class may need more
guidance in their thinking and interpretation of the
quote however.
 This lesson will work well for visual, auditory, and
kinesthetic learners.
Accommodations and modifications:
 In the first CP class, there is a student with a
developmental disability. To help him focus, I will
stand near his desk when giving directions and try to
make eye contact with him. If he gets very distracted I
will discreetly tap the corner of his desk to remind him
to stay focused.
 In the two CP classes, there are students who have
some behavioral issues. I will make sure that there is
very little transition time.
Environment factors:
 The students are very drowsy during the first two
periods
 Student desks will be grouped together to facilitate
group work
Materials:
 Copies of The Great Gatsby for each student
(Schmoop)
Students will understand what an epigraph is. Students will
understand the significance of the epigraph preceding The
Great Gatsby and will be able to connect this to the
background information they found about F. Scott Fitzgerald.
Students will be able to use this information to make
predictions about the novel.
Opening:
 Ask students if they know what and epigraph is.
Elaborate on their answers so that students have an
understanding of the purpose of epigraphs in literature.
Engagement:
 Read the epigraph aloud to the students. Give them a
few minutes to read it twice more to themselves.
 Have students get into groups to discuss their
interpretation of the epigraph.
 Have students share their answers and engage in a
class discussion about the purpose of the epigraph.
 Explain to students to Thomas Parke D’Invilliers was
a pen name of Fitzgerald’s. Discuss the significance
of Fitzgerald creating his own epigraph. What does
this say about him? ()
Closure:


Assessment

Review what and epigraph is and ask students if they
think this is still an example of an epigraph
Discuss the significance of Fitzgerald using and
epigraph in this way and discuss predictions of the
novel based on what this epigraph means in relation to
the background information they collected and their
interpretations of its’ meaning.
Students will be informally and formatively assessed
on their understanding based on their participation in
the class discussion and their group discussion.
Lesson Plan 4
Grade/Content
Area
Lesson Title
State Standards:
GLEs/GSEs
National Content
Standards:
Context of the
Lesson
Opportunities to
Learn
Definition: Materials,
Learners and
Environments
11th grade college prep and honors
Clip-art Vocabulary
GLE’s/GSE’s:
 R-12-3.1: Shows breadth of vocabulary knowledge
through demonstrating understanding of word
meanings and relationships by…Identifying
synonyms, antonyms, homonyms/homophones, shades
of meaning, analogies, idioms, or word origins,
including words from dialects or other language that
have been adopted into standard English [local]
 R-12-3.2: Shows breadth of vocabulary knowledge
through demonstrating understanding of word
meanings and relationships by…Selecting appropriate
words or explaining the use of words in context,
including connotation or denotation, shades of
meanings of words/nuances, or idioms; or use of
content-specific vocabulary, words with multiple
meanings, precise language, or technical vocabulary
[local]
NCTE’s:
 3. Students apply a wide range of strategies to
comprehend, interpret, evaluate, and appreciate texts.
They draw on their prior experience, their interactions
with other readers and writers, their knowledge of
word meaning and of other texts, their word
identification strategies, and their understanding of
textual features (e.g., sound-letter correspondence,
sentence structure, context, graphics).
This min-lesson and introduction to vocabulary words will
take place on the fourth day of the unit on The Great Gatsby
and will precede the in-class reading of chapter one. In this
way, students will have an understanding of the vocabulary
before they begin reading the text.
Plans to differentiate instruction:
 As this is a basic lesson teaching students vocabulary,
the instruction will not need to be differentiated.
However, students in the college prep classes may
need more guidance in their discussion for this
activity.
 The quiz will be slightly different for the college prep
Objectives
Instructional
Procedures
and honors courses. The college prep class will be
completing a traditional vocabulary quiz whereas the
honors class will be asked to write an original sentence
using the vocabulary that demonstrates their
understanding of the vocabulary word.
Accommodations and modifications:
 There is a student in the first college prep class that
has a developmental disability and focusing issues. To
help him stay on task and involved in the class, I will
stand near his desk when talking and discreetly tap his
desk if he gets distracted.
Environment factors:
 Students are a bit groggy and sleepy in the first two
classes and often arrive a bit late.
 The honor class is interrupted halfway for lunch so it
takes some time to get them refocused.
Materials:
 Vocabulary worksheets for chapter 1 for each student
(Oxford)
 Copies of The Great Gatsby for each student
 The vocabulary posters
 Vocabulary Quizzes for Chapter 1
Students will understand the meanings of the vocabulary
words presented and how they are used. Students will be able
to identify these words when reading through the first chapter
and understand their meaning from this activity. Students will
be able to apply their working definition to the context of the
novel.
Opening:
 Hand out a copy of the VOCABULARY list to each
student.
Have students take turns reading the
vocabulary words and definitions.
Engagement:
 Covering the vocabulary word, show students one
VOCABULARY POSTER at a time. Have students
try to determine which word the poster represents.
Explain why each image represents the vocabulary
word.
 After each word has been identified, put the posters on
the chalkboard to remain there until they are replaced
with the next chapter’s vocabulary words.
Closure:
 While reading through chapter one, stop students when
a vocabulary word is encountered. In that way, they
are seeing these words in another form, within the
context of the novel. Help the students to connect the

Assessment


vocabulary words’ use within the chapter to their
definitions and pictures given.
Students will be quizzed on the vocabulary at the end
of the first chapter.
Students will be informally, formatively assessed
during the lesson when they match the vocabulary
posters with their definitions.
Students will be formally, summatively assessed on
their understanding of the vocabulary words on the
vocabulary quiz at the end of chapter.
Name: _______________________________________________________
Date: _______________________________
F. Scott Fitzgerald’s The Great Gatsby
Chapter One Vocabulary
1. Feigned [1]: [adj.] stimulated or pretended; insincere
2. Supercilious [7]: [adj.] behaving or looking as though one thinks one is superior to others
3. Arrogant [7]: [adj.] having or revealing an exaggerated sense of one’s own importance or abilities
4. Gruff [7]: [adj.] abrupt or taciturn in manner; [of a voice] rough and low in pitch
5. Ecstatically [9]: [adj.] Feeling or expressing overwhelming happiness or joyful excitement
6. Wan [11]: [adj.] [of a person’s complexion or appearance] pale and giving the impression of illness or
exhaustion; pale, weak; strained
7. Imperatively [11]: [adj.] of vital importance; giving an authoritative command
8. Languidly [11]: [adj.] [of a person, manner, or gesture] displaying or having a disinclination for physical
exertion or effort; slow and relaxed
9. Hulking [12]: [adj.] large, heavy, or clumsy
10. Cynical [16]: [adj.] believing that people are motivated by self-interest; distrustful of human sincerity or
integrity
Feigned
Supercilious
Arrogant
Gruff
Ecstatically
Imperatively
WaN
LanguidlY
Hulking
Cynical
Name: _________________
Date: ______________
The Great Gatsby
Chapter 1: Vocabulary Quiz
Directions: Use the vocabulary words in the word bank and your
knowledge of chapter one, to choose the word that best completes each
Feigned
Supercilious
Ecstatically
Hulking
Wan
Arrogant
Gruff
Imperatively
Languidly
Cynical
sentence.
1. Daisy claims that her life has been difficult, and so she has
become quite _____________.
2. Tom is a large, ____________ man who played football in college.
3. Even though Jordan is an athlete, she has a ________ appearance.
4. In the tiring summer heat, Jordan and Daisy move about the
house _____________.
5. Tom is racist and thinks he is better than others. He talks in a
______________ manner.
6. Tom has a harsh, ________________ voice.
7. Daisy is excited to see Nick and talks to him ______________.
8. Tom grabs Nick arm _____________ and authoritatively shows
Nick his beautiful home.
9. Tom’s ____________ nature comes from his wealth and material
possessions.
10. Tom and Daisy _____________ a happy marriage when they had
guests over for dinner.
Name: _________________
Date: ______________
The Great Gatsby
Chapter 1: Vocabulary Quiz
Feigned
Supercilious
Ecstatically
Hulking
Wan
Arrogant
Gruff
Imperatively
Languidly
Cynical
Directions: Use the vocabulary words in the word bank to write
sentences that convey the meaning of each word.
Lesson Plan 5
Grade/Content
Area
Lesson Title
State Standards:
GLEs/GSEs
National Content
Standards:
11th grade college prep and 11th grade honors
“Can’t Buy Me Love”
GLE’s/GSE’s:
 W-12-2.3: In response to literary or informational
text, students show understanding of
plot/ideas/concepts within or across texts
by…Connecting what has been read
[plot/ideas/concepts] to prior knowledge, other texts,
or the broader world of ideas, by referring to and
explaining relevant ideas, themes, motifs, or
archetypes [local]
 OC-12-1.3: In oral communication, students
demonstrate interactive listening by…Identifying the
thesis of a presentation, determining the essential
elements of elaboration, and interpreting or evaluating
the message [local]
NCTE’s:
 1. Students read a wide range of print and non-print
texts to build an understanding of texts, of themselves,
and of the cultures of the United States and the world;
to acquire new information; to respond to the needs
and demands of society and the workplace; and for
personal fulfillment. Among these texts are fiction and
nonfiction, classic and contemporary works.
 2. Students read a wide range of literature from many
periods in many genres to build an understanding of
the many dimensions (e.g., philosophical, ethical,
aesthetic) of human experience.
 3. Students apply a wide range of strategies to
comprehend, interpret, evaluate, and appreciate texts.
They draw on their prior experience, their interactions
with other readers and writers, their knowledge of
word meaning and of other texts, their word
identification strategies, and their understanding of
textual features (e.g., sound-letter correspondence,
sentence structure, context, graphics).
Context of the
Lesson
Opportunities to
Learn
Objectives
Instructional
Procedures
This lesson will occur in a unit on The Great Gatsby after
students have read chapter five. Students will use this
opportunity to reflect on one of the major themes of love and
money based on what they have read so far in the novel.
Plans to differentiate instruction:
 This lesson will work well for students who are
auditory learners and those of the musical intelligence.
This lesson will work well for visual, auditory, and
kinesthetic learners.
 Students will be able to work independently and
participate in a class discussion.
 This lesson will not need to be differentiated for the
honors and CP classes. The CP classes will need more
prompting during the discussion portion of the lesson.
Accommodations and modifications:
 In the first CP class, there is a student with a
developmental disability. To help him focus, I will
stand near his desk when giving instruction and try to
make eye contact with him. If he gets very distracted I
will discreetly tap the corner of his desk to remind him
to stay focused.
 In the two CP classes, there are students who have
some behavioral issues. I will make sure that there is
very little transition time.
Environment factors:
 The students are very drowsy during the first two
periods
 Students will be sitting in rows so that they can hear
the music well and are seated in a way that promotes
personal reflection for the writing assignment.
Materials:
 Music for the Beatles’ “Can’t Buy Me Love”
(“YouTube,” The Beatles)
 Copies of the lyrics for each student (Lyrics 007)
 Copies of The Great Gatsby for each student
 Paper for students to write their journal response
 Chalkboard/Chalk to write the prompt
Students will be able to reflect upon what they have read and
support their claims through textual substantiation. Students
will be able to interpret the song and connect to the same
concepts in The Great Gatsby.
Opening:
 Play the Beatle’s song “Can’t Buy Me Love” for the
students
 Give the students the lyrics to the song, have them
Assessment
follow along, play the song a second time
Engagement:
 Interpret the song as a class, have students come to a
consensus on the meaning of the song
 Explain to students that they are writing a reflective
journal entry answering the following prompts:
 Do you agree with the Beatle’s idea that money can’t
buy love? Why or why not?
 From what you have read, do you think F. Scott
Fitzgerald thinks that money can buy love? Why or
why not? Use the text to support your answer.
Closure: \
 Have students share excerpts from their journal entries
and the textual references they used to substantiate
their answers
 Students will be formally and summatively assessed
based on their ability to make connections between the
novel and the song and to support their claims based
on the text.