Teacher: Lord
Instructional
Framework
Lesson Focus
Date: 3/16-20
Monday
Wednesday
Thursday
Friday
The Great Gatsby
MOVIE
ELACC11-12RL7:
Analyze multiple
interpretations of a
story, drama, or poem
(e.g., recorded or live
production of a play or
recorded novel or
poetry), evaluating
how each version
interprets the source
text.
The Great Gatsby
EXAM REVIEW
ELACC11-12RL10: By
the end of grade 11,
read and comprehend
literature, including
stories, dramas, and
poems, in the grades
11-CCR text
complexity band
proficiently, with
scaffolding as needed
at the high end of the
range.
Does the producer’s
translation of The
Great Gatsby add to or
detract from
Fitzgerald’s vision?
Analyzing multiple
interpretations of a
story enhances overall
understanding.
Can you provide
evidence of answers on
test?
N/A
Standard (s)
ELACC11-12RL2:
Determine two or more
themes or central ideas
of text and analyze
their development over
the course of the text,
including how they
interact and build on
one another to produce
a complex account;
provide an objective
summary of the text
Essential Question
How does nearly every
character’s dream die
with Myrtle’s death?
Is the American dream
dead? Did Gatsby
believe in it?
Learning Target
Students will see that
the “American Dream”
has become corrupted.
No longer is it about
building a better life,
but simply getting rich.
Complete study guide
questions for ch.9
Students will see that
the “American Dream”
has become corrupted.
No longer is it about
building a better life,
but simply getting rich.
Complete study guide
questions for ch.9
Questioning
Questioning
Ticket in the door:
predict how the movie
might differ from the
novel
Viewing film
Limited lecture
Limited lecture
Questioning for clarity
Instructional Strategy
The Great Gatsby ch.9
Subject: 11 Lit/Comp
The Great Gatsby
REVIEW
ELACC11-12RL2:
Determine two or more
themes or central ideas
of text and analyze
their development over
the course of the text,
including how they
interact and build on
one another to produce
a complex account;
provide an objective
summary of the text
Activating Strategy
HOLIDAY
Tuesday
Department: English
Student will be able to
use text to support
answers
Peer assessment, selfassessment and
correction of tests.
Work Session
Q&A based discussion
regarding chapter
content. Teacher will
outline points of
interest while
questioning for
understanding,
analyzing, predicting
outcomes (to promote
higher order thinking
skills). Students will
be able to ask questions
(student centered) as
well for clarification of
content.
Q&A based discussion
regarding chapter
content. Teacher will
outline points of
interest while
questioning for
understanding,
analyzing, predicting
outcomes (to promote
higher order thinking
skills). Students will
be able to ask questions
(student centered) as
well for clarification of
content.
Students will view
Baz Luhrman’s
rendition of The Great
Gatsby
Students will grade
own completed tests
from homework and
correct missed items by
using the text to
document the answers.
Differentiation
PROCESS: class
discussion as opposed
to static delivery of
information, either
through lecture or
handout. Student
generated questions
will drive discussion.
Ticket out the door- 3
sentence answer of
essential question
Review of Ch. 9 study
guide
PROCESS: class
discussion as opposed
to static delivery of
information, either
through lecture or
handout. Student
generated questions
will drive discussion.
Ticket out the door- 3
sentence answer of
essential question
Review of Ch. 9 study
guide
CONTENT: whole
group will view movie
as opposed to daily
reading of content
PROCESS: self
evaluation
Ticket out the door3 sentence answer of
essential question
EXAM
N/A
SUMMARIZING
FOR CLOSURE
Formative/Summative
Assessment
HOMEWORK
Take-home exam over
The Great Gatsby
Completed and
corrected test.