UNIT PLAN SUMMARY As a future English teacher, one of the main topics that I would like my students to explore

is how classic literature relates to and is relevant to their lives today. I chose The Great Gatsby because not only am I familiar with the novel and that it is one of the most classic American novels, but because of the recent film adaption that really will draw students attention, and help them see just how timeless Fitzgeralds commentaries on society are. Another major objective that I would like students to master in this unit is the Common Core Standard of being able to cite thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Because this is a major/basic standard in literature and in crafting well-supported arguments, I decided to choose this main standard to focus on. In addition, I also would like to help students practice the verbal communication standards of presenting information, findings, and supporting evidence clearly, concisely, and logically and implementing technology for the 21st-century student by making strategic use of digital media in presentations to enhance understandings. To do this, my unit plan (The Great Gatsby Exploration) will consist of an introductory teacher lecture, which introduces students to the historical context of the 1920s that Fitzgerald was writing and commenting on, along with questions that ponder what caused his reactions and responses to those events, and encourage students to find similarities in todays society, and begin making connections with relevant ideas in the text that still relate to todays issues. Students will engage in discussion and journal responses throughout our reading and exploration of the novel, as well as face-to-face discussions and quizzes, culminating in the final PowerPoint student presentation based on textual evidence.

ENTRY-LEVEL I will assess students entry-level understandings with basic questions like identifying What is the historical context of the novel? (Identify some key elements/characteristics of society). Objectively assessing their answers in verbal and written responses.

GRADING CRITERIA All answers must be supported with blatant textual evidence and given thoughtful, well-researched (textsupported) responses.

FORMATIVE 1) I will then gauge students formative assessments throughout the unit by reading online journal responses to posed questions on students personal blog sites. 2) I will also observe and listen to group and inclass discussions and responses for thoughtful, text-supported and text-based answers. 3) Students will also complete an interactive WebQuest, with assumption, hypothetical, and elaborating questions from the text and various resources. 4) I will also objectively assess their formative understanding with in class quizzes to help pace and tailor my lessons and discussion questions to meet and challenge student comprehension. SUMMATIVE 1) The summative assessments will be conducted within the final culminating project, in which students will present a group PowerPoint presentation to present their findings on an appropriate topic to the class. 2) They will identify important characters, symbols, and themes in The Great Gatsby using direct quotes from the text and citing all textual evidence and assumptions and interpretations made from the text.