Student: Samantha Christian

Professor: Rickey Moroney

Course: EDU 521

Date: 12/10/2014

Grade: 10th Topic: The Great Gatsby

Content Area: English

INSTRUCTIONAL OBJECTIVE (S)

After reading, chapters four, five and six of The Great Gatsby by F. Scott Fitzgerald and
participating in class discussion, students will be able to point out figurative language and
different types of symbols found in these chapters. They will find and write no less than five
different examples and will know how to use them properly. Also students will be asked to make
a Glogster about literary devices and give examples of them from the novel.( They are to make
the Glogster as creative as possible.)

Standards and Indicators

Language Arts Standard RL 10.4:
-

Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact
of specific word choices on meaning and tone (e.g. how the language evokes a
sense of time and place; how it sets a formal or informal tone).

Language Arts Standards RL 10.5:

-

Analyze how an authors choices concerning how to structure a text, order

events within it (e.g. parallel plots) and manipulate time ( e.g. pacing,
flashbacks) create such effects as mystery, tension, or surprise.

Indicator:
This will be evident when students identify complete a character analyze using
textual evidence to support their response.

Language Arts Standard W 10.4:

Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Language Arts Standards SL 10.4:
Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization , development ,
substance , and style are appropriate to purpose, audience, and task

Motivation

The type of motivation I will use will be by allowing the students to pick who
they would want to work with in groups. I will let them do this because if
students are unclear of what figurative language and what symbols to write
down they will have help from other students.

Materials
The instructional materials and resources used to engage students in this lesson will be
-

The Book , The Great Gatsby by F. Scott Fitzgerald

Pens/ pencils
Notes taken in the previous class
Work sheet on what figurative language is and why symbols are important in
novels.
Laptop/computers for the Glogster

Strategies
Modeling

Explanatory writing
Group discussions
Ticket out
Direct instruction
Rereading
Convergent and divergent questions
Shared Reading
Vocabulary builder

Adaptation
-

When it comes to working in pairs I know that student one is very sociable so
allowing him to work with a friend in class will benefit him to have someone
to help them
I would allow the student to begin the conversation so the flow is already
started
Since this assignment working in groups about order and repetition the student
will be the one speaking and saying what happened in order in Chapters four,
five and six.
I will have the student be in charge of the group and making sure they stay on
task and follow the directions.

Differentiation of Instruction
-

Provide a laptop to write the reading assessment

Provide a frame or organizer
Provide a clear lesson schedule at the beginning of class
Give clear repetitive directions during the transition periods
Provide a checklist
Set it up so the student is in charge of the group and is named the leader

Developmental Procedures (Minutes 1 40)

1. The students will enter the class and on the board there will be a do now saying to take
out a plain piece of paper and a pen/pencil. Also, they will be given directions to take out
the notes from previous class and the book we have been reading, The Great Gatsby by F.
Scott Fitzgerald
2.
3.
4. I will ask the student what they thought of chapters 4, 5 and 6. I will ask if anyone agrees
with students or disagrees with them about their opinion of what they thought. Who were
the main characters in either chapter? Did they play any significant roles that are
important for us to know? How do they like the book so far? Yes or No? Why or Why
Not?
5.
6.
7.
8.
9.
10. I will hand out a worksheet about figurative language and symbols. On this worksheet I
will give the definitions and examples of both. I will model out what it is going to happen
with them after I explain them.
11.
12.
13. I will then explain to my class what they are going to do. They are to get into groups
which I will put them in. In those groups I will assign a leader, writer, check list person
and presenter.
14.
15.
16.
17. I will ask them to wrap up their figurative language and symbols worksheet.
18.
19.
20. I will go over the worksheet and see what the students came up with for examples of
figurative language and symbols.
21.
22.
23. Direct Instruction by the Teacher: presentation of information
24.
25.
26.

27. I will ask my students individually on a piece of paper they pull out from their notebook
to find more examples so they get used to this exercise.
28.
29. The purpose of the group discussion was to expand the thoughts of the novel. Also it was
to express the students opinions and gain the perspectives of their classmates. The most
important reason for the group work was to brain storm before the assessment will be
given
30.
31. The Students will have approximately five minutes to define figurative language and
symbolism and provide context clues from the chapters to support what they find.
32. At this time students will work on their Glogster with their group (if not finished in class,
the groups will work before or after school to get this done. After it is done they are to
email me the final Glogster so I could grade it.
33.
34.
35.
36. The students will hand in their worksheet and will be given an independent practice
handout discussing what we will cover on the start of next class.
37. Students will complete a ticket out assignment. For this they will orally tell me a fact they
learned from the book that they didnt learn in chapters 1, 2 or 3.
38. As they are saying their fact, in my notebook I will either write if they gave me a valid
fact or not. If the fact was valid they will get a check plus for it. If the statement they told
me came close I will give a Check. If the statement had nothing to do with Acts three and
four they will receive a check minus in my book. With the information gathered I will
determine if I need to go over anything again before the start of next class.
39. End of Class

Assessment
-

I will ask each group to present ONE of their examples in front of the class. Then I
will ask the rest of the class about what they thought about it. After that I will ask
them to hand in the written copy of it to make sure grammar and context is right.

The assessment will be used, along with the ticket out, to see if the students grasped
the main ideas of the play so far

Independent Practice
-

Students will work on figurative language and symbols a little more to further
their knowledge so if it is asked again for the next three chapters they will
have a better understanding of it.
Homework would be to review chapter 4, 5 and 6 for a better understanding of
the book

Follow Up
-

The students will understand figurative language and symbols more and relate
those two to The Great Gatsby.

References
Fitzgerald, F., & Bruccoli, M. (1996). The great Gatsby. New York, NY: Scribner.

New York State P-12 Common Core Learning Standards for English Language Arts &
Literacy. (2011, January 10). Prekindergarten through Grade 12 Education.
Retrieved March 27, 2014, from
http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_c
ore_learning_standards_ela.pdf
http://edu.glogster.com/?ref=com

Figurative Language can be found in literature and poetry

where the writing appeals to the senses. It can do this by
giving a word with a specific meaning, by comparing two
things in such a way that you find the comparison
interesting or by using words that have unusual
constructions or sounds.
Figurative Language: Understanding the Concept
You are using figurative language when writing goes beyond the actual meanings
of words so that the reader gains new insights into the objects or subjects in the
work.
One of the best ways to really understand the concept of figurative language is to
see it in action such as with these examples:

Alright, the sky misses the sun at night.

The poorest man is the richest, and the rich are poor.
Hear the mellow wedding bells. - Edgar Allen Poe
Out of reach, I pull out with a screech.
I move fast like a cheetah on the Serengeti.
Her head was spinning from all the new information.
The toast jumped out of the toaster.
I'm so hungry I could eat a horse.
The Sea lashed out in anger at the ships, unwilling to tolerate another battle.
The Redcoats are coming!
Ive told you a million times to clean your room!

Types of Figurative Language

There are many types of figurative language. Some include the use of a specific
type of word or word meaning such as:

Simile
Metaphor
Personification
Symbolism

Figurative language can also include unusual constructions or combinations of

words that give a new perspective on the word such as:

Alliteration
Onomatopoeia
Idiom

Following is an explanation of each type of figurative language, each with an

example of figurative language:
Simile
A simile compares two things using the words like and as. Examples include:

busy as a bee
clean as a whistle
brave as a lion
stand out like a sore thumb
as easy as shooting fish in a barrel
as dry as a bone
as funny as a barrel of monkeys
they fought like cats and dogs
like watching grass grow

Metaphor
When you use a metaphor, you make a statement that doesnt make sense literally,
like time is a thief. It only makes sense when the similarities between the two
things become apparent or someone understands the connection.
Examples include:

the world is my oyster

you are a couch potato
time is money
he has a heart of stone
America is a melting pot
you are my sunshine

Personification

Personification gives human characteristics to inanimate objects, animals, or ideas.

This can really affect the way the reader imagines things. This is used in childrens
books, poetry, and fictional literature. Examples include:

opportunity knocked on the door

the sun greeted me this morning
the sky was full of dancing stars
the vines wove their fingers together to form a braid
the radio stopped singing and stared at me
the sun played hide and seek with the clouds

Symbolism
Symbolism occurs when a word which has meaning in itself but is used to
represent something entirely different. Examples are:

Using an image of the American flag to represent patriotism and a love for
ones country.
Using an apple pie to represent an American lifestyle.
Using an apple to represent education.

Alliteration
Alliteration is the easiest of the examples of figurative language to spot. It is a
repetition of the first consonant sounds in several words. Some good examples are:

wide-eyed and wondering while we wait for others to waken

And tongue twisters like:

Betty bought butter but the butter was bitter, so Betty bought better butter to
make the bitter butter better.

Onomatopoeia
Onomatopoeia is the use of words that sound like their meaning, or mimic
sounds. They add a level of fun and reality to writing. Here are some examples:

the burning wood hissed and crackled

The words: beep, whirr, click, whoosh, swish, zap, zing, ping, clang, bong,
hum, boom, munch, gobble, crunch, pow, smash, wham, quack, meow, oink,
and tweet.

Idiom
An idiom is an expression that has a meaning that is only known to a particular
group of people. For example:

Kick the bucket

Raining cats and dogs
Whistling Dixie

CATEGORY

Focus or Thesis The thesis statement The thesis statement The thesis statement The thesis statement
names the topic of
names the topic of
outlines some or all does not name the
Statement
the essay and
outlines the main
points to be
discussed

the essay.

of the main points to topic AND does not

be discussed but
preview what needs
does not name the
to be discussed.
topic.

Evidence and
Examples

All the evidence and

examples are
specific, relevant and
explanations are
given that show how
each piece of
evidence supports
the authors position.

Most of the evidence

and examples are
specific, relevant and
explanations are
given that show how
each piece of
evidence supports
the authors position.

At least one of the

pieces of evidence
and examples are
specific, relevant and
explanations are
given that show how
each piece of
evidence supports
the authors position.

Evidence and
Examples are NOT
specific, relevant
and/or not explained

Sources

All sources used for

quotes, statistics and
facts are credible
and cited correctly.

All sources used for

quotes, statistics and
facts are credible
and most are cited
correctly.

Most sources used

for quotes, statistics
and facts are
credible and cited
correctly.

Many sources are

Suspect (not
credible) AND/OR
are not cited
correctly.

Grammar &
Spelling

Author makes no
errors in grammar or
spelling that distract
the reader from the
content

Author makes 1-2

errors in grammar or
spelling that distract
the reader from the
content

Author makes 3-4

errors in grammar or
spelling that distract
the reader from the
content

Author makes 4 or
more errors in
grammar and
spelling

Respects
Others

Student listens
quietly, does not
interrupt, and stays
in assigned place
without distracting
fidgeting.

Student listens
quietly and does not
interrupt. Moves a
couple of times, but
does not distract
others.

Student interrupts
once or twice, but
comments are
relevant. Stays in
assigned place
without distracting
movements.

Student interrupts
often by whispering,
making comments or
noises that distract
others OR moves
around in ways that
distract others.