Siop Lesson Plan - Demchar, Jennifer

SIOP LESSON PLANS
Demchar1
Jennifer Demchar
Nova Southeastern University
ESOL 4565
Dr. Rashid Moore
SIOP LESSON PLANS
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SIOP Lesson Plan
Grammar
I. General Information
Name
Date: 02/23/15 & 02/24/15
School: Plantation High School
Teachers Name: Jennifer Demchar
Age/Grade Level: 10th Grade

Lesson Title:
The Fumblerules of Grammar
Subject Area: Grammar

Length of Time and Date(s):
40 minutes (1 class period)
II. Contextual Background

Are diverse students present?
Number of female students
Number of male students
Number of limited English proficient students
Number of exceptional student education students
Yes
No
11
10
9
0
III. Instructional Resources and Materials

Materials needed: worksheet printed for students, students must bring Holt grammar handbook,
and highlighters for students
IV. Anticipatory Set
The students will review some of the grammatical rules we have previously learned. This
worksheet will pull all of the rules learned together. I will share some puns to help them
understand that the worksheet is contradictory.
V. Content/Standards/Grade Level Expectations
The subject area is grammar and the topic is humorous rules.
The Language Arts Florida Standard: LAFS.910.L.1.1
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking. a. Use parallel structure. b. Use various types of phrases (noun,
verb, adjectival, adverbial, participial, prepositional, absolute) and clauses
(independent,
dependent; noun, relative, adverbial) to convey specific meanings and add
variety and interest to writing The alphanumeric coding scheme has changed Language
Arts Common Core (LACC) is now Language Arts Florida Standards (LAFS) Amended
Standard or presentations. Cognitive Complexity: Level 3: Strategic Thinking & Complex
Reasoning
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VI. Goal(s)
The goal is for students to use their grammar skills to fix sentences. This will help them
strengthen their command of the language and their proofreading skills.
VII. Objective(s)
The objective, by the end of the lesson, is for students to complete the worksheet with a passing
grade.
VIII. Accommodations
To modify the instructional material for an ESOL student I will give the student extra time to
process the lesson and use simple direct language. The students may use their textbook to aid
them in the activity. ESOL students will also be in groups with students that excel in the
language to make the activity less arduous. This will help the students learn cooperation skills.
The students will help each other find the errors and the proper corrections together. I can also
use SOLOM to identify each ESOL students progression to add to their student portfolio during
the activity.
IX. Instruction/Input
I will go over the activity in clear, concise language to help all students understand the directions.
I will also allot time for students to ask questions before they begin the task. Also, I will be
walking around the groups of students to allow students to ask more questions, supervise the
students to make sure they are staying on task and equally participating in the group. I will also
be able to identify the groups that are going through the worksheet quickly and those that are
struggling. This will help me better understand which students need more time to work on certain
areas before the test.
X. Proactive Classroom Management Planning
With classroom management in mind, I will plan the groups beforehand. I will make sure the
groups are diverse and that the high energy students are not all in one group. This will limit the
off task potential and make the activity more enjoyable because the classrooms volume will be a
manageable level. I will walk around the classroom throughout the period to restrict any students
from going off task.
XI. Monitoring
I will be monitoring students as I walk around the classroom, and I will also be taking notes on
the ESL students to see how they are responding and how their strengths and weaknesses
compare to the beginning of the school year. The can raise their hands at anytime and when I go
over to each group they can show me how comfortable they are with the material by a thumbs
up, to the side, or down. This will help me better assist them.
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XII. Assessment
I will assess the ESOL students during the activity, but I will give students and additional
worksheet towards the end. This will be individually done. Students will write how they felt they
worked together, how difficult the material seemed to be, and how much easier it was to work in
a group. The worksheet will be scaled and will help me gauge the students confidence and their
motivation. I can also add these student based assessments into their student portfolios.
XIII. Closure
Once the worksheets are turned in, I will go over them with the class because it is fresh in their
mind. The students can then ask more questions or share their own examples. This will bring the
groups to a large class discussion where students can share their ideas freely and respectfully.
XIV. Reflections
N/A
XV. References
Code, S. (n.d.). LAFS: Language Arts Florida Standards. Retrieved February 18, 2015, from
http://www.fldoe.org/core/fileparse.php/5390/urlt/0081014-lafs.pdf
S. (n.d.). ESOL instructional strategies matix [Abstract]. Retrieved February 18, 2015, from
Richoux, D. (2002, June 18). Humorous rules for writing. Retrieved February 18, 2015, from
http://alt-usage-english.org/humorousrules.html
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SIOP Lesson Plan
Vocabulary
III.General Information
Name
Date
School
Plantation High School
Age/Grade Level
10th Grade
Teachers Name
Jennifer Demchar
Subject Area
Vocabulary
Lesson Title
Mrs. Demchars Class Got Talent
Length of Time and Date(s)

4 (20 minute) class periods for planning
1 (50 minute) class period
IV. Contextual Background

Yes
No
11
10
9
0

Materials Needed: Class set of laptops, list of the 100 Most Common SAT Words for each
student, blank CD to burn background music for each groups song, and CD player
I will explain to the students that they will be forming 7 groups of 3. They may choose their own
groups this time. They will be asked to create a song containing at least 30 SAT words in their
song. Any extra words that make sense in their context will receive additional points. They will
be given a list of words, choose a song, and write lyrics that go along with the beat. The group
may choose any song that is not explicit, and it will be preapproved. Once approved, the students
can start to work on the story line because every word must be used correctly. I will show them
an example. Their finished product will be posted on the class website so students may use them
to study for the PSAT, SAT, ACT and other tests later on.
The subject is vocabulary and the topic is 100 Most Common SAT Words.
Florida ELA Standards:
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LAFS.910.W.2.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technologys capacity to link to other.
LAFS.910.L.3.6 Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
Expectations: Students should be able to effectively choose words and write a solid song
incorporating the terms.
VI. Goal(s)
The goal is to motivate students to learn these vocabulary terms in a fun and entertaining way so
the words will stick with them. By allowing students to create their own songs, they will have to
understand the words and create a song with them. They will also get to perform them. Putting
them in a group will give the students the courage to have fun with it!
VII. Objective(s)
By the end of the performances, students should feel more capable at understanding the difficult
vocabulary that the school demands each student to understand. The song helps students become
less intimidated by these words.
Providing the students with a list of words and a class laptop, students can research their terms
and learn how they can be used more clearly. This will help them make sense of the words as
they choose which ones to incorporate. Also, ELL students can pick songs that are from their
culture. They can also sing or rap in their own language for a time like the chorus as long as the
verses are filled with vocabulary words. The students will also have an easier time using a laptop
to help them decide which words to use. It will be much less intimating. I will also be roaming
around in the class to help any students struggling.
I will use an example to show students how to make their song. I will also show them how to
find a background song that they want to perform during their presentation. The computers will
prove a major asset to the activity. This activity will help ESOL students find the language more
interesting because they can also incorporate their own languages within the context of the song.
I will also be active in the groups construction of the song to provide input and insight.
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To optimize classroom management, I will be walking around the class. Students that raise their
hands will be approached and I will be supervising all the students to make sure they are staying
on task and using the computer appropriately. There is an app to see each students laptop screen
and tabs, so I can close out any tabs that look off task. I will also maintain a good volume for
students to have in the classroom. The 20 minute increment will also help with the volume
because the students will get more done, and they will have less time to go off topic.
XI. Monitoring
I will ask students to submit a word document of song each day to track their progress. This
holds each group accountable, and helps me identify groups that need more instruction. They
may work on the songs outside of class, but they will have ample time to work on the song
during the class time allotted.
XII. Assessment
I will assess the students by their song submitted, their performance, and a student evaluation
form that is turned in after the performance to see how they feel they have succeeded. It is
important to create fun and interactive activities, but provide an assessment for each students
portfolio. I will also have a rubric that can be added to the portfolio to describe the students
progress and ability to collaborate with other students.
XIII. Closure
The students will have each song posted in the discussion board on the class webpage. This will
encourage both parents and students to review the songs. I will give the students an option to
record their song aloud or they may just simply post the lyrics online. It will give students a
chance to be proud of their song and share with their friends and family. Later, they may use
these songs as a quick study session before a big test. Hopefully, this activity will be a useful tool
for each student.
XIV. Reflections
N/A
XV. References
SIOP LESSON PLANS
W. (n.d.). The 100 most common SAT words. Retrieved February 18, 2015, from
http://www.washingtonpost.com/wp-adv/eduadv/kaplan/kart_ug_sat100.html
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SIOP LESSON PLANS
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SIOP Lesson Plan
Creative Writing
V. General Information
Name
School
Age/Grade Level
10th Grade
Lesson Title
Memories Make the Heart Grow Fonder
Date
Teachers Name
Jennifer Demchar
Subject Area
Writing
1 class period (50 min)
Next day ( 25 min) may share topics in
discussion
VI. Contextual Background

Yes
No
11
10
9
0

Materials Needed: Prompt written on board for students to see. Rubric given at beginning of
class period, students journal, and pen or pencil for writing
I will use a graphic organizer to help students quickly draft ideas for them to write their stories.
This will help students clearly map out their ideas, and will help them stay on task. This will also
help me understand the points being made.
The subject area is writing and the topic is creative writing.
LAFS.910.W.1.3 Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
Expectation: Students should be able to write their ideas out clearly.
VI. Goal(s)
The goal is for students to create narratives that have a setting, main idea, problem, solution,
providing details of the characters, and using action verbs.
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VII. Objective(s)
The objective is for students to sequence a set of events in correct order. They should also be able
to use their concept maps to aid them in their writing prompt. Their writing should have a nice
description of each character to help the reader imagine the person.
ESOL students will be given a dictionary with English and their native language to help them
with their descriptive words. The concept maps can also be written in both languages to help
them better visualize their ideas for their story. If they cannot write fully in English, they can use
some phases in their native language. They can also see me after or before class that day or the
following to help explain the story and the characters descriptions to receive full credit. I will
also examine the story beforehand and try to translate the story. If I cannot, I will have the
student help to explain it the best he or she can.
I will chunk the writing prompt. First, I will explain the prompt and the expectations. Second, I
will give each student a concept map to help their writing process. Third, I will allow them to
write their short story. Finally, I will give them time to revise, to make corrections and turn in the
final product. If I witness any students struggling during the writing process, I will approach and
try to talk through the ideas they have.
To maintain proactive classroom management, I will have the desks divided separately to
decrease any student distraction. This will help each student focus better on their writing. If they
need my assistance, I will be walking around, but they may raise their hand at any time.
XI. Monitoring
By breaking the lesson into chunks, it will allow me time to ask students if they have any
questions or concerns. I can also see how each student does on their concept map, which will
help me identify the students that may need more time or help. If the students are struggling to
finish the writing on time, I can extend the time for the next day to finish. This will help students
feel more confident and less rushed in their writing. The students can ask questions at any point
for more clarification or help constructing a plot.
XII. Assessment
I will assess the students abilities to create a well-constructed plot with different and descriptive
characters. Students will be given another student evaluation to identify their own strengths and
weaknesses for their writing prompt. They will also be given a graded rubric that I will go over
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as a class and individually for students that may need to improve in specific areas. This will help
a student focus on reasonable and attainable goals for the next writing prompt, which will help
all students, especially ESOL students. Both the evaluation and the rubric can be added to the
students portfolio to show the parents and student.
XIII. Closure
Students will be given a copy of their rubric, student evaluation, and the writing prompt to show
areas of improvement and the goals achieved. The students can also share quickly their plot
summary with the class if they would like to share.
XIV. Reflections
N/A
XV. References
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SIOP Lesson Plan
Literature
VII. General Information
Name
School
Age/Grade Level
10th Grade
Lesson Title
Drop Dead, Juliet!
Date
Teachers Name
Jennifer Demchar
Subject Area
Literature
1 Week (5 [50 minutes] class periods)
VIII. Contextual Background

Yes
No
11
10
9
0

Materials Needed: Scripts printed for each student, their reading book with Shakespeares
literary works, and certain props for acting like a foam sword, an empty plastic bottle labeled
poison, a handkerchief, and flashlights
We had been going over some of Shakespeares main dramas of his time. After going through
them, I will help the students better grasp the plots by finding humor in them. It will better relate
to their lives and the time period. They will also be acting out the script that I have provided to
give students an opportunity to role play, and work on their speaking skills. I will also explain to
them the ideas behind the script and how it relates back to the dramas we have studied. This will
be a fun activity to explore and to learn how to appreciate Shakespeare.
The subject is literature and the topic is Shakespeare.
The Florida ELA Standard:
LAFS.910.RI.4.10: By the end of grade 10, read and comprehend literary nonfiction at the high
end of the grades 910 text complexity band independently and proficiently
LAFS.910.RL.3.9: Analyze how an author draws on and transforms source material in a specific
work (e.g., how Shakespeare treats a theme or top
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LAFS.910.RL.4.10: By the end of grade 10, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 9-10 text complexity band independently and
proficiently.
Expectations: The students should be able to respond and to act based on the scripts directions
and cues. They should also be able to recognize the connection between Shakespeares plays and
the one performed.
VI. Goal(s)
The goal is for students to be able to understand the meaning and to relate better with
Shakespeare. They will gain skills by learning stage directions and learning new vocabulary and
the correct pronunciation.
VII. Objective(s)
The objective is for students express their thoughts and act out their character. They will also
have to explain the scene when we discuss it together as a class.
ESOL students will have additional accommodations made for them. In each scene, I have create
a list of words that may trip them up as a cheat sheet. It will have definitions and
pronunciations, so they feel more comfortable acting it out. I will also allow them to use their
dictionaries, and they have their classmates as a valuable resource to help take stage directions or
help each other pronounce words more proficiently. This will help them learn skills by
recognizing word patterns through role playing. Seeing each scene acted out will also help ESOL
students understand the meaning of the text.
In order to meet the standards, expectations, and objectives, students will need to take initiative
by being creative, and active in discussion. I will facilitate by explaining the scene as they
prepare for it and will answer any questions or provide clarification. I will also allow students to
make adaptations to the script if they have better ideas.
I will help maintain classroom management by grouping students based on the scenes. Each
group will perform different scenes where they will be divided and seated in different corners of
the classroom. This will help with the volume because each group will not be in close proximity
so they will not feel the need to shout over another.
XI. Monitoring
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I will monitor the students by listening to the preparation of each scene. I will also be able to use
the SOLOM for students to add to their student portfolio. The students will also know the
expectations by the rubric given for both the preparation aspect, and the final performance. They
can ask questions or more clarification at any time.
XII. Assessment
I will give each group a rubric and an individual rubric, which will provide added incentive for
every student to be engaged in the play. They will also be given a self-evaluation to help me see
how they feel about their performance. This will help in parent/teacher conferences.
XIII. Closure
Students will be recorded so they can see how they have done. This will help them recognize
their strengths and weaknesses when they fill out their self-evaluation form. The group must
agree together or disagree to have their video posted in their classroom blog, or it will only be
used for documentation for student performance. I can also use this to showcase each students
progress in my class.
XIV. Reflections
N/A
XV. References
Williams, A. (1867). Drop dead, Juliet! The American Art Journal (1866-1867), 7(5). Retrieved
February 18, 2015, from https://www.theatrefolk.com/products/drop-deadjuliet/sample.pdf
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SIOP Lesson Plan
Literature
IX. General Information

Name
School
Age/Grade Level
10th Grade
Lesson Title
Modern Day Fables
Date
Teachers Name:
Jennifer Demchar
Subject Area
Literature
3 days (50 minute periods)
X. Contextual Background
Yes
No
11
10
9
0

Materials Needed: Access to internet for research, writing, and publishing, wiki page to access
and post their finished work, graphic organizers, Google docs, and Poll Everywhere
I will go over what fables are and how fables apply to every culture. I will also ask ESOL
students if they remember any of the fables in their own culture. I will then explain the
guidelines of the rubric and the expectations of the activity.
The subject is Literature and the topic is Fables.
LAFS.910.RI.2.6 Determine an authors point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or purpose.
individual or shared writing products, taking advantage of technologys capacity to link to other
LAFS.910.RL.1.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
Expectation: Students should be able to understand the purpose of a fable.
VI. Goal(s)
The goal is for students to demonstrate their understanding of a fable and their ability to craft one
for themselves to relate it to their everyday life and culture.
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VII. Objective(s)
The objective is students to read, write, publish and discuss the differences among the genres of
stories, poems, and plays.
ESOL students will be given a bilingual dictionary to help them craft their fables. The will also
be using graphic organizers to organize their ideas. The can also ask for one-on-one instruction
with me as the teacher. The fables can also be constructed with simple and direct language. As
long as the moral of the story is evident, the fable is adequate. This writing does not require
profuse language with many descriptions. They will also be provided writing samples so they
have an idea of how they should construct the story.
Students will be given a few minutes to discuss with their peers their ideas before they begin
their fable. After their discussion, they will begin to work separately. I will use simple and direct
language when describing the instructions and allow time for questions.
I will maintain proactive classroom management as students are restricted to a few minutes of
discussion to get their ideas flowing, but they will write individually so the classroom is calm
and easier to focus on their writing.
XI. Monitoring
I will monitor the students by looking at their graphic organizers that they submit to me. I can
also track their progress because they will be sharing their Google doc with me. This will also
hold them accountable to stay on task.
XII. Assessment
The students will be assessed using a rubric and given a checklist so they can see the items they
have accomplished already and the ones they need to finish. This checklist can also be translated
for ESOL students in their native language. This will help them understand the expectations.
Also, I will have them submit a student evaluation, which will be added to the student portfolio
for parent/teacher conferences.
XIII. Closure
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Students will be given a rubric, checklist, and self-evaluation to help them see the goals set as
achieved or still in progress. This will give them the opportunity to pinpoint their areas of
improvements and their achievements.
XIV. Reflections
N/A
XV. References
Hertz, M. B. (2011, January 6). Seven tech integration lesson plans: Let the voting begin!
Retrieved February 18, 2015, from http://www.edutopia.org/blog/seven-tech-integrationlesson-plans
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SIOP Lesson Plan
Poetry
XI. General Information

Name
School
Age/Grade Level
10th Grade
Lesson Title
Sonnet Going to Tell You My Feelings
Date
Teachers Name
Jennifer Demchar
Subject Area
Poetry
2 days (50 minutes class period)
XII. Contextual Background

Yes
No
11
10
9
0

Materials Needed: worksheet on rhyme scheme for sonnets, examples, and laptops
I will ask students if they are familiar with poetry. I will go onto explain sonnets, their rhyme
scheme and describe the historical description.
The subject is Poetry and the topic is Sonnet Going to Tell You My Feelings.
Florida ELA Standard:
LAFS.910.RL.2.6 Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world literature
LAFS.910.W.2.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 13 above.)
individual or shared writing products, taking advantage of technologys capacity to link to other
VI. Goal(s)
The goal is for to the students to use the language to communicate their feelings and for others to
comprehend the material as well.
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VII. Objective(s)
The objective is for students complete meaningful sonnets successfully.
ESOL students will be given a rhyming dictionary to help them, but they will also have an option
to create a sonnet in their native language with the specified rhyme scheme as well as translate it
into English. The main goal is that students understand how to write and to rhyme a poem. They
must recite the poem aloud to the class, but if they choose to write their poem in their preferred
language, then they must also translate it for the class. There will be poem samples for the
students to follow along that are also translated in their 1st language.
This lesson will be chunked into two digestible parts. Students will learn what a sonnet is
comprised, and they will then construct their own one to convey their feelings. This will give
them an outlet to vent their frustrations.
I will keep the class engaged in order to maintain positive classroom management. The students
will be given a clear and concise lesson on sonnets. After the lesson, I will give the rest of the
time allotted for the students to work on their sonnets. I will walk among the rows of desks and
maintain a quiet atmosphere for students to concentrate.
XI. Monitoring
I will check for a students understanding by examining his/her rhyme scheme. This will help me
know which students are excelling and which ones are struggling.
XII. Assessment
I will assess the students knowledge of poetry by their performance, their poem, and the selfevaluation. If they felt the task was easy or difficult, and what was the most difficult part the
crafting or the performance. This will also be added to students portfolio, especially the ESOL
students who choose to write in their native language.
XIII. Closure
Students will be given a final assignment, which is to find their favorite sonnet from an author
that relates to them in some way to share with the class on the blog. Each student must leave a
meaningful comment on another students post.
XIV. Reflections
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N/A
XV. References
Alchin, L. (2014, June). William Shakespeare sonnets . Retrieved February 18, 2015, from
http://www.william-shakespeare.info/william-shakespeare-sonnets.htm
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SIOP Lesson Plan
Root Words
XIII. General Information
Name
Date
School
Teachers Name
Age/Grade Level
1st
Lesson Title
Lets Get Down to the Bottom of This
Subject Area
Root Words
Every Day
XIV. Contextual Background

Yes
No
11
10
9
0

Materials Needed: Dry Erase Board Space, Dry Erase Marker, Root of the Day, Students
Journals, and Pen or Pencil for students
Each day, I will go over a root word that will help students understand a wide range of
vocabulary.
The subject is Root Words and the topic is Lets Get Down to the Bottom of This.
LAFS.910.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 910 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a words position or
function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use
patterns of word changes that indicate different meanings or parts of speech (e.g., analyze,
analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify
the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
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VI. Goal(s)
The goal is for students to understand that different words have a similar root word that can help
students figure out the meaning even if they have never seen the word before.
VII. Objective(s)
The objective is for students to recognize the roots and the meaning that go along with them.
ESOL students will be given the words just as every other student. They will copy the root words
down in their notebook, but I will ask them if they see any similarities in their own language to
help them understand the English root word. Many words are Latin based, so Spanish speakers
will recognize words that are similar to their own language. Other ESOL students will be given a
bilingual dictionary to help them figure out the meaning of root words in their own languages.
They will also be given the opportunity to share some of their culture with the different types of
words we encounter as a class.
In order for the students to learn the origins of words, they will need to write down each of the
words daily and be given an opportunity to think of examples from the English language as well
as their own languages to strengthen their understanding. Dictionaries can be used to look up
words that might go along with the root word. This will all take place within the first few
minutes of class.
To optimize classroom management, I will have every student begin by writing down the root
word as soon as they get into class. This will help students understand that the moment they step
into the classroom, they are expected to stay on task and focus. This will also discourage any
students from getting others rowdy before the bell rings.
XI. Monitoring
I will monitor students at the beginning of class by checking to see each student writing in
his/her journal. Finally, I will have students join me in the discussion.
XII. Assessment
I will determine if the students have learned the root by asking individual students to share other
examples of words with the same root. ESOL students can join in by giving an example or
sharing a root similar in their own language. I will also be giving a grade to each student for
completing their root words, as well as giving them a quiz after every 20 root words learned.
ESOL students along with the English proficient students will be given word banks to help them
during the quizzes.
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XIII. Closure
Students will be given a quiz after 20 root words, which equates to roughly one quiz a month.
They will also be given a completion grade. The journal and the quiz grades will be a great
addition to the student portfolio to document the students progress throughout the year.
XIV. Reflections
N/A
XV. References
Seekamp, D. (2005). Greek and Latin Root Words, 1-57. Retrieved February 18, 2015, from
http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/738/Greek%20and%
20Latin%20Root%20Words.pdf
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SIOP Lesson Plan
Literary Analysis
XV. General Information
Name
Date
School
Age/Grade Level
10th Grade
Teachers Name
Jennifer Demchar
Subject Area
Literary Analysis
Lesson Title
Compare Contrast: You Gatsby Kidding
Me!

10 class periods (50 minutes)
XVI. Contextual Background

Yes
No
11
10
9
0

Materials Needed: The Great Gatsby book for each student, The Great Gatsby movie to show the
class, DVD player, speakers, TV, and Class laptops
We will begin by explain historical context of the Roaring Twenties. After the context, we will
delve into the story. The class will be expected to read two chapters at home. We will have
random quizzes based on the assigned reading. After the reading, the class will watch the movie
to document the similarities and the differences between the movie and the book. They will
construct an essay that will argue their points. The rubric will be given before the reading is
started.
The subject is Literary Analysis and the topic is Compare/Constrast: You Gatsby Kidding Me!
LAFS.910.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.
LAFS.910.RH.1.2 Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of how key events or ideas develop over the course of the text.
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LAFS.910.RH.3.9 Compare and contrast treatments of the same topic in several primary and
secondary sources.
VI. Goal(s)
The goal is for students to compare and to contrast.
VII. Objective(s)
Students will construct an argument of the differences and similarities in the movie and the book.
ESOL students will be given a sheet of words that may pose a difficulty when reading. These
words will appear in the same sequence as the reading with pronunciations and definitions. The
students will also be allowed to take home a bilingual dictionary with them for the readings.
When the students have to write the essay, there will be an opportunity for peer review as well as
a rough draft turned into me so that I can assist those students that seem to struggle with the
writing process. I will give the ESOL students additional opportunities to turn their rough drafts
into me so that I can aid them in the writing process. I will also recommend that the students take
advantage of the tutoring offered by the senior National Honors Society students.
The content will be chunked into a few sections. We will begin with the history behind the novel.
I will show pictures and videos, and then I will begin the reading. After the reading, students will
watch the movie. Once the movie is done, students will start to craft their arguments, but the
students will already have drafted ideas when they were watching the movie.
To better my classroom management skills, I will not allow a dull moment during these class
periods. There is a lot of information to cover. Even though I will have students watching a
movie, I will have them write the similarities and differences that they witness as the film
happens to hold them accountable for paying attention. They will be given an option as to the
way to write their notes like an outline or a graph organizer, but they will turn their work in at the
end of the class as a participation grade. This will be helpful for ESOL students so I can see if
they understand the concepts.
XI. Monitoring
I will monitor the students learning during this lesson by asking open ended questions. I will also
have quizzes for the assigned readings and I will have them turn in their notes at the end of the
movie day. This will help me gauge their progress, and the students will be less intimidated when
they start their essays. I will have them turn in drafts and have them make revisions of their
essays.
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XII. Assessment
I will assess the students through the quizzes, the notes, the first & final drafts, and their final
essay. This will help me see their progress through the steps. The students will also fill out a selfevaluation to help me see what they think of themselves. This will not affect their grades, but
will help them stay honest to their goals and their achievements. The whole product will be
added to the students portfolio to show the parents or guardians when I have a conference with
them.
XIII. Closure
Students will have homework daily, but they will finish with the final essay. For those with a
failing grade, the final paper can be revised with the help of a National Honors Society student
tutor to receive additional points.
XIV. Reflections
N/A
XV. References
Fitzgerald, F. S. (2004). The great Gatsby. New York: Scribner.
Luhrmann, B. (Director). (2014). The great Gatsby [Motion picture on DVD]. United States:
Warner Bros.

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Date: 02/23/15 & 02/24/15

School: Plantation High School

Teachers Name: Jennifer Demchar

Age/Grade Level: 10th Grade

Subject Area: Grammar

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VIII. Contextual Background

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IX. General Information

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XI. General Information

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