SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 1.4.17

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area
Erin Gonzalez 891351371 English
Class Title Lesson Title Unit Title Grade Levels Total Minutes
The Great Gatsby by Two 50-minute
American Literature What’s in a Color? Grade 11
F. Scott Fitzgerald periods
CLASS DESCRIPTION (including specific special needs and language proficiencies)
There are 35 students, of which 15 are male and 20 are female. There are 29 Hispanic students, 3 white students, 1 African American student, 1
Korean and Vietnamese student, and 1 American Indian or Alaskan Native student. There is one intermediate or expanding English Language
Learner. There are two specific special needs students with 504 plans, one with Dyslexia and one for ADHD.
STANDARDS, OBJECTIVES, & ACCOMODATIONS
Content Objective(s) SDAIE (Integrated ELD) Strategies
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and
(cognitive, psychomotor, for developing knowledge in the
Technical Subjects, NGSS, and Content Standards
affective) content area
CCSS.ELA-Literacy.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze
Objective #1
their development over the course of the text, including how they
Students will use the text to
interact and build on one another to produce a complex account;
interpret how colors are used to
provide and objective summary of the text.
define each main character,
theme, and symbol.
CCSS.ELA-Literacy.L.11-12.5-5b
Demonstrate understanding of figurative language, word relationships,
A = Students
and nuances in word meanings. Analyze nuances in the meaning of Mind maps allow for an organized
B = use the text
words with similar denotations. review of relevant characters,
C = interpret how colors are used
themes, and symbols of the novel.
D = each main character and
ISTE Standards for Students
theme
5. Computational Thinker Color coding allows for
Students develop and employ strategies for understanding and solving engagement and connection with
Objective #2
problems in ways that leverage the power of technological methods to material in impactful ways.
Students will use
develop and test solutions.
MindMeister.com or a paper and
b. Students collect data or identify relevant data sets, use digital Comprehension checks will be
colored pencils to create a mind
tools to analyze them, and represent data in various ways to given periodically for progress
map of their interpretation
facilitate problem-solving and decision-making. monitoring and review.
including all required parts.
6. Creative Communicator
Students communicate clearly and express themselves creatively for a
A = Students
variety of purposes using platforms, tools, styles, formats, and digital
B = use MindMeister.com or
media appropriate to their goals.
paper and colored pencils
b. Students communicate complex ideas clearly and effectively
C = create a mind map
by creating or using a variety of digital objects such as
D = including all required parts
visualizations, models or simulations.

Tier II (General Academic) Vocabulary Tier III (Domain Specific) Vocabulary

Mind map
Color symbolism
Organize Theme
Structure Symbol
Interpretation Materialism
Condense Socio-economic class
Concise The American Dream

Disciplinary Language SDAIE Strategies for developing

English Language Development Standards (ELD)
Objective(s) knowledge of disciplinary English
ELD.PII.11-12.6.Ex
Before this lesson, students will
Condense ideas in a growing number of ways (e.g., through embedded
Students will be able to state have been given a review of the
clauses or by compounding verb or prepositional phrases) to create
examples of color symbolism vocabulary necessary to complete
more precise detailed simple, compound, and complex sentences (e.g.,
using concise sentences. the assignment.
Species that could not adapt to the changing climate eventually
disappeared).
 Students use descriptive words to When students work in groups for
ELD.PI.11-12.7.Ex make connections between their the Quizlet Live, they will be
Explain how successfully writers and speakers structure texts and use own ideas and color symbolism in working with peers of lower and
language (e.g., specific word or phrasing choices) to persuade the the novel. higher proficiencies in standard
reader (e.g., by providing well-worded evidence to support claims or English. They will learn from and
connecting points in an argument in specific ways) or create other teach their peers in this activity
specific effects, with moderate support. with the teacher standing by for
assistance.
Additional Student Accommodations (Behavioral, Cognitive, & Physical)
Specific Needs Specific Accommodations
Students with 504 plans for ADHD and Dyslexia may need extended This project will be done over two class periods. If students need more
time to finish and submit final product. time, they will have an extra day to finish.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
Group progress is monitored
In the beginning of the class, a
Quizlet Live game to check for on the screen. The teacher will This introduction activity shows
link to the game will be given
EL understanding of characters cover any questions students which themes and characters
to students will participate in
and major themes. have and review answers that need more explanation.
groups.
were commonly mistaken.
Final products of mind maps
show which students need
Mind map of characters and Students make their own mind Students will be given a grade
more help in obtaining
PM themes and their color maps meeting all requirements based on the rubric provided
connections between color
connections from the novel. based on a rubric. for them.
symbolism and elements of the
novel.
If students answer with mostly
At the end of the first class,
thumbs down, a review and Answers to the questions show
Ending questions to check for students will be asked
PM mini lecture will be given which topics need further
mid-project understanding. questions regarding their
before they complete their review.
understanding of the project.
mind maps.
INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Teacher greets students and tells them the agenda and objectives
for the day. Then, the teacher tells students to get out their
computers and access the Quizlet Live link added to the Google Students take their seats and get out their Chromebooks for the
Classroom page. The teacher assigns groups through the site and first activity. They access the Quizlet Live link from the Google
gives students one minute to form their groups. Once everyone Classroom page and join the game with the access the code.
15
has joined and formed their groups, the teacher begins the game. Students get into their assigned groups and begin the game.
minutes
While the students are playing, the teacher monitors their Students work together to complete the Quizlet Live. Students
progress by walking around the room. Once the top three groups must work quickly but efficiently to get one of the top three spots
complete the game, the teacher will discuss and review answers to receive stickers.
and commonly missed questions. The top three groups will
receive stickers for completion.
Lesson Body
Time Teacher Does Student Does
Teacher introduces the next phase of the lesson. Teacher explains
to students how mind maps works. Students start with one main
circle in the middle of the page. From this circle, they create lines
the connect with other circles for each of the four focus Students ask any clarifying questions they need. After instructions
characters, three themes, and four symbols within the novel. are given and questions are answered, students begin working on
Under each of these outer circles, students explain the color their mind maps. Students who choose to use the website will
symbolism found within the novel. They must describe their own access the link from the Google classroom page. Students who
connections as well as include one quote for each element. They choose to create the mind map by hand will be given paper and
30 must also color code each character, theme, and symbol with the access to colored pencils. Students should have the printed rubric
minutes colors they gather from the novel. For reference, the teacher on their desk as they work to have a guide for the required
shows examples of mind maps for other topics. The teacher lets elements of the project. Students work independently on the
the students know that they can choose between using the mind project for the rest of the allotted thirty minutes. They will have
map website or creating it by hand. The teacher tells the students two class periods to finish the project. Students who choose to
that they will have two class periods to finish the project. The listen to music while working must wear headphones and not play
teacher hands out printed copies of the rubric so students know their music loudly enough for the students around them to hear
what is required of them. The teacher asks if the students
understand the requirements or have any questions before
releasing them to work. While students work, the teacher
 monitors the class by walking around and checking in on
students. The teacher allows students to work while listening to
music. The teacher reminds students that if they choose to work
while listening to music, they must be considerate of the rest of
the class.
Lesson Closure
Time Teacher Does Student Does
Teacher asks students to stop where they are in their creation of
their mind maps. Once they have finished packing up, the teacher
asks students to answer the following questions, “Are you finding
Students pack up their things when the teacher instructs them to
the mind map to be helpful? Are you easily finding quotes to
do so. When the teacher asks the closing question, students
5 include in your mind map? Are you easily finding connections to
respond with a thumbs up for yes, a thumb sideways for kind of,
minutes color symbolism?” After each question, the teacher asks the
and a thumbs down for no to answer. Students then ask any
students to use their thumbs to answer. A thumbs up means yes,
questions they have.
a thumb sideways means kind of, and a thumbs down means no.
The teacher opens the rest of the closure time to any questions
the students have.
Instructional Materials, Equipment, and Multimedia
Personal computers
Blank paper (if applicable)
Colored pencils (if applicable)
Quizlet page for Quizlet Live introduction: https://quizlet.com/185998768/the-great-gatsby-characters-and-themes-flash-cards/
Site for creating the mind maps: https://www.mindmeister.com/
Mind map starter template: https://www.mindmeister.com/1147647188?t=UBLZN2nWZD
Rubric for grading: http://www.quickrubric.com/r#/qr/eringonzalez/the-great-gatsby-mind-map
Co-Teaching Strategies
☐One teach, one observe ☐One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching ☒Not applicable
CO-PLANNING NOTES