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Lesson Plan Form

Name of Instructor: Amber Ginter Grade Level: 11 Subject: Honors English


III/English III

Unit Title: Great Gatsby (Day 9): Work Day: Chapter Five with questions due at the end of the period
(turn into tray) and HW: Assign Chapter 6 reading and questions
Time Length: 45 minutes
Date of Lesson:

1. Learning Goal/Objective – a. What will the pupil be able to do as a result of the lesson? State your objective from
the course of study or ODE Academic Content Standards; b. Prior knowledge/skills required by students? c. Connection –
how does the lesson objective connect with previous and future lessons/learning?
Standard: After completing the ACT Prep unit of February, we now move to The Great Gatsby for the month of March. In
this lesson, students will learn how the Great Gatsby Who do you think he really is Open Discussion from the day before can
now contribute to their Great Gatsby Chapter 5 questions/reading and overall understanding. This class will involve a work
day to finish their chapter five questions (due at the end of the period), and HW assignment of chapter 6 reading and
questions, thus relating to their knowledge and understanding of The Great Gatsby as whole. In this lesson specifically,
students will learn how to analyze various elements from the fifth chapter of the book in order to see their prior
knowledge/decision making/contribution about 1920’s concepts throughout and then engage in learning activities that
support the beginning steps of this unit.

Objective: As a result of this lesson, students will be able to thoroughly explain, comprehend, and become familiarized with
big questions and ideals regarding chapter five of the 1920s Great Gatsby, followed by a pre and post-assessment work
period, and HW assignment of reading, questions, and analysis that all reveal their decision making regarding these topics.
Activities such as the group work period in class, and homework study questions/reading assigned to chapter five and six
serves as an overview that gets students familiar with the different types of units within this larger unit, before learning about
each one specifically and individually and discuss those findings as a class. The student will also be able to combine the
knowledge of this lesson with the information built over the weeks for a culmination on their final project and test.

Connection: This lesson is the ninth of The Great Gatsby 20 series and it will connect to the full unit for the next twenty days
of lessons. It builds on the chapter read the day before and explores various concepts using an open discussion on Gatsby
activity, discussion of chapter four, participation check, and reading/questions analysis.
2. Assessment (Pre-& Post) - How and when will you evaluate the objective and student learning? Attach a copy of
the assessment/rubric instrument you will use.
Pre - Assessment: The students will discuss Great Gatsby chapter five through small group work period (may work by self
also) and then share those findings with the class as needed. This serves as a pre-assessment form prior to engaging in
chapter five and six study questions and further chapters that build upon the relevancy of the 1920s concepts explored the
days before. In addition, the HW questions/ reading started in class on chapter six with assigned readings, and discussion
points at the introduction of class will prepare their minds for the knowledge that will be built up over time.
Post Assessment: When the students arrive in class, they will hopefully show signs of growth through the pre-assessment
reading and HW questions given the day before as well as the group work and involvement. The post-assessment will thus be
shown in their discussion as a class, results of their discussion questions participation check/ reading, and group work
involving the assigned reading and questions if they choose to work in pairs as well as the questions asked as needed. The
HW questions and reading for chapters five and six will also reveal their understanding in addition to their performance on
the pop quizzes, tests, participation checks, and assignments given throughout the larger unit, the growth of knowledge from
their initial pre-assessment guide, and engagement during their interaction of small and large group discussions over the
course of the entire unit.
3. Methods/Strategies – a. What teaching methods will you use (e.g. teacher presentation, demonstration, simulation,
role playing, peer teaching, laboratory activity, etc.); Type of learning: Inductive/inquiry questioning for student discovery or
deductive/direct modeling)? b. Accommodations – How will you accommodate for student differences? c. Learning
climate/environment – How might you establish a safe and an effective environment?
a. The methods used in this class period include teacher presentation and demonstration of materials,
Questions/Discussion/Group option for Chapter five and six questions and reading if they choose to work in pairs, HW
questions and reading for chapter six, and participation check given the next day. These selected methods utilize interactive
activity of the activities/discussions during class. This also includes peer discussion when the students complete this activity
through independent practice of answering the chapter questions, discussions, thinking deeply, and completing the assigned
HW chapter five and six questions/reading. The lesson also includes group involvement through discussion, optional small
group activity, and analysis with the class. The type of learning is inductive/inquiry when we discuss as a class and will then
move to direct modeling as I show/give them the HW and they replicate in their own manner.
b. Accommodations- For those with learning disabilities, extra time will be given, hand out notes can be provided, the teacher
will clarify and reiterate questions and points, and be available after class as well. Any additional or needed HW may be
assigned to complete in pairs or with an aid or less questions assigned for homework when applicable.
c. Learning Climate/Environment- I will establish a safe and effective environment by treating all students with respect,
speaking clearly, repeating points, asking questions, and helping students as they need it.
4. Grouping - Large/small group; cooperative groups (pairs, threes, etc.); Is this typical?
Students are in a large group for the class discussion/assignment of the option to work in pairs for the chapter five and six
work period of reading and questions. Individualized instruction is utilized for filling out their own discussion questions,
formulating ideas, participation check (for turning in and taken next day), and answering the chapter six HW
questions/reading. Though students are often in small and large groups, for instance, they are still required to fill out their
own guide questions with personal input needed for discussion. This is typical as I like to incorporate various forms of
grouping in every class.
5. Equipment and Material - What instructional equipment and materials are required to help students reach the
objectives (e.g. textbook, lab equipment, technology, activity sheet, CD-ROM, Web Site, etc.)?
-Pencils/Paper
-Great Gatsby Chapter Five Teacher Notes
-Great Gatsby Chapter Five Study Questions (Use previous day if needed)
-Great Gatsby Book and copies for students
-Great Gatsby Chapter Six Study Questions
-Write discussion points for Daily Agenda (Smartboard or Chalkboard) (If needed)
-Computer
-Smartboard
-Chalkboard
-Participation Sheet (Grade during Work Day Time)
6. Instructional Delivery
a. Introduction (e.g. motivate, elicit student interest, review past learning, background in topic; Communicate
expectations, procedures required for the lesson.)
1. Ask: “What kind of impressions did you get from Gatsby in the opening scene of chapter five?” “What’s going on/infer?”
b. Activity: What activities have you planned? What will you do? What will the students do? (e.g. small steps, examples,
clues, feedback/checking for understanding. etc.)
ACTIVITY TIME ALLOTTED
The Instructor will:
1. See Introduction (Ask?’s).
2. The teacher will discuss questions about the Chapter Five Questions (Due at end of period).
3. The teacher will assign HW: Reading Chapter 6 and Study Questions and pass out.
The students will:
1. The student will discuss with the teacher in the introduction. 5 MINUTES
2. The student will show/ask questions on chapter five and engage in work period 30 MINUTES
3. Students will gauge prior knowledge and discussion by
beginning HW: Reading Chapter 6 and Study Questions (Pairs or Ind.). 10 MINUTES
c. Conclusion/Summary - Review; Students demonstrate achievement; Connection with future lesson.
The teacher will ask the introduction questions, allowing students to answer through a discussion that familiarizes them with
the main concepts of chapter five questions they will complete, and utilizing information of the 1920s. Once the questioning
is complete, the students will finish their chapter five questions, work in pairs, and ask questions as needed. Following this
questioning, they may then break into small groups to complete the Great Gatsby Chapter Five Questions and Reading due at
the end of the class period. The students will gauge their prior knowledge and discussion by completing the chapter six
reading and study questions for HW.
d. Practice and/or Assessment - Guided, independent; Help with initial steps and monitor; Corrections, re-teach if
necessary. In this lesson, students will be assessed individually and as a group using the discussion, participation check, ,
small and large group discussions, individual thinking, and post-assessment forms of discussions, reading and writing
questions HW. All forms of assessment will be built upon over the next few weeks and utilize guided instruction, and teacher
demonstration/scaffolding.
7. Standards from ODE- Copied and pasted as requested per OCU Standards and curriculum.
Reading Standards for Literature
Key Ideas and Details:

RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matter uncertain.

RL.11-12.2 Analyze literary text development.


a. Determine two or more themes of a text and analyze their development over the course of the text, including how they
interact and build on one another.
b. Produce a thorough analysis of the text.

RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
(e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Reading: Craft and Structure:

RL.11-12.4 Determine the connotative, denotative, and figurative meaning of words and phrases as they are used in the text;
analyze the impact of author’s diction, including multiple-meaning words or language that is particularly evocative to the
tone and mood of the text.

RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to
begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as
well as its aesthetic impact.

RL.11-12.6 Analyze a case in which grasping point of view or perspective requires distinguishing what is directly stated in a
text from what is really meant (e.g., satire, sarcasm, irony, or understatement) and evaluate the impact of these literary
devices on the content and style of the text.

Reading: Integration of Knowledge and Ideas:

RL.11-12.7 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. (Include at least one play by Shakespeare
and one play by an American dramatist.)

RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early- twentieth-century foundational works of
American literature, including how two or more diverse texts from the same period treat similar themes and/or topics.

Reading: Range of Reading and Level of Text Complexity:

RL.11-12.10 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, building background
knowledge and activating prior knowledge in order to make personal, societal, and ethical connections that deepen
understanding of complex text.

Writing Standards

Production and Distribution of Writing:

W.11-12.4 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 1–3 above.)

W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades 11–12.)
W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in
response to ongoing feedback, including new arguments or information.

Range of Writing:

W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening Standards:

Comprehension and Collaboration:

SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.

b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish
individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information or research is required to deepen the
investigation or complete the task.

SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively,
orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and
noting any discrepancies among the data.

SL.11-12.3 Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, assessing the stance, premises,
links among ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge and Ideas:

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that
listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Language Standards:

Conventions of Standard English:

L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American Usage) as needed.

L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
a. Observe hyphenation conventions. b. Spell correctly.

Vocabulary Acquisition and Use:

L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12
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 word’s 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., conceive,
conception, conceivable).

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, part of speech, etymology, or standard usage.

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).

L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.

L.11-12.6 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.
8.Teacher Reflection/Self-Evaluation - Answer the following questions on a separate paper: What pleased you?
What would you do differently next time? Re-teaching or Intervention required? Did the assessment instrument measure
intended student learning? If no, what are some alternatives?
Attachment (s):

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