Erica,+Steve,+Ashlie,+Rache

Erica, Steve, Ashlie, Rachel @http://www.viddler.com/explore/msherry/videos/6/?secreturl=89169434
 * GREAT GATSBY SUCCESS UNIT LESSON 3**

CONCEPTUAL GOALS: 1. Students will bridge the gap between homework and classroom work by watching classmate’s representation of one scene from chapter 2 and one scene from chapter 3. 2. Students will find textual quote that represent symbolism and discuss them in an open forum style classroom. 3. Students will participate in a review game to demonstrate understanding of the symbolism throughout the novel. LESSON OBJECTIVES: 1. Students will be pick out textual quotes that represent symbolism from chapters two and three. 2. Students will share these quotes in a large classroom discussion to try and unravel the true meaning of the quote’s symbolism. 3. Students will be able to explain the symbolism in quotes through the means of a review game. STANDARDS: MATERIALS: - Copies of handout - __Great Gatsby__ novel - Computer - PowerPoint lesson - Regular-size colored post-its LESSON: 50 Minutes
 * 1.1.11.G.** Demonstrate after reading understanding and interpretation of both fiction and nonfiction text, including public documents.
 * 1.3.8A.** Read and understand works of literature.
 * 1.3.11.B.** Analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style.
 * 1.6.11.A: ** Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions.
 * 1.6.11.D.** Contribute to discussions.
 * 1.6.11.E.** Participate in small and large group discussions and presentations.
 * 1.6.11.F.** Use media for learning purposes.
 * 1.1.8 D**. Identify basic facts and ideas in text using specific strategies (e.g., recall genre characteristics, set a purpose for reading, generate essential questions as aids to comprehension and clarify understanding through rereading and discussion).

//I.// //Introduction: Erica (3-4 minutes)// a. Ask students to check their desk for post-its which indicate parts they will be reading i. Those students read those cards ii. Prepare for theatrical introduction b. Go over the outline of today’s class c. Introduce homework assignment which will be explained later //II.// //Theatrical Activity 1: Erica (5-6 minutes)// a. Chapter two group comes up to center of circle b. Explain that this is impromptu and does not have to be a well-crafted scene i. Students will be playing Mrs. Mckee, Myrtle, and Narrator ii. Students will read scene on pages 34-35 //III.// //Discussion: Rachel (4-5 minutes)// a. What do you think? b. Students will be asked to ponder the passage just presented. i. Pick out a possible quote. ii. Discuss with the class what it might mean/portray. //IV.// //Theatrical Activity 2: Steve (5-6 minutes)// a. Chapter three group comes up to center of circle i. Students will be playing Narrator, Nick, Jordan, and Gatsby ii. Students will read scene on pages 47-49 b. Students will look over the passages that were just read and pick out one that displays symbolism that they will be able to share with the class. //V.// //Discussion: Ashlie (4-5 minutes)// a. What do you think? b. Students will be asked to ponder the passage just presented. i. Pick out a possible quote. ii. Discuss with the class what it might mean/portray. //VI.// //Think, Pair, Share: Steve (8-10 minutes)// a. Students will pair off at their leisure. b. Steve will explain a sample quote that he has chosen to explain how this activity will unfold. i. Students will pick three quotes. ii. Discuss the symbolism and meaning of these quotes. c. Students will take notes and be prepared to share their quotes with the class. d. Teachers will pick student volunteers to share a quote and its meaning, as time allows.

//VII.// //Review Game: Erica, Steve, Ashlie, Rachel (10-12 minutes)// a. PowerPoint game will be displayed on the projector. b. Students will be asked to interpret, understand, and convey the meaning of selected quotes. c. Students will be divide students into small groups. i. In order to get full credit for points, students must be able to identify the quote, speaker, and significance of quote. ii. Winning group will get a sweet reward. //VIII.// //Wrap-Up: Ashlie (1-2 minutes)// a. Handout assignment sheet b. Explain the homework assignment. c. Ask student to read directions as well.

I think it definitely went well. I really enjoyed how it lesson outline was pretty basic, but we spent a lot of time on discussion which (I feel) was much needed. This time around, I felt less stressed about our presentation simply because we didn't have all this stuff to cram into 50 minutes. These lessons have made me very time-conscious. Each minute is critical, and everything has to be planned down to the detail. I've learned a lot, and I think a lot of the points in my head have been discussed in class as well.
 * Reflection: Erica Ganther**


 * Ashlie's Reflections:** [[file:lesson3commented.docx]]