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__Revised Lesson Plan__: **Conceptual Goals:** 1. Students will make an argument using textual evidence. 2. Trace how the pursuit of success affects characters. 3. Comprehend basics of plot, character, and time period. **Lesson Objectives:** 1. Students will discuss key points from the novel through use of contextual evidence to demonstrate a knowledge of the literary elements in the novel. 2. Allow students time to discuss their final project in their groups in order to trace the characters’ progress as they define success throughout the novel. 3. Students will participate in a final reflection of the PowerPoint game in order to organize their ideas from the game to use in their final projects. **Standards:** 1.1.11.Demonstrate comprehension/understanding of a wide variety of appropriate literary works from different cultures and literary movements including classic and contemporary literature. 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. **Materials:** - //Great Gatsby// novel - Computer/projector and PowerPoint game - 28 “talking tokens” **-**14 copies of worksheet, project analysis and project checklist **-**Bowl and 14 slips of paper with the letters A-N written on them **Lesson Time:** 50 minutes **Outline:** I. Introduction (8-9 minutes) A. Elaborating more on the presentation requirements (1.6.11A) 1. Distribute project analyses, project checklists and worksheets. 2. Have students sitting in their groups; tell them to look over past material and

quotes that their characters have used. 3. Also tell them that they can use this time to review information for the upcoming game/discussion. 4. Have the groups fill out project analyses sheets and turn them in at the end of their discussion. B. Ask students if they have any questions and get them situated for the discussion game. II. Discussion/game (30 minutes) (1.1.11, 1.6.11A, 1.6.11D, 1.6.11E) A. Explain the rules of the discussion/game to the class. 1. Draw a letter from the pieces of paper in the bowl. This corresponds with letters on top of the students’ worksheets. 2. Student with matching letter picks a symbol from the PowerPoint. Click on the symbol to go to the question. 3. Explain that each student will receive two “talking tokens” and that every student must use both of them, no more or less. If the student is out of tokens, they may write down their comment on their worksheet and discuss after the game is completed. 4. Once the student with matching letter answers the question, the rest of the class is free to respond. 5. A student that uses a talking token can be involved in the discussion for that question for the duration that the question is discussed. 6. Only four tokens may be used per question. If a student has a comment but the limit has been reached, they may write it down to discuss after the game. B. Continue the game/discussion until all the questions are answered, and every student has used their “talking tokens”. III. Conclusion (11-12 minutes) A. Assign homework. 1. Read chapter nine. 2. Respond in journal. B. Reflect on the game. (1.1.11, 1.6.11A, 1.6.11D) 1. Ask students for any unanswered questions from the game or further comments they did not get to share. 2. Suggest to students that they can use any of their comments or ideas from the game to further the character analysis in their projects. 3. Ask for any questions regarding the homework or upcoming project. **Assessment:** Make sure every student participates in the discussion review game. Also while students are working in their character groups make sure students are all on task and contributing equally to their groups by having them turn in project analysis sheets. **Homework:** Students will read chapter 9 in the novel. They will also respond to those chapters in a journal entry which addresses the question: How does your character’s past history and their concept of truth affect their definition of success?

__Rough Draft__: Conceptual Goals: 1. Students will make an argument using textual evidence 2. Trace how the pursuit of success affects characters 3. Comprehend basics of plot, character, time period

Lesson Objectives: 1. Have students sit in their characters groups, elaborate more about project requirements 2. Allow students time to begin working on their project in their groups 3. Have students participate in group discussion/game.

Standards: 1.1.11.Demonstrate comprehension/understanding of a wide variety of appropriate literary works from different cultures and literary movements including classic and contemporary literature. 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.

Materials: - Great Gatsby novel - Power point game - 42 “talking tokins”

Lesson: 50 Minutes I. Introduction (8-9 min total)

A. Elaborating more on the presentation requirements 1. Have students sitting in their groups; tell them to look over past material and quotes that their characters have used. 2. Also tell them that they can use this time to review information for the upcoming game/discussion.

B. Ask students if they have any questions and get them situated for the discussion game

II. Discussion/game (30 minutes) A. Explain the rules of the discussion/game to the class 1. Explain that each student will receive 3 “talking tokens” and that every student must use all three of them and cannot use more than three. B. Each student will pick a question from the power point to answer, once the student answers the question the rest of the class is free to respond. 1. A student that uses a talking token can be involved in the discussion for that question for the duration that the question is discussed.

C. Continue the game/discussion until all the questions are answered, and every student has used their “talking tokens” 1. Students that use their talking tokens, but want to contribute can write down their opinions and if there is time after the game they can bring up those concerns. [

D. Assign homework 1. Read Chapter 9 2. Respond in journal regarding their characters

Assessment: Make sure every student participates in the discussion review game. Also while students are working in their character groups make sure students are all on task and contributing equally to their groups.

Homework: Students will read chapter 9 in the novel. They will also respond to those chapters in a journal entry which addresses their characters past history, the concept of truth within the story and their characters definition of success