gatsbylesson1

GREAT GATSBY SUCCESS UNIT LESSON 1 BOB, BLAIR, BRI AND KERYN http://www.viddler.com/explore/msherry/videos/4/?secreturl=71136337

CONCEPTUAL GOALS 1. Students will make a representation (poster, slideshow) of a character from the novel and how s/he changes as a result of his/her pursuit of success. 2. Students will write an accompanying explanation (using textual evidence) of their decisions in representing the character's evolution. 3. Students will give an oral presentation, with others who have been assigned the same character, using their representations 4. Students will journal regularly throughout the course of the unit, gathering textual evidence about their assigned character and reflecting on success in their own lives. 5. Students will identify basic elements of the novel, including plot events, characters, etc. on multiple choice/short answer test(s)

LESSON OBJECTIVES 1. Students will learn about the background of //The Great Gatsby// including depression era history. 2. Students will define what success means to them. 3. Students will understand what expected of them for the unit, and be divided into groups.

STANDARDS: **R11.A.1.4.1:** Identify and/or explains stated or implied main ideas and relevant supporting details from text.

**R11.A.2.5.1:** Summarize the major points, processes, and/or events of a nonfictional text as a whole.

**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.

**1.1.11.G.** Demonstrate after reading understanding and interpretation of both fiction and nonfiction text, including public documents.

**1.6.11.D.** Contribute to discussions.

**1.4.11.D.** Maintain a written record of activities, course work, experience, honors and interests.

MATERIALS:
 * Colored Chalk
 * Pencils
 * Paper
 * Articles
 * High Lighters
 * Journals
 * Giant Post-It

LESSON: 50 Minutes
 * 1)   Overview of Unit: Bob <5 minutes
 * 2)   // The Great Gatsby //
 * 3)   Set in the 20s
 * 4)   Success
 * 5)   Love
 * 6)   The American Dream
 * 7)   Literary symbols
 * 8)   Characters
 * 9)   Using journals
 * 10)   Work in groups
 * 11)   Presentations
 * 12)   History: Bri 10-15 minutes
 * 13)   Divide into groups of 3-4
 * 14)   Each group gets an article on fashion, music, sports or economy
 * 15)   Assign roles: Resource Manager, Recorder, Presenter(s)
 * 16)   Students will read articles, highlight 5 facts they find important (5 minutes)
 * 17)   Students will present their findings. (5 Minutes)
 * 18)   Board space will be given for students to write on
 * 19)   Characters: Bob 5 minutes
 * 20)   Explain to each student that they will be assigned to a group that will be looking at the same character
 * 21)   Using their journals they will chart the character through the book
 * 22)   At the end they will prepare a presentation that they will give with their group.
 * 23)   Character Summaries
 * 24)   Gatsby: Rich bootlegger who is trying to seduce Daisy. New money
 * 25)   Nick: Narrator, most “normal”
 * 26)   Daisy: Beautiful but not to bright wife of Tom
 * 27)   Tom: Arrogant husband of Daisy. Old Money.
 * 28)   Students will be assigned groups. History groups will be used to streamline process. Groups of 3 will be combined to form one of six, groups of four will be split among other groups. If we need more than one group per character Gatsby will be doubled up on first.
 * 29)   Jounrals/Success: Blair and Keryn 15-20
 * 30)   Distribute Journals
 * 31)   Reexplain journals: Each day students should write about their character's development. If their character has minimal presence look at success instead.
 * 32)   Students will practice journaling on their personal definition of success. (8-10 minutes)
 * 33)   Students will share their responses which will be summarized on the giant post-it/
 * 34)   This will be used later in the lesson to see how student's opinions have changed.
 * 35)   Talk to students about how each of them defines success differntly.
 * 36)   Relate this to how different characters in Gatsby define success differently.
 * 37)   Tom likes money, Gatsby wants love.
 * 38)   Summary/Closing: Bob <5 minutes
 * 39)   Tell students to make sure they know their groups/character (write in journal)
 * 40)   Assign reading of the first chapter and tell students to write in their journals on it.
 * 41)   Ask for any questions.
 * 42)   If we move through the lesson too quickly students will be given remaining time to start on reading.
 * 43)   Dismiss.