7+-+Shelly,+Nick,+Rob+S.,+Abby

@http://www.viddler.com/explore/msherry/videos/10/?secreturl=17252441

Bob's Lesson review

1. Students will gain a better understanding about chapter 9 and entire book as a whole. 2. Learn more about the project guidelines and rubric. 3. Students will work together in groups to start project. 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. Students will be better informed as to what criteria they will be graded on with their project. 3. Students will given time to work in their groups and also to prepare their group presentations. 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. - // Great Gatsby // novel - Computers - Example powerpoint I. Introduction (3 minutes) A. Play the song “Crazy Train” as attention grabber to start lesson. 1. This will be the song that is used also for the example power point 2. Have students sitting close to their character groups in the computer lab.
 * Conceptual Goals: **
 * Lesson Objectives: **
 * Standards: **
 * Materials: **
 * - **15 copies of rubric
 * -Signs of names for character groups **
 * Lesson Time: ** 50 minutes
 * Outline: **

II. Chapter 9 discussion (15 minutes) A. Go over major points in chapter 9 1. Talk about how Nick wants Gatsby to have a big funeral. Why does he feel the need to have such a big funeral for him? 2. Why didn’t anyone show up for the funeral? What does that say about those characters? About Gatsby? Specifically Daisy and Tom? Gatsby’s dad? 3. Summarize book as a whole, by having each group make a statement starting from the start of the book to the end. Making sure that they are touching on the major points (green light, first contact with Daisy, Gatsby’s past, Tom’s relationship with Daisy/Myrtle, Nick’s opinions, Myrtles death, Wilson’s and Gatsby’s death, Ending)

III. Presentation explanation and example (5-10 minutes) A. Hand out rubric and bring up example power point 1. Go through power point pointing out specific parts that satisfy the rubric. 2. Go over hard copy of rubric more in depth and answer any questions.

IV. Group work time (Remaining time left in class)
 * A. Put groups names in a hat have students draw from that hat, first two names drawn will go first and last two names will go last. **
 * B. Inform that they will have the remaining class period to work in their characters groups on the computers. **
 * 1. While they are in their group’s teachers will be circulating to answer questions. **
 * Assessment: ** Make sure every student participates in the discussion. 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 be told to finish projects and be ready to present on their specific days.

Hey guys, Here's a rough draft of the rubric from what we talked about in class today. I know we were going to change the project up from what we had on the checklist, but I tried to make the explanations vague enough so that we could apply it to all of the parts of the project. Let me know what you guys think and please don't hesitate to tell me to add stuff, change it, whatever! :)


 * **Criteria** || **4 – Excellent!** || **3 – Good!** || **2 - Fair** || **1 - Poor** ||
 * **Organization** || There is a clear and logical progression of ideas. All evidence builds on top of each other and clearly supports the thesis. || There is a logical progression of ideas that is sometimes clear. The evidence is related and supports the thesis with some exceptions. || There may be a progression of ideas, but it is somewhat illogical and murky. The evidence is slightly related to the thesis, but does not relate to itself. || There is no sense of an organization or logical progression of ideas. Evidence does not relate to the thesis. ||
 * **Evidence** || Thesis is worth arguing and debatable. There are enough quality quotes to support the thesis, but not too many to lose the student’s voice. || Thesis is debatable but may not provide much insight into the work. There may be quality quotes, but there are either too few to support the thesis or too many to allow the student their own voice. || Thesis is not debatable. Some quotes are included, but they are unrelated to the thesis or do not support the student’s argument. || There is no thesis. Quotes may be absent or incorrectly used. ||
 * **Readability** || Mechanics are appropriate to the content area of the paper, and any mistakes do not compromise the paper’s coherency. || Mechanics may not be immediately connected to the content of the paper. Mistakes may make the paper harder to read, but not impossible. || Mechanics are incorrect for the content area, but the paper is still mostly coherent. || Mechanics are glaringly incorrect. Mistakes make the paper unreadable. ||
 * Comments: Abby- I just wondered is this project an argumentative one? You are supporting whether you think a given character is successful? Is that the argument? We are saying it must be worth arguing... and I thought it would be possible to merely be informative. Just wondering. Rob and Nick... how did the meeting go yesterday? You want me to put something together... or get materials for the lesson?**
 * Shelly - I was thinking about that too, but I think it would depend on the way we form the question. I think you'd be able to argue whether or not the character was successful by their own definition - like how Daisy says that a girl should be a fool, so an argument would be whether or not she actually is a fool and therefore successful, maybe? I'm not really sure how feasible the argument would be for someone like Tom though, and maybe even Nick. Could we add in something about arguing that the character doesn't really pursue success throughout the novel? Not sure if that would be argumentative or not....**


 * Hello Michele,**
 * Good work with the** **rubric! I like the different categories and how they are __not__ based on quantitative measures. I hate when everything is quantified, but the other end of the spectrum is something that is too vague, which i don't think will be a problem here.**
 * One question that I did have is if this is enough information for the rubric. I know that this is in combination with the check list but I did not know if there was enough information on the rubric. This is something that we can just think of and then talk about at our meeting.**
 * Nick and I wrote a quick lesson plan on Thursday and it seems as though it will work very well. It seems like the lesson is going to be pretty simple since a lot of the time is going to be devoted to getting the group project completed. I am going to complete a powerpoint for our project to give an example of what a completed project should look like using the example that Sherry gave us in class on Macbeth. Background music= "Crazy Train" for the PP. If there are any questions, let me know.**


 * -Bob**
 * Abby- Wow group you are doing a great job... is there something I need to do? Are we all meeting again? I work today (sunday) probably until around 10pm.**


 * Shelly - Everything sounds good to me! Nice song choice :) haha I have dance practice 8-10 tonight and class monday 11-12 and 3-415 if we want to start getting a meeting time down.**

Hello again, Here is a powerpoint example. It is not complete but wanted to see what you guys thought before i continued.

-Bob

Hey guys just added the lesson plan at the top there....if we wanna meet like on monday maybe instead of today? seems like we all got stuff to do today...everything looks great so far i think the lessons gonna be good.

Little bit of updating to the Powerpoint