4+-+Ashlie,+Rachel,+Jess+L.,+Ali

**Updated: Lesson 4- Great Gatsby**
@http://www.viddler.com/explore/msherry/videos/7/?secreturl=13350096

**Conceptual Goals:** 1. Students will make an argument using textual evidence 2. Use multiple modes to create responses to text.

**Lesson Objectives:** 1. Students will know how to write and follow a clear and consistent thesis in a short essay by applying strategies during peer review. 2. Students will be able to identify a strong and important quote from a text during discussions (both verbal and nonverbal) in 80% of situations. 3. Students will utilize their abilities to use textual evidence during a verbal discussion by making meaningful contributions to the discussion 90% of the time.

**Standards:**

**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).

**Materials:** - Copies of handout -Student written essays - __Great Gatsby__ novel - Overhead projector

**Lesson:** 50 Minutes

I. Introduction (8-9 min total) A. Play selected video (3-4 min) a. Ask what students made of the video b. Explain the significance of the video B. Talk about how the class will be structured today, beginning first with the writing workshop and moving on later in the lesson to a full class discussion.

II. Writing workshop (20-25 min) A. Using the projector show a mini lesson that explains the importance and meaning of topic sentence outline. a. Ask students to explain what they think makes a good essay, and thesis. b. Use answers to build new knowledge c. Introduce how topic sentences enforce a thesis. B. Have pairs swap essays and read essays for not only proofreading errors but also for topic sentence clarity. a. Have student who wrote essay underline the thesis of their paper in addition to writing the thesis in the top of the essay. b. Students switch essays and read each others

i. Students will look at the first sentence of each paragraph ii. Students will apply the concept to the sentence, and will make a suggestion on the paper to create a stronger topic sentence. iii. Students will respond to the strength of quote which is written about in their peers paper. c. In the event a student does not have his/her essay, they will be asked to sit just outside the peer review circle and will be asked to begin formulating their essays by hand, utilizing the topic sentence method. d. Teachers will circulate the room checking with both pairs AND students who are hand-writing their essays. III. Class discussion about Chapter 4 (10-15minutes) A. Students will be asked to form a circle with their desks B. A class discussion will be open C. Students will direct what they wish to talk about a. Teachers will intervene to ensure the discussion flows properly

IV. Conclusion (5-6 minutes) A. As an informal assessment as random students what they have learned today B. Call on one student and ask a specific question pertaining to something specific discussed or taught in class. C. Assign homework a. Read Chapter 5-6 b. Respond in journal, urge them to apply what was learned today to the entry.

**Assessment:** Informal assessment where teachers will ask students what they have learned, and also ask some questions which will reinforce the concepts, the topic sentence model, taught during the lesson. At the conclusion of writing workshop students will be asked before returning their partners essay to write on the back of the paper two positive aspects of their peers work and one question that they may have concerning the lesson.

**Homework:** Students will read chapters 5-6 in the novel. They will also respond to those chapters in a journal entry which addresses the concepts (the topic sentence essay model) taught during the lesson.

REFLECTIONS:

Ash: (I never used the comment tool before I seen you, I wasn't even aware there was one! I like it though!)

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Also: Rachel I like the video I think it could be a very effective lead into the writing workshop. I also think that as the classroom desks are being rearrange into a circle we should play this clip from youtube...its just some 20's music with dancing. []

And Ali and Jess if you want to do something that looks at the culture of the 20's this video might be really cool to watch....[] and this one you have to watch as well....they had a folding car. haha. []

Also here is the topic sentence visual we can use....it is simple and not too crazy....but effective....

Ali: Hey guys, I can't read the lesson plan on my home computer and I won't be back to school till sunday night. Is there anyway you can post it on this site through a discussion post. I really liked this video: [] I thought it was pretty funny. We might want to cut it short it all depends on how much time we want for workshopping and discussion. Monady, I have class 10, 11 break for an hour at 12 then class 1, 2 and then practice at 3:30-5:30. I can meet for an hour? Also I will be on four hour bus ride going back to bloom so I won't be able to post the final lesson plan. Would someone else be able to?

Do we just want to focus on a topic sentence or do the citing quotations as well?

Jess take 2- I can meet at any time on Monday after 10...I will actaully be at te lib all day doing work so when ever anyone gets to the lib give me a ring and I will meet you in the lib... 973-477-3123 Good work everyone....it is hard to do what we did on line haha

Ali: I agree; my number is 215-200-2977... I can meet on tuesday if we want to review anytime before 10:30

Ash: I have class at 9 a break at 10 and class a 11. I will call you guys after my last class

Rachel : I do not have class on monday at all...i do have work at 4:00 so i need to be out of there by 3:00. Give me a ring once yall are meating: 570 784 8662.