5+-+Jess+L.,+Ali,+Jeremy,+Jess+R.



@http://www.viddler.com/explore/msherry/videos/8/?secreturl=45470901

ali's reflection Jessica's reflection PLEASE LOOK AT THE DISCUSSION BOARD FOR OUR POSTED LESSON PLAN

General Lesson Plan

Conceptual Goals: 1. Students will make an argument using textual evidence 2. Use multiple modes to create responses to text. 3. Trace how the pursuit of success affects characters 4. Comprehend basics of plot, character, time period

Lesson Objectives: 1. Given construction paper, scissors and markers, students will construct a foldable that describes four aspects of their own particular character (childhood, success, quotes, relationships, job, ending) 2. While listening to foldable presentation, students will complete an observation worksheet by filling in four details from other characters presented. 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. **we used this one last time**

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. 1.3.11.C. 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. 1.4.11. B Write complex informational pieces: use relevant graphics 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: - Construction Paper -Scissors -Markers/ writing utensils - Great Gatsby novel - Observation task worksheets for everyone

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

A. Read passage from The Great Gatsby very beginning of chapter 6 ( min) ((I don’t have the same book as everyone so it begins with “I suppose he’d had the name ready….to this conception he was faithful to the end” 1. Ask students: “What have we learned about Gatsby’s past so far?” “How did he really make his money?” “How does this counteract of what we learned in Chapter 4?” “What did Gatsby try to tell us in Chapter 4 about his money?” “How do we learn the truth in Chapters 5-6?” 2. Tie the passage back to the unit’s definition of success. “How does Gatsby’s new identity correlate with his ‘success’?” B. Review the Agenda for today’s class II. Foldable (20-25 min) A. Students will be seated in their character groups upon entering class 1. The materials for the foldable will be with the groups B. Students will be given written instruction along with a list of criteria for the completion of the foldable 1. Students will watch a demonstration how to make the foldable 2.. Students will be shown a finished copy of the character foldable C. Each character group will present their foldable to the class 1. Students who are not presenting will complete an observation worksheet which will be handed in at the end of class 2. Each student of the group will be required to say one thing about their group foldable A. As an informal assessment ask random students what they have learned today B. Collect the worksheets from the presentations C. Assign homework 1. Read Chapter 7-8 2. Respond in journal regarding their characters

Assessment: Observation worksheets will be collected to make sure students were paying attention during the presentations, formative assessment will take place as the teachers circulate while groups are working on their foldable. Teachers will make sure students are on task, they are completing the four aspects of the character, and providing textual evidence

Homework: Students will read chapters 7-8 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

Name_ Date Multiple Choice: Chapters 1-6 Directions: Circle the correct answer for each question 1. Nick Carraway characterizes himself as: A. Intolerant of all people. B. Highly tolerant and moral. C. A funny man. D. A man who lies to get what he wants. 2. What watches over everything in the Valley of Ashes? A. The eyes of God himself. B. The eyes of Nick Carraway. C. The eyes of Doctor T. J. Eckleburg. D. The eyes of the men who shovel the ashes. 3. Gatsby is introduced during chapter three, how is he introduced? A. Nick and Gatsby meet on a train. B. Gatsby is throwing one of his lavish parties. <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">C. Daisy reminisces about old times with Gatsby. <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">D. Gatsby is on trial for a murder charge. <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">4. What does Jordan Baker tell Nick after his lunch with Gatsby? <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">A. That Gatsby is in love with Daisy Buchanan. <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">B. That Gatsby professed his love to her. <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">C. That Gatsby hates being “new money”. <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">D. That Gatsby is lying about his whole life’s’ story. <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">5. What does incentive does Gatsby give Nick to invite Daisy for tea so that they can reunite? <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">A. One million dollars. <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">B. An “in” with his mob friends to gain more money. <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">C. Invites him to Coney Island, and a swim in his pool. <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">D. A never ending friendship. <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">6. What Gatsby’s’ job in college? <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">A. He was wealthy enough that he did not have to work. <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">B. He was a janitor. <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">C. He worked in the library. <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 10pt 0.75in; text-indent: -0.25in;">D. He tutored other less fortunate students.

__ Name ___ __Date__ Observation Task Worksheet Directions: Fill in information about each character using the information presented to during the foldables exercise. 1. Nick Carraway:

2. Jay Gatsby:

3. Daisy Buchanan

4. Tome Buchanan

Questions concerning lesson: When do we present the rubric for the final project? What about the quiz we announced? Where are we getting our materials? I have stuff if no one else does. How are we setting up the classroom? I say we start in our normal circle, maybe coloring the desks by character ( key on the board) so students sit in specific groups, that way they can immediately break off into their teams, however if we do that.. how many students are in each group? Who's doing what part?

Ali: MWF classes 10-3 TTH classes 11-3 Soccer: usually 3-5 sometime 5-7 I have a game wednesday away at clarion, saturday away at esu, and possibly a playoff game on tuesday (not sure of the time yet) so night meetings would work well for me

some ideas we talked about so far were: -individual character foldable -quiz -checking journals

Jess: MWF: Work 6-9, Class 10-2 TTH: Work 6-9:30, Class 9:30-3:15 Sat. Work 7:30-4 Sun: Idk yet

other ideas: -presenting final project and organizing the foldable to it -is the foldable for every individual or every character group?

ideas for the foldable: - book or section flap section on any symbols relating to that character section on how the character fits a 1920's persona? section on memorable quotes section on character description and they're role in the story section on reader's personal reflection and feelings about their character These are just ideas of what could go in, I'm not saying lets use them all!

Jess L: MWF- class 10-1050 T- 930=315 Thurs- 930am-930pm