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The Great Gatsby Adapted Lesson Plan
Transcript of The Great Gatsby Adapted Lesson Plan
Joe Blaser & Whitney Field
May 8, 2013 Subject: English
Grade Level: 9
Source of Lesson Plan: Written by Whitney 9.4 The student will read, comprehend, and analyze a variety of literary texts including narratives, narrative nonfiction, poetry, and drama.
a) Identify author’s main idea and purpose.
b) Summarize text relating the supporting details.
c) Identify the characteristics that distinguish literary forms.
d) Use literary terms in describing and analyzing selections.
e) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme.
f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices to convey a message and elicit the reader’s emotion.
g) Analyze the cultural or social function of a literary text.
h) Explain the relationship between the author’s style and literary effect.
i) Explain the influence of historical context on the form, style, and point of view of a written work.
j) Compare and contrast author’s use of literary elements within a variety of genres.
k) Analyze how an author’s specific word choices and syntax achieve special effects and support the author’s purpose.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to support reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process. Main Learning Objective: The students will be able to identify the relationship between geography, social values, and historical context in the first three chapters of the novel in a class activity with 100% accuracy.
Main learning activity or task: Students will work in groups to put together a map that is representative of the social and geographic aspects of East and West Egg. They will base their map on their interpretations of the text. They will have as much artistic freedom as they’d like. New Skill: Be able to relate a literary text to a historical time period and identify literary devices.
New content: New vocabulary words, The Great Gatsby, The Roaring 20s
New concept: Importance of point of view and the prominence of the American Dream in the text. Prerequisite skills needed: Ability to work well with others, literacy skills, visual expression skills, ability to identify and make connections to literary conventions.
Background knowledge needed: Students will need to know what literary devices and techniques are used in the novel and their importance. Additionally, students will need to know the social and historical context of the novel.
Essential Vocabulary: Harlem Renaissance, Jazz Age, Prohibition, Roaring 20s, contiguous, conscientious, interpose, languid, strident, deft, permeate, erroneous, vehement, impetuous, corpulent, provincial, din, complacent, feign, supercilious Lesson Plan: Analysis Learning Activity Task analysis:
1)Form a group with 4 other classmates
2) designate various roles within the group
a) groups such as who will draw which portion of the scene, who will put in-text examples to help support interpretation, who will select materials for the group
3) select a key setting from the first three chapters that you want to illustrate
4) reflect on how Fitzgerald described each scene
5) carefully choose materials that will reflect your interpretation of the scene
6) use the materials to visually portray the geography as well as the lifestyle of the chosen scene
7) edit your visual portrayal as needed
8) hang the poster in the room for the rest of the class to see
9) walk around the room and look at other group’s posters
10) reflect on another group’s visual interpretation and specifically how it differs from yours. Engagement Anticipatory Set: Guided Imagery Exercise. Activate Prior Knowledge: Class discussion Relevance : The American Dream New Vocabulary:
Activity New Vocabulary: Feign, supercilious, conscientious, contiguous, interpose, languid, strident, deft, permeate, erroneous, vehement, impetuous, corpulent, provincial, din, complacent
Social Values Vocabulary: Harlem Renaissance, Jazz Age, Prohibition, Roaring 20s Vocabulary Activity: The student’s will have a handout that they can reference when they read to identify vocabulary terms above. To learn about the social values vocabulary the students will use http://www.visuwords.com/ for “Jazz” and “prohibition” and http://blachan.com/shahi/ to learn the other social terms, as well are reinforce “Jazz age” and “prohibition” Graphic Organizer: Descriptive/Thematic Map Mnemonic Device H-and
T-oday Hands on, Game or VAKT Activity Description: Students will work in groups to put together a map that is representative of the social and geographic aspects of East and West Egg. They will base the map on their interpretations of the text. They will have as much artistic freedom as they’d like. Cooperative
Learning Activity: Think-Pair-Write Source: Cooperative Learning Strategies, Blackboard, http://www.regent.edu/acad/schedu/pdfs/mcms/cooperative_learning_stategies.pdf Co-Teaching Co-teaching Method: Station-Teaching Description: Joe will focus on the historical and social aspects of the novel. Whitney will focus on the content of the novel. Source: Vaughn, S., Schumm, S., Arguelles J., M. E. (1997) ABCDEs of coteaching. Teaching Exceptional Children, v30,n2, pp.4-10 (EJ555561). Blackboard Learning/Metacognitive Strategy RAP
A-ask yourself what it’s about
P-Put it in your own words Additional Best Practices Cross-curricular content Multicultural Content Assessment
1)Not every student can be reached the same way.
2)It only takes a little more time and effort to adapt a lesson plan for students with exceptional needs.
3)We learned all the best practices that could be incorporated into any lesson. Reflections Bonus reflection: We learned how to make a fantastic, interactive, and engaging G.O. Challenges Making sure each portion of our lesson was best adapted to our students’ specific needs was difficult. Connecting the lesson in a multicultural way was challenging because the book is written about high class society, and we had to find a way to make that rateable for all of our students.
Challenges of Collaboration: Finding time to get together and work on assignments was most difficult with our busy schedules. References Standards of Learning Community Foundation of Northwest Mississippi. (n.d.). Retrieved from http://www.watchknowlearn.org/.
Cooperative Learning Strategies, Blackboard, http://www.regent.edu/acad/schedu/pdfs/mcms/cooperative learning strategies.pdf.
Dunn, P. (n.d.). Retrieved from http://www.visuwords.com/.
Metacognitive Strategies, Blackboard. http://bb.marymount.edu/bbcswebdav/pid-707845-dt-content-rid-290352_2/courses/ED-508-A-12SP/Learning%20Strategies.pdf
Mrs. Niradale (August 2, 2012). Identifying The Theme in Literature. Retrieved March 22, 2013. from
Sandra London 63 (July 27, 2007). The “Roaring”1920s. Retrieved March 30, 2013. from
Shahi. (n.d.). Retrieved from http://blachan.com/shahi/.
Vaughn, S., Schumm S., Arguelles J., M. E. (1997) ABCDEs of Coteaching. Teaching Exceptional Children, v30, n2, pp. 4-10 (EJ555561). (Blackboard). Part 1: Lesson Analysis Lesson Background Lesson Background Continued New Learning Barriers Individual Modification
Flowchart Part II: Best Practices Plan Background Knowledge Background on the 1920s in the United States. Understanding of literary devices, theme, plot development and character development Description: Students think of adjectives that
describe the roaring 20s, share with a partner,
and write a descriptive paragraph. Why selected: Writing reinforces concepts. Why selected?: Allows each child to get the support they need. Purpose: To help students complete
map design through the understanding
of major themes.