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gatsby lesson plan

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maryel harris

on 24 June 2013

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Transcript of gatsby lesson plan

The Great Debate
Lesson One
KWL Chart & Gallery Walk

-students will complete that
"what I learned"
part of the
KWL chart
by
-students will write two new items of information that they
learned
from the
Gallery Walk
on post-it notes and place them on the
KWL Chart
Lesson Two
The Lost Generation
Prove It! (in pairs)
-Students are given a conclusion and must come up with evidence to back up the claim.
"Your generation has also been labeled a Lost Generation. What social and economic factors can you think of to support this conclusion?"


GRASPS
Assessment

-access students' background knowledge by asking them what they
know

and
want to know
about society in the 1920s by placing post-it notes
on KWL chart

-pictures/graphs/quotes will be displayed around the room pertaining to:
-prohibition, The Harlem Renaissance, The American Dream, & social class differences
-students will choose 2 pictures to respond to and place a post-it note next to their choices
-one volunteer will be chosen for each image for which they will read and
summarize
aloud the responses of their classmates
Gallery Walk
Exit Ticket
-PowerPoint Presentation about The Lost Generation (definition and history)

Lesson Three

Fitzgerald left
clues
in the novel to help his readers
infer
about the characters' true personalities. With your group, use the given quotes from the book to
develop two lists
: "How Daisy perceives herself" & "How Daisy wants to be perceived." Was Fitzgerald successful in helping you understand Daisy's character?

Using the given template, create a
Facebook page
for Daisy. Think about how Daisy wants to be perceived. What photos would she post? Who are her friends? What information does she want others to see? Be prepared to explain your choices in class.
Lesson Four (Two Days):
Critical Analysis: book vs. film
Day One:
The students have read the book, but we will go back and reread the party scenes. We will watch the movie renditions of the same scene. We will
compare and contrast
in small groups and as a whole class.

Homework:
Students will prepare three questions for the Socratic seminar.

The students will participate in a
Socratic seminar
in which they will argue the
power dynamic
in the film and book, the
accuracy
of the movie in relation to the novel and specifically note the
differences
in the characters. Furthermore, the students will debate whether books or films have more
authority
in our current culture.
Lesson Five
Students will read an op-ed article and complete the following tasks in small groups:
-Summarize the author's main argument
-highlight the two opposing ideas
-Determine the author's intent
-explore biases
-identify argumentative vocabulary

Know, Want to Know, Learned Chart
"Think Like a Private Investigator"
Homework
Day Two:
Goal:
to write an op-ed article
Role:
You are either a literary academic or a movie producer. You choose!
Audience:

The target audience is the general public.
Situation:
The challenge involves arguing either for or against this statement: "Literature is king and books are innately more valuable than film."
Product:
You will create an op-ed piece with at least three pieces of evidence in order to support your claim. Use your notes from class discussions and the Socratic seminar.
Standards:
Your grade will based on the clarity of your thesis, how well your three pieces of evidence directly support your thesis, how well you evidence is explained, and grammar.
Fitzgerald, F. S. (1995). The great
Gatsby. New York: Scribner Paperback Fiction.
Bryer, J. R., & VanArsdale, N. P. (2009).
Approaches to teaching Fitzgerald's The Great Gatsby. (1 ed.). New York, N.Y.: Modern Language Association of America.
McEwan-Adkins, E. K., & Burnett, A. J. (2013). 20
literacy strategies to meet the common core: Increasing rigor in middle & high school classrooms. Bloomington, IN: Solution Tree Press.
References:
Full transcript