Lesson Plan Form

Name of Instructor: Amber Ginter Grade Level: 11 Subject: Honors English

Unit Title: Great Gatsby (Day 9): Participation Check (Chapter 2), Characterization WS, Read Chapter
3 and Complete Questions
Time Length: 45 minutes
Date of Lesson: Thursday, March 7th, 2019

1. Learning Goal/Objective – a. What will the pupil be able to do as a result of the lesson? State your objective from
the course of study or ODE Academic Content Standards; b. Prior knowledge/skills required by students? c. Connection –
how does the lesson objective connect with previous and future lessons/learning?
Standard: After completing the ACT Prep unit of February, we now move to The Great Gatsby for the month of March. In
this lesson, students will learn how the Great Gatsby Chapter 2 can contribute to their Great Gatsby Chapter 3
questions/reading and overall understanding including discussions, participation check and findings. This class will involve a
chapter two participation check of HW questions to review these findings, large group discussion of chapter 2 questions,
characterization worksheet, and HW study questions/reading for chapter three, thus relating to their knowledge and
understanding of The Great Gatsby as whole. In this lesson specifically, students will learn how to analyze various elements
from the second chapter of the book to the third chapter in order to see their prior knowledge/decision making/contribution
about 1920s concepts throughout and then engage in learning activities that support the beginning steps of this unit.

Objective: As a result of this lesson, students will be able to thoroughly explain, comprehend, and become familiarized with
big questions and ideals regarding chapters two and three of the 1920s Great Gatsby, followed by a pre and post-assessment
discussion, characterization worksheet, and analysis that all reveal their decision making regarding these topics. Activities
such as the group discussion/characterization worksheet activity in class, and homework study questions/reading assigned to
chapter three serve as an overview that gets students familiar with the different types of units within this larger unit, before
learning about each one specifically and individually and discuss those findings as a class. The student will also be able to
combine the knowledge of this lesson with the information built over the weeks for a culmination on their final project and
test.

Connection: This lesson is the ninth of The Great Gatsby 30 series and it will connect to the full unit for the next thirty days
of lessons. It builds on the chapter read the day before and explores various concepts using a participation check, discussion,
and worksheet analysis.
2. Assessment (Pre-& Post) - How and when will you evaluate the objective and student learning? Attach a copy of
the assessment/rubric instrument you will use.
Pre - Assessment: The students will discuss Great Gatsby chapter two through a large group discussion/participation check
on the chapter two questions, small group characterization worksheet activity and then share those findings with the class.
This serves as a pre-assessment form prior to engaging in chapter two study questions and further chapters that build upon the
relevancy of the 1920s concepts explored the days before. In addition, the HW questions on chapter three with assigned
readings, and discussion points at the introduction of class will prepare their minds for the knowledge that will be built up
over time.
Post Assessment: When the students arrive in class, they will hopefully show signs of growth through the pre-assessment
reading and HW questions given the day before as well as the discussions. The post-assessment will thus be shown in their
discussion as a class, results of their discussion questions participation check, and group work involving the characterization
worksheet in class. The HW questions and reading for chapter three will also reveal their understanding in addition to their
performance on the pop quizzes, tests, participation checks, and assignments given throughout the larger unit, the growth of
knowledge from their initial pre-assessment guide, and engagement during their interaction of small and large group
discussions over the course of the entire unit.
3. Methods/Strategies – a. What teaching methods will you use (e.g. teacher presentation, demonstration, simulation,
role playing, peer teaching, laboratory activity, etc.); Type of learning: Inductive/inquiry questioning for student discovery or
deductive/direct modeling)? b. Accommodations – How will you accommodate for student differences? c. Learning
climate/environment – How might you establish a safe and an effective environment?
a. The methods used in this class period include teacher presentation and demonstration of materials, Participation Check on
Chapter 2 Questions/Discussion, Characterization Worksheet Group Activity and discussion, and HW questions and reading
for chapter three. These selected methods utilize interactive activity of the activities/discussions during class. This also
includes peer discussion when the students complete this activity through independent practice of answering the chapter
questions, discussions, thinking deeply, and completing the assigned HW chapter three questions/reading. The lesson also
includes group involvement through discussion, characterization worksheet small group activity, and analysis with the class.
The type of learning is inductive/inquiry when we discuss as a class and will then move to direct modeling as I show/give
them the worksheet/HW and they replicate in their own manner.
b. Accommodations- For those with learning disabilities, extra time will be given, hand out notes can be provided, the teacher
will clarify and reiterate questions and points, and be available after class as well. Any additional or needed HW may be
assigned to complete in pairs or with an aid or less questions assigned for homework when applicable.
c. Learning Climate/Environment- I will establish a safe and effective environment by treating all students with respect,
speaking clearly, repeating points, asking questions, and helping students as they need it.
4. Grouping - Large/small group; cooperative groups (pairs, threes, etc.); Is this typical?
Students are in a large group for the class discussion/assignment of the Characterization Worksheet Group Activity
discussion and then smaller groups for the small group Characterization Worksheet Group Activity. Individualized
instruction is utilized for filling out their own discussion questions, formulating ideas, and answering the chapter three HW
questions/reading Though students are often in small and large groups, for instance, they are still required to fill out their own
guide questions with personal input needed for discussion. This is typical as I like to incorporate various forms of grouping in
every class.
5. Equipment and Material - What instructional equipment and materials are required to help students reach the
objectives (e.g. textbook, lab equipment, technology, activity sheet, CD-ROM, Web Site, etc.)?
-Pencils/Paper
-Great Gatsby Characterization Worksheet
-Great Gatsby Book and copies for students
-Great Gatsby Chapter Three Study Questions (See Chapter Two from Day Before If Needed and Key)
-Write discussion points for Daily Agenda (Smartboard or Chalkboard) (If needed)
-Computer
-Smartboard
-Chalkboard
-Teacher notes for Chapter Three Discussion (if needed)
-Participation Checklist
6. Instructional Delivery
a. Introduction (e.g. motivate, elicit student interest, review past learning, background in topic; Communicate
expectations, procedures required for the lesson.)
1. Ask: “What were some of the questions you guys have about the chapter two questions?” “Do you guys think that where
live says something about you?”
b. Activity: What activities have you planned? What will you do? What will the students do? (e.g. small steps, examples,
clues, feedback/checking for understanding. etc.)
ACTIVITY TIME ALLOTTED
The Instructor will:
1. See Introduction (Ask?’s).
2. The teacher will give participation credit for Chapter Two Questions.
3. The teacher will discuss questions about the Chapter Two Questions.
4. The teacher will explain and administer the Great Gatsby Characterization Worksheet.
5. The teacher will explain and pass out the HW: Reading Chapter 3 and Study Questions
The students will:
1. The student will discuss with the teacher in the introduction. 5 MINUTES
2. The student will show their completed chapter two questions for participation credit and ask questions,
discussing as a class if needed. 10 MINUTES
3. The student will participate by engaging in the Great Gatsby Characterization Worksheet Group Activity
with small groups and turn into the tray (HW if not done) (discuss as class if needed). 20 MINUTES
4. Students will gauge prior knowledge and discussion by starting the
HW: Reading Chapter 3 and Study Questions. 10 MINUTES
c. Conclusion/Summary - Review; Students demonstrate achievement; Connection with future lesson.
The teacher will ask the introduction questions, allowing students to answer through a discussion that familiarizes them with
the main concepts of chapter two questions they completed the night before, and utilizing information of the 1920s. She will
then complete a participation check for credit to review these findings. Once the check is complete, the students will break
into small groups to complete the Great Gatsby Characterization Worksheet Group Activity and turn in. Once that worksheet
is finished, the students will gauge their prior knowledge and discussion by completing the chapter three reading and study
questions for HW.
d. Practice and/or Assessment - Guided, independent; Help with initial steps and monitor; Corrections, re-teach if
necessary. In this lesson, students will be assessed individually and as a group using the group activity, small and large group
discussions, participation check, individual thinking, and post-assessment forms of discussions, reading and writing questions
HW. All forms of assessment will be built upon over the next few weeks and utilize guided instruction, and teacher
demonstration/scaffolding.

7. Standards from ODE- Copied and pasted as requested per OCU Standards and curriculum.
Reading Standards for Literature
Key Ideas and Details:

RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matter uncertain.

RL.11-12.2 Analyze literary text development.

RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
(e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Reading: Craft and Structure:

RL.11-12.4 Determine the connotative, denotative, and figurative meaning of words and phrases as they are used in the text;
analyze the impact of author’s diction, including multiple-meaning words or language that is particularly evocative to the
tone and mood of the text.

RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to
begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as
well as its aesthetic impact.

RL.11-12.6 Analyze a case in which grasping point of view or perspective requires distinguishing what is directly stated in a
text from what is really meant (e.g., satire, sarcasm, irony, or understatement) and evaluate the impact of these literary
devices on the content and style of the text.

Reading: Integration of Knowledge and Ideas:

RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or
recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare
and one play by an American dramatist.)

RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early- twentieth-century foundational works of
American literature, including how two or more diverse texts from the same period treat similar themes and/or topics.

Reading: Range of Reading and Level of Text Complexity:

RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–
CCR text complexity band proficiently, with scaffolding as needed at the high end of the range, building background
knowledge and activating prior knowledge in order to make personal, societal, and ethical connections that deepen
understanding of complex text.

Writing Standards

Production and Distribution of Writing:

W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades 11–12.)

W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in
response to ongoing feedback, including new arguments or information.

Range of Writing:

W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening Standards:

Comprehension and Collaboration:

SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.

b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish
individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information or research is required to deepen the
investigation or complete the task.

SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively,
orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and
noting any discrepancies among the data.

SL.11-12.3 Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, assessing the stance, premises,
links among ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge and Ideas:

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that
listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Language Standards:

Conventions of Standard English:

L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American Usage) as needed.
L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.

a. Observe hyphenation conventions. b. Spell correctly.

Vocabulary Acquisition and Use:

L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12
reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning, part of speech, etymology, or standard usage.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context
or in a dictionary).

L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.

L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
8.Teacher Reflection/Self-Evaluation - Answer the following questions on a separate paper: What pleased you?
What would you do differently next time? Re-teaching or Intervention required? Did the assessment instrument measure
intended student learning? If no, what are some alternatives?
Attachment (s):