Lesson Plan Form

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

Unit Title: Great Gatsby (Day 19): Participation Check for Chapter 9, Discuss Chapter 9, Poem
Analysis/Character Analysis Small Groups Then Large Group, Quick Writing Prompt, HW: Finish
Poem Analysis/Character Analysis
Time Length: 45 minutes
Date of Lesson: Thursday, March 21st, 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 nine can now contribute to their overall understanding of The
Great Gatsby as a whole. This class will involve the participation check for chapter 9, chapter 9 discussion, Poem
Analysis/Character Analysis/small and large group discussion, and HW of finishing Poem/Character Analysis (if not finished
in class), thus relating to their knowledge and understanding of The Great Gatsby as a whole. In this lesson specifically,
students will learn how to analyze various elements from the ninth chapter of the book in order to see their prior
knowledge/decision making/contribution about 1920’s 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 chapter nine of the 1920s Great Gatsby, followed by a pre and post-assessment of a
poem/character assignment of and analysis that all reveal their decision making regarding these topics. Activities such as the
group discussions in class, poem/character analysis in small/large groups, individualized participation check, writing prompt,
and homework 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 nineteenth 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 discussion, poem/character
analysis small and large group discussions, participation credit, writing prompt, and HW.
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 nine through the discussion/poem/character analysis (small
and large group discussions)/participation credit and then share those findings with the class as needed. This serves as a pre-
assessment form prior to engaging in chapter nine study questions and further culminative analysis that build upon the
relevancy of the 1920s concepts explored the days before. In addition, the HW questions/ reading checked for chapter nine
and assigned HW for poem/character analysis/writing prompt 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 group work and involvement. The post-assessment will thus be
shown in their discussion as a class, poem/character analysis/small and large group discussion, and results of their discussion
questions participation check. The HW of finishing the in-class activity 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, Discussion of Chapter
nine, poem/character analysis/Small and Large Group Discussion, writing prompt, finished HW and participation check for
chapter nine. 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 if not finished in class. The lesson also includes group
involvement through discussion, poem/character analysis/small and large group discussions, writing prompt, 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 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 poem/character analysis and small groups for the
poem/character analysis construction. Individualized instruction is utilized for filling out their own discussion questions,
formulating ideas, participation check, writing prompt, and answering the HW (if not finished). 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 Chapter Nine Discussion Notes
-Great Gatsby Chapter Nine Study Questions and Key (If needed)
-Great Gatsby Writing Prompt (Write on Board, they complete on paper)
-Great Gatsby Poem/Character Analysis WS
-Great Gatsby Book and copies for students
-Write discussion points for Daily Agenda (Smartboard or Chalkboard) (If needed)
-Computer
-Smartboard
-Chalkboard
-Participation Sheet
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: “Ecclesiastes 7:2 states, “It is better to go to a house of mourning than to go to a house of feasting, for death is the
destiny of every man; the living should take this to heart.” “Do you believe we learn more from a funeral than the living?”
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 host a brief discussion of Chapter 9, participation check Chapter 9 questions.
3. The teacher will explain, assign, pass out, and break students into groups for poem/character analysis (half
time small/half time large and share, administering discussion.
4. The teacher will assign HW: Finish poem/character analysis if not completed in class (including writing
prompt within).
The students will:
1. The student will discuss with the teacher in the introduction. 5 MINUTES
2. The student will participate in a brief discussion with questions of Chapter 9 and get them out for the
participation check. 10 MINUTES
3. The students will break into small groups and complete the Symbolism WS, share with class, turn in. 30
MINUTES
4. Students will gauge prior knowledge and discussion by
Finishing the assigned HW: Poem/Character Analysis
c. Conclusion/Summary - Review; Students demonstrate achievement; Connection with future lesson.
The teacher will ask the introduction questions, allowing students to answer through discussion on chapter nine (while
checking participation credit) that familiarizes them with the main concepts of chapter nine questions and utilizing
information of the 1920s. Once the questioning is complete, the students will engage in a small and large group
poem/character analysis worksheet/discussion, followed by the assigned HW if not finished in class. The students will gauge
their prior knowledge and discussion by completing the 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 small and large group using the discussion,
poem/character analysis/writing prompt, participation check, small and large group discussions, 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):