I cannot say that I have been on a straight and steady path to becoming a
teacher all along. I have tossed out many career choices until I came across
something that brought out the deepest passion within me. I am a passionate person
who is determined to make something happen when I set my mind to it. I cannot
wait to have my own classroom so I can create a comfortable environment for
students to succeed. I am about to embark on a journey in the Air Force with the
brightest pilot I know. Life will not always be easy, but as long as we are together,
life will be worth it.
It is okay not to know, but it is not okay not to try
“Nothing contributes so much to tranquilize the mind as a steady purpose-a point on which the soul may fix its intellectual eye.”
Mary Shelley
Overview
Rationale: The American Dream is prevalent in life whether it would be in the 1920’s or our present
year. The American man or woman strives for success and wealth in their lifetime. Working hard is the
key to success in life. Many work their wholes lives searching for their American Dream.
It is important for my students to understand the American Dream. I want them to strive for
success in life, and I also want my students to have an understanding of the American Dream during the
1920’s and how it shows the American Dream holds the same standards throughout the years. The
years may have changed, but the same achievement has not. The Declaration of Independence states,
“Life, Liberty, and the pursuit of Happiness” which is what every American strives for everyday for their
wholes lives.
Summary: The students will explore the American Dream in “Winter’s Dream” by F. Scott Fitzgerald in
preparation for his novel The Great Gatsby. Students will create a book of poetry pertaining to an author
of the 1920’s and incorporating a work of their own,
This lesson incorporates short story fiction with the economics and the history of our country.
The students will explore the past while grasping the concept of a big picture Americans strive towards
every day. I feel this will prepare students for the real world. The students need a view of the big picture
and the hard work it is going to entail in order to obtain success.
Length: two weeks (50 minute classes)
Objectives: Apply pre-reading strategies to aid comprehension
a. access prior knowledge
b. preview
c. predict with text support or rationale
d. set a purpose and rate for reading
*During reading, utilize strategies to
a. determine meaning of unknown words
b. self-monitor comprehension
c. question the text
d. infer
e. visualize
f. paraphrase
g. summarize
Apply post-reading skills to comprehend, interpret, analyze, and evaluate text:
a. identify and explain the relationship between the main idea and supporting details
*b. question to clarify
*c. reflect
d. draw conclusions
e. paraphrase
f. summarize
Compare, contrast, analyze and evaluate connections:
a. text to text (information and relationships in various fiction and non-fiction works)
*b. text to self (text ideas and own experiences)
*c. text to world (text ideas and the world by analyzing and evaluating the relationship between
literature and its historical period and culture)
Materials and resources:
School: Paper, copy machine, blackboard, library, projector, internet, computer,
Teacher: handout, copies of “Winter’s Dream,”
Student: notebooks and pen for note taking,
Assessment
Formative: Students will create a paragraph on an American figure, focusing on their success in
life. Students will share their finding with the rest on the class. Students will have the option to
choose an American figure of their choice with approval by the teacher. Students will be
assessed by the participation during the readings.
Summative: Students will create a book of poetry on an author randomly chose for them. This
technique will eliminate students from having to research a poet on their own. Students will have
a rubric pertaining to the requirements of the project. The importance of this assignment is for
the students to delve into their creative side and create a unique book to share with the rest of
their class. Their one poem contributions will add authenticity to their work.
Teacher’s Calendar
Monday: Oct 12
-Introduce the American Dream- NY Times youtube video
-Class discussion
-Journaling
-One paragraph on “What is your American Dream?” exit pass
Tuesday: oct 13
- Begin reading “Winter’s Dream” aloud
Wednesday: Oct 14
- Finish “Winter’s Dream”
-Discuss quotes from text
-pick American figure from hat
Thursday: Oct 15
- Go to library
-Research American figure
Friday: Oct 16
Entrance slip- one paragraph on success of American Figure
Begin Poetry on authors of 1920’s
Review session on different kinds of poems
Monday: Oct 19
Begin Poetry on authors of 1920’s
Review session on different kinds of poems
Hand out on the poetry book to be created- random poet to be assigned
Discussion about project
Tuesday: Oct 20
Library
Wednesday: OCT 21
Library
Thursday: Oct 22
Library
Friday: Oct 23
Library: project to be handed in at end of class.
Monday: Oct26
Poetry book exchange
-student assessment on each book
Student Calendar
Ms. Kopac
October
Sunday Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
11
13
Read “Winter’s
Dream” in class
14
Finish “Winter’s
Dream in class”
Pick American
figure
15
Library
HW: Write a
paragraph on
American figure
16
Paragraph
due
1920’s poets
Review:
17
12
American Dream
forms of
poetry
18
19
Handout on
Poetry book
assignment
25
26
Poetry book
exchange
Ms. Kopac
Poetry
20
Library
Type
21
Library
22
Library
Example
23
Library
Project is to
be handed in
at end of
class
24
A Book of Poetry
Ms. Kopac
As the world was struggling in the 1920’s, authors scribbled
their pen on a piece of paper attempting to create a work of
art. Just as everyone else in the world these poets were trying
to make a hard earned dollar.
Your creation of art if you choose to do so (which you will
because it is required of you) is to craft a book dedicated to
the works of your author chosen. You will also touch on your
creative side adding a poem you have created.
-Cover page
-Table of contents
-3 poems of author chosen
-One poem from editor (you)
-Letter from editor with picture
-color and pictures throughout
-Form of book
“A poem begins in delight and ends in wisdom.”
Robert Frost
Rubric
CATEGORY
Organization
10
7-9
4-7
0-3
Information is very
Information is
Information is
The information
organized with well-
organized with well-
organized, but slides
appears to be
constructed pages
constructed slides
are not well-
disorganized. 8)
And completed
with most information constructed. Pages
inserted
are missing
Points
Quality of
Information
Information clearly
Information clearly
Information clearly
Information is not a
relates to the main
relates to the main
relates to the main
poem. Editor’s poem is
topic. It includes
author. Includes 2
author. Missing poems missing.
required number of
out of 3 poems and
from author and not
poems with editor’s
editor’s poem.
put in order of table
poem
Mechanics
Creativity
of content
No grammatical,
Almost no
A few grammatical,
Many grammatical,
spelling or
grammatical, spelling
spelling, or
spelling, or
punctuation errors.
or punctuation errors punctuation errors.
punctuation errors.
Lots of color and
Some pictures and no No table of content
Pictures do not relate
authentic pictures
color.
to author. Not in book
page
form.
Total Points Earned _________ out of 50.
Lesson Plan Template
Heading
Objective
Reading Material
Instructional
Framework
Class
American lit 3
Your Name Kelly Kopac
Name of Lesson The American Dream
Time Frame 2 weeks
Students will have a better understanding of the American Dream and how the
achieve it. They will connect real world issues/other disciplines with the literature
they read
“A Winter’s Dream” F. Scott Fitzgerald
Initiating
Constructing
Utilizing
Lesson Plan
Format
Grouping
Materials &
Resources
Teacher Centered:
Direct Instruction – providing information and building skills
Presentation – demonstrating, lecturing
Concept – introducing a new theory, symbol, idea
Student Centered:
Discussion
Cooperative Learning
Problem Solving
Whole Class
Pairs
Individuals
School – Copy machine, paper, projector, computer, internet
Teacher – videos, copies of short story,
Student – pen and paper
Accommodation
for Students with
Special Needs
Literacy Strategy Exit pass- “What is your American Dream?”
Journaling during class
Phase One
A youtube video will be shown to the students on what the average American thinks
their American Dream is.
Students will journal on their initial thoughts on the American Dream, whether they
have heard of it and if they understand it.
Phase Two
A class discussion will be conducted on thoughts on the matter. Any questions
students may have as well as a comparison of the struggles and the American Dream
from the 1920’s until now.
Phase Three
“Winter’s Dream” will be introduced as well as the background of the book and the
author himself. Students will also choose out of a hat the significant American figure
they will be researching for their paper.
Formative
Assessment
The exit passes and the journaling- whether the students were engaged
Culminating assessment will be the research paper at the end of the week.
Homework
Assignment
Reminder
Lesson Plan Template
Heading
Objective
Reading Material
Instructional
Framework
Lesson Plan
Format
Grouping
Materials &
Resources
Class American Lit 3
Your Name Kelly Kopac
Name of Lesson The American Dream
Time Frame 2 weeks
Students will gain knowledge of the success of a handful of literary figures to gain a
wide range of how different one’s idea of success can be
American figure paragraphs
Initiating
Constructing
Utilizing
Teacher Centered:
Direct Instruction – providing information and building skills
Presentation – demonstrating, lecturing
Concept – introducing a new theory, symbol, idea
Student Centered:
Discussion
Cooperative Learning
Problem Solving
Whole Class
Pairs
Individuals
School – Library,
Teacher – List of American figures chosen, podium
Student – paragraph of American figure
Accommodation
for Students with
Special Needs
Literacy Strategy Presentation-public speaking
Phase One
The students will walk into the room and show the teacher their paragraph to
receive credit for having the assignment done when walking into class.
Phase Two
Students will present their paragraph to the class on the American figure they have
chosen. The students will take notes on each figure. One to two sentences to jog
their memory for writing later in class period.
Phase Three
Students will be asked to rate their top three figures they seems most interested in
from the presentations (omit their own) And write a one sentence of their success to
be handed in as a exit slip.
Formative
Assessment
Students will present their paragraph to the class and the class will rate the figures
with a sentence for each. Students will have to pay attention in order to regurgitate
the correct information for the exit slip.
Homework
Assignment
Lesson Plan Template
Heading
Objective
Reading Material
Instructional
Framework
Lesson Plan
Format
Class American Lit 3
Your Name Kelly Kopac
Name of Lesson “American Dream”
Time Frame 2 weeks
Students will create a book of poetry on an author chosen including their own work
in the knowledge of poetry
World wide web
Initiating
Constructing
Utilizing
Teacher Centered:
Direct Instruction – providing information and building skills
Presentation – demonstrating, lecturing
Concept – introducing a new theory, symbol, idea
Student Centered:
Discussion
Cooperative Learning
Grouping
Materials &
Resources
Problem Solving
Whole Class
Pairs
School – Blackboard, internet,
Teacher – graphic organizer, handout and rubric
Student – pencil
Individuals
Accommodation
for Students with
Special Needs
Literacy Strategy Graphic organizer
Phase One
Teacher will review the types of poems we have gone over in class. Each student will
receive a graphic organizer and use it to create their own examples.
Phase Two
Students will receive the handout with the explanation of the project and the rubric.
Student will receive the poet they are to be assigned to.
Phase Three
Question and answer session about project.
Formative
Assessment
Homework
Assignment
Students will hand in their graphic organizer to show they have done their
assignment plus there will be group discussion to get the whole class involved.