English 11
Unit Plan
Spring 2016
Rob Yunich
UnitFocus/GradeLevel
NarrativeOverview
EssentialQuestions
TheGreatGatsby/11thGrade
SeeUnitPlanNarrative
• HowisTheGreatGatsbyemblematicofthe1920s?
• HowistheAmericanDreamreflectedinthenovel?
• Whatistheauthor’smessageinTheGreatGatsby?
• Whydosomepeoplehavedifficultydistinguishing
betweenrealityandillusion?
Enduring
• Goodliteraturemakesastatementonculture;great
Understandings
literatureistimelessanduniversalandprovidesalensto
viewourownlivesandsociety.
• WhiletheRoaringTwentieswereaheightofwealth,
fashion,andjobs,theywerealsoatimeofmoralneglect,
lossofresponsibility,andpoliticalactivism.
• TheelementsofModernisminliteraturearepresentin
TheGreatGatsby.
MajorGoalsand
StudentswillunderstandthecharacteristicsofModernismand
Objectives
alsothetimeperiod(theRoaringTwenties),whichincluded
jazz,prohibition,organizedcrime,andthefalloutfromthe1919
WorldSeries.
StandardsAddressed
NCTE/IRAstandards1-3
VirginiaSOL11.3/11.4
MajorUnitAssessments
SeeAssessmentPlanNarrativeandAssessmentPlanTable
PlannedInstructional
Seeindividuallessonplans
Procedures
EstimatedTimeFrame
ThreeWeeks:March30-April19
DescriptionofIntended Thisisageneraleducation11thgradeEnglishclassthatcontains
Learners
EnglishLanguageLearnersandspecialeducationstudents.
PossibleAdaptationsto
Readingofthenovelwilltakemultipleformats,including
MeetStrengthsand
watchingexcerptsfromthemovie,listeningtotheaudiobook
NeedsofLearners
andexaminingthetextclosely.Additionally,audioandvideo
abouttheauthor,timeperiod,andotherrelatedsubjectswillbe
usedtoincreaseunderstanding.
UnitLearningGoals
NCTE/IRAStandard1:Studentsreadawiderangeofprintandnon-printtextstobuild
anunderstandingoftexts,ofthemselves,andoftheculturesoftheUnitedStatesand
theworld;toacquirenewinformation;torespondtotheneedsanddemandsofsociety
andtheworkplace;andforpersonalfulfillment.Amongthesetextsarefictionand
nonfiction,classicandcontemporaryworks.
StudentswilllearnthecharacteristicsofModernismsotheywillbeableto
recognizetheminTheGreatGatsby.Thesemanifestedthemselvesthroughthe
book’sfirst-personnarrativeandthekeyeventsofthetimeperiod,whichwillbe
exploredfurtherinanactivityexaminingnewsstories.Severalformative
assessmentswilladdressthisstandard,includingananticipationguide(beforeand
afterreadingthebook),afishbowlactivity,andaSocraticSeminar.Ineachcase,
studentswillhavetosynthesizeinformationfromthebookandtheirlivesto
improveunderstandingofthebookandthemselves.
Studentswillusetheirvisualizationskillstocreateapostcardasiftheywere
partofTheGreatGatsby.Thiswillhelpthemdemonstratecomprehensionofthetext
andusetheirimagination.Analyzingdifferentclipsfromafilmadaptationofthe
bookwillfurtherenhancetheirvisualizationskills.
NCTE/IRAStandard3:Studentsapplyawiderangeofstrategiestocomprehend,
interpret,evaluate,andappreciatetexts.Theydrawontheirpriorexperience,their
interactionswithotherreadersandwriters,theirknowledgeofwordmeaningandof
othertexts,theirwordidentificationstrategies,andtheirunderstandingoftextual
features(e.g.,sound-lettercorrespondence,sentencestructure,context,graphics).
Studentswilllearnreadingstrategiestohelpthemimprovecomprehension.
Studentsalsowillemployavocabularyself-awarenessstrategythatwillteachthem
newwordsandalsohowtodeterminetheirknowledgeofthosewordsincontext.In
bothcases,strategieswillhelpstudentsincreasetheircomprehensionofTheGreat
Gatsbyandliteratureingeneral.Thejournalentriestheycreateconnectprior
knowledge/experiencewithinformationfromthetext.
NCTE/IRAStandard11:Studentsparticipateasknowledgeable,reflective,creative,
andcriticalmembersofavarietyofliteracycommunities.
Studentswillhaveplentyoftimestoreflectduringtheunit,includingdaily
journalentries.Thesepromptsrelatedirectlytothemesfromthebookandprovide
studentsanopportunitytodirectlylinkthetexttotheirpersonallives.Additionally,
studentswillparticipateinaGraffitiWallactivity,whichwillprovidereflection
opportunitiesandalsoachancetodiscussthetextwitheachotherinanewformat.
Finally,studentswillparticipateinafishbowldiscussionandaSocraticSeminar,
whichwillcreateaforumforreflectionandinteraction,aswellasanopportunityto
demonstrateknowledgeofthetext.
SOL11.3:Thestudentwillapplyknowledgeofwordorigins,derivations,andfigurative
languagetoextendvocabularydevelopmentinauthentictexts.
Studentswilllearnvocabularywordsincontextandassesstheircomfortof
thewords.Roots,affixes,andwordstructurewillbeusedtodeterminemeaningsof
wordsanddecodecomplexvocabulary,whichisprevalentinTheGreatGatsby.
Studentsalsowillbeaskedtoselecttheirownwordsastheyread.
SOL11.4:Thestudentwillread,comprehend,andanalyzerelationshipsamong
Americanliterature,history,andculture.
StudentswillexploreTheGreatGatsbyinthecontextoftheModernist
movementofAmericanLiterature,acontinuationoftheiryearlongstudyofthe
variousAmericanliterarymovements.Alldiscussionsofcharactersandplotinthe
bookrelatebacktoModernismaswellastheeventsofthe1920s.Furthermore,
studentswilllearnaboutsymbolismthroughoutthenovelandhowaseemingly
inconsequentialsentencecouldholdmajormeaningforcharacterandplot
development.
Overall,theseNCTEandSOLstandardsensurethatstudentsgainthe
necessaryskillstobesuccessfulhighschoolstudents.Learninghowtodecode
vocabulary,increasereadingcomprehensionskillsandexpressingoneselfwith
peersarekeyskillsneeded,especiallyatthisstageofdevelopment.Whilelearning
aboutTheGreatGatsbyandtheRoaringTwentiesareimportantcontentacquisition
goals,attainingtheskillsnecessarytobesuccessfulinlifeisevenmoreparamount.
RobYunich
English11
March30,2016
I.
II.
Objectives
• StudentswilllearnthecharacteristicsofModernismsotheywillbeableto
recognizetheminTheGreatGatsby.
• Studentswillparticipateinananticipationguidetointroducekeybookthemes
anddiscusstheiropinionsonstatementsthattietothosethemes.
MaterialsforLearningActivities
• Journals(keptinclassroom)
• Pens/pencils
• TheGreatGatsbybooks
• PowerPoint
• Fitzgeraldbiography
• Booktrailer
• Anticipationguides
• Studyguides
III.
ProceduresforLearningActivities
• Perspective:ThisisthefirstlessonintheunitonTheGreatGatsby.
• Orderofthelesson:
o SpringBreakwordcloud:Gooverresponsestothepre-SpringBreakexit
ticketasabridgetothenewunit.
o Journalprompt:“WhatdoestheAmericanDreammeantoyou?Hasthat
definitionchangedduringthisschoolyear?Overalongerperiodof
time?”
o EmotionalRollerCoasterupdate:Usingemoticonstosummarize
differentliterarytimeperiodsasamethodofreview/previewofwhat
wehavelearned.ThenewadditiontodaywillbeModernism.
o AmericanModernismintroduction
o F.ScottFitzgeraldbiographicalvideo
o Introductoryanticipationguideactivity:Studentswillcompletethe
anticipationguideaspreparationforreadingTheGreatGatsby.Then,
theywillpairwiththeir“elbowbuddy”todiscusstheiranswers,
focusingoneortwowithwhichtheymoststronglyagreeordisagree.A
fewvolunteerswillpresenttheirresponsestotheentireclass.
o TheGreatGatsbybooktrailer/introduction
o Distributestudyguideandbooks
o Exitticket:Basedonwhatwelearnedtoday,whatareyourpredictions
forTheGreatGatsby?
o HW:Readchapters1-4(81pages)/updatestudyguide
IV.
Assessments
•
•
•
Journalentry
AnticipationGuide
Exitticket
V.
Differentiation
• Studentswillhaveopportunitiestodiscussthebookwiththeirelbowbuddy.
VideoswillbepresentedtoaidlearningandPowerPointslidesalsowillpresent
informationinadifferentformat.
VI.
Reflection
• Iwasveryimpressedwiththewaythestudentsgotintotheanticipationguide.
TheyreallyembracedthediscussionandIsawmanypreviouslyquietstudents
openupabouttheiropinions.Itwasagoodactivitytoallowstudentsto
examinethemesofthebookwithoutreallydoingastrongbookstudy.Ialso
thoughtitwasanicewaytoeaseintoclassafterspringbreak.
VII.
Writechangesyoumightimplementthenexttimethelessonistaught.
• IwouldchangethejournaltopictonotrelatetotheAmericanDream,sincethat
isoneofthesentencesintheanticipationguide.Ithoughttheytookawayfrom
eachother.
• Iwouldhaveaddedanother(short)activitytogivethemmoreinformation
aboutGatsbyorthethemesofthebook.
VIII. Standards
NCTE/IRA
• (1)Studentsreadawiderangeofprintandnon-printtextstobuildan
understandingoftexts,ofthemselves,andoftheculturesoftheUnitedStates
andtheworld;toacquirenewinformation;torespondtotheneedsand
demandsofsocietyandtheworkplace;andforpersonalfulfillment.Amongthese
textsarefictionandnonfiction,classicandcontemporaryworks.
• (3)Studentsapplyawiderangeofstrategiestocomprehend,interpret,evaluate,
andappreciatetexts.Theydrawontheirpriorexperience,theirinteractions
withotherreadersandwriters,theirknowledgeofwordmeaningandofother
texts,theirwordidentificationstrategies,andtheirunderstandingoftextual
features(e.g.,sound-lettercorrespondence,sentencestructure,context,
graphics).
• (11)Studentsparticipateasknowledgeable,reflective,creative,andcritical
membersofavarietyofliteracycommunities.
VirginiaStandardsofLearning
• (11.3)Thestudentwillapplyknowledgeofwordorigins,derivations,and
figurativelanguagetoextendvocabularydevelopmentinauthentictexts.
• (11.4)Thestudentwillread,comprehend,andanalyzerelationshipsamong
Americanliterature,history,andculture.
RobYunich
English11
April5,2016
I.
II.
Objectives
• StudentswillunderstandtheinitialrelationshipofcharactersinTheGreat
Gatsbyandhowthosechapterslaythefoundationfortherestofthebook.
• Studentswilllearnreadingstrategiesthatwillhelpthemimprove
comprehension.
• Studentswillpracticeanewvocabularystrategythatwillhelpthemwhile
reading.
• Studentswillparticipateinafishbowlactivitythatwillgivetheman
opportunitytogleaninformationfromtheirpeersaboutthebook.
MaterialsforLearningActivities
• Journals(keptinclassroom)
• Pens/pencils
• TheGreatGatsbybooks
• Studyguides
• Finalunitassignment
• Vocabself-awareness
• AudiobookCD
• PowerPoint
III.
IV.
ProceduresforLearningActivities
• Perspective:ThisisthesecondlessonintheunitonTheGreatGatsby.
• Orderofthelesson:
o Distribute,gooverfinalunitassignment,andshowexamples
o Journalprompt:“Canoutwardappearancesbedeceptive?Whyorwhy
not?Giveexamplesfromyourlifeorfrompopularculture!”
o WordCloud:reviewGatsbypredictions
o Playexcerptfromaudiobookchapter1
o Discusssuccessfulreadingstrategies
o Distributevocabularyself-awarenesshandoutandprovidetimetostart
workingonthewordsfromchapters1-4.
o Fishbowldiscussion:Studentswilldiscusstheirimpressionsofthefirst
fourchapters,usingthestudyguidetohelpthemformquestions.
o Exitticket:Whatquestionsdoyouhavesofaraboutthebook?
o HW:Readchapters5-6(30pages)/updatestudyguideandvocab
self-awareness/studyforquiz
Assessments
• Journalentry
• Fishbowldiscussion
• Vocabself-assessment
•
Exitticket
V.
Differentiation
• Audiobookwillhelpstudentsgainunderstanding.Drawingactivitywillhelp
formimages.Fishbowldiscussionwillprovideopportunitytovoiceopinions
andhearfromtheirpeers.
VI.
Reflection
• Thislessonwasprettysuccessful.Thiswasthefirsttimewe’vedoneafishbowl,
sothestudents(asexpected)hadsomegrowingpainsinthatprocess.Ialso
thinkthiswasthefirsttimethestudentslearnedaboutreadingstrategies,soit
wasalotofnewinformationallatonce.Thatbeingsaid,thestudentsseem
prettyengagedandthepacingofthelessonwasappropriate.
VII.
Writechangesyoumightimplementthenexttimethelessonistaught.
• Iwasdosomemorescaffoldingofboththefishbowlstrategyandthebook
contentsothatpartofthelessonwouldgomoresmoothly.Ialsowouldtakea
littlemoretimetodiscussstudentquestionsduringtheactualfishbowltomake
thelessonalittlemorecomprehensive.
VIII. Standards
NCTE/IRA
• (1)Studentsreadawiderangeofprintandnon-printtextstobuildan
understandingoftexts,ofthemselves,andoftheculturesoftheUnitedStates
andtheworld;toacquirenewinformation;torespondtotheneedsand
demandsofsocietyandtheworkplace;andforpersonalfulfillment.Amongthese
textsarefictionandnonfiction,classicandcontemporaryworks.
• (3)Studentsapplyawiderangeofstrategiestocomprehend,interpret,evaluate,
andappreciatetexts.Theydrawontheirpriorexperience,theirinteractions
withotherreadersandwriters,theirknowledgeofwordmeaningandofother
texts,theirwordidentificationstrategies,andtheirunderstandingoftextual
features(e.g.,sound-lettercorrespondence,sentencestructure,context,
graphics).
• (11)Studentsparticipateasknowledgeable,reflective,creative,andcritical
membersofavarietyofliteracycommunities.
VirginiaStandardsofLearning
• (11.3)Thestudentwillapplyknowledgeofwordorigins,derivations,and
figurativelanguagetoextendvocabularydevelopmentinauthentictexts.
• (11.4)Thestudentwillread,comprehend,andanalyzerelationshipsamong
Americanliterature,history,andculture.
RobYunich
English11
April7,2016
I.
II.
Objectives
• Studentswillusetheirvisualizationskillstocreateapostcardasiftheywere
partofTheGreatGatsby.
• Studentswillwatchafive-minuteclipfromamovieadaptationtocomparehow
theypicturedthebooktohowitisportrayed.
• Studentswillbeabletoreviewinformationfromthebookandgetquestions
answered.
MaterialsforLearningActivities
• Journals(keptinclassroom)
• Pens/pencils
• TheGreatGatsbybooks
• Studyguides
• Vocabularyself-awarenesshandouts
• GatsbymovieDVD
• PowerPoint
• Indexcards/coloredpencilsforpostcardactivity
• BDAworksheetforjazzactivity
• Jazzsongs:SweetGeorgiaBrown,MactheKnife,Summertime
III.
ProceduresforLearningActivities
• Perspective:ThisisthethirdlessonintheunitonTheGreatGatsby.
• Orderofthelesson:
o Quizonchapters1-4
o Journalprompt:“WhatareyourimpressionsofGatsby?Doyoubelieve
theaccountofhispast?Whyorwhynot?”
o AskMr.Y:Gooverstudentquestions(exitticketfromlastlesson)and
trytohelpstudentsfindkeyinformationinthebook.
o PostcardfromtheEggs:studentswillillustratethesettingandsenda
messageasiftheywerepartofthebook’sfirstsixchapters.
o WatchclipfromGatsbymovie(whenGatsbyinvitesDaisyovertohis
house)
o Jazzlesson:StudentswilllearnaboutEllaFitzgeraldandLouis
Armstrongaswellashowtwoartists(BeyoncéandAdele)were
inspiredbyjazz.
o Exitticket:Howdidwhatyousawinthemoviecomparetothepicture
youhadinyourmind’seye?
o HW:Readchapter7(33pages)/updatestudyguideandvocabselfawarenesssheet
IV.
Assessments
•
•
•
•
V.
VI.
Journalentry
Quiz
Postcards
Exitticket
Differentiation
• Movieclipwillhelpstudentsgainunderstanding.Vocabularyactivitywillhelp
improveunderstanding.Jazzwillprovidecontextfornovel.
Reflection
• Ithoughtthiswasoneofmybestlessons.Someofthestudentsreallygotinto
thepostcardactivityandcreatedsomephenomenalproducts.Otherswere
doneratherquickly,soImovedontothemovieclipandtheoneswhowanted
tokeepworkingwereabletodothatfortherestofthelesson.Thejazzsection
ofthelessonseemedtobepopularaswell.
VII.
Writechangesyoumightimplementthenexttimethelessonistaught.
• Iwouldtrytoexplainthepostcardactivityalittlebetterandtrytofind
somethingforthestudentswhofinishedquickerthanothers.
VIII. Standards
NCTE/IRA
• (1)Studentsreadawiderangeofprintandnon-printtextstobuildan
understandingoftexts,ofthemselves,andoftheculturesoftheUnitedStates
andtheworld;toacquirenewinformation;torespondtotheneedsand
demandsofsocietyandtheworkplace;andforpersonalfulfillment.Amongthese
textsarefictionandnonfiction,classicandcontemporaryworks.
• (3)Studentsapplyawiderangeofstrategiestocomprehend,interpret,evaluate,
andappreciatetexts.Theydrawontheirpriorexperience,theirinteractions
withotherreadersandwriters,theirknowledgeofwordmeaningandofother
texts,theirwordidentificationstrategies,andtheirunderstandingoftextual
features(e.g.,sound-lettercorrespondence,sentencestructure,context,
graphics).
• (11)Studentsparticipateasknowledgeable,reflective,creative,andcritical
membersofavarietyofliteracycommunities.
VirginiaStandardsofLearning
• (11.3)Thestudentwillapplyknowledgeofwordorigins,derivations,and
figurativelanguagetoextendvocabularydevelopmentinauthentictexts.
• (11.4)Thestudentwillread,comprehend,andanalyzerelationshipsamong
Americanliterature,history,andculture.
RobYunich
English11
April11,2016
I.
II.
III.
IV.
Objectives
• Studentswillreflectonthebookthroughabriefwrittenordrawn
interpretationandreacttotheirpeers’reflections.
• Studentswillbeabletotakewhatthey’velearnedfromthebookandcompare
ittowhatreallyhappenedduringthetimeperiod.
• Studentswillbeabletocomparewhatthey’vereadinthebooktohowthe
movieportrayedthatscene.
MaterialsforLearningActivities
• Journals(keptinclassroom)
• Pens/pencils
• TheGreatGatsbybooks
• Studyguides
• Vocabularyself-awarenesshandouts
• GatsbymovieDVD
• RoomonwallsforGraffitiWallactivity
• PowerPoint
• Newsstories
ProceduresforLearningActivities
• Perspective:ThisisthefourthlessonintheunitonTheGreatGatsby.
• Orderofthelesson:
o Wordcloudonmovieobservations
o Journalprompt:“Writeabouttheschoolmascot(theBruin).Whyisthe
mascotagoodsymbolfortheschool?Whatareothermascots/symbols
fromschools/sports/businessesthatcometomind?Whydotheystick
withyou?”
o GraffitiWall:“Reflectonthepost-itnoteprovidedtwoscenesfromthe
storythatspeaktoyou.Putyourinitialsonyourentry.Thenattachyour
post-itsomewhereintheroom.Finally,walkaroundandcommentonat
leastthreeofyourclassmates’work.”
o WatchclipfromGatsbymovie
o RoaringTwentiesnewsstories:Studentswillreceiveanewsstoryabout
thetimeperiod.Theywillhavetoread/annotatethenewsstoriesand
discusswithasmallgroup.Eachgroupwillpresenttheirarticletothe
class.
o Exitticket:Whatisonethingaboutthe1920syoulearnedtoday?
o HW:Readchapter8-9(35pages)/updatestudyguideand
vocabularyself-awarenesssheet
Assessments
• Journalentry
•
•
•
V.
VI.
GraffitiWallactivity
Newsstoryactivity
Exitticket
Differentiation
• Movieclipwillhelpstudentsgainunderstanding.GraffitiWallactivitywillhelp
studentsworktogetherandlearnfromeachother.
Reflection
• Itaughtthislessontwiceandeachtookonacompletelydifferentfeel.Oneclass
reallyembracedtheGraffitiWall,andwasverycreativeandengaged.Theother
didnottakeitasseriously.Bothclassesstruggledwiththenewsstoryactivity
whenitwastimetosummarizethearticleandpresentittotheclass.
VII.
Writechangesyoumightimplementthenexttimethelessonistaught.
• IwouldpresentboththeseactivitiesafterIhadtimetoworkontheskills
neededtosucceedinthem.Bothactivitiesaskstudentstosummarize
informationfromatextandpresentitinnovatively.TheGraffitiWallalsodeals
withcommentonpeerwork,whichisalearnedskill,asisannotation.Ifthe
studentshadtimetohonetheseskills,thelessonsprobablywouldhavegone
moresmoothly.
VIII. Standards
NCTE/IRA
• (1)Studentsreadawiderangeofprintandnon-printtextstobuildan
understandingoftexts,ofthemselves,andoftheculturesoftheUnitedStates
andtheworld;toacquirenewinformation;torespondtotheneedsand
demandsofsocietyandtheworkplace;andforpersonalfulfillment.Amongthese
textsarefictionandnonfiction,classicandcontemporaryworks.
• (3)Studentsapplyawiderangeofstrategiestocomprehend,interpret,evaluate,
andappreciatetexts.Theydrawontheirpriorexperience,theirinteractions
withotherreadersandwriters,theirknowledgeofwordmeaningandofother
texts,theirwordidentificationstrategies,andtheirunderstandingoftextual
features(e.g.,sound-lettercorrespondence,sentencestructure,context,
graphics).
• (11)Studentsparticipateasknowledgeable,reflective,creative,andcritical
membersofavarietyofliteracycommunities.
VirginiaStandardsofLearning
• (11.3)Thestudentwillapplyknowledgeofwordorigins,derivations,and
figurativelanguagetoextendvocabularydevelopmentinauthentictexts.
• (11.4)Thestudentwillread,comprehend,andanalyzerelationshipsamong
Americanliterature,history,andculture.
RobYunich
English11
April13,2016
I.
II.
III.
IV.
Objectives
• Studentswillbeabletoreflectontheirpersonalexperiencesandcompareto
howGatsbyportrayedhimselfinthebook.
• Studentswillcomparetheirfeelingsonstatementsfromtheanticipationguide
beforethebooktohowtheyfeelaftertheyreadthenovel.
• Studentswillcatchuponcompletingtheirstudyguideandlearnabout
symbolisminthebook.
MaterialsforLearningActivities
• Journals(keptinclassroom)
• Pens/pencils
• TheGreatGatsbybooks
• Studyguides
• Vocabularyself-awarenesshandouts
• GatsbymovieDVD
• Paperfortimelineactivity
• Conclusoryanticipationguides
• PowerPoint
ProceduresforLearningActivities
• Perspective:ThisisthefifthlessonintheunitonTheGreatGatsby.
• Orderofthelesson:
o Wordcloudonnewthingslearned
o Journalprompt:“Haveyoueverwantedtoredoorrevisesomethingthat
happenedinthepast?Wouldyoutotallychangeyour(oryourfamily’s)
historyandcreateanewone?”
o Conclusoryanticipationguideactivity:Studentswillanswerthesame
questionsastheydidbeforereadingthebook.Then,theywillcompare
theseanswerstotheiranswersbeforetheyreadthebook(teacherwill
returnthoseforreference)andseeiftheiranswerschanged.
o WatchendingofGatsbymovie
o Review
o Exitticket:Whatdidyouthinkoftheendofthemovie?
o HW:Finishend-of-unitassignment
Assessments
• Journalentry
• Timelineactivity
• Conclusoryanticipationguideactivity
• Exitticket
V.
VI.
Differentiation
• Movieendingwillhelpstudentsgainunderstanding.Timelineactivitywillhelp
studentsworktogetherandlearnfromeachotheraswellasprovidean
alternatewayofunderstandingthebook.
Reflection
• Thislessonwentreallywell,especiallytheconclusoryanticipationguide
activity.Iwasimpressedwithhowstudentsrealizedthatstatementstheyfelt
stronglyabouttwoweeksagoalsocouldbeappliedtothebook.Whilethe
studentsdon’talwaystalkalotwhilediscussingtheirjournalentries,they
reallygotintothediscussionfortheanticipationguide.Thereviewalsowasa
lateadditionandIthinktheyappreciatedtheadditionaltimetogooverthe
studyguide.
VII.
Writechangesyoumightimplementthenexttimethelessonistaught.
• Iprobablywouldaddmorereviewtimeduringtheunitandalsotrytocoach
themalittlemoreontheanticipationguideactivity.Also,spendingmoretime
watchingthemoviemighthelpthemaswell.
VIII. Standards
NCTE/IRA
• (1)Studentsreadawiderangeofprintandnon-printtextstobuildan
understandingoftexts,ofthemselves,andoftheculturesoftheUnitedStates
andtheworld;toacquirenewinformation;torespondtotheneedsand
demandsofsocietyandtheworkplace;andforpersonalfulfillment.Amongthese
textsarefictionandnonfiction,classicandcontemporaryworks.
• (3)Studentsapplyawiderangeofstrategiestocomprehend,interpret,evaluate,
andappreciatetexts.Theydrawontheirpriorexperience,theirinteractions
withotherreadersandwriters,theirknowledgeofwordmeaningandofother
texts,theirwordidentificationstrategies,andtheirunderstandingoftextual
features(e.g.,sound-lettercorrespondence,sentencestructure,context,
graphics).
• (11)Studentsparticipateasknowledgeable,reflective,creative,andcritical
membersofavarietyofliteracycommunities.
VirginiaStandardsofLearning
• (11.3)Thestudentwillapplyknowledgeofwordorigins,derivations,and
figurativelanguagetoextendvocabularydevelopmentinauthentictexts.
• (11.4)Thestudentwillread,comprehend,andanalyzerelationshipsamong
Americanliterature,history,andculture.
RobYunich
English11
April15,2016
I.
II.
Objectives
• StudentswillcreatetheirownideasforamovieinterpretationofTheGreat
Gatsby.
• Studentswillpresenttheirend-of-unitassignments.
• Studentswillbeabletogetanyoftheirquestionsansweredfromthestudy
guideorvocabassignment.
MaterialsforLearningActivities
• Journals(keptinclassroom)
• Pens/pencils
• TheGreatGatsbybooks
• Studyguides
• Vocabularyself-awarenesshandouts
• PowerPoint
III.
IV.
V.
VI.
VII.
ProceduresforLearningActivities
• Perspective:ThisisthesixthlessonintheunitonTheGreatGatsby.
• Orderofthelesson:
o Wordcloudonmoviethoughts
o Journalprompt:“IfyouweremakingamovieforTheGreatGatsby,how
wouldyoumakeit?Howwoulditcompare/contrasttotheonewe
watchedasaclass?”
o Presentationsforend-of-unitassignment
o Review
o HW:Studyforquiz/bereadytoturninstudyguideandvocabselfawareness
Assessments
• Journalentry
• Presentations
Differentiation
• Presentationswillprovidedifferentinterpretationsofthetext.
Reflection
• Ididn’trealizehowmanystudentswouldnoteitherbeinclassorcomplete
theirend-of-unitassignment.Fortunately,wewereabletousetheextratimeto
review,butIdefinitelyneedtoworkonencouragingstudentstotakedeadlines
moreseriously.
Writechangesyoumightimplementthenexttimethelessonistaught.
•
Iwouldworkonencouragingon-timeturninginandalsohelpingstudents
betterunderstandtherequirementsoftheassignment.
VIII. Standards
NCTE/IRA
• (1)Studentsreadawiderangeofprintandnon-printtextstobuildan
understandingoftexts,ofthemselves,andoftheculturesoftheUnitedStates
andtheworld;toacquirenewinformation;torespondtotheneedsand
demandsofsocietyandtheworkplace;andforpersonalfulfillment.Amongthese
textsarefictionandnonfiction,classicandcontemporaryworks.
• (3)Studentsapplyawiderangeofstrategiestocomprehend,interpret,evaluate,
andappreciatetexts.Theydrawontheirpriorexperience,theirinteractions
withotherreadersandwriters,theirknowledgeofwordmeaningandofother
texts,theirwordidentificationstrategies,andtheirunderstandingoftextual
features(e.g.,sound-lettercorrespondence,sentencestructure,context,
graphics).
• (11)Studentsparticipateasknowledgeable,reflective,creative,andcritical
membersofavarietyofliteracycommunities.
VirginiaStandardsofLearning
• (11.3)Thestudentwillapplyknowledgeofwordorigins,derivations,and
figurativelanguagetoextendvocabularydevelopmentinauthentictexts.
• (11.4)Thestudentwillread,comprehend,andanalyzerelationshipsamong
Americanliterature,history,andculture.
RobYunich
English11
April19,2016
I.
II.
III.
IV.
V.
VI.
VII.
Objectives
• Studentswillcompletefinalassessment(bookquiz)forunit.
• Studentswilldemonstratetheirlearningfromthebookbyapplyingconcepts
fromthestorytotheirjournalentries.
MaterialsforLearningActivities
• Journals(keptinclassroom)
• Pens/pencils
• TheGreatGatsbybooks
• PowerPoint
ProceduresforLearningActivities
• Perspective:ThisisthefinallessonintheunitonTheGreatGatsby.
• Orderofthelesson:
o Collectstudyguide,vocabself-awareness,andbooks(bonuspointsfor
returningontime)
o Bookquiz(withvocabulary)
o Remainingpresentationsforend-of-unitassignment
o SocraticSeminar:Studentswillusetheirjournalentriesfromtheunitto
discussandanswerkeyquestionsaboutTheGreatGatsbyandrelated
material.
Assessments
• Quiz
• Studyguides
• Vocabularyself-awarenesshandouts
• Presentations
• SocraticSeminar
Differentiation
• Presentationswillprovidedifferentinterpretationsofthetext.Socraticseminar
willprovidetimeforcollaboration.
Reflection
• Iwisheverybodywasinclassandcompletedassignmentsontime.Butthat’s
nottherealityofthemodernclassroom,soweasteachershavetoadjust.
Fortunately,allwentprettysmoothlyandthetimingworkedoutwell.
Writechangesyoumightimplementthenexttimethelessonistaught.
• IwouldtrytoimprovetheSocraticSeminarbydoingmorepractice—similarto
whatIthoughtforthefishbowl.
VIII. Standards
NCTE/IRA
• (1)Studentsreadawiderangeofprintandnon-printtextstobuildan
understandingoftexts,ofthemselves,andoftheculturesoftheUnitedStates
andtheworld;toacquirenewinformation;torespondtotheneedsand
demandsofsocietyandtheworkplace;andforpersonalfulfillment.Amongthese
textsarefictionandnonfiction,classicandcontemporaryworks.
• (3)Studentsapplyawiderangeofstrategiestocomprehend,interpret,evaluate,
andappreciatetexts.Theydrawontheirpriorexperience,theirinteractions
withotherreadersandwriters,theirknowledgeofwordmeaningandofother
texts,theirwordidentificationstrategies,andtheirunderstandingoftextual
features(e.g.,sound-lettercorrespondence,sentencestructure,context,
graphics).
• (11)Studentsparticipateasknowledgeable,reflective,creative,andcritical
membersofavarietyofliteracycommunities.
VirginiaStandardsofLearning
• (11.3)Thestudentwillapplyknowledgeofwordorigins,derivations,and
figurativelanguagetoextendvocabularydevelopmentinauthentictexts.
• (11.4)Thestudentwillread,comprehend,andanalyzerelationshipsamong
Americanliterature,history,andculture.
Name:__________________________________________
Date:____________
TheGreatGatsbyAnticipationGuide(BEFOREreadingthebook)
1.Readeachstatementandindicatewhetheryouagreeordisagree.
Agree Disagree
Mostpeoplestrivetoliveamoralandethicallife.
Agree Disagree
Youshouldnevercondemnanyonefordishonesty.
Agree Disagree
Anythingyoucandoto“getahead”inlifeorbetteryoursituationis
acceptable.
Agree Disagree
Youcanandshouldonlybeinlovewithonepersonyourwholelife.
Agree Disagree
Ifyouhaveunintentionallydonesomethingwrong,youshouldnot
havetoberesponsibleforyouractions.
Agree Disagree
TheAmericanDreamispossibleforanyone.
Agree Disagree
Acollegedegreemakesyoumoresociallyaccepted.
Agree Disagree
Ifitseemspossibletoachieveagoalyouhavealwayswanted,you
shouldbeabletodoanythingnecessarytomakeithappen.
Agree Disagree
Whenonecomesbywealthillegally,heorsheisverylikelytopayfor
itintheend.
Agree Disagree
Thereisnodifferencebetweenafamilythathasbeenwealthyfor
generationsandonethatwaspooruntiljustrecently.
2.Selectastatementfromabovethatyoustronglyagreeordisagreewithandexplainwhy
youfeelthatway.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Name:__________________________________________ Period:____________
TheGreatGatsbyStudyGuide
Pleaseanswerthequestionsasyoureadtherespectivechapters.Wewilldiscusssomeof
theanswersinclass.Youcanrecordyouranswershoweveryouwant,butpleasemake
sureyoubringthisstudyguidetoeveryclass.Itwillbecheckedandcountedasa
homeworkassignmentforeveryclass.
Chapter1
1. WhatdowefindoutaboutGatsbyinthischapter?
2. ExplainNick’sreactiontoJordanduringtheirfirstmeeting.
3. HowdoesNickfitintoEastEggandWestEggsocieties?
4. HowdoesNickperceivehimself?
Chapter2
1. Describethe“valleyofashes.”Whatdoesitlooklike?
2. Explainwhatthe“valleyofashes”symbolicallyrepresents.
3. WhatdowelearnaboutMyrtleandGeorgeWilson?
4. Whatdowelearnabouttheget-togetherintheNewYorkapartment?
Chapter3
1. DescribeGatsby’swealth.Whatdowelearnabouthiswealthandthepartieshe
hosts?
2. WhatrumorshavebeentoldaboutGatsby?
3. HowdoesNickmeetGatsby?
4. HowdoesNickreactwhenheseesJordanBaker?Whatdoweknowabouttheir
relationship?
Chapter4
1. WhatdoesGatsbytellNickabouthislife?Ishebelievable?Whatcluesdoyougather
aboutGatsby’spast?
2. WhatdowelearnaboutMeyerWolfsheim?
3. WhatdoesMr.WolfsheimtellNickaboutGatsby?
4. WhatdoesJordantellNickaboutDaisy,Gatsby,andTom?
Chapter5
1. DescribethemeetingbetweenGatsbyandDaisy.Whywashesonervous?
2. WhydidGatsbywantDaisytoseethehouseandhisclothes?
3. HowdoestheGatsbyfaçadestarttofadewhenhecomesoverfortea?
4. HowdoesDaisybegintofailGatsbyasadreamgirl?
Chapter6
1. WhydoesNicktellusthestoryofJamesGatznowinsteadofearlierinthebook?
2. WhatisGatsby’srealhistory?Whereishefrom?
3. WhatisDaisy’sopinionofGatsby’sparty?Howdoesthisaffecthim?
4. HowdoweseeNick’scomingtounderstandthetotalityofGatsby’svision?
Chapter7
1. WhatdoesWilsondotoMyrtle?Why?
2. DescribethefightbetweenGatsbyandTom.Whatdothesementhinkofeachother?
3. WhathappensonthewayhomefromNewYork?
4. WhatisthetruerelationshipbetweenDaisyandTombytheendofthischapter?
Chapter8
1. WhatdoesGatsbytellNickabouthispast?Isittrue?
2. HowdoyouexplainGatsby’sremarkthatDaisy’sloveforTomwasinsignificant
becauseitwasjust“personal”?
3. WhydoesWilsonbelieveGatsbyisakiller?
4. WhatdoesWilsondo?
Chapter9
1. WhoattendsGatsby’sfuneral?Howandwhyisthissignificant?
2. WhydoesFitzgeraldintroducethecharacterofMr.Gatz?
3. WhatdoesNicksayaboutpeoplelikeDaisyandTom?HowarewetojudgeNick’s
reactiontoTomandDaisy?
4. WhydoesNickreturntotheMidwest?
EntireNovel
*Keeptrackoftraits/cluesaboutthefollowing:
1. EastEgg
2. WestEgg
3. Alcohol
4. EyesofDr.T.J.Eckleburg
5. Colors:
a. Green
b. White
c. Red
d. Pink
e. Blue
f. Yellow
Name:__________________________________________ Period:____________
TheGreatGatsbyEndofUnitAssignment
(100points)
DueFriday,April15
TheBasics:ThisisyourchancetodemonstrateyournewfoundknowledgeofTheGreat
Gatsby.Youhaveachoiceastohowyoupresentyourfindings,butNOessaysallowed!
•
•
•
•
•
Sociogram:Asociogramisagraphicrepresentationofaperson’ssociallinksanda
drawingthatplotsthestructureofinterpersonalrelationsinagroupsituation.Use
thesociogramtoexploretheconnectionsbetweenthecharactersandyourviewof
TheGreatGatsby.Letthephysicaldistancebetweencharactersoreventsreflect
youropinionontheircloseness.Becreativewiththeshapes/symbolsyouusefor
eachcharacterorscene.Makesuretoconnecteachoftheshapesinsomeway,using
avarietyoflinetypes.Usedifferentcolors!Makesureyouhaveatleastsixshapes
onyoursociograms.
GraphicNovella:CreateagraphicrepresentationofTheGreatGatsby.Useatleast
16boxes(a.k.a.“comicstrips”).Bespecific!Makesuretoincludeatleast2-3
sentencesand/ordialoguesper“strip”andasmanygraphicrepresentations(with
color!)aspossible.Trytoaddyourownspintothestoryanddon’tjustrestatethe
storyfromthetext.
Mini-NewspaperorMini-Magazine:Create,innewspaperormagazineformat,
storiesorarticlesthatreflectwhathappensinthebookandhowitconnectstothe
timeperiod.Becreative!Makesuretobedescriptiveinyourarticles,use
graphics/photographstoaccompanyyourstoriesandinterviewotherstoaddto
yourpoints.Itshouldbeatleastfourpages,withoneortwoarticlesperpage.
Infographic:Createaninfographicthatreflectswhathappensinthebookandhow
itconnectstotheRoaringTwenties.Becreative!(Looktothedescriptionofthe
graphicnovellaforguidance.)Youneedenoughdetailandinformationtoshowthat
youunderstandthebookandthetimeperiod.Itshouldbesimilarinsizetothe
sociogram.
Other:Ifthereisanothermediumyou’dliketoexplore,pleasetalkwithMr.Yunich!
PresentationswilltakeplaceFriday,April15andMonday,April19.Theywillbe
oneminuteeach,followedaone-minutequestion-and-answersession.Thesignupformwillbepostedintheclassroom.
CITEYOURSOURCES!
Rubric
Component
Exceeds(A)
DoesNotMeet
(D)
Allelementsare
Aportionofthe
Morethanone
thoroughly
findingsisnot
portionisnot
addressedandall
thoroughly
thoroughly
questionsare
addressedand/or addressedand/or
completely
thetopicisnot
thetopicisnot
answered.All
completely
completely
contentisrelevant
addressed.All
answered.Content
andcorrect.
contentisrelevant maybeirrelevant
andcorrect.
orincorrect.
Information
(60points)
Thefindingsare
presented
thoroughlyand
reflectthatalotof
thoughthadgone
intocreatingthe
finalproduct.All
contentisrelevant
andcorrect.The
studentwent
aboveandbeyond
project
requirements.
Appearance
Theartelements
(30points)
goaboveand
beyondwhatis
required.
Grammar/spelling
mistakeswere
non-existentor
minimal.Pride
wasclearlyshown
throughthe
assignment.
Presentation Thepresentation
(10points)
wasfinished
withinthetime
limit,
demonstrated
planning,and
questionswere
answered
completely.
Total
(100points)
Meets(B)
BarelyMeets(C)
Projectiscolorful
andeyeappealing.
Grammar/spelling
mistakesare
presentbutdonot
takeawayfrom
overallproject.
Projectneeds
moregraphicsor
visualappeal.
Grammar/spelling
mistakestake
awayfromoverall
project.
Projectissloppy
and/ornot
colorful.
Grammar/spelling
mistakesare
abundant.
Thepresentation
wasn’tfinished
withinthetime
limitand/orthe
presentationdid
notdemonstrate
planning,and/or
questionswere
notanswered
completely.
Thepresentation
wasn’tfinished
withinthetime
limitand/orthe
presentation
showedasevere
lackofplanning,
and/orquestions
werenot
answered.
Thepresentation
wasdisorganized,
incomplete
and/orshoweda
lackofknowledge
ofthebook.
Name:__________________________________________
Period:____________
TheGreatGatsbyVocabularySelf-AwarenessChart
Procedure:
1.Examinethelistofwordswritteninthefirstcolumn.
2.Puta“+”nexttoeachwordyouknowwellandforwhichyoucanwritean
accurateexampleanddefinition.YourdefinitionandexamplemustrelatetoThe
GreatGatsby.(Allofthewordsarefromthenovel.)
3.Placea“✓”nexttoanywordsforwhichyoucanwriteeitheradefinitionoran
example,butnotboth.
4.Placea“−”nexttowordsthatarenewtoyou.
5.Addatleastfivewordsofyourownintheblankrowstowardsthebottomofthe
tableoronthebackofthepage.
Word(Page)
+ ✓ −
Example
Definition
Feign(1)
Supercilious(7)
Hauteur(31)
Gaudy(40)
Homogeneity(45)
Vacuous(47)
Punctilious(64)
Incredulous(66)
Meretricious(99)
Turgid(100)
Desolate(111)
Inexplicable(125)
Precipitately(125)
Redolent(148)
Interminable(155)
Name:__________________________________________Period:____________
TheGreatGatsbyQuizonchapters1-4
(15points)
I.MultipleChoice(1pointeach)
Clearlycirclethecorrectanswer.
1.Thenarratorofthestoryis:
A.JayGatsby
B.NickCarraway
C.DaisyBuchanan
D.MyrtleWilson
2.GatsbyisNick’s:
A.Neighbor
B.Brother
C.Son
D.Father
3.DaisyisTom’s:
A.Girlfriend
B.Wife
C.Neighbor
D.Friend
4.MyrtleisTom’s:
A.Girlfriend
B.Wife
C.Neighbor
D.Friend
5.JordanBakerisa:
A.Housewife
B.TennisPlayer
C.Chef
B.Golfer
6.Thesettingofthestoryis:
A.TheMidwest
B.Hollywood
C.Europe
D.LongIsland
7.Nicklivesin:
A.TheMidwest
B.EastEgg
C.NewHaven
D.WestEgg
8.Thetimeofthestoryisfrequently
referredtoas:
A.TheRomanticAge
B.TheRealisticAge
C.TheJazzAge
D.TheAlcoholAge
9.Inchaptertwo,thepartytakesplace
atwhoseresidence?
A.Gatsby’s
B.Nick’s
C.TomandDaisy’s
D.TomandMyrtle’s
10.Mr.WolfsheimisGatsby’s:
A.Doctor
B.Lawyer
C.Friend
D.BusinessPartner
II.ShortAnswer(1pointeach)
Answerthequestion.Youdonotneedtousecompletesentences.
11.HowdoesNickperceivehimself?
12.Inchaptertwo,whatdowelearnaboutMyrtleandGeorgeWilson?
13.HowdoesNickmeetGatsby?
14.WhatdoesJordantellNickaboutDaisy,Gatsby,andTom?
15.Describethe“valleyofashes.”Whatdoesitlooklike?
Name:__________________________________________
TheGreatGatsbyQuiz
(25points)
Date:____________
I.MultipleChoice(1pointeach)
Clearlycirclethecorrectanswer.
1.HowdoesNickmeetMyrtleWilson?
a.TomandNickgetoffthetrainatthegarage
b.TomandNickmeetherinanapartmentinNewYork
c.TomandNickstopatthegarageinTom’scar
d.TheymeetatoneofGatsby’sparties
2.HowdoesNickmeetGatsby?
a.GatsbysendsforNickataparty
b.TheymeetattheBuchanan’shouse
c.TheymeetatarestaurantinNewYork
d.Theywindupnexttoeachotherataparty
3.WhodoesNickmeetinthelibrary?
a.MyrtleWilson
b.OwlEyes
c.JordanBaker
d.HenryGatz
4.BedsidesNickandHenryGatz,whoelseattendsGatsby’sfuneral?
a.MyrtleWilson
b.Nobody
c.Allthepeoplefromhisparties
d.OwlEyes
5.WhotoldNickaboutGatsby’shistory?
a.TomBuchanan
b.DaisyBuchanan
c.OwlEyes
d.JordanBaker
II.TrueorFalse(1pointeach)
Writetheword“true”or“false.”DONOTwrite“T”or“F!”
_____________6.Gatsbyinheritedvastwealthfromhisparents,buthelostitinthebigpanic
ofthewar.
_____________7.AlthoughNickrecognizesJordan’sbasicdishonesty,helovesherdeeplyand
planstomarryher.
_____________8.RecognizingthatDaisylovesGatsby,Tomagreestograntheradivorce.
_____________9.Gatsby’sfuneralisattendedbyallofthepeoplewhoattendedhisparties.
_____________10.AlmostallofthepeoplewhoattendGatsby’spartiesarehisfriends.Theyall
haveinvitations.
III.ShortAnswer(2pointseach)
Answerthequestion.Youdonotneedtousecompletesentences.
11.WhydidGatsbywantDaisytoseethehouseandhisclothes?
12.HowdoweseeNick’scomingtounderstandthetotalityofGatsby’svision?
13.DescribethefightbetweenGatsbyandTom.Whatdothesementhinkofeachother?
14.WhatdoesGatsbytellNickabouthispast?Isittrue?
15.WhydoesNickreturntotheMidwest?
IV.Vocabulary(1pointeach)
Foreachdefinition,selectfromthewordbankbelow.
16.Disdainfulorcontemptuous_______________________________________________________
17.Brilliantlyorexcessivelyshowy_______________________________________________________
18.Barrenorlaidwaste_______________________________________________________
19.Unending_______________________________________________________
20.Incapableofbeingaccountedfororexplained________________________________________________
Feign
Gaudy
Punctilious
Turgid
Supercilious
Homogeneity
Incredulous
Desolate
Hauteur
Vacuous
Meretricious
Inexplicable
Precipitately
Redolent
Interminable
Stratum
V.ExtraCredit(1pointeach)
21.WhatisthesignificanceofWestEgg?
22.Whatissymbolicaboutthecolorwhite?
23.Howisalcoholsymbolicinthenovel?
24.WhoisknownastheFirstLadyofSong?
25.WhosenicknameisSatchmo?
Name:__________________________________________
Date:____________
TheGreatGatsbyAnticipationGuide(AFTERreadingthebook)
1.NowthatyouhavereadTheGreatGatsby,indicatewhetheryouagreeordisagreewith
thefollowingstatementsbasedonwhatyougleanedfromthebook.
Agree Disagree
Mostpeoplestrivetoliveamoralandethicallife.
Agree Disagree
Youshouldnevercondemnanyonefordishonesty.
Agree Disagree
Anythingyoucandoto“getahead”inlifeorbetteryoursituationis
acceptable.
Agree Disagree
Youcanandshouldonlybeinlovewithonepersonyourwholelife.
Agree Disagree
Ifyouhaveunintentionallydonesomethingwrong,youshouldnot
havetoberesponsibleforyouractions.
Agree Disagree
TheAmericanDreamispossibleforanyone.
Agree Disagree
Acollegedegreemakesyoumoresociallyaccepted.
Agree Disagree
Ifitseemspossibletoachieveagoalyouhavealwayswanted,you
shouldbeabletodoanythingnecessarytomakeithappen.
Agree Disagree
Whenonecomesbywealthillegally,heorsheisverylikelytopayfor
itintheend.
Agree Disagree
Thereisnodifferencebetweenafamilythathasbeenwealthyfor
generationsandonethatwaspooruntiljustrecently.
2.SelecttheonestatementfromabovethatyouMOSTstronglyagreeordisagreewithand
explainwhyyoufeelthatway.Useinformationfromthebookifpossible.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________