Academics, Accountability, Achievement Clayton County Public Schools

Grade Level: 9th Grade, March 2014 (N. Robinson) Opening Direct explanation: Students will read and analyze F. Scott Fitzgeralds The Great Gatsby. Students will complete a compare and contrast essay, drawing parallels between the novel and the most recent movie version. The final draft of this essay must be submitted using Edmodo.

Monday
Hook- Was Gatsby doomed from the start? Standard(s): ELACC11-12W4: 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 13 above.) ELACC11-12W6: 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. Essential Question(s): How can digital media be used in presentations to add interest and enhance understanding of findings, reasoning, and evidence? How do Modernist writers demonstrate the knowledge of earlytwentieth-century foundational works of American literature? How can one use figurative language to contribute to the development of theme?

Tuesday
Hook: How long would you hold out for love? Standard(s): ELACC11-12W4: 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 13 above.) ELACC11-12W6: 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. Essential Question(s): How can digital media be used in presentations to add interest and enhance understanding of findings, reasoning, and evidence? How do Modernist writers demonstrate the knowledge of earlytwentieth-century foundational works of American literature? How can one use figurative language to contribute to the development of theme?

Work Period Modeling the lessons concepts Guided practice with corrective feedback Apply Independent practice with limited teacher guidance Reflection

Teacher will share a compare and contrast essay with students in order to review the elements and organizational structure of the essay. Students will begin creating a Venn Diagram, which will compare and contrast the novel, The Great Gatsby to the movie version. Teacher will provide feedback on students diagrams.

Teacher will share a compare and contrast essay with students in order to review the elements and organizational structure of the essay. Teacher will view students rough draft of their compare and contrast essay. Teacher will provide feedback to students about their essays.

Students will begin writing their rough draft of their compare and contrast essay.

Students will begin writing their final draft of their compare and contrast essay. Once the final editing is done, students will be prepared to publish. The publishing must be done by posting on Edmodo, and every student has been given their student code.

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Review of learning objectives

Reflection: Journal

Reflection: Journal

Opening Direct explanation of what students will do. Students create a Profile Publisher (similar to Facebook) utilizing the interactive website, ReadWriteThink. Students will also create a booktalk for the novel, The Great Gatsby.

Wednesday
Hook: EOCT Test Prep Standard(s): ELACC11-12W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 13 above.) ELACC11-12W6: 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.

Thursday
Hook: EOCT Test Prep Standard(s): ELACC11-12W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 13 above.) ELACC11-12W6: 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. Hook: EOCT Test Prep Standard(s):

Friday

ELACC11-12W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 13 above.) ELACC11-12W6: 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.

Essential Question(s): How can digital media be used in presentations to add interest and enhance understanding of findings, reasoning, and evidence? How do Modernist writers demonstrate the knowledge of early-twentieth-century foundational works of American literature? How can one use figurative language to contribute to the development of theme?

Essential Question(s): How can digital media be used in presentations to add interest and enhance understanding of findings, reasoning, and evidence? How do Modernist writers demonstrate the knowledge of early-twentieth-century foundational works of American literature? How can one use figurative language to contribute to the development of theme?

Essential Question(s): How can digital media be used in presentations to add interest and enhance understanding of findings, reasoning, and evidence? How do Modernist writers demonstrate the knowledge of early-twentieth-century foundational works of American literature? How can one use figurative language to contribute to the development of theme?

Work Period

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Modeling the lessons concepts Guided practice with corrective feedback

Teacher will give an overview of the Profile Publisher on www.readwritethink.org.

Teacher will review the Profile Publisher on www.readwritethink.org.

Teacher will review the elements of a booktalk with students. Teacher will share examples of a booktalks.

Teacher will issue laptops to each student and they will log onto the website: www.readwritethink.org. They will look for the Profile Publisher interactive. Teacher will ensure that students are at the right site and right activity.

Teacher will reissue laptops and students will find their Profile Publisher.

Teacher will give students the requirements of the booktalk and answer any questions students may have for this assignment.

Apply Independent Practice with limited teacher guidance

After discussions on character development, students will begin choosing a character from The Great Gatsby and begin creating a profile for that character on www.readwritethink.org.

Students will finalize their Profile Publisher and then post their profile on Edmodo.

Students will work in groups of 2-3 students and begin writing their book talk for the novel, The Great Gatsby. Students can create a video using their cell phones about their book talk. That video can then be uploaded onto schooltube.com

Reflection Review of learning objectives

Teacher will select a few book talk presentations and share them with the class.

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