Lesson Plan Form

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

III/English III

Unit Title: Great Gatsby (Days 27-30): Movie Days: The Great Gatsby
Time Length: 45 minutes
Date of Lesson: Monday, April 1st, 2019-Friday, April 5th, 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 movie can now contribute to their overall understanding of The Great
Gatsby as a whole. This class will involve watching the movie, 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 Great
Gatsby as whole by engaging in the film that summarizes their findings and culminated knowledge/decision
making/contribution about 1920’s concepts throughout the completion 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 the Great Gatsby movie and significant events/elements of the 1920s followed by a pre
and post-assessment of the completion of the previous turned in assignments that reveals their decision making regarding
these topics. The movie serves as an overview review analysis that gets students familiar with the different types of units
within this larger unit. The student will also be able to combine and reflect over the knowledge of this lesson with the
information built over the past few weeks for a culmination reflected in their final project and test shown earlier this week.

Connection: This lesson is the twenty-seventh and thirty 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 chapters and activities completed in the previous unit lessons and explores
various concepts as their learning comes to a completed revelation.
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 watch the Great Gatsby and reflect on its ideals both in and out of class as a culminative
experience of chapters one through nine that they have learned throughout the entirety of this unit. This serves as a pre-
assessment form prior to seeing their tests and project scores and moving to a new unit of material.
Post Assessment: When the students arrive in class, they will hopefully show signs of growth through the pre-assessment
reading and HW questions, group work and involvement explored through chapters one through nine. As the completion of
this unit arises, the post-assessment will thus be shown in their graded A-Z Project/Exam as a result of their growth and
findings. This final project and culminative unit exam with reviews 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. Taking their final exam over the completed unit analysis that builds upon the
relevancy of the 1920s concepts explored the days before will show reflection in this project.
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, modeling, and demonstration of materials, including the
movie and questioning as needed. 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 creating their
own graded A-Z Chart, discussions, and thinking deeply.
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 large groups for watching the movie. Individualized instruction is utilized for paying attention and gaining
their own traction of guided understanding. Though students are often in small and large groups, for instance, they are still
required to fill out their own project with creative and 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.)?
-Great Gatsby Movie
-Write discussion points for Daily Agenda (Smartboard or Chalkboard) (If needed)
-Computer
-Smartboard
-Chalkboard
-Participation Sheet (may mark if needed to keep students on task)
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: “Are you guys able to see the full-circle of the American Dream fulfilled in The Great Gatsby?”
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 explain and administer the Great Gatsby film.
The students will:
1. The student will discuss with the teacher in the introduction. 5 MINUTES
2. Watch the Great Gatsby in class. 40 MINUTES
c. Conclusion/Summary - Review; Students demonstrate achievement; Connection with future lesson.
The teacher will ask the introduction questions, allowing students to answer through discussion that familiarizes them with
the main concepts of the completed Great Gatsby and utilizing information of the 1920s. Once the questioning is complete,
the students will engage in a small and large group for the administration of the film.
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 through their reflected
understanding of the film when it is shown. This is shown as the completion of the unit and allows the students to relax and
prepare for Prom week that will be occurring.

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.

a. Determine two or more themes of a text and analyze their development over the course of the text, including how they
interact and build on one another.
b. Produce a thorough analysis of the text.

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):