Teacher: 

Subject: ENGLISH II Grade Level: 10/11

HALLIE ROSE                               
Overall Goal of Lesson: To analyze a text on a deeper level to discover author’s purpose and
determine how different aspects of the text help achieve this.
Instructional Objectives:

The student will be able to identify author’s purpose, analyze how text structure,
print, graphic features, and literary devices achieve author’s purpose, how diction and
syntax contribute to mood, voice, and tone, how language influences reader’s
perspective, what the purpose of rhetorical devices are, and determine effects of logical
fallacies.
Texas Essential Knowledge & Skills (TEKS) & ELPS: Key Vocabulary: Purpose, audience,
Eng-II.8
abnormal print, graphics, language
types, literary devices, diction, syntax,
mood, voice, tone, rhetorical devices,
logical fallacies.
Higher Order Questions: Why do authors write fiction books? Does every book need a

purpose? Are there any books you have read that have a purpose that is very obvious?
Student Activities: (Keep in mind the following: Scaffolding, Independent or  Cooperative activities,
Groupings, Reading, Writing, Listening, Hands-On/Minds-On, Connections  to previous knowledge, etc)

This is a class assignment that leads into small groups. It focuses on cooperative activities,
groupings, reading, listening, and connections to previous knowledge.

Modifications/ELL Strategies: Anticipatory Activity for Lesson:

For students with hearing impairments, I 1. Summarize The Great Gatsby

will sit them close to the front and make 2. Compare how The Great Gatsby makes
sure they can see my mouth at all times. them feel to other stories we’ve read
3. Discuss what they think makes The Great
For students with vision impairments, I will Gatsby feel differently than other stories.
provide a copy of everything electronically
so they can enhance the size of the text
when needed.
For students with ADHD, I will be sure to
keep the lesson moving, changing course as
often as possible. I will also provide an
agenda for each day and for the entire
week so that they can turn to this when
they lose focus or forget what they are
supposed to be working towards.

For students with reading impairments, I

will try to speak as much as I can aloud, but
I will provide opportunities for them to go
to Content Mastery when needed.

For all of these students or others that fall

under similar exceptionalities, I will provide
extra time on assignments, allow them to
take home anything they don’t finish in
class. Help after or during class when
needed, and pair with students I think will
be able to help and support the exceptional
students. I will make sure to always be
available to answer questions, but I will also
walk around the room and be on the
lookout in case some are struggling but are
too afraid to speak up.

Time Teacher Input/Lesson Activity:

 
Using what we discussed, rewrite the ending of the story so that the
purpose is different than what Fitzgerald intended it to be. First, decide on a
10min
new purpose with your partner. Then, together, change the mood, the tone,
 the audience—whatever you need to in order to support this different
purpose. 
Modeling:

For instance, if I wanted to change the purpose of the story to one

expressing the dangers of judging a book by its cover, I would alter the
ending so that Daisy turns out to have been a spy the whole time. I would
10min do this by creating a more mysterious mood and including graphics of
action.
Guided Practice:

As a class, we will choose a book we have read previously in the course,

determine the purpose of that book, and change it using different literary
devices. In groups, students will then repeat with varying factors.
10mi
n Independent Practice:

Break out of groups, give another handout like the one from beginning of
class, using another story previously read in the course, identify all of these
aspects on your own.
20min Lesson Closure:

Each student will complete an exit card over the lesson, writing a short
answer explaining what they think was the most important aspect of The
Great Gatsby in determining the purpose.
Assessment Methods/Strategies:
10min
After reading the exit cards, I will be able to determine how many students
grasped the concept, and thus, estimate how many more days we will need
to spend on the subject.
Resources:
Handouts, The Great Gatsby.
 
Reflection:
This is a lesson that will require great attention and focus and will likely span over a few
days. It encourages creativity and thinking outside the box. Depending on how well it is
received by the older grades, I would enjoy introducing similar lessons to younger grades.