Grace Anderson

Lesson Date: 3/11-3/12/2020

Grade level and Subject 11th grade; English Language Arts
Content and Standards Standard Area:
CC.1.3-Reading Literature

Standards:
CC.1.3.11-12.A: Determine and analyze the relationship between
two or more themes or central ideas of a text, including the
development and interaction of the themes; provide an objective
summary of the text.

CC.1.3.11-12.B: Cite strong and thorough textual evidence to

support analysis of what the text says explicitly as well as
inferences and conclusions based on and related to an author’s
implicit and explicit assumptions and beliefs.

CC.1.3.11-12.D: Evaluate how an author’s point of view or purpose

shapes the content and style of a text.

CC.1.3.11-12.K: Read and comprehend literary fiction on grade

level, reading independently and proficiently.

Prerequisites Students should have prior knowledge of the historical period of

the 1920s
Students will have read chapter 7 of The Great Gatsby by F. Scott
Fitzgerald prior to class
Essential Questions  Why is it important to identify and analyze the climax of a
novel?
 How can we interpret specific scenes from within The
Great Gatsby in order to explain why they are significant to
the greater meaning of the narrative as a whole?
 How does dialogue contribute to the theme of the novel?
 How can we identify specific symbols within The Great
Gatsby and what might they represent?

Instructional Objective At the end of this lesson students will be able to:
 Identify a minimum of 6 scenes from chapter 7 of The
Great Gatsby
 Incorporate a minimum of 1 direct quote to use as dialogue
for each scene
 Identify and analyze a minimum of 1 symbol from chapter
 7
 Explain the importance of the climax of The Great Gatsby
and how it contributes to the overarching theme of the
novel.

Instructional  Beginning of class: I will go over a brief recap of our in-class

Procedures discussion of chapter 7 of The Great Gatsby from the
previous class. We will go over the symbols mentioned in
chapter 7 that we were note able to cover previously.

 Middle of class: I will then introduce the students to the

website StoryboardThat.com. I will explain that this
website is a creative way to create a virtual storyboard (or
comic strip) through the use of technology. It is great for
hybrid scheduling where many students are virtual learners
and do not have the necessary supplies to create
storyboard on physical paper. I will show them how to use
the website to create their own storyboard. Students must
create a storyboard of the climax (chapter 7) that includes
a minimum of 6 scenes, with descriptions and dialogue. As
well as accurate representation of the scenes through
graphic elements.

 End of class: After I have explained the storyboard activity,

I will allow the students to use the rest of the class period
to work on the activity. Students will have the opportunity
to ask any questions they may have in regards to the
storyboard.

Materials, Equipment,  Actively Learn (includes the book The Great Gatsby)
and Technology  Projector
 District provided laptops
 Zoom for the virtual classes
 Schoology
 www.StoryboardThat.com
Assessment/Evaluation The students will be submitting their storyboards individually on
Schoology. I will use their storyboards and descriptions to evaluate
the students’ understanding of the climax of the novel. As well as
their ability to pick specific quotes of dialogue from the text.
Individualized Activities For asynchronous homework students will finish completing their
storyboards by Sunday night and will read chapter 8 of The Great
Gatsby on Actively Learn.