GENEVA COLLEGE

Beaver Falls, PA

LESSON PLAN TEMPLATE

Name: ______________Lauren Tipton____________________Date: ____02/26/21_________

Subject: _________English_______________ Grade Level: _______11th_________

Topic: The Great Gatsby

PA or Common Core Standards

CC.1.3.11–12.A Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details; 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.E Evaluate the structure of texts including how specific sentences, paragraphs, and larger
portions of the texts relate to each other and the whole.
CC.1.3.11–12.F Evaluate how words and phrases shape meaning and tone in texts.

Learning Objectives: Objectives must be written using observable verbs

Students will be able to explain the importance of various quotes, and predict some of the character
development and events to come.

Materials
Schoology
Google Meets
The Great Gatsby
NearPod

Lesson Development
Introduction
We will begin class by reading the rest of chapter 7, and stopping periodically to discuss what is going on.
(I will be asking clarifying questions as we read)
 Lesson development (activities, procedures)
Once we finish that, we will begin a Nearpod activity as a class. The first part of the Nearpod identifies
major quotes from chapter 7 and asks who says it, what the context was, and what its importance is. Next
I ask them to use what knowledge they have so far, and draw some conclusions about what a few themes
of the book might be. And the last section, which they can do individually, is to watch a video of a scene
from chapter 7 in the movie, and answer two questions.

Evidence of differentiated instruction (content, process, product, or learning

environment)
Process: students can read the book on their own, or follow along with me as I read.
Learning environment: the Nearpod will be class paced, and I will be going through it with them, asking
for input and class discussion.
Content: if one class does not finish the near pod in class, they will have to finish it for homework.

Closure (summary)
If we do not finish the Nearpod in class, they will have to finish it for homework. I also announced that
their final project due date is pushed back a couple of days.

Assessment/evaluation
Students will be given a grade for the Nearpod (Nearpod basically grades it for me), and that grade will be
based on the accuracy with which they answered the various questions. They can also go back and correct
their answers, and receive points back if they do that. But they will be assessed on the importance of
quotes within the chapter, and what they add to the plot.

Modifications or accommodations
I will be reading the novel out loud to students
We will be reinforcing the main ideas and events from the chapter together in class.
Students will be working on the Nearpod assignment with me, and will have the ability to ask me for help
via my office hours.

Self-evaluation
I thought this was a really fun lesson, we did not get through as much of the NearPod as I would have
liked. But this was a really interesting, action packed chapter, so the class was stopping and discussing
what was happening a lot. So it was good to get some energy that way.
I wish I would have paced the class a little better, so I didn’t have as much to read that day, because I
think it’s really important for them to understand the gravity of some of the quotes.
I definitely want to consider how to get those quiet students to participate more, because there are 5
students who do all the talking, and it’d be great to hear from some other students. I’m thinking I might
start calling on students more in the next unit, when I'm a little more comfortable with them.