Title: Introduction to Novel Studies

Grade: Length:
11 - ENG3U 75 minutes

Subject / strand(s): Teacher:

English - Literature Studies Lindsay Reid Luminoso

Description (crux of the lesson, where and how does it fit into the course/curriculum)
This lesson is an introduction to the unit and will highlight themes and context of the novel studied. This unit will be highlighting the reading and writing expectations of the curriculum, but will also highlight media studies and communication.

Expectations (what will students be able to do/know by the end of the lesson)
Students should have a general understanding of the novel "The Great Gatsby" by F. Scott Fitzgerald. They should be able to understand the time period it was written in, the context and setting of the novel. They should have some familiarity with the the themes that will be discussed in great length with the text. Students will be diagnositcally assessed on their previous knowledge of the text through an activity. Furthermore, the students will have an opportunity for formative assessment by engaging with learning centres that are created for multiple intelligences. Curriculum: Reading and Literature Studies: Demonstrating Understanding of Content 1.3, Interconnected Skills 4.2 students will be asked to view a number of different depictions of the novel cover. They will then be asked at the end of the class how viewing and discussing the covers will enrich their reading or helped them when they were reading the first chapter. Media Studies: Purpose and Audience 1.1 Through the novel covers activity, students will be asked to identify the purpose and audience of the cover in conjunction with the novel. What do you think the novel is about? Who would this cover be marketed towards? Would you read this novel based on the cover? Students should know that there are various ways that media can represent the same text. Through this exercise students will draw on critical thinking skills in order to understand what the novel will be about. Students should understand the background of the novel and the time period it is set. They will have gathered an understanding of the authors intention and will be able to find key examples of themes of the novel through their journal writing.

Resources
Equipment and materials - The Equiptment required is outlined in the learning centres description Handouts - Handouts will be given for each learning centre, students will only take the handout for the centre they are participating in.

Strategies
(click all that apply) cooperative learning technology integration learning centers hands-on activity demonstration simulation other

Student groupings
(click all that apply) whole class pairs small groups independent work

Timing 10 min. Students will be placed in groups of four or five depending on class size. Because this unit is close to the end of the year, students' strengths and weaknesses are known. The groups will be created with students that are both strong and weak in literature studies and reading as well as willingness to participate. After the groups are formed, they are all given a different cover version of the novel The Great Gatsby. In groups, write on the board the question: What do you think the novel is about without looking at the synopsis or looking at chapters? Have them think of things like time period, main characters or anything that the cover might suggest. Pose the question: Who do you think the Great Gatsby is based on the cover of the novel you were given? You should be walking around the class to make sure students stay on task.

Specific Content

Motivation (grab and focus student attention)

Lesson Plan Template A Dr. Colla J. MacDonald and Heather Mace, University of Ottawa

Recap (activate and diagnose prior knowledge)

10 min. Bring all students back into a group discussion and ask the class what they think the novel is about. Each group should give one specific about their interpretation of the novel. Once each group has a chance to speak, hand out the class copies of the novel and ask a student to read the synopsis of the back aloud for the class to follow along with. Depending on the level of participation, you can ask if students were surprised by the synopsis or if there was anything interesting that they are looking forward to. Body (give and/or demonstrate necessary information) 10 min. For the next part of the lesson, students will be asked to visit learning centers. There will be five learning centres for students to complete thorughout the unit. Each center looks at one of the main themes in the Great Gastby and will be great for formative assessment. There will be a variety of activities that will be effective for all different types of learning. Students must complete 3 of the 5 and will have complete choice in which they decide to complete. 5 min. The teacher should constantly be wandering around during the centres, making sure that students are staying on task and checking for understanding. Consolidation (application or practice of knowledge: activities, exercises, games) 30 min.

Check for understanding (key words or questions)

Learning Centre 1: The 1919 World Series Activity. In the novel we are introduced to a character named Meyer Wolfsheim, who Gatsby says was responsible for fixing the world series. Students at this activity will be given an information sheet about the 1919 World Series Black Sox Scandal. Students will be asked to embody one of the eight White Sox players responsible for the fixing and write a letter to the public stating the plan and intentions for the fixing of the game. This activity will be used to give students an understanding of corruption, will be useful when discussing the theme in context of the novel, and will be assess based on their writing skills and ability to understand and read instructions. Learning Centre 2: East and West Egg Activity. This activity will allow students to investigate the setting of the novel and the idea of classism. West Egg is a wealthy community on Long Island Sound and is inhabited by "new money" living in grand mansions and bungalows. Across the bay was East Egg, inhabited by the "old aristocracy," including Tom and Daisy Buchanan. East Egg is filled with ivy covered mansions and was created for the aristocracy. Students will be given quotations that demonstrate the setting. They will also be given stacks of paper, markers, popsickel sticks, pipe cleaners, cardboard, glue, plasticine, etc. They will be asked to create a representation of East verus West Egg in any creative manner they want. They must stay true to the texts but add whatever information they are not given. Students will be assessed based on their connection to the text and the ability to create connections. Learning Centre 3: The American Dream Activity. This novel is surrounded by the American Dream. Students will use the internet and will look at a video of Martin Luther King, Jr. "I have a dream." Students will discuss the idea of the American dream by looking at different symbols of the American Dream. Students should understand that time-periods dictate the context of the American Dream. Students will have the chance to create an American Dream Poster that demonstrates their idea of the American Dream. Students will be assessed based on their idea to make connections and will be able to view a number of different themes involving the American Dream. Learning Centre 4: The Great Gatsby Clip Activity: Students will be asked to discuss what they think Gatsby looks and talks like. They will also discuss how they view the setting and context of the novel. Students will then watch important clips from the 3 different movie adaptations of the Great Gatsby. They will be given textual contexts for the scene and will be asked to create a chart that demonstrates the differences in representations between the movies and the novel. Learning Centre 5: Facebook Activity: Students will be given different textual quotes about various characters. They will not know which descriptors go with which characters. They will also be given a list of characters. Students must create a facebook profile (given in hardcopy to students) and will create their own personas for what they think the characters will be like. They can draw on previous knowledge and the "book covers" assignment to create a profile. Students should learn about characteristics of the main characters and once finished, will see how accurate their assumptions are. 10 min. Closure (recap key concepts, look ahead) Students will be asked to clean their learning centres and hand in the assignments that they had been working on. If something wasn't finished, students will be given an opportunity to complete it at a later point.

Assessment or evaluation
Lesson Plan Template A Dr. Colla J. MacDonald and Heather Mace, University of Ottawa

Purpose (check all that apply)

diagnostic formative summative assessment evaluation

Student performance
(what students will do/produce) Students will be assessed on their brainstorming skills as well as their work in groups to brainstorm ideas about the novel based on images. Students will then bring their ideas to the class to see what they are able to deduce. Students will work in groups at learning centres and completing assigned tasks.

Tool (include tools)

checklist rubric marking scheme observation

Knowledge and skills

(what specific knowledge and skills are you targeting in their work?) Knowledge: - Students will gain knowledge of different themes of the novel as well as the setting and context. They should gain a perspective about the novel and their hopes for the unit Skills: - Students will work on various skills, depending on the learning centre they choose. Students will need group work and independent work skills. Learning skills: Cooperation with others

Adaptations (what special needs students are in the class? how can you meet their needs?) The great thing about this lesson is that it allows for students choice in their learning strategies. The learning centres allows for students with different learning techniques which include, reading, viewing, kinesthetic, investigative learning among others. The groups would be allowed to form themselves based on not only their learning style but their topic of interest. Ali would be able to choose which learning centre she would like to go to. She would be given her own criteria to follow and have a component in each learning centre to be in charge of. In Learning Centre 1: Ali will be a part of the group and will be given her own information to work with which includes the names of the baseball players involved in the scandal, including their street names and what they did. She will be asked to think of words that describe what they have done and her feelings about their cheating. In learning centre 2: Ali will work with her group and help to artistically represent the city. She will be given guiding instructions from her group members about where she can contribute. In learning centre 3:Ali will work with the group discussing dreams and aspirations. She will be asked to create a poster of what she dreams about being and doing. In learning centre 4: Ali will be asked to watch the clips with the other students and contribute ideas about the differences between the films and read aloud texts. In learning centre 5: Ali will be asked to draw a picture of what she thinks one of the characters look like and attach it to a facebook profile that she will create after. These modifications will be used only if Ali feels that she is not able to complete the tasks. She will be included in the entirety of the lesson and an EA could possible be used to help her navigate through the centres.

Lesson review (how did it go? changes?)

Lesson Plan Template A Dr. Colla J. MacDonald and Heather Mace, University of Ottawa