Unit Title: Persuasive Writing The Great Gatsby Lesson No.

. 1/August 27, 2013 Lesson Objectives & Specific Learning Outcomes: SWBAT: Cognitive (know/understand): 1. (Unit unknown) 1.1. Students will understand that The Great Gatsby is a novel that influenced culture even today. 1.2. Students will understand that making predictions can heighten the experience of reading and analyzing a text. Affective (feel/value): 2. (Unit unknown) 2.1. Students will value the time given to analyze a novels purpose before reading it. Performance (do): 3. (Unit unknown) 3.1. Students will be able to make inferences of the plot of The Great Gatsby. 3.2. Students will be able to analyze an epigraph relating to The Great Gatsby. SOLs: 11.2 c) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion. d) Determine the authors purpose and intended effect on the audience for media messages. 11.4 k) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts. Materials Needed: Gatsby PPT Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: Students are seated in desks: half the class facing the other, vice versa. (Regular arrangement). 1. [1 min.] Bridge: Quick introduction to the novel The Great Gatsby. 2. [7 mins.] Step 1: Students will look at the book cover and current movie poster (2013) from The Great Gatsby and make inferences to its meaning.

3. [7 mins.] Step 2: Students will try to interpret the epigraph at the beginning of The Great Gatsby and relate it to what they believe the book is about.

4. [1 min.] Step 3: Students will be asked to keep two essential thematic questions in mind while reading the novel: Who or what is Jay Gatsby? What makes Gatsby so great? 5. [2 mins] Closure: Students will be assigned reading homework and will be asked to mark certain passages from the text that they found interesting relating to themes. *Chapters 1-3 must be read by Friday, August 30, 2013. Methods of Assessment: (for evaluating the specific objectives listed above) Formative: Classroom Discussion (SOLs 11.2 c, d, 11.4 k) (SWBAT 1.1, 1.2, 2.1, 3.1, 3.2): o Students will assessed orally from class discussion. They will be able to answer questions and make predictions aloud to myself and their classmates. There are two classroom discussions pertaining to the book/movie posters and the epigraph.

In Retrospect: (Reflective notes following my instruction) I believe my time management within this lesson was executed well. I had made an extra section in the associated PPT, but upon looking at the time and making up the lesson, I realized that I should cut it out. I think the discussion portion went quite well. The students were a little more talkative since it was the first day of school, and I believe being able to tie the novel back to a current representation of it really helped. Although at times the discussion was silly, they never actually got off topic from discussing what I asked them too. I believe if I were doing this again, I would try and make sure mediate the discussion a little more. I prompted the students at what to look at, which was effective, but hopefully if I can better emphasize to the students what Im looking for, they might be able Materials Appendix: (Included are all supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) Gatsby PPT Computer and projector