Brandeis Education Program Unit Plan: The Great Gatsby Demographics of Students: Ethnicity: There are fourteen students

s in D period who take American Literature College Prep 1 (CP1). Most of the students in the class are white; there are two black and three Hispanic girls. In G period, there are twenty-five students, and there are more Hispanic students than D period. Participation: Most of the students in D period are quiet; they diligently take notes and do not disturb other students. Kevin, David, and Maddy consistently participate in class discussions; several other students participate once or twice during a lesson. Ms. Thompson cold calls students when they have prepared answers in writing. Neilson rarely participates and can disrupt other students. Ms. Thompson reminds students who are not focusing on the lesson to stay with us during the class discussions. More students volunteer in the G period than in the D period; however, it is usually the same students that sit on the left side of the room. I would like to call on students who sit on the right side of the room when I begin teaching them. Also, I would like to place students in small groups to encourage more active participation. Homework: Most students complete their homework on time and thoroughly. If the students do not completely finish their homework, then they receive a low grade. Ms. Thompson checks homework while students complete the Do now. Learning Styles: Maddy has a 504 plan because she has an attention disorder; Hayley has an IEP. Both students are motivated and participate in class activities. All students would benefit from more visual aids and collaboration. Unit Topic: The Great Gatsby Big Ideas: The American dream encapsulates the traditional social ideals of the United States, such as equality, democracy, and material prosperity. The American dream both promotes and limits opportunity. Individuals can attain the American dream, but their actions to achieve the dream may be morally corrupt. An individuals class and location of his or her home affects his or her attitude toward others. The narrator Nick Carraway is the storys moral guide and judge. Essential Questions: What is the American dream? How do Americans try to achieve the dream? To what extent is the American dream attainable for everyone today? How do the actions in the novel illustrate Fitzgeralds attitude toward the American dream? 1

How do the symbols and imagery that Fitzgerald employs accentuate the themes of the novel? What effect does materialism and social class have on human relationships? How does the narrator function in The Great Gatsby? How do Fitzgeralds descriptions of geography and setting influence our understanding of character motivations and conflicts?

Objectives a. Knowledge Outcomes Students will understand the difference between Gatsbys dream and his reality. Students will be able to define elements of the American dream and evaluate its relevance to their lives, American society today, and the characters in the novel. Students will identify symbols such as the green light, color symbolism, the valley of ashes, and the T.J. Eckleberg sign and understand their significance within the novel. Through Socratic seminars, quotations that analyze character development, and a chart comparing East and West Egg, students will understand the role social status plays in the characters actions and treatment toward others. Through role-play, students will interpret characters motivations and emotions. Students will assess the reliability of Nick Carraway as a narrator and consider why Fitzgerald has chosen him as the moral guide for the novel. In the lesson From Words to Images, students will understand the role of characterization and imagery in the novel by drawing an image of a character with an appropriate setting that is supported by textual evidence. Students will be able to follow the characters development throughout the novel using the character development handout. CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Students will compare film versions to the text in order to analyze disparate interpretations of the text. CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. b. Skill Outcomes Students will refine their analytical writing skills when they complete one of the following essay prompts: 1. How does Gatsbys dream compare to his reality? What does this reveal about Gatsby as a character?

2. Is The Great Gatsby a novel about the failure of the American dream? Explain how and why using textual evidence. CCSS.ELA-Literacy.W.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.. Students will practice oral communication during class discussions and Socratic seminars. Students will improve listening comprehension skills through discussions. Students will refine analytical skills through quotation analysis in journal. CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

Assessment a. Formative Assessments Journal prompts DIRT quizzes Chapter quizzes Vocabulary quizzes Exit tickets Group presentations Comments during class discussions and Socratic seminars Homework Creative assignments (acting a scene, characterization drawing) b. Summative Assessments Test at the end of the novel Graded Socratic seminar Five paragraph essay Sequence of Learning Activities over a 2-4 week period See attached calendar. Sponge Activities Students will begin their homework if they finish class early. Students will read an article about the Jazz Age and complete study questions. Students will read a short story What I Think and Feel at 25 that provides background information about F. Scott Fitzgerald and complete study questions. Concerns Students will struggle with the vocabulary. We may have to spend more time learning and practicing the vocabulary.

Students will become excited to work in groups because they typically work independently. I should be aware of the volume of the classroom and ensure that the students stay on task.