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Unit Concept or Theme: Lost Generation Great Gatsby
Grade level: 9-10th
Length of unit:
Stage 1 Desired Results

Meaning
Enduring Understandings/Generalizations:

Literature is a record of human experience.
Every generation shares some aspects with the Lost Generation
sense of loneliness, not belonging etc.
Knowing and understanding history sheds light on our present
and future.
Essential Questions:

Why do people write stories?
How does our culture and society compare (or contrast) with that
of the Lost Generation?
What is the relationship between a work of literature and the time
period in which it was written? What about the relationship
between the time period and its inhabitants the people?
Does history repeat itself?

Knowledge & Skills Acquisition
Learning Goals: (e.g., Iowa/Common core standards.)

CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.2 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.
CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of
a text, interact with other characters, and advance the plot or develop the theme.


Students will know

Imagery
Theme
Motif
Symbolism
Students will be able to

Identify aspects of the Lost Generation.
Identify aspects of the Lost Generation in modern society through
literature examples.
Explain aspects and effects of the characteristics of the Lost
Characterization
Conflict
Inference
Symbolism
Making Connections
o Text to Text
o Text to Self
o Text to World
History of the 1920s
Lost Generation
o Young generation had just gotten done fighting in the
war and dealing with those repercussions
o The idea that if you act virtuously good things will
happen was destroyed
o Sense of aimlessness self exile
o Loss of hope
o Spiritual alienation
o No real goals or ambitions
o Indulgence
! Wanted to travel, drink and have fabulous
friends
Lost Generation literary modernism
o Characters subjective experiences through stream-
of-consciousness techniques, symbolism or disjointed
time frames.
.
Generation.
Explain how the attitude of the era affected literature.
Recognize and interpret themes.
Analyze a text for themes of the lost generation.
Research a lifestyle or person from the 1920s and write a short
page biography.
Recognize and Interpret the use of symbolism.
Resources/Materials:

! Excerpts from:
The Case for Birth Control by Margaret Sanger (1926)
Untying the Knot by Roderick Phillips
Trivia of the 1920s on drugs and alcohol
! Hills Like White Elephants by Ernest Hemingway
! The Great Gatsby by Scott Fitzgerald
! Midnight in Paris movie
! Lost Generation by Jonathon Reed


Stage 2 Evidence (Assessment)
Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview, oral exam, discussion);
Written Response (short constructed response questions, entrance/exit slips, essays); Performance Assessment (role-play,
Simulation, labs, dramatization)
Pre-assessment:

Quick Write/Exit Slip at the end of previous unit: Read the following quote and for your exit slip, write down what you walk away
from this quote with? What is your opinion? What does it mean to you?
o There are only patterns, patterns on top of patterns, patterns that affect other patterns. Patterns hidden by patterns. Patterns
within patterns. If you watch close, history does nothing but repeat itself. What we call chaos is just patterns we havent
recognized. What we call random is just patterns we cant decipher, what we cant understand we call nonsense. What we cant
read we call gibberish. There is no free will. There are no variables. Chuck Palahniuk
Quick Write: Write down everything you know about the 1920s. What would be your prediction for the meaning of the phrase Lost
Generation?
Quick Write/Exit Slip What would be your prediction of the meaning of the phrase the American Dream? Why do you think this?


Formative Assessment:

1920s party students will research a celebrity, group of people or movement that existed in the 1920s. They will be responsible for
researching the individual and dressing up and role-playing as their person (group) of choice. The goal of this task/event is to acquaint
students with information about the 1920s in a fun, interactive, engaging activity. I want them to learn a little about what the 1920s
were like.
o Bio Poster include picture of person, name, summary of life, what they did in the 1920s, why they are influential.
o 1-2 page reflection: Write a reflection on the party. What did you learn? Who did you meet? What was their story? What is
your impression of the 1920s now?
o Possibilities
! Flappers
! Zelda Fitzgerald
! F. Scott Fitzgerald
! Coco Chanel
! Charles Lindbergh
! Al Capone
! Babe Ruth
! Albert Einstein
! Duke Ellington
! Bessie Smith
! Woodrow Wilson
! Warren G. Harding
! Henry Ford
! Walt Disney
Discussion (after introduction of Gertrude Stein and Lost Generation)
o How did American society in the 1920 affect the major writers and artists popular during that era?
! Many of the writers served in the war
Most bloodshed and carnage that the world had experienced up until that point
! Economic boom after end of war
! Change in cultural beliefs morals, gender roles changed
o Taking into consideration the events that affected the lost generation and how it affected them, what events do you think will
shape your generation? When people look back on your generation what are they going to make sure to talk about?
! Give reasoning as well as make connections to the lost generation
! List these on butcher paper that will be environmental print throughout this unit.
Comparison of 1920s articles and their background knowledge of our current society.
o Students will read excerpt from the article on birth control, divorce and alcohol and drugs and will answer two to three
summary questions after each one. Then in one page they will write a short reflection comparing these articles to our current
society.
Analysis of The Great Gatsby Class discussions; As You Read Questions
Exit Slip on the poem Lost Generation what is your opinion of Jonathon Reeds poem? Do you agree with the first reading or the
second and why? (The goal of this exit slip is to get them thinking about the topic for their final project.
Lost Generation final unit project proposal students must complete a proposal sheet in which they state what viewpoint they are
taking in their project, what textual evidence from this unit they might use and most importantly, how they will be presenting their
information.


Summative Assessment:
! Performance Based Assessment
Students will present their understanding of the lost generation and/or the 1920s through a project (of their choice) that
compares (or contrasts) either of those topics (the lost generation or the 1920s overall) and their own generation/our
modern society.
o Format of project is up to the student. If they believe they can articulate their point (using textual evidence from any
of our unit readings and at least 2 pieces of textual evidence from either: The Great Gatsby, Hills Like White
Elephants, ) in a paper, or a movie, or a poem with an explanatory narrative that is up to them. Ideas for final
project will be approved by me through a written proposal.









Use these questions to help guide the creation of your learning plan.

How many days will your unit last?

How will you sequence/organize learning your unit in an iterative/incremental way?

What opening activity will you use to hook or engage student learning in this unit?

How will you ensure students know where the learning is headed in this unit?

How will you introduce students to your Enduring Understandings and Essential Questions? At what points will you have your
students re-consider these understandings/questions?

How will you sequence/organize your assessments in an iterative/incremental way?

How will you foster critical thinking and problem solving in this unit? Self-reflection? Curiosity and imagination? Collaboration?
Innovation/Creativity? Adaptive thinking? Accessing and analyzing information? Oral and written communication?

What active instructional strategies/learning activities might you use to engage students in learning (You need to use at least 3 different
types of instructional strategies)?

How will you differentiate for individual student needs in this unit? What differentiated instructional strategies will you use (e.g.,
student choice, flexible grouping, jigsaw, choice boards/menus, tiered assignments, anchor activities, etc.)?

How will you use technology to support and facilitate student learning in this unit?




Lost Generation

Monday Tuesday Wednesday Thursday Friday
31
Exit Slip: Reflect on the
following quote. What
do you walk away from
this quote with? What is
your opinion? What
does it mean to you?

There are only patterns,
patterns on top of
patterns, patterns that
affect other patterns.
Patterns hidden by
patterns. Patterns within
patterns. If you watch
close, history does nothing
but repeat itself. What we
call chaos is just patterns
we havent recognized.
What we call random is
just patterns we cant
decipher, what we cant
understand we call
nonsense. What we cant
read we call gibberish.
There is no free will. There
are no variables. Chuck
Palahniuk
1 2 3 4 5
Quick Write: Write down
everything you know
about the 1920s. What
Brainstorm time by
end of class students
must tell you their topic
1920s Party Research
Work Day

Collect: Bio Posters

1920s PARTY!
Collect: Reflection on
Party

would be your prediction
for the meaning of the
phrase The Lost
Generation?

Introduce 1920s Party
Research assignment

Show clip from Midnight in
Paris:
http://www.youtube.com/
watch?feature=player_
embedded&v=DzoOA
473wq0
AND
http://www.youtube.com/
watch?NR=1&v=kw9spMY
A-XU&feature=endscreen

By end of class students
must report (to me) their
topic for research

HW: RESEARCH!!
Remember you will need
to dress up like your
person/group

for research.

Sign-up time so there
are no repeats.

HW: RESEARCH!!
Remember you will
need to dress up like
your person/group;
Work on bio poster
HW: Research! Fill out
note cards (if you wish)
with information about
your person or group so
you can interact at the
party; Remember to
dress up!; Work on bio
poster

HW: Write 1-2 page
reflection on this
activity. What did you
learn? Who did you
meet? What was their
story? And as your
conclusion, what is your
impression of the 1920s
now?
Lecture PPT: Introduce
Gertrude Stein (did
someone dress as her?
They can share their
information) and The
Lost Generation
! Her bio
! Coining the term
Lost Generation
! Qualities of L.G.


Class Discussion about
the 1920s solicit for
connections between
what they learned at
the party to what they
are learning now.
6 7 8 9 10
Partner Activity:
Read through excerpts
from 1920s articles and
answer the correlating
questions. When you are
done, talk to your partner
about the connections
(Text to Text, Text to Self,
Text to World) you made
to these texts.
Collect: Reflection from
1920s article reflection

Discuss: What
connections did you
make between the
readings and our
current society? (write
these on board or
butcher paper and post
Lecture PPT:
Discovering the
Deeper Meaning (in
texts) discussion of
theme, symbolism,
motifs etc.

HW: Read Hills Like
White Elephants
Quick Write: What is
Hills Like White
Elephants about?

Class Discussion share
their understandings of
the story. List on board.
Get them to the real
meaning abortion;
connect to birth control
Lecture PPT: Introduce
F. Scott Fitzgerald and
The Great Gatsby

HW: Read Chapters 1
and 2 of GG; Answer As
You Read Questions

(HW depending on time)
Individually: Write one
page reflection
comparing these articles
to our current society
in classroom during this
unit.



article?
11 12 13 14 15
The Great Gatsby cont.

Class Discussion

HW: Read Chapter 3 and
4 of GG; AYR Questions
The Great Gatsby
cont.

Class Discussion

HW: Read Chapters 5
and 6 of GG; AYR
Questions
The Great Gatsby
cont.

Class Discussion

HW: Read Chapters 7
and 8 of GG; AYR
Questions
The Great Gatsby
cont.

Class Discussion

HW: Read Chapter 9 of
GG; AYR Questions
The Great Gatsby
cont.

Wrap up discussion of
novel.



16 17 18 19 20
Introduce final project:
Comparison essay of the
1920s/lost generation to
our modern day society
using textual evidence
from Hills Like White
Elephants and/or The
Great Gatsby must look
at a different aspect of
the societies than we
looked at in the article
exercise this is your time
to be CREATIVE

HW: Complete proposal
statement

Collect: Proposal
Statements

Read: Lost
Generation by
Jonathon Reed

Class Discussion

Re-read

Hand Back Proposals
with notes

Project Work Day
Project Work Day Project Work Day

PROJECTS DUE
MONDAY!!




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Thioughout oui leaining of the 192us anu the Lost ueneiation, we have talkeu
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In the 192u's aiticle assignment we compaieu aiticles about biith contiol,
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lookeu at a few clips fiom a iecent movie entitleu "Niunight in Paiis" that biings to
life uil's uieam life of living in Paiis in the iain in the 192u's anu talks to the
question of is the past bettei than oui piesentfutuie.

Foi oui final pioject in this unit, I want you to take the connection between the
192us (the past) anu oui lives (the piesent) fuithei. Thiough this pioject you will
uemonstiate, foi me, youi unueistanuing of the lost geneiation anuoi the 192us by
compaiing oi contiasting the past anu the piesent. As I have noteu, we have lookeu
at a few examples that uo just that - use those to spaik youi thinking.

The piesentation of this pioject is up to you. That is, you select the foimat whethei it
be an essay, poem, movie, newspapei aiticle - the sky is the limit. You must, though,
use textual eviuence fiom oui texts this unit to suppoit youi iueas (uepenuing on
the foimat you choose we can uiscuss how best to incoipoiate the use of textual
eviuence).

Befoie you get staiteu, I want you to wiite a one-page pioposal statement in which
you tell me the following:
! What is the goal of youi pioject. What is the main iueaviewpoint.
! What is the foimat of youi pioject. Bow will you piesent it.
! What textual eviuence will you (might you) use.




.234+5675 !6589
Bay 17: Pioposal Statements Bue
Bay 21: Final Essays Bue

Kalmes
The 192us' anu the Lost ueneiation
Name: ________________________________________ Peiiou: _________________

"#$%&' ( )*+, -&,.*%/ "+0+1. 2.,+345 6%*7+'.
Woik
Qualityeffoit
0iganization Bevelopment
of Iueas
Textual
Eviuence
2u Points
The woik uone
exceeus all
expectations anu
shows that the
stuuent is piouu
of hishei woik.
The effoit that
was put into this
task is the best it
can be by the
stuuent.
0tilizeu pioposal
statement stage;
pioject flows
anu message is
unueistanuable.
Piesents a cleai
main iuea that is
suppoiteu by
theii textual
eviuence anu
compaiisons
Incluues
textual
eviuence that
suppoits theii
main
iueaviewpoint
1S Points
The woik was
uone with goou
effoit that shows
what the stuuent
is capable of. It is
eviuent that time
was put into the
pioject.
Ninoi mistakes
in pioject oi
message.
Piesents a cleai
main iuea that is
suppoiteu by
theii textual
eviuence anu
compaiisons but
coulu use moie
uevelopment
Incluues
textual
eviuence but
exhibits minoi
eiiois in
citation
1u Points
Woik is uone with
faii effoit, but the
quality is still not
what the stuuent
is capable of. It is
eviuent that woik
was iusheu.
Lack of
oiganization;
pioject
continuity neeus
impiovement
Piesents a main
iuea that is
suppoiteu by
some points but
neeus fuithei
uevelopment
Limiteu textual
eviuence;
eiiois in
citations
S Points
Woik is uone with
little effoit,
quality is not what
the stuuent is
capable of. It is
eviuent that the
woik was iusheu
anu little time was
spent on the final
piouuct. Woik is
incomplete
No cleai
oiganization;
pooi
piesentation
Lacks a cleai
main iuea anu
suppoiting
eviuence oi
compaiisons.
No textual
eviuence; no
appiopiiate
citations

8#$9:*.13; <<<<<<<<<<<<<=>?
Because each pioject was piesenteu in a uiffeient way, the last 2u points will be
allotteu foi youi unique piesentation foimat.
Comments:____________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

@*%A1.; <<<<<<<<<<<=B?
:*.13; <<<<<<<<<<<=C??