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Student Teaching Lesson Plan Outline Tech Inte
Student Teaching Lesson Plan Outline Tech Inte
I pledge that I have neither given nor received unauthorized assistance during the
completion of this work.
Anna Bedillion
EDUC 510C
February 23, 2010
Student Teaching Lesson Plan Outline
Introduction
• The Great Gatsby is the lesson topic.
• The lesson should last one 90 minute block period for an 11 grade C level
th
Then slide share presentations introducing F. Scott Fitzgerald's life and The Great Gatsby
(1974):
http://www.slideshare.net/silvanarojas/great-gatsby
http://www.slideshare.net/chris1an/the-great-gatsby-powerpoint-3312781
reiterate how the themes of inclusion and exclusion are themes for characters in
The Great Gatsby with the reading they have done so far. I will walk around the
room and each student will be need to give his or her take on Nick’s feelings of
exclusion and how it affects the viewpoint from which Nick, as the narrator, gives
the backdrop to the secret society and provides background for the events that
occur in the novel (National Endowment for the Humanities, 2002). Each student
will need to identify his or her favorite character in the novel thus far and identify
how the character relates to the secret society depicted, and if he or she thinks
this is an accurate depiction of 1920’s life.
• Homework: Students will read white board which has tonight’s assignment
listed and copy this down at the end of the class period. The homework listed on
the whiteboard is to read Chapters 3 to 5 of The Great Gatsby and type a two-
page, double-spaced essay response to the question: “How are the characteristics
of the time period the ‘roaring twenties’ depicted in The Great Gatsby so far? Do
you think that Nick is impressed with Gatsby’s money and job? What is
the mystery behind Gatsby’s job, and what role has Daisy played in his life so
far?” (National Endowment for the Humanities, 2002). Students will be told that
they will be randomly called on by me during the next class period for an oral
reading quiz; this should help to keep them on task with their reading assignment
for the evening.
• Formative Assessment: I will be asking students and volunteers to respond
to the introductory questions, and groups of students will have to fill out the
“Shhh…Secret Society” (2002) worksheet and will present this in class (National
Endowment for the Humanities, 2002). Each student will be asked to write and
turn in their secret society credo essay to me after to minutes and these will be
graded to see if students paid attention during the group activity and actively
listened the class discussion on the “Shhh…Secret Society” (2002) handouts filled
out by each group (National Endowment for the Humanities, 2002). During the
closure of the class, the themes of inclusion and exclusion will be re-iterated with
each student being asked to respond to specific questions about Nick’s feelings of
exclusion, his or her favorite character and if that character is a part of the secret
society described, and whether Fitzgerald’s depiction of the “roaring twenties”
seems to be accurate historically (National Endowment of the Humanities, 2002).
Finally, students will need to copy down the reading homework and will have to
compose an essay based on the evening’s reading and will be given an oral
reading quiz the following block period in class.
• Summative Assessment: Students will be graded fairly and equally based on
if they fully filled out the “Shhh…Secret Society” (2002) worksheet and if the
answers were amended or changed based on class discussion (National
Endowment for the Humanities, 2002). Lesson objectives will be met by students
for the secret society credo essay if they followed the descriptions in the “Shhh…
Secret Society” (2002) worksheet and tried to use good grammar in writing their
credo. Each student’s additional one-page essay on exclusion and inclusion as it
relates to the characters of Tom, Daisy, Nick, and Gatsby in the first two chapters
of Fitzgerald’s The Great Gatsby will be graded based on appropriate grammar
being used and thoughts being well-organized with an introductory paragraph, a
few paragraphs for the body of the essay, and a concluding paragraph (National
Endowment for the Humanities, 2002). The conceptual knowledge of exclusion
versus inclusion relating to the characters in the novel will be valued more in the
grading of this lesson than the grammar on the assignment (National Endowment
for the Humanities, 2002). Finally, the homework given has the students
continuing their reading of The Great Gatsby and responding in essay format. A
random oral quiz will be given to students the following block period on the
reading, and this is written on the board with the homework assignment.
• Grading Rubric: This is the grading rubric for the in-class essay on the
themes of exclusion and inclusion in F. Scott Fitzgerald’s The Great Gatsby.
A=93-100
B=92-89
C=88-79
D=78-70
F=69-0
Students will receive an A is their grammar is excellent, their thoughts are well-
captured in compound-complex sentences, they use a five-paragraph essay format
with an introduction, body, and conclusion, and if they capture the main ideas of
exclusion and inclusion.
Students will receive a B if the grammar exhibited is good, their thoughts are
organized, they use a five-paragraph essay format, and they capture some of the
main concepts of exclusion and inclusion.
Students will receive a C if they exhibit average grammar skills with some
mistakes in usage and mechanics, if some but not all of their thoughts are
organized into paragraphs that flow well, if they use a five-paragraph essay
format, and they capture at least two relating main ideas to exclusion and
inclusion.
Students will receive a D if they exhibit below-average grammar skills with many
problems in usage and mechanics, if their sentences and paragraphs are somewhat
disorganized, if they use a three-paragraph essay format, and they capture only
one relating main idea to exclusion and inclusion.
Students will receive a grade of F if their grammar is very poor with numerous
mistakes in usage and mechanics, if they use fragments instead of complete
sentences, if their paragraphs are not organized, if they do not use at least a three-
paragraph essay format, and if do not express any main ideas relating to the
themes of exclusion and inclusion.
References
Board of Trustees of the University of South Carolina. (1997, January 27). Quotations.
F. Scott
Fitzgerald Centenary. Retrieved from
http://www.sc.edu/fitzgerald/quotes/quotes6.html
Bruccoli, Matthew J. (2003, December 4). A brief life of Fitzgerald. F. Scott Fitzgerald