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Date: 2/20/13 Class: Juniors American Lit
What will the students know/be able to do as a result of this lesson?
Narrow their focus of learning when reading Gatsby. Gain reading tools to help with deeper thinking and comprehension as well as analyzing quotations.
What strategies will you work on as a teacher?
Answer questions in a clear and concise manner. Allow opportunities for all students (talkers, non-talkers; high and low in skill ability) to be able to contribute to the class discussion by dividing the class into small groups.
For students: (handouts, previous assignments, tests, etc.) • • Bookmarks Unpack a quote worksheet
For teacher: (lecture notes, answer keys, overheads, video, lists of questions, etc.) • • • • Bookmarks Lesson plan Unpack a quote worksheet Sample unpack a quote that Mari made.
How are you going to get the students to recall yesterday’s lesson and how it relates to what you are doing today? How will you capture student attention?
Introduction Time Frame
Introduction Activity Description
WRITE ON BOARD: East Egg/West Egg worksheet for team points, explain bookmark, sample “Unpack a Quote” from chapter one as class and one on your own. Homework: Finish your “Unpack a Quote” and reannotate chapter one with bookmark. Walk around and spot check to see if all students finished the East Egg/West Egg organizer. Do 2 rounds for team points on what else the students found and added to their organizers.
Sample Unpck a Quote from Ch 1
Instruction: Include time estimates for each of your activities and also plan for regular checks for understanding.
Instruction Time Frame • • • Instruction Activity Description Pass out bookmark. Talk about bookmark Go through: o What is characterization? What do you look for in characters? How they are alone, how they interact with others, what are their character traits… o Setting: Think about our E/W Egg conversation. o What makes up author’s craft: It is HOW an author says something, not what he/she says. Think about repetition, short or long sentences, use of similes or metaphors, alliteration… o Themes: Is Gatsby great? Think about the title of the book… Go over sample unpack a quote for chapter one with the class. Take small group: Divide class into two groups: talkers and non-talkers. This way, everyone can feel as though they can contribute and the same 5 or 6 people won’t dominate the conversation. Go to quote in book, before passing out worksheet, have students closely annotate in book Then pass out worksheet, and work through each bubble Pass out teacher sample of the worksheet Before the students do their own, talk about: What makes a good quote? Decide: to pick a quote from chapter one as a group and begin to work through their second example as a group (finish for homework) OR: begin working in pairs or individually and find quote on your own and fill out the worksheet First, go through the quote and underline important words: read aloud, do close-reading. Pick a theme that it connects to: write on top. After reading the quote, go through each box one by one and fill in. Ask them for their opinion… After we do one as a class have the students do one on their own for chapter one They will finish it for homework.
62 mins • • • • • • • • • • • • • •
How will you tie the lesson together and reemphasize the concepts presented? How will you know if your students “get it” by the end of your lesson?
Closure Time Frame •
Closure Activity Description Remind students of their homework.