ABSTRACT

The contents in this unit plan will focus on

a 15 day study where students will be able
to identify themes, central ideas, cite
evidence, analyze an author’s points of
view, and organize complex ideas in
English literature. This unit plan is titled
“The American Dream and its social
status. Students will read and discuss in
literature circle groups, The Great Gatsby
by F. Scott Fitzgerald. Students will learn
how to implement the set standards into
THE GREAT GATSBY writing methods as well as engage in
activities that coincide with the daily
BY F. SCOTT FITZGERALD objectives. From the 1920’s to modern
day, students will become engaged in the
English Grades 9-12 Sarah Harris life of James Gatsby and recognizing an
Epic hero. By the end of this lesson plan
SED 494
students will be able to incorporate the
relevancy of the objectives. This unit is
worth the time spent because it will allow
students to become creative thinkers, learn
collaboration skills, utilize metacognitive
strategies and expand their vocabulary.
Unit Plan Topic Part One: The Great Gatsby by F. Scott Fitzgerald

Grade Level: 9-10

Standards: 9-10.R.I.1: Cite strong and thorough textual evidence to support analysis of what the

text says explicitly as well as inferences drawn from the text.

9-10.RL.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.

9-10.RL.6: Analyze how points of view and/or cultural experiences are reflected in works of

literature, drawing from a variety of literary texts.

9-10.W2: Write informative/explanatory texts to examine and convey complex ideas, concepts,

and information clearly and accurately through the effective selection, organization, and analysis

of content.

a. Introduce a topic; organize complex ideas, concepts, and information to make important

connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables),

and multimedia when useful to aiding comprehension.

b. Develop the topic with well‐chosen, relevant, and sufficient facts, extended definitions,

concrete details, quotations, or other information and examples appropriate to the audience’s

knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion,

and clarify the relationships among complex ideas and concepts.

d. Use precise language and domain‐specific vocabulary to manage the complexity of the topic.

e. Establish and maintain a formal style and an appropriate tone while attending to the norms and

conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or

explanation presented (e.g., articulating implications or the significance of the topic).

9-10.W3: Write narratives to develop real or imagined experiences or events using effective

technique, well‐chosen details, and well‐structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing

one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth

progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot

lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a

coherent whole.

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a

vivid p e. provide a conclusion that follows from and reflects on what is experienced, observed,

or resolved over the course of the narrative. Picture of the experiences, events, setting, and/or

characters.
9-10.W4: Produce clear and coherent writing in which the development, organization, and style

are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are

defined in standards 1–3 above.)

9-10.W-5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or

trying a new approach, focusing on addressing what is most significant for a specific purpose and

audience. (Editing for conventions should demonstrate command of Language standards 1–3 up

to and including grades 9–10.)

9-10.W6: Use technology, including the internet, to produce, publish, and update individual or

shared writing products, taking advantage of technology's capacity to link to other information

and to display information flexibly and dynamically.

9-10.W7: Conduct short as well as more sustained research projects to answer a question

(including a self‐generated question) or solve a problem; narrow or broaden the inquiry when

appropriate; synthesize multiple sources on the subject, demonstrating understanding of the

subject under investigation.

9-10.W.8: Gather relevant information from multiple authoritative print and digital sources,

using advanced searches effectively; assess the usefulness of each source in answering the

research question; integrate information into the text selectively to maintain the flow of ideas,

avoiding plagiarism and following a standard format for citation.

9-10.W.10: Write routinely over extended time frames (time for research, reflection, and

revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,

and audiences. Novel: The Great Gatsby by F. Scott Fitzgerald

PO1. Determine the central idea of the text and analyze 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. Determine the author’s point of view or purpose in a text and analyze how

an author uses rhetoric to advance that point of view.

PO2. Use precise words and phrases, relevant descriptive details, and sensory language to

convey a vivid picture of the experiences, events, setting, and characters.

Students will be able to (SWBAT):

 Determine the author’s point of view in the text.

 Analyze the central idea in the text.

 Conduct a short research project to answer questions about the text.

 Write a reflection about the text, include citation information.

 Describe the different turning points in the text.

 Identify the period in which the text was written.

 Draw evidence from literary or informational texts to support analysis, reflection, and

research.

 Cite strong and thorough textual evidence to support analysis of what the text says

explicitly as well as inferences are drawn from the text.

November
2017
The Great Gatsby by F.
The American Dream Scott Fitzgerald

Monday Tuesday Wednesday Thursday Friday

1 2 3 4 5
Understanding Name that Authors point of Identify the Five methods of
Social Classes “THEME” view period characterization
PowerPoint Who is “The Roaring TEST REVIEW Chpts.
Lesson F. Scott Twenties” 1-4
Fitzgerald Vocabulary
Create literature words
circles

6 7 8 9 10
TEST Chpts. 1-4 Analyzing Vocabulary Test Epic “HERO” Who said what?
Describe the symbols in a text Figurative Character Analyzing quotes in a
turning points in MLA REVIEW Language/ word Analysis Essay text
a text relationships Brainstorming Think, Pair, Share
TEST REVIEW
Chpts. 5-8

11 12 13 14 15
TEST Chpts. 5-8 The conventions Silent Book Collect FINAL UNIT TEST
Conducting of Standard Discussion Literature Chapters 1-9
Research English “Shhhhhhhhh” Circle
Jeopardy Game SPELLING BEE worksheets
Day TEST REVIEW
 15 Day Lesson Plan

Day 1

Introduction

Objective: I can recognize the differences in social groups and how they are formed in society.

The question of the day: What does social status mean to you?

Activities:

 Watch “Mean Girls” short video YouTube: https://youtu.be/caIlwCi6JCc

 Explain the different social classes.
 Powerpoint presentation about social status in America.

Materials:

 Laptop computer (teacher)

 Whiteboard/smart board
 Paper/pencils/pens/
 Cornell notes form/ Journal entry

Evidence of Mastery: Students have completed Cornell notes. Exit ticket Do you believe in the “American Dream”?

Day 2

Objective: I can identify the theme and concept in a text,

The question of the day: What would the theme song to your life be?

Activities:

 Discuss previous day lesson class discussion and how relevant to today's lesson.
 Great Gatsby Class Theme short video YouTube: https://youtu.be/788cvmUUCH4
 Explain what a theme is and how it is used. (Social Class, Love, Loyalty, Violence, Death, and Marriage)
 Game activity “Name that THEME.”

Materials:

 Laptop computer (teacher)

 Whiteboard/smart board
 Paper/pencils/pens/
 Cornell notes form/ Journal entry

Evidence of Mastery: Cornell notes taken, Exit ticket students are to write down how a theme is used in a story.
Day 3

Objective: I can analyze the author's point of view in a story.

The question of the day: If you had a rewind button, how would you use it?

Activities:

 Discuss previous day lesson class discussion and how it is relevant to today's lesson
 Who is F. Scott Fitzgerald? Powerpoint presentation
 Activity sheet (Comparing Points of view)
 Pass out books The Great Gatsby by F. Scotts Fitzgerald and Pass out Literature circle worksheets
 Assign literature circle partners (discussion director, Connector, Summarizer, Illustrator)
 Read Introduction and chapter 1 (as far as we can)
 Teacher read students follow along until 5 minutes before end of class

Materials

 Laptop computer (teacher)

 Whiteboard/smart board
 Paper/pencils/pens/
 Cornell Notes form /Journal entry

Evidence of Mastery: Turn in Comparing point of view activity sheet, Exit ticket out of the door name three things
you learned today? The student will finish chapter 1-2 of the book completed by next day.

Day 4

Objective:

I can identify the period in which the text was written.

The question of the day: What makes a person great?

Activities:

 Discuss previous day lesson class discussion and how relevant to today's lesson.
 Roaring 20s video YouTube: https://youtu.be/-UZkQ5Cm8No
 Seven slide presentation of the Roaring 20’s
 Discuss and analyze chapters 1-2 in literature circle groups. (teacher walks around class observing and
listening to students discuss chapters)
 Identify new vocabulary words and definitions

Materials

 Laptop computer (teacher)

 Whiteboard/smart board
 Paper/pencils/pens/
  Cornell Notes form /Journal entry

Evidence of Mastery: Write a short paragraph on what your group discussed in the literature circle. Answer the
following question. How are your ideas and concept of the narrator different from others in your group? Students
will read chapters 3-4 to be completed by the next day. Study for test on chapters 1-4 Day 6.

Day 5

Objective:

I can describe the five methods in characterization.

The question of the day: What modern-day character would you compare to the story?

Activities:

 Watch a short video: https://youtu.be/i5KdLtBBNbE

 Discuss previous day lesson class discussion and how relevant to today's lesson.
 PowerPoint presentation on five methods of characterization.
 Choose a character from the book and explain why the role of this character is significant to the story.
 Create a character map using a graphic organizer.
 Short Test Review on Chapter 1-4.

Materials:

 Laptop computer (teacher)

 Whiteboard/smart board
 Paper/pencils/pens/
 Cornell Notes form /Journal entry

Evidence of Mastery: Exit ticket turn in character map for grading. Students will read chapter 5-6 to be complete
by next day.

Day 6

Objective:

I can describe the different turning points in the text.

The question of the day: Is there a thing as the “American Dream”?

Activities:

 Test Chapters 1-4

 Peer test correction. The teacher will collect test to record grade.
 Watch short video YouTube: https://youtu.be/NqAUgPChaqg
  Discuss and analyze chapters 5-6 in literature circle groups. (Teacher walks around class observing and
listening to students discuss chapters)

Materials:

 Laptop computer (teacher)

 Whiteboard/smart board
 Paper/pencils/pens/
 Cornell Notes form /Journal entry

Evidence of Mastery: Students receive a C or better on the test.

Day 7

Objective: I know how to analyze symbols in the text.

The question of the day: What makes a party great?

Activities:

 Watch a short video YouTube: https://youtu.be/IgcuBOVMGsg

 Create a character analysis rough draft minimum two pages.
 Use Cornell notes
 MLA format review

Materials:

 Computer lab/computers for all students

 Whiteboard/smart board
 Paper/pencils/pens/
 Cornell Notes form /Journal entry

Evidence of Mastery: Students will read chapters 7-8 to be completed by next day. Study for vocabulary and
definitions quiz.

Day 8

Objective: I can analyze figurative language, word relationships.

The question of the day: Does the book portray any unfair privileges?

Activities:

 Watch a short video YouTube: https://youtu.be/YQi59p-2npA

 Vocabulary and definitions test 1-20.
 Peer corrected in class, turn in for grade to be recorded by teacher
  Discuss and analyze chapters 7-8 in literature circle groups. (Teacher walks around class observing and
listening to students discuss chapters)

Materials:

 Computer lab/computers for all students

 Whiteboard/smart board
 Paper/pencils/pens/
 Cornell Notes form /Journal entry

Evidence of mastery: Student received a C or better on the test.

Day 9

Objective:

I can analyze an epic hero in a story.

The question of the day: Describe a modern day hero?

Activities:

 Watch a short video YouTube: https://youtu.be/Hhk4N9A0oCA

 Work on character analysis essay in class.
 Work in groups of 3 to brainstorm ideas to include in the essay.
 Use Cornell notes

Materials:

 Whiteboard/smart board
 Paper/pencils/pens
 Cornell Notes form /Journal entry

Evidence of Mastery:

 Students worked in groups of three and discussed and shared their essays.

Day 10

Objective: I can interpret and analyze quotes in a text.

The question of the day: Do you have a favorite saying?

Activities:

 Watch short video YouTube: https://youtu.be/pCC6jLkyJmg

 Discuss previous day’s lesson and how it is relevant to today's lesson.
  (Think, Pair and Share) think of as many quotes as you can write them down share with the class.
 Quote analysis activity (Say, Mean, Matter)
 Turn in character analysis rough draft
 Short Test Review on Chapters 5-8

Materials:

 Whiteboard/smart board
 Paper/pencils/pens/
 Cornell Notes form /Journal entry

Evidence of Mastery: Exit tickets write down steps to analyzing text, turn in activity sheet.

Day 11

Objective: I can conduct a short research project to answer questions about a text cite them correctly.

The question of the day: It is where Tom and Nick first met? Answer (college Yale)

Activities:

 Test Chapters 5-8

 Short video YouTube: https://youtu.be/Pmab92ghG0M
 Play jeopardy- research answers

Materials:

 Whiteboard/smart board
 Paper/pencils/pens/
 Cornell Notes form /Journal entry

Evidence of Mastery: Received a C or better on the test. Students will read Chapter 9 to be completed by next day,

Day 12

Objective: I can demonstrate the conventions of Standard English by capitalizing, punctuating and spelling when
writing.

The question of the day: What tool can be used to correct misspelled words?

Activities:

 Ask students why is it important to spell check your work?

 Activity students will choose the vocabulary words that will be on the final assessment.
 As a class, we will create the vocabulary words for the final test.
 Discuss and analyze chapter 9 in literature circle groups. (Teacher walks around class observing and
listening to students discuss chapters)
  Short test review final test

Materials

 Whiteboard/smart board
 Paper/pencils/pens/
 Cornell Notes form /Journal entry
 Previous vocabulary words

Evidence of mastery: Students have written down vocabulary and definitions.

Day 13

Objective: I can work silently in groups and respond to quotes from a text.

The question of the day: Have your views on social class changed?

Activities:

 Silent book discussion (literature circle groups work together)

Materials:

 Quotes from The Great Gatsby by F. Scott Fitzgerald

 Markers Red, Blue, and Green
 Pens/Pencils
 Butcher paper
 Tape
 Wall space

Evidence of Mastery: Students worked as a group, moved throughout the class. Left a response and responded to a
respond. Whole class discussion when activity was complete.

Day 14

Objective: I know how to review my notes to prepare for a test or quiz.

The question of the day:

Activities:

 Short video YouTube:

 The final draft of character analysis paper due.
 Discuss book and how it pertains to modern life.
 Word silently to complete a final paper.
 Literature circle forms should be completed to turn in on Day 15.
 Review for final test assessment day 15.
Materials

 Whiteboard/smart board
 Paper/pencils/pens/
 Cornell Notes form /Journal entry

Evidence of Mastery: Students took the time to work on their final draft of the paper.

Day 15

Objective: I understand the importance of turning my work in on time to become academically successful.

The question of the day: What makes you happy?

Activities:

 Short video YouTube: https://youtu.be/mfavT_LlNrs

 Turn in Literature circle forms for grading.
 Final Test on Unit Plan The Great Gatsby by F. Scott Fitzgerald.
 Discuss as a whole class the likes and dislikes of the book.

Material

 Paper/pencils/pens

Evidence of Mastery:

 Students received a C or better on the test! Students were able to express their ideas of the book.
 Cited

Epic Party - The Great Gatsby. (2014, January 03). Retrieved November 06, 2017, from

https://youtu.be/IgcuBOVMGsg

Fitzgerald, F. S., A., N., P., S., K., O. (n.d.). The Great Gatsby. Retrieved November 06, 2017, from

https://www.goodreads.com/book/show/4671.The_Great_Gatsby

Great Gatsby Class Theme. (2016, November 27). Retrieved November 06, 2017, from

https://youtu.be/788cvmUUCH4

I am Gatsby. (2013, November 03). Retrieved November 06, 2017, from https://youtu.be/YQi59p-2npA

In-Text Citations for Beginners (MLA). (2014, November 26). Retrieved November 06, 2017, from

https://youtu.be/pCC6jLkyJmg

Mean Girls: The Greatest People You will ever meet and The Plastics. (2012, August 16). Retrieved

November 05, 2017, from https://youtu.be/caIlwCi6JCc

The American Dream - 1920's to NOW. (2012, February 06). Retrieved November 06, 2017, from

https://youtu.be/NqAUgPChaqg

Luhrmann, B. (Director), Luhrmann, B., Martin, C., Wick, D., Fisher, L., & Knapman, C. (Producers), &

Luhrmann, B., & Pearce, C. (Writers). (n.d.). The great Gatsby [Video file].

The Roaring Twenties and the Great Gatsby. (2013, November 18). Retrieved November 06, 2017, from

https://youtu.be/-UZkQ5Cm8No

The Simpson (Student in the exam ). (2016, April 22). Retrieved November 06, 2017, from

https://youtu.be/mfavT_LlNrs
The Simpsons • The Great Phatsby, Vol. 1 [Black Bart]. (2017, July 25). Retrieved November 06, 2017,

from https://youtu.be/i5KdLtBBNbE

What is plagiarism and how to avoid it? (2014, September 02). Retrieved November 06, 2017, from

https://youtu.be/Pmab92ghG0M

What makes a hero? - Matthew Winkler. (2012, December 04). Retrieved November 06, 2017, from

https://youtu.be/Hhk4N9A0oCA
 Diagnostic Assessment

Standards:
9-10.RL.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.
9-10.RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
9-10.RL.6: Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing
from a variety of literary texts.

Student Survey

Complete the Student Self-Assessment activity rate your understanding 1-4 on the next page. Write in

complete sentences. The survey will be collected at the end of class.

Name: Date: Period:

1. What is a theme or central idea? I can identify it in a text?

2. Match the definition of the word.

1.____ Anon
2.____ Rout
3.____ Knickerbocker
4.____ Valor
5.____ Clad

A. any New Yorker.

B. dressed; covered.
C. an overwhelming defeat.
D. in a short time; soon.
E. heroic courage; bravery.

3. I know what the Great Depression is?

4. Who is F. Scott Fitzgerald?
 Rate
Student Survey Assessment
Refer to the standards check mark 1-4 in the box that best describes your knowledge of that
standard. After your assessment is scored, identify the questions you missed per standard by
circling the question number.

Standards:
9-10.RL.2: Determine a theme or central idea of a text.
9-10.RL.4: Determine the meaning of words and phrases as they are used in the text.
9-10.RL.6: Analyze how points of view and/or cultural experiences are reflected in works of literature.

Standard NO I think I I know I can I can teach it Answers wrong questions

Clue know it do it
9-10.RL.2
9-10.RL.4
9-10.RL.6

After the assessment is collected, I will review it and assess it on readiness and cognitive skills,

student’s interest and engagement. This will also give me a better understanding of what number

of students can recognize the standards as well as what vocabulary words will need to defined in

the unit. Their answers can be compared to their learning at the end of the unit when they retake

the assessment to gauge student learning.

 Formative Assessment

Standards:

9-10.RL.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.
9-10.RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
9-10.RL.6: Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing
from a variety of literary texts.

Four Corners
Game: Four Corners: After student’s answer the questions, the teacher will re-read the
questions. The students check on their worksheet if they Agree, Disagree, Somewhat Agree or
I Do Not Know. Students will then go to one of the four corners of the room labeled Agree,
Disagree, Somewhat Agree, or I Do Not Know to coincide with the answer they marked. Be
prepared to share why you chose your answer with the rest of the class.

Name: Date: Period:

The major theme/Central idea of The Great Gatsby by F. Scott Fitzgerald power, greed, justice,
betrayal and the American Dream?
Answer Agree Disagree Somewhat I Do Not Know

Innuendo means to be allusive or oblique giving a remark or hint, typically a suggestive or

disparaging one?
Answer Agree Disagree Somewhat I Do Not Know
The stock market crash in 1928 resulted in the Great Depression?
Answer Agree Disagree Somewhat I Do Not Know

The use of formative assessments allows for the teacher to modify instruction and receive
written, verbal and visual feedback from students. The teacher can learn the student’s strengths
and weaknesses. Students are learning how to self-evaluate and express their thoughts with other
students in the class to determine if their thoughts are reasonable and on the right track and
uncover students’ misconception about the learning material.
 Summative Assessment
Standards:
9-10.RL.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.
9-10.RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
9-10.RL.6: Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing
from a variety of literary texts.
9-10.W-5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for
conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

Student will write a short essay story what is the “American Dream” mean to you? They will
incorporate a theme with a central idea. Students will use vocabulary from text and reference the
cultural experience referencing the time period in the text The Great Gatsby by F. Scott
Fitzgerald. Students will follow the Rubric to determine if they are with the Summative
Assessment guidelines.
Performance Excellent Good Needs Improvement Feedback

Content/Development Specific central idea clearly Central idea is vague; No supporting details,
stated in opening paragraph. lacks focus. more than 4 errors.

Spelling/Grammar Words and grammar are Words and grammar Poor spelling and
used appropriately no/few are somewhat used grammar.
errors. properly. Lots of errors

Research Cited researched correctly. Some research was Work not cited.
done, cited
information not clear.

Writing is clear and Essay is inconsistent Unrelated word choice to

consistent with central with central central idea.
Style idea/theme. idea/theme.

Students will be assessed on their knowledge of the three standards above. This will be at the end
of the unit and it will reflect students’ knowledge to the objective. Students will be graded on
content development, style, research, and spelling, grammar, the teacher aim what students
should learn at the end of the unit. This essay will be worth 35 points.