Inquiry Model Lesson Plan

Standards CCSS.ELA-LITERACY.SL.11-12.1.B
Addressed: Work with peers to promote civil, democratic discussions and decision-
(list Common Core and making, set clear goals and deadlines, and establish individual roles as
Technology Standards needed.
where most applicable) CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to
purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence. Since
they will be researching the internet and creating a digital presentation,
I’d add a technology standard.
Lesson Title or Portrayal of the 1920s
Topic:
2-3 class periods
Time Frame:

Objectives: Students will:

● Gain insight into the culture of the 1920s

● Research different aspects of the 1920s culture and apply information
to the context of the novel
● Build arguments based on textual evidence and research
● Present and persuade their arguments to the class using technology

Key Vocabulary: Prohibition, flapper, Rolls-Ryce

Materials:
The Great Gatsby by F. Scott Fitzgerald, worksheet, props, images, computers

Engage: Set the room up with props and images so that it portrays the Roaring ‘20s.
The activities in this Have students circulate the room and explore different aspects of the culture.
section capture the Present the question: After having students see the different aspects of the
student’s attention, 1920s culture, ask them if they think Fitzgerald does a good job at representing
stimulate their the 1920s. Then, present students with the ultimate research question: Does
thinking and help this novel accurately portray the 1920s?
them access prior
Present students with five aspects of 1920s culture in relation to the text:
knowledge. fashion, entertainment, transportation, prohibition, and economy. In the library
or on Chromebooks if available, have students gather into five groups and
 work together to gather information about one aspect.
Explore: There is a worksheet that students fill out as they do their research where they
Students are given find three solid arguments to make their points. Each student in the groups is
assigned a specific role in the research process. Teacher circulates the room to
time to think, plan, make sure that all students are on track.
investigate, and
organize collected
information.

Explain: Students document what they learn about the culture on their worksheets.
Then, students write an exit ticket by the end of this class period, providing
a brief summary of what they have learned about the decade in relation to
Students are now the specific aspect of the culture that they researched.
involved in an analysis
of their exploration.
Their understanding is
clarified and modified
because of a reflective
activity.
Elaborate/Extend: Elaborate: Students return to class the second day and immediately get into
Students are given the their groups. They will work together to use their research and make
connections with what they learn about the 1920s to the text. Students find
opportunity to expand textual evidence to support their arguments. This day will be a workshop
and solidify their so that they can prepare themselves to present their conclusions to the class
understanding of the the following day.
concept and apply it to
a real-world situation.
Extend: Groups present to the class by justifying whether they believe this
novel accurately portrays the novel based on the specific aspect of the
culture that they researched. Students teach students on the different
aspects of the culture.

Evaluate: Teacher grades the presentation and the revised worksheet that students use
to write their research down.

Name: Date:

Does The Great Gatsby accurately portray the 1920s?

Aspect of Culture:
 Argument #1: Argument #2: Argument #3:
_________ _________ _________

Rubric:
Research: __ /30
[Accuracy, credible sources]
Comments:
______________________________________________________________________________
______________________________________________________________________________

Presentation: __ /15
[Oral communication, use of visuals, meets minimum time]
Comments:
______________________________________________________________________________
______________________________________________________________________________

Effort: __ /10
[Individual work within group is evident, all students show clear understanding of topic, students
work well collaboratively, students motivated & engaging audience, transitions are fluid]
Comments:
______________________________________________________________________________
______________________________________________________________________________

Content: __ /20
[Wide range of relevant textual evidence, fully-developed ideas, persuasive arguments]
______________________________________________________________________________
______________________________________________________________________________