Lesson Plan Form

Name of Instructor: Amber Ginter Grade Level: 11 Subject: Honors English

III/English III

Unit Title: Great Gatsby (Day 5-6): MLA Essay, Chapter 1(Honors) (Regular-Journal/Vocab)
Time Length: 45 minutes (each day)
Date of Lesson: Friday, March 1st, 2019- Monday, March 4th, 2019

1. Learning Goal/Objective – a. What will the pupil be able to do as a result of the lesson? State your objective from
the course of study or ODE Academic Content Standards; b. Prior knowledge/skills required by students? c. Connection –
how does the lesson objective connect with previous and future lessons/learning?
Standard: After completing the ACT Prep unit of February, we now move to The Great Gatsby for the month of March. In
this lesson, students will learn how an MLA Essay, Chapter 1, Journal, and Vocab can contribute to the lecture of the Roaring
1920s that they took notes on the day before. This in-class interaction will hit highlights from the anticipation guide of the
historical and ethical concepts of the 1920s the day before, thus relating to their knowledge and understanding of The Great
Gatsby as a whole prior to its reading. In this lesson specifically, students will learn how to analyze MLA writing techniques
to see their prior knowledge/decision making/research skills about 1920s concepts and then engage in learning activities that
support the beginning steps of this unit.

Objective: As a result of this lesson, students will be able to thoroughly explain, comprehend, and become familiarized with
big questions regarding the American Dream during the 1920s. Activities such as the eassy in class, roaring 20s PP, lecture,
journal, vocab, and homework assigned of chapter one serves as an overview that gets students familiar with the different
types of units within this larger unit, before learning about each one specifically and individually and discuss those findings
as a class. The student will also be able to combine the knowledge of this lesson with the information built over the weeks
for a culmination on their final project and test.

Connection: This lesson is the fifth and sixth of The Great Gatsby 30 series and it will connect to the full unit for the next
thirty days of lessons. It builds on the notes taken the day before and explores various concepts using specific quotes in
analysis.
2. Assessment (Pre-& Post) - How and when will you evaluate the objective and student learning? Attach a copy of
the assessment/rubric instrument you will use.
Pre - Assessment: The students will discuss American Dream concepts through their prior knowledge of writing an MLA
essay, followed by reading chapter 1 at the end of that set of days, or completing a journal and according vocabulary set.
This serves as a pre-assessment form prior to engaging in the actual Great Gatsby book that builds upon the relevancy of the
quotes discussed and the anticipation guide explored the day before. In addition, the HW reading and MLA essay
introduction at the start of class will prepare their minds for the knowledge that will be built up over time.
Post Assessment: When the students arrive in class, they will hopefully show signs of growth through the pre-assessment
anticipation guide given in class the day before as well as the discussions, notes, and now a culminative MLA essay. The
post-assessment will thus be shown in their discussion as a class, the knowledge gained, evidence proven on their MLA
essay, or journal and according vocabulary. In addition, growth will be shown through their performance on the upcoming
pop quizzes, tests, and assignments given throughout the larger unit, the growth of knowledge from their initial pre-
assessment guide, and engagement during their interaction of small and large group discussions over the course of time.
3. Methods/Strategies – a. What teaching methods will you use (e.g. teacher presentation, demonstration, simulation,
role playing, peer teaching, laboratory activity, etc.); Type of learning: Inductive/inquiry questioning for student discovery or
deductive/direct modeling)? b. Accommodations – How will you accommodate for student differences? c. Learning
climate/environment – How might you establish a safe and an effective environment?
a. The methods used in this class period include teacher presentation and demonstration of materials, MLA Essay rubric and
materials, journal prompt, vocabulary, and HW reading of chapter one. These selected methods utilize interactive activity of
the activities/discussions during class. This also includes peer discussion when the students complete this activity through
independent practice of constructing their own views, making sure their notes align with their essay, answering the questions,
thinking deeply, and completing the assigned reading HW. The lesson also includes group involvement through discussion,
and interactions with the class. The type of learning is inductive/inquiry when we discuss as a class and will then move to
direct modeling as I show/give them the notes/writing assignments/vocab and they replicate in their own manner.
b. Accommodations- For those with learning disabilities, extra time will be given, hand out notes can be provided, the teacher
will clarify and reiterate questions and points, and be available after class as well. Any additional or needed HW may be
assigned to complete in pairs or with an aid or less questions assigned for homework when applicable.
c. Learning Climate/Environment- I will establish a safe and effective environment by treating all students with respect,
speaking clearly, repeating points, asking questions, and helping students as they need it.

4. Grouping - Large/small group; cooperative groups (pairs, threes, etc.); Is this typical?
Students are in a large group for the class assignment of the overall MLA assignment/journal/vocab discussion and then
smaller groups if they would like to brainstorm ideas and work on research together. Individualized instruction is utilized for
filling out their own essay information, formulating ideas, and reading the chapter one HW. Though students are often in
small and large groups, for instance, they are still required to take their own notes and fill out their own guide with personal
input needed for discussion. This is typical as I like to incorporate various forms of grouping in every class.

5. Equipment and Material - What instructional equipment and materials are required to help students reach the
objectives (e.g. textbook, lab equipment, technology, activity sheet, CD-ROM, Web Site, etc.)?
-Pencils/Paper
-MLA Essay Rubric/Description/Assignment with Examples
-Great Gatsby Book and copies for students
-Write discussion points for Daily Agenda (Smartboard or Chalkboard) (If needed)
-Computer
-Smartboard
-Chalkboard
-PP slide for Roaring 20s (Google Classroom if needed) (for reference, see previous lessons)
-Teacher notes for Roaring 20s PP (if needed) for lecture (for reference, see previous lessons)
-Participation check sheet
-Journal Prompt/Gatsby Vocab for Regular English III
6. Instructional Delivery
a. Introduction (e.g. motivate, elicit student interest, review past learning, background in topic; Communicate
expectations, procedures required for the lesson.)
1. Ask: “What did you guys think of the lecture from yesterday?” “If you were to define the American Dream today, what
would you define it as?”
b. Activity: What activities have you planned? What will you do? What will the students do? (e.g. small steps, examples,
clues, feedback/checking for understanding. etc.)
ACTIVITY TIME ALLOTTED
The Instructor will:
1. See Introduction (Ask?’s).
2. The teacher will explain and administer the MLA Essay/Journal/Vocab.
3. The teacher will discuss with the class as students listen to the instructions.
4. The teacher will allow students to work in pairs or small groups for research.
5. The teacher will monitor this work over the two days.
6. The teacher will assign the HW: Read Chapter 1 (Optional to take notes but recommended) (Due Tuesday
3/5).
The students will:
1. The student will discuss with the teacher in the introduction (she will give participation credit during the day
for work). 5 MINUTES
2. The student will listen/ask questions regarding the MLA Essay. 10 MINUTES
3. The student will participate/work with peers for the MLA Essay brainstorm or Journal/Vocab 30 MINUTES
4. Students will complete the chapter one reading of The Great Gatsby for HW (reminder-due on day Tuesday
3/5).
c. Conclusion/Summary - Review; Students demonstrate achievement; Connection with future lesson.
The teacher will ask the introduction questions, allowing students to answer through a discussion that familiarizes them with
a concept from the pre-assessment the day before, utilizing information of the 1920s. They will then break into small groups,
pairs, or work individually to begin research on their MLA project. They will work over the course of two days to complete
this, while regular English will work on a journal and vocabulary set of materials. This work period will be monitored by the
teacher as the students will gauge their prior knowledge and discussion by using notes and research materials from the
lecture, following along with their notes they took for HW, additional research or using context from their chapter 1 reading
HW.
d. Practice and/or Assessment - Guided, independent; Help with initial steps and monitor; Corrections, re-teach if
necessary. In this lesson, students will be assessed individually and as a group using the MLA Essay, Journal, Vocab, small
and large group discussions, individual research/notes that they will receive participation credit for and post-assessment
forms of notes, discussions and reading HW. All forms of assessment will be built upon over the next few weeks and utilize
guided instruction, and teacher demonstration/scaffolding.
 7. Standards from ODE- Copied and pasted as requested per OCU Standards and curriculum.
Reading Standards for Literature
Key Ideas and Details:

RL.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 matter uncertain.

RL.11-12.2 Analyze literary text development.

a. Determine two or more themes of a text and analyze their development over the course of the text, including how they
interact and build on one another.
b. Produce a thorough analysis of the text.

RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
(e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Reading: Craft and Structure:

RL.11-12.4 Determine the connotative, denotative, and figurative meaning of words and phrases as they are used in the text;
analyze the impact of author’s diction, including multiple-meaning words or language that is particularly evocative to the
tone and mood of the text.

RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to
begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as
well as its aesthetic impact.

RL.11-12.6 Analyze a case in which grasping point of view or perspective requires distinguishing what is directly stated in a
text from what is really meant (e.g., satire, sarcasm, irony, or understatement) and evaluate the impact of these literary
devices on the content and style of the text.

Reading: Integration of Knowledge and Ideas:

RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or
recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare
and one play by an American dramatist.)

RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early- twentieth-century foundational works of
American literature, including how two or more diverse texts from the same period treat similar themes and/or topics.

Reading: Range of Reading and Level of Text Complexity:

RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–
CCR text complexity band proficiently, with scaffolding as needed at the high end of the range, building background
knowledge and activating prior knowledge in order to make personal, societal, and ethical connections that deepen
understanding of complex text.

Writing Standards

Test Types and Purpose:

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.

a. Establish a clear and thorough thesis to present a complex argument. b. Introduce precise, knowledgeable claim(s),
establish the significance
of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences
claim(s), counterclaims, reasons, and evidence.

c. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing
out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and
possible biases.

d. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify
the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

e. Establish and maintain a formal style and objective 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 argument presented.

W.11-12.2 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. Establish a clear and thorough thesis to present and explain information.

b. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which
precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia to aid
comprehension, if needed.

c. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

d. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.

e. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the
complexity of the topic.

f. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.

g. 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).

Production and Distribution of Writing:

W.11-12.4 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.)

W.11-12.5 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 11–12.)

W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in
response to ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge:

W.11-12.7 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.

W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source
and following a standard format for citation.

W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-
twentieth-century foundational works of American literature, including how two or more diverse texts from the same period
treat similar themes and/or topics”).

b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S.
texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case
majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist,
presidential addresses]”).

Range of Writing:

W.11-12.10 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.

Speaking and Listening Standards:

Comprehension and Collaboration:

SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.

b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish
individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue;
resolve contradictions when possible; and determine what additional information or research is required to deepen the
investigation or complete the task.

SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively,
orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and
noting any discrepancies among the data.

SL.11-12.3 Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, assessing the stance, premises,
links among ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge and Ideas:

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.

Language Standards:

Conventions of Standard English:

L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American Usage) as needed.

L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.

a. Observe hyphenation conventions. b. Spell correctly.

Vocabulary Acquisition and Use:

L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12
reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive,
conception, conceivable).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning, part of speech, etymology, or standard usage.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context
or in a dictionary).

L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.

L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
8.Teacher Reflection/Self-Evaluation - Answer the following questions on a separate paper: What pleased you?
What would you do differently next time? Re-teaching or Intervention required? Did the assessment instrument measure
intended student learning? If no, what are some alternatives?
Attachment (s):