Lesson Plan One

Collaborative Roaring Twenties Project

Teacher: Bayleigh Hicks

Date: November 9, 2020
Subject / grade level: AP Language and Composition, 11 th grade
Materials: Computer

NC SCOS Essential Standards and Clarifying Objectives

RI.11-12.1, W.11-12.2, !.11-12.7, SL. 11-12.4
Technology Standards 1, 6, 9

Lesson objective(s):
Students will utilize research skills to understand, discuss, analyze, and present information from informational texts
collaboratively.

Differentiation strategies to meet diverse learner needs:

This lesson will use video, collaboration strategies, translations, and writing practices that will address the various
learning styles and needs of all students.

ENGAGEMENT
The lesson will begin with a Nearpod presentation that will feature various think pieces that will consist of pictures and videos
from the Roaring Twenties. We will listen to some jazz from the Jazz Age as well. This will propel the discussion of what
students think the focus in culture was during the Roaring Twenties.

What kind of questions should the students ask themselves after the engagement?
- What does the lifestyle of the Lost Generation entail?
- What was American culture like during the Roaring Twenties?
- How does Fitzgerald’s writing mirror the American Dream?

EXPLORATION
In collaborative groups, students will research about a certain aspect of the Roaring Twenties. Students will be split into
groups and present on the following topics: Harlem Renaissance, Women's Suffrage, Jazz Age, Prohibition, and Mass
Consumerism. They will present their findings in a presentation with cited sources and specific information found in their
research.

List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration.
- What were some cultural norms of the Lost Generation?
- How did the Harlem Renaissance play a part in the Roaring Twenties?
- How did mass consumerism come about during the Roaring Twenties? How did it impact the pursuit of the American Dream?

EXPLANATION
After completing the anticipation guide and analyzing the videos and pictures included in the Nearpod, I will go into detail
about the specific events of the Roaring Twenties. We will cover vocabulary such as  prohibition, isolationism, economy,
Harlem Renaissance, Nativist, flapper, superficial, and suffrage. 

List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations.
- How do you think the prohibition impacted the pursuit of the American Dream?
- Based on the superficial attitude of the Lost Generation, what motivations do you expect from the characters in The Great Gatsby?

1
 Lesson Plan One
Collaborative Roaring Twenties Project

ELABORATION
Students will present their findings to the class. This presentation will be detailed and the rest of the class will take notes as
the presentation is going on. After each presentation, I will also elaborate on some of their ideas and ask questions to further
their critical thinking skills. 

EVALUATION
 Students will be assessed by me through a grading rubric for their work.

Collaborative Grading Rubric

Category Expectations Points Earned

Presentation The presentation should be clear
and followed easily. Each student
should participate in the _________/ 15
presentation for the class.
Content Each presentation should include
accurate and sufficient information
about their subject. The
information should be accurate and __________/25
cited correctly.
Student Notes Each student should take notes on
the content of every group. These
notes should include five facts for
each group along with vocabulary
mentioned in context to the _________/10
material.
Teacher Comments: