Grace Anderson

Lesson Date: 2/22-2/23/2021

Grade level and Subject 11th grade; English Language Arts
Content and Standards Standard Area:
CC.1.3-Reading Literature

Standards:
CC.1.3.11-12.A-Determine and analyze the relationship between
two or more themes or central ideas of a text, including the
development and interaction of the themes; provide an objective
summary of the text.
CC.1.3.11-12.B-Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as
inferences and conclusions based on and related to an author’s
implicit and explicit assumptions and beliefs.
CC.1.3.11-12.E-Evaluate the structure of texts including how
specific sentences, paragraphs and larger portions of the texts
relate to each other and the whole.

Prerequisites Students should have prior knowledge of the historical period of

the 1920s
Students will have read chapters 1 through 3 of The Great Gatsby
by F. Scott Fitzgerald
Essential Questions  How do writers reflect upon the social issues and events of
their time?
 What are emerging themes in early American Literature?
 How is class and social status portrayed in The Great
Gatsby?
 How can we identify specific symbols within The Great
Gatsby and what might they represent?

Instructional Objective At the end of this lesson students will be able to:
 Identify a minimum of 2 direct quotes from The Great
Gatsby
 Incorporate a minimum of 2 direct quotes to use as textual
evidence for their graphic organizers
 Identify and analyze a minimum of 2 symbols from each
chapter
 Explain the importance of social class within the time
period of the setting of the book

Instructional  Beginning of class: I will go over the weekly agenda with

Procedures the students. With time permitting, I will show the students
 three clips from the movie The Great Gatsby directed by
Baz Luhrmann. A clip from the Buchanan’s dinner party in
chapter 1, Tom’s apartment party in chapter 2, and
Gatsby’s party in chapter 3 (this may not be possible in the
virtual classroom where time is limited). I will then
introduce the small group activity that students will be
completing in class.

 Middle of class: Students will break into 3 small groups to

complete the *graphic organizers I have provided on
Google Slides. Each group will be assigned a party from one
of the three chapters. In small groups students will identify
who was at the party, what the atmosphere of the party
was like, major events that happened during the party, and
any symbols that appeared during the party.

 End of class: When the small groups are done filling out
their graphic organizers, we will reconvene as a class. I will
ask each small group to discuss the party that they were
assigned. Each group will be able to fill out the remaining
the two parties that they were not assigned during our full
class discussion. Their graphic organizers will be submitted
by 11:59 PM after class.
Materials, Equipment,  Actively Learn (includes the book The Great Gatsby)
and Technology  Projector
 District provided laptops
 Google Slides
 YouTube
 Zoom for the virtual classes
 Schoology
Assessment/Evaluation The small groups will be submitting their completed graphic
organizers on Schoology. I will use these graphic organizers to
evaluate the students understanding of the three parties that
occurred in chapters 1-3, as well as their inclusion of direct quotes.
I will also use their participation in the whole class discussion to
further gauge their understanding of the chapters.
Individualized Activities For asynchronous homework students will be filling out a
vocabulary sheet that corresponds to chapters 1-3 of The Great
Gatsby, and will read chapter 4 on Actively Learn.

*Graphic Organizer See Attached