GENEVA COLLEGE

Beaver Falls, PA

LESSON PLAN TEMPLATE

Name: ______________Lauren Tipton____________________Date: ____02/10/21_________

Subject: ___________English_______________ Grade Level: _______11th_________

Topic: The Great Gatsby

PA or Common Core Standards

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.1.5.11–12.A Initiate and participate effectively in a range of collaborative discussions on grade-level
topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CC.1.5.11–12.D Present information, findings, and supporting evidence, conveying a clear and distinct
perspective; organization, development, substance, and style are appropriate to purpose, audience, and
task.

Learning Objectives: Objectives must be written using observable verbs

Students will be able to discuss and explain key events from chapter 4 of The Great Gatsby.

Materials
Google Meets
Schoology
Flipgrid
The Great Gatsby

Lesson Development
Introduction
This is an online, non-synchronous day of school, so I will not be presenting a formal lesson.

Lesson development (activities, procedures)

Students will either turn in a flipgrid video, or turn in a written response of at least 7 sentences, that
explains/responds to at least one of the questions below. The video and written responses will be graded
based on the accuracy and completion of their response.
1. During a car trip, Gatsby tells his life story to Nick. Why doesn't Nick believe him? What proof
does Gatsby offer? P65-66
2. What crime does Gatsby say Wolfsheim committed? What is Nick's reaction? P73
3. What favor is asked of Nick on Gatsby's behalf? And do you think Nick should follow through on
this for him? P78

Evidence of differentiated instruction (content, process, product, or learning

environment)
Learning Environment: Support from the teacher, they can reach us via email at any time during the
school day.
Product: There are a variety of questions, some more difficult than others, for the students to choose from.
Process: Students are able to record the video as many times as they would like to, and they will be able
to reference the novel to answer the questions. Students will have access to an audio recording of The
Great Gatsby.

Closure (summary)
They will have no homework due for class the next day, they should turn in the flipgrid video/written
response by class time on Thursday (2/10)

Assessment/evaluation
Students will be assessed based on the accuracy and completion of their response. There will be no rubric.
There are page numbers listed next to the question where they can find the answer, so I will give them full
credit if their response reflects what the text says.

Modifications or accommodations
There are no IEP’s or 504’s in this honors class.

Self-evaluation
Wednesday’s are online asynchronous days of learning, so it was good to see that most of the students
completed the Nearpod on time and none of them emailed me with any issues. No news is good news on
Wednesday.