Georgia Southern University FRIT 7737 Practicum in School Library Media Centers

Candidate as Instructional Partner Allison Hood Debra Tanksley

Title of Unit Curriculum Area

The Great Gatsby English: American Literature and Composition

Grade Level Time Frame:

9th 12th 6 Lessons

Stage 1: Desired Results

GPS Standard(S): ELAALRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The student identifies, analyzes, and applies knowledge of the structures and elements of American fiction and provides evidence from the text to support understanding; the student: a. Locates and analyzes such elements in fiction as language and style, character development, point of view, irony, and structures (i.e., chronological, in medias res, flashback, frame narrative, epistolary narrative) in works of American fiction from different time periods. b. Identifies and analyzes patterns of imagery or symbolism. ELAALRL2 The student identifies, analyzes, and applies knowledge of theme in a work of American literature and provides evidence from the work to support understanding. The student a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme. ELAALRL3 The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods. The student relates a literary work to primary source documents of its literary period or historical setting; the student: a. Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition. i. Native American literature ii. Colonial/Revolutionary/National literature b. Relates a literary work to the characteristics of the literary time period that it represents.

i. Romanticism/Transcendentalism ii. Realism iii. Naturalism iv. Modernism (including Harlem Renaissance) v. Postmodernism The student compares and contrasts specific characteristics of different genres as they develop and change over time for different purposes (i.e., personal, meditative Colonial writing vs. public, political documents of the Revolutionary era, or replication of traditional European styles[Bradstreet, Taylor] vs. emerging distinctive American style [Dickinson, Whitman] in poetry). The student analyzes a variety of works representative of different genres within specific time periods in order to identify types of discourse (i.e., satire, parody, allegory) that cross the lines of genre classifications. ELAALRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. The student composes essays, narratives, poems, or technical documents. The student c. Draw comparisons between specific incidents in a text and broader themes ELAALRL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing. ELA11LSV1.f Volunteer contributions and respond. ELA11LSV1.h Clarify, illustrate, or expand on a response. ELA11LSV2.e Analyze the effect of dialect and language on positive and negative stereotypes among social groups. STANDARDS FOR THE 21ST CENTURY LEARNER 4.1 Skills 4.1.2: Read widely and fluently to make connections with self, the world, and previous reading. 4.1.3: Respond to literature and creative expressions of ideas in various formats and genres. 4.1.5: Connect ideas to own interests and previous knowledge and experience. 4.1.6: Organize personal knowledge in a way that can be called upon easily. 4.1.7: Use social networks and information tools to gather and share information. 4.1.8: Use creative and artistic formats to express personal learning. 4.2 Dispositions in Action 4.2.1 Display curiosity by pursuing interests through multiple resources. 4.3 Responsibilities 4.3.1 Participate in the social exchange of ideas, both electronically and in person. 4.3.2 Recognize that resources are created for a variety of purposes. 4.3.3 Seek opportunities for pursuing personal and aesthetic growth.

4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction. 4.4 Self-Assessment Strategies 4.4.3 Recognize how to focus efforts in personal learning. 4.4.4 Interpret new information based on cultural and social context. 4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed.

Understandings:

Essential Questions:

Students will understand that: While the 1920s, Roaring Twenties, were a height of wealth, fashion, and jobs, they were also a time of moral neglect, loss of responsibility, and political activism. The discovery of ones true self or the refusal, inability, or incapacity to accept ones true self has consequences. Reaching for self-identity causes reconciliation between what is real and what is ideal (reality versus illusion). The American Dream is a pervasive element of the American cultural identity. While the American Dream rests on the need for a common set of beliefs or ideologies, its presence today is diverse, multi-faceted, and paradoxical Fitzgeralds cynicism strips the American Dream of its illusions, while still emphasizing the importance of mans realistic pursuit of the dream. How do Modern authors use character development and symbolism to reflect the seminal ideas of the time? How do the characters embody or fail to embody the American Dream in The Great Gatsby? Which characters in Gatsby would still perceive the dream as viable at the close of the novel? Is the American Dream a destructive or empowering force, or a combination of both in Gatsby? Specifically, how are the characters empowered or destroyed by the American Dream? Is the American Dream still a viable element today? Is the American Dream a destructive or empowering force, or a combination of both? How is ones life affected either by the process of self-discovery or by the failure to try to understand oneself?

Knowledge and Skills

Knowledge: Students will know: How locations in the novel The Great Gatsby connect to the plot of the story. How character analysis plays a part in understanding the novel. If the Roaring 20s was a time of positive influence on American culture or a time of mischievous. If the American Dream is an attitude or simply just a term. How, as a reader, they can determine the role of the narrator. The characteristics of postwar Lost Generation writers The effect of the Jazz Age on American society The difference in class distinctions old money vs. nouveau riche in America in the 1920s. The American Dream and its presence in contemporary American literature.

Skills: Students will be able to: Analyze key symbols and symbol patterns. Clearly address through various assignments questions such as; what are the significant locations in the novel? How do these locations connect to the plot of the story? Write and speak critically about literature. Read critically and ask pertinent questions regarding character roles in The Great Gatsby. Apply knowledge in comprehending and developing specific and generalizations regarding the novel. Answer the question; is the American dream a term or an attitude? Demonstrate an understanding of major cultural, religious, philosophical, and political influence on literature of a given period or culture. Identify the purpose of a narrator and be aware of the techniques that a speaker uses to engage an audience. Engage in discussions as both speaker and listener, critically and constructively interpreting, analyzing, and summarizing ideas. Evaluate messages and effects of Technology in the classroom (Facebook, Blogger, etc) Describe and analyze narrative structure of Gatsby. Analyze contrasting elements in the novel. Describe their place in the American Dream.

Stage 2 Assessment Evidence

Performance Task(s) Blogging on Gatsby Design in GRASPS: Goal: Your goal is to emerge yourself as the character you have been assigned to. Role: Your role is to be the character assigned to you . Audience: The target audience is an 11th grade Literature class. Situation: You are a character from the book The Great Gatsby. You are to start blogging where you discover your character in the book. Explain in detail all the events and places that you experience throughout the book. Remember to use appropriate language of the modern era. You will write several short entries of your character, as that character. Product Performance and Purpose: You will create a blog using blogger. You will record your biography and include information that helps describe your experiences. Standards and Criteria for Success: Standard 4: Pursue personal and aesthetic growth. Indicator: 4.3.1: Participate in the social exchange of ideas, both electronically and in person. Indicator: 4.3.2: Recognize that resources are created for a variety of purposes.

Performance Task Rubric Character Blog: Assessment Rubric 8-10

Writing Content: The posts accurately and interestingly represent the chosen characters thoughts and feelings at four unique points in the novel. Details are true to the text. Posts are each a minimum of 200 words, and probably go beyond that requirement. Score ___ Design: Elements on the page match each other and seem to be part of a clear overall plan to show something about the character. A wide range of elements is included in the blog. Score ___ Requirements: Not only are all the requirements The requirements are mostly met, met, the author has gone above but no extra effort is represented and beyond what was asked. All on the blog. Sources are cited, sources are cited. Accurately in though perhaps only partially. full MLA style. Score ___ Score ___ Only a few of the requirements have been met. Sources may not be cited at all. Score ___ Elements on the page are somewhat haphazard. At least some of them seem to have been chosen to represent the character, but some do not match. Score ___ There is little attention to design, and no particular thought to what the character might choose. Score ___

5-7
The posts reflect the characters to some degree, though it is unclear how some of them relate to the text. Some of the content seems irrelevant to the character. Posts may be too short. Score ___

1-4
The author has paid little attention to the chosen character and written little to show their understanding of the text. Posts are too short, and possibly too few. Score ___

Mechanics:

The content shows a variety of Though there are some vocabulary and sentence structure. Editing has eliminated typos, most of the content is pretty clear. Sentence structure may not all typos and grammar is be varied. Grammar is occasionally exemplary. confused. Score ___ Score ___

The blog is filled with spelling and grammar mistakes; it is difficult to follow. Sentences are confusing and sentence structure may not be varied. Score ___

Score: _____ / 40

Process Grade: _____ / 40

Other Evidence: (tests, quizzes, work samples, observations)

Character Blog Requirements

The goal of your blog is to express the thoughts, feelings, and history of your selected character in a variety of ways. As you design your blog, you should always consider whether you are representing your character accurately, based on the text. It is absolutely fine to add details to your characters life that are not mentioned in the text, as long as they are both appropriate to our school context and in line with the way the author describes your character. Your character: Everyones blog MUST have ALL of the following: At least four posts written from the perspective of your character from various points in the action of The Great Gastby. These posts should be at least 200 words each. Keep in mind that blog posts will appear from most recent to oldest, so if you want your posts to flow chronologically, you should begin where you are currently in the book and move toward the beginning. At least one post must have a related image within it. If you use an image from the Internet, be sure to cite it somewhere on your blog. A header with a title that matches your character and blog content, with a quotation related to your character from the novel as a subtitle. A photo of your character (as you imagine him or her) on the sidebar with a brief description of your character (role in life, relationships, goals, location, etc.) dont worry about this today. We will get to this part later.

If you use outside sources of any kind, use MLA style to site the source somewhere on your blog: on the sidebar, in a post, or at the bottom in a footer.

Peer Editing Questions

Spend some time viewing the blog of the students that shares the same character as you: reading the content, view the graphics, explore the links, etc. Then answer the following questions to help your classmate improve his/ her blog. What do you think is the strongest part of the blog? This could be a certain post, the writing style, the graphic design, the use of alternative media, the images, etc. What makes this element so strong? Is there a part of the blog you find confusing? A part that doesnt seem to quite match the rest or the character for which it was designed? A link for which you dont understand the connection? Can you give some suggestions for how to improve that part? After reading the blog, what would you like to know more about? Is there a post that leaves you with questions? Write down at least two questions to help your partner further develop this blog. Did you notice any major typos or grammatical issues? Please note anything glaring in this space. Did your partner fulfill all the requirements on the Character Blog Requirements handout? If not, which one or ones still need to be added?

Stage 3: Learning Plan

Lesson One 3 days Wednesday-Friday Activator: 1. The Great Gatsby Anticipation Guide 2. 1920s Slang Terms-Activity on Promethean Board 3. Think-Pair-Share: With which character do you most identify?

Lesson Two

2 days

Activator: Journal: What does Gatsby really feel 1. for Daisy (love, lust, obsession)? Provide Evidence. 2. Think-Talk-Share: If Modernism reflects a loss of faith in the American Dream, then what must happen between Gatsby and Daisy by the books end? 1. Instruct for Literature Circles Instruct for Carousel Instruct for Facebook Progress

Lesson Three 1 day Ms. Hood Activator: Think Talk-Share; what form of social media do you use? (Facebook, Twitter, My Space, Blog).

Day 1 Instruct for Literature CirclesStudents will work in groups, reading for a specific purpose. Each group member represents a particular character in the novel; students should read identifying with the perspective of the character they represent. Day 2 Instruct for Facebook ProjectStudents will update statuses/comment and like as part of their project grade. They will do this in the voice of their characters. Day 3 Instruct for Carousel Activity

Day 1 What does it say? What does it mean? What does it matter? Relate the screenshots of Facebook and a blog to the questions.

Opening 20%

Essential Question: How do Modern authors use character development and symbolism to reflect the seminal ideas of the time? Webbs DOK-- (GPS) Design, Apply, Analyze/DOK 4 Key Vocabulary Characterization Modernism Symbolism

Essential Question: How do Modern authors use character development and symbolism to reflect the seminal ideas of the time?

Essential Question: How can we use social media to enhance our knowledge of particular subjects?

Webbs DOK-- (GPS) Analyze/Create Key Vocabulary Characterization Modernism Symbolism

Webbs DOK-- (GPS) Design, Apply, Analyze/DOK 4 Key Vocabulary

Instructional Strategies Small Group Class discussion Think-Pair-Share Day 1: Historical Background1920s

Instructional Strategies

Instructional Strategies Individual Work Think-Pair-Share Class Discussion Detailed Teaching Sequence: Introduction of lesson Anticipatory Set: Overview, Objectives, Lesson activities (Blog Requirements, Blog Rubric, Peer tutoring Explanation of a Blog Access and account creation

Day 1: Literature Circles Finish Chapters 3 and 4/Carousel Begin Chapter 5. Add to the Students peruse Cornell Universitys characterization and symbolism Jazz Age Website; this offers charts. background information on both the historical and the literary aspects of HWK: Groups add to their Facebook the novel. pages and continue updating. Day 2: Literature Circles Students read Chapters 1 and 2, focusing on character development and use of symbolism. Students should begin completing their charts. HWK-Groups create their Facebook pages and begin updating. Day 3: Literature Circles Students read Chapters 3 and 4, focusing on character development and symbolism. Add to charts. Carousel-Students carousel to analyze significant quotes from the first four chapters. HWK-Groups add to their Facebook pages and continue updating. Day 2: Literature Circles Read Chapter 6 and add to charts. Promethean Board Word SplashGroups reflect on themes by writing words or phrases associated with the word the teacher splashes on the board. HWK: Groups add to their Facebook pages and continue updating.

Blog activity, text, and audio Check for understanding (additional assessment tool)

Assessment Prompts 1.

Assessment Prompts 7.

Assessment Prompts Instruct for Blogger/check for understanding 8. Students peer tutoring assignment

Instruct for journaling/check for 4. Instruct for journaling/check for understanding understanding 2. Instruct for Facebook/Check for 5. Instruct for Facebook/Check for understanding understanding 3. Instruct for Carousel/Check for 6. Instruct for Carousel/Check for understanding understanding Class Activities Structure Class Activities Structure Small Group Whole Group Whole Group Small Group

Class Activities Structure

Summarizer Day 1: Give Me Five-Five historical aspects that impact the literature. Day 2: Describe at least three relationships and make a prediction about how they will develop over the course of the novel. Day 3: Share Facebook Statuses and Give One, Get One for character/symbolism charts.

Summarizer Day 1: Is Gatsby a lovesick fool, or is he a selfassured businessman who has a clear goal? Support your answer with evidence.

Summarizer Day 1: How can we use Blogger as a tool for gathering and analyzing information?

CLOSING 20%

Assessment Facebook-homework grade (check for understanding) Literature Circles-Daily Grade for participation in discussion.

Day 2: How would you describe Daisys reactions to Gatsby? What aspects of Daisy (personal characteristics, family background, and the like) do you think were most important in the dream of her the illusion that for five years Gatsby had added to and stored in his ghostly heart? Assessment Assessment Informal Observation Informal Observation Performance Based Assessment Performance Based Assessment