Digital Unit Plan Template Unit Title: The Great

Gatsby and the American 1920s

Name: Magaly Yanez Grade Level: 11

Content Area: English

CA Content Standard(s)/Common Core Standard(s):

Reading Standards for Literature (RL) Grades 11-12: 1-6. 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 matters uncertain. 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 3. Analyze the impact of the authors 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/archetypes are introduced and developed). CA 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. 5. Analyze how an authors 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. 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Writing Standards (W) Grades 11-12: 1.a-f; 4-6; 8,10 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. 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. b. 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 audiences knowledge level, concerns, values, and possible biases. c. 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.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. f. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy). CA 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. 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. 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 including footnotes and endnotes. CA 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. Standard 10: Range, Quality, and Complexity of Student Reading 6-12 Novel from Literature: Stories, Dramas, Poetry Grade 11CCR
Big Ideas:

Essential Questions for Unit:

Why is it important to know the context of a literary work? How do Literature and History interact? What does the meaning of a literary work convey about its historical context?

How does the novel convey meaning in general? Is the novel successful in conveying meaning about its historical and social context? How do The Great Gatsby and its historical context pertain to society today?

Skills for Unit:

Close reading Interpretation Analysis Critical thinking Synthesis Application/Incorporation of Technology

Unit Goals and Objectives:

Students will be able to: 1) close read a text for meaning and evaluate its success in portraying a certain message. This will be demonstrated through the process of annotations and reading journals. 2) understand the significance of historical context as an influence on literature. This will be demonstrated through the identification and categorization of historical elements within the novel. 3) analyze various elements of the novel (such as setting, character, plot development, etc.) in relation to the historical context and meaning of the novel. This will be demonstrated through activities in which students think critically, hypothesize, and/or predict alternatives to the elements in the novel. 4) analyze the way in which literary works serve as commentary for society. This will be demonstrated through analysis of theme. 5) draw connections between The Great Gatsby, its historical context, and present-day society. This will be demonstrated through a conclusion presentation of the student's choice.

Unit Summary:

This unit is designed for 11th grade English class and revolves around one of the classic American novels, F. Scott Fitzgeralds The Great Gatsby. It requires that students think about the novel critically as they analyze and synthesize the content of the novel in relation to its context. The relationship between History and Literature will be explored in-depth throughout this unit. Finally, conclusions about the

novel, its historical context, and any connection to the present state of society are going to be made. Students will begin by reading the novel and keeping online Dialectical Journal entries based on their reading observations and/or specific prompts given for the chapter. Online interactive activities will expand students understanding of both the novel and the historical time period. These will also allow students to explore the variety of resources available to them for future writing assignments and conclusion presentations on the topic.
Assessment Plan:

Entry-Level: KWL Chart Students will fill out a K-W-L chart about the novel. In this way they will gauge what they know about the novel and what they want to find out. This chart will be kept as a resource as they read so that students can fill out the L portion: what they have learned.

Formative: Chapter 1 Quiz -Students will take the Ch. 1 quiz after they read the first chapter and before we discuss the novel as a class. This will not be a reading quiz. Rather, it is a brief quiz so that we can gauge their level of comprehension as they are introduced to the novel and begin their reading journey. After all students have taken the quiz, I will use the results to guide the discussion and lead into their next comprehension assignments.

Annotations - Students will annotate the text as they read. These annotations will require that
students note symbolism, key terms, characterization, and other literary elements. These annotations will be checked regularly and there will be a required annotation summary element in their blogs. In this way, students can mark their questions, concerns, and comments as they go along rather than trying to remember where in the novel any of these had occurred. Student Blog Reading Journals - Students will keep reading journals in the forms of blogs. Each chapter will require one post. This online reading journal will require that students: 1) Respond to a question/brief prompt about the chapter. 2) Write any questions that they had while reading the chapter. 3) Write down 5 vocabulary words they struggled with or learned (with definitions). 4) Write 1 historical context note from the chapter they read. 5) Write a brief summary of their annotations. These blogs will allow students to gauge and reflect on what they learn in each chapter. They will also help students think critically about the information they are processing. Flashcards - Students will make a set of 50 Quizlet flashcards. These will include 40 vocabulary terms/concept terms from the novel and 10 terms/concepts from the historical period in which the novel takes place. These will help students begin to draw connections between the novel and its historical context.

Summative: Reflection Students will answer one Big Idea question through the presentation method of their choice (PowerPoint presentation, brochure, short video, etc). This will allow students to reflect on what they have learned and interact with their peers knowledge. Final Paper - Students will write a 4-5 page paper in which they identify a central theme in the novel and connect it to the historical context of the novel. This will assess how well students understood the relationship between the literary and historical concepts.

Lesson 1 Student Learning Objective: Acceptable Evidence:

2) understand the significance of historical context as an influence on literature. 3) analyze various elements of the novel (such as setting, character, plot development, etc.) in relation to the historical context and meaning of the novel. 4) analyze the way in which literary works serve as commentary for society.

- This will be demonstrated through the

identification and categorization of historical elements within the novel. Applying background/ historical information to determine the influence of context on the content of the novel
-This will be demonstrated through activities in which students think critically, hypothesize, and/or predict alternatives to the elements in the novel. Answering questions and filling in charts in guided notes - This will be demonstrated through analysis of theme. Notes, answering questions, and discussion of theme from presentation/ guided notes Explanation of connections between the novel, its historical context, and its relationship to todays society

Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction

Lesson Activities:

Teacher Lecture Guided Notes

5) draw connections between The Great Gatsby, its historical context, and present-day society
Lesson 2

Student Learning Objective:

Acceptable Evidence:

2) understand the significance of historical context as an influence on literature. 3) analyze various elements of the novel (such as setting, character, plot development, etc.) in relation to the historical context and meaning of the novel. 4) analyze the way in which literary works serve as commentary for society

Use of historical resources to answer questions on historical significance in novel Applying historical facts and information to reach conclusions about the meaning of the novel Writing about the conclusions reached and how these reflect a connection between the novel and society (particularly the society of its historical context)

Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction

Lesson Activities:

WebQuest Activity

Lesson 3 Student Learning Objective: Acceptable Evidence:

2) understand the significance of historical context as an influence on literature. 3) analyze various elements of the novel (such as setting, character, plot development, etc.) in relation to the historical

-This will be demonstrated through the identification and categorization of historical elements within the novel. - This will be demonstrated through activities in which students think critically, hypothesize, and/or predict alternatives to the elements in the novel.

Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction

Lesson Activities:

Graphic Organizer Assignment

context and meaning of the novel.

Unit Resources:

Drawing conclusions about the novel based on observation, analysis, and critical thinking Organizing the information into an explanatory pattern

http://mentalfloss.com/article/50822/24-great-gatsby-facts http://www.biography.com/people/f-scott-fitzgerald-9296261 https://www.vocabulary.com/lists/253652#view=notes http://www.loc.gov/teachers/classroommaterials/primarysourcesets/harlem-renaissance/ 1920s Video http://www.youtube.com/watch?v=vSJJh7a7WvA

http://chroniclingamerica.loc.gov/search/pages/results/?state=&date1=1920&date2=1922&proxtext=&x=26&y=11&dateFilterType=yearRange&rows=20&searchType=basic

Events from 1925 http://www.answers.com/topic/1925 http://www.shmoop.com/video/the-great-gatsby/ http://www.americanwriters.org/classroom/tl_progressive.asp http://greatgatsbygame.com/ 2013 movie trailer http://www.youtube.com/watch?v=TaBVLhcHcc0 http://www.mccord-museum.qc.ca/en/keys/games/18 http://www.myvocabulary.com/word-game-puzzles/the-great-gatsby-vocabulary/definition-match/ http://prohibition.osu.edu/ http://voices.yahoo.com/the-portrayal-1920s-society-great-gatsby-2908409.html?cat=38. http://www.nydailynews.com/new-york/new-york-city-roaring-twenties-gallery-1.1338580?pmSlide=0 http://www.shmoop.com/video/gatsbys-new-york/ http://www.neabigread.org/books/greatgatsby/readers-guide/historical-context/
Useful Websites:

www.popplet.com www.wordpress.com