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Dayna Louise DesJardins

Sample English Language Arts Lesson Plan

1. Grade: 11

Subject: English/Language Arts
Content Focus: The Great Gatsby Intro
GLCE-HSCE and/or Common Core Concept:
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.

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. (Include Shakespeare as well as other authors.)

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.

2. Purpose / Relevancy Statement:
Students will learn about general themes of The Great Gatsby, introductory information, and
historical background of the novel. Students will benefit from this because it will give them a
foundation of the themes present in the novel The Great Gatsby, and familiarize them with the
general plot and historical background of the novel. This will allow the students to understand
the text more effectively. Students will want to learn this because of both individual and group
work, in addition to an interactive activity that includes technology.

3. Accommodations:
The following accommodations / modifications will be made possible, as needed:
Teachers notesfollowing a modified CLOZE procedure
Learning partners
Extra time and / or alternate locations may be provided for assessment.
4. Resources:
a. (Bell Work)
Overhead projector, PowerPoint (with directions), white board, markers,
Warm Up paper, writing utensil
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b. (Instructional Method)
Overhead projector, PowerPoint, white board, markers, paper and pencils,
copy of Richard Cory, Word Association for Richard Cory, Question
Only Quiz
c.(Guided Practice)
Computer lab, link to treasure hunt, treasure hunt paper
5. Performance Objective Audience/Behavior/Conditions/Degree (ABCD) Format:
The student (A), will be able to understand the significance of historical background and
information about The Great Gatsby (B), with the use of notes, learning partners and interactive
activities (C), with a 85% proficiency (D).

6. Content Literacy Strategy:
A Motor Imaging worksheet will be used during the vocabulary warm-up. This strategy
allows students to associate their vocabulary words with a non-verbal cue (pantomime). Motor
imaging appeals to diverse learners by getting them to kinesthetically move in the room and also
promotes public speaking practices, as each student will share with the class one of their

Quiz Only is a strategy that requires the students to come up with questions about a text to try
and figure out the overall plots and themes without reading the novel. With this strategy the
students will work in teams to come up with a series of questions to ask the teacher. Next, the
whole class will have two minutes to ask the teacher as many questions as they can. The teacher
will follow up by providing a short quiz (used as a pre-test) to assess the students prior-
knowledge for the unit. This will allow the teacher to adjust the unit as necessary. This strategy
helps with anticipating information in the text, and promotes the speaking Common Core
Standard listed above.

ABC Paragraph will be utilized to showcase the students synthesis of historical background
and prior-knowledge regarding theme. Students will write a paragraph on the American dream
and what it means to them. An ABC paragraph should have an opening statement followed by 2-
3 statements of evidence, followed by a concluding sentence. By assigning this writing prompt,
students will hone in their writing skills by producing sound, and succinct paragraphs.

7. Bell Work:
Upon entering the classroom a PowerPoint slide will be displayed giving directions for the bell
work assignment. Students will grab a Motor Imaging worksheet and read the two examples
provided. Next, they will fill in the remainder of the vocabulary sheet with their own
pantomimes. The teacher will give them approximately 4 minutes to complete the worksheet and
each student will share one pantomime a piece.
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8. Opening / Anticipatory Set:
A. The teacher goes over the goal and objective for the day
B. The teacher asks, What does it mean to be successful?
C. The teacher randomly calls on students using the name index cards to provide
examples of what it means to be successful. One student will write the examples on the
white board. Allow 1-2 minutes for discussion.
D. The teacher states, today we are going to be looking at a poem that examines the
consequences of success as well learn some background knowledge about our next
class novel.

9. Instructional Method:
A. Teacher has students take out their course pack and turn to the poem Richard Cory
by Edwin Arlington Robinson. The students will read the poem a total of three times. The
first reading will be straight through, the next will explicate the rhyme scheme and other
stylistic devices, and finally the third reading will focus on an overarching theme.
B. After the students complete the third reading they will work in groups to complete the
Word Association worksheet. The word success will be written 10 times and each
group will be responsible for coming up with 10 words or phrases that mean success.
Each group will share with the class three of their words or phrases they came up with
and offer a short explanation.
C. *Transition* The teacher states, Today we will start our next in-class novel. Certain
days will require reading for homework. Be prepared for a short quiz on the days
readings are assigned. Come prepared to class every day to discuss what weve read.
Does anyone have any questions?
D. Teacher explains the next activity, the Question Only strategy. The teacher states,
for the next few weeks we are going to be reading a novel dealing with success. You
are going to learn about it solely through your questions and will be tested on the topic.
The test will cover all of the information I consider important, whether or not the
students actually extract the information from your questions.
E. The class questions and the teacher answers fully, but without telling more than
anyone logically would need to know and at the same time taking care not to miss a
teachable moment for telling all that the question logically entails.
F. The teacher gives the test. Once the students complete the test they may turn it over
and put their pencils down.
G. Class discussion follows. The teacher and the students note which questions were
raised and which should have been raised.
H. The teacher passes out the novel The Great Gatsby to the class and states,
Tomorrow we will begin reading The Great Gatsby. Before we dive in it is
important to understand the historical background of the novel. We are going to be
taking a trip to the computer lab to complete The Great Gatsby Treasure Hunt
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http://www.huffenglish.com/gatsby/gatsbyhunt.html Follow the directions posted on
the website. You may work in groups but each person has to write down their own
answers. The link to the website is found on the top of the worksheet you will grab
on your way out.

10. Guided Practice:
A. Teacher passes out Gatsby Treasure Hunt worksheet as they leave the room. The
entire class will relocate to the computer lab.
B. Students complete the tasks on the Gatsby Treasure Hunt website, writing down
answers to the questions in their own words. This website has the students explore the
historical context of the novel. The teacher will move around the lab assisting students as
necessary and monitoring behavior.

11. Lesson Closure:
Teacher asks the students to stop what they are doing. If they have not finished working
through the timeline they may finish it at home and turn it in first thing tomorrow. The
teacher randomly calls on students to review what theyve learned today. Some questions
could be directed towards the poem Richard Cory, the Question Only session, or the
treasure hunt. The students are to pick up an ABC paragraph writing prompt as an exit
ticket. They need to turn this paragraph in first thing tomorrow to the in basket.

12. Formative Assessment:
A. Participation in discussion
B. The Question Only quiz will serve as a pre-test. The teacher will pull similar questions
to be tested on the end of unit test.
C. ABC paragraph writing prompt

13. Re-Teaching, Independent Practice, Extension Activity
A. Re-Teaching Plan: Teacher shows Crash Course in History: The Roaring 20s
which covers the same topics, and has students complete a series of questions as they
watch the video. A short discussion will follow.
B. Independent Practice: Students will write an ABC paragraph answering the question:
What is the American Dream and what does it mean to you? Be sure to provide examples
from what youve learned today.
C. Extension Activity: Students will create a movie trailer using what theyve learned
from the treasure hunt and the Question Only Quiz to entice their classmates in reading
the novel.

14. Summative Assessments:
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Students write a comparison paper at the end of the Modernism Unit between The Great
Gatsby, The Death of a Salesman, or a biography/autobiography of a modern day entrepreneur.

15. Reflection Notes:
This lesson was taught on March 18, 2014
Overall the lesson really ran smoothly. The students were really engaged in
the meaning of success. I dont think the students had ever thought about the
negative consequences of success. Several students thought outside the box
with this question. I was surprised.
The question only quiz will really help me with planning future lessons.
Overall, the students are fairly familiar to the plot, thanks to the recent movie
rendition. I think it will be a good idea to show the clips in conjunction with
the readings on certain days to show the difference between the book and film
The scavenger hunt really helped students understand the historical context of
the Great Gatsby. I think this will be beneficial as we are reading because they
can pick up on cultural nuances of the era.
The ABC paragraph really related to what they think the modern-day meaning
of the American dream is. I was pleasantly surprised with some of their
I can tell this will be an interesting unit for the students.