CONCEPTUAL GOALS 1.

Students will make a representation (poster, slideshow) of a character from the novel and how s/he changes as a result of his/her pursuit of success. 2. Students will write an accompanying explanation (using textual evidence) of their decisions in representing the character's evolution. 3. Students will give an oral presentation, with others who have been assigned the same character, using their representations 4. Students will journal regularly throughout the course of the unit, gathering textual evidence about their assigned character and reflecting on success in their own lives. STANDARDS: R11.A.1.4.1: Identify and/or explains stated or implied main ideas and relevant supporting details from text. R11.A.2.5.1: Summarize the major points, processes, and/or events of a nonfictional text as a whole. 1.6.11.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information or opinions. 1.6.11.B: Demonstrate awareness of audience by using appropriate volume and clarity in a formal presentation. 1.1.11.G. Demonstrate after reading understanding and interpretation of both fiction and nonfiction text, including public documents. 1.6.11.D.Contribute to discussions. LESSON OBJECTIVE 1. Students will present their characters representation to the class, in order to explain what success means to that character and how they would represent their character with an image, color, and song. (1.1.11.G, 1.6.11.A, R11.A.2.5.1) 2. Students will evaluate each others presentations as well as take notes in order to show their understanding, participation, and listening skills. (1.6.11.A, 1.6.11.B) 3. Students will all participate in the presentations and discussions, in order to summative our unit on The Great Gatsby and show themselves and their classmates what they learned. (R11.A.1.4.1, 1.6.11.D) MATERIALS:

Computer Projector Wordle Evaluation Sheets Gatsby Movie

LESSON: 50 Minutes I. Introduction: 5 minutes A. Wordle

Comment [1]: Five minuteswe went a little over here, but things worked out for themselves. We just had to cut out the last clip and the discussion was limited at the conclusion of class as well. The students were focused and had fun with this activity thoughso Im glad that we chose to do it.

Have students give one word that they feel expresses something pertaining to TGG as they walk in No repeats If students cant think of a word, they can sit down for a little bit and when they are ready hand in their paper Once all the papers are handed in we will begin our discussion Talk about the differences, similarities of the responses given

B. Explanation of Peer Evaluation

Explain that they need to make specific comments Explain that this is a part of their participation grade Suggest that they use their comments for the discussion afterwards Feedback will be collected and synthesized by the instructor

C. Ask for questions before we begin II. Presentation One: 10 minutes

Comment [2]: I really liked that we chose to do this activity. I liked the suggestion that Rachel made to place it at the end of the presentations for that the lesson was more ALIGHNED. However, I think that how we used it as a motivational device was still the choice I would have made in my own enactment if I were teaching this lesson in my classroom. Something that I would have preferred that might have avoided this issues, would have been to have an extra day in the unit for a summary day. This way, we would have had more time for the presentation discussions that were so important and this activity would have fit better within the lesson. Comment [3]: I am glad that Tali re-explained these evaluation sheets. I felt that one thing we forgot to mention in lesson 8, was that these sheets could then be used to reflect during the discussion. Comment [4]: One thing that I wanted to talk about in class but we didnt get toowere the evaluation sheets themselves. Thank you Bob for putting these together for everyone. However, if I had designed them myself I probably would have done it a little differently. I like the general set up, but I felt that this should have been more reflective and less of an evaluation. It should have been a tool for students to use in the discussion. I really didnt care for the check list aspect of itpersonally. Comment [5]: How would you have changed it? Comment [6]: Last minute I made a decision to change up the clip from this oneto the one that focused on the quotation about Daisys daughter and her reaction to her being a girl. Im glad I did this, because it was more RELEVENT and ALIGHNED to the presentations that the students were giving. This idea was also more UNIFIED with the unit as a whole. Comment [7]: J

Students Present on Daisy Peer Evaluation Sheet Teacher Evaluation Sheet

A. Discussion of Presentation One: 5 Minutes B. Discussion Questions:

Do you agree with the conclusion this group came to on whether Daisy was successful at the beginning and the end of the novel? Why or why not? Do you have any questions for the group (agree/disagree with color choice, song choice, quotation selection?)

C. Movie Clip/Discussion 5 Minutes 1. Daisy and Gatsby's first meeting 2. Discussion Questions: a. How does this representation match up with the presentation your classmates just gave? b. How does this representation affect your feelings about Daisys character (different/same than when you read about him?)

III. Presentation Two: 10 Minutes

Students Present on Tom

Peer Evaluation Sheet Teacher Evaluation Sheet

A. Discussion of Presentation Two: 5 Minutes B. Discussion Questions:

Do you agree with the conclusion this group came to on whether Tom was successful at the beginning and the end of the novel? Why or why not? Do you have any questions for the group (agree/disagree with color choice, song choice, quotation selection) ?

C. Movie Clip/Discussion 5 Minutes 1. Tom and his lady friend at the apartment 2. Discussion Questions: a. How does this representation match up with the presentation your classmates just gave? b. How does this representation affect your feelings about Daisys character (different/same than when you read about him?) IV. Summary/Closing: <5 minutes 1. What might have been Nick's reason for telling this story (remember that everything we read had already happened) Potential Discussion Answers: It was a significant event in his life which affected him greatly The loss of a friend, helped him to potentially cope Allowed for Gatsbys story to be hear (Have you ever told a story to other people to help yourself understand what you experienced?) 2. Why are we still reading a book written in the 1920's? What gives a book its longevity? Potential Discussion Answers: The novel teaches you a moral lesson that money does not always equal happiness. The novel shows the themes of success and how it can lead to your downfall success doesnt just mean money and material items it means family and friendship Who you have to share that success with The difference between love and lust or what people believe love to be is often just a dream The differences in social class and how that effects relationships with others Everyone cares about how they are perceived as socially

Comment [8]: Unfortunately we didnt have time for this movie clip, as a group we felt that the time would be better spent on the discussion at the conclusion of the lesson than try to smoosh this in too. I like how we were able to modify the lesson so seamlessly and we still covered Toms character through the other clips. Comment [9]: J

Comment [10]: This was by far my favorite question and Im really glad that we asked in for the closing thought. I personally would have made it more of the focus of the entire unitrather than success, but we were able to make it apply. Comment [11]: Why would you have preferred this focus?

Comment [12]: These questions were for backupbut we really didnt need them. I was very glad when we modified the lesson to stick to question one.

 You have to let go of people/things/events from your past in order to move to the future Etc. 3. Now that you have read The Great Gatsby does your definition of success change? If so how? Possible Discussion Answers: Money doesnt buy you happiness Who you share your success with may be more important than success itself Etc. Assessment: The groups presenting will be assessed according to the rubric by the teacher. We will be looking for their support of their choices in the image, color, song, and quotations. We will also be looking for their awareness of time management. The students in the audience will be assessed by their listening skills during the presentation. This will be assessed by collecting and reading their observations. We will be looking for their specific comments that show they were really listening to the presentations and thinking about how the presentation affected their understanding of the novella.
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Comment [13]: Overall, I felt that this lesson was DIVERSE, RELEVANT, ALIGHEND, UNIFIEDand the CONVENSIONS were to the best of our ability within the context of wikispaces. DIVERSITY was addressed because of the multiple activities. We used discussion, movie clips, the internet (wordle), and students participated in both presenting and observing. ALIGHENMENT was achieved by having a positive motivational device to get the class started, continuing the presentationslinking move clips to students work, and then concluding the entire unit with follow-up critical thinking questions. UNITY for the entire unit was achieved by asking questions that addressed the novel as a whole, and keeping the classroom set up and run in a the same way that the previous class was run and set up. RELEVANCE was achieved by asking the students questions about their opinions, their rationale for choosing different aspects of their presentations, and bringing in more modern (and perhaps therefore more interesting for students) mediums like the wordle activity and the movie clips. Comment [14]: Bloom, I agree with your assessment of this lessons DIVERSITY and RELEVANCE: The DIVERSITY of activities and interactional formats made this an engaging lesson J; perhaps include a moment when individuals could take time to write and reflect? I think the best moments for RELEVANCE were the selection of movie clips that fit with those that students had chosen (and how the juxtaposing of movie clips with student presentations puts them on the same level). J Perhaps another RELEVANT question to ask at the end of a unit: Did you like this book? UNITY/ALIGNMENT: I agree that this was the place to build on the previous lessons routines and the unit as a whole to ask the Big Questionsthe scaffolding of the preceding lessons made this discussion a good one! J In a real unit, you might consider how this would prepare students for the next book/unit of study. Congratulations on a great unit J Deleted: If time allows

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