Mary's+Unit

Mary Borland The more I read my lesson the less I like it. Does it seem concise? Any thoughts would be appreciated || Background Project for The Great Gatsby |||||| Related Lessons: How to use Editing to make writing more effective/blogging || LA.B.2.4.3 The student writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.
 * = Daily Lesson GAME Plan =
 * Lesson Title:
 * Grade Level: 11th |||||| Unit: Writing/ Reading Comprehension ||
 * == GOALS == ||
 * Content Standards: **Sunshine State Standards**

**Florida Process Standards** Information Managers 01 Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concep

ts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.

Critical and Creative Thinkers 04 Florida students use creative thinking skills to generate new ideas, make the best decision, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning. || a. Demonstrate fluency in technology systems and transfer of current knowledge to new technology systems and situations. b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
 * ISTE NETS-S
 * ISTE NETS-S
 * ISTE NETS-S
 * ISTE NETS-S

Instructional Objectives: My Intensive Reading Students spend the majority of their time in groups. This assignment will teach them how to work in groups and communicate with their peers. I think this assignment will help them after they graduate because it teaches them to work with others As a class, we will be reading The Great Gatsby, which is one of the required books of 11th grade English. We will be writing a paper about the 1920’s and making a power point using images and information gathered from the internet. Students will take notes and ask questions of their peers on blogs. The class will be divided into 3 small groups of 5-6 students. The Power Point should cover a few topics i.e. background on Fitzgerald, Sports, Fashion, Music, Film, Politics, or other area of interest to the students. Each group will make one power point page per student and write a one-page 500-word paper to be read during presentation. Each student must comment on each of his or her classmate’s blogs in a thoughtful manner. || Day 1 80 minutes
 * == ACTION == ||
 * Before-Class Preparation: Watch short film on the 1920’s “The Roaring 20’s” ||
 * During Class ||
 * Time

Day 2 80 minutes

Day 3 80 minutes

Day 4 80 minutes

Day 5 80 minutes

Day 6 80 minutes

Day 7 80 minutes

Day 8-12 |||||| Instructional Activities Present Power point created by a student from last year’s class, to show different techniques used. Assign groups. Have students set up blog accounts Make sure every group is comfortable making a Power Point. Hand out copy of Rubric and Progress guide Please respond to these questions in your blog- The Great Gatsby represents the The Decline of the American Dream in the 1920s. What is the American Dream? What does it take to achieve this dream? Who determines your success in the dream – you or others?

Students will spend 1/3 of their time researching and posting notes to their individual blogs, 1/3 reading The Great Gatsby, 1/3 planning their projects and writing their papers. Read ch. 1- describe Nick and Daisy

Repeat day 2 and decided what their final topic will be Read ch 2-

Rough draft of their projects and paper will be reviewed by their peers and by their teacher. Read ch. 3

Students will present and read a mock up of their final projects. Students will use notes and comments made in their blog to make final paper and Power Point Project. Students will read and edit group members papers and fill out *editing final draft worksheet Read ch 4

Final day to plan for presentations and writing Review ch 1-4, go over character list- *Students will fill out self evaluation worksheet

Groups will present Power point and read papers today Students will turn in *Self Evaluation

Read ch 5-9 Please continue to respond to the questions from day 1 in your blog. || Materials and Resources Computer Internet Power point The Great Gatsby Film on the 1920’s Paper

Hand outs- *Final Draft Edit *Progress *Self Edit || I will also be reading blogs daily and answering any questions using the internet to respond.
 * == MONITOR == ||
 * Ongoing Assessment(s): I will be working with small groups daily during their planning time and will review any questions or issues they have.
 * Ongoing Assessment(s): I will be working with small groups daily during their planning time and will review any questions or issues they have.

· Power point project rubric · self evaluation worksheet · editing final draft worksheet Accommodations and Extensions: I will reevaluate on day 6 to see if certain groups or students need extensions. I have several students who will be doing the majority of their writing in another class that is designed to help certain students attend regular classes.

Back-Up Plan- //The Great Gatsby// deals with icons of the 1920s – Gatsby’s car, jazz, women’s dresses. List some objects that typify the current decade, and incorporate as many of them as is reasonably possible into a few paragraphs describing a day in your life. ||
 * == EVALUATION == ||

References: Mary Lou Brandvik. //English Teacher’s Survival Guide Ready to use Techniques & Material for// //Grades 7-12// 2002 Jossey,-Bass San Francisco, CA

Rubric- Oct 10, 2010- []