L3+Kahler,+Michael

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Mike Kahler ** **__Lesson #:__ 3 __Facet:__ Perspective**
 * __ Grade Level __**** : 11 ** **__Numbers of Days:__ 2**
 * __ Topic: __ Literature **


 * __ PART I: __**

Students will understand that reading and comprehending a wide range of texts in beneficial. Students will know Gatsby, Tom, Daisy, theme, symbol, and metaphors. Students will be able to analyze texts and their meanings.
 * __ Objectives __**


 * Product: **Students answer discussion questions in the comments section of my blog for homework.

//Content area: Reading// //Grade Level: 11-12// //Domain: Literature// //Standard: Range of Reading and Level of Text Complexity// //By the end of grade 11, read and comprehend literature, including stories,drama, and poems, in the grade 11 CCR text complexity band proficiency, with scaffolding as needed at the high end of the range.//
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: ** This lesson is designed to teach students to analyze texts and comprehend reading.


 * __ Assessments __**


 * __ Pre-Assessment: __** There will be a think pair share and discussion about the first five chapters of __The Great Gatsby.__

Students will fill out a 5 W's chart for the first 5 chapters of __The Great Gatsby__. This will get students thinking about the events of the the novel and allow the teacher to see what the students understand. The Think Pair Share activity and discussion will also allow students to show what they know to the teacher. Students will also be assessed formatively through the homework. Short quiz on the reading. Students will get feedback on the discussion questions that they answer the following day in class. After this they will get to further discuss the question online for homework again. The summative assessment for this lesson will be seen in the answering of discussion questions posted on the teachers blog. Students will need to have original responses to these questions as well as respond to the posts made by their peers. This will then be revised after discussion in class.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Technology will be integrated through the posting of discussion questions on the teacher's blog. Students will then respond in the comments section of the same blog.


 * Content Areas: ** Music will be incorported though the use of the song "Read My Mind."

Students will Think Pair Share with their Winter seasonal partners before classroom discussion begins. Students will also use their 5W's graphic organizer to outline what happened in the first five chapters of the novel.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work with their Winter seasonal partners in a Think Pair Share group to talk about the beginning of the novel. After this and a class discussion students will work on their products alone for homework.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal**: There will be classroom discussion.
 * Naturalist:** Nature sounds will be played during group and solo work.
 * Musical:** The hook song "Read My Mind" will stimulate the musical intelligence.
 * Interpersonal:** There will be a think pair share.
 * Intrapersonal**: Students will comment on the blog's discussion questions alone.
 * Visual:** I will draw a map of the setting of __The Great Gatsby__ during discussion.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: ** If students are absent they will be caught up on all of the discussion that they missed out on through the blog comments made my their peers. They will then have to participate in the discussion on their own time.


 * __ Extensions __**


 * Type II technology: **Technology will be integrated through the posting of discussion questions on the teacher's blog. Students will then respond in the comments section of the same blog.


 * Gifted Students: ** Gifted students will be asked to answer the same set of questions as the other students. They however will be expected to give more informed responses than the others and stir up the discussion on the blog.

//Laptops// //Blogger accounts// //The Grea//t Gatsby //5w's chart// //Seasonal partner// //writing instruments//
 * __ Materials, Resources and Technology __**

//Hook// http://www.youtube.com/watch?v=zc8hbSM1zVo&ob=av2e //Gatsby Notes// [] [] [] [] [] //Graphic Organizor// http://www.eduplace.com/graphicorganizer/pdf/5Ws.pdf
 * __ Source for Lesson Plan and Research __**
 * __ PART II: __**

Desks will be set up in rows with two desks paired together. 15 minutes: Attendance, hook, lesson overview. 10 minutes: discussion of hook. 35 minutes: Think pair share with 5 W's chart about the first five chapters of Gatsby 20 minutes: Short formative quiz 40 minutes: Attendance and general discussion of the first 5 chapters. 10 minutes: Look at The Hamptons on Google Earth, or draw a simple map of them on the board. Explain the Setting of Gatsby. 30 minutes: Talk about the discussion from the blog the night before. Present your own ideas. Have students add to blog for homework.
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **
 * (W)** 3.1 Students will understand that reading and comprehending a wide range of texts in beneficial. **(Where?)** Reading and comprehending a wide range of texts will benefit all of your future reading endeavors, and the life lessons presented in the text are relevant to your life. **(Why?)** Range of reading and text complexity. **(What?)**
 * (H)** 3.2 Listen to the song "Read My Mind" by The Killers. **(****Hook)**
 * (E)** 3.3 Students will know Gatsby, Tom, Daisy, theme, symbol, and metaphors. **(Equip)** Students will fill out a 5 W's chart for the first 5 chapters of __The Great Gatsby__. **(Explore)** Students answer discussion questions in the comments section of my blog for homework. **(Experience)**
 * (R)** 3.4 After having a think pair share we will hold a classroom discussion about the five chapters that we read. **(Rethink)** After posting on the blog we will discuss the questions in class which will serve as feedback on the students comments. **(Revise)** Students will go back to the blog and discuss further for homework. **(Refine)**
 * (E)** 3.5 **As a formative assessment I will have the students take a short quiz on the reading.**
 * (T)** 3.6 **Verbal**: There will be classroom discussion.
 * Naturalist:** Nature sounds will be played during group and solo work.
 * Musical:** The hook song "Read My Mind" will stimulate the musical intelligence.
 * Interpersonal:** There will be a think pair share.
 * Intrapersonal**: Students will comment on the blog's discussion questions alone.
 * Visual:** I will draw a map of the setting of __The Great Gatsby__ during discussion.
 * (O)** 3.7 Students will be able to analyze texts and their meanings. **(Perspective)** Product: Comments on blog Days: 4 (80) **(Organize)**
 * Day 1**
 * Day 2**

Students will understand that reading and comprehending a wide range of texts in beneficial. This comes into play in this lesson as my students will be working to comprehend __The Great Gatsby.__ The discussion questions for homework, and the classroom discussion will help the students to get a better understanding of the text, and what it is that they understand as well as what they do not. By looking at this the students will become more familiar with the things that they should be getting and what it is that they should be looking for in the future. By knowing what to look for in the future comprehension will be increased. **(Where?)** Reading and comprehending a wide range of texts will benefit all of your future reading endeavors, and the life lessons presented in the text are relevant to your life. This is very true in the case of __The Great Gatsby__. Understanding the American Dream, and common themes of America in literature students will easily relate the text to their own lives and be able to put its lessons into practice. **(Why?)** Range of reading and text complexity. This standard will lead students to understand books, and have a variety in their reading. This book is just one step toward having read a wide range of books.**(What?)** Listen to the song "Read My Mind" by The Killers. **(****Hook)** This hook will engage students with music, a popular song, and its very apparent relation to the material we are looking at. By presenting this song to the students and having them look for allusions to Gatsby the students will see just how cool books can be. **Musical:** The hook song "Read My Mind" will stimulate the musical intelligence. **Interpersonal:** There will be discussion. **Verbal**: There will be classroom discussion. **Intrapersonal:** Students will think about the hook on their own first.

Students will know Gatsby, Tom, Daisy, theme, symbol, and metaphors. These literary devices will be discussed as they apply to the novel. Through discussion the students will uncover literary devices on their own, and be able identify them on their own. The characters will be uncovered through general discussion of the plot. By working with the novel students will get a better understanding of the plot as well as the deeper meaning that it conveys. **(Equip)** Students will fill out a 5 W's chart for the first 5 chapters of __The Great Gatsby__. This will give the students a much better understanding of what it is that they have read. They will then think pair share with a seasonal partner and another pair of partners to get a better understanding of what has happened by discussing the 5W's charts and having general discussion about the novel. **(Explore)** After having a think pair share we will hold a classroom discussion about the five chapters that we read. This will give the students an even broader perspective. It will also prepare students for the questions they will discuss for homework. **(Rethink)** After posting on the blog we will discuss the questions in class which will serve as feedback on the students comments. This will get students to think further. **(Revise)** Refinement of their responses to the blog discussion will be allowed in class after the discussion of the first round of blog posting. **Interpersonal:** There will be a think pair share. **Intrapersonal**: Students will comment on the blog's discussion questions alone. **Visual:** I will draw a map of the setting of __The Great Gatsby__ during discussion. **Verbal**: There will be classroom discussion.

Students will fill out a 5 W's chart for the first 5 chapters of __The Great Gatsby__. This will then lead into a think pair share that will get students thinking about the novel on a higher level **(Explore)** Students will answer discussion questions in the comments section of my blog for homework. This will let them get involved in more discussion than before as the students will have to talk about the novel. The students will be anonymous though. This will let them be more comfortable than they may be while talking in a classroom. **(Experience)** Students will get a sense of perspective from this lesson as they will get an interesting perspective on the novel. They will also experience its perspective on the American Dream. The students will be grouped by their seasonal partners and then by proximity to another pair. This will be very beneficial because the solo, pair and small group work will require all of the members to contribute. Since they are working alone at first they will have no option but to prepare. All students will then be encouraged to say something during discussion. Students will be showing evidence of learning through their responses to the discussion question, but also through their comments about other student's responses. They will have to think to get that portion done. By having them do a good amount of work with each question they will develop their own understanding which will be seen through their comments and responses. After posting on the blog we will discuss the questions in class which will serve as feedback on the students comments. by working through multiple groups and in multiple setting there will be many chances for students to look at their work, and many opportunities for their thoughts to evolve. **(Revise)** Students will go back to the blog and discuss further for homework. This return to the blog will give students a chance to return to previous work to make additional comments on it. **(Refine) Interpersonal:** There will be a think pair share. **Intrapersonal**: Students will comment on the blog's discussion questions alone. **Verbal**: There will be classroom discussion.

Students will get an opportunity to self assess through the use of a checklist. Although this list may just serve them as a reminder to make comments on the blog it will also get them looking at other student's responses so that they can get a sense of how good their understanding is.Feedback will be provided through discussion of the blog posts on the following day. Feedback will be given again to each individual student after they have finished posting on the blog. Most students will do well all they really have to do is post about the questions and have a reasonable argument. This will connect to past and future work because it falls into the running theme of the American Dream. This connects to all of the material that will be covered all year. Future homework will be future reading and a general understanding of these chapters will be necessary for that.


 * __ Content Notes __**

Chapter One
The narrator, [|Nick Carraway], begins the novel by commenting on himself: he says that he is very tolerant, and has a tendency to reserve judgment. Carraway comes from a prominent Midwestern family and graduated from Yale; therefore, he fears to be misunderstood by those who have not enjoyed the same advantages. He attempts to understand people on their own terms, rather than holding them up to his own personal standards.

Nick fought in World War I; after the war, he went through a period of restlessness. He eventually decided to go east, to New York City, in order to learn the bond business. At the novel's outset, in the summer of 1922, Carraway has just arrived in New York and is living in a part of Long Island known as West Egg. West Egg is home to the nouveau riche (those who have recently made money and lack an established social position), while neighboring East Egg is home to the insular, narrow-minded denizens of the old aristocracy. Nick's house is next door to Gatsby's enormous, vulgar Gothic mansion. One night, he attends a dinner party in East Egg; the party is given by [|Tom Buchanan] and his wife, Daisy. Daisy is Nick's cousin, while Tom was Nick's classmate at Yale. Tom comes from a wealthy, established family, and was a much-feared football player while at Yale. A friend of Daisy's is also in attendance. This woman, whose name is [|Jordan Baker], makes her living as a professional golfer. She has a frigid, boyish beauty and affects an air of extreme boredom. Tom dominates the conversation at dinner; he wishes to propound ideas he has found in a book entitled "The Rise of the Colored Empires." This book espouses racist and white supremacist ideas, to which Tom wholeheartedly subscribes. When Tom abruptly leaves to take a phone call, Daisy declares that she has become terribly cynical and sophisticated since she and Nick last met. Her claims ring false, however ­ particularly when contrasted with the genuine cynicism of Jordan Baker, who languidly informs Nick that Tom's phone call is from his lover in New York. After his awkward visit with the Buchanans, Carraway goes home to West Egg. There, he sees a handsome young man, Jay Gatsby, standing on his wide lawn, with his arms stretched out to the sea. He appears to be reaching for a faraway green light, which may mark the end of a dock.

Chapter Two
The second chapter begins with a description of the valley of ashes, a dismal, barren wasteland halfway between West Egg and New York. A pair of enormous eyes broods over the valley from a large, decaying billboard. These are the eyes of Dr. T.J. Eckleburg, an optometrist whose practice has long since ended.

[|Tom Buchanan] takes Nick to George Wilson's garage, which lies at the edge of the valley of ashes. Wilson's wife, Myrtle, is the woman with whom Tom has been having an affair. Tom forces both Myrtle and Nick to accompany him to the city. There, in the flat in which Tom maintains his affair, they have a shrill, vulgar party with Myrtle's sister, [|Catherine], and a repulsive couple named McKee. The group gossips about Jay Gatsby: Catherine claims that he is somehow related to Kaiser Wilhelm, the much-despised ruler of Germany during World War I. The group becomes exceedingly drunk; as a result, Myrtle begins to grow garrulous and harsh. Shortly after Tom gives her a puppy as a gift, Myrtle begins chanting Daisy's name to irritate Tom. Tom tells her that she has no right to say Daisy's name; she continues taunting him, and he responds by breaking Myrtle's nose.

Chapter Three
This chapter begins with Nick's description of Gatsby's Saturday night parties: they have become legendary in New York for their opulence and hedonism. These parties are obscenely lavish. The guests marvel at Gatsby's Rolls-Royce, his enormous swimming pool, the live musicians he engages weekly, the sumptuous food that he provides for hundreds of people, and, perhaps most importantly, the unlimited liquor he generously supplies. Nick is eventually invited to one of these parties, but not by Gatsby himself; instead, Gatsby's chauffeur brings an invitation to Nick's door. Gatsby's mansion is packed with revelers when Nick arrives. Very few of them seem to be invited guests, and even fewer have met Gatsby face to face. It is a very mixed crowd: East Eggers rub elbows with West Eggers, and people from New York high society meet those from "the wrong side of the tracks." Nick runs into [|Jordan Baker], who is even more casually bitter than usual because she has recently lost a golf tournament. All around them, people gossip about their mysterious host. They speculate that he once killed a man in cold blood or that he was a spy for Germany during World War I. Jordan and Nick go looking for Gatsby in his mansion; instead, they find a grotesque little man in enormous eyeglasses (Nick calls him "[|Owl Eyes]") skimming through the books in Gatsby's library. Both Owl Eyes and Jordan initially think that the books are false, designed only to give the appearance of a library; both are surprised to find that the books are real. Outside, in the garden, Nick strikes up a conversation with a handsome, youthful man who looks familiar to him; it turns out that they served in the same division during the war. This man is the mysterious Gatsby. Gatsby has an affected English accent and a highly formal way of speaking. He stands aloof from his guests, watching the party rather than taking part in it. Gatsby leaves to take a phone call; later, he sends his butler to ask Jordan Baker if he may speak with her privately. When she finishes talking to Gatsby, she tells Nick that she has heard some "remarkable" news. At about two in the morning, Nick decides to walk home; on the way, he sees Owl Eyes, who has crashed his car into a ditch. Owl Eyes loudly proclaims that he is finished with the whole business; it is not clear (either to Nick or to the reader) what, if anything, he means by this. Nick informs the reader that he did not merely attend parties during the summer of 1922; he was also working in New York, a city which he simultaneously loves and hates. At Tom and Daisy's urging, he becomes romantically involved with Jordan Baker. Though he finds her essential dishonesty somewhat off-putting, he is attracted to her despite himself.

Chapter Four
At a Sunday morning party at Gatsby's, Nick hears further gossip about Gatsby from a group of foolish young women. They say that he is a bootlegger who killed a man who discovered that he was nephew to von Hindenburg and second cousin to the devil. One morning, Gatsby invites Nick to lunch in the city. He proudly displays his Rolls-Royce, then abruptly asks Nick what he thinks of him. Nick is understandably evasive. Gatsby responds to his reticence by giving Nick an account of his past. His story, however, is highly improbable. Though he claims to descend from a prominent Midwestern family, when Nick asks him which Midwestern city he comes from, Gatsby hesitates, then says "San Francisco." He rattles off an absurdly long list of accomplishments: he claims to have studied at Oxford and lived in all of the capitals of Europe; then he enlisted in the war effort, where he was rapidly promoted to major and decorated by every Allied government, including Montenegro. He pulls out a photograph of himself in Oxford cricket whites, as well as a medal awarded by the government of Montenegro, in order to corroborate his story. They drive very fast through the valley of ashes; when Gatsby is stopped for speeding, he flashes a white card at the policeman. The policeman apologizes profusely and does not give Gatsby a ticket.

At lunch, Gatsby introduces Carraway to [|Meyer Wolfsheim], a disreputable character who proudly calls their attention to his cufflinks, which are made from human molars. Wolfsheim is an infamous gambler, and claims responsibility for fixing the 1919 World Series. Nick begins to suspect Gatsby of underworld dealings, due to his association with the sinister Wolfsheim. They happen to run into [|Tom Buchanan], and Nick introduces him to Gatsby. Gatsby appears highly uncomfortable in Tom's presence and quickly leaves without giving an explanation. During Nick's next encounter with [|Jordan Baker], she finally tells him her remarkable news: Gatsby is in love with [|Daisy Buchanan]. Back in 1917, when Daisy was eighteen and Jordan sixteen, the two had been volunteers with the Red Cross. Though all the officers at the military base had courted Daisy, she fell passionately in love with a young lieutenant named Jay Gatsby. Though she had promised to wait for Gatsby's return, she accepted Tom Buchanan's proposal of marriage while Gatsby was still away at war. The night before her wedding, Daisy suddenly realized the enormity of her mistake; she became hysterical and drank herself into a stupor. According to Jordan, Gatsby bought his house in West Egg just in order to be close to Daisy. It is at this moment that Nick realizes that the green light, toward which he saw Gatsby so plaintively gesturing, is the light that marks the end of the Buchanans' dock. Jordan informs Nick that Gatsby wants him to arrange a reunion between himself and Daisy.

Chapter Five
One night, Gatsby waylays Nick and nervously asks him if he would like to take a swim in his pool. When Nick demurs, he offers him a trip to Coney Island. Nick, initially baffled by Gatsby's solicitousness, realizes that he is anxiously waiting for Nick to arrange his meeting with Daisy. Nick agrees to do so. Gatsby, almost wild with joy, responds by offering him a job, a "confidential sort of thing," and assures Nick that he will not have to work with [|Meyer Wolfsheim]. Nick is somewhat insulted that Gatsby wishes to reimburse him for his help, and declines Gatsby's offer. It rains on the day that Gatsby and Daisy are to meet, and Gatsby becomes extremely apprehensive. The meeting takes place at Nick's house and, initially, their conversation is stilted and awkward. They are all inexplicably embarrassed; when Gatsby clumsily knocks over a clock, Nick tells him that he's behaving like a little boy. Nick leaves the couple alone for a few minutes. When he returns, they seem luminously happy, as though they have just concluded an embrace. There are tears of happiness on Daisy's cheeks. They make their way over to Gatsby's mansion, of which Gatsby proceeds to give them a carefully rehearsed tour. Gatsby shows Daisy newspaper clippings detailing his exploits. She is overwhelmed by them, and by the opulence of his possessions. When he shows her his vast collection of imported shirts, she begins to weep tears of joy. Nick wonders whether Gatsby is disappointed with Daisy; it seems that he has concieved of her as a goddess, and ­ though Daisy is alluring, she cannot possibly live up to so grandiose an ideal. Gatsby has [|Ewing Klipspringer], a mysterious man who seems to live at his mansion, play "Ain't We Got Fun" (a popular song of the time) for himself and Daisy: > In the morning, in the eveningAin't we got fun! > Got no money, but oh, honey > Ain't we got fun! As Klipspringer plays, Gatsby and Daisy draw closer and closer together. Nick, realizing that his presence has become superfluous, quietly leaves.

// 5w Chart // //Checklist//
 * __ Handouts __**


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**


 * //__ Learning Styles __//**
 * // Clipboard: For the clipboards there will be an agenda on the board so that they know the order in which we will be doing that days activities. //**


 * // Microscope: We will get deep into the facts of a story before we start to discuss what these facts imply. Everything that we talk about will start out with a strong basis in fact. //**


 * // Puppy: We will create a comfortable environment through the group work that we do. Students will get to know each other well. Students work and personal artifacts from my life will be placed in the room to create a very personalized environment. This will make it very comfortable to learn in. //**


 * // Beach Ball: In my classroom activities will be varied, and we will not stick on the same activity for to long. Projects will have multiple aspects so //**


 * // Rationale: Different strategies for learning will be incorporated into the lesson. Students will be given a varying array of instructional choices that are structured. Various forms of group work will facilitate creating a comfortable environment for students. //**


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Content Knowledge: //** Students will be able to recognize strengths and weaknesses in their reading ability. They will also have an understanding of the short story "The Indian Camp."


 * // MLR or CCSS: //**//Common Core State Standards//

//Content area: Reading//

//Grade Level: 11-12//

//Domain: Literature//

//Standard: Range of Reading and Level of Text Complexity//

//By the end of grade 11, read and comprehend literature, including stories,drama, and poems, in the grade 11 CCR text complexity band proficiency, with scaffolding as needed at the high end of the range.//


 * // Facet: //** Students will understand that reading and comprehending a wide range of texts in beneficial.


 * // Rationale: //**
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Verbal**: There will be classroom discussion.
 * Naturalist:** Nature sounds will be played during group and solo work.
 * Musical:** The hook song "Read My Mind" will stimulate the musical intelligence.
 * Interpersonal:** There will be a think pair share.
 * Intrapersonal**: Students will comment on the blog's discussion questions alone.
 * Visual:** I will draw a map of the setting of __The Great Gatsby__ during discussion.


 * // Type II Technology: //** Technology will be integrated through the posting of discussion questions on the teacher's blog. Students will then respond in the comments section of the same blog.
 * // Rationale: This lesson incorporates multiple learning styles into one single lesson to appease students with different strengths and interests. //**


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * // Formative: //** Students will fill out a 5 W's chart for the first 5 chapters of __The Great Gatsby__. This will get students thinking about the events of the the novel and allow the teacher to see what the students understand. The Think Pair Share activity and discussion will also allow students to show what they know to the teacher. Students will also be assessed formatively through the homework.


 * // Summative: //** The summative assessment for this lesson will be seen in the answering of discussion questions posted on the teachers blog. Students will need to have original responses to these questions as well as respond to the posts made by their peers. This will then be revised after discussion in class.

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 * // Rationale: By checking for understanding during, and at the end of this lesson the learner will have more success. //** || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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