L4+Kahler,+Michael

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Mike Kahler ** **__Lesson #:__ 4 __Facet:__ Empathy**
 * __ Grade Level __**** : 11 ** **__Numbers of Days:__ 4**
 * __ Topic: __ Literature **


 * __ PART I: __**

Students will understand that adequate exposure to a wide range of texts including poems, dramas, and stories is important
 * __ Objectives __**

Students will know the significance of works, themes, style, plot, characters, the green light, Gatsby's death, Wilson, Myrtle

Students will be able to consider the role of __The Great Gatsby__ as a piece of literature.


 * Product: **Students will write and essay and put it on a wiki for peer review.

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.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: ** This lesson is designed to teach students how to write an analytical essay. It will also show an understanding of the central themes in __ The Great Gatsby __.


 * __ Assessments __**


 * __ Pre-Assessment: __** Students will make a sequence chart for the plot of __The Great Gatsby__.

Students will make a sequence chart of the plot of __The Great Gatsby__. This will allow the students to show the teacher what they understand about the plot of the novel. Students will also brainstorm ideas for their essays on the themes of the novel in small groups while the teacher walks around the room. This will allow the teacher to assess what it is that they understand as well. a first draft of the essay will also give the teacher to assess their understanding.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will receive feedback as they brainstorm ideas with their groups. This feedback will come from the teacher as well as other students. A first essay draft will also be feedbacked on by peers doing a peer review, comments from the teacher, and the use of a checklist.
 * Section II – timely feedback for products (self, peer, teacher) **

The summative assessment for this lesson will be a peer reviewed essay. This essay will be placed on a wiki so that is can be edited by other classmates as well as the teacher as a homework assignment.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Technology will be integrated into this lesson through the use of a wiki as a tool for peer review. The teacher will offer a sample of this assignment on their blog. Peer reviews will be made on the essays through the use of the wikis.

Art will be incorporated into the lesson through the comic which will be used as a hook.
 * Content Areas: **

Students will for brainstorming groups of three to discuss their essay topics. These groups will be made by grouping students based on age. The oldest three students will be a group, and then the next oldest three etc. A sequence chart will be filled out by all of the members of the class outlining the events of the novel.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work with their groups to brainstorm and discuss their essay topics. While this is occurring the teacher will walk around the room and provide feedback to the students. The product will be worked on alone by each individual student.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Linguistic:** Students will brainstorm essay topics in small groups.
 * Logical:** Students will make a sequence chart of the plot of __The Great Gatsby__.
 * Intrapersonal:** Students will work alone while writing their essays.
 * Visual:** The sequence chart is a visual representation of novel's plot.
 * Naturalist:** Students will be moved outside to brainstorm (weather permitting).
 * Kinesthetic:** Students will be used to act out some scenes from the story.


 * __ 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. //

Absent students will need to send the teacher a proposal for their essay topic, and complete the sequence chart for homework.
 * Plan for accommodating absent students: **


 * __ Extensions __**


 * Type II technology: ** Technology will be integrated into this lesson through the use of a wiki as a tool for peer review. The teacher will offer a sample of this assignment on their blog. Peer reviews will be made on the essays through the use of the wikis.


 * Gifted Students: ** Gifted students will be challenged to write their essay on a topic that the teacher finds to be more challenging. They will still be able to choose their own topic. The teacher will work with them to rework it to be more advanced.

// wiki // // wiki tutorial // // __The Great Gatsby__ // // laptops // // Sequence Chart // //Rubric//
 * __ Materials, Resources and Technology __**

Hook: http://www.funnyjunk.com/funny_pictures/390273/The+Great+Gatsby+parody/ Content notes: http://www.sparknotes.com/lit/gatsby/ Sequence Chart: http://www.eduplace.com/graphicorganizer/pdf/sequence.pdf Tutorial: http://www.youtube.com/watch?v=df2rC2QfvFc 5 paragraph essay info: http://grammar.ccc.commnet.edu/grammar/five_par.htm
 * __ Source for Lesson Plan and Research __**
 * __ PART II: __**

(R) 4.4 Students will brainstorm in small groups to come up with essay topics. (Rethink) Students will peer edit the essays on each others wikis (Revise) Students will then get a chance to revise their essays. (Refine).**(E)** 4.5 Students will hand in an exit ticket when they leave class describing the central themes in __The Great Gatsby__. 10 Minutes: Attendance and Hook 20 minutes: Discussion of general themes in Gatsby. (work on sequence chart) 20 minutes: Have students group up according to age. Have them use the wiki tutorial and create wiki pages 20 minutes: Have students Brainstorm essay topics in their groups. 10 minutes: Exit ticket. 10 minutes: attendance and overview of day. 30 minutes: Have students present idea for essay to teacher to get approval. Work on Essay in spare time. 20 minutes: Discuss the introductory paragraph. 20 minutes have students start introductory paragraph. Finish for homework and put on wiki. 5 minutes: Attendance 15 minutes: Have students pair according to their topics (most similar pair together) and peer review intro using rubrics 15 minutes: Discuss body paragraphs 45 minutes: Have students start writing body paragraphs and finish for homework. 5 minutes: Attendance 15 minutes: Get in pairs and peer review body paragraphs. 15minutes: Discuss conclusions 30 minutes: Have students write conclusions. 15 minutes: Peer review. Finish essay for homework if needed. Refine it as a whole.
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **
 * (W)** 4.1 Students will understand that adequate exposure to a wide range of texts including poems, dramas, and stories is important. **(Where?)** Many pieces of literature can easily be applied to your own life. **(Why?)** Range of reading and text complexity **(What?)**
 * (H)** 4.2 Look at parody comic of __The Great Gatsby__ **(Hook)**
 * (E)** 4.3 Students will know the significance of works, themes, style, plot, characters, the green light, Gatsby's death, Wilson, Myrtle **(Equip)** Students will make a sequence chart for the plot of __The Great Gatsby__. **(Explore)** Students will write and essay and put it on a wiki for peer review. **(Experience)**
 * (T)** 4.6 **Linguistic:** Students will brainstorm essay topics in small groups.
 * Logical:** Students will make a sequence chart of the plot of __The Great Gatsby__.
 * Intrapersonal:** Students will work alone while writing their essays.
 * Visual:** The sequence chart is a visual representation of novel's plot.
 * Naturalist:** Students will be moved outside to brainstorm (weather permitting).
 * Kinesthetic:** Students will be used to act out some scenes from the story during discussion.
 * (O)** 4.7 Students will be able to consider the role of __The Great Gatsby__ as a piece of literature. **(Empathy)** Product: Essay on wiki Days: 5 (80) **(Organize)**
 * Day 1**
 * Day 2**
 * Day 3**
 * Day 4**

Students will understand that adequate exposure to a wide range of texts including poems, dramas, and stories is important. They will get some exposure to literature through the reading of __The Great Gatsby.__ **(Where?)** Many pieces of literature can easily be applied to your own life. This is very true as the lessons learned through a lot of literature is universal. Especially themes of America are important here as we are Americans. Having an understanding of the ideals of your own country is a very important thing. **(Why?)** Range of reading and text complexity. This will be shown through the reading of a novel and understanding how to find meaning in it. **(What?)** Look at parody comic of __The Great Gatsby__ **(Hook)** This hook is very effective because it sums up the idea of the entire novel through a very humorous comic. This makes themes apparent, but it also makes fun of them. This can be a very important tool for learning. After the hook the class can delve into discussion about the book as a whole.
 * Visual:** Comic **Linguistic:** Discussion **Interpersonal:** Discussion.

Students will know the significance of works, themes, style, plot, characters, the green light, Gatsby's death, Wilson, Myrtle all of this material will be discussed as it is all essential to have any kind of understanding of the novel. Other aspects of the novel will also be uncovered as the class discusses the material in the book. **(Equip)** Students will make a sequence chart for the plot of __The Great Gatsby__. Students will also gain more understanding by using the sequence chart to put the events of the novel together. Since some students will not have a full understanding of the events in the novel this activity will help them put it together. They will also be able to collaborate with other students on this so that they will be well prepared for the essay when they start working on it. **(Explore)** Students will work in groups to brainstorm for this project. They will work together peer reviewing essays and choosing good essay topics. This will be done in small groups based on students height. The graphic organizer will be used as a refresher for the students so that they can come up with ideas for their essay project. Students will brainstorm in small groups to come up with essay topics. The teacher will also have to clear their essay topics. This will keep them up to date on what it is that their students are working on. They will also be able to circulate through the room as students work on their essays. **(Rethink)** Students will peer edit the essays on each others wikis. This will be very effective as students will be able to look to one another for ideas and also be able to get experience looking for errors. This can later be applied to their own papers. The teacher will also be able to make edits to the students papers as they work on them, and when they are in their final form. **(Revise)** By having a discussion about each part of an essay before the students actually work on them the teacher will be able to guide students along the way as they write. **Logical:** Students will make a sequence chart of the plot of __The Great Gatsby__. **Intrapersonal:** Students will work alone while writing their essays. **Linguistic:** Students will brainstorm essay topics in small groups.

Students will make a sequence chart for the plot of __The Great Gatsby__. This along with discussion will get students to understand the material more. By looking at the material like this the students will be better prepared to start working on their essays. **(Explore)** Students will write and essay and put it on a wiki for peer review. By using this method to essay writing, students will be able to put their reading comprehension abilities to the test. Students will get a strong understanding of empathy as they will now be able to look at the story through the eyes of the characters and get into their heads. Doing this will help them to understand the meaning of the story. They will get what the author was truly trying to say. **(Experience)** The students will be grouped by height. This is just because they need to be put together in some way. These groups will not have specific roles within them becasue the students will just be working together to think of some topics that they will possibly use for their essays. All of the group members will need to work in the group becasue they will all be required to have their own essay topic. The process of learning will be one of constant reworking. Students will write a portion of essay and then get feedback. They will then revise and then write the next portion of the essay. This process will continue until the essay is completed. Students will brainstorm in small groups to come up with essay topics. (Rethink) Students will peer edit the essays on each others wikis (Revise) Students will then get a chance to revise their essays after the teacher gives them feedback on the whole thing. (Refine).**Intrapersonal:** Students will work alone while writing their essays. **Linguistic:** Students will brainstorm essay topics in small groups.

Students will self assess their essay through the use of a rubric which outlines exactly what they need to have done for the essay to be completed at the highest level. Self assessment will also be seen as students peer edit. This form of peer editing will also give the writer an idea of how they are doing. Timely feedback will be provided by circulated through the classroom while working on on their essays. Also peer review, self assessment, and corrections on the final project will be provided by the teacher. This assignment will be a good intro to essay format. This will be followed well into the future for most students. It will also get them thinking and comprehending critically. Since students will be thinking critically about this novel it will provide the students with a good segway into the next round of material that they will be working with.


 * __ Content Notes __**

Themes
> Themes are the fundamental and often universal ideas explored in a literary work.

The Decline of the American Dream in the 1920s
On the surface, //The Great Gatsby// is a story of the thwarted love between a man and a woman. The main theme of the novel, however, encompasses a much larger, less romantic scope. Though all of its action takes place over a mere few months during the summer of 1922 and is set in a circumscribed geographical area in the vicinity of Long Island, New York, //The Great Gatsby// is a highly symbolic meditation on 1920s America as a whole, in particular the disintegration of the American dream in an era of unprecedented prosperity and material excess.

Fitzgerald portrays the 1920s as an era of decayed social and moral values, evidenced in its overarching cynicism, greed, and empty pursuit of pleasure. The reckless jubilance that led to decadent parties and wild jazz music—epitomized in //The Great Gatsby// by the opulent parties that Gatsby throws every Saturday night—resulted ultimately in the corruption of the American dream, as the unrestrained desire for money and pleasure surpassed more noble goals. When World War I ended in 1918, the generation of young Americans who had fought the war became intensely disillusioned, as the brutal carnage that they had just faced made the Victorian social morality of early-twentieth-century America seem like stuffy, empty hypocrisy. The dizzying rise of the stock market in the aftermath of the war led to a sudden, sustained increase in the national wealth and a newfound materialism, as people began to spend and consume at unprecedented levels. A person from any social background could, potentially, make a fortune, but the American aristocracy—families with old wealth—scorned the newly rich industrialists and speculators. Additionally, the passage of the Eighteenth Amendment in 1919, which banned the sale of alcohol, created a thriving underworld designed to satisfy the massive demand for bootleg liquor among rich and poor alike. Fitzgerald positions the characters of //The Great Gatsby// as emblems of these social trends. Nick and Gatsby, both of whom fought in World War I, exhibit the newfound cosmopolitanism and cynicism that resulted from the war. The various social climbers and ambitious speculators who attend Gatsby’s parties evidence the greedy scramble for wealth. The clash between “old money” and “new money” manifests itself in the novel’s symbolic geography: East Egg represents the established aristocracy, West Egg the self-made rich. Meyer Wolfshiem and Gatsby’s fortune symbolize the rise of organized crime and bootlegging. As Fitzgerald saw it (and as Nick explains in Chapter 9), the American dream was originally about discovery, individualism, and the pursuit of happiness. In the 1920s depicted in the novel, however, easy money and relaxed social values have corrupted this dream, especially on the East Coast. The main plotline of the novel reflects this assessment, as Gatsby’s dream of loving Daisy is ruined by the difference in their respective social statuses, his resorting to crime to make enough money to impress her, and the rampant materialism that characterizes her lifestyle. Additionally, places and objects in //The Great Gatsby// have meaning only because characters instill them with meaning: the eyes of Doctor T. J. Eckleburg best exemplify this idea. In Nick’s mind, the ability to create meaningful symbols constitutes a central component of the American dream, as early Americans invested their new nation with their own ideals and values. Nick compares the green bulk of America rising from the ocean to the green light at the end of Daisy’s dock. Just as Americans have given America meaning through their dreams for their own lives, Gatsby instills Daisy with a kind of idealized perfection that she neither deserves nor possesses. Gatsby’s dream is ruined by the unworthiness of its object, just as the American dream in the 1920s is ruined by the unworthiness of its object—money and pleasure. Like 1920s Americans in general, fruitlessly seeking a bygone era in which their dreams had value, Gatsby longs to re-create a vanished past—his time in Louisville with Daisy—but is incapable of doing so. When his dream crumbles, all that is left for Gatsby to do is die; all Nick can do is move back to Minnesota, where American values have not decayed.

The Hollowness of the Upper Class
One of the major topics explored in //The Great Gatsby// is the sociology of wealth, specifically, how the newly minted millionaires of the 1920s differ from and relate to the old aristocracy of the country’s richest families. In the novel, West Egg and its denizens represent the newly rich, while East Egg and its denizens, especially Daisy and Tom, represent the old aristocracy. Fitzgerald portrays the newly rich as being vulgar, gaudy, ostentatious, and lacking in social graces and taste. Gatsby, for example, lives in a monstrously ornate mansion, wears a pink suit, drives a Rolls-Royce, and does not pick up on subtle social signals, such as the insincerity of the Sloanes’ invitation to lunch. In contrast, the old aristocracy possesses grace, taste, subtlety, and elegance, epitomized by the Buchanans’ tasteful home and the flowing white dresses of Daisy and Jordan Baker. What the old aristocracy possesses in taste, however, it seems to lack in heart, as the East Eggers prove themselves careless, inconsiderate bullies who are so used to money’s ability to ease their minds that they never worry about hurting others. The Buchanans exemplify this stereotype when, at the end of the novel, they simply move to a new house far away rather than condescend to attend Gatsby’s funeral. Gatsby, on the other hand, whose recent wealth derives from criminal activity, has a sincere and loyal heart, remaining outside Daisy’s window until four in the morning in Chapter 7 simply to make sure that Tom does not hurt her. Ironically, Gatsby’s good qualities (loyalty and love) lead to his death, as he takes the blame for killing Myrtle rather than letting Daisy be punished, and the Buchanans’ bad qualities (fickleness and selfishness) allow them to remove themselves from the tragedy not only physically but psychologically.

Motifs
> Motifs are recurring structures, contrasts, and literary devices that can help to develop and inform the text’s major themes.

Geography
Throughout the novel, places and settings epitomize the various aspects of the 1920s American society that Fitzgerald depicts. East Egg represents the old aristocracy, West Egg the newly rich, the valley of ashes the moral and social decay of America, and New York City the uninhibited, amoral quest for money and pleasure. Additionally, the East is connected to the moral decay and social cynicism of New York, while the West (including Midwestern and northern areas such as Minnesota) is connected to more traditional social values and ideals. Nick’s analysis in Chapter 9 of the story he has related reveals his sensitivity to this dichotomy: though it is set in the East, the story is really one of the West, as it tells how people originally from west of the Appalachians (as all of the main characters are) react to the pace and style of life on the East Coast.

Weather
As in much of Shakespeare’s work, the weather in //The Great Gatsby// unfailingly matches the emotional and narrative tone of the story. Gatsby and Daisy’s reunion begins amid a pouring rain, proving awkward and melancholy; their love reawakens just as the sun begins to come out. Gatsby’s climactic confrontation with Tom occurs on the hottest day of the summer, under the scorching sun (like the fatal encounter between Mercutio and Tybalt in Romeo and Juliet). Wilson kills Gatsby on the first day of autumn, as Gatsby floats in his pool despite a palpable chill in the air—a symbolic attempt to stop time and restore his relationship with Daisy to the way it was five years before, in 1917.

Symbols
> Symbols are objects, characters, figures, and colors used to represent abstract ideas or concepts.

The Green Light
Situated at the end of Daisy’s East Egg dock and barely visible from Gatsby’s West Egg lawn, the green light represents Gatsby’s hopes and dreams for the future. Gatsby associates it with Daisy, and in Chapter 1 he reaches toward it in the darkness as a guiding light to lead him to his goal. Because Gatsby’s quest for Daisy is broadly associated with the American dream, the green light also symbolizes that more generalized ideal. In Chapter 9, Nick compares the green light to how America, rising out of the ocean, must have looked to early settlers of the new nation.

The Valley of Ashes
First introduced in Chapter 2, the valley of ashes between West Egg and New York City consists of a long stretch of desolate land created by the dumping of industrial ashes. It represents the moral and social decay that results from the uninhibited pursuit of wealth, as the rich indulge themselves with regard for nothing but their own pleasure. The valley of ashes also symbolizes the plight of the poor, like George Wilson, who live among the dirty ashes and lose their vitality as a result.

The Eyes of Doctor T. J. Eckleburg
The eyes of Doctor T. J. Eckleburg are a pair of fading, bespectacled eyes painted on an old advertising billboard over the valley of ashes. They may represent God staring down upon and judging American society as a moral wasteland, though the novel never makes this point explicitly. Instead, throughout the novel, Fitzgerald suggests that symbols only have meaning because characters instill them with meaning. The connection between the eyes of Doctor T. J. Eckleburg and God exists only in George Wilson’s grief-stricken mind. This lack of concrete significance contributes to the unsettling nature of the image. Thus, the eyes also come to represent the essential meaninglessness of the world and the arbitrariness of the mental process by which people invest objects with meaning. Nick explores these ideas in Chapter 8, when he imagines Gatsby’s final thoughts as a depressed consideration of the emptiness of symbols and dreams.

Introductory Paragraph
The introductory paragraph should also include the thesis statement, a kind of mini-outline for the paper: it tells the reader what the essay is about. The last sentence of this paragraph must also contain a transitional "hook" which moves the reader to the first paragraph of the body of the paper.

Body — First paragraph:
The first paragraph of the body should contain the strongest argument, most significant example, cleverest illustration, or an obvious beginning point. The first sentence of this paragraph should include the "reverse hook" which ties in with the transitional hook at the end of the introductory paragraph. The topic for this paragraph should be in the first or second sentence. This topic should relate to the thesis statement in the introductory paragraph. The last sentence in this paragraph should include a transitional hook to tie into the second paragraph of the body.

Body — Second paragraph:
The second paragraph of the body should contain the second strongest argument, second most significant example, second cleverest illustration, or an obvious follow up the first paragraph in the body. The first sentence of this paragraph should include the reverse hook which ties in with the transitional hook at the end of the first paragraph of the body. The topic for this paragraph should be in the first or second sentence. This topic should relate to the thesis statement in the introductory paragraph. The last sentence in this paragraph should include a transitional hook to tie into the third paragraph of the body.

Body — Third paragraph:
The third paragraph of the body should contain the weakest argument, weakest example, weakest illustration, or an obvious follow up to the second paragraph in the body. The first sentence of this paragraph should include the reverse hook which ties in with the transitional hook at the end of the second paragraph. The topic for this paragraph should be in the first or second sentence. This topic should relate to the thesis statement in the introductory paragraph. The last sentence in this paragraph should include a transitional concluding hook that signals the reader that this is the final major point being made in this paper. This hook also leads into the last, or concluding, paragraph.

Concluding paragraph:
his paragraph should include the following:
 * 1) an allusion to the pattern used in the introductory paragraph,
 * 2) a restatement of the thesis statement, using some of the original language or language that "echoes" the original language. (The restatement, however, must not be a duplicate thesis statement.)
 * 3) a summary of the three main points from the body of the paper.
 * 4) a final statement that gives the reader signals that the discussion has come to an end. (This final statement may be a "call to action" in an persuasive paper.)


 * __ Handouts __**

Sequence Chart: http://www.eduplace.com/graphicorganizer/pdf/sequence.pdf Rubric
 * __ 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 adequate exposure to a wide range of texts including poems, dramas, and stories is important.


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


 * // MI Strategies: //**
 * Linguistic:** Students will brainstorm essay topics in small groups.
 * Logical:** Students will make a sequence chart of the plot of __The Great Gatsby__.
 * Intrapersonal:** Students will work alone while writing their essays.
 * Visual:** The sequence chart is a visual representation of novel's plot.
 * Naturalist:** Students will be moved outside to brainstorm (weather permitting).
 * Kinesthetic:** Students will be used to act out some scenes from the story.


 * // Type II Technology: //** Technology will be integrated into this lesson through the use of a wiki as a tool for peer review. The teacher will offer a sample of this assignment on their blog. Peer reviews will be made on the essays through the use of the wikis.


 * // 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 make a sequence chart of the plot of __The Great Gatsby__. This will allow the students to show the teacher what they understand about the plot of the novel. Students will also brainstorm ideas for their essays on the themes of the novel in small groups while the teacher walks around the room. This will allow the teacher to assess what it is that they understand as well. a first draft of the essay will also give the teacher to assess their understanding.


 * // Summative: //** The summative assessment for this lesson will be a peer reviewed essay. This essay will be placed on a wiki so that is can be edited by other classmates as well as the teacher as a homework assignment.

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