LTM Unit Plan Format (Modified UBD) **Name of Unit: The Great Gatsby **Grade level/discipline(s) 11th Grade

English **Academic Standards (at least two):

Grade 11/12 Reading Literature: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. 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.

5. Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. Grade 11/12 Writing: 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

**Big Ideas/Essential Questions (What do we want students to know and be able to do?) (at least two) How can a novel reflect the attitude of an era? What makes a Great American Novel?

Objectives: Students will be able to differentiate between theme and motif. Students will demonstrate understanding of the importance of

The Great Gatsby and why it is widely considered The Great American novel through quizzes and class discussion. Students will effectively analyze different literary elements and explain how they reflect the sentiment of the era in a clear, wellorganized essay. Assessments: Pre Assessment Reader ResponseCan an author use a novel to make social commentary? Support your opinion. Formative (use with each objective) Student demonstrates understanding of basic plot through a series of short quizzes. Student actively participates in class discussions. Student clearly defines vocabulary words and put them into context. **Summative (application of big ideas) Student will write an analytical three-page paper on one of the following (student may choose one): o What makes a great novel? Why is Fitzgeralds The Great Gatsby widely considered The great American novel? o Identify a theme of The Great Gatsby and use textual evidence to support your claim. Be sure you are analyzing a theme and not a motif. Unit test featuring multiple choice, true/false, and short-answer questions. Materials needed Copy of The Great Gatsby for each student Notebook Pencil/pen Information on the life of F. Scott Fitzgerald Vocabulary Lists Computer for each student (lab) Copy of several short fairy tales (one for each group) Markers Poster paper Information on America during Jazz Era Peer editing checklist Study guide for test

Engaging Scenario/Hook/Motivation The Great Gatsby is considered one of the penultimate American works of literature, as it is known as The Great American Novel. F. Scott Fitzgerald became a full-blown celebrity as a result of its success. Why was the book so successful and critically acclaimed, that is, what makes it The Great American Novel? We will work to answer this question as we work through the unit. Activate Prior Knowledge Timeline (50 minute classes) Day 1 Class brainstorm on what makes a great novel. Administer pre-assessment and take in class Discuss life and times of F. Scott Fitzgerald Reading assignment: Chapters 1-2 and vocab list Day 2 Quiz on reading assignment Small group and class discussion of first two chapters Reading assignment: Chapters 3-4 and vocab list Day 3 Quiz on reading assignment Small group and class discussion of chapters 3-4 Reading assignment: Chapters 5-6 and vocab list Day 4 Quiz on reading assignment Small group and class discussion of chapters 5-6 Reading assignment: Chapters 7-8 and vocab list Day 5 Quiz on reading assignment Small group and class discussion of novels conclusion Day 6 Small group activity on theme and motif Day 7 Group presentations on theme/motif in novel Assignment: Summative paper assigned. Students given choice of one of two papers. Rough draft due on Day 10. Day 8 Revisit class brainstorm on what makes a great novel as a class In small groups, discuss how The Great Gatsby measures up to the class list. Class discussion on why The Great Gatsby is widely

 Day Day Day Day Day Activities

considered The Great American Novel. Study guides for unit test given 9 Class discussion of Jazz Era and how Fitzgeralds life could have influenced the novel. Question for debate: What social commentary is Fitzgerald making? 10 Brief intro discussion of peer editing Peer editing of rough drafts 11 Work daystudents allowed to work on study guides and/or final draft of paper 12 Review game for unit test 13 Unit test. Final draft of paper due following day.

Quizzes Brief quizzes will be given on days a reading assignment is due. They will be brief, serving to ensure students keep up with their reading. They will also serve as an introduction to the discussion that will follow. Small Group Discussion Students will be split into groups and given a list of five or six questions to discuss. They will concern questions about plot, character, and other literary elements. All students are required to participate in small group discussion. Class Discussion Class discussion will take place immediately following the small group discussion and will involve the entire class. We will address the list of questions as a class, expanding on the small group discussion. Theme vs. Motif (Detailed in lesson plan below) Summative Paper Students will be given choice of two questions to answer in their essay (detailed in Assessment section above) Peer Editing Students will exchange papers with a partner and conduct a peer edit. Lesson will stress professional courtesy while editing, and students will

be encouraged to read the paper twice before editing, providing ample feedback, and leave positive comments along with any suggestions for improvement. Each students peer editing will be collected and reviewed. UbD Lesson PlanDay 6 and 7 Name of Lesson Theme vs. Motif Essential Question What is the difference between theme and motif? How does an author express theme? Standards English/Language Arts Standards, Reading/Literature: Grade 11-12. Standard 2: 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. Objectives Students will be able to: 1. Explain the difference between motif and theme. 2. Identify motifs and themes within The Great Gatsby. Formative Assessment Small group presentation of one theme in The Great Gatsby Activities/Procedures Day 6 1. Set context: Over the next two days we will be discussing the idea of theme and indentifying themes in The Great Gatsby (2 minutes). 2. Class refresher/discussion of motif vs. theme using childrens fable The Boy Who Cried Wolf as a case study (10 minutes). 3. Class split into small groups; each group given a different childrens fairy tale/fable and asked to identify both motifs and themes within story. Discuss within groups (15 minutes). 4. Instructor will explain group assignment: each group will choose one motif present in The Great Gatsby and identify the theme that goes with it (3 minutes) 5. Each group will choose one theme present in The Great Gatsby and acquire textual evidence of that theme in preparation for class presentation the following day (20 minutes).

Day 7 1. Set context: Today you will be presenting your groups theme to the class (2 minutes). 2. Groups given time to reconvene, make final preparations for presentations (15 minutes). 3. Group presentations of theme using textual evidence to support their claim. Each group member will expected to contribute to presentation. Materials The Great Gatsby Poster paper Markers Pencils/pens Notebook Vocabulary and knowledge held in order to learn from this lesson Motif, theme, character, trait, plot Vocabulary taught and developed within this lesson Motif, theme, social commentary Activate prior knowledge Familiarity of childrens fables Extensions (Differentiation for GT, At-Risk, and ELL) GT: Students will be asked why the author may have chosen to use a particular theme. At-Risk and ELL: Students will be given additional one-on-one attention and instruction on an as-needed basis after initial class instructions are given. At-Risk students who are not familiar with fairy tales may select a story from television or film with which they are familiar. ELL students may choose a fairy tale from their native country.