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The Great Gatsby by F. Scott Fitzgerald/ examining the 1920¶s

 
     
   
 

This class is composed of twenty five students of varying ability, gender, and race. These students are all Juniors enrolled in Advanced
Placement English III. Their ages vary from 16 to 19 years. They come from a variety of socioeconomic backgrounds, encompassing
nuclear and blended families.
   
Podcast lesson-
Given the podcast lesson the student will be able to identify the significant changes in the sociocultural climate of America in the 1920¶s
by filling out the given worksheet to use as an outline/ guide for conducting their own research of the 1920¶s. Students will pick one
specific sociocultural topic to research in depth to contribute to their group video at the conclusion of the unit.

Notebook/ Smart board lesson-

After listening to the lecture and participating in activities on the smart board, the students will be able to contribute at least two
informed comments to a class discussion outlining the components of modernist literature. The students will help to create a class
definition of American modernist literature.

Inspiration lesson-
After collaborating with the teacher to create a character map, the students will be able to add characteristics and motivations for each
character including the terms protagonist, antagonist, flat, and round independently.
The students will able to identify each of the five elements of a plot (exposition, rising action, climax, falling action, and conclusion)
and diagram them out with textual examples from the novel in Fraitage¶s triangle (plot mountain).

Imovie lesson-
Through class discussion after watching the movie about the American Dream students will be able to identify five elements of the
modern American Dream.
The student will be able to identify the elements of the American Dream and be able to apply them to the 1920¶s given a modern
example of the American Dream by creating a movie that is at least five minutes in length, that incorporates at least three elements of
the American Dream.
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read and respond to grade-level-appropriate historically or culturally significant works of British, American, or world literature. Conduct in-
depth analysis of themes, styles, and trends of these works across historical periods. Participate productively in self-directed work teams to
create observable products.

4. Literary Works - read and respond to historically and culturally significant works of literature.
a. Analyze and evaluate works of literature and the historical context in which they were written.
b. Analyze and evaluate literature from various cultures to broaden cultural awareness.
c. Compare works that express the recurrence of archetypal (universal) characters, settings, and themes in literature and provide evidence to
support the ideas expressed in each work.
d. Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic.

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ISTE Standards:
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Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using
technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes.

b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.






 

Students use digital media and environments to communicate and work collaboratively, including at a distance, to
support individual learning and contribute to the learning of others. Students:
 a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and
media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.

D  
 
 


Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.


 

    
 
 
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Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.


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1. Identify criteria required to determine an effective technology design process.
2. Apply reasoning, problem solving, imagining, creating and constructing design and technology tools.

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1. Create a model to explain a solution to a problem.
2. Test and evaluate a design for improvement.
 D. Identify quality controls necessary in a technology product or system process.

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)#*' Lesson over the American Dream in the 1920s. Present movie that presents Imovie
elements of the present day American Dream. Students will produce their
own movies that portray a classic or modern interpretation of the American
Dream.
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Character diagrams/ plot diagrams. Inspiration concept
maps
, Historical context. Podcast
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 ./ Modernist themes in writing. Notebook- smartboard
slides



 
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