Name: Logan Klepac

Subject: English

Date Taught: 4/19/16

Grade: 10

Length of Lesson: 50
minutes

Lesson Topic/Title: The Great Gatsby; Ch. 9

STAGE 1: DESIRED RESULTS

Content
Standards
(GLCEs, HSCEs,
Common Core)

CCSS.ELALITERACY.RI.910.2
Determineacentralideaofatextandanalyzeitsdevelopment
overthecourseofthetext,includinghowitemergesandis
shapedandrefinedbyspecificdetails;provideanobjective
summaryofthetext.
CCSS.ELALITERACY.RI.910.7
Analyzevariousaccountsofasubjecttoldindifferentmediums
(e.g.,aperson'slifestoryinbothprintandmultimedia),
determiningwhichdetailsareemphasizedineachaccount.

Understanding
Goal(s)

I can:
Understand F. Scott. Fitzgeralds purpose to the Great
Gatsby and the importance of the American Dream
Understand the topic of racial differences through the
works of other authors.
Understand, in the confines of the 1920,s Fitzgeralds
negligence towards racial inequality via his depiction of
the American Dream.

STAGE 2: ASSESSMENT EVIDENCE

Formative Performance Tasks
(what the student does): I will assess
students formatively through both a
discussion as well as having them
analyze a poem by Langston Hughes.
They will not be graded on a formal
scale, but will be looked to for answers
and assessed that way.

Formative Observation (what the

teacher looks for, listens for, says or
does): I will look for students who can
answer the discussion questions and
refer to the text as reference. When it
comes to the poem, I will look for
students who connect the themes of the
poem (i.e. inequality, neglect,
disrespect) to the themes of the Great
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Gatsby and compare and contrast them.

Formative Questions
In this section you should list the questions you will ask at various points
throughout the lesson, making sure to include a range of question levels (consult
and use Blooms Taxonomy or Depth of Knowledge (DoK) if youre not sure about
this)
Summative
Since this is the last chapter of the book, I will expect them to
use the whole book as a tool to answer the questions asked,
especially when reviewing the poem by Hughes. There will not
be a formal assessment, but there will be a formative
assessment, participation points.
STAGE 3: LEARNING PLAN
Time
5 minutes

Activity
Anticipatory set (required) students will start with our daily
routine (word of the day + daily grammar sentence).
15 minutes
Then I will open it up with a discussion about the chapter where
students will have the opportunity to share their initial thoughts
and reactions (share from their journals).
25 minutes
Then I will introduce and read the poem by Hughes this will
be popcorn style. After the reading, students will be asked to
relate the poem to the book, which will be guided by a series of
questions (provided by me).
5 minutes
Closure (required) Bring it together as a class and clear up
any questions students may have. This will be, more or less, an
extension of the previous 25 minutes. I will instruct in such a
way that I naturally wrap things up as a class discussion about
both the book and the poem.
Materials
Teach
Stude
Great Gatsby
Great Gatsby
er
nt
Whiteboard
Langston Hughess Let
(inclu
Hand out of Langston
America Be America Again
de
Pencil
Hughess, Let
Notebook
prepa
America Be America
ration
Again
Copy of guided
neede
d)
reading questions
2

(optional handout)

Type
Computer

Technology
Rationale
I will use this in the beginning for the word of the day and for
the daily grammar sentence.

Learning Styles (VARK)

Please indicate how you address each of the components of VARK (Visual, auditory,
reading/writing, and kinesthetic). It is not necessary to address all four styles in
every lesson, but you should aim for at least three.
Visual

There will be a picture of Langston Hughes on the poem they

receive.

Auditory

We will read the poem aloud and also have a discussion about
the book and poem aloud.
Students will be taking turns reading the poem aloud and will
also be answering questions about the poem.
There will most likely not be too much movement in this lesson.
Mostly because of class rules, but also because I dont see a
need for it in this lesson.

Reading/Writing
Kinesthetic

Accommodations
Please consult the accommodations handout on Moodle so that you suggest
acceptable and relevant accommodations. You must provide accommodations for
at least two students or groups of students. If you believe there are no students
who fit any of the categories you will need to pretend (as its likely they do exist
and you have not yet been able to identify them).
Gifted and
Students who are GT will have the opportunity go deeper into
Talented
the texts and find deeper meanings behind both the book and
the poem.
Learning
Since the poem will be read aloud, students with learning
Disabilities
disabilities will have the option to listen to it instead of reading
themselves.
Emotional
Impairments
ELL
Other
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