How Karlee Learns Best:

A Truly Personalize Unit

Prepared by:

Jennifer Gulick

For

Dr. Michael Sherry

Course: English 385-01 Literature for Young Adults

Spring 2014, Bloomsburg University

Table of Contents:

Part One: Learning About a Student

4) Introductory Letter

5) Artifact One: Student Observation

8) Student Observation Analysis

9) Artifact Two: Student Interview

11) Student Interview Analysis

12) Artifact Three: English Teacher Interview & Analysis

13) Artifact Four: Chorus Teacher Interview & Analysis

14) Sample of Student Work

16) Analysis of Student Work

Part Two: Designing Instruction

18) Rationale

19) Lesson Plan One

23) Lesson Plan Two

27) Lesson Plan Two Quiz

29) Lesson Plan Three

33) References
Part One: Learning About A Student
Introduction:

Thanks to my Literature for Young Adults class, I was given the unique opportunity to sit

in on Mr. Michael’s twelfth grade advanced placement class at Rose High School for almost an

entire semester. Normally when I go into a school for observations I’m looking at the class

through the eyes of the teacher, and taking notes on how they run the classroom. However, for

this project I was forced to look at the class through the eyes of a particular student, and take

notes on how personally engaging the class was for them. When deciding which student I wanted

to pick for this project, I wanted to pick someone who was similar to myself in some ways, but

also vastly different in other ways. This way I could find common ground with the student, but

also I would have to learn a lot about them, and the way in which they learn best.

On day two of my observations, I finally chose a student named Karlee. Right from day

one I knew she had potential to be the student I would pick, and with further guidance on the

matter from Mr. Michael, I chose her. My first impression of Karlee was that she was a very

outgoing, outspoken, determined individual, this was all confirmed later by my observations of

her, as well as my interviews with her and her teachers. I found this experience to be invaluable

based on the amount I was able to learn about Karlee, and that I was able to incorporate her

specific needs and interests into my lesson plans. I know that once I am a teacher in my own

classroom, I’ll get to know all of my students and tailor instruction towards their needs. Although

since that will not be for a few years, this is excellent preparation for it.

Observations of Karlee: 12th Grade AP 8:34-10:05

February 4th:

• Karlee is clearly fun and outgoing

• Upon walking into the classroom she beings to talk to everyone in the room (teacher
included).
• Everyone thinks she’s really funny, they laugh at her jokes, she laughs at their jokes.
• Has an apparent love of music.
• Talks about swing choir with fellow participants.
• Tells stories about chorus.
• Enjoys reading the “Harry Potter” series.
• Participated in an enthusiastic conversation with a classmate about her opinion on the
movies being better or worse than the novels.
• Has an Irish background.
• Talks about how she looks forward to St. Patrick’s day, and her family traditions.

February 6th:
• Very outgoing.
• Again, comes into the room and starts chatting with everyone in the room. Jumping into
many different conversations.
• Participates in class discussion often.
• Often raises her hand/calls out to comment on reading.
• Shares related stories from her life to discussion topics.
• Volunteers to read in class.
• When the teacher asks for volunteers to read certain parts of the play McBeth, she’s one of
the first students to raise her hand to read.

February 11th:
• Very talkative.
• Talks to peers and teacher upon walking into the classroom at the beginning of the period.
• Goes a little off task when given down time or seat work: talks to the girls next to her
(about school related topics)
• chorus, band, math class, etc.
• Despite going off task for a few minutes, she gets back to work and finishes her
assignment.
• It is done well and correctly.
• Has a fun and open relationship with her teacher.
• Comfortable talking to different groups of people.
• Jokes around with him, asks about his family.
• Very well liked by her peers as well as her teacher.
• Everyone interacts positively with her.
• People seem to feel comfortable around her. Open and honest with her.

February 13th:
• Shares her thoughts with the class.
• Always shares her interpretations of the text in full class discussion.
• Also she is comfortable with telling stories about her life to the whole class.
• Participates in open discussion.
• This reflects her being engaged in the class.
• Encourages her fellow peers to participate and share their thoughts.
• Truly values the opinions of her peers.
• Offers to read aloud.

February 18th:
• Really pays attention to the teacher when he’s talking.
• Acts respectful towards him and what he has to say.
• Is thoroughly engaged in the lesson.
• Asks questions when she’s confused.
• Cares about the material.
• Seeks understanding in order to expand her knowledge.
• Really tries hard to understand and interpret texts.
• Asks questions about interpretations.
• Shares what she thinks certain aspects of the story mean.
• Reads a book during down time at the end of the class period.
• Has a natural love for reading.

March 6th: Watching McBeth the movie in class

• Sat and watched, seemed to be fairly interested.
• During the movie she asks about comparisons between the film and the play version they
read in class.
• Really seeks understanding of what she read compared to what’s going on in the movie.
• Is on her phone texting after a little while.
• Losing interest in the film.
• Phones are allowed in this classroom for brief amounts of time.
• Lays her head down on her desk to watch the film.
• Still losing interest in the film.
• Tired from watching a film this early in the morning (9:00am)
• Seems to be bored and unengaged by the end, but is not disruptive in any way.
• Even though she’s unengaged she is still respectful enough not to talk to her fellow peers
and be disruptive.

April 8th:
• Eager to hear that there are books available to borrow and read outside of class.
• Shows her love for reading outside of the classroom.
• Plays the violin for the class before teacher begins the lesson.
• Shows her love for music.
• Shows how comfortable she is around her teacher and peers.
• Volunteers to read aloud in class.
• Loves to read.
• Feels comfortable reading in front of peers.
• Extremely talkative.
• Almost always talks about school related topics.
• Truly interested in teacher’s stories as well as the stories her peers tell.
 • Cares a lot about other people.
• When involved in the lesson- always participates in discussion/follows along in
reading/shares additional information that relates.
• Truly a great student, who cares about furthering her education and understanding the
content that is being taught in class.

Analysis of Observation:

After my first day observing at Rose High School, I walked away knowing that it was

going to be difficult to choose just one student to observe. On day two I asked Mr. Michael who

he thought I should choose from my list of three students, and he suggested that Karlee would be
best. My initial impression of Karlee was a very positive one, she seemed very upbeat and

appeared to have a real passion for learning. Through further observation of Karlee, I found that

she’s a very outgoing, caring, respectful, determined, and so much more than what meets the eye.

Karlee sits in the first seat of the third column so that she is right in the middle of the room

where Mr. Michael often stands to teach.

During group discussion, Karlee always volunteers her opinion and respectfully listens to

the opinion of others, even if it contradicts her thoughts. She always volunteers to read aloud a

part of the play in the book, and also is comfortable to make suggestions on who should read

what parts when there is more than one person willing to read it. It is obvious that Karlee feels

comfortable around her peers and her teacher in the class because she is always joking around

with them, talking about out of school and in school activities, and clearly gets along with

everyone. Often in side discussion Karlee and her peers talk about going to college, which

clearly shows that she has drive and ambition to further her education. I believe that Karlee

naturally loves to learn about new things, especially when it pertains to music or a new novel that

has just come out. These are all things that I’ve gathered through conversation she has had with

her fellow peers.

Artifact 2-Interview with Karlee:

1) Home Resources for School:

- Internet
- Books (reference/text)
- Computer

2) What resources for learning do you bring to the classroom?

- Books
- Technology (smart phone)
- Enthusiasm for learning
3) What literate practices do you engage in outside of school?
- Writes on own time (essays of thought)
- In-depth reader

4) What’s your perspective on school as a whole?

- Loves school
- Loves learning
- Feels she has lots of opportunity to learn

5) What’s your perspective on English class specifically?

- Enjoys it
- Likes deep discussion about texts
- Able to use the knowledge inside and outside of school

6) What are you most interested in, right now?

- Music: playing, performing, singing, listening

7) Who’s your favorite musical artist?

- Josh Groban
- Assorted Broadway artists

8) What’s your favorite movie?

- All of the Marvel movies
- Frozen

9) What are some things you like to do in your spare time?

- Practice music
- read
- spend time in nature
- sit in trees
- hunt
-
10) Your favorite teachers are ones who...
- Aren’t set on the curriculum
- Let students grow as people
- Go above and beyond the expectations

11) Your least favorite teachers are ones who...

- Are just there to teach curriculum
- Don’t care about their students and what they need

12) You like classes in which...

- You can engage in deep discussions about topics.

13) You don’t like classes in which...

- You just focus on the curriculum.

14) In English classes you’re most nervous about...

- Grades
15) In English classes you’re most excited about...
- Learning
- Reading
- Writing

16) If there’s one thing I should know about you as a student, it’s...
- She has a great enthusiasm for learning (even if she’s not interested in the subject
specifically)

17) If there’s one thing I should know about you in general, it’s...
- She’s a very hard worker
- Always meets goals (even if not in the way she thought she would)

18) What stories can you tell me about your life?

- Went to New Orleans with ELCA Youth Gathering. 34,000 people went and did mission
work.

19) What are your favorite book(s)?

- Harry Potter
- Jane Eyre
- Divergent
- Any fantasy novel

20) What Activities are you involved in?

- School: VP of student counsel, VP NHS, President women chorus, Manager of Modern
Aires, Rep. in philanthropy, Concert Master of orchestra, member of swing Choir.
- Out of school: youth group, lost of volunteering, voice lessons, waitress, competes in
music festivals and competitions.

Analysis of Karlee’s Interview:

After my interview with Karlee I really felt as if I had a solid understanding of who she is

as a student, as well as who she is as a person outside of school. I think that unfortunately, too

often teachers only get to see and know the side of the student in school; but really we need to

see both sides to truly understand our students. Observing Karlee in the classroom was, of

course, extremely helpful to understanding how she learns, but once we were able to sit down

and really talk one-on-one my eyes were opened to a whole new side of her. Had we never been
given the opportunity to sit down, I would have never learned about all of the activities that she

is involved in. Both inside as well as outside of school, Karlee is involved in a total of thirteen

different clubs and activities, I am overwhelmingly impressed by her work ethic that she can be

involved in so much and also succeed in all areas. Through all of Karlee’s volunteer and

missionary work, it is easy to see that she genuinely cares about others, and wants to help in any

way that she can. I think that this is reflected in how she acts towards her peers and teachers

inside the classroom.

Artifact 3- AP English Teacher Interview: “Tell me about Karlee”

One of the best students he’s ever had, extraordinary and caring student, genuine approach to

school (not just academic but also extracurricular), not concerned with class rank (just herself

against herself), She will be successful in college, she’s the most passionate person in her AP

class, her writing is impeccable, being so involved and keeping up her excellent grades says a lot

about her, cares not only about peers but also about teachers, she’s the go-to student to respond to
questions, doesn’t show off her knowledge (humble), natural participant in class, so enthusiastic

about learning about anything (especially music).

Analysis:

I believe that my interview with Mr. Michael went really well, and I truly gained new

insight on how Karlee is as a student. Based on the way he described her, she seems like the ideal

student to have in your class. The fact that this is the first time Mr. Michael has had her in class,

and already knows so much about her truly shows that she is open to sharing and talking about

her life. It really helps to know that Karlee is a very humble person, because that means that she

could easily be paired up with a struggling student and would do nothing but motivate them and

get them to succeed. I believe that students like Karlee are hard to come across their senior year,

as by the time it’s February most students have “senioritis” and are unmotivated to learn. I’m

truly impressed by Karlee, as are her actual teachers.

Artifact 4- Chorus Teacher Interview: “Tell me about Karlee”

- In school: always on task, practices a lot, dedicated, makes sure events get done (the right

way), if you want something done in the student body she can get it done, respected by peers,

Homecoming Queen 2013, humble, selfless

- Out of school: part time job (dedicated to it), very religious, determined to make the

world a better place (lots of volunteering)

Analysis:
 My interview with the chorus teacher was not as in-depth as my interviews with Mr.

Michael or with Karlee herself due to time constraints. Although, I did gain some excellent

insight on Karlee that helped me understand her a lot better as a person. Initially when the chorus

teacher told me that Karlee was the Homecoming Queen this year I couldn’t believe it! I couldn’t

understand how I could have sat through two interviews trying to get to know her, and that never

once came up. I thought, and the chorus teacher agreed, that this simply reflected how humble of

a person Karlee truly is. When the chorus teacher told me that if anyone in the school wanted

anything done in the student body, they would go to Karlee, that truly impressed me. I never

would have imagined from my first observation how much everyone in the school, students and

faculty alike, truly admired her. At the completion of all of my interviews about Karlee, I truly

could not be more impressed by her, not only as a student, but as a person in general. I really

think that she’ll go very far in life, and her teachers agree.

Analysis of Karlee’s Work:

As soon as I started reading this piece of work written by Karlee I was not only

unsurprised by the grade she received, but also I was unsurprised by the topic that she chose to

write about. I do not think that there could have been any other topic that fit her better than her

staying true to her morals. I enjoyed the part of her paper where she talks about opening her

mind to accepting people who she initially thought were bad. It really shows just how selfless

she is, that she is able to listen to someone who has made decisions that she perhaps didn’t

approve of, and at the end of it she can still find something to admire about the person. This
really reflects how genuine and forgiving of a person Karlee is. Another thing that I really admire

about Karlee is that she mentions that she understands that other people may not have the same

values and morals as she does, but that this only helps to make her more aware of her own.

Overall I think that Karlee is a very eloquent writer, and that she will succeed in college due to

this aspect.

Part Two: Designing Instruction

Rationale:

Karlee is a senior in an advanced placement English class in a rural, predominantly white

high school in central Pennsylvania. Due to this fact, I think that Karlee as well as her peers

could befit from reading and researching a novel that is based in New York City in the 1920’s.

The novel, The Great Gatsby written by F. Scott Fitzgerald is a classic novel that will

certainly evoke interest from the class. Not only does this novel allow for us to do some light

research into the music style of that time period which Karlee would enjoy, but it also gives us a
chance to talk about decisions people make in life, and the consequences they must face. As

seniors in high school, preparing for their first year in college many are thinking about all the

friends they’ll make, the subjects they’ll learn, and the parties they’ll be attending. Discussing

this novel at this point in their lives is key because it shows that you can easily go out and have a

great time with your friends, but if you are not careful you could be facing some very serious

consequences. As a whole, I truly believe that the entire class will gain great insight into different

cultures, values, mind sets, and the great era of the 1920’s.

Name: Jennifer Gulick Date:

05/05/14

Unit: “The Great Gatsby” Time Length: 80

minutes

Lesson: 1-The American Dream Grade Level: 12th

Grade

PA Academic Standards:

1. 1.1.12: Reading, writing, speaking, and listening.

2. 1.2.12: Reading, analyzing, and interpreting text.

Assessment Anchor Descriptors:

1. R3&4.AA.1&2: Understanding Fiction and Nonfiction that is age appropriate.

2. R11.B: Interpretation and Analysis of Fictional and Nonfictional text.

Big Question: How does the way F. Scott Fitzgerald portrays the idea of the American Dream

in his novel, The Great Gatsby compare to your idea of the modern day American Dream?

Motivational Device: Talk about what the American Dream is, how it’s achieved, and how

that reflects how satisfied you are with life. Show students the TED Talk, “How to Buy

Happiness” by Michael Norton. Have students reflect and discuss on what they thought about the

TED Talk.

http://www.ted.com/talks/michael_norton_how_to_buy_happiness

Instructional Objectives:

1. Having discussed what the American Dream is, students will be able to identify at least 3

examples from the text, of ways that people are living the American Dream.

2. With keeping the TED Talk in mind, students should be able to make a prediction about how

satisfied the characters are with their lives with 85% accuracy. ????

3. ????

Materials Needed: The novel “The Great Gatsby,” paper, writing utensil.

Technology Needed: Computer, speakers, projector.

Resources Used:http://www.ted.com/talks/michael_norton_how_to_buy_happiness, “The

Great Gatsby” by F. Scott Fitzgerald.

Lesson Type (Pedagogy): Direct Instruction

Lesson Outline:

I. Introduction/Motivational Device
 A. Start out the class period by having students write down on a sheet of paper what they

think are key components to the American Dream.

B. Have a group discussion about what students wrote down for their answers.

C. Play the TED Talk.

D. Have students write a list next to their previous one of ways to criticize/critique the

American Dream that would make people feel happier.

E. Have a group discussion about what students wrote down for their criticism/critiques.

II. Give Background on Novel

A. Provide students with key context information about the time period, location, and

important historical events going on during the setting of the novel.

III. Reading/Analyzing the Novel

A. Teacher will start out reading the first few pages of the novel.

B. Teacher will call on volunteers to read. If no volunteers, teacher will call on students at

random to read.

C. As we work our way through the novel, we will stop at the important parts and jot down

examples of Fitzgerald describing the American Dream.

IV. Summary/Closure

A. When we find a good stopping point in the novel we will discuss as a class, the overall

reaction of the novel thus far.

B. Each student will write down three things that they can do for someone else that would

make them happy- similar to spending money on someone else from the TED Talk. (ex.

clean someone’s locker, help someone with their homework, etc.)

Key Questions:

1. How does Fitzgerald show us that the characters are living the American Dream?

2. How would you criticize/critique the American Dream that the novel presents to us?

3. ???

Closure: Each student will write down three things that they can do for someone else that

would make them happy- similar to spending money on someone else from the TED Talk. (ex.

clean someone’s locker, help someone with their homework, etc.). We will have a brief

discussion where willing students will share their ideas, and tell the class why they think that

would make them feel better about themselves rather than if they did the same task, but for

themselves and not another person.

Differentiated Learning Activities:

1. Tier 1: Basic students will only read 2-3 paragraphs, while the teacher assists them on

words they may struggle with.

2. Tier 2: On-level students will read 4-5 paragraphs, while the teacher assists them on

words they may struggle with and can’t figure out on their own.

3. Tier 3: Advanced students will read 5-7 paragraphs, while the teacher assists them on

words they can’t figure out on their own.

Formative Assessment:

1. Observe students as they read to make sure that they understand the words, as well as the

greater theme of the novel.

2. After an important passage, ask students why they think the passage is significant to

what’s going on in the novel.

Homework:
Have the students actually perform at least one of the tasks that they wrote down in their closure,

or a different one, and write a one page, double spaced, paper about why they chose that task and

how it made them feel after completing it.

Reflection:

1. Did I effectively observe the students understanding of the American Dream and how it is

portrayed in the novel?

2. Were students actively engaged in the TED Talk video and discussion?

3. Was my method of getting students to read the novel an effective one?

Name: Jennifer Gulick Date:

05/06/14

Unit: “The Great Gatsby” Time Length: 80

minutes

Lesson: 2- Reading the Novel Grade Level: 12th

Grade

PA Academic Standards:

1. 1.1.12: Reading, writing, speaking, and listening.

2. 1.1.12: Reading, analyzing, and interpreting text.

Assessment Anchor Descriptors:

1. R3&4.AA.1&2: Understanding Fiction and Nonfiction that is age appropriate.

2. R11.B: Interpretation and Analysis of Fictional and Nonfictional text.

Motivational Device: Give students the Jay-Z Song Lyric or Line From The Great

Gatsby quiz. Discuss how the Jay-Z song lyrics are an appropriate parallel to the novel.

Brainstorm other possible parallels to the novel that are contemporary.

Instructional Objectives:

1. Students will be able to pick out and identify two major themes in the novel from our reading.

2. Students will be able to explain why these themes are important to learn about.

3. Students will identify which passage they felt was the most important and make a

representation of it using a medium other than writing a paper. Examples: comic strip, song lyric

quiz, theme song, movie trailer, etc.

Materials Needed: Novel, paper, writing utensil, markers.

Technology Needed: Video camera, computer, microphone, speakers, headphones.

Resources Used: http://www.vulture.com/2013/01/jay-z-great-gatsby-quiz.html (Jay-Z or

Gatsby quiz) and the novel “The Great Gatsby” by F. Scott Fitzgerald.

Lesson Type (Pedagogy): Direct instruction/Active learning

Lesson Outline:

I. Introduction/Motivational Device

A. Start out by telling the students that they have a pop quiz.

B. Hand out copies of the Jay-Z or Great Gatsby quiz.

C. Once everyone has completed it, talk about why this was an appropriate parallel to the

novel and brainstorm other forms of contemporary parallels that could be applied.

II. Reading/Analyzing the Novel

A. Teacher will ask students to recap what we read in the previous class, as a reminder.

B. Teacher will start out reading the first few pages of where we left off last class.
 C. Teacher will call on volunteers to read. If no volunteers teacher will cal on students

randomly to read.

D. As we work our way through the novel, we will stop at the important parts and discuss

why these parts are important to the greater theme of the novel. This will also be a good

opportunity for students to mark where these passages are for their projects.

III. Summary/Closure

A. When we get to a good stopping point, we will discuss what we read in this section of the

novel.

B. Each student will go back through what we’ve read and pick out the passage that they

felt was the most significant.

C. Students can begin to work on their representation of this scene until the end of class.

D. Before leaving, students will write down on a sheet of paper which passage they chose

and how they plan on representing it.

Key Questions:

1. What are two major themes of the novel that were mentioned in our reading for today?

2. Why do you feel these themes are important to learn about in the English classroom?

3. How does using a different medium other than writing a paper help you to remember

these major themes?

Closure: Before leaving, each student will write down on a sheet of paper which passage they

chose from the novel and how they plan on representing it- ticket out the door.

Differentiated Learning Activities:

1. Tier 1: Basic students will only read 2-3 paragraphs, while the teacher assists them on

words they may struggle with.

2. Tier 2: On-level students will read 4-5 paragraphs, while the teacher assists them on

words they may struggle with and can’t figure out on their own.

3. Tier 3: Advanced students will read 5-7 paragraphs, while the teacher assists them on

words they can’t figure out on their own.

Formative Assessment:

1. Observe students as they read to make sure that they understand the words, as well as the

greater theme of the novel.

2. After an important passage, ask students why they think the passage is significant to

what’s going on in the novel.

Homework:

Students are to go home and finish up their representation of the passage that they chose.

Students should also be ready to turn in their representation, as well as share it in front of the

class.

Reflection:

1. Did I effectively observe the students understanding of the American Dream and how it is

portrayed in the novel?

2. Was my method of getting students to read the novel an effective one?

3. Did students like being able to choose how they could represent their passage that they

chose? As well as, did they like being able to choose their own passage, rather than being

assigned one?
 Jay-Z Song Lyric or Line From The Great Gatsby?

1.) “Your money’s too young. See me when it gets older.”

A. Jay-Z

B. Gatsby

2.) “I’m five years too old to lie to myself and call it honor.”

A. Jay-Z

B. Gatsby

3.) “Males shouldn’t be jealous. That’s a female trait.”

A. Jay-Z

B. Gatsby

4.) “We tip the waiter a hundred dollars to keep the ice cold.”

A. Jay-Z

B. Gatsby

5.) “Women run around too much these days to suit me. They meet all kinds of crazy fish.”

A. Jay-Z
B. Gatsby

6.) “I like a girl who spends a little cash for her shoes.”

A. Jay-Z

B. Gatsby

7.) “It takes two to make an accident.”

A. Jay-Z

B. Gatsby

8.) “His shirts, piled like bricks in stacks a dozen high.”

A. Jay-Z

B. Gatsby

9.) “No, no, don’t thank me. This is just how my suit is stitched.”

A. Jay-Z

B. Gatsby

10.) “I sell ice in the winter. I sell fire in hell.”

A. Jay-Z

B. Gatsby
Name: Jennifer Gulick Date:

05/07/14

Unit: “The Great Gatsby” Time Length: 80

minutes

Lesson: 3- Party Planning Grade Level: 12th

Grade

PA Academic Standards:

1. CC.1.5.11-12.E: Adapt speech to a variety of contexts and tasks.

2. CC.1.5.11-12.D: Present information, findings, and supporting evidence, conveying a clear

and distinct perspective; organization, development, substance, and style are appropriate to

purpose, audience, and task.

3. CC.1.5.11-12.A: Initiate and participate effectively in a range of collaborative discussions

on grades level topics, texts, and issues, building on others’ ideas and expressing their own

clearly and persuasively.

Motivational Device:
 Show students clips from the new film based off of the novel that show what a party at

Gatsby’s looks like. After watching the clips, we will discuss as a class the different aspects

involved in throwing an extravagant party (i.e. Food, Music, Fashion, etc.).

http://www.youtube.com/watch?v=IgcuBOVMGsg

Instructional Objectives:

1. Students will divide themselves into groups based on their interests (Music, Food, Fashion,

and Dancing)

2. Students will research what was popular in their interest group during the 1920’s, when “The

Great Gatsby” takes place.

3. Groups will give a brief summary to the class of what they have found in their research

and have examples of their findings.

Materials Needed: big roll of paper, pencils, pens, markers, scissors.

Technology Needed: Computers/tablets, speakers.

Resources Used: YouTube.com, Google.com, “The Great Gatsby” novel.

Lesson Type (Pedagogy): Active Learning/jigsaw.

Lesson Outline:

I. Explanation of Gatsby Party Planning

A. Each interest group is responsible for researching their aspect of throwing a party in the

1920’s.

B. Each group will give a brief 2-3 minute explanation of what their group has found, and

will provide examples.

C. As a class we will plan and put together the Gatsby Party.

II. Music

A. Students will, as a group, research popular music of the 1920’s.

B.Students will put together a playlist or CD mixture of popular party songs for our party.

C.The group will prepare a 2-3 minute explanation of popular music styles, songs, artists, etc.

III. Food

A. As a group, students will research popular food choices in NYC in the 1920’s.

B.Students will put together a menu of popular appetizers and desserts of the time.

C.The group will prepare a 2-3 minute explanation of popular food choices in NYC in the

1920’s, and show pictures of what each choice looks like.

IV. Fashion

A. As a group, students will research popular fashion trends in NYC in the 1920’s.

B. Students will design two outfits made out of paper: one for a female and one for a male

that would have been popular to wear at a party in the 1920’s.

C. As a group, students will prepare a 2-3 minute explanation of what were popular fashion

trends in the 1920’s and show the class the outfits they made out of paper.

V. Dance

A. As a group, students will research popular dance moves in the 1920’s.

B. Students will learn and practice these moves.

C. As a group, students will prepare a 2-3 minute explanation of popular dance moves in the

1920’s, and demonstrate them to the class.

VI. Summary
 Having completed the big class jigsaw activity and all the groups presented, we will

discuss the minor details of the party that we will be having.

Key Questions:

1. What are three facts that your group found about your chosen interest?

2. What parallels can you make between what you found and the novel?

3. What was the most interesting thing you learned about the 1920’s?

Closure:

Each student will write down on a note card one fact from each interest group that they

learned from the group presentations -ticket out the door.

Formative Assessment:

1. Walk around while groups are doing their research to make sure that they are on task and

getting the information that they need.

2. While each group gives their presentation I’ll make sure that the rest of the class is

learning the information that they need to know.

Homework:

For homework students should go home and look through their closets to see if they have

anything that represents the fashion of the 1920’s that they could possibly wear to the Gatsby

party.

Reflection:

1. Were there enough interest groups available to pick from to meet the interests of all students?

2. Were the students actively engaged and enthusiastic about the activity?
3. Did the big class jigsaw go as planned?

References:

"Epic Party - The Great Gatsby." YouTube. YouTube, 3 Jan. 2014. Web. 21 Apr. 2014.

<http://www.youtube.com/watch?v=IgcuBOVMGsg>.

Fitzgerald, F. Scott, and Matthew J. Bruccoli. The great Gatsby. New York, NY: Scribner,

1996. Print.

"How to buy happiness." Michael Norton:. TED Talks, n.d. Web. 19 Apr. 2014.

<http://www.ted.com/talks/michael_norto

"Quiz: Jay-Z Lyric or Line From The Great Gatsby?." Vulture. N.p., n.d. Web. 20 Apr. 2014.

<http://www.vulture.com/2013/01/jay-z-great-gatsby-quiz.html>.

"SAS - Pennsylvania Department of Education Standards Aligned System." SAS -

Pennsylvania Department of Education Standards Aligned System. N.p.,

n.d. Web. 19 Apr. 2014. <http://www.pdesas.org/>.