Lesson Plan

Lesson Topic: S​ymbolism in The Great Gatsby​ ​(day 8 of Unit plan) ​ Length of Class Period: ​55 min

Course: ​English ​ Grade Level: ​11

TERMINAL BEHAVIORAL OBJECTIVE

State the terminal objective (including content and behavior):
After a lesson on symbolism, SWBAT give 2 examples of major symbols in TGG and offer a possible meaning based on their understanding of symbolism and the novel.

CONTENT STANDARDS
List all appropriate national, state or district curriculum or ​content​ standards that align to this lesson.

Reading Standards for Literature

Key Ideas and Details
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
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where the text leaves matters uncertain.
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
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one another to produce a complex account; provide an objective summary of the text.

Craft and Structure

Determine the meaning(s) of words and phrases as they are used in a text, including figurative and connotative meanings, while analyzing the impact of
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specific choices on meaning and tone.
Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning, as well as its aesthetic
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impact.

Integration of Knowledge and Ideas

Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each
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version interprets the source text.

Speaking and Listening Standards

Comprehension and Collaboration
Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12
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topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
 a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or
issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and propose solutions, while
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evaluating the credibility and accuracy of each source and noting any discrepancies.
Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, assessing the stance, premises, links among ideas, word choice, points of
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emphasis, and tone used.
Presentation of Knowledge and Ideas
Present information, findings, and supporting evidence in an organized, developed style appropriate to purpose, audience, and task, allowing listeners to
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follow the speaker's line of reasoning, message, and any alternative perspectives.

ELL STANDARDS AND ACCOMMODATIONS

List the language objective for listening, speaking, reading and writing: ​Arizona ELP​ Standards [​http://www.azed.gov/oelas/elps/​]
ELLV: 1.The student will listen actively to the ideas of others in order to acquire new knowledge.
2. The student will express orally his or her own thinking and ideas.

List any ELL accommodations, vocabulary, strategies you will use:

Struggling ELL students can/will be paired with proficient students(s) groups.
Make lecture notes available for students who need them

ADAPTATIONS/ENRICHMENT
List accommodations you will make for Exceptional Education students:
Gifted students who finish early will receive additional tasks/research to make use of their time while others finish.
Sped/slower students will not have to finish the tasks in the same time frame as the rest of class. May be paired with a new group depending on make-up of their group.
May provide lecture notes depending on need

List enrichment/extension activities you will provide for students:

Gifted students will find more than two symbols and possible meanings.
Slower learners may only look for 1 symbol

HOMEWORK
If there is homework following this lesson, list it here:
read the next chapter

RESOURCES/MATERIALS
List all resources that you will need to teach this lesson:
TGG text
PPT on symbolism
poster board
markers

Lesson Sequence
The Task Analysis must include the specific sub-tasks/topics. The first step in your Task Analysis should be your BW/Anticipatory Set.
The last step in your Task Analysis should match your terminal behavioral objective for the lesson. (Add more rows to this chart as needed.)

TIME TASK ANALYSIS TEACHING STRATEGY WHAT ARE THE STUDENTS DOING?
(Sub-tasks/topics) (BW, lecture, lab, group work, handout, (Active participation, Int. Closure)
guiding questions, etc)
15 Create a billboard based on the description in Group project: on poster board create and Int. closure: Each group will share and explain their
min TGG ad/billboard based on the description of Dr. E’s ad work.
offered up in the novel. How do you see the
billboard?
Bloom: Understanding

8 min Brainstorming on the Board: have students tell Call on both volunteers and non-volunteers to check
Define Symbolism in your own words class what symbolism is in their own words, write for knowledge and understanding levels
ideas on board

Bloom: Remembering

10 Lecture on symbolism and examples from daily Int. closure: students take notes, then discuss with
min life partner what symbols you know/have seen in your
Re-define symbolism in your own words daily environment
 Bloom: remembering, understanding
22 Give 2 examples of major symbols in TGG and
min offer a possible meaning based on their
understanding of symbolism and the novel.
Bloom: Applying
Partner Activity:
Part 1: what do the Eyes stand for?
Part 2: give examples and possible explanations of
2 more symbols in TGG
Think-Pair-Share
Part 1: what do the Eyes stand for?
Part 2: give examples and possible explanations of
2 more symbols in TGG
then:
Closure: as exit ticket list the two examples your
team came up with including possible explanation
on a sticky note and put on board with names.