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Madison Engquist

Dr. Miller

TE 5432

3 December 2012

TWS Parts A-E & Unit Plan

A. Description of the Setting

The North Kansas City School District is one of the most diverse school districts in the

metro area. The district encompasses a mix of urban and suburban areas, low socioeconomic

status (SES) areas as well as affluent areas, and is home to many international students and

families. At North Kansas City High School, there are 130 ELL students who speak 40-50

languages. This school is the most diverse because within its boundaries is government assisted

housing that is used for new immigrants and refugees.

At Winnetonka, we have the second highest free and reduced lunch percentage out of the

four high schools, which is at about 51%, though at any given time closer to 60% of students

qualify for free and reduced lunch. About 8% of the Winnetonka student body is labeled as

Special Education. There are 27 ELL students who speak Spanish, Vietnamese, Arabic, Somali,

French, several African tribal languages, and various Micronesian dialects. There are more ELL

students who have tested out of the program but are still monitored. There are many exited ELL

students in my classroom who speak Spanish, French, Somali, and I think Vietnamese. Aside

from students labeled as ELL, there are many students who come from culturally and ethnically

diverse families. For example: I have a girl in one of my classes who is not labeled as ELL—at

least we have no WIDA papers for her—but she fluently speaks both English and Kurdish.

Winnetonka’s total enrollment is 1,346. Of that population, here is the demographic breakdown

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by race: 2% Asian, 14.2% Black, 12.6% Hispanic, 1.3% Indian, and 64.2% White. While the

school is still predominantly White, it is not a single-race school like many segregated urban and

suburban schools. Our dropout rate is about 3%.

As far as ability level goes, I have students across the spectrum. There are students that I

can hardly get to write, students who struggle to translate thoughts into words, students who

don’t recognize sentence fragments, and students who can barely write a page long essay. On the

other hand, there are some very advanced readers and writers in my classes. Still, no matter the

ability level, most of the students want help and are willing and ready to improve, and that is

what matter most to me.

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B. Rationale for Work Sample

This work sample is for a junior-senior level American Literature course, of which I have

two sections. One section, 2A, is more advanced in their developmental levels and pre-

instructional status. The other section, 2B, is a class within a class (CWC), and over half of the

class qualifies as either Special Education or ELL or both. While the text used in my unit plan is

the same for both groups—in compliance with the principle of rigor in the Common Core State

Standards (CCSS)—the instruction or extra curricular resources may be differentiated to

accommodate different developmental levels and pre-instructional statuses.

The students in my American Literature prep are required to read The Great Gatsby, so

that is the primary text of my unit. While this novel has literary and historical merit, we will be

reading it for those aspects as well as its commentary on societal norms, race, class, and gender

issues. We will also investigate how the 1920’s are like the 2010’s. As F. Scott Fitzgerald was

considered the voice of a generation, students will examine a.) if they agree that Fitzgerald was

the voice of a generation b.) what it takes to be the voice of a generation, and c.) what issues

need to be addressed for their own generation. Because of these focuses, the text has importance

because of its relevance to students’ lives.

While some of my goals relate to students’ mastery of literary analysis, the culminating

project will require students to create a text (written, multimedia, visual, etc.) that will a.) serve

as the voice of their generation and b.) discuss a major issue of their generation. Students will

also write a brief rationale for their texts. This project addresses a mixture of CCSS writing

standards, speaking and listening, and language standards. Reading standards will be addressed

as students read the text and complete comprehension and analysis exercises.

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C. Goals and Objectives

Goals 1:

I want students to analyze issues of societal norms, race, class, and gender in The Great Gatsby.

Objective: As a result of this lesson, students will be able to read closely to determine

what the text says explicitly and to make logical inferences from it; cite specific textual

evidence when writing or speaking to support conclusions drawn from the text (RL 11-

12.1), by discussing these issues in literature circles and incorporating this issues in a

literary analysis of the text.

Goal 2:

I want students to be able to complete a close reading/literary analysis of The Great Gatsby.

Objective: As a result of this lesson, students will be able to determine central ideas or

themes of a text and analyze their development; summarize the key supporting details

and ideas (RL 11-12.2), by completing comprehension and analysis activities in literature

circles, literary analysis, and/or chapter quizzes.

Objective: As a result of this lesson, students will be able to interpret words and phrases

as they are used in a text, including determining technical, connotative, and figurative

meanings, and analyze how specific word choices shape meaning or tone (RL 11-12.4),

by completing comprehension and analysis activities in literature circles, literary analysis,

and/or chapter quizzes.

Objective: As a result of this lesson, students will be able to analyze the structure of texts,

including how specific sentences, paragraphs, and larger portions of the text relate to

each other and the whole (RL 11-12.5), by completing comprehension and analysis

activities in literature circles, literary analysis, and/or chapter quizzes.

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Goal 3:

I want students to compose a mixed genre text, possibly using technology and multi-media

elements.

Objective: As a result of this lesson, students will be able to write

informative/explanatory texts to examine and convey complex ideas and information

clearly and accurately through the effective selection, organization, and analysis of

content (W 11-12.2), by creating a mixed genre text meant to be the voice of the students’

generation.

Objective: As a result of this lesson, students will be able to write narratives to develop

real or imagined experiences or events using effective technique, well-chosen details, and

well-structured event sequences (W 11-12.3), by creating a mixed genre text meant to be

the voice of the students’ generation.

Objective: As a result of this lesson, students will be able to produce clear and coherent

writing in which the development, organization, and style are appropriate to task,

purpose, and audience (W 11-12.4), by creating a mixed genre text meant to be the voice

of the students’ generation.

Objective: As a result of this lesson, students will be able to use technology, including the

Internet, to produce and publish writing and to interact and collaborate with others (W

11-12.6), by creating a mixed genre text meant to be the voice of the students’ generation.

Goal 4:

I want students to appreciate the cultural and historical significance of The Great Gatsby in

forming the American Identity.

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Objective: As a result of this lesson, students will be able to discuss the cultural and

historical implications of The Great Gatsby in forming the American Identity, by

engaging in small group discussions in literature circles, as well as large, whole class

discussions.

Goal 5:

I want students to engage in meaningful discussion.

Objective: As a result of this lesson, students will be able to prepare for and participate

effectively in a range of conversations and collaborations with diverse partners, building

on others’ ideas and expressing their own clearly and persuasively (SL 11-12.1), by

engaging in literature circle discussions.

Goal 6:

I want students to present their mixed genre projects and reflect upon their projects and other’s

projects.

Objective: As a result of this lesson, students will be able to integrate and evaluate

information presented in diverse media and formats, including visually, quantitatively,

and orally (SL 11-12.2) by presenting their own mixed genre projects and reflecting upon

their own projects as well as other’s projects.

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D. Plans and Materials

The materials needed for this unit will vary depending upon students’ plans for their

mixed genre texts. The most basic materials that the teacher should have are writing materials,

computer access for students, Blackboard, a classroom set of The Great Gatsby (so students can

take books home), the 1974 movie adaptation of The Great Gatsby, handouts and quizzes, an

introductory presentation on the time period, and any additional non-fiction articles that would

supplement the themes of societal norms, race, class, and gender during the 1920’s.

The unit plan is built around literature circles, and the format of most classes will be a

short comprehension quiz, literature circle discussion, and then in class reading. I believe small

groups are one of the best ways to engage students and have them take responsibility for their

own learning. I also do in class reading to scaffold a large population of my students who would

have trouble reading at home.

I modified literature circle roles to fit my goals for the unit. The roles will be bit master,

Wordle worker, symbolism seeker, and questionnaire extraordinaire. The bit master will find a

“good bit,” which is an excerpt from the text that has a dramatic impact on the reader. A good bit

is a passage which summarizes the theme of the book, says something beautifully, moves you to

tears, impresses you as nothing else in the book has, shocks or startles you, precisely captures the

moment, vividly paints a picture, clarifies a point, helps you understand something, etc. The

Wordle worker will generate a Wordle (wordle.net) of a passage of the student’s choice. The

Wordle worker must also make at least one judgment or conclusion about the passage based on

the Wordle and ask at least one question (not a yes/no question) of the passage based on what he

or she sees in the Wordle. The symbolism seeker should find at least three instances of

symbolism in the chapter, document, and explain these instances. The questionnaire

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extraordinaire is the group leader for the day and will develop at least five discussion questions

for the chapter. The questions cannot be yes/no questions, and at least two of the questions must

address issues of class, race, and/or gender in the text. Students will upload all of their literature

circle contributions to Blackboard on a group page. I will use Blackboard so that 1) all group

members will have access to all materials, 2) students will be more accountable for their work,

and 3) I can easily make sure students complete their roles without incurring stacks upon stacks

of paper. There are nine chapters in The Great Gatsby, so each student will do each role two

times and one role three times.

The reading comprehension quizzes and other assessments like the mixed genre project

and literary analysis will follow in the assessment section of the teacher work sample.

The unit plan timeline will be as follows:

Day 1: Introductory presentation over the 1920’s and the Lost Generation. Review literary

techniques that will be needed for close readings and concept of literary analysis. Review the

assignments for the unit and place students into literature circle groups. Read aloud chapter 1.

Homework: literature circle roles.

Day 2: Short comprehension quiz, literature circle discussion, read chapter 2. Homework: finish

chapter 2 and literature circle roles.

Day 3: Short comprehension quiz, literature circle discussion, watch movie through events in

chapter 1 and 2. Homework: Brainstorm list of topics and mediums for voice of a generation

project.

Day 4: Discuss voice of a generation project. Read chapter 3. Homework: finish chapter 3 and

literature circle roles.

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Day 9: Short comprehension quiz, literature circle discussion, work on voice of a generation

project. Homework: voice of a generation project.

Day 10: Conferences over and work on voice of a generation project. Read chapter 8.

Homework: finish chapter 8 and literature circle roles. (*If the schedule needs to be pushed back,

it should be done so here to allow for more conferencing time with students.)



Day 12: Short comprehension quiz, literature circle discussion, whole group debriefing on the

novel. Homework: voice of a generation project.

Day 13: Final in class day to work on voice of a generation project. Homework: voice of a

generation project.

Day 14: In class writing of literary analysis. Homework: voice of a generation project.

Day 15: Present voice of a generation projects, give peer feedback, write reflections.

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E. Assessment

Throughout the unit, students will be assessed both formally and informally and both in

summative ways and formative ways. Informally and formatively, students’ discussion and

interaction will be observed by the teacher so as to gage student comprehension of the text and

goals. There are five more formal assessments in this unit: literature circle role assignments,

comprehension quizzes, the voice of a generation project, the literary analysis, and the

presentation peer feedback and self-reflection. The literature circle role assignments and

comprehension quizzes are formative assessments, while the voice of a generation project, the

literary analysis, and the presentation peer feedback and self-reflection are more summative. See

Goals and Objectives for corresponding standards and objectives for each assessment.

Each day that a new chapter is read, the students will begin class with a short

comprehension quiz. These quizzes are to the discretion of the teacher but should not be limited

to multiple-choice questions. Here are the sample quizzes I developed for each chapter; each

quiz is worth 10 points:

Chapter 1: How does Nick describe himself? How does Daisy feel about her daughter?

Chapter 2: Why does Tom hit Myrtle? Describe the valley of ashes.

Chapter 3: Describe the types of parties Gatsby throws. Who does Nick meet at the party

(besides Jordan Baker). Nick believes that he is honest/dishonest and that Jordan Baker is

honest/dishonest.

Chapter 4: Where do Gatsby and Nick go and who do they meet with? What importance

piece of information does Jordan share with Nick? What does Gatsby want from Nick,

concerning Daisy?

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Chapter 5: It was a sunny/rainy day when Nick and Daisy met. What is at the end of

Daisy’s dock?

Chapter 6: What is Gatsby’s real name? What did Gatsby receive from Dan Cody? Does

Gatsby believe it is possible to repeat the past?

Chapter 7: Where do Daisy, Tom, Gatsby, Nick, and Jordan all go? What does Tom

realize? Does Daisy admit to never having loved Tom? What happens on Gatsby’s and

Daisy’s way home?

Chapter 8: Why do you think Daisy chose to marry Tom? What does Wilson do and

why?

Chapter 9: Who comes to Gatsby’s funeral? What does Tom tell Nick the last time he

sees him?

Literature circle assignments will also be a formative assessment to gage students’

accomplishment of objectives. Each literature circle role assignment will be worth 25 points.

These assignments will be checked via Blackboard. There is no grading rubric for these

assignments. Students may receive partial credit for incomplete assignments (for example, only

providing two questions instead of five) but this is generally completion credit. However, partial

credit will also be given if students clearly put no effort into their roles (e.g. questionnaire

extraordinaire questions that are way too basic).

The voice of a generation project is one of the summative assessments. This project

moves away from students’ reading objectives and towards writing standards and objectives.

What follows is the assignment sheet and grading scale.

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Voice of a Generation Project

We’ve discussed whether or not F. Scott Fitzgerald was the voice of his generation and how

others were the voices of their generations—now it’s time for YOU to be the voice of YOUR

generation.

Step 1: Choose an issue or topic that you think is highly relevant or important to your

generation. To begin brainstorming for ideas, ask yourself what is most important to you and

your peers? What is your generation’s lifestyle? What major topic or lifestyle does Fitzgerald

address?

Step 2: Decide how you want to represent your topic. This is a mixed genre assignment, so you

must combine at least three genres. An example would be an iMovie (this counts as a visual

genre because it contains video and pictures) that contains a spoken poem (poetry is a genre) and

research (expository/informational writing is a genre).

Step 3: Get approval from me! Once you have spoken with me, go for it. Mash them all together

and create art! Don’t forget to keep a works cited page for all of your sources, and keep things

school appropriate (this doesn’t mean you can’t be real, just don’t be overly rude and crude).

Step 4: Conference with me during our scheduled conference day, and keep working! You will

also be required to write a 1-2 page rationale explaining to me why you chose your topic and

medium/genres. What is the significance of your topic? How do your chosen genres fit the topic

as well? Why does your finished product represent your generation?

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Grading Scale:

This is worth 300 points, 200 for the project 100 for the rationale.

Project:

190-200 –Exemplary (or practically exemplary) with all elements included; effort is above and beyond; and student effectively uses ideas, voice, presentation150-189 – Project is satisfactory, but does not use at least 3 genres or does not follow a topic. 100-149– Project is thrown together, doesn’t follow a topic and doesn’t use at least 3 genres.1-99 – Project is incomplete. 0 – Did not turn in

Rationale:

90-100 – Rationale complements and explains project and is well written.50-89 – Rationale contains errors and answers most questions about project.1-49 – Does not provide a sufficient rationale for project and contains many errors.0 – Did not turn in.

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The literary analysis in the other summative assessment. It is worth 150 points, and again is

based on a holistic rubric. The literary analysis is an in class assignment that students will have

the class period to complete. The literary analysis is meant to be a precursor to AP work since

many students in American Literature (a Communication Arts III course) go on to more

advanced Communication Arts IV courses like AP Literature, AP Language, or College English.

It is timed only in that it is an in class writing assignment, and students will receive teacher help

and instruction as needed. The assignment sheet follows on the next page.

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Literary Analysis

In literary analysis, we consider a text—either the whole text or an excerpt for a close

reading. We look at things like figurative language, sentence structure, diction, tone, mood, and

characterization and ask how these elements all create a larger theme or idea.

In one class session we will write a literary analysis over an excerpt of The Great Gatsby.

The materials from our literature circles can provide you a starting point if you are stuck (hint:

review the symbolism seeker assignments!). Each area listed below should be addressed in 1-2

paragraphs (except the thesis). Label each section accordingly.

Thesis:

-In one sentence, say what the overall theme is of this excerpt (this is not a summary; do

not tell me what happens in this excerpt). Ex: “In this excerpt from The Crucible, the

theme is the value of one’s reputation.”

Sentence structure:

-Describe the sentence structure (provide examples). How does this contribute to the

“feel” of the piece and your thesis?

Tone and Mood:

-What is the tone? How do you know (cite examples)? What is the mood? How do you

know ( cite examples)? How do tone and mood contribute to your thesis?

Figurative Language:

-What figurative language is used (cite examples), and how does it contribute to your

thesis?

Characterization:

-What characterization is used (cite examples), and how does it contribute to your thesis?

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Scoring Guide:

140-150 –Exemplary (or practically exemplary) with all elements included; effort is above and beyond; student effectively connects all sections to the thesis; and student gives examples for each section.100-139 – Analysis is satisfactory, but doesn’t connect all elements to the thesis or is missing a section or doesn’t provide examples. 50-99– Analysis is less than satisfactory. Analysis doesn’t connect all elements to the thesis and is missing multiple sections and doesn’t provide examples.1-49– Project is severely incomplete. 0 – Did not turn in

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The last summative assessment is peer feedback over presentation and self-reflections. The

students will receive completion points for giving peer feedback. The teacher should monitor

who completes this assessment as students turn in the feedback to their peers. The reflection will

be completed at the end of the presentations and may be assigned as homework. The students are

to reflect upon what they liked/didn’t like about their projects, what they were most proud of,

what they would change next time, and what they learned. Peer feedback is worth 50 points and

reflections are worth 50 points. Students will receive full credit for completing their reflections

and answering all of the questions. Partial credit will be given for reflections not answering all of

the questions. Reflections only need to be 1 page long. The assignment sheet follows on the next

page.

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Voice of a Generation Reflection (50 points)

In 1 page (at least), reflect upon . . .

-What you liked and didn’t like about you project

-What you were most proud of

-What you would change next time

-What you learned

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Unit Plan: 7 Selected Lessons

Madison EngquistDate: February 2013Grade level: 11-12Meeting time: afternoonStudents: 20-30Room no.: A9School name: WinnetonkaCMT: Suzanne FormanTime Period: 2A and 2B

Day 1: Introduction

Objectives:

As a result of this lesson, students will be able to discuss the cultural and historical

implications of The Great Gatsby in forming the American Identity, by engaging in small

group discussions in literature circles, as well as large, whole class discussions.

Standards:

NCTE: 1, 2

InTASC: 1, 4, 7

ISTE: 3

Procedure:

1. Teacher should give introduction to The Great Gatsby, the 1920’s, and the Lost

Generation. The teacher should try to hook the students, use a multimedia presentation,

and incorporate visual elements like pictures from the time period and videos. Teacher

should ask students to reflect upon and question issues of class, race, and gender in the

1920’s.

2. The teacher should place students in literature circle groups and review the unit schedule

of assignments.

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3. The teacher should read aloud chapter 1 of The Great Gatsby and assign an unfinished

reading in chapter 1, as well as literature circle roles, for homework.

Classroom arrangement and management issues:

The classroom is arranged with desks in a ‘U’ shape so that all students can view the

board, as well as view their classmates to encourage discussion. However, students will be

moving their desks to form literature circles anyway. For the extent of this lesson, students

should be engaged in questions and discussion about the presentation of introductory material.

Teacher circulation can also help manage any distractions or disruptions.

Technology:

The teacher should put together a multimedia presentation to hook students, possibly

using Prezi to include photos, artwork, and videos.

Adaptations:

One adaptation that will have to be made is for one of my students with a visual

impairment. In accordance with the IEP, the teacher will make all PowerPoints and printed

copies of rubrics, articles, etc. in extra large font (at least 18 point). The student also will receive

preferential seating at the front of the class in order to better view the presentation, etc.

Adaptations for English Language Learners will also be made. We will move through the

presentation slowly so that ELL students can keep up, and they will receive a printed copy fo the

presentation as well. Also, reading the novel aloud may help ELL students. Depending on the

student’s English proficiency, the teacher can choose to send home a translated copy of The

Great Gatsby, depending on the proficiency of the student.

Student Engagement:

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Students will be facing the board and/or projector while listening to the introductory

presentation and participating in discussion. Because the presentation can be potentially lengthy,

it’s important for the teacher to be lively and to regularly ask students to share how the

information in the presentation will apply to their topics. Then, students will be placed into group

of four for their literature circles.

Assessment with matching criteria:

During the introductory day, assessment will be informal observation and classroom

discussion. See Assessment Section E.

Citations:

Fitzgerald, F. Scott. The Great Gatsby. New York, NY: Simon & Schuster Inc., 1925. Print.

Day 2

Objectives:

As a result of this lesson, students will be able to read closely to determine what the text

says explicitly and to make logical inferences from it; cite specific textual evidence when

writing or speaking to support conclusions drawn from the text (RL 11-12.1), by

discussing these issues in literature circles and incorporating this issues in a literary

analysis of the text.

As a result of this lesson, students will be able to determine central ideas or themes of a

text and analyze their development; summarize the key supporting details and ideas (RL

11-12.2), by completing comprehension and analysis activities in literature circles,

literary analysis, and/or chapter quizzes.

As a result of this lesson, students will be able to interpret words and phrases as they are

used in a text, including determining technical, connotative, and figurative meanings, and

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analyze how specific word choices shape meaning or tone (RL 11-12.4), by completing

comprehension and analysis activities in literature circles, literary analysis, and/or chapter

quizzes.

As a result of this lesson, students will be able to analyze the structure of texts, including

how specific sentences, paragraphs, and larger portions of the text relate to each other and

the whole (RL 11-12.5), by completing comprehension and analysis activities in literature


As a result of this lesson, students will be able to prepare for and participate effectively in

a range of conversations and collaborations with diverse partners, building on others’

ideas and expressing their own clearly and persuasively (SL 11-12.1), by engaging in

literature circle discussions.

Standards:

CCSS: RL 11-12.1, 2, 4, 5; SL 11-12.1

NCTE: 1, 2, 3, 6, 8, 11

InTASC: 1, 2, 3, 4, 5, 6

ISTE: 2, 4

Procedure:

1. The teacher should administer the short comprehension quiz at the beginning of class.

This should only take 10 minutes. The short response question in the quiz are only meant

to be a few sentences at most.

2. The teacher should then have students form literature circles and start their discussions.

The teacher should monitor these discussion in case the class seems to be confused

around one issue.

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3. Once discussion has been completed and students begin to lose focus, the teacher should

bring the class together and allow groups to share any important point(s) they came

across.

4. The teacher should then read aloud chapter 2 and assign any unfinished reading in

chapter 2 for homework.


The classroom is arranged with desks in a ‘U’ shape so that all students can view the board,

as well as view their classmates to encourage discussion. However, students will be moving

their desks to form literature circles anyway. For the extent of this lesson, students should be

engaged in questions and discussion within literature circles. Teacher circulation can also help

manage any distractions or disruptions.

Technology:

The students will be using Blackboard group discussion pages to archive and submit their


Adaptations:

One adaptation that will have to be made is for one of my students with a visual impairment.

In accordance with the IEP, the teacher will provide a large print copy of all quizzes and of The

Great Gatsby. The student also will receive preferential seating at the front of the class in order

to better view the presentation, etc.

Adaptations for English Language Learners will also be made. Reading the novel aloud may

help ELL students who have low reading proficiency. Depending on the student’s English

proficiency, the teacher can choose to send home a translated copy of The Great Gatsby,

depending on the proficiency of the student.

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Student Engagement:

Students will be placed into group of four for their literature circles and will be engaged

in group discussion for the better part of the class. Then students will be engaged in reading

aloud.


Comprehension quizzes and literature circle artifacts will be the formative assessment in

this lesson. See Assessment Section E.

Citations:


Day 3

Objectives:













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quizzes.









Standards:

CCSS: RL 11-12.1, 2, 4, 5; SL 11-12.1

NCTE: 1, 2, 3, 6, 8, 11

InTASC: 1, 2, 3, 4, 5, 6

ISTE: 2, 4

Procedure:






around one issue.

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across.

4. The teacher should show the 1974 movie adaptation of The Great Gatsby up through the

events of the first two chapters. Homework is to brainstorm a list of topics and mediums

for voice of a generation project.





engaged in questions and discussion within literature circles. Teacher circulation can also help

manage any distractions or disruptions.

Technology:


literature circle roles. We will also be watching excerpts from a movie.

Adaptations:








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depending on the proficiency of the student. Subtitles should be turned on while watching the

movie.

Student Engagement:

Students will be placed into group of four for their literature circles and will be engaged in

group discussion for the better part of the class. Then students will be engaged in watching the

movie.




Citations:


The Great Gatsby. Dir. Jack Clayton. Perf. Robert Redford and Mia Farrow. Paramount Pictures,

1974. Film.

Day 10

Objectives:

As a result of this lesson, students will be able to write informative/explanatory texts to

examine and convey complex ideas and information clearly and accurately through the

effective selection, organization, and analysis of content (W 11-12.2), by creating a

mixed genre text meant to be the voice of the students’ generation.

As a result of this lesson, students will be able to write narratives to develop real or

imagined experiences or events using effective technique, well-chosen details, and well-

structured event sequences (W 11-12.3), by creating a mixed genre text meant to be the

voice of the students’ generation.

Engquist 27

As a result of this lesson, students will be able to produce clear and coherent writing in

which the development, organization, and style are appropriate to task, purpose, and

audience (W 11-12.4), by creating a mixed genre text meant to be the voice of the

students’ generation.

As a result of this lesson, students will be able to use technology, including the Internet,

to produce and publish writing and to interact and collaborate with others (W 11-12.6),

by creating a mixed genre text meant to be the voice of the students’ generation.

Standards:

CCSS: W 11-12. 2, 3, 4, 6

NCTE: 4, 5, 6, 7, 8, 11, 12

InTASC: 4, 5, 6

ISTE: 1, 2, 4

Procedure:

1. Students should work for the first half or two thirds of class on their voice of a generation

project. The teacher should conferences with students during this time as well.

2. During the last part of class, read aloud chapter 8. Homework is any additional reading

from chapter 8, as well as literature circle roles.



but desks will be individually spaced so that students can spread out and work on their projects.

For the extent of this lesson, students should be engaged in their projects or in conferencing.


Technology:

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Students will be using various technology and multimedia tools to create their mixed genre

projects.

Adaptations:


In accordance with the IEP, the teacher will provide a large print copy of The Great Gatsby. The

student also will receive preferential seating at the front of the class in order to better view the

presentation, etc.





Student Engagement:

Students will be working individually for the better part of the class on their mixed genre

projects. Students will also be engaged in conferencing with the teacher and then reading aloud.


Assessment will be informal in the manner of conferencing with the teacher. See

Assessment Section E.

Citations:


Day 12

Objectives:



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quizzes.









Standards:

CCSS: RL 11-12.1, 2, 4, 5; SL 11-12.1

NCTE: 1, 2, 3, 6, 8, 11

Engquist 30

InTASC: 1, 2, 3, 4, 5, 6

ISTE: 2, 4

Procedure:






around one issue.



across.

5. The teacher should then lead the class in final reflections and reactions on the book.

Students should generate questions as the discussion progresses. The teacher should

guide the students in reflecting upon societal norms concerning class, race, and gender in

the book, and should ask the students to think about whether or not this text was the voice

of a generation. The students should also reflect upon the similarities between the 1920’s

and 2010’s.





Engquist 31

engaged in questions and discussion within literature circles or within the class as a whole.


Technology:



Adaptations:









Student Engagement:

Students will be placed into group of four for their literature circles and will be engaged

in group discussion for the better part of the class. Then students will be engaged in whole class

discussion.




Citations:


Engquist 32

Day 14

Objectives:














quizzes.





Standards:

CCSS: RL 11-12.1, 2, 4, 5

NCTE: 3, 6, 11

Engquist 33

InTASC: 1, 4, 5, 6

Procedure:

1. The teacher should introduce the literary analysis (which the students should be

somewhat familiar with from previous units) and handout the assignment sheet and

scoring guide.

2. Students will have the class period to write their literary analysis (it is due at the end of

the block) and the teacher should circulate to provide assistance and keep students on

track. Students should be encouraged to use their text and look back at their literature

circle artifacts via Blackboard.



but desks will be individually spaced so that students can focus and work on their literary

analyses. For the extent of this lesson, students should be engaged in their writing or in receiving

help from the teacher. Teacher circulation can also help manage any distractions or disruptions.

Technology:

Students will be using laptops to create their critical analyses and can reference Blackboard

to aid their writing.

Adaptations:


In accordance with the IEP, the teacher will provide a large print copy of The Great Gatsby. The


presentation, etc.

Engquist 34

Adaptations for English Language Learners will also be made. Extended time will be given

for turning in a final copy of the literary analysis to provide for language difficulties.

Student Engagement:

Students will be working individually for the better part of the class on their analyses.

Students will also be engaged in receiving help from the teacher when needed.


The assessment is the literary analysis. See Assessment Section E.

Citations:


Day 15: Presentations & Wrap Up

Objectives:

As a result of this lesson, students will be able to integrate and evaluate information

presented in diverse media and formats, including visually, quantitatively, and orally (SL

11-12.2) by presenting their own mixed genre projects and reflecting upon their own

projects as well as other’s projects.

Standards:

CCSS: SL 11-12.2

NCTE: 1, 4, 6, 8, 9, 11, 12

InTASC: 3, 6, 8, 10

ISTE: 1, 2, 4, 5

Procedure:

1. Students should present their voice of a generation texts to the class. This may mean

showing an iMovie, sharing artwork, reading aloud a written work, etc. Students should

Engquist 35

have use of the technology in the classroom (i.e. the document camera and projector) to

give their presentations.

2. After each presentation, students should give short comments on a slip of paper to the

presenter.

3. At the end of presentations, students should write a 1 page reflection on their project—

what they liked, didn’t like, what they would change next time, what they learned

through the experience.



but desks will be individually spaced so that students can focus on the presentations. For the

extent of this lesson, students should be engaged in their classmates’ presentations and reflection.


Technology:

Students can use any technology available in the classroom to give their presentation of their

mixed genre texts (including the document camera, projector, etc.).

Adaptations:


In accordance with the IEP, the teacher will provide a large print copy of any materials. The


presentation, etc.

Adaptations for English Language Learners will also be made. Extended time will be given

for turning in the reflection to provide for language difficulties.

Student Engagement:

Engquist 36

Students will be engaged in the presentations, and I believe they will genuinely be interested

in seeing their classmates’ work. Students will also be engaged in reflection.


Presentation, peer feedback, and reflection will be the forms of assessment. See

Assessment Section E.

Citations:


Engquist 37

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