Lesson+Plans

//**Lesson 1: What is the American Dream? **//
I will pass out a ten question survey based off concepts of the American Dream. Students will respond with Strongly Agree, Agree, Disagree, or Strongly Disagree. After responding individually, I will break students up into groups of four to discuss their responses. They will then collaborate to create an overarching idea of what they believe to be the American Dream. Students will then illustrate on a poster a picture representation of their American Dream, including one element that is not presented in the questionnaire. The groups will then present to the class. I will then hand out students’ copies of The Great Gatsby. In a Think, Pair, Share format I will have students look at the cover of the book and also ask a student to read the quote on the title page. They will discuss how these may be hints to the novel’s plot and its ideas of the American Dream. I will ask a few volunteers to share their ideas. At this time, I will also give students their Personal Tabs assignment that is to be completed throughout the reading of the novel. I will show a brief power point that covers F. Scott Fitzgerald and the context of the novel. In emphasizing the importance of the time period to the novel, students will be able to see the distinctions from their own society. I will be sure to include students on reading and interpreting bullets in order to keep them engaged throughout the power point. On an index card, students will write one question they have about the novel which I will collect as their exit ticket. Students’ posters should convey key aspects of the American Dream, whether it be applicable to the early 10th century or to modern society. By creating an idea that is separate from the Questionnaire, students will convey their understanding of the American Dream. Read chapters 1 and 2 in The Great Gatsby. Students will complete one personal tab in their reading so I can make sure they clearly understand the assignment.
 * Unit Goals: **
 * 1) Students will be able to understand the use of symbolism in text and its importance.
 * 2) Students will be able to identify the pros and cons of the American Dream.
 * 3) **Students will be able to compare and contrast the ambitions of each time period. **
 * 4) **Students will be able to construct their own unique American Dream. **
 * Lesson Objectives: **
 * 1) Students will complete a questionnaire to develop ideas of their own American Dream.
 * 2) Students will analyze the book layout to begin thinking about the novel’s overall meaning.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will view a slideshow in order to compare and contrast the time periods.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Materials: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">American Dream Questionnaire
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Poster paper/ markers
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">The Great Gatsby by F. Scott Fitzgerald
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">PowerPoint
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Index Card
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Motivational Device (5 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">AD Group Work (15 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Book Distribution (15 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">PowerPoint (10 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Closure (5 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Assessment: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Homework: **

//**<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Lesson 2: Symbolism in Great Gatsby **// <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">I will have different colors of construction paper (Green, Red, Blue, Yellow, Black, White) that I will hold up to the class one at a time. When I hold a color up, the students will tell me what that specific color reminds them of. For example, when I hold up Red, a student might answer blood. At least two students will answer for each color. I will then explain that their answers relate to colors because of symbolism. I will explain that colors and objects acts as symbols in literature, songs, plays, so on. To make symbolism relevant, students will then draw a symbol for their favorite holiday. This activity will ensure that students understand what a symbol is and how it represents something else before they apply it to the text. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will receive a symbolism hand out that has a color in the right hand corner to determine groups. Each group will skim through the chapters they read of the Great Gatsby and pull out any objects or colors they believe act as symbols in the novel. The students will each complete a chart that has them fill in at least five symbols, what they represent, and the textual citation. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">The students will then split into their next groups based of the character name in the left hand corner. These groups will compare and combine their symbolism worksheets. Each group is assigned a character and will list which symbols and meanings are applied to their character. On a poster, students will then create a character map. As each group presents their character map, I will encourage students to draw the connections between the characters. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Now that students have had some review of the beginning of the novel, I’m going to return their attention back to the questions they had at the end of the previous class. I have gone through and condensed their questions and put them on larger cards. At the front of the room is a big KWL chart. As a class we will go through each card and stick it in the appropriate category on the KWL chart to determine what we have learned since the previous class through homework and activities and what the students still want to learn. For a card to get put in the “know” column, a student must answer the question card correctly. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">As students answer the question cards, I will assess how well they understand the first couple chapters of the novel. As we move the cards to the know column, I will also ask students if any of their personal tabs relate to the things we have learned in the lesson to connect the assignment to our class work. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Read chapters 2 and 3 in GG
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Unit Goals: **
 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to understand the use of symbolism in text and its importance. **
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to identify the pros and cons of the American Dream.
 * 3) **<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to compare and contrast the ambitions of each time period. **
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to construct their own unique American Dream.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Lesson Objectives: **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will identify symbols in the text in order to understand their relation to characters.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will present character maps in order to understand the connections between characters.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will reflect on what they have learned for their KWL charts in order to see progress.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will reflect on their personal tab in order to draw connections with the text.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Materials: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Construction paper
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Poster paper/ markers
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Symbolism worksheet
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">KWL chart and Question Cards
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Motivational Device (10 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Symbolism Jigsaw (30 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Closure (10 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Assessment: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Homework: **

//**<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Lesson 3: Fairness in the American Dream **// <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">I am going to have students sit in a circle. By each student adding one word, together our class will first create a positive sentence about Jay Gatsby. As each student adds a word, they must also repeat the sentence. I will call on someone at random at the end to repeat the sentence to ensure everyone stays focused. Next, in the same pattern we will create a negative sentence about Jay Gatsby. This activity will not only be a short review of the homework reading, but it will also begin an understanding of how the American Dream reflects both positive and negative aspects of society and individuals. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">To convey to the students the idea of the American Dream in a more familiar way, they will play a shortened version of monopoly in five groups. The purpose of monopoly is to achieve more wealth and property than the other players through chances and risks, very similar to the concept of attaining the American Dream. Through the ideas of winning AND losing, students will be able to connect their status in the game to the idea of different character roles in the novel. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">In their groups, students will be assigned a setting: Nick’s house, the Buchanan’s house, the Valley of Ashes, the NYC apartment, or Gatsby’s house. Each group will create an illustration of their setting, including textual evidence and at least three symbols indicating the social class represented by that setting. In a class circle, the groups will present their illustration and we will have an open discussion about how the variety of settings fit in with the idea of the American dream. Purpose: to get students to understand that the American Dream did give some people a “happily ever after”, but not everyone. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Based on their earnings or losses in the Monopoly game, students will decide which setting they would most likely be a part of in The Great Gatsby. On a post it, students will explain the correlation between the two and place it in their book as a Personal Tab. Rather than sharing be the motivation to complete the assignment, the idea of a “freebie” on part of their assessment will encourage students to complete it. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Based on how the students correlate setting with social class on their posters, I will assess their development of knowledge on symbols. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Read the short story “Editha” by William Howells and highlight any symbols
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Unit Goals: **
 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to understand the use of symbolism in text and its importance. **
 * 2) **<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to identify the pros and cons of the American Dream. **
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to compare and contrast the ambitions of each time period.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to construct their own unique American Dream.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Lesson Objectives: **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will develop sentences about Gatsby in order understand him as a controversial character.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will play Monopoly in order to participate in the risks of the American Dream.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">In groups, students will analyze settings in order to identify different social classes.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Materials: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">The Great Gatsby
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Poster Paper/ markers
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Monopoly games
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Post it notes
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Copies of “Editha” by William Howells
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Motivational Device (5 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Monopoly (25 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Setting Analysis (15 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Closure (5 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Assessment: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Homework: **

//**<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Lesson 4: War & the American Dream **// <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">On the overhead I will show two images that depict war in different ways. One will typically represent patriotism and pride, the other loss and depression. I will ask the students to verbally identify symbols which will help them compare and contrast the images in order to understand the different viewpoints of the war. We will also discuss how, if at all, the image of war has changed between then and now. I will do this through the string activity, to show that their various opinions all construct the concept of war and to keep them engaged. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will create a Compare & Contrast Chart in their notebooks and fill in at least five bullets based on the concept of war in GG and Editha. I will tell students to specifically focus on the portrayal of war and its effects on characters. Students will then break up into groups to exchange responses. I present the activity first as an individual one so that students do not rely on others to do their work for them. We will reconvene to make a large compare and contrast chart as a class. Students will be responsible for filling in their notebook to match the class chart. This activity will further emphasize the different perceptions of war. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">As an assignment students will place themselves in the time period of WWI. They are to write a letter to a loved one (boyfriend/girlfriend, parent, sibling, friend, etc) about whether or not they want the recipient to enroll in the war. The student must make references to at least one of the characters we have read about, and how that character influences their opinion on the enrollment. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">As a means of brainstorming, students will individually complete a worksheet in class that asks questions based on the components of the letter. By providing class time, students are able to ask any questions they might have about the assignment before completing it for homework. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">To again reinstate how controversial war is, I will ask students to think about the argument that is the opposite of the one they chose for their letter. On the back of their worksheet, students will write down one benefit that supports the opposition, and will be asked to include this in their letter. Students will then share this argument with a neighbor. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">During the construction of the compare and contrast charts, I will look for responses that clearly define the different moods of war in the two texts. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Compose and type letter, which will be handed in with worksheet; Read Chapter 5
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Unit Goals: **
 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to understand the use of symbolism in text and its importance. **
 * 2) **<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to identify the pros and cons of the American Dream. **
 * 3) **<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to compare and contrast the ambitions of each time period. **
 * 4) **<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to construct their own unique American Dream. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Lesson Objectives: **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will identify symbolism to understand the different perceptions of war.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will create a compare and contrast chart to understand the role of war across different texts.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will analyze contrasting arguments of war to practice the fundamentals of persuasion.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will write a persuasive letter in order to relate to a character and connect the time periods.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Materials: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Images
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Poster/marker
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Worksheet
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Motivational Device (10 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Compare & Contrast (20 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Letter Worksheet (15 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Closure (5 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Assessment: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Homework: **

//**<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Lesson 5: Materialism **// <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">On the back of their typed up letters, I will ask students to bullet how they might bribe the recipient to abide to their request. In a class circle, students will go around and each read one of their bullets. While the students are in the circle, I will be at the front board. As each student gives a response, I will draw one part of a dollar bill. As the last student finishes, the dollar bill will be completely drawn on the board and we will have a discussion on how money relates to their responses. This is a more relevant version of the string activity. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will break up into five groups. In their groups they will be allowed sign up for which character they will focus on from GG. Rather than assigning characters, this will promote autonomy in the students through freedom of choice. However, the characters are first come first serve to avoid overlapping. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">In their groups students will create an advertisement that sells a modern item and is directed towards their chosen character. As they work through their advertisement, they must also complete a worksheet to ensure that they are basing their work off textual evidence in addition to their imagination. Students can use construction paper and magazine clippings to act as mock props in their ads. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">In 1-2 minutes, each group will present to the class. In addition to their ad, they must also explain the connection between their character and their product. During the presentations, students will make at least one bullet for each character describing their relationship with materialism. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Below the character bullets, students will answer the question “What is one thing you would buy if you could have all the money in the world?” and explain how this pertains to their own personal American Dream. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Through the worksheets and advertisement explanations, I will assess that each student understands how their character represents materialism. I will ensure that their developing perception of the American Dream includes the aspects we have covered up to this point. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Read chapters 6 and 7 in GG, have at least 7 personal tabs completed.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Unit Goals: **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to understand the use of symbolism in text and its importance.
 * 2) **<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to identify the pros and cons of the American Dream. **
 * 3) **<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to compare and contrast the ambitions of each time period. **
 * 4) **<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to construct their own unique American Dream. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Lesson Objectives: **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will create an advertisement to understand the significance of money to the American Dream.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">After watching advertisements, students will understand the use of bribery in the text.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will answer a reflection question in order to discover aspects of their own American Draem.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Materials: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Construction paper/ markers/ glue
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Magazines
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Ad Worksheet
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Motivational Device (10 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Advertisement (35 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Closure (5 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Assessment: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Homework: **

//**<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Lesson 6: Debate **// <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">We will begin in a class circle. Students choose one Personal Tab that they don’t mind sharing and copy it on to a notecard without putting their name on it. I will collect the notecards and redistribute at random to the students. Going in a circle, each student will re-enact what is written on their notecard. By assuming the roles of others, students will begin thinking about the role of deception in the text. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will receive a handout and split up into 6 groups based on the color of their handout. Each group will be assigned a specific section of the hand out that focuses on one character’s relationship with another. The group’s job is to find textual evidence that will convince a jury that the character truly loves the second character. As a part of their evidence, students must include at least one symbol. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">The groups with the same main character will be matched up against each other so that the debate revolves around who that character truly loves such as: <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">The groups that are not debating will act as the jury to decide who is in Love and who is in FLove. While the debate occurs, I will complete the worksheet via the projector so that students can follow along and complete their own worksheet. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">In a class discussion students will answer “Why is love the main outlet for deception in the text and how does it reflect the American Dream?” I will direct the discussion towards the tension between “wants” and “haves” and how it reflects the concept of ideal image of love and family. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">As students present their evidence, I will assess their understanding of the relationship between characters. As students present their symbol(s), I will make sure students also understand the proper meaning and how it relates to the text. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Read the short story “The Luck of Roaring Camp” by Bret Harte and highlight any evidence on family roles.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Unit Goals: **
 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to understand the use of symbolism in text and its importance. **
 * 2) **<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to identify the pros and cons of the American Dream. **
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to compare and contrast the ambitions of each time period.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to construct their own unique American Dream.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Lesson Objectives: **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will take on the role of a peer to participate in the act of deception, relating to characters from the text.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will complete a worksheet in order to display their understanding of deep reading.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will participate in a debate to practice their persuasive skills in terms of controversy in the text.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">After a class discussion, students will able to identify the role of the ideal image in the American Dream.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Motivational Device (10 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Love vs. FLove (Fake Love): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Debate Prep (10 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Debate (20 mins): **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Gatsby and Daisy vs. Gatsby and his ideal image
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Tom and Daisy vs. Tom and Myrtle
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Daisy and Gatsby vs. Daisy and Tom
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Closure (10 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Assessment: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Homework: **

//**<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Lesson 7: Family Success **// <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will take a piece of computer paper and fold it hamburger style. On one side, they will draw out what is considered to be the traditional family of the past. On the other, they will draw what they consider to be a more modern family. I will encourage them to think TV shows and movies they have seen, so that they do not feel compelled to share their own family lifestyle. We will then discuss the differences between the two family styles and how they relate to the time periods. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">In pairs, students will complete a story map for the short story they read. The pairs will then combine to make 4 large groups. Each group will analyze a particular section of the story map and how it relates to family values based on textual evidence and symbolism. In their section of the story, students will analyze the role of family and whether or not it was successful in the novel. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">As the groups present the novel in chronological order, I will act as a facilitator of discussion to ensure that students ultimately understand how this depiction of family relates to the time period. Although the nontraditional family appears to be working at first, it ultimately leads to multiple deaths. I will help students understand that in literature, death often equates failure, conveying the author's message. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">In their groups, students will apply what they have learned about authors’ messages to predict what will happen in the final chapters of GG. Each group will be assigned one main character to write a final scene for, which they will illustrate on a poster. They will focus on how that character has interacted with others throughout the novel, and their scene must depict whether or not that character represents success or failure. They will largely focus on relationships and family ties, so there will be reference to other characters in their scene. Each group will present the class with a summary of their scene and how it displayed success or failure. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">On a notecard, each student will draw one symbol that they would include in their final scene and write a description as to why. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">As students analyze the short story, I will assess their understanding of characters and plot. During their prediction summaries, I will assess their understanding of how author's display success and failure. <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Finish Reading GG
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Unit Goals: **
 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to understand the use of symbolism in text and its importance. **
 * 2) **<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to identify the pros and cons of the American Dream. **
 * 3) **<span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to compare and contrast the ambitions of each time period. **
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will be able to construct their own unique American Dream.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Lesson Objectives: **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will illustrate different families in order to compare the differences across time periods.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will create a story map in order to analyze the importance of story components.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Students will predict the ending of GG in order to apply their understanding of textual undertones.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Materials: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Computer Paper
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Story maps
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Poster/ Markers
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Notecards
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Motivational Device (5 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Story Map (20 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Predictions (20 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Closure (5 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Assessment: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Homework: **

<span style="font-family: 'Times New Roman',Times,serif;">//** Lesson 8: Corruption **// <span style="font-family: 'Times New Roman',Times,serif;">** Unit Goals: ** <span style="font-family: 'Times New Roman',Times,serif;">** Lesson Objectives: **
 * 1) <span style="color: black; font-family: 'times new roman',times,serif;">** Students will be able to understand the use of symbolism in text and its importance **
 * 2) <span style="color: black; font-family: 'times new roman',times,serif;">** Students will be able to identify the pros and cons of the American Dream. **
 * 3) <span style="color: black; font-family: 'times new roman',times,serif;">** Students will be able to compare and contrast the ambitions of each time period. **
 * 4) <span style="font-family: 'Times New Roman',Times,serif;">** Students will be able to construct their own unique American Dream. **
 * 1) <span style="color: black; font-family: 'times new roman',times,serif; font-size: 13px;">Students will analyze a character in order to identify corruption in the text.
 * 2) <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 13px;">Students will create a collage in order to compare and contrast corruption between the time periods

<span style="font-family: 'Times New Roman',Times,serif;">** Materials: **


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 13px;">The Great Gatsby
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 13px;">Magazines/ Newspapers
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 13px;">Poster paper

<span style="font-family: 'Times New Roman',Times,serif;">** Motivational Device (5 mins): ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 13px;">Turning to their neighbor, students will explain whether or not their symbol from the previous class’ closure can be incorporated into the ending of the novel. <span style="font-family: 'Times New Roman',Times,serif;">** Jigsaw Activity: ** <span style="font-family: 'Times New Roman',Times,serif;">** Character Corruption (15 mins): ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 13px;">Students will break up into four groups. Each group will be assigned one character to focus on in the last two chapters of the book. They will skim the text and pull out any symbols that relate to that character’s role in the ending and write them in their notebook. Using those symbols, the students will analyze how that character contributes to the presence of corruption in the American Dream. Each group will share their analysis with the class. <span style="font-family: 'Times New Roman',Times,serif;">** Modern Corruption (25 mins): ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 13px;">Moving into their second groups, students will then create a collage to represent corruption in modern society. I will provide them newspapers and magazines to help their collage. I will encourage them to focus on similar concepts as the texts that we have read- money, power, and deception- to relate how they are still present in our society. Each group must provide one difference and one similarity between the time periods. The groups will then present to the class. <span style="font-family: 'Times New Roman',Times,serif;">** Closure (5 mins): ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 13px;">In their notebook, each student will write a brief description of how their personal American Dream fights against corruption. <span style="font-family: 'Times New Roman',Times,serif;">** Assessment: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 13px;">Based on students’ collages I will be able to check for understanding on how the time periods relate. <span style="font-family: 'Times New Roman',Times,serif;">** Homework: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 13px;">Based on personal tabs, students will construct 3 colorful symbols that represent their own AD. The 4x4 symbols can be illustration, clip art, or a magazine clipping. It is to be backed by colorful paper and on the reverse side one sentence to explain how it represents their AD.

//**<span style="font-family: 'Times New Roman',Times,serif;">Lesson 9: Mobile Prep **// <span style="font-family: 'Times New Roman',Times,serif;">** Unit Goals: ** <span style="font-family: 'Times New Roman',Times,serif;">In a classroom circle, each student will go around and briefly explain one of their AD symbols. In a discussion, we will analyze how their symbols reflect a more modern AD and which text it is most similar to and most different from. <span style="font-family: 'Times New Roman',Times,serif;">Individually, students will work on a 3 way venn diagram that compares and contrasts AD between Great Gatsby, their lives, and one other text we focused on. They will then compare with a neighbor that chose the same secondary text. We will then go over it as a class. <span style="font-family: 'Times New Roman',Times,serif;">I will allow students class time to work on their mobiles and ask any final questions they have about the project. I will encourage them to mainly focus on the top part of the hanger which compares and contrasts the three different ADs since it is relative to their venn diagrams. I will be walking around the classroom to ensure that all students are working productively. <span style="font-family: 'Times New Roman',Times,serif;">With their neighbor, students will present the completed aspects of their mobile. <span style="font-family: 'Times New Roman',Times,serif;">Based on Venn diagram responses, I will assess the students’ understanding of how the AD changes over time. <span style="font-family: 'Times New Roman',Times,serif;">Finish Mobile
 * 1) <span style="color: black; font-family: 'times new roman',times,serif;">**Students will be able to understand the use of symbolism in text and its importance**
 * 2) <span style="color: black; font-family: 'times new roman',times,serif;">**Students will be able to identify the pros and cons of the American Dream.**
 * 3) <span style="color: black; font-family: 'times new roman',times,serif;">**Students will be able to compare and contrast the ambitions of each time period.**
 * 4) <span style="font-family: 'Times New Roman',Times,serif;">** Students will be able to construct their own unique American Dream. **
 * <span style="font-family: 'Times New Roman',Times,serif;">Lessson Objectives: **
 * 1) <span style="font-family: 'Times New Roman',Times,serif;">Students will share their symbols to construct on idea of modern AD
 * 2) <span style="font-family: 'Times New Roman',Times,serif;">Students will compare and contrast 3 different American Dreams in order to work towards their final project.
 * <span style="font-family: 'Times New Roman',Times,serif;">Materials: **
 * <span style="font-family: 'Times New Roman',Times,serif;">Magazines
 * <span style="font-family: 'Times New Roman',Times,serif;">Construction paper
 * <span style="font-family: 'Times New Roman',Times,serif;">String/ ribbon
 * <span style="font-family: 'Times New Roman',Times,serif;">Glue
 * <span style="font-family: 'Times New Roman',Times,serif;">Markers/ colored pencils
 * <span style="font-family: 'Times New Roman',Times,serif;">Venn Diagram worksheet
 * <span style="font-family: 'Times New Roman',Times,serif;">Motivational Device (10 mins): **
 * <span style="font-family: 'Times New Roman',Times,serif;">Venn Diagram (15 mins): **
 * <span style="font-family: 'Times New Roman',Times,serif;">Mobile Work (20 mins): **
 * <span style="font-family: 'Times New Roman',Times,serif;">Closure (5): **
 * <span style="font-family: 'Times New Roman',Times,serif;">Assessment: **
 * <span style="font-family: 'Times New Roman',Times,serif;">Homework: **

//**<span style="font-family: 'Times New Roman',Times,serif;">Lesson 10: Presentations **// <span style="font-family: 'Times New Roman',Times,serif;">On the back of their project rubric, students will write one thing they enjoyed about the unit and one thing they did not enjoy about the unit. <span style="font-family: 'Times New Roman',Times,serif;">Each student will have one minute to present their mobile to the class. On notecards, students will briefly write one thing they liked about each student’s mobile/ presentation. I will hand these out to the students when I return their grade for the project. <span style="font-family: 'Times New Roman',Times,serif;">I will hand students the same questionnaire they took on the first day of the unit for them to again complete. I will then hand out their first ones so they can see how their responses have changed. <span style="font-family: 'Times New Roman',Times,serif;">**Closure (5 mins):** <span style="font-family: 'Times New Roman',Times,serif;">On the bottom of their second questionnaire, students will write how and why they believe their responses have changed over the course of the unit. They will staple the surveys together and hand them in. <span style="font-family: 'Times New Roman',Times,serif;">I will grade students’ mobiles in order to assess their knowledge through out the unit.
 * <span style="font-family: 'Times New Roman',Times,serif;">Unit Goals: **
 * 1) <span style="font-family: 'Times New Roman',Times,serif;">**Students will be able to understand the use of symbolism in text and its importance**
 * 2) <span style="font-family: 'Times New Roman',Times,serif;">**Students will be able to identify the pros and cons of the American Dream.**
 * 3) <span style="font-family: 'Times New Roman',Times,serif;">**Students will be able to compare and contrast the ambitions of each time period.**
 * 4) <span style="font-family: 'Times New Roman',Times,serif;">** Students will be able to construct their own unique American Dream. **
 * <span style="font-family: 'Times New Roman',Times,serif;">Lesson Objectives: **
 * 1) <span style="font-family: 'Times New Roman',Times,serif;">Students will watch each other’s presentations in order to understand diversity in AD.
 * 2) <span style="font-family: 'Times New Roman',Times,serif;">Students will re-take the AD survey in order to gain a sense of accomplishment.
 * <span style="font-family: 'Times New Roman',Times,serif;">Materials: **
 * <span style="font-family: 'Times New Roman',Times,serif;">Mobiles
 * <span style="font-family: 'Times New Roman',Times,serif;">Rubrics
 * <span style="font-family: 'Times New Roman',Times,serif;">AD surveys
 * <span style="font-family: 'Times New Roman',Times,serif;">Motivational Device (5 mins): **
 * <span style="font-family: 'Times New Roman',Times,serif;">Mobile Presentations (30 mins): **
 * <span style="font-family: 'Times New Roman',Times,serif;">AD Questionnaire (10 mins): **
 * <span style="font-family: 'Times New Roman',Times,serif;">Assessment: **