AD+Unit+Lesson+Plans

  We begin this class by playing the national anthem from youtube. At the conclusion of the song, I will ask students what the national anthem, or any patriotic song for that matter, represents for them. I will be sure to call on at least four students. As the students are answering, I will write down key words on the board from their answers. I will then explain that the combination of these responses is what makes up the idea of 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. I will have students look at the cover of the book and also ask a student to read the quote on the title page. As a class, we will discuss how these may be hints to the novel’s plot and its ideas of the American Dream. 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. 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.  Read chapters 1 and 2 in The Great Gatsby
 * Lesson 1: What is the American Dream? **
 * Materials: **
 * American Dream Questionnaire
 * Poster paper/ markers
 * The Great Gatsby by F. Scott Fitzgerald
 * PowerPoint
 * Index Card
 *  Motivational Device (10 mins): **
 * AD Questionnaire (20 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Book Distribution (5 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">PowerPoint (10 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Closure (5 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Homework: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 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 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will receive a symbolism hand out that has a color in the right hand corner to determine groups. Each group will skim through chapter 1 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: 16px;">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. Next the students will fill out their second worksheet that is a character chart. 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, other students will be filling in their other character charts. I will also encourage students to draw the connections between the characters. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 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: 16px;"> On a note card, students will draw a symbol for their favorite holiday. This activity will ensure that students understand what a symbol is and how it represents something else. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Read Chapters 3 and 4 in Great Gatsby
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson 2: Symbolism in Great Gatsby **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Construction paper
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Poster paper/ markers
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Symbolism worksheet
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Character trait worksheet
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">notecard
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Motivational Device (5 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Symbolism Jigsaw (30 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Question Cards (10 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Closure (5 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Homework: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I am going to have students sit in a circle. By each student adding one word, together our class will create a 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. This activity will be a short review of what the students learned in their homework reading. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Next I am going to split the students up into five groups. Each group will be assigned a setting: Nick’s house, the Buchanan’s house, the Valley of Ashes, the NYC apartment, or Gatsby’s house. Using textual evidence, each group will create an illustration of their setting and present it to the class. Back in their groups, the students will discuss how the variety of settings fit in with the idea of the American dream, and each group will explain back to the class. Purpose: to get students to understand that the American Dream did not give everybody a “happily ever after”. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">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 their 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. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will write on an index card how the risks of monopoly either benefited or hurt their role in the game, and what this helps them conclude about the American Dream. At least three students will share with the class. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Read the short story “Editha” by William Howells and highlight any symbols
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson 3: Chance and Risk **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Great Gatsby
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Poster Paper/ markers
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Monopoly games
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Index cards
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Copies of “Editha” by William Howells
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Motivational Device (5 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Setting Analysis (15 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Monopoly (25 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Closure (5 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Homework: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">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 compare and contrast the images in order to understand the different viewpoints of the war. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will pair up to create a Compare & Contrast Chart in their notebooks. The chart will focus on the effects of war in GG and Editha. The students must have at least 8 bullets on the chart all together. We will then 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: 16px;">I will then ask students to place themselves in the time period of WWI. Individually, each student will 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. I will ask at least 3 students to share with the class. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Since we are about half way through the novel it is important to make sure students are on track. To do so, the students will write down a question they have about anything we have covered thus far and put it in our “fishbowl”. I will have students come to the front one at a time to pull out a question, which they will either answer or call on someone else. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Read chapter five in GG, have at least 4 Personal Tabs marked in the book thus far.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson 4: War & the American Dream **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Images
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Poster/marker
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Bowl
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Motivational Device (5 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Compare & Contrast (20 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Letter writing (15 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Closure (10 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Homework: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will show students a clip of the Great Gatsby film, specifically where Gatsby is bribing Nick in chapter five to set up a run in with Daisy. Before starting the clip, I will tell students to think about the prominence of money in the novel and film. After the clip I will ask the question “Why is money such a significant attribute of the American Dream?” <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will break up into groups of 2 or 3. Each group will be assigned a materialistic item (dress, necklace, watch, etc..) that they must script an advertisement for. The ad must be directed towards the people of the 1920s and should be 1-2 minutes long. The groups will then take turns presenting to the class. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Next, we will apply materialism to the characters in the Great Gatsby. The smaller groups will combine to make five larger groups. Each group will create character maps for two assigned characters on poster paper. On the character maps they will indicate how money has affected that character, and the two characters must have at least one connection between them relying on money. They will then present to the class so the students can fill in their character map work sheet. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In their notebooks, 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: 16px;">Read chapters 6 and 7 in GG
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson 5: Materialism **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Film clip
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Poster paper/ markers
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Character map hand out
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Motivational Device (5 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Advertisement (20 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Money & Characters (20 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Closure (5 mins): **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Homework: **