Final Project EDU 4113 - Lesson Plan Menu

This is a lesson plan for 11th grade English. Students are reading The Great Gatsby by F. Scott Fitzgerald. This segment is designed to connect them with the social and historical setting of the novel. After viewing a Powerpoint presentation introducing a variety of topics associated with New York in the 1920s, students are asked to choose one topic to explore in depth. Working individually or with a partner, they research and present their topic to the class.

Please follow the links below to review the details of this plan, and then complete the evaluation survey listed as the final item.

Thanks!
Nina

Standards Addressed

Content Instruction

Lesson Structure

Expectations/Rubric

Use of Technology

Evaluation Survey

Final Project EDU 4113 - Standards Addressed

The goal of this lesson plan is to deepen students' knowledge and understanding of the social and historical context of The Great Gatsby, which in turn will increase their ability to appreciate the novel itself. Working individually or in pairs, students achieve this goal themselves by researching and presenting to the class one specific topic from a broad list of the fascinating people, cultural developments, and events associated with New York in the 1920s. Their topics must be researched through at least three separate sources including online, and presentations must include a visual (often but not necessarily powerpoint), as well as an oral component. In these ways, the lesson addresses the following CA State Curriculum and ISTE Technology Standards:

CA CURRICULUM STANDARDS FOR THE ELEVENTH AND TWELFTH GRADES:

READING

3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes:

3.5 Analyze recognized works of American literature representing a variety of genres and traditions:
c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings.

3.7 Analyze recognized works of world literature from a variety of authors:
b. Relate literary works and authors to the major themes and issues of their eras.
c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings.

LISTENING AND SPEAKING

1.0 Listening and Speaking Strategies
Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.

2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver polished formal and extemporaneous presentations that combine traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grades eleven and twelve outlined in Listening and Speaking Standard 1.0, students:

2.2 Deliver oral reports on historical investigations

2.4 Deliver multimedia presentations

ISTE STANDARDS FOR TECHNOLOGY:

Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

• create original works as a means of personal or group expression.

Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

• interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
• communicate information and ideas effectively to multiple audiences using a variety of media and formats.
• contribute to project teams to produce original works or solve problems.

Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

• plan strategies to guide inquiry.
• locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
• evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
• process data and report results.

Final Project EDU4113 - Content Instruction

Each of our class novels this year has also been an illustration of American history and society. The Crucible told the story of the Witch Trials that took place in Salem Massachusetts during the 1600s, as a way of exploring the Red Scare of the 1950s. One Flew Over the Cuckoo’s Nest was an expression of the counter-culture of the 1960s; a movement which rebelled against conventional society as an overbearing, dehumanizing machine, robbing men of their freedom and individuality. And The Great Gatsby, set in New York in the dynamic 1920s, presents America in the moment that it birthed the “American Dream”, with its’ values of modernity, material wealth, and individual accomplishment.

The goal of this lesson plan is to deepen students' knowledge and understanding of the social and historical context of The Great Gatsby, which in turn will increase their ability to appreciate the novel. Working individually or in pairs, students achieve this goal themselves by researching and presenting to the class one specific topic from a broad list of the fascinating people, cultural developments, and events associated with New York in the 1920s.

Content objectives include:

• students gain a broad understanding of the social, cultural, and historical backdrop of 1920s America as represented in The Great Gatsby
• students gain detailed knowledge and insight into the particular topic that they choose from this context - which hopefully represents an element of American history of particular interest to them
• students gain insight into the literary elements - plot, setting, and characters - of The Great Gatsby, and increase their understanding of the interplay of context and content in literature
• students increase their facility for researching a historical topic through both online and textual sources, and practice using appropriate citations
• students increase their facility for choosing and organizing information into a visual element for presentation
• students deliver a strong, informative and visually engaging presentation to the class
• students practice "audience skills" of listening and providing constructive feedback

Final Project EDU4113 - Lesson Structure

With the execution and presentation of projects integrated into the class process of reading and discussing the book, this unit will take three to four weeks to complete. The structure of instruction over those weeks will look something like this:

1. Present Gatsby Context Powerpoint to class
2. Students begin reading book in class and at home; reading quizzes and class discussions ongoing
3. Present Gatsby 20s Topics & Project Guidelines to class
4. Students choose topics and partners
5. With reading, reading quizzes, and in-class discussion ongoing, students work on presentations outside of class.
6. Several class periods may be spent in the Computer Lab, to allow students to work on presentations during class time, and also give teacher a chance to assist and give feedback on work in progress
7. In-class presentations begin; student "audience members" expected to ask questions and give feedback
8. Finish reading book; Final Exam includes both book and context coverage.

Final Project EDU4113 - Expectations/Rubric

Presentations will be graded according to the following expectations which were distributed to students when the project was initiated:

1) A variety of key ideas regarding your topic are clearly presented and explained.

2) Your visual component supports and enhances your presentation

*there should not be a lot of text in your visual; very short key phrases or “bullet points” should be clearly legible to your audience if they are included

3) Your oral presentation is clear, engaging, and enthusiastic; you face, address, and make eye contact with your audience.

4) You cite at least three sources for your information, which you may hand me in writing before you present.

5) You will also be graded as an audience member for your classmates’ presentations; you should listen attentively, and be prepared to ask questions and offer specific feedback. You will be responsible for the information they present on our final exam.

Final Project EDU4113 - Use of Technology

Students will:

• perform online research
• communicate with working partners outside of class time through electronic means
• choose and pull text and visuals from online sources
• create original electronic presentations
• e-mail their presentations to the teacher
• present visual information to the class using powerpoint, other slideshow formats, or original video

Final Project EDU4113 - Evaluation Survey

Thank you for reviewing my project. Please complete the survey below so that I can complete this course and collect my final credit of my final class towards my credential... THANK YOU!!!

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