S3+LaPierre,+Tiarra

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] the content (**Explore**), [|Cooperative Learning] working on product (**Experience**)
 * (R)** **.4** Self-Assessment, feedback by students **(Rethink/Revise),** and feedback by teacher (**Revise**/**Refine**), [|Checking for Understanding]
 * (E)** **.5** Formative Assessment - Rubrics, Checklist **(Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...( **Organize**), Product: Type II Technology, Number of Days:

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= Product: Comic Life (**organize**) Days: 4 || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that the narrator effects the way we interpret characters and events (**where**). The Great Gatsby utilizes the device of first person narration to expose the biases of an unreliable narrator. Human beings are frequently prisoners of their own limited perspectives and the perspectives of others in their families, communities and cultures. It is important to learn the difference between truth and opinion and the Great Gatsby is an excellent catalyst for that form of thinking (**why**). Students will read text, within a grade appropriate span of text complexity, and present analysis of fiction using excerpts from the text to defend their assertions (**what**).
 * (H)** 1.2 Display "Hark a Vagrant" comics dealing with The Great Gatsby and discuss, based on what we know of the novel, what elements create humor.[|Great Gatsby Comic]
 * (E)** 1.3 Students will know the definition of theme, narrator, and point of view as well as be able to identify characters such as Gatsby, Nick, Tom, Daisy, Jordan, Myrtle and George (**equip**). Students will use fact and opinion organizers to discern truths about characters (**explore**). Using the Jigsaw method of cooperative learning students will study different characters and report their findings to their group mates (**experience**).
 * (R)** 1.4 Students will answer questions like, "How does the narrator's point of view affect the way we interpret characters and events?" I will check for understanding by issuing self-assessments in the form of a KWL chart, asking students what they have learned and what they still have questions about. (**rethink**). Students will receive feedback from peers and the teacher and revise their Comic Life accordingly (**revise**). Students will add "finishing touches" to their Comic Life that make work seem more professional and appealing (**refine**).
 * (E)** 1.5 Students will be provided with a rubric explaining the exact criteria they will need to meet in order to prove they have met the standard. Also a portfolio of student work and writing will be kept in order to monitor the progress of the student (**evaluate**).
 * (T)** 1.6
 * **Verbal~** Discussing excerpts from the text. Reading passages of evidence aloud to peers. Lecture.
 * **Logical~**Categorizing evidence and discerning truth from opinion.
 * **Visual~**Show comics portraying character biases. Visual interpretation of point of view.
 * **Musical~** Play 1920's Jazz age music during group work.
 * **Interpersonal~** Group discussions and reflection on characters. Working with others to compile ideas and perspectives.
 * **Intrapersonal~** Independent research of a character. Make inferences about individual characters.
 * (O)** 1.7 Students will become aware of how narrator biases and point of view effect the way we discern truth and interpret characters and events from the novel (**explain**).

Product: Blog (**organize**). Days: Throughout Unit || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that Fitzgerald uses symbols to create meaning in the text (**where**). Symbols uncover meanings that gives cultural relevance and open different windows of learning and perspective that is important in developing world view (**why**). Students read text, within a grade appropriate span of text complexity and present analysis of fiction using excerpts from the text to defend their assertions (**what**).
 * (H)** 2.2 Discuss symbolic archetypes that are uniform across cultures and brainstorm meaning, then list symbols that are unique to your own lives and cultures.
 * (E)** 2.3 Students will know the definition of Symbol and Imagery as well as recall critical details such as the eyes of Dr. T.J. Eckleburg, The Valley of Ashes, The Green Light, and the decadence of the 1920's (**equip**). Students will use a T-chart to describe symbols and uncover meaning (**explore**). Students will participate in Round Robin Brainstorming to discuss symbolism (**experience**).
 * (R)** 2.4 Students will be able to answer such questions as, "why are symbols important to the way we interpret the work?" I will check for understanding by issuing self-assessment in the form of exit cards asking what they have learned and what they still have questions about (**re-think**). Students will receive feedback from teacher and students and adjust their Blog accordingly (**revise)**. Students add finishing touches to their blogs to make them professional and attractive (**refine**).
 * (E)** 2.5 Students will be provided with a rubric explaining the exact criteria they will need to meet in order to prove they have met the standard. A portfolio will be kept of student work and writing to monitor the progress of the student (**evaluate**).
 * (T)** 2.6
 * **Verbal~** Discussing symbolism by pulling evidence from the text. Lecture.
 * **Logical~** Deep analytical thinking and reasoning used to determine meaning of symbols.
 * **Visual~** Discuss imagery and draw or take pictures for their blog.
 * **Interpersonal~** Compile ideas with group members. Determine what common meaning can be found.
 * **Intrapersonal~** Reflect and interpret a symbol on your own.
 * **Naturalistic~** Hold discussion outdoors in order to discuss universal symbolism
 * (O)** 2.7 Students will be able to make meaning of symbols from The Great Gatsby and develop further meaning by editing blogs (**explain**).

Product: Discussion Podcast/ Talk Show Days: 2 || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that there are several themes present in The Great Gatsby (**where**). The Great Gatsby presents themes that are important to today's society such as the role of wealth and social class, the decline of the American Dream, and the abandonment of responsibility (**why**). Students will read text, within a grade appropriate span of text complexity and present analysis of fiction using excerpts from the text to defend their assertions (**what**).
 * (H)** 3.2 Play 60 Second Recap video on themes from The Great Gatsby.[| 60 second recap]
 * (E)** 3.3 Students will know critical details such as the 1920's, the Jazz Age, New money vs. Old money, and the American Dream (**equip**). Students will use a sandwich chart to pull factors and details about their theme from the book and internet resources (**explore**). Students will meet with groups during a three-minute review to further discuss theme (**experience**).
 * (R)** 3.4 Students will answer such questions as "How do we identify themes?" I will check for understanding by asking clarifying questions (**rethink**). Students will receive feedback from the teacher and students and adjust their audio transcript accordingly (**revise)**. Students add finishing touches to their podcast to make them professional and attractive (**refine**).
 * (E)** 3.5 Students will follow rubrics and answer reflection questions in order to display progress. A portfolio will be kept of student work and writing to monitor the progress of the student(**evaluate**).
 * (T)** 3.6
 * **Verbal~** Lecture and discuss meaning and incorporate reading.
 * **Logical~** Deep analytical reasoning and association
 * **Visual~** Watch video discussing theme and use graphic organizers to map ideas.
 * **Musical~** Allow the use of music in creating their product.
 * **Intrapersonal~** Ask them to reflect on their own ideas and experiences with the American Dream
 * **Kinesthetic~** Act out important scenes from the story.
 * (O)** 3.7 Students will be able to describe and discuss at least one major theme from The Great Gatsby (**explain**).

Product: iMovie Days: 8 || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that the narrator effects the way we interpret characters and events (**where**). The Great Gatsby utilizes the device of first person narration to expose the biases of an unreliable narrator. Human beings are frequently prisoners of their own limited perspectives and the perspectives of others in their families, communities and cultures. It is important to learn the difference between truth and opinion and the Great Gatsby is an excellent catalyst for that form of thinking (**why**). Students will read text, within a grade appropriate span of text complexity, and present analysis of fiction using excerpts from the text to defend their assertions (**what**).
 * (H)** 4.2 Ask students whether or not they think Nick is a reliable narrator. Why or why not?
 * (E)** 4.3 Students will know the definition of plot, protagonist, antagonist and be able to recognize important events and characters such as Gatsby, Nick, Tom, Daisy, Myrtle, George, and the party guests/scenes (**equip**). Students will use a persuasion map graphic organizer to arrange facts and details about several characters from the book (**explore**). Students will participate in a three-step interview in which they are a certain character from the book responding to questions about events and other characters (**experience**).
 * (R)** 4.4 Students will answer questions like, "How does the narrator's point of view affect the way we interpret characters and events?" I will check for understanding by issuing self-assessments in the form of a KWS chart, asking students what they have learned and what they still have questions about. (**rethink**). Students will receive feedback from peers and the teacher and revise their iMovie script accordingly (**revise**). Students will add "finishing touches" to their iMovie that make work seem more professional and appealing (**refine**).
 * (E)** 4.5 Students will follow rubrics and answer reflection questions in order to display progress. A portfolio will be kept of student work and writing to monitor the progress of the student (**evaluate**).
 * (T)** 4.6
 * **Verbal~** Students must use quotations from the text in order to write a screenplay.
 * **Visual~** Students work with cameras to create an iMovie that uses different angles and effects to express point of view.
 * **Musical~** Students must incorporate some form of 1920's music into their film, either during performance or credits.
 * **Interpersonal~** Students must develop teams and assign jobs to each member in order to most effectively create, film and edit their product.
 * **Naturalist~** Students are free to film outdoors as long as it suits their needs.
 * **Kinisthetic~** Students must take on the role of actor in the film and express ideas about their characters through movement.
 * (O)** 4.7 Students will be able to consider the way Point of View and narrator biases effect the way we interpret meaning (**explain**).


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that Fitzgerald uses symbols to create meaning in The Great Gatsby (**where**). Symbols uncover meanings that gives cultural relevance and open different windows of learning and perspective that is important in developing world view (**why**). Students read text, within a grade appropriate span of text complexity and present analysis of fiction using excerpts from the text to defend their assertions (**what**).

**(H)** 5.2 Watch a 60 sec. recap on symbols from The Great Gatsby. [|60 sec. recap]
Product: Digital Essay Days: 5 || =Lesson 6=
 * (E)** 5.3 Students will know the definition of Symbolism and Imagery, as well as identify critical details ad events such as The Valley of Ashes, Gatsby's Death, The eyes of Dr. T.J. Eckleburg, the green light, car accidents and Gatsby's lavish parties (**equip**). Students will use a flow chart to map out their ideas and develop a solid thesis (**explore**). Students will use the Think-Pair Share method of cooperative learning to first, think on their own and then exchange ideas with partners (**experience**).
 * (R)** 5.4 Students will be able to answer such questions as, "why are symbols important to the way we interpret the work?" I will check for understanding by issuing self-assessment in the form of exit cards asking what they have learned and what they still have questions about (**re-think**). Students will receive feedback from the teacher as well as peers and adjust their Essays accordingly (**revise)**. Students add finishing touches to their essays to make the final draft clear and concise (**refine**).
 * (E)** 5.5 Students will follow rubrics and answer reflection questions in order to display progress. A portfolio will be kept of student work and writing to monitor the progress of the student (**evaluate**).
 * (T)** 5.6
 * Verbal~ Students must write an essay discussing symbols and images pulled from the reading.
 * Logical~ Students must use logic and reasoning to write an essay that flows easily and fluidly from one idea to the next.
 * Visual~ Students will discuss images from the text to create meaning.
 * Interpersonal~ Students will peer edit paper, giving and receiving feedback on their essays.
 * Intrapersonal~ Students will need to think independently to develop a concise and meaningful thesis that speaks through their own thoughts on the book.
 * Naturalist~ may discuss symbolic archetypes from the natural world, or significance of geographical location of East and West Egg.
 * (O)** 5.7 Students will be able to analyze multiple symbols within The Great Gatsby and discuss their meaning (**explain**).

Product: Glogster Days: 2 ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that there are several themes present in The Great Gatsby (**where**). The Great Gatsby presents themes that are important to today's society such as the role of wealth and social class, the decline of the American Dream, and the abandonment of responsibility (**why**). Students will read text, within a grade appropriate span of text complexity and present analysis of fiction using excerpts from the text to defend their assertions (**what**).
 * (H)** 6.2 Play symbolism Pictionary using symbols from The Great Gatsby.
 * (E)** 6.3 Students will know the definition of theme, symbol and imagery as well as be able to identify critical details such as the green light, the eyes of T.J. Eckleburg, Owl eyes, car accidents, Gatsby's death, and the valley of ashes (**equip**). Students will use an idea rake graphic organizer to begin compiling ideas about how to best visually express the ideas of their themes (**explore**). Students will use the Round Robin technique of cooperative learning to brainstorm ideas from the novel (**experience**).
 * (R)** 6.4 Students will answer such questions as "How do we identify themes?" I will check for understanding by asking clarifying questions (**rethink**). Students will receive feedback from the teacher as well as peers and adjust their Glogster accordingly (**revise)**. Students add finishing touches to their Glogsters to make them professional, attractive and expressive (**refine**).
 * (E)** 6.5 Students will follow rubrics and answer reflection questions in order to display progress. A portfolio will be kept of student work and writing to monitor the progress of the student (**evaluate**).
 * (T)** 6.6
 * **Verbal~** Students may use text in their product and must read closely to uncover useful quotations or images.
 * **Logical~** Students must organize images logically in a way that best expresses meaning.
 * **Musical~** Students may incorporate period appropriate music into their presentations.
 * **Intrapersonal~** Students must work on their own to develop a unique an original poster that expresses their own ideas regarding The Great Gatsby.
 * **Visual~** Students will use images to create a visual that express themes.
 * **Naturalistic~** Students may use pictures of the natural world which they may either research or collect themselves.
 * (O)** 6.7 Students will be able to produce a Glog expressing their understanding of a theme from The Great Gatsby through the use of various images and organizational strategies (**explain**).

2004 ASCD and Grant Wiggins and Jay McTighe