Sara+Nye

=**Unit Introduction**=

**Unit Title:**
Class Wikibook on __The Great Gatsby__

**Name:**
Sara E. Nye

**Grade Level(s):**
11-12

**Estimated Timeline for Teaching:**
This unit should take about 23 55 minute class periods.

**Unit Overview:**
The unit, “Class Wikibook on The Great Gatsby,” covers the in class discussions, reading assignments, and a major project associated with the book by F. Scott Fitzgerald. Students will take notes on and lead class discussions. The final project is a Wikibook that will be published online in the style of a CliffsNotes or SparkNotes book. Students will break up into groups, each group with a specific chapter to cover in the Wikibook.

**Theory to Practice:**
The purpose behind this unit is to have students read and discuss a major literary work. At the end, they will see that they do not need to look at CliffsNotes or SparkNotes to figure out what they should think about a book because they have intelligent minds of their own. Students will be summarizing and analyzing the text to make their Wikibook pages. They will also be publishing their work for the world to see, giving them confidence as both writers and readers. Students will also be using creating something that should remind them of a website that they probably use very often, Wikipedia. Sources: “Unleashing Potential with Emerging Technologies” by Sara B. Kajder Beers, Kylene, Robert E. Probst, and Linda Rief, eds. Adolescent Literacy. Portsmouth, NH: Heinemann, 2007. 222-25. [] http://www.teachervision.fen.com/novels/resource/2925.html http://www.abcteach.com/directory/basics/reading/literature_circles/

**Student Objectives:**

 * Learn new vocabulary and become more familiar with a dictionary, either in print or online.
 * Read a major literary work without too much outside information
 * Work in groups to complete tasks
 * Work in groups to build knowledge
 * Draft, revise, and edit written work
 * Use technology to publish their work.
 * Peer review and edit their work
 * Summarize what they have read
 * Analyze what they have read
 * Students will reflect on what they have written

[|**Michigan Content Expectations:**]
1.1.1, 1.1.2, 1.1.3, 1.1.5, 1.1.6, 1.1.7, 1.1.8, 1.2.3, 1.2.4, (1.3.1), 1.3.7, 1.3.8, 1.4.2, 1.4.4, 1.4.5, 1.5.4, 1.5.5 2.1.3, 2.1.7, 2.1.11, 2.2.1, 2.2.2, 2.2.3, 2.3.1, (2.3.2), 2.3.3, 2.3.5, 2.3.7 3.1.1, 3.1.2, 3.1.3, (3.1.8) 3.2.4, 3.2.5, 3.3.2, 3.3.6, 3.4.1, 3.4.2, 4.1.1, 4.1.2, 4.1.5, 4.2.1 (CEs in parentheses indicate that this point may be covered, depending on student choice.)

=**Instructional Plan**=

Resources
*Pens/Pencils *Student access to computers
 * Paper
 * Class set of __The Great Gatsby__ by F. Scott Fitzgerald (An online version is also available at []
 * “Grammar Minilesson: Quotations” handout
 * “__The Great Gatsby__ Character List” handout
 * “Role Descriptions for Literature Circles” handout
 * “__The Great Gatsby__ Project” assignment sheet
 * “__The Great Gatsby__ Project Rubric”
 * “__The Great Gatsby__ Project Self-Reflection”
 * “ Pre-writing activity: “The American Dream”

**Teacher Preparation:**
*Lead/Guide class discussions about the text “Grammar Minilesson: Quotations” handout “__The Great Gatsby__ Character List” handout “Role Descriptions for Literature Circles” handout “__The Great Gatsby__ Project” assignment sheet “__The Great Gatsby__ Project Rubric” “__The Great Gatsby__ Project Self-Reflection” “ Pre-writing activity: “The American Dream”
 * Make copies of

***DAY 1—Monday (Lesson Plan #1)**
Start class with the **pre-writing activity**, “The American Dream.” Hand it out and have the students start on it with as little introduction as possible. Afterwards, have some students read a few of their responses. Introduce the author of the book, F. Scott Fitzgerald. Ask students what they know about him, write that on the board. Fill in the gaps with a short biography. Introduce the Wikibook project. See “__The Great Gatsby__ Project” handout. Pass out “__The Great Gatsby__ Project” handout. Explain that there will be a class discussion in class everyday about the previous night’s reading assignment. Two students will be note takers during the discussion. Those notes are to be turned in after class. Two students are taking notes so that one should be able to catch what the other does not. Also explain that the better the notes are taken, the better it will be for them later. Have students sign up for different days. Tell the students that the notes that they take will be used later for their project. There will also be quick reading quizzes with about five questions about the main occurrences in the story given at the beginning of class, spread out over five days of the unit. On most of the days when there is not a quiz, there will be a quick write based in some way on the previous night’s reading. Assign the reading of the first second of chapter 1 as homework. Remind students to make notes about vocabulary words. Pre-writing Activity: "The American Dream.” **
 * Assisgnment Sheet: “__The Great Gatsby__ Project” handout [[file:Nye The Great Gatsby Project.doc]]

DAY 2--Tuesday Quick reading quiz. Class discussion about the first portion of chapter 1. Grammar minilesson about commas. Assign the reading of the second portion of chapter 1 as homework.

DAY 3—Wednesday Start of class quick write. The optional prompt is “Based on first meeting her, what do you think about Daisy?” Class discussion about the entire first chapter, but focusing on the second portion. Assign the reading of the first part of the second chapter as homework.

*DAY 4—Thursday **(Lesson Plan #2)**
Start of class there will be a quick write. The optional prompt is “Have you ever seen anything like the wasteland on the way into the city? If so, describe it. If not, write about why you think it is there, either in the story or why such a wasteland would be on the outskirts of a city.” There will be a class discussion about the first portion of the second chapter. Remind the day’s note takers of their responsibilities. Assign the reading of the second part of the second chapter as homework and to make sure that they bring with them something to read the next day in class for the Reading Workshop. Also remind them to bring their vocabulary lists to class the next day. Remind students to keep up making notes about vocabulary words.
 * Discussion Questions [[file:Nye Discussion Questions for DAY 4.doc]]**

*DAY 5—Friday **(Lesson Plan #3)**
At the start of class ask students if they would like to volunteer any words or phrases that they thought were difficult or really cool. If they do not volunteer any, have a list of words from chapters one and two to use. See “Great Gatsby Vocabulary” page for a list of words. Instead of reading off definitions, list a few words on the board and have a few students look up each one in a dictionary. Have each one read aloud the definition of their word and summarize that definition. Also, have the class come up with a good sentence that uses the word. For the remained of class, which should be about half of the total time, have the students read silently (Part of the Reading Workshop. Their reading material could by __The Great Gatsby__ or another book of their choosing.) Assign the first portion of chapter three as reading homework.
 * Vocabulary Page [[file:Nye GG Vocab List.doc]]**

*DAY 6—Monday **(Lesson Plan #4)**
Have a quick reading quiz at the beginning of class about the first portion of chapter three. Go over the answers to the quiz. Have a class discussion about all of chapter three and the book thus far. Remind the day’s note takers of their responsibilities. Assign the reading of the second part of the third chapter as homework. Have the students number off by fives to make up the literature circle groups for the next day. Assign them roles and give them the role descriptions page. See “Role descriptions for Literature Circles” handout. Remind students to keep up making notes about vocabulary words. “Role descriptions for Literature Circles”

*DAY 7—Tuesday **(Lesson Plan #5)**
Start the class with a quick write about the previous night’s reading. The optional prompt is “Now that you have finally met Gastby, how does he compare to the image you had of him in your mind?” Instead of having the class discussion as has been done earlier in this unit, have the class break up into the literature circle groups into which they were places the day before. Briefly visit each group to check progress. Near the end of the literature circle time, have each group elect a speaker that will share what was learned from the rest of the class and a few points that they would like to share also. Leave about fifteen minutes at the end of the class for the groups to share what they discussed and to add any points of the reading that might have been missed. Assign as homework the first portion of the chapter 4.

DAY 8—Wednesday Start the class with a class-led summary and overall discussion of the book so far, focusing on the previous night’s reading. Work on character lists. See “__The Great Gatsby__ Character List” handout. Break the students up into groups of three or four and have them compare their notes for about ten minutes. Bring the class back together and have them ask about characters about whom they might me missing information. Assign as homework the second portion of the chapter 4.
 * Character List Handout** [[file:Nye The Great Gatsby Character List.doc]]

DAY 9—Thursday Start of class quick write. The optional prompt is “Has your opinion of Jay Gatsby changed over the course of the reading? Explain.” Class discussion about the second portion of the fourth chapter. Assign the reading of the first part of the fifth chapter as homework.

DAY 10—Friday Short reading quiz about the first part of the fifth chapter. Class discussion about the reading from the previous night Have the students take parts for an in class reading of the main speaking parts of chapter 5. The parts are: Nick Carraway, Jay Gatsby, Daisy Buchanan, and Klipspringer. If time permits, talk about what was just read. Have the next set of note takers take notes of this part. Assign the rest of chapter five as reading homework if not completed in class.

DAY 11—Monday Start the class with the same activity as before with the vocabulary list. Review chapter five from the previous week for the remaining time, having the note takers who might have started taking notes last week continue with this class period. Assign the first part of chapter 6 as homework and tell them that the next day they will be in their literature circles again, except this time they will rotate roles.

DAY 12—Tuesday Brief reading quiz about the first part of chapter 6. Literature circles to discuss the previous night’s reading. Class Discussion Assign the rest of chapter six for homework and ask students to come to class with a few questions about the reading for class discussion.

DAY 13—Wednesday Quickwrite about the previous day’s reading. The optional prompt is “How does learning about Gatsby’s past change the way you think of him?” Using the student questions assigned the day before, have a class discussion about the reading. Grammar minilesson about subject/verb agreement. Assign the first part of chapter 7 as reading homework.

DAY 14—Thursday Quick write about the previous day’s reading. The optional prompt is “Why does Gatsby fire all of his servants?” Class discussion about the previous night’s reading. Assign the second part of the seventh chapter as reading homework. Tell the students that they will be in their literature circles the next day and to rotate roles.

DAY 15—Friday Literature circles and discuss the reading from the weekend. Read as much of chapter 8 as possible, either taking roles and reading aloud or reading silently. The students may choose which. Assign the rest of chapter 8 as homework and ask the student to come to class with three questions for the class discussion on Monday.

DAY 16—Monday Writing prompt, “What do you think will happen in the last chapter? Why?” Class discussion based on the questions that the students brought with them. Assign the first part of chapter 9 as reading homework.

DAY 17—Tuesday Short reading quiz. Class discussion about the reading Talk about the final project again, giving a timeline of events for the students, breaking them up into groups for it. There should be nine groups, one for each chapter. Most groups will have three students, some will have two. Also assign each group a major character from the book about whom to make a summary for their Wikibook page. Hand out the “__The Great Gatsby__ Project Rubric.”
 * Assessment Rubric: "__The Great Gatsby__ Project Rubric"** [[file:Nye The Great Gatsby Project Rubric.doc]]

DAY 18—Wednesday Clas discussion about the reading. Students break up into their project groups. Give a copy of the notes for their specific chapter to each member of the group. Remind them of the requirements of the project. Have them brainstorm together about how they will meet the requirements. Tell them that tomorrow will be a work day for the project and that they should come with their materials.

DAY 19—Thursday Work day for project. The teacher will talk with individual groups about their progress. Have a draft of something to turn in by the end of class.

*DAY 20—Friday **(Lesson Plan #6)**
Grammar minilesson about quotations. See “Grammar Minilesson: Quotations” handout. Have the students open the novel and find any line in which a character is quoted. Ask them what the rules of punctuation dialogue are and how they match up with what they see on the page. Fill in/correct their definition. Handout the worksheet referred to above. Work time for project. The teacher will talk with individual groups about their progress. Tell the students that this will be they will not have a work day in class until Wednesday and that their projects are due on Thursday.
 * "Grammar Minilesson: Quotations"** [[file:Nye Grammar Minilesson.doc]]

DAY 21—Monday Other work

*DAY 22—Tuesday **(Lesson Plan #7)**
Peer Review of projects so far. Distribute “Peer Review of __The Great Gatsby__ Project” forms. Have each group meet as follows: 1&5&9, 2&6, 3&7, 4&6 Remind the groups that they will be getting participation points for their work today. Meet with groups as they do their peer reviews to check on their progress. Tell students that the next day will be the final in class work day for the project.
 * "Peer Review of __The Great Gatsby__ Project"** [[file:Nye Peer Review of The Great Gatsby Project.doc]]

DAY 23—Wednesday (Computers needed!) Final in class work day for __The Great Gatsby__ project. Students will have an opportunity to load their work onto the class wiki using the computers. Remind the students that they will have a quick presentation (3-5 minutes) about their pages Thursday and maybe Friday if there is not enough time on Thursday.

DAY 24—Thursday Projects are due! Presentations of chapters Assign a reflection of the project
 * "The Great Gatsby Self-Reflection"** [[file:Nye GG Self Reflection.doc]]