Lesson Plan for Language Arts on The Great Gatsby for grade 9th - Coursework Example

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ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
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Lesson Plan for Language Arts on The Great Gatsby for grade 9th
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ENGL 654 Lesson Plan Teacher Candi Chenita Mumpfield LESSON PREPARATION [before the lesson] Topic: The Great Gatsby Specific Strategy:
Language Arts
Grade: 9th
State Standard:
ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
A .Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making
(e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear
goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion
to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify,
or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and,
when warranted, qualify or justify their own views and understanding and make new connections in light of the
evidence and reasoning presented.
ELACC9-10SL2: Integrate multiple sources of information presented in diverse media or formats
(e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
ELACC9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
National Standard:

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non print texts.
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
Primary Objective(s):
Undertake research on The Great Gatsby. Students should understand the components of the American dream. Students should also comprehend the reasons that led to corruption of the American dream.
Classroom Diversity and Differentiated Instruction:
Students should choose their own lesson plan based on the chosen area. Students ought to cover a central area in research but develop different lesson plans.
Children’s Literature Selection:
The literature selection should be independent per group but each group member should research on an area in the group’s selected topic. Each group should coordinate with each other to come up with an appropriate topic and determine on the areas to be researched by each student.
Students are free to use online resources like journals, eBooks and online articles to research on the decided topic. The institution library can also be used as a source of information for student research.
Technology Integration:
Involvement of technology in the research is encouraged for individual groups. The World Wide Web can be used in research.
Character Principle:
Students should use thoughtful approach towards the research and be creative. Group discussions are encouraged to ensure the best out of the research on the chosen topic.
After carrying out the research, the students should have an idea of the American dream.
Students should also know the symbols used in the text such as the characters embedded in the novel. The time when the novel was set as well as the meaning of the great Gatsby should also be comprehended.
Teacher Instruction:
Students are supposed to do a thorough research on the chosen topic with different areas of research to come up with a clear and a complete perspective of an issue. Use all appropriate resources to do the research such as the academic journals on the internet or library materials.

Teacher Modeling: the teacher will assist the students in basic ideas and ways of conducting the research. The teacher will also give a rough idea on how to conduct the research successfully.
Guided Student Practice:
Students are allowed to use any allowed sources as guides. Group discussion is also recommended for good results.
Independent Student Practice:
Besides assisted research, individual student creativity is highly recommended. Students are advised to undertake similar research ideas to improve their ideas and mode of learning.
Closure :
After performing individual research on the topic, the students should then discuss the subject from a general point of view in which all students compare and contrast their work. All the research outcomes should address an issue in full.
Summative Assessment:
The assignment is purely meant to strengthen the student’s perspective of a topic and encourage group work on a selected topic of discussion.
LESSON REFLECTION [after the lesson]-If lesson is not actually taught, describe expectations.
Describe the outcome of the lesson.
The lesson will encourage the aspect of creativity among students. Additionally, group discussions will have been emphasized at the end of the lesson. Read More
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