Lesson Plan-CUP Day 1 and 2

Name: Allison Fudge

Placement/level: 10th grade Honors
Lesson Title: Traveling through the 20s and Gatsby
Purpose or Goal of Instruction:
The goal of these two lessons is to set up the context of the novel The Great Gatsby so
that students understand basic features of the time period, physical setting, and background
information of F. Scott Fitzgerald. Exploring features of the 1920s and the novels author will
help the students comprehension of the novel once they begin to read; these details can influence
character motivation, plot, and overall comprehension of the novel. My other main goal is to
begin the reading process and introduce students to dialectical journals. Starting to read the book
in class and annotate while reading will help ensure comprehension and a personal relationship
with the novel.
Rationale:
These lessons activate students prior knowledge by asking students each day what they
already know either about the 1920s or Fitzgerald. Day Ones gallery walk of the 1920s
immerses students in the setting of the novel and allows them to see concrete images, listen to
music, and jot down notes about the decade; the process is hands on, visual, gets students
engaged quickly, and motivates them to read Gatsby. Small discussion follows to synthesize the
new information. Day Two includes a focus lesson where I model the dialectical journal writing
process for my students. This method is effective for introducing these journals because the
students have never done them before, and modeling is great for introducing new practices and
skills. Fisher and Frey (2013) say that The point [of a focus lesson] is to clearly establish
purpose and to ensure that students have a model from which to work. The modeling process
will allow for a direct explanation, demonstration, and sequence of instructions for students. This
will set them up for writing their own journals soon because they will be able to watch the
process being done. In this lesson I also begin reading the book to the class as they follow along.
We will pause at key moments to review what is happening; this ensures that everyone starts off
their reading process with a strong base.
Objectives:
To explain my objectives to my students, I will start each class by explaining what we will be
doing in class today and what I hope they will learn. I will have the days activities written on the
board for students to refer to whenever they choose.
1. Students will be able to write down and discuss their prior knowledge of the 1920s time
period and F. Scott Fitzgerald.
2. Students will be able to compile new information and details about the 1920s on a
handout while circulating through a gallery walk.
3. Students will identify five elements featured in the 1920s and The Great Gatsby by
synthesizing their prior knowledge with the gallery walk information.
4. Students will recognize components of dialectical journals in mentor text and compose
dialectical journal entries.

Assessment:
Work collected/observed: 1920s handout/notes, discussion responses, prior knowledge notes,
dialectical journals
Criteria used: Excellent work from Day One will be detailed, include information from each
gallery station, and will give a well-rounded response to what the 1920s was like (what it looked
like, sounded like, acted like). Excellent work from Day Two will include thoughtful, personal,
and detailed responses in the dialectical journals.
The assessments for these lessons will all be formative as it is the first day of this unit. I
will assess students prior knowledge of the 1920s by circulating the room and skimming the
notes they are writing down. Next, I will carefully listen to responses when I ask the class what
they can remember or what they think they know about the 20s. As students move through the
gallery walk in groups, they fill out a handout by adding short notes of what they learn from each
station; I will walk around ensuring that everyone is doing this. A section at the bottom of the
page asks the students to write a short paragraph about the context of the 1920s; after having a
brief whole-group discussion on what this context is, the handouts will be checked for
completion and understanding.
Objective
1. Students will be able to write down
and discuss their prior knowledge of
the 1920s time period and F. Scott
Fitzgerald.
2. Students will be able to compile
new information and details about
the 1920s on a handout while
circulating through a gallery walk.
3. Students will identify five elements
featured in the 1920s and The Great
Gatsby by synthesizing their prior
knowledge with the gallery walk
information.
4. Students will recognize components
of dialectical journals in mentor text
and compose dialectical journal
entries.

Assessment
Checking to see that everyone is
making/taking notes, listening to responses
when the class is asked about their prior
knowledge
Handout given to each student to take
personal notes in. These will be checked for
completion.
Brief class discussion of prior knowledge
combined with the information presented in
gallery walk. Handout should reflect what
is discussed.
Check for comprehension by asking
questions, listening to responses. Journals
will be reviewed.

Process/Procedures for Teachers:

Preparation and time & materials needed:
To prepare for the first lesson, I will collect information on the 1920s to display in several
different gallery walk stations. This includes Jazz music, pictures of 1920s clothing, 1920s
newspaper headlines, film clips, and others. I will also need to create and print a handout that
gives students space to jot down notes from each station and then synthesize what the 1920s was
like overall. Preparing this will take around and hour or two. For day two, I will create a Prezi
that lists information on Fitzgerald, our daily procedures, and the dialectical journal example. I
need to print copies of directions for how to do the journals; this preparation will take about an
hour and each class is 50 minutes long. Before each class, I will review my goals and objectives

for the day. Prezi can be found at: http://prezi.com/9hgkmeylyhyw/?

utm_campaign=share&utm_medium=copy&rc=ex0share
Introduction:
Day One: I will explain to the class that today, we are beginning our unit on The Great Gatsby.
We will be exploring important background information relevant to the setting of the novel. The
novel was written in 1925 and is set in the 1920s, so it is important that we understand this time
period before diving straight into the book. The time period can help us better understand the
characters in the novel as well as the plot. Today, we will discuss what we already know about
the 20s. We will then move through a gallery walk in groups, completing a handout by taking
short notes. We will finally create a context for the 1920s/the novel.
Day Two: Yesterday we set up background knowledge and context for The Great Gatsby. We
learned about the 1920s, also known as the Jazz Age or the Roaring 20s (ask students what they
remember). Today we will briefly cover some details about Fitzgerald, the author, and then begin
reading Chapter 1 together in class. In the middle of class Ill explain how we will be
annotating/taking notes as we read this book.
Assistance/scaffolding:
Students are scaffolded throughout these lessons because they are provided a handout that
provokes them to take short notes on the information presented in each gallery station on Day
One. Students and teacher work together to create a context and idea of what the setting for
Gatsby is. The focus lesson on Day Two allows students to view a modeling process of
dialectical journals before completing their own responses. Starting to read the novel in class
with the teacher will help their initial comprehension and allow each student to understand the
introduction of the novel, its setting, and characters.
Closure/Summary:
Day One will conclude with students having background information on the 1920s and
knowledge of the setting of Gatsby. This will be reviewed at the end of class and I will
summarize what we did in that lesson and why. Handouts will be collected for assessment and
returned the next day. I will answer any lingering questions. Day Two will conclude with telling
students to finish reading Chapter 1 if we did not have time in class. Dialectical journal
directions will be quickly explained one last time and I will summarize what we did in this
lesson and why. Students turn in their journals so I can ensure that everyone has done their first
one correctly. These will be returned the next day.
Connection to previous and forthcoming lessons:
Before starting this unit, students completed a unit on The Absolutely True Diary of a
Pat-Time Indian; they practiced some discussion methods, direct/indirect characterization, and
began learning about theme. This series of lessons introduces students to a new novel and
teaches dialectical journals; later on in the unit, students will continue interacting with the text,
analyze characters, discuss the novel with classmates, and more.
Process/Procedures for Students:
Day One:
1. Students are introduced to this unit. The goals and objectives for the day are explained.
2. Students are asked about their prior knowledge of the 1920s time period. They are given
about 2 minutes to jot down their thoughts. Teacher facilitates the share-out of these
ideas.

3. Students receive handout for 1920s gallery walk and get into groups of about 4 people,
depending on class size.
4. Students travel, in groups, to one station of the gallery walk (newspaper headlines, jazz
music, fashion trends, nightlife, and inventions stations). Together, they watch the video
posted at the station, read the headlines or look at the posted pictures.
5. Students use handout to jot down notes/answer questions about their specific station.
Each student has his own handoutstudents may collaborate but have to produce own
work. If finished early, they may use the laptop at their station to continue to look at
videos or pictures they can find related to the 20s.
6. After each group is finished (5-7 minutes) the groups will rotate. There are 5 stations
total, so this process will be repeated 5 times.
7. After the gallery walk is over, students return to their seats. At the bottom of their
handout is a section that asks them to write a brief paragraph of what the 1920s seemed to
be like (what did it sound like, look like, what happened?). Students have a few minutes
to individually write this.
8. Class share-out/discussion of these findings, questions, and interesting ideas. With
teacher guidance, students create an accurate depiction of the 1920s/setting of Gatsby.
9. Final questions and wonderings are asked. Teacher briefly summarizes the day and says
they will begin reading tomorrow.
Day Two:
1. Students are given a brief review of the previous days lesson. Goals and objectives for
today are explained.
2. Students are asked whether they know anything about The Great Gatsbys author, F. Scott
Fitzgerald. Students are given the opportunity to share this knowledge with the class.
3. Students are shown a Prezi with two slides about Fitzgerald; they listen to the teacher
describe (briefly) his life/major works. Students may take notes in their binder.
4. Students get out copies of The Great Gatsby. They read along with the teacher as she
reads aloud the beginning of Chapter 1. Teacher stops every page or so to make sure
students comprehend what is happening (plot, narrator, characters, etc.). Students may
ask questions for clarification or wonderings.
5. At page 5, teacher stops reading at important passage. Dialectical journals are introduced
through a focus lesson (modeling). Example of journal is presented on Prezi slide and
students listen to teachers process.
6. Students are given handout with guidelines on how to do the journals. This includes
grading scale. Students are expected to complete two journal entries per chapter (total of
19 entries).
7. Students may ask questions about journals if they need more clarification. Students each
complete one journal entry on a sheet of paper from the 5 pages that have been read so
far.
8. After given a chance to work, students continue reading along with teacher. They may
mark where they want to make their next journal entry as they read.
9. When class is about to end, students turn in journal entries so that teacher can review
them for a formative assessment. Students are to finish reading Chapter 1 for homework
if it is not finished in class. They are to also finish their second journal entry if necessary.
10. Teacher reviews what was done in todays lesson. Last minute questions are answered.

Accommodation:
Students who need more support will benefit from all the visuals that are included in the
gallery walk as well as being able to work in a small group to collaborate ideas before they are
asked to produce individual work. The modeling process of the dialectical journals will allow
them to see/hear the teacher do the work before being thrown into their own work. Reading
Chapter 1 in class with the teacher will help these learners as they are introduced to the
characters and new plot with the help of others. Students who need to be challenged can go more
in-depth with their handout responses and dialectical journals; their interactions with the text
may be more pensive, detailed, or intellectual. When I collect each students first dialectical
journal to formatively assess, I can provide some feedback as well. For the students who need to
be challenged more, I can suggest that they connect what they read in the passage with what they
have read in other literature or encourage them to predict what will happen next or start to think
about themes arising in the novel. ESOL students will also benefit from the gallery walk;
subtitles can be added to the videos if they need them. The pictures will be easy for them to
understand as well, and having a few partners to work with can help them too. Hearing me read
aloud the first chapter of the novel may help them with unfamiliar words; I also pause every now
and then to have the class help me piece together what is happening in the story.

Lesson Plan-CUP Day 3

Name: Allison Fudge
Placement/level: 10th grade Honors
Lesson Title: Exploring the American Dream
Purpose or Goal of Instruction:
The goal of this lesson is to have students think about and discuss one of the main themes
that resonates throughout Gatsby; we will focus on the American Dream. This lesson will help
students conceptualize this complex topic by combining their personal experiences with the
American Dream with what the novel presents. This topic is important to cover with the whole
class because references to dreams and symbols of dreams are present throughout the entirety of
Gatsby.
Rationale:
This lesson will be conducted through an interactive lecture; this method is appropriate
for exploring the American Dream because students will first be hooked into the topic, use a
handout to organize their notes, access information through a Prezi and short video, and be able
to apply their new knowledge independently to Gatsby. The interactive lecture will be effective
because it allows students to learn through multiple modes and engage in a gradual release of
responsibility (Fisher and Frey, 2013). I think students will be engaged by viewing the video clip
and by discussing the American Dream in small groups before discussing as a class and working
alone.
Objective:
To explain my objectives to my students, I will start each class by explaining what we will be
doing in class today and what I hope they will learn. I will have the days activities written on the
board for students to refer to whenever they choose.
1. Students will be able to develop a definition of the American Dream, who can achieve it,
and what people want from it.
2. Students will be able to identify references to the American Dream in Chapter 2 of
Gatsby.
Assessment:
Work collected/observed: American Dream handout, small group discussions, whole group
share-out, individual text markings/notes/journals from Chapter 2 and eventually the whole
novel, exit slip
Criteria used: Excellent work will include detailed and specific answers on the American Dream
handout, respectful participation in small group discussions, and thorough, thoughtful text
markings of Chapter 2.
The assessments for this lesson will be formative because new topics are still being
introduced to the students. As students fill out their American Dream handout, I will circulate the
classroom to ensure that each student is completing the work and understands all of the
questions. I will move from group to group as the students discuss their thoughts to get an idea of
how they understand the American Dream. I will also be carefully listening to their comments
during the whole group discussion. As students read Chapter 2 and keep an eye out for references
to todays theme, I will be available to answer questions and watch that everyone is marking

their text. In the final few minutes of class, students will jot down on a piece of paper some of
the things they noticed, found, or thought about the American Dream from Chapter 2. These slips
will be turned in so I can get a sense of where students are in their understanding of todays
lesson.
Objective
1. Students will be able to develop a
definition of the American Dream,
who can achieve it, and what people
want from it.
2. Students will be able to identify
references to the American Dream
in the text.

Assessment
American Dream handout, small and whole
group discussions
Text markings (dialectical journals, sticky
notes, colormarking), exit slips

Process/Procedures for Teachers:

Preparation and time & materials needed:
To prepare for this lesson, I will make the Prezi on the American Dream and find an
introductory video. I will also create the American Dream handout with questions for students. I
will review Chapter 2 of the book for references to the American Dream/characters different
desires so that later I can help struggling students and more easily asses their exit slips and
textual markings. This will take about an hour or two. Materials I will need are copies of The
Great Gatsby, the American Dream Prezi, and American Dream handouts. Prezi can be found at:
http://prezi.com/onfddzcmgnjj/?utm_campaign=share&utm_medium=copy&rc=ex0share
Introduction:
Yesterday in class, we began reading The Great Gatsby and started doing our dialectical
journals. By now, you should have completed Chapter 1. Todays class will focus on learning
about a major theme that occurs throughout the novel; the theme is the American Dream. We will
discuss the American Dream first without the novel, and then we will begin reading Chapter 2
and keep our eyes on the lookout for instances of this theme.
Assistance/scaffolding:
This lesson is scaffolded because the students are first exposed to a video that shows
different people talking about the American Dream and what it means to them. This will help get
students thinking about their own views and opinions on the American Dream. After answering
questions on the handout, students are able to discuss their thoughts with a small group before
speaking to the whole class and being asked to look for the American Dream individually in the
novel.
Closure/Summary:
At the end of class, each student should have taken a few notes on the American Dream
in Chapter 2. I will not collect their journals/notes/colormarkings, but I will collect an exit slip
that gives a brief description of what each student found or noticed. If time allows, I will have
some students comment on what they wrote down in their book or on their slip. I will briefly
review what we did today and remind students to finish reading Chapter 2 at home if they have
not already done so.
Connection to previous and forthcoming lessons:
This lesson connects to the previous days because yesterday we began the novel and
journals and today we further our reading and marking of the text. This lesson helps set up the

students for the class discussion we will have at the end of the week; students will be writing
questions and commenting on the novels theme, including the American Dream.
Process/Procedures for Students:
1. Students are reminded of work that was done yesterday. Teacher explains the days
objectives and goals.
2. Prezi is pulled up. Students watch American Dream video, focusing on the different
perspectives and opinions of it.
3. Students receive American Dream handout and complete the questions by themselves.
4. Students get into groups of four to share their responses on the handout. As a group,
they decide if they mostly agree or disagree for the different questions. They pick out
key points of discussion and get ready to share-out to the whole class.
5. Quick share-out from each group. Teacher helps students create a holistic view of the
American Dream and its components.
6. Now that students have background knowledge, the American Dream will be applied
to the text as a recurring theme. Students will begin reading Chapter 2 in class,
staying on the lookout for references to the American Dream its surrounding
components. Students may jot their notes of this theme in their dialectical journals,
may use sticky notes, or colormark their own book. They will have around 20 minutes
for this.
7. Students do not have to finish the whole chapter in class, but the final assessment will
be filling out an exit slip listing what they noticed or found about the American
Dream theme in the novel. These will be handed in.
8. Teacher briefly reviews the days lesson and encourages them to think about this
theme as they read more of the book. Chapter 2 should be finished for homework.
Accommodation:
This lesson accommodates for students who need more support because the video at the
beginning of class will help stimulate some ideas about the American Dream if they have no
prior knowledge or opinions of it. They have to answer the handout questions alone, but these are
mostly opinion based and the students get to discuss in small groups afterward. Being able to talk
with classmates and pick out a few key elements of their discussion before announcing ideas to
the class will also scaffold them. ESOL students may not be able to catch every word of the
video, but the video could be played twice if students need more time, or the subtitles could be
turned on to help with their listening skills. I think ESOL students will be engaged in the handout
and small group conversations of this theme because their family might have experience with
trying to achieve this dream. Students who need more of a challenge can be encouraged to look
deeply into the text when reading and considering theme; they can catch details that other
learners may not. Their notes and personal reflections can be more elaborate, and if their exit
slips show they are not pushing themselves, I can give feedback to them.
Standards addressed:
CCSS.ELA-LITERACY.SL.9-10.1 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.

Lesson Plan-CUP Day 4 and 5

Name: Allison Fudge
Placement/level: 10th Grade Honors
Lesson Title: Discussing Gatsby
Purpose or Goal of Instruction:
These two lessons aim to further students ability to participate effectively in a whole
group discussion of a text. Generating questions and answers for the discussion will also help
them cultivate a deeper meaning of Gatsby and come in contact with different peoples opinions
and perspectives on the novel. This is important because other students readings of the book
may help enhance a students own knowledge.
Rationale:
Having the students generate text-based questions and wonderings about the novel,
brainstorm answers, and then discuss the first three chapters of Gatsby is appropriate for these
two lessons because the students have already been closely interacting with the text through their
journals and consideration of theme. They began learning the discussion process in our last unit,
so they should be decent at discussing this novel. The lessons will be effective because I give
students time to prepare for the discussion before throwing them into it; having them mark down
page numbers in their notes and questions on Day 4 will prepare them for accurately supporting
their thoughts and questions with the text when discussing. Discussing texts is a critical
component of student learning; Beers and Probst (2013) state that talk helps students to be
inspired when there is conversation, not lecture; when there is dialogue, not monologue. I want
my students to interact with one another and with me, not just sit and listen to what I have to say.
Objective:
To explain my objectives to my students, I will start each class by explaining what we will be
doing in class today and what I hope they will learn. I will have the days activities written on the
board for students to refer to whenever they choose.
1. Students will be able to generate 3 text-based discussion questions.
2. Students will be able to discuss Chapters 1-3 of Gatsby in a whole group setting.
Assessment:
Work collected/observed: text-based discussion questions, questions asked and responses given
in discussion, exit slips following discussion
Criteria used: Excellent discussion questions will be authentic, centered on interpretation rather
than fact, and text-based. Excellent participation will include thoughtful listening, responding
politely to others ideas, asking authentic questions, and supporting answers to questions with
components of the text.
The assessments from Day 4 will be formative. I will be formatively assessing the
students discussion questions; I chose to make this assessment formative because students have
only practiced writing good discussion questions in one other previous unit. I will be walking
around the room to help students with this process, assessing them on the work they are
completing. I will also collect each students three discussion questions at the end of Day 4. I
will read over them, provide feedback for questions that need more work or detail, and point out

excellent questions that should be asked the following day. The class discussion on Day 5 will be
the summative assessment for this first week of the unit. As the discussion unfolds, I will keep
notes on which students are asking questions, listening and building off of the conversation,
responding to questions, and providing textual support. An exit slip at the end of the period will
also be part of this summative assessment; students who did not get to verbally participate as
much as some students may write down some of their burning questions, thoughtful responses, or
things they wanted to say in the moment, but couldnt.
Objective
1. Students will be able to generate 3
text-based discussion questions.
2. Students will be able to discuss
Chapters 1-3 of Gatsby in a whole
group setting.

Assessment
Collection of questions at the end of Day 4
Class discussion on Day 5. This includes
questions asked, answers given, listening to
others, and exit slip for comments you did
not get to make.

Process/Procedures for Teachers:

Preparation and time & materials needed:
To prepare for these lessons, I need to create guidelines for how I want my students to write their
discussion questions. This will help the discussion flow smoothly and in a meaningful way. I will
prepare some of my own discussion questions to help students know what to aim for in their own
questions; we can also rely on these near the end of the period on Day 5 or if students get stuck.
This will probably take less than an hour.
Introduction:
Day 4: The past three days, we have been reading The Great Gatsby, annotating the book, and
started discussing a major theme resonating throughout the novel. Today we will continue
reading up through Chapter 3 and will write discussion questions that we will use tomorrow in
our whole group discussion.
Day 5: Yesterday you all should have finished up through Chapter 3 of your book. You also
turned in 3 discussion questions each; I have provided feedback on your questions and will hand
them back out for you to use in a moment when we begin our class discussion. You are allowed
to use your book, notes, and annotations as well as your questions for this discussion.
Assistance/scaffolding:
These lessons are scaffolded because on Day 4, I give students guidelines for what makes a
strong discussion question. I also provide them with some of my own sample questions so they
can reference the types of questions they should be generating themselves. I will be walking
around the room to help struggling students. When I collect the questions, I will provide
feedback so students have stronger ideas for the next lesson. I also allow students to use their
notes, annotations, and novels in the discussion on Day 5 so that they can easily support their
thoughts with textual references and build off of others contributions.
Closure/Summary:
Day 4: At the end of class, discussion questions will be collected from everyone. Students will be
reminded to finish reading up through Chapter 3 in case they have not already. They should be
keeping up with their annotations as well, and these can help them in their discussion for
tomorrow. Tell the students they will be getting feedback on their questions so that the discussion
tomorrow flows more smoothly.

Day 5: Have students complete exit slips following the discussion; they should write down what
they wished they had said, but did not get the chance to. They can ask remaining questions they
have following the discussion and/or write down what they learned from the discussion. After
that, briefly review what was mentioned throughout the discussion, hitting on main issues and
key points. Remind students to keep reading over the weekend, ending at Chapter 4 at the very
least.
Connection to previous and forthcoming lessons:
These lessons connect to the previous ones because we have just finished discussing a major
theme in the novel and students have been marking their text with thoughts, questions, and ideas.
This helps lead them up to Day 4 when they write discussion questions. The class discussion is
summative, but it also helps prepare students for the Socratic seminar in the last week of the unit;
this seminar will also be summative, but weighted more heavily than this first discussion. The
discussion also allows students to build off of each others interpretations of the text and gets
them thinking deeper for when we further explore the novel in the next week.
Process/Procedures for Students:
Day 4:
1. Students are reminded of what was done the previous day. Teacher explains objectives
and goals for the day.
2. Students get out their novels and are reminded (from the previous unit) of what makes for
a strong discussion question. They may ask questions.
3. Students are shown some example discussion questions for the beginning of Gatsby that
the teacher has created. She points out how these follow the previous guidelines.
4. Students are asked to create 3 of their own discussion questions by the end of the period.
These questions should only be asked about information from the first 3 chapters of the
novel. Questions need to stem from the text. They make take some of the period to reread
some of the sections or read some/all of Chapter 3, as it is not very long.
5. Students may ask teacher for guidance as they work; she will be circulating the room
while the questions are being created.
6. Students turn in their 3 questions at the end of the period. They are reminded to finish
Chapter 3 for homework if they have not already. Teacher briefly reviews the day and
reminds them about the discussion tomorrow. Tells them they will get feedback on their
questions so that they will be prepared for tomorrow.
Day 5:
1. Students are reminded of what they did the previous day. Teacher explains objectives and
goals for the day.
2. Students are given their discussion questions with feedback. They have a few minutes to
review the feedback.
3. Students are prompted to take out their questions, novels, notes, and annotations for
Gatsby. These may all be used in the discussion. Teacher quickly reviews guidelines for
the discussion procedure (make sure to listen to others, build off of their responses,
support answers with the text, ask questions when the previous question is dying down,
take notes if you need to).
4. Students move their desks into a circle so that they can see everyone. They begin the
discussion with a student question. Students move through the discussion themselves, but
the teacher may intervene, provide motivation/encouragement, or clarity if need be.

5. When the class is almost over, students fill out an exit slip based off of the days
discussion. They write what they wished they had the chance to say or ask, thinks they
learned or noticed about the discussion, and/or more questions they have.
6. Teacher collects exit slips, briefly reviews the key points of the discussion, and reminds
students to read Chapter 4 over the weekend.
Accommodation:
In these lessons, students who need more support are given guidelines on how to write
discussion questions and sample questions to help build off of. The teacher can also work
individually with students in class on Day 4. Feedback and helpful hints on their questions will
also help them prepare for the discussion. On the discussion questions, teacher can pick out
excellent questions that quieter students have written. She can encourage these students to ask
their questions the next day so they are able to participate verbally. Students are also able to have
many resources out during the discussion to help scaffold them. ESOL students will also benefit
from the scaffolding given on Day 4 surrounding the question writing process. The exit slips can
help them express their thoughts and ideas in writing for the teacher if they have too much
trouble participating in the verbal component of Day 5. Students who need more of a challenge
may not need to refer to the sample discussion questions before writing their own. They may ask
tougher questions and receive more critical or in-depth feedback from the teacher. They can push
themselves and fellow students in the Day 5 discussion to dive deeper into the text and closely
look at what is said about theme, plot, etc.
Standards addressed:
CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.SL.9-10.1 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.

References
Beers, K., & Probst, R. E. (2013). Notice & note: Strategies for close reading. Portsmouth, NH:
Heinemann.
Fisher, D., & Frey, N. (2013). Better learning through structured teaching: A framework for the
gradual release of responsibility. Alexandria, VA: ASCD.
Fitzgerald, F. S. (1925). The Great Gatsby. New York, NY: Scribner.