Professional Documents
Culture Documents
PROVIDE INFORMATION
A. We will be picking up from where we left off last class where students were introduced to
the 1920’s/prohibition era. Today we will begin with a pre-writing assignment. Students
will access the the google document I have shared, and take five to eight minutes to
answer the questions. Upon completion I will select one of the responses to read aloud
and ask students the following questions: How many of you feel the same way? Have any
of you had similar experiences? To relate it to The Great Gatsby I would ask students,
Do you believe you are the only generation to experience this? How do you think the
characters in The Great Gatsby would answer this? Next, students will be split up into
four groups and they will be assigned to their stations. In station one students will read
the highlighted areas of the Newsela article, “When Flappers Ruled: How Dance Helped
Women’s Liberation”, and The Smithsonian article, “The History of the Flapper, Part 1:
A Call for Freedom”. Then students will do a compare and contrast with their answers
from the pre-writing assignment. Students will record their thoughts on a common
google doc. In station two, students will read through two newsela articles, “Progressive
Era: The Roaring Twenties” and “The Prohibition era in the U.S.” Students will read
through to further their understanding on the social context of The Great Gatsby prior to
reading it. They can take notes if they choose to, but they are not required. In station
three, students will look through The Flapper Dictionary link to review the lingo Flappers
used in the 1920’s. Then Students will use quizlet to study a set of nineteen words from
the dictionary. Once they have gone through the flash card set they can study the words
using the other activities provided by quizlet: study, scatter, and test. In station four
students will complete an author study using the newsela article, “Authors: F. Scott
Fitzgerald to understand his life before and after he wrote The Great Gatsby. To conclude
this lesson at the end of the second day, I will have students complete a 3,2,1 exit ticket
via google forum. Students will write three things they learned, two things that surprised
them, and one question they still want answered.
B. Students will be utilizing the following technology component to assist them in
completing each station: Google docs, Online articles, Quizlet, and Google forum.
RESOURCES
Students are instructed to use technology based resources. Students will use a laptop or desktop
to complete pre-writing activity and station work. Students will record all their answers on a
Google Doc shared with the entire class and myself. Students will use online articles in the
station work from Newsela subscription, The Smithsonian, and the Flapper Dictionary (hyperlink
on the Smithsonian article). Students will utilize a Quizlet study set to learn the nineteen twenties
“flapper lingo.” To conclude the lesson after both days the students will complete a google forum
with quiz questions one day, and another google forum with a 3,2,1 exit ticket.
Links:
Newsela- https://newsela.com
The Smithsonian- https://www.smithsonianmag.com/arts-culture/the-history-of-the-flapper-part-
1-a-call-for-freedom-11957978/
Flapper Dictionary- http://bookflaps.blogspot.com/2011/04/flappers-dictionary.html
Quizlet- https://quizlet.com/384799524/great-gatsby-lesson-plan-1920s-lingo-flash-cards/
Google Forum-
PRACTICE
A. This is not a graded assignment, rather a pre reading assignment to get them thinking
about the social context of the novel, as well as learn more about the author of The Great
Gatsby. The quizzes are a source for personal assessment on the material they have been
exposed to.
B. I am not introducing any new technology to the students in this lesson. All the technology
I am using has been used in prior educational experiences.
KNOWLEDGE OF RESULTS
A. If students do not understand the reading material, I am able to reduce the reading lexile
level.
B. Students have already worked extensively with these components throughout their career.
If someone needs assistance or there are technology malfunctions I will be walking
around the room to assist students.
REVIEW
a. Once students have completed the station work, they will be able to make connections
with the social context in which the novel was written. More specifically, students will
relate themselves to characters in the novel, and recognize the generation gap between
parents and teenagers. This knowledge they learn prior to reading the novel should
further students understanding of the plot line and life as a flapper in the nineteen-
twenties. To review or recap the lesson after each day students will complete an exit
ticket. After day one, students will answer quiz questions on a google forum. After day
two of the lesson, students will complete a 3,2,1 exit ticket: tell me three things you
learned, two things that surprised you, and one question you still want answered. To
determine success or not success I would look over the exit tickets.
b. Tech component- Students complete exit tickets by filling out a Google Forum.
METHODS OF ASSESSMENT
This lesson entails multiple methods of assessment on ninth grade students. They were assessed
prior to reading F. Scott Fitzgerald’s novel The Great Gatsby in order to further their
understanding on the history of the nineteen twenties and social context from this era.
Technology was used in this assessment to enhance students learning experience in the
classroom.
Inquiry based learning- Students responses to the activities will support or not support my goal
of the activity. Based on the results I will be able to make any changes necessary to improve my
lesson.
Work Samples- After the lesson, I will be able to refer back to the shared google document
where students recorded their pre-writing activity and answers to station work to assess what
students took away from each station. The google forum exit tickets will produce statistics that I
can refer back to show parents, students, or administration if needed.
Quizzes- Students will complete the exit ticket quiz and quizlet quiz as a form of self-assessment
rather than a grade.