L1+Wandelear,Olivia+Eden-Grace


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Ms. Wandelear
 * Date of Lesson:** 1 Empathy
 * Grade Level:** 9th
 * Topic:** //The Great Gatsby// - point of view and perspective

__**Objectives**__
Student will understand that the point of view and narration of a text benefit the perspective and believability of a novel. Student will know point of view, first person, third person, third person omniscient, perspective, audience, Nick Carraway, Tom and Daisy Buchanan, and Jay Gatsby. Student will be able to consider the novel's action through a different character's point of view each week.

__**Maine Learning Results Alignment**__
Maine Learning Results//: English Language Arts// - A. Reading A2 Literary Arts Grades 9 - Diploma //The Great Gatsby// **Students read text within a grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpts from the texts to defend their assertions**.
 * Rationale: Students will use evidence and societal methods from //The Great Gatsby// to gain knowledge of storytelling and effective speaking for real-world applications like company presentations, relationships, and public speeches to convey their ideas in the most powerful and believable way. **

__**Assessment**__
Students will create a collaborative Graffiti Wall addressing everything they already know about perspective, narration, setting, symbolism, and themes. Students can write, provide, examples, and draw pictures addressing any of these. Students will also complete a KWL chart in which they take their ideas and fill in what they know, and then take their peers' ideas to help complete what they would like to know as a diagnostic assessment. Students will be able to rethink their ideas during the corners exercise after completing the KWL chart. Students will have the opportunity to revise their KWL chats after this exercise in regards to what they know and want to know about themes, symbols, perspective, narration, and anything else that intrigues them. Students will have the opportunity to refine their KWL chart after the exercise and after hearing and seeing their peers' ideas and opinions. Students will make changes and add things to their KWL chart in a different color or medium, so they can see the changes in their learning in just one short day. Students will rate their learning of the day's lesson through "Fist to Five" hand raising. Students will hold up no fingers if they do not understand the material at all, one finger if they grasped a very limited understanding, two fingers if they are beginning to understand, three fingers if they feel somewhat comfortable with the material, four fingers if they feel they have a very good understanding, and five fingers if they have a completely solid understanding. I will keep a checklist for each student that contains the same content criteria I will ask out loud. I will rate each student 0-5 on the checklist, indicating their understanding of the material. Statements I will address the lass with will include, "I understand first person narration," "I understand third person narration," "I understand third person omniscient narration and how it differs from third person," "I understand the definitions of perspective and point of view," "I can write paragraphs in first person," "I can write paragraphs in third person and third person omniscient."
 * Formative (Assessment for Learning)**

At the end of each section of reading, usually a chapter you will reflect on the events from a character other than Nick's point of view (9 total). These will be done after a tutorial on how to create and use a Blogger account. If you already blog, you can simply create a new blog for this class. Our blog usernames and links will be located on the class wiki, which will also be an ongoing assignment. Each blog entry should have a creative title reflecting the events of the chapter you just read. Be sure to take everything you learn about perspective and narration throughout the unit and incorporate it into your blog entries. Please write a blog entry from every main character's point of view at least once throughout the unit, and then feel free to repeat your favorite character a few times. Blog entries should be at least 2 paragraphs long, and include a major conflict or event from that section of the reading. You will also have the opportunity to create your own events in the story, for times when the characters' actions happen outside of the narration. Feel free to make educated guesses about what your character does based on their actions and attitudes that you //do// see in the narration. 8pts will be given for the completion of these blogs, and an additional 2 points for commenting on at least one other classmate's blog entry. These comments can be words of encouragement in your own voice, or a reaction to their blog from the your choice of character's voice. The blog entries will be graded using a checklist that includes the following criteria: clear perspective, creative title, includes a conflict or event (events until we cover conflict in the following lesson, unless students already understand conflict), understanding of first or third person.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will exercise their knowledge of technology by using the video games //Halo//, //Gears of War//, and //Super Mario Bros.// at the beginning of the lesson in order to understand first person, third person, and third person omniscient perspectives. The students will blog each week about the events and conflicts in the the most recent section of reading. I will provide timely feedback to each student's entry. We will have a tutorial on how to use Blogger.com and set up our accounts. The students will write a few paragraphs each week from a character other than Nick's point of view, and then respond in two or three sentences to another classmate's blog each week. Blogging is a Type II technology because it allows students to observe their other classmates' work in a very interactive way. Students can receive almost immediate feedback about their work from their classmates and I, even when we are not in the classroom.


 * Art:** Students will explore graphic design by playing the video games //Halo//, //Gears of War//, and //Super Mario Bros// and other games, and noting if, how, or why the graphics of the game affect the player's viewing. Do better graphics enhance the game? Students will consider if the game with the most sophisticated graphics really provides the player with the most comprehensive and clear point of view.

__Groupings__
Students will use a corners exercise where they move to a corner of the room depending on their opinion of the question being asked. Questions may include, "Which character do you relate to the most and why?" "Which character do you like the least/most and why" and "What point of view do you find the most effective?" Students' opinions and feelings fuel their placements into the corners of the room. In one instance, the corners of the room may represent Daisy, Tom, Gatsby, and Nick. Students will navigate towards the corner that best represents the character they can relate to the most. In these corner groups, students will discuss with each other the reasons why these characters appeal to them. One or two student-selected members from each corner with share with these comprehensive results with the rest of the class.

__**Differentiated Instruction**__
**Linguistic** students will benefit from the Graffiti Wall and KWL chart, which allow them to write down their thoughts on what they already know and what they would like to know about the perspective, narration, setting, symbolism, and themes of //Gatsby//. **Logical** students will benefit from the structure of the KWL chart, and perhaps the logistics and problem-solving strategies of Halo, Gears of War, and Super Mario Bros. **Spatial** students will benefit from playing Halo, Gears of War, and Super Mario Bros, as well as the vivid Graffiti Wall in which colors, shapes, and words describe knowledge of the elements of //Gatsby//. **Bodily/kinesthetic** students will be able to move their bodies when they play Halo, Gears of War, and Mario Kart, the "Fist-to-Five" hand movement about their understanding of perspective and narration, as well as when they shift to the four corners of the room depending on their preferences of characters and points of view. **Interpersonal** students will benefit from helping and interacting others during Halo, Gears of War, and Super Mario Bros, as well as the corners exercise in which they consider their peers' thoughts and opinions about characters and points and view in //Gatsby//, which help to shape their own opinions. **Intrapersonal** students will be able to address their own learning and knowledge of themes, symbolism, narration, and perspective of //Gatsby// through the KWL and Graffiti Wall.
 * Strategies**

//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//
 * Modifications/Accommodations**
 * Absent/Late:** Students will be advised to see me on the day after they were absent (usually on the day our class does not meet). These students will receive instructions on the blog entries and how to set up the blog accounts in order to complete their entries. Students will receive as many days as they were absent to complete the blog entry for that week. Students will have a few minutes either after school or at the beginning of the next class to look at the Graffiti wall their classmate created. These students will receive the prompt and have the opportunity to add to the wall, and then fill out their KWL chart accordingly. The KWL chart and the additions to the Graffiti wall need to be done in the classroom, rather than at home, because they require other classmates opinions and knowledge.


 * Extensions: Students will exercise their knowledge of technology by using the video games //Halo//, //Gears of War//, and //Mario Kart// and other computer games at the beginning of the lesson in order to understand first person, third person, and third person omniscient perspectives. The students will blog each week about the events and conflicts in the the mist recent section of reading. I will provide timely feedback using a checklist that includes the criteria listed above, and post it in the comments section on the blog. We will have a tutorial on how to use Blogger.com and set up our accounts. The students will write a few paragraphs each week from a character other than Nick's point of view, and then respond in two or three sentences to another classmate's blog each week. I will also respond to each student's blog, providing them with quick feedback on their work. GT students will add graphics and hyperlinks to their blog entries that coordinate with the reading in some ways. GT students, and any other students who feel comfortable doing so, can use textual evidence from these hyperlinks to support their entries, and so these students will need to cite their sources in MLA format. **

__**Materials, Resources and Technology**__

 * Xbox and controllers
 * //Halo, Gears of War//
 * LCD projector
 * huge piece of paper
 * markers/crayons/colored pencils
 * KWL handouts
 * pencils
 * laptops

__Source for Lesson Plan and Research__
[] Because we will probably only have access to one LDC projector, and one game console, students will need to play Mario Kart online using their laptops. This is a free version of the game offered online.

This is the KWL chart my students will use to organize their knowledge on narration, perspective, and points of view.

[] This is a tutorial that will assist me as I educate my students on how to create and manage a blog. It explains what exactly a blog is, and how to use one.

[] Students will use Blogger.com to write their blog entries from another character's point of view, and comment on classmates' blogs. This is the homepage.

[] This is a really fantastic rubric created by Karen Franker used to grade blog entries. I can use this as a reference to create my checklist to post in the comments section of my students' blogs, and include a lot of this content.

[] This contains the information on a Graffiti wall, and is where I learned about how to use them in the classroom. It also offers a few other creative pre-assessment strategies.

[] This is an excerpt on a lesson plan about narrative and point of view in //Gatsby//. It provides some great point of view questions to ask students, like "How would the story have been different if it were told by Daisy?"

[] [] [] [] [] Students will need to know the dictionary definitions to all of these terms (perspective, point of view, first person, third person, narration) before they can begin to make their own assertions about the text. Knowing these definitions will help to clear up any misconceptions about point of view in the novel.

This is a customizable checklist used to check for basic skills and understandings of the content. I can use this as a reference when I create my checklist and statements for the 'Fist-to-Five' activity.

[] Students may choose if they would rather read the book online instead of a traditional hard copy.

__**Maine Standards for Initial Teacher Certification and Rationale**__

 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:** Students will always have choices in my classroom. In this lesson, students have the opportunity to choose whether they would like to play Xbox games in front of the class, or play computer games on their personal computer. Students have the freedom to choose which activity they would like to complete first, as well. The games and Graffiti wall are interchangeable, so students can decide which one fits their needs at that time - moving around or being visually stimulated. The Graffiti wall encourages students to use a variety of writing utensils, rather than just pencils and white paper. They can use colored pencils, markers, crayons, and any other medium they find appropriate. Likewise, the blog entries are practically limitless in their style, structure, and most content. Students can manipulate their character in any way they find intriguing and interesting. I invite them to consider cultural and gender-specific aspects of their characters to take their responses one step further. For example, one prompt might be, "How would Daisy act and what would she look like if she lived today, rather than 1922?" Students can then connect Daisy to a character in a movie they've seen, or someone they know personally today. While I encourage spontaneity and creativity, I also aim to establish clear expectations and guidelines for my students who need structure in the learning environment. Students will transfer portions of the Graffiti wall on to an organized KWL chart in order to see our content more clearly and specifically. Likewise, the blog activity extends far beyond the first chapter and lesson. Students will complete a blog entry after each section of reading, keeping a consistent routine, and offering plenty of opportunities for expansion and growth in learning. Likewise, I will always require students to comment on at least one other classmate's blog, complete their self-assessed blog checklist, and expect to see my copy of the same checklist in the comments section of their blog. Creating and managing a blog encourages consistency and sequence. We will never jump ahead to chapters or material that have no basic learning to fall back on. Blogs will also coincide with the chapter(s) the students just read. Deep discussions and exploration will also be present in my classroom. In this particular lesson, students will participate in a corners exercise, where they will move to a corner of the room that best represents their opinion or answer to the question I ask. Questions will also have some sort of personal connection, and be largely opinion based, so students will have to justify their reasoning. This encourages thoughtfulness and critical thinking, and will often mean students will refer to their book, or reflect on past experiences, other books they have read, or films they have seen, to provide a context for appropriate justification. Discover learning will begin this lesson, as student engage in hands-on computer and video games to consider perspective and point of view, and how this affects storytelling and comprehension. Students will connect first person and third person games to first and third person narration. Finally, I strive to creative a comforting, nurturing, and respectful environment. Because the element of choice is highly evident in my classroom, students will never feel bullied into completing an assignment that has no personal connection or value to them. Likewise, in the corners exercise, students will form groups solely based on their personal opinions and experiences. Students will never have to feel singled out or challenged by the rest of their classmates, because they is no competition between them. Students support their opinions with whatever they feel is appropriate, while remaining respectful to everyone else's opinions, and these actions make them justified.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will successfully meet MLR A2 by the end of this unit, which states that //**s**// //**tudents read text within a grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpt from the texts to defend their assertions. Students will understand that the point of view and narration of a text benefit the perspective and believability of a novel. Students will gain knowledge of storytelling and effective speaking for real-world applications like company presentations, relationships, and public speeches to convey their ideas in the most powerful and believable way. In order to gain this knowledge, students will need to know perspective, point of view, first person, third person, and third person omniscient narration, as well as the protagonists and supporting characters introduced in this lesson: Nick Carrway, Tom and Daisy Buchanan, and Jordan Baker. Students will gain an immense amount of knowledge about narration thanks to Nick Carraway, and his role as character **//**and** ** narrator. (see content notes) ** By the end of this lesson, students will be able to successfully practice the facet //**empathy**//, as they will be able to consider the novel's action through a different character's point of view each week. Students will use perspective and narration to //become// a character in the story, and using their knowledge of this character's actions and behaviors, create new situations for them that still accurately represent them. Students can consider the validity of Nick's narration, and decide whether or not he was too judgmental and critical to provide the audience with an acurate account of the events of the novel.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

**Linguistic** students will benefit from the Graffiti Wall and KWL chart, which allow them to write down their thoughts on what they already know and what they would like to know about the perspective, narration, setting, symbolism, and themes of //Gatsby//. **Logical** students will benefit from the structure of the KWL chart, and perhaps the logistics and problem-solving strategies of Halo, Gears of War, and Super Mario Bros. **Spatial** students will benefit from playing Halo, Gears of War, and Super Mario Bros, as well as the vivid Graffiti Wall in which colors, shapes, and words describe knowledge of the elements of //Gatsby//. **Bodily/kinesthetic** students will be able to move their bodies when they play Halo, Gears of War, and Mario Kart, the "Fist-to-Five" hand movement about their understanding of perspective and narration, as well as when they shift to the four corners of the room depending on their preferences of characters and points of view. **Interpersonal** students will benefit from helping and interacting others during Halo, Gears of War, and Super Mario Bros, as well as the corners exercise in which they consider their peers' thoughts and opinions about characters and points and view in //Gatsby//, which help to shape their own opinions. **Intrapersonal** students will be able to address their own learning and knowledge of themes, symbolism, narration, and perspective of //Gatsby// through the KWL and Graffiti Wall.

**Technology:** Students will be engaged using Type II technology in this lesson and encouraged to be 21st century learners. Students will exercise their knowledge of technology by using the video games //Halo//, //Gears of War//, and //Super Mario Bros.// at the beginning of the lesson in order to understand first person, third person, and third person omniscient perspectives. The students will blog each week about the events and conflicts in the the most recent section of reading. I will provide timely feedback to each student's entry. We will have a tutorial on how to use Blogger.com and set up our accounts. The students will write a few paragraphs each week from a character other than Nick's point of view, and then respond in two or three sentences to another classmate's blog each week. Blogging is a Type II technology because it allows students to observe their other classmates' work in a very interactive way. Students can receive almost immediate feedback about their work from their classmates and I, even when we are not in the classroom.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:** I will use diagnostic, formative, and summative assessments in my classroom. In this lesson, s tudents will create a collaborative Graffiti Wall addressing everything they already know about perspective, narration, setting, symbolism, and themes. Students can write, provide, examples, and draw pictures addressing any of these. Students will also complete a KWL chart in which they take their ideas and fill in what they know, and then take their peers' ideas to help complete what they would like to know as a diagnostic assessment. Students will be able to rethink their ideas during the corners exercise after completing the KWL chart. Students will have the opportunity to revise their KWL chats after this exercise in regards to what they know and want to know about themes, symbols, perspective, narration, and anything else that intrigues them. Students will have the opportunity to refine their KWL chart after the exercise and after hearing and seeing their peers' ideas and opinions. Students will make changes and add things to their KWL chart in a different color or medium, so they can see the changes in their learning in just one short day. Students will rate their learning of the day's lesson through "Fist to Five" hand raising. Students will hold up no fingers if they do not understand the material at all, one finger if they grasped a very limited understanding, two fingers if they are beginning to understand, three fingers if they feel somewhat comfortable with the material, four fingers if they feel they have a very good understanding, and five fingers if they have a completely solid understanding. I will keep a checklist for each student that contains the same content criteria I will ask out loud. I will rate each student 0-5 on the checklist, indicating their understanding of the material. Statements I will address the lass with will include, "I understand first person narration," "I understand third person narration," "I understand third person omniscient narration and how it differs from third person," "I understand the definitions of perspective and point of view," "I can write paragraphs in first person," "I can write paragraphs in third person and third person omniscient."

At the end of each section of reading, usually a chapter, students will reflect on the events from a character other than Nick's point of view (9 total). These will be done after a tutorial on how to create and use a Blogger account. If students already blog, theycan simply create a new blog for this class. Our blog usernames and links will be located on the class wiki, which will also be an ongoing assignment. Each blog entry should have a creative title reflecting the events of the chapter the students just read. Students will need to be sure to take everything they learn about perspective and narration throughout the unit and incorporate it into their blog entries. They will write a blog entry from every main character's point of view at least once throughout the unit, (Nick, Daisy, Tom, and Gatsby), and then will be free to repeat their favorite character a few times. Blog entries should be at least 2 paragraphs long, and include a major conflict or event from that section of the reading. Students will also have the opportunity to create their own events in the story, for times when the characters' actions happen outside of the narration. Students will be free to make educated guesses about what their character does based on their actions and attitudes that the students //do// see in the narration. 8pts will be given for the completion of these blogs, and an additional 2 points for commenting on at least one other classmate's blog entry. These comments can be words of encouragement in their own voice, or a reaction to their blog from the student's choice of character's voice. The blog entries will be graded using a checklist that includes the following criteria: clear perspective, creative title, includes a conflict or event (events until we cover conflict in the following lesson, unless students already understand conflict), understanding of first or third person. The blog entries are both summative and formative assessments. Because they are long-term, and continue throughout the novel's progression, they are formative, but because in Lesson 1, they show initial understanding of perspective and narration, I am considering them summative. The blog entries are also authentic assessments, because they encourage the students to write through many different lenses, including real-life applications. I ask the students to consider what Daisy's life would be like if she lived in 2010 instead of 1922. This allows the students to use media and real-life examples of socialites like Daisy to connect her to the 21st century.

__Teaching and Learning Sequence__
The classroom will be arranged with the desks in clusters of four or six, but the middle of the room with remain open so video games can be played at the front of the classroom with plenty of space to move around. The piece of paper to be used as the Graffiti wall is located at the back of the classroom, taped to a wall. It is wide enough and tall enough so multiple students of all different heights can easily access the paper at one time.

Hook: Students will play //Gears of War// and //Halo// on the game console. I will make sure each student has a few minute to spend on each game. Students who are not using the game console will play MarioKart online and/or other computer games, using the link I provided. (50 minutes - explanation below) Objectives: I will introduce perspective, narration, and points of view to each group of four or six that come to the back of the room to start the Graffiti wall. (3 minutes for each group, so about 15 minutes) Diagnostic Assessment: (in conjunction with Hook in order to keep all students engaged and active at once) Students who are not playing games will circulate to the back of the classroom where they will start adding to the Graffiti wall about perspective, points of view, and narration. That group will then return to their desks and start filling out the KWL chart in whatever medium and colors they would like to use. The group that was playing games will circulate to the back of the room, so the process continues until everyone has done every step (this is in conjunction with the Hook and the Objectives, so the whole process should talk about an hour) Assignment/Homework: Begin reading the first chapter of //Gatsby// until time runs out. I will read the first few pages, and then ask students to read on their own, or with a partner. Students will have the opportunity to choose whether they would like a hard copy of the book, or if they would like to read the book online. Finish reading chapter one for homework. (10 minutes)
 * Agenda:**
 * Day One:**

Cooperative learning (experience): Corners exercise in which students will move to a different corner of the room depending on what their opinion to the question I ask is. This is also time for discussions about points of view. (20 minutes) Revise: After students have played games, wrote on the Graffiti wall, read the first chapter, and participated in the corners exercise, they will add, or make corrections to their KWL chart. These changes will be made in a different color or medium to show growth. (15 minutes) Blogger tutorial: I will introduce Blogger.com. Every student will make a blog account, and these URLs will be added to our class wikispace during the next lesson. If students already have an account on Blogger, they can simply create a new blog for this class. (20 minutes) Blog activity: I will explain the blog perspective activity. Normally the blog entries will be done for homework, but students need to familiarize themselves with Blogger, so this first one will be done in class. (20 minutes) Fist to Five (formative assessment): I will address the class with a few statements that cover the content that should be understood. Students will hold up the number of figures that best depicts their understanding. I will record these on my checklist for each student. (5 minutes)
 * Day Two:**

Students will understand that the point of view and narration of a text benefit the perspective and believability of a novel. Students will gain knowledge of storytelling and effective speaking for real-world applications like company presentations, relationships, and public speeches to convey their ideas in the most powerful and believable way. //**Students read text within a grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpt from the texts to defend their assertions.**// Students will need to understand how and why the point of view affects the narration, and the differences between first person, third person, and third person omniscient narration. Students will play Halo, Gears of War, and Mario Kart. towards the beginning of class in order to demonstrate first person, third person and third person omniscient perspective and narration. Students who already know how to play the games will be asked to help unfamiliar students. I will offer an alternative to shy or intrapersonal students who would prefer their gaming talents be restricted to personal computer use. I will offer //Spyro the Dragon// as an alternative game to play on the personal laptop. This game will also be used by students whose parents did not sign the release form allowing their child to play the shooter games. As these games are slightly controversial in the parenting world, I would never assume every parent is comfortable with their child playing these games. This game activity will help them understand Nick's role as narrator, and how reliable he is. Students will understand that first person stories are told using "I," third person stories are told using "he and she, they, and them," and third person stories also use "he and she, they, and them," but also knows each characters' inner thoughts and feelings. They are all knowing. I will mention these terms to each group of students who comes up to add to the Graffiti wall as part of the diagnostic assessment, but we will not discuss their in depth definitions until the corners exercise the following day. On the Graffiti wall, students will address everything they already know about perspective, narration, setting, symbolism, and themes. Students can write, provide, examples, and draw pictures addressing any of these. Students will then fill out their KWL chart about perspective, and the three main points of view in narration. Hopefully, many will be curious as to their actual purpose and definitions, and add these to their "What I Would Like to Know" section. I will advise the class to think about how good storytelling and narration skills could benefit them in their everyday lives. **Where, Why, What, Hook, Tailors: logical, spatial, bodily/kinesthetic, interpersonal**

Students will need to know point of view, first person, third person, third person omniscient, perspective, audience, Nick Carraway, Tom and Daisy Buchanan, and Jordan Baker **(see content notes)**. Because we only briefly touched upon the main ideas of perspective and narration the day before, we will go much more in depth. Students have read chapter one, partly with me, and partly either with a parter or on their own. They should be familiar with the Nick as the narrator, and Tom, Daisy and Jordan as protagonists and supporting characters. I will discuss with the class how a rich narration benefits the reader, because they can learn as much as possible about the events of the book. I will ask the class if they understand the differences between the three types of narration (first, third, third-omniscient). I will then clear up any misconceptions and use the [|Merriam-Webster] definition of each of these terms, and then go into more detail. I will ask the class who the narrator is, and what type of narration he or she uses to convey the story's action. Students will have the opportunity to discuss as a class whether or not they think Nick is a reliable narrator. We will then refer to the third paragraph of in which Nick states, he is "inclined to reserve all judgments (5)," but that his tolerance, "has a limit (6)."  This will lead into my prompt about the differences between Nick as a character, and Nick as the narrator. Since Nick the narrator reflects on these events a year after they happened, he has a different and more sophisticated opinion of the immoral people Nick the character spent time with the summer before. Students can understand how these two characters played by Nick compliment each other, because as readers essentially are treated to two different points of view represented in one person. This helps students view Nick as a real person, with character flaws because he criticizes and judges his peers much like everyone else. As part of the collaborative learning activity, the students will participate in a corners exercise, in which they move to a corner of the room depending on their opinion or standpoint of the question being asked. Questions may include, "Which character do you relate to the most and why?" "Which character do you like the least/most and why" and "What point of view do you find the most effective?" I will facilitate this section, and ask the questions, and give students about two minutes in each group to discuss their reasoning. For each group for each question, I will ask one representative that the group chose to share the main points and reasonings of their group. Students will be able to rethink their ideas during the corners exercise after completing the KWL chart the day before. Students will have the opportunity to revise their KWL charts after this exercise in regards to what they know and want to know about themes, symbols, perspective, narration, and anything else that intrigues them. Students should have plenty to add to the chart, and plenty to adjust. They have now been introduced to the characters, the points of view, and the purpose of narration in a novel. **Equip, Explore, Rethink, Revise, Tailors: linguistic, bodily kinesthetic, spatial**
 * day two starts:**

** After the corners exercise, s tudents will have the opportunity to revise their KWL charts after this exercise in regards to what they know and want to know about themes, symbols, perspective, narration, and anything else that intrigues them. Students should have plenty to add to the chart, and plenty to adjust. They have now been introduced to the characters, the points of view, and the purpose of narration in a novel. ** Students will make changes and add things to their KWL chart in a different color or medium, so they can see the changes in their learning after all of these activities. I will introduce the Blogger.com tutorial on the LCD projector after the students have refined their KWLs and ensure every student understands how to create and manage a blog account. Students who already had blogs or caught on quickly will be asked to help me walk around the room to ensure that everyone understands. Students will begin working on these blogs, and make sure that each blog entry has a creative title reflecting the events of the chapter the students just read. Students will need to take everything they learned about perspective and narration throughout this lesson and incorporate it into the first blog entry. A blog entry should be written from every main character's point of view at least once throughout the units. Blog entries should be at least 2 paragraphs long, and include a major conflict or event from that section of the reading. Students will also have the opportunity to create their own events in the story, for times when the characters' actions happen outside of the narration. I will also prompt the students to consider other aspects of their character, including culture and language. How would the chapter be different if Nick just moved to West Egg from Mexico, or China? Would a language barrier affect the interactions and relationships in the story? What if Nick was a woman? How would //her// interactions with Daisy and Tom be different in this chapter? Students are free to make educated guesses about what their character does based on their actions and attitudes that they //do// see in the narration. 8pts will be given for the completion of these blogs, and an additional 2 points for commenting on at least one other classmate's blog entry. These comments can be words of encouragement in the students' own voices, or a reaction to their blog from the character's voice that student just used in their own blog. The blog entries will be graded using a checklist that includes th,e following criteria: clear perspective, creative title, includes a conflict or event (events until we cover conflict in the following lesson, unless students already understand conflict), understanding of first or third person. I will complete this checklist and post it in the comments section of each students' blog. **Explore, Experience, Revise, Refine, Tailors: linguistic, spatial, intrapersonal, interpersonal**

Students will rate their learning from this lesson through "Fist to Five" hand raising. Students will hold up no fingers if they do not understand the material at all, one finger if they grasped a very limited understanding, two fingers if they are beginning to understand, three fingers if they feel somewhat comfortable with the material, four fingers if they feel they have a very good understanding, and five fingers if they have a completely solid understanding. This not only clues //me// in on their progress, but students can use this technique to self-assess their learning and know where they stand. I will keep a checklist of the major understandings that I use in the 'Fist-to-Five' and mark students with a 0-5 depending on how many fingers they held up. Students will also receive constant feedback from their peers through the blog comments. Each student must comment on a different student's blog during every week's blog assignment. Students will also receive timely feedback with me within a week of when their blog was posted. I will post a checklist indicated the specified criteria in their comments section. Students will copy and paste this same exact checklist into the comments section of their own blog each week. They will complete this one before I post mine. They will check off the criteria they have included in their blog, and these themselves a quick two sentence comment either asking any questions they have.
 * Evaluate, Tailors: linguistic, interpersonal, intrapersonal**

Students will know point of view, first person, third person, third person omniscient, perspective, audience. Students will need to understand the [|Merriam Webster]'s definitions of all of these terms before they can begin to make their own assertions about the text. Students will also need to be familiar with the characters Nick Carraway, Tom and Daisy Buchanan, and Jordan Baker by the end of the lesson. Students will read chapter one during this lesson, which introduces Nick, Tom, Daisy, and Jordan. Nick has juts moved to Long Island from Minnesota to learn about the bond business, and is experiencing a culture shock. The residents of West Egg are tremendously pompous and rich, and live life in the fast lane. They represent "new money," the outlandish and the overly extravagant, and those who 'got rich quick.' Although Nick, a graduate of Yale, moves to West Egg for the summer, his family connections and past make him more suitable for East Egg, whose residents represent "old money," tradition, and the elegance of the established upper class. Students primarily need to understand [|Nick as a narrator], and how and why this affects the action and overall feel of the story. As students continue to read, they will develop their own opinions about the validity and believability of Nick's narration. They should consider Nick's character, first in his two split roles, (characters and narrator) and then his character as a whole. R efer to the third paragraph of chapter one in which Nick states, he is "inclined to reserve all judgments (5)," but that his tolerance, "has a limit (6)."  This will lead into my prompt about the differences between Nick as a character, and Nick as the narrator. Since Nick the narrator reflects on these events a year after they happened, he has a different and more sophisticated opinion of the immoral people Nick the character spent time with the summer before. Consider the view he has of Tom, who's body language to Nick says, "Now, don't think my opinion on these matters is final, just because I'm stronger and more of a man than you are." Nick also considers Tom's body to be "cruel." Nick then states that any "irrelevant criticisms" of Daisy make her no less charming. Finally, Nick recalls being "confused and a little disgusted" as her drove away from the get together at Tom and Daisy's house. Nick the narrator never holds back any criticisms or distaste towards his peers, although Nick the character generally keeps his mouth shut, at least in this first chapter. Students can understand how these two characters played by Nick compliment each other, because as readers essentially are treated to two different points of view represented in one person. This helps students view Nick as a real person, with character flaws because he criticizes and judges his peers much like everyone else. Additionally, students should be prompted to discuss whether or not Nick is justified in his criticisms. Daisy is naive and foolish, and Jordan is cold and standoffish. Likewise, Tom is cheating on his wife with another married woman, Myrtle Wilson, despite the fact that he and Daisy have a child together, and he frequently takes 'business trips' to the city to engage in his affair.
 * Content Notes**

KWL chart
 * Handouts**