L6+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:** 6 Apply
 * Grade Level:** 10th **Topic:** //The Great Gatsby//, history, setting, East/West Egg

__**Objectives**__

 * Student will understand that** history and setting play important roles in the development of plot and action.
 * Student will know** t he aristocracy associated with East and West Egg.
 * Student will be able to** c reate depictions of East and West Egg and what they represent.

__**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 consider the nature of their role models and famous starlets of the time and address their effectiveness in society based on their behavior. Students can answer the questions, "Does his/her behavior change the way we feel about them?" and "Who is demonstrating traits of Old Money?," "New Money?"

__**Assessment**__
As the first from of formative assessment, serving as a diagnostic assessment, s tudents will complete a venn-diagram comparing and contrasting people, places, societal norms, expectations, attitudes, and behaviors of East Egg and West Egg and "Old Money" and "New Money." This will be done both individually at first, and then as a class, while we discuss some of the things that students write down. We will have discussed that East Egg represents "Old Money" and that West Egg represents "New Money," so students have somewhat of an understanding of the differences between these groups. The middle of the Venn-diagram will be reserved for the revise and refine process, after the class has a solid debate defending the value and importance of each Egg. Things students add to each side of the Venn-diagram can take the form of words, phrases, pictures, and doodles. Such information, for example, might be a picture of Gatsby on the West Egg side, and a picture of Daisy on the East Egg side, the words "lavish" and "showy" on the West Egg side and the phrase "old fashioned" on the East Egg side. I will also invite students to consider what famous or well-known people would have belonged to these two groups if they had lived in Long Island in 1922. One might place Queen Elizabeth II on the East Egg side and Britney Spears on the West Egg side. After the debate, students will have time to revise and refine their Venn-diagrams by filling in the middle portion with things the two Eggs have in common, as well as adding anything they learned from their classmates during the debate in a different color or medium. Key facts that belong in the middle of the Venn-diagram include indulgent lifestyles and immoral behavior. Finally, as a student self-assessment, and a good indication of how much students have grasped during this lesson, students will draw a descriptive picture of a West Egg/East Egg resident if they were alive today. They may choose to use famous or well-known people as a reference in regards to attire, attitude, and reputation. This picture represents their knowledge of the places, societal norms, expectations, attitudes, and behaviors represented by East Egg and West Egg. For example, a West Egg resident drawing may show a female with tons of jewelry on, bragging about her riches and acting generally obnoxious. An East Egg resident, however, would wear a tuxedo or a suit and be seen with his nose in the air. Students may choose to hand draw these pictures, or use [|KidPix] to create them on the computer.
 * Formative (Assessment for Learning)**

Groups of four students will create an infomercial-like presentation promoting or degrading Gatsby's parties, including cultural and aristocratic norms represented by East and West Egg during the 1920's using iMovie or Windows Movie Maker. The students will essentially turn one of Gatsby's social parties into the next Snuggie (hopefully.) Students will learn all about what "aristocratic" means, and watch a few really shamefully embarrassing informercials to give them a few ideas. As we will have learned from our lesson on conflicts, every story has two sides to it, and this is very true in // Gatsby //. The little islands of West Egg and East Egg are home to two different groups of people, even though at first glance they seem quite similar. We will have a class debate deciding which Egg is superior, and the class will be divided in order to represent both sides. After we gather enough information about West Egg and East Egg, the groups of students will be able to decide which side they really prefer, disregarding the other debate team they were on earlier in the lesson. If the group represents East Egg, they will create an informercial bashing Gatsby's parties and promoting something else much better than his tacky gatherings. If the group represents West Egg, they // are // tacky, and think that the parties are the best thing since the Snuggie, so their infomercial will provide various examples as to why someone should attend these parties because they are so awesome. Each infomercial should be about 10 minutes long, and no longer than 15. Students will need to provide a written sheet of all of the dialogue in their informercials before they present their videos. This is so I can proofread them for anything inappropriate or red flag-worthy, rather than penalizing students after they have already created and edited the video, and also so I can easily follow along and not miss any important key information in their videos.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology** Students will be encouraged to be 21st century learners in my classroom. In this particular lesson, students will be engaged through Type II technology when they create their own infomercial using Windows Movie Maker or iMovie. These infomercials will need to engage the audience through sites //and// sounds. This means that they should use colorful dialogue, costumes, and props to make their video seem real. The iMovie and Windows Movie Maker features make presentations like these authentic and creative. Students can easily stand up in front of the class and perform their infomercial, but they would miss all of the features that these programs have to offer, like title sequences, rolling credits, background music and sound effects, and pop up text on the screen. They can incorporate all of these elements together by using these programs, and that takes the learning experience one step further. Likewise, for a self-assessment, students will draw two picture interpretations of an East Egg resident and a West Egg resident. While I encourage and completely accept hand drawn hard copies of these images, I will give students the opportunity to create these on KidPix, which would allow students to make their pictures move, while also adding stamps, backgrounds, fonts, and other cool features. Students can save these image files on their laptops and then add them to their Wikispaces page that they have been adding information and resources to throughout the whole unit.


 * Other Content Areas**
 * History/Art:** Students will reflect on the culture, societal norms, customs, lifestyles, and attitudes of America in the 1920's. They will do this by comparing and contrasting two different groups of people, represented in //Gatsby// by the islands of East Egg and West Egg. Students will understand the pressures and desires that existed during that time period in order to better understand the behaviors and relationships of the characters. They will also consider a completely different outlook on life, thanks to narrator Nick, who finds East //and// West Egg to be corrupt and ridiculous. Students will understand the concept of the American Dream, and how important this was to the American people during this era, and therefore, how it fueled their day-to-day actions. Likewise, students will also explore their artistic sides when they draw interpretations of the two groups of people represented by the Eggs. They may choose to hand draw these, or create them on KidPix. Either way, they are using colors, shapes, mediums, and designs to showcase the people, places, societal norms, expectations, attitudes, and behaviors of East Egg and West Egg and "Old Money" and "New Money."

__Groupings__
For the cooperative learning piece of this lesson, students will engage in a debate about East Egg and West Egg. In order for this to be executed properly, I will divide the class randomly in half and give one group of students East Egg and the other group West Egg. Regardless of their own personal opinions on the Eggs, students will defend the Egg I gave them in terms of value and importance to society. I will ask the groups questions like, "Which Egg includes the most important people to the novel," or "Which Egg is superior, based on lifestyle?" Students will talk in their teams for about two minutes before they present their initial argument. Then, students may begin debating individually when they are tossed the "talking ball," that ensures respect for peers. Answers to the questions I ask could be, "West Egg is the superior Egg because we get the most out of life. We have the most fun because life is too short to act proper with limited excitement." Rebuttal to this statement may be, "East Egg people were here first, so we deserve recognition as the most superior Egg. We value tradition because it is what keeps our customs and names alive." The debate will last about half of a class period, with plenty of time for students to refer back to their Venn-diagrams and practice arguments and rebuttals. On the third day of class, desks will return be places into groups of four, so that we may begin the iMovie infomercial assignment. Students will be allowed to pick their own groups for this project. The third day of class will be reserved for iMovie or Windows Movie Maker tutorials and work on the infomercial projects.

__**Differentiated Instruction**__
**Linguistic** learners will be stimulated by the writing portion in the venn-diagram, in which they compare and contrast people, places, societal norms, expectations, attitudes, and behaviors associated with East and West Egg. **Spatial** learners will benefit from the comic strips by K. Beaton that provide great examples of the ridiculousness associated with aristocracy, as well as drawing their own interpretation of East and West Egg residents. **Logical** learners will be able to use logic and sequence when completing the venn-diagram in which they compare and contrast East and West Egg, and what they represent. **Musical** students will use the iMovie presentation to add music and sounds to their product in which they promote or degrade Gatsby's parties, including cultural and aristocratic norms represented by East and West Egg during the 1920's to prove their learning. **Bodily/kinesthetic** students will also benefit from the iMovie, as they will be able to be active when acting out their character from //Gatsby//, or one they created for the movie. **Interpersonal** students will communicate with each other during the debate, in which they decide if East Egg or West Egg is a superior community and, and be able to bounce their ideas off other students.
 * Strategies**


 * Modifications/Accommodations** //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and 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). I will give them the link to K.Beaton's website, [] so they can view the //Gatsby// comics on their own time. I will also give them the Venn-diagram and have them work with a partner during some down time in class, most likely when chapter 8 is being read with groups, partners, or individually. That way, the absent student is not left alone to complete the whole Venn-diagram by themselves, while the rest of the class had the opportunity to discuss it together. The students that were absent on the day of the iMovie class time and self-assessment drawing will have a few days to finish the drawing, when they feel the most comfortable doing so. I will also talk to their other group members from the infomercial project and put together a to-do list and personalized plan to make sure that the work is distributed evenly and they do not end up pulling all of the wight for their absent classmate.

As always, any projects we produce in class will be available to upload to the class' Wikispaces pages for any student who wishes to do so. This adds a rich collection of resources and artifacts to their complied research on the 1920's. For this particular lesson, any student can either scan and upload their hand drawn interpretations of East and West Egg residents, or upload the image file that they created using KidPix. These students will need to write a one paragraph (3-5 sentence) explanation as to why they chose to add this artifact to their page, and include why it's important in research about the 1920's. Also, as previously stated, I will ask some GT students, or any student comfortable with the material, to serve as helpers to struggling or absent students. This will be completely voluntary. They will partner up with one other student when it is deemed necessary and help them with the Venn-diagram and/or drawing. I will of course supervise, but this serves as a good opportunity for students who wish to assist their classmates and extend their knowledge of the lesson's content.
 * Extensions**

__**Materials, Resources and Technology**__

 * venn-diagram handouts
 * pens/pencils/colored pencils/crayons
 * one-on-one laptops
 * LCD projector and screen
 * copies of //The Great Gatsby//
 * internet access - for viewing clips of infomercials, Kate Beaton comics
 * iMovie/Windows Movie Maker tutorial
 * KidPix installed on laptops
 * paper

__Source for Lesson Plan and Research__
[] This is the site where the comic strips come from that I use for my hook.

[] Snuggie Infomercial - I will show this before students start to work on their own infomercials.

[] Slap Chop Infomercial - I will show this before students start to work on their own infomercials.

[] Quick overview of the Eggs. used in my content notes.

[] This shows a quick overview of KidPix, and also offers a download.

[] Tutorial on KidPix.

[] Another description of East Egg and West Egg.

[] A video tutorial of how to use iMovie

[] The official Apple tutorial of how to use iMovie.

[] The Venn-diagram the students will use at the beginning of class.

__**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. This builds emotional trust and respect between my students and I, and allows the students to understand that I value their opinions and preferences. In this particular lesson, students are free to choose whether they would like to hand draw their East/West Egg interpretations, or create them on KidPix. Either way, they are using colors, shapes, mediums, and designs to showcase the people, places, societal norms, expectations, attitudes, and behaviors of East Egg and West Egg and "Old Money" and "New Money." Students may pick and choose from all of these options to create something that is entirely their own. Also, students may choose their own group members for the infomercial project. This builds trust between the students and I because they know I view them as mature enough to work with whomever they want to in order to get the job done. 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 organize their thoughts using the Venn-diagram comparing and contrasting East and West Egg. As always, we will always follow the novel in sequential order, and only refer back to things we have read, and never jump ahead to material we have yet to discover. Chapters 8 and 9 will be discussed in this lesson, and we will refer back to material we have discussed and completed activities on, in order to show students how everything is connected. Discovery learning and deep discussions will also take place during this lesson. Specifically during the debate, students will bounce ideas off each other as they defend their Egg, attempting to prove its superiority. Students will always have to justify their reasoning, which means using textual evidence, while also using a sprinkling of thoughtfulness and critical thinking, in order to provide a context for appropriate justification. Hands on experiences will also heighten their learning, as they become infomercial producers and stars as they attempt to either bash or promote one of Jay Gatsby's lavish parties. They will use real infomercials as influences and draw inspiration from them in order to make theirs as authentic as possible. Finally, and 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. In this lesson, we will always connect the characters and situations of //Gatsby// to real-life today in the 21st century. This means using music or movie starts as inspiration when considering East and West Egg residents, in terms of behavior, attitude, and attire, and also referring to real infomercials in order to create their own. Likewise, during the debate, students will feel supported by their teammates at all times, because they are all arguing for the same side. Students support their opinions with whatever they feel is appropriate, usually textual evidence or personal experiences, 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 history and setting play important roles in the development of plot and action, and also consider the nature of their role models and famous starlets of the time and address their effectiveness in society based on their behavior. Students can answer the questions, "Does his/her behavior change the way we feel about them?" and "Who is demonstrating traits of Old Money?," "New Money?" In order to grasp this knowledge, students will need to know the aristocracy associated with East and West Egg. They will understand that east Egg serves as a symbol of tradition and "Old Money," while West Egg represents the desperation to fit in thanks to recently acquired "New Money." Jay Gatsby serves as the primary representative of West Egg, hosting lavish parties very frequently during the summer and attracting many people, except his one true love, Daisy, who never comes, and who lives on East Egg and come from a very long wealthy family line. "No one of the East Egg wants to associate with the “new money” now rampant on Long Island due to the fact that they believe the West Egg inhabitants unfit for such a lifestyle as they lead" (http://www.angelfire.com/moon2/greatgatsby/eastwestegg.html) **(see content notes)** By the end of this lesson, students will be able to successfully practice the facet **//apply//** as they will be able to create depictions of East and West Egg and what they represent, in the form of drawings and authentic informercials using iMovie or Windows Movie maker.

**Linguistic** learners will be stimulated by the writing portion in the venn-diagram, in which they compare and contrast people, places, societal norms, expectations, attitudes, and behaviors associated with East and West Egg. **Spatial** learners will benefit from the comic strips by K. Beaton that provide great examples of the ridiculousness associated with aristocracy, as well as drawing their own interpretation of East and West Egg residents. **Logical** learners will be able to use logic and sequence when completing the venn-diagram in which they compare and contrast East and West Egg, and what they represent. **Musical** students will use the iMovie presentation to add music and sounds to their product in which they promote or degrade Gatsby's parties, including cultural and aristocratic norms represented by East and West Egg during the 1920's to prove their learning. **Bodily/kinesthetic** students will also benefit from the iMovie, as they will be able to be active when acting out their character from //Gatsby//, or one they created for the movie. **Interpersonal** students will communicate with each other during the debate, in which they decide if East Egg or West Egg is a superior community and, and be able to bounce their ideas off other students.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

**Technology** Students will be encouraged to be 21st century learners in my classroom. In this particular lesson, students will be engaged through Type II technology when they create their own infomercial using Windows Movie Maker or iMovie. These infomercials will need to engage the audience through sites //and// sounds. This means that they should use colorful dialogue, costumes, and props to make their video seem real. The iMovie and Windows Movie Maker features make presentations like these authentic and creative. Students can easily stand up in front of the class and perform their infomercial, but they would miss all of the features that these programs have to offer, like title sequences, rolling credits, background music and sound effects, and pop up text on the screen. They can incorporate all of these elements together by using these programs, and that takes the learning experience one step further. Likewise, for a self-assessment, students will draw two picture interpretations of an East Egg resident and a West Egg resident. While I encourage and completely accept hand drawn hard copies of these images, I will give students the opportunity to create these on KidPix, which would allow students to make their pictures move, while also adding stamps, backgrounds, fonts, and other cool features. Students can save these image files on their laptops and then add them to their Wikispaces page that they have been adding information and resources to throughout the whole unit.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:** As the first from of formative assessment, serving as a diagnostic assessment, s tudents will complete a venn-diagram comparing and contrasting people, places, societal norms, expectations, attitudes, and behaviors of East Egg and West Egg and "Old Money" and "New Money." This will be done both individually at first, and then as a class, while we discuss some of the things that students write down. We will have discussed that East Egg represents "Old Money" and that West Egg represents "New Money," so students have somewhat of an understanding of the differences between these groups. The middle of the Venn-diagram will be reserved for the revise and refine process, after the class has a solid debate defending the value and importance of each Egg. Things students add to each side of the Venn-diagram can take the form of words, phrases, pictures, and doodles. Such information, for example, might be a picture of Gatsby on the West Egg side, and a picture of Daisy on the East Egg side, the words "lavish" and "showy" on the West Egg side and the phrase "old fashioned" on the East Egg side. I will also invite students to consider what famous or well-known people would have belonged to these two groups if they had lived in Long Island in 1922. One might place Queen Elizabeth II on the East Egg side and Britney Spears on the West Egg side. After the debate, students will have time to revise and refine their Venn-diagrams by filling in the middle portion with things the two Eggs have in common, as well as adding anything they learned from their classmates during the debate in a different color or medium. Key facts that belong in the middle of the Venn-diagram include indulgent lifestyles and immoral behavior. Finally, as a student self-assessment, and a good indication of how much students have grasped during this lesson, students will draw a descriptive picture of a West Egg/East Egg resident if they were alive today. They may choose to use famous or well-known people as a reference in regards to attire, attitude, and reputation. This picture represents their knowledge of the places, societal norms, expectations, attitudes, and behaviors represented by East Egg and West Egg. For example, a West Egg resident drawing may show a female with tons of jewelry on, bragging about her riches and acting generally obnoxious. An East Egg resident, however, would wear a tuxedo or a suit and be seen with his nose in the air. Students may choose to hand draw these pictures, or use [|KidPix] to create them on the computer.

For the final, summative assessment in this lesson, groups of four students will create an infomercial-like presentation promoting or degrading Gatsby's parties, including cultural and aristocratic norms represented by East and West Egg during the 1920's using iMovie or Windows Movie Maker. The students will essentially turn one of Gatsby's social parties into the next Snuggie (hopefully.) Students will learn all about what "aristocratic" means, and watch a few really shamefully embarrassing informercials to give them a few ideas. As we will have learned from our lesson on conflicts, every story has two sides to it, and this is very true in // Gatsby //. The little islands of West Egg and East Egg are home to two different groups of people, even though at first glance they seem quite similar. We will have a class debate deciding which Egg is superior, and the class will be divided in order to represent both sides. After we gather enough information about West Egg and East Egg, the groups of students will be able to decide which side they really prefer, disregarding the other debate team they were on earlier in the lesson. If the group represents East Egg, they will create an informercial bashing Gatsby's parties and promoting something else much better than his tacky gatherings. If the group represents West Egg, they // are // tacky, and think that the parties are the best thing since the Snuggie, so their infomercial will provide various examples as to why someone should attend these parties because they are so awesome. Each infomercial should be about 10 minutes long, and no longer than 15. Students will need to provide a written sheet of all of the dialogue in their informercials before they present their videos. This is so I can proofread them for anything inappropriate or red flag-worthy, rather than penalizing students after they have already created and edited the video, and also so I can easily follow along and not miss any important key information in their videos.

__Teaching and Learning Sequence__
For the first day of class, desks will be arranged in a half-circle, so that all students can see the LCD projector screen from their seats. This is where I will show some K.Beaton comics inspired by //Gatsby//, and also where I will show some clips from popular, yet ridiculous, infomercials, to provide some inspiration for the students' videos. On the second day of class, desks will be divided into two teams on opposite sides of the room. This is for the debate. Students will site on their respected side, with their teammates. On the third day of class, desks will return be places into groups of four, so that we may begin the iMovie infomercial assignment. Students will be allowed to pick their own groups for this project. The third day of class will be reserved for iMovie or Windows Movie Maker tutorials and work on the infomercial projects.

Hook: K. Beaton comics and discussion (10 minutes) Objectives: I will explain that we will discuss "Old Money" and "New Money" in regards to East Egg and West Egg. We will discuss which characters belong to these two groups and why. Additionally, I will ask the students what famous or well-known people in the media would belong to these groups, so they can place these concepts into a context they can relate to (10 minutes) Diagnostic Assessment: Venn-diagrams, work on individually and then share out to the class (40 minutes) Assignment/Homework: Read chapter 8 of //Gatsby// either individually, or with a group. Finish for homework. Continue with weekly blog entry and Wikispaces pages. (20 minutes)
 * Agenda**
 * Day One:**

Debate prep: Split in to 2 teams, review Venn-diagrams (10 minutes) Cooperative Learning: East Egg vs. West Egg debate (50 minutes) Revise/Refine: fill in middle of Venn-diagram, add info in different color or medium (10 minutes) Assignment/Homework: Read chapter 9 of //Gatsby// either individually, or with a group. Finish for homework. Continue with weekly blog entry and Wikispaces pages. (10 minutes)
 * Day Two:**

iMovie Tutorials: videos that students can choose between (10 minutes) Infomercials: Watch a few together (10 minutes) iMovie class time: Split into groups, begin brainstorming and creating a dialogue script. (35 minutes) Evaluate: East/West Egg interpretation drawings, either on KidPix or on paper. KidPix video tutorial for students who choose this option (25 minutes)
 * Day Three:**

Students will understand that history and setting play important roles in the development of plot and action. Students will consider the nature of their role models and famous starlets of the time and address their effectiveness in society based on their behavior. Students can answer the questions, "Does his/her behavior change the way we feel about them?" and "Who is demonstrating traits of Old Money?," "New Money?" **//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 view a few comic strips by Kate Beaton on her website which humorously describe attitudes and behaviors associated with the aristocracy in the novel. These comics will introduce them to the people, places, societal norms, expectations, attitudes, and behaviors of East Egg and West Egg and "Old Money" and "New Money." I will explain that we will discuss "Old Money" and "New Money" in regards to East Egg and West Egg. We will discuss which characters belong to these two groups and why. Additionally, I will ask the students what famous or well-known people in the media would belong to these groups, so they can place these concepts into a context they can relate to.s the first from of formative assessment, serving as a diagnostic assessment, s tudents will complete a venn-diagram comparing and contrasting people, places, societal norms, expectations, attitudes, and behaviors of East Egg and West Egg and "Old Money" and "New Money." This will be done both individually at first, and then as a class, while we discuss some of the things that students write down. We will have discussed that East Egg represents "Old Money" and that West Egg represents "New Money," so students have somewhat of an understanding of the differences between these groups. The middle of the Venn-diagram will be reserved for the revise and refine process, after the class has a solid debate defending the value and importance of each Egg. Things students add to each side of the Venn-diagram can take the form of words, phrases, pictures, and doodles. Such information, for example, might be a picture of Gatsby on the West Egg side, and a picture of Daisy on the East Egg side, the words "lavish" and "showy" on the West Egg side and the phrase "old fashioned" on the East Egg side. I will also invite students to consider what famous or well-known people would have belonged to these two groups if they had lived in Long Island in 1922. One might place Queen Elizabeth II on the East Egg side and Britney Spears on the West Egg side. **Where, Why, What, Hook, Tailors: spatial, logical, linguistic**

Students will need to know the aristocracy associated with East and West Egg **(see content notes)**. Students will reflect on the culture, societal norms, customs, lifestyles, and attitudes of America in the 1920's. They will do this by comparing and contrasting two different groups of people, represented in //Gatsby// by the islands of East Egg and West Egg. Students will understand the pressures and desires that existed during that time period in order to better understand the behaviors and relationships of the characters. They will also consider a completely different outlook on life, thanks to narrator Nick, who finds East //and// West Egg to be corrupt and ridiculous. Students will understand the concept of the American Dream, and how important this was to the American people during this era, and therefore, how it fueled their day-to-day actions. As part of a collaborative learning activity, students will engage in a debate about East Egg and West Egg. In order for this to be executed properly, I will divide the class randomly in half and give one group of students East Egg and the other group West Egg. Regardless of their own personal opinions on the Eggs, students will defend the Egg I gave them in terms of value and importance to society. I will ask the groups questions like, "Which Egg includes the most important people to the novel," or "Which Egg is superior, based on lifestyle?" Students will talk in their teams for about two minutes before they present their initial argument. Then, students may begin debating individually when they are tossed the "talking ball," that ensures respect for peers. Answers to the questions I ask could be, "West Egg is the superior Egg because we get the most out of life. We have the most fun because life is too short to act proper with limited excitement." Rebuttal to this statement may be, "East Egg people were here first, so we deserve recognition as the most superior Egg. We value tradition because it is what keeps our customs and names alive." The debate will last about half of a class period, with plenty of time for students to refer back to their Venn-diagrams and practice arguments and rebuttals. Students will use their venn-diagrams to defend their Egg, but they will also have the opportunity to listen to their peers' opinions. Because the venn-diagram portion will be done individually, when students are divided into their team, they have time to rethink their argument by sharing their own points and listening to the ones of their peers. **Equip, Explore, Rethink, Revise, Tailors: bodily/kinesthetic, linguistic, interpersonal**
 * day two starts:**

After the debate, students will have time to revise and refine their Venn-diagrams by filling in the middle portion with things the two Eggs have in common, as well as adding anything they learned from their classmates during the debate in a different color or medium. Key facts that belong in the middle of the Venn-diagram include indulgent lifestyles and immoral behavior. They can use what they learned in the debate from both sides in order to add more information to the venn-diagram and visually see the differences. **Explore, Experience, Revise, Refine, Tailors: linguistic, logical, spatial**

For the final, summative assessment in this lesson, groups of four students will create an infomercial-like presentation promoting or degrading Gatsby's parties, including cultural and aristocratic norms represented by East and West Egg during the 1920's using iMovie or Windows Movie Maker. The students will essentially turn one of Gatsby's social parties into the next Snuggie (hopefully.) Students will learn all about what "aristocratic" means, and watch a few really shamefully embarrassing informercials to give them a few ideas. As we will have learned from our lesson on conflicts, every story has two sides to it, and this is very true in // Gatsby //. The little islands of West Egg and East Egg are home to two different groups of people, even though at first glance they seem quite similar. We will have a class debate deciding which Egg is superior, and the class will be divided in order to represent both sides. After we gather enough information about West Egg and East Egg, the groups of students will be able to decide which side they really prefer, disregarding the other debate team they were on earlier in the lesson. If the group represents East Egg, they will create an informercial bashing Gatsby's parties and promoting something else much better than his tacky gatherings. If the group represents West Egg, they // are // tacky, and think that the parties are the best thing since the Snuggie, so their infomercial will provide various examples as to why someone should attend these parties because they are so awesome. Each infomercial should be about 10 minutes long, and no longer than 15. Students will need to provide a written sheet of all of the dialogue in their informercials before they present their videos. This is so I can proofread them for anything inappropriate or red flag-worthy, rather than penalizing students after they have already created and edited the video, and also so I can easily follow along and not miss any important key information in their videos. At the end of the lesson, and as a student self-assessment, and a good indication of how much students have grasped during this lesson, students will draw a descriptive picture of a West Egg/East Egg resident if they were alive today. They may choose to use famous or well-known people as a reference in regards to attire, attitude, and reputation. This picture represents their knowledge of the places, societal norms, expectations, attitudes, and behaviors represented by East Egg and West Egg. For example, a West Egg resident drawing may show a female with tons of jewelry on, bragging about her riches and acting generally obnoxious. An East Egg resident, however, would wear a tuxedo or a suit and be seen with his nose in the air. Students may choose to hand draw these pictures, or use [|KidPix] to create them on the computer. Either way, they are using colors, shapes, mediums, and designs to showcase the people, places, societal norms, expectations, attitudes, and behaviors of East Egg and West Egg and "Old Money" and "New Money." While I encourage and completely accept hand drawn hard copies of these images, I will give students the opportunity to create these on KidPix, which would allow students to make their pictures move, while also adding stamps, backgrounds, fonts, and other cool features. Students can save these image files on their laptops and then add them to their Wikispaces page that they have been adding information and resources to throughout the whole unit. ** **Evaluate, Tailors: intrapersonal, spatial, musical** ** The areas of East and West Egg in //Gatsby// act as a symbol of social standing in its physical form. Tom and Daisy live on the East which is far more refined and well bred. They come from a long line of wealth, and represent tradition and old fashioned values. Nick and Gatsby are on the West Egg, where people without any traditional standing live, despite having the wealth. They have recently acquired money, and therefore are desperate to fit in with the rest of the crowd. The green light shines East Egg on the end of Daisy's dock, enticing Gatsby towards what he has always wanted and still continues to desire, because he has not yet reached his dream. E ast Egg serves as a symbol of tradition and "Old Money," while West Egg represents the desperation to fit in thanks to recently acquired "New Money." Jay Gatsby serves as the primary representative of West Egg, hosting lavish parties very frequently during the summer and attracting many people, except his one true love, Daisy, who never comes, and who lives on East Egg and come from a very long wealthy family line. "No one of the East Egg wants to associate with the “new money” now rampant on Long Island due to the fact that they believe the West Egg inhabitants unfit for such a lifestyle as they lead" (http://www.angelfire.com/moon2/greatgatsby/eastwestegg.html). The East Egg residents will never accept their West Egg counterparts because they consider the West Egg inhabitants severely lacking in sophistication. During one of Gatsby’s parties, a small cluster of the East Egg elite situate themselves away from the larger crowd in order to demonstrate that they represent “the staid nobility of the countryside – East Egg condescending to West Egg, and carefully on guard against its spectroscopic gayety” (Fitzgerald 49). This also hints towards the fact that Gatsby will never win Daisy again, thanks to his social standing and roots, despite his riches. James Gatz, with rural roots in North Dakota, changed his name to Jay Gatsby and decided to better his life because he "despised poverty and longed for wealth and sophistication" (SparkNotes).
 * day three starts:**
 * Content Notes**

Venn-diagram
 * Handouts**