L3+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:** 3 Interpret
 * Grade Level:** 9th **Topic:** //The Great Gatsby//, literary devices, theme

__**Objectives**__

 * Student will understand that common literary elements and devices shape the effectiveness of the plot by allowing the reader to draw conclusions and make connections to their own lives and/or other texts. **
 * Student will know** the literary devices t** heme and tone, and the idea of The American Dream. **
 * Student will be able to evaluate the themes of the novel. **

__**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 connect the themes of the novel like jealousy,aristocracy, and society to themes in their lives today, which can be seen in relationships, friendships, and even in magazines and tabloids. **

__**Assessment**__
Students will first be divided randomly into small groups of two or three, and asked to act out a theme of //Gatsby//, either jealousy, aristocracy, society, mortality, love, or The American Dream. This serves as a hook as well as a form of diagnostic assessment in order to address how much students know about these themes, if anything. The roleplaying allows them to actually "become" the theme in order to understand more than just the surface of the theme. They will think about how it affects relationships with other people, as well as the characters of //Gatsby//. Students will of course not be limited to roleplay as characters of the novel. I will encourage them to consider how these themes relate to 2010. No doubt students have seen jealousy, love, and society in reality TV or teen dramas, and they may choose to use this form of media as an example. After we spend about 10 minutes roleplaying, I will pass out six senses charts to each student, each one representing one of the prominent themes of //Gatsby//. The sense chart give students room to relate the theme to each of their five senses. I will address these questions, among others, to the students: "What words or phrases do you hear when someone is jealous of someone else?" "What do you see?" "How would someone touch someone else of they were jealous of them?" "Is jealousy foul smelling or does it omit a figuratively sweet aroma?" "Imagine you covet your best friends' new pair of shoes, which you do not think they deserve. What words would you taste in your mouth that you would want to spit out at them?" These questions regarding the five senses can be applied to any of the themes, and will be asked in order to provide guidelines in completing the senses chart, in case confusion ensues. At the end of the day, I will pass out a small index card or post-it-note to each student, which serves as their "ticket-out-the-door," that they will hand to me on their way out of the classroom. I will ask the student to write on the card one thing that popped out at them in today's lesson on themes, and one thing that is still fuzzy for them. Fuzzy things can be individual themes themselves, a part of the theme, or even the idea of themes in general. These cards will be reviewed by me, and determine whether or not the class and I can move forward on the topic, or if we need more discussions and activities in order to address these problems.
 * Formative (Assessment for Learning)**

During our lesson on themes, the students will each create a senses chart for each of the major themes of //Gatsby//. These include jealousy, aristocracy, society, mortality, love, and a few others. The senses chart organizes the types of things associated with these themes, and in this case, all 5 senses. After completing each senses chart, students will copy all of their text from the chart into a text box on Wordle.net. A Wordle creatively and colorfully organizes text into a picture that emphasizes the most commonly used words in the block of text. I will ask students to pick one theme and enter all of their text on that theme into Wordle in order to make a cool "word cloud" that alternatively organizes their thoughts and feelings one themes. No Wordle is the same, because no student is the same, and therefore, some of the sights and sounds a student associates with a certain theme may not qualify for the rest of their peers. These Wordles will be displayed in the classroom as reminders and colorful depictions of themes as students begin to create their eventual performance task towards the end of the unit. Students will learn how to take screen shots of these Wordles so they have them saved on their computers, as well as possessing a hard copy for display in the classroom. The purpose of the Wordle is to offer an alternative way of organizing thoughts and feelings regarding the many prominent themes of //Gatsby//. Students will exchange Wordles before they are displayed in the classroom, in order to analyze each others' associations up close and personal. 50pts will be given to the student based on completion of a Wordle, no matter what information is included, so long as it relates to a theme of //Gatsby.//
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will exercise their knowledge of technology by creating a Wordle that alternately organizes information, including thoughts, feelings, and associations regarding the major themes of //Gatsby//. This requires students to transcribe the information on their senses chart into the Wordle text box. Once the Worlde generates itself, students can play around with the features, and change the shape, color, text size and style, and organization of the image. We will then have a quick tutorial on how to take screen shots of the images, so students can have a copy of it on the archives of their laptop. Wordles represent a form of Type II technology because it encourages students to creatively organize their information, rather than simply writing it and typing it. The most important elements, according to the students' text, pop out because words that occur the most frequently are displayed much larger than others. Students learn more about themselves, because the Wordle invites them to discover what type of writer they are, and what words, and the things the words represent are the most important to them.


 * Other Content Areas**
 * Art, Theater:** The Wordle offers a visual depiction of the associations regarding the themes of //Gatsby//, and therefore allows students to express their artistic side. Likewise, students are also encouraged to express themselves through roleplaying at the beginning of class. The roleplaying allows them to actually "become" the theme in order to understand more than just the surface of the theme. They will think about how it affects relationships with other people, as well as the characters of //Gatsby//. Students will of course not be limited to roleplay as characters of the novel. I will encourage them to consider how these themes relate to 2010. No doubt students have seen jealousy, love, and society in reality TV or teen dramas, and they may choose to use this form of media as an example. This allows them to connect //Gatsby// to modern society and the world these students are used to, and also encourages them to use their words and actions to highlight this connection.

__Groupings__
Students will be involved in two different groupings, both randomized, throughout this lesson. The first group is their roleplaying group of three or four students. Each of these six groups will be given a theme of //Gatsby//, either jealousy, aristocracy, society, mortality, love, or The American Dream. Students must work together in their groups in order to act out their theme for the rest of the class. I will give the groups about five minutes of prep time in order to come up with a short skit that demonstrates their theme. I will provide students will an example from the theme of gender roles, one that I did not assign to any group. I will explain that shows the //The Bachelor// exemplify gender roles in their most stereotypical sense, and act out a short scene where the man, or bachelor, controls and manipulates all of the foolish women to fall in love with him, only to eliminate a women he does not see fit for him each week. The women sob and fight which each other, over-exaggerating the emotional nature of women. This example not only accurately represents gender roles, it also connects the theme to modern day society, providing students with a scenario in which they can relate to. Students will then act out their themes. Later on in the cooperative learning piece of the lesson, students will be divided into different groups of three or four and given a different theme than the one they had for the roleplaying activity. This allows them to have extensive knowledge on more than one theme. In this Jigsaw activity, each group of students will become experts on their theme. They can use their laptops to research their theme, and also consider where else they have seen their theme before. For example, gender roles are seen in magazines, the workplace, television, and by running a household. Students will also consider what other novels or literature that these themes can be found in. They can research the literature, or reflect back on things they have read. Are there any novels, movies, or scenarios that totally defy the theme? For example, on TNT's //The Closer//, Kyra Sedgwick plays the Deputy Chief and a very dominant women on the police force, and exerts control over all of the other men on the show. She calls the shots and never lets any man walk all over her. I will ask students to discuss all of these things in their groups and share with the class after about 20 minutes of discussion. All members of the group can share if they are comfortable doing so. If not, they can choose a representative from their group to share.

__**Differentiated Instruction**__
**Musical** students will be ale to connect their theme to music and lyrics, which they can share with the class. **Linguistic** students will benefit from the writing portion of the mind map, in which they associate symbols of //Gatsby// with a vivid description. **Bodily** students will be able to use their bodies to role-play and actually "become" a theme of jealousy, aristocracy, jealousy, the American Dream, morality, and gender roles. **Spatial** students will benefit from the sense chart, in which they are able to visually see how certain themes correlate to their senses. Students can draw rather than write these associations. **Interpersonal** students will be able to interact with classmates during the role-playing portion where they "become" a theme. **Intrapersonal** students will thrive through the "tickes-out-the-door" technique, where they reflect on their own knowledge of themes of //Gatbsy//.
 * Strategies**


 * Modifications/Accommodations //I will review student's IEP, 504, or ELLIDEP and make appropriate modifications and accommodations.//**
 * Absent/Late:** I will advise students to see me on the day after they were absent (usually on the day out class does not meet). These students will receive the six senses chart to complete when they can. They can stay after school with me, come in early before class to complete them, or work on them at home. Students will receive as many days as they were absent to complete the senses charts for each of the six themes. I will explain what information they should put on the sense charts, and ask some of the same questions I gave to rest of the class regarding sights, sounds, etc. When the students complete the senses charts, they can then transfer the text from on chart to the Wordle text box. I will briefly explain how to do this to the absent students, and ask a student who was there on the day we created Wordles, who had little to no difficulties completing the assignment to guide the absent students with this piece. This not only encourages cooperation between students, but also gives the well-performing student something more challenging to do in the case of helping out their classmates.


 * Extensions** Students will certainly not be limited to create just one Wordle on the theme of their choice. They can create as many as they would like, and continue to change the color, shape, and text size and style of the images. GT students, and any other student who feels comfortable doing so, may decide to create a few Wordles and upload them on to their ongoing Wikipages about the 1920s that we started in a previous lesson. Students can add this information to the page on their Wikispace that this relates to, our create a whole new page dedicated to the Wordles. Likewise, I will continue to ask students to assist their classmates when I am overwhelmed, including absent or late students who need to get on the right track. This not only encourages cooperation between students, but also gives the well-performing student something more challenging to do in the case of helping out their classmates.

__**Materials, Resources and Technology**__
plenty of open space for roleplaying senses charts pencils/pens/markers, etc laptops for each student index cards or post-its

__Source for Lesson Plan and Research__
[] A really good guide to role-playing in the classroom, and the proper ways to execute it.

This is the senses chart that students will complete six different copies of, regarding themes.

[] A site used to better understand some of the themes of the novel, including jealousy and the American Dream. **(see content notes)**

[] This is the Wordle site where students will input the text from their senses charts.

[] A tutorial on how to take screen shots on Macs.

[] The dictionary definition of theme.

This is a sample lesson plan that explores the themes of //Gatsby//, in order to help me organize my lesson so that the themes are explored in the proper depth.

__**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 first have the opportunity to choose how they would like to role-play their theme. They will also have the opportunity to choose which group members they would like to have. Students will have the freedom to create any sort of skit to perform in front of the class, so long as its appropriate in terms of language and explicit content. Likewise, while completing the senses charts, students can decide which medium they would like to complete them in, including pencil, pen, marker, crayon, etc. These freedoms and choices in the classroom allow students to express their creativity and individuality rather than being stifled and controlled. When making the Wordles, no two will be alike, because no two students are alike. This means that students will be encouraged to change up the look of their Wordle image in regards to color, shape, and text style and size. While I encourage creativity and spontaneity, I also aim to establish clear and concise expectations and guidelines for my students who need structure in the classroom. I strive to achieve organized chaos in cooperative learning activities, in this case the Jigsaw discussions about the individual themes. This means, I will control the noise level in my classroom by directing students to focus on the members of their own group, rather than other classmates, who have their own work to do. I will constantly be moving around to each group to monitor and track progress on the assignment, so students know that this is not just free time. Likewise, the agenda will always be written on the board, along with a desired time frame for which each activity should fall under. Students can be confident in knowing that they will always know how much time is left, and how long it should take to work on something. In the case of the Jigsaw activity, I would like students to be working for about 25 minutes, by discussing and using their laptops to research. Discovery learning will also take place in this lesson, for the students that desire hands-on methods. We will start out the lesson with role-playing, which certainly allows the students to connect physically with the theme, as they mist essentially "become" it and act it out. Likewise, students will connect the themes to their own bodies through the senses charts, and puts a literary element into a highly personal context. Finally, I strive to create a comforting, nurturing, and respectful environment. Because the element of choice is highly evident in my classroom, students will never feel bullied into completing as assignment that has no personal connection or value to them. Students will work together in two separate group activities, where they are encouraged to explore themes as they relate to their own selves and the world around them.


 * //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 //**students read text in a grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.**// Students will understand that ** common literary elements and devices shape the effectiveness of the plot by allowing the reader to draw conclusions and make connections to their own lives and/or other texts. ** Students will connect the themes of the novel like jealousy,aristocracy, and society to themes in their lives today, which can be seen in relationships, friendships, and even in magazines and tabloids. In order to gain this knowledge, students will first need to know the literary devices t** heme and tone, and the idea of The American Dream. The themes in question include jealousy, aristocracy, society, mortality, love, or The American Dream. Students will gain knowledge about these six themes, as well as a few others in oder to understand the context of the novel in the efforts to understand the various outside pressures affecting the characters' and their actions **(see content notes) . By the end of this lesson, students will be able to successful practice the facet //**interpret**//, as they will be able to consider the reasons why characters speak and act the way they do based on these various themes. Students will also come to understand that these themes exist in many more places than just this novel. If anything, //Gatsby// serves as a fantastic starting point in order to better understand our own society. Students can begin to apply this knowledge to the world around them, by analyzing themes such as jealousy, love, and gender roles that most certainly exist today. This lesson encourages students to interpret why these themes motivate people to act in the ways that they do. How is reality TV affected by jealousy and gender roles? Could we compare Jay Gatsby to Hugh Hefner, by the lavish way he leads his life mostly revolving around women and money? All of these things are open to the students' own interpretations, and are practically limitless in their explanations and connections.

**Musical** students will be ale to connect their theme to music and lyrics, which they can share with the class. **Linguistic** students will benefit from the writing portion of the mind map, in which they associate symbols of //Gatsby// with a vivid description. **Bodily** students will be able to use their bodies to role-play and actually "become" a theme of jealousy, aristocracy, jealousy, the American Dream, morality, and gender roles. **Spatial** students will benefit from the sense chart, in which they are able to visually see how certain themes correlate to their senses. Students can draw rather than write these associations. **Interpersonal** students will be able to interact with classmates during the role-playing portion where they "become" a theme. **Intrapersonal** students will thrive through the "tickes-out-the-door" technique, where they reflect on their own knowledge of themes of //Gatbsy//.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**


 * Technology:** Students will exercise their knowledge of technology by creating a Wordle that alternately organizes information, including thoughts, feelings, and associations regarding the major themes of //Gatsby//. This requires students to transcribe the information on their senses chart into the Wordle text box. Once the Worlde generates itself, students can play around with the features, and change the shape, color, text size and style, and organization of the image. We will then have a quick tutorial on how to take screen shots of the images, so students can have a copy of it on the archives of their laptop. Wordles represent a form of Type II technology because it encourages students to creatively organize their information, rather than simply writing it and typing it. The most important elements, according to the students' text, pop out because words that occur the most frequently are displayed much larger than others. Students learn more about themselves, because the Wordle invites them to discover what type of writer they are, and what words, and the things the words represent are the most important to them.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

Students will first be divided randomly into small groups of two or three, and asked to act out a theme of //Gatsby//, either jealousy, aristocracy, society, mortality, love, or The American Dream. This serves as a hook as well as a form of diagnostic assessment in order to address how much students know about these themes, if anything. The roleplaying allows them to actually "become" the theme in order to understand more than just the surface of the theme. They will think about how it affects relationships with other people, as well as the characters of //Gatsby//. Students will of course not be limited to roleplay as characters of the novel. I will encourage them to consider how these themes relate to 2010. No doubt students have seen jealousy, love, and society in reality TV or teen dramas, and they may choose to use this form of media as an example. After we spend about 10 minutes roleplaying, I will pass out six senses charts to each student, each one representing one of the prominent themes of //Gatsby//. The sense chart give students room to relate the theme to each of their five senses. I will address these questions, among others, to the students: "What words or phrases do you hear when someone is jealous of someone else?" "What do you see?" "How would someone touch someone else of they were jealous of them?" "Is jealousy foul smelling or does it omit a figuratively sweet aroma?" "Imagine you covet your best friends' new pair of shoes, which you do not think they deserve. What words would you taste in your mouth that you would want to spit out at them?" These questions regarding the five senses can be applied to any of the themes, and will be asked in order to provide guidelines in completing the senses chart, in case confusion ensues. At the end of the day, I will pass out a small index card or post-it-note to each student, which serves as their "ticket-out-the-door," that they will hand to me on their way out of the classroom. I will ask the student to write on the card one thing that popped out at them in today's lesson on themes, and one thing that is still fuzzy for them. Fuzzy things can be individual themes themselves, a part of the theme, or even the idea of themes in general. These cards will be reviewed by me, and determine whether or not the class and I can move forward on the topic, or if we need more discussions and activities in order to address these problems.

During our lesson on themes, the students will each create a senses chart for each of the major themes of //Gatsby//. These include jealousy, aristocracy, society, mortality, love, and a few others. The senses chart organizes the types of things associated with these themes, and in this case, all 5 senses. After completing each senses chart, students will copy all of their text from the chart into a text box on Wordle.net. A Wordle creatively and colorfully organizes text into a picture that emphasizes the most commonly used words in the block of text. I will ask students to pick one theme and enter all of their text on that theme into Wordle in order to make a cool "word cloud" that alternatively organizes their thoughts and feelings one themes. No Wordle is the same, because no student is the same, and therefore, some of the sights and sounds a student associates with a certain theme may not qualify for the rest of their peers. These Wordles will be displayed in the classroom as reminders and colorful depictions of themes as students begin to create their eventual performance task towards the end of the unit. Students will learn how to take screen shots of these Wordles so they have them saved on their computers, as well as possessing a hard copy for display in the classroom. The purpose of the Wordle is to offer an alternative way of organizing thoughts and feelings regarding the many prominent themes of //Gatsby//. Students will exchange Wordles before they are displayed in the classroom, in order to analyze each others' associations up close and personal. 50pts will be given to the student based on completion of a Wordle, no matter what information is included, so long as it relates to a theme of //Gatsby.//

__Teaching and Learning Sequence__
Hook: Students will be divided into small groups, which are given one prominent theme in the novel, such as aristocracy, mortality, society, the American Dream, and gender roles. Students will spend the first few minutes of class role-playing their theme in their groups. (15 minutes) Objectives: I will explain that we will be discussing the prominent themes of //Gatsby// in this lesson, and how they directly relate to the characters' thoughts, feelings, words, and actions. We will also discuss how these themes are not just evident in the novel; They also can be found in today's society in the students' own lives. (5 minutes) Diagnostic Assessment: Students will a senses chart for each of the six major themes. They will connect the implications of the theme to each of the five senses. (35 minutes) Wordle: Students will transcribe the text from one (or more) of their senses charts into the Wordle text box in order to create a visual representation of the theme, as it relates to them personally. We will take screen shots of the Wordles, //and// print copies of them and display them in the classroom. (20 minutes) Assignment/Homework: Continue with blog entries and Wikispaces, read Chapter 4 of //The Great Gatsby//.
 * Agenda**
 * Day One**

Cooperative learning: Students will divide up into groups of three or four and become experts on one of the themes in the Jigsaw activity. They will talk of personal experiences, media influences, other literary works that include the same theme, and use their laptops to do some internet research. (30 minutes) Sharing: Groups will share some of their findings with the rest of the class. (10 minutes) Revise: Although the students have already created their Wordles, they will go back to their senses charts and add things that the other groups talked about during the sharing portion. (10 minutes) "Ticket-out-the-door" (formative assessment): Students will write on an index card or a post-it one or two things that they learned about themes from this lesson, and one or two things that are still fuzzy to them. (5 minutes) Assignment/Homework: Read Chapter 5 of //The Great Gatsby// either individually, in the hallway with some classmates, or listen on audiobook for the remainder of class. Finish for homework, and continue with blog entries and/or Wikipages. (25 minutes)
 * Day Two**

Student will understand that ** common literary elements and devices shape the effectiveness of the plot by allowing the reader to draw conclusions and make connections to their own lives and/or other texts. **** Students will connect the themes of the novel like jealousy,aristocracy, and society to themes in their lives today, which can be seen in relationships, friendships, and even in magazines and tabloids. ** **//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 themes are necessary to the development of the plot because they essentially motivate the characters to act and speak in the ways that they do. As students walk into class, I will ask them to form group of three or four. I will then give a theme to each group, either jealousy, love, mortality, society, or the American Dream **(see content notes)**. Each group will be asked to role-play this theme in whatever way they choose to. I will provide them with some examples, using a theme that I did not assign to any group, like this one: shows the //The Bachelor// exemplify gender roles in their most stereotypical sense, and act out a short scene where the man, or bachelor, controls and manipulates all of the foolish women to fall in love with him, only to eliminate a women he does not see fit for him each week. The women sob and fight which each other, over-exaggerating the emotional nature of women. This example not only accurately represents gender roles, it also connects the theme to modern day society, providing students with a scenario in which they can relate to. Students will then act out their themes after having about ten minutes to prep. They are not limited to just characters in //Gatsby//. They are encouraged to place their theme into a different context, such as modern day society, or a television show, like the example I provided. As part of a diagnostic assessment, students will then individually complete a senses chart for each of the six themes the groups just role-played. The sense chart give students room to relate the theme to each of their five senses. I will address these questions, among others, to the students: "What words or phrases do you hear when someone is jealous of someone else?" "What do you see?" "How would someone touch someone else of they were jealous of them?" "Is jealousy foul smelling or does it omit a figuratively sweet aroma?" "Imagine you covet your best friends' new pair of shoes, which you do not think they deserve. What words would you taste in your mouth that you would want to spit out at them?" These questions regarding the five senses can be applied to any of the themes, and will be asked in order to provide guidelines in completing the senses chart, in case confusion ensues.
 * Where, Why, What, Hook, Tailors: bodily/kinesthetic, spatial, logical, linguistic, intrapersonal **

** Students will need to know the [|dictionary definition] of theme, as well as tone, the American dream, and the themes of jealousy, love, mortality, and society (see content notes)**. They will need to understand how and why the themes of a novel affect the characters' in terms of how they choose to speak and act, based on the society the live in and the outside forces that put pressure on them. Students will also realize that these themes found in //Gatsby// do not simply exist between the pages. They are faced with the same themes in their own lives in today's modern society. The senses chart helps to better understand this context, because it requires the student to think about the themes in regards to their own lives. Students will complete all six in any form of writing utensil they choose. I will ask them to consider their classmates' skits and media influences when completing these. After all six are done, students will then copy all of their text from the chart into a text box on Wordle.net. A Wordle creatively and colorfully organizes text into a picture that emphasizes the most commonly used words in the block of text. I will ask students to pick one theme and enter all of their text on that theme into Wordle in order to make a cool "word cloud" that alternatively organizes their thoughts and feelings one themes. No Wordle is the same, because no student is the same, and therefore, some of the sights and sounds a student associates with a certain theme may not qualify for the rest of their peers. These Wordles will be displayed in the classroom as reminders and colorful depictions of themes as students begin to create their eventual performance task towards the end of the unit. Students will learn how to take screen shots of these Wordles so they have them saved on their computers, as well as possessing a hard copy for display in the classroom. The purpose of the Wordle is to offer an alternative way of organizing thoughts and feelings regarding the many prominent themes of //Gatsby//. Students will exchange Wordles before they are displayed in the classroom, in order to analyze each others' associations up close and personal. 50pts will be given to the student based on completion of a Wordle, no matter what information is included, so long as it relates to a theme of //Gatsby.// Although the Wordle is technically the final product for this lesson, I find it beneficial to complete it during the first day of the lesson based on time constraints, and based on the fact that I do not want them to move into the cooperative learning actiivty without having plenty of experience with themes. I also do not want them to forget or lose sight of the significance of the themes in their own lives by waiting until the end if the lesson to create the Wordle. **day two starts:** Students will then move into the cooperative learning portion, which is a Jigsaw activity, in which each group of students becomes and expert on one specific topic that we discuss. In this case, each topic will be one of the six themes. I will help to divide students into different groups than the ones they were in for the role-playing activity, and assign them the theme they did not already use, too. This allows them to have extensive knowledge on more than one theme. In this Jigsaw activity, each group of students will become experts on their theme. They can use their laptops to research their theme, and also consider where else they have seen their theme before. For example, gender roles are seen in magazines, the workplace, television, and by running a household. Students will also consider what other novels or literature that these themes can be found in. They can research the literature, or reflect back on things they have read. Are there any novels, movies, or scenarios that totally defy the theme? For example, on TNT's //The Closer//, Kyra Sedgwick plays the Deputy Chief and a very dominant women on the police force, and exerts control over all of the other men on the show. She calls the shots and never lets any man walk all over her. I will ask students to discuss all of these things in their groups and share with the class after about 20 minutes of discussion. All members of the group can share if they are comfortable doing so. If not, they can choose a representative from their group to share. **Equip, Explore, Rethink, Revise, Tailors: interpersonal, intrapersonal, linguistic, spatial**

After the Jigsaw activity, students will have the opportunity to add to and revise their senses charts, taking into consideration the extensive research they did on one theme, and what the learned from hearing their classmates' research. Students should have plenty to add to the charts. Students will have the opportunity to refine their knowledge of themes and truly comprehend their importance in literature. Students' previous misconceptions about the definition of //theme// and their importance to a novel, as well as real life, will diminish as they lesson continues through the opportunity to act, speak, write, and draw about them. **Explore, Experience, Rethink, Revise, Refine, Tailors: linguistic, intrapersonal, spatial**

Students will evaluate their learning in this lesson through a "ticket-out-the-door." I will pass out either an index card or post-it to each students and ask them to write on the card one thing that popped out at them in today's lesson on themes, and one thing that is still fuzzy for them. Fuzzy things can be individual themes themselves, a part of the theme, or even the idea of themes in general. These cards will be reviewed by me, and determine whether or not the class and I can move forward on the topic, or if we need more discussions and activities in order to address these problems. They will also have a quick reflective period after we complete the Wordles on the first day of the lesson. When students print their images, they can trade with their peers and compare and contrast their Wordles. This allows them to receive some peer feedback that is neither critical nor suggestive. They can simply observe what their classmates have created. **Evaluate, Tailors: linguistic, intrapersonal**

Several themes will be discussed during this lesson, including gender roles, jealousy, love, mortality, society, aristocracy, and the American Dream. "Early European settlers believed one could start a new life here, limited only by the limits of one’s dreams. Jay Gatsby personifies the “extraordinary gift for hope, a romantic readiness” that is the hallmark of the American dream. Gatsby, however, believes that the American dream can be bought. The other characters are corrupted by that same belief to some degree. Gatsby believes that the past can be recaptured. In his ability to reserve judgment, Nick personifies the sense of “infinite hope” that marks the American dream. However, he becomes disillusioned and returns to the Midwest" (Gaither). “And as the moon rose higher the inessential houses began to melt…something commensurates to his capacity for wonder” (Fitzgerald 189). In this passage the author is painting a picture of the American dream at its height, suggesting that subsequent versions of the dream could never be realized in America’s increasingly corrupt materialism. That materialism is represented by the “inessential houses” that clutter the once-pure landscape (Gaither). As far as jealousy goes, Tom does not love Daisy, but he reacts aggressively against Myrtle and Gatsby, as if Daisy is turf to be defended. Daisy hangs on to Tom although she knows he is unfaithful to her. Gatsby covets Daisy, in part because she personifies the wealthy life and upper class that contrast with his own meager background. Tom does not love Myrtle, but he exacts revenge after her death, as if his property has been destroyed. Myrtle envies Daisy and covets Tom for his expensive clothes and luxurious life in a class higher than her own.Tom shows off his house and grounds to Nick. Gatsby shows off his wealth to impress Daisy. (Gaither). Likewise, //Gastby// does not offer a definition of love, or a contrast between love and romance – but it does suggest that what people believe to be love is often only a dream.
 * Content Notes**

Senses chart(s) index card or post-it (as "ticket-out-the-door")
 * Handouts**