I cannot say that I have been on a straight and steady path to becoming a

teacher all along. I have tossed out many career choices until I came across

something that brought out the deepest passion within me. I am a passionate person

who is determined to make something happen when I set my mind to it. I cannot

wait to have my own classroom so I can create a comfortable environment for

students to succeed. I am about to embark on a journey in the Air Force with the

brightest pilot I know. Life will not always be easy, but as long as we are together,

life will be worth it.

It is okay not to know, but it is not okay not to try

“Nothing contributes so much to tranquilize the mind as a steady purpose-- a point on which the soul may fix its intellectual eye.”

Mary Shelley

Overview

Rationale: The American Dream is prevalent in life whether it would be in the 1920’s or our present year. The American man or woman strives for success and wealth in their lifetime. Working hard is the key to success in life. Many work their wholes lives searching for their American Dream. It is important for my students to understand the American Dream. I want them to strive for success in life, and I also want my students to have an understanding of the American Dream during the 1920’s and how it shows the American Dream holds the same standards throughout the years. The years may have changed, but the same achievement has not. The Declaration of Independence states, “Life, Liberty, and the pursuit of Happiness” which is what every American strives for everyday for their wholes lives.

Summary: The students will explore the American Dream in “Winter’s Dream” by F. Scott Fitzgerald in preparation for his novel The Great Gatsby. Students will create a book of poetry pertaining to an author of the 1920’s and incorporating a work of their own, This lesson incorporates short story fiction with the economics and the history of our country. The students will explore the past while grasping the concept of a big picture Americans strive towards every day. I feel this will prepare students for the real world. The students need a view of the big picture and the hard work it is going to entail in order to obtain success. Length: two weeks (50 minute classes)

Objectives: Apply pre-reading strategies to aid comprehension

a. access prior knowledge

b. preview

c. predict with text support or rationale

d. set a purpose and rate for reading

*During reading, utilize strategies to

a. determine meaning of unknown words

b. self-monitor comprehension

c. question the text

d. infer

e. visualize

f. paraphrase

g. summarize

Apply post-reading skills to comprehend, interpret, analyze, and evaluate text:

a. identify and explain the relationship between the main idea and supporting details

*b. question to clarify

*c. reflect

d. draw conclusions

e. paraphrase

f. summarize

Compare, contrast, analyze and evaluate connections:

a. text to text (information and relationships in various fiction and non-fiction works)

*b. text to self (text ideas and own experiences)

*c. text to world (text ideas and the world by analyzing and evaluating the relationship between

literature and its historical period and culture)

Materials and resources:

School: Paper, copy machine, blackboard, library, projector, internet, computer,

Teacher: handout, copies of “Winter’s Dream,”

Student: notebooks and pen for note taking,

Assessment

Formative: Students will create a paragraph on an American figure, focusing on their success in

life. Students will share their finding with the rest on the class. Students will have the option to

choose an American figure of their choice with approval by the teacher. Students will be

assessed by the participation during the readings.

Summative: Students will create a book of poetry on an author randomly chose for them. This

technique will eliminate students from having to research a poet on their own. Students will have

a rubric pertaining to the requirements of the project. The importance of this assignment is for

the students to delve into their creative side and create a unique book to share with the rest of

their class. Their one poem contributions will add authenticity to their work.

Teacher’s Calendar

Monday: Oct 12

-Introduce the American Dream- NY Times youtube video

-Class discussion

-Journaling

-One paragraph on “What is your American Dream?” exit pass

Tuesday: oct 13

- Begin reading “Winter’s Dream” aloud

Wednesday: Oct 14

- Finish “Winter’s Dream”

-Discuss quotes from text

-pick American figure from hat

Thursday: Oct 15

- Go to library

-Research American figure

Friday: Oct 16

Entrance slip- one paragraph on success of American Figure

Begin Poetry on authors of 1920’s Review session on different kinds of poems Monday: Oct 19 Begin Poetry on authors of 1920’s Review session on different kinds of poems Hand out on the poetry book to be created- random poet to be assigned Discussion about project Tuesday: Oct 20 Library Wednesday: OCT 21 Library Thursday: Oct 22 Library

Friday: Oct 23 Library: project to be handed in at end of class. Monday: Oct26 Poetry book exchange -student assessment on each book

Student Calendar Ms. Kopac October

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

11 12 American Dream

13 Read “Winter’s Dream” in class

14 Finish “Winter’s Dream in class” Pick American figure

15 Library HW: Write a paragraph on American figure

16 Paragraph due 1920’s poets Review:

17

forms of poetry

18 19 Handout on Poetry book assignment

20 Library

21 Library

22 Library

23 Library Project is to be handed in at end of class

24

25 26 Poetry book exchange

Ms. Kopac

Poetry Type Example

A Book of Poetry Ms. Kopac

As the world was struggling in the 1920’s, authors scribbled

their pen on a piece of paper attempting to create a work of

art. Just as everyone else in the world these poets were trying

to make a hard earned dollar. Your creation of art if you choose to do so (which you will

because it is required of you) is to craft a book dedicated to

the works of your author chosen. You will also touch on your

creative side adding a poem you have created.

-Cover page -Table of contents

-3 poems of author chosen -One poem from editor (you)

-Letter from editor with picture -color and pictures throughout

-Form of book

“A poem begins in delight and ends in wisdom.”

Robert Frost

Rubric

CATEGORY 10 7-9 4-7 0-3 Points

Organization Information is very

organized with well-

constructed pages

And completed

Information is

organized with well-

constructed slides

with most information

inserted

Information is

organized, but slides

are not well-

constructed. Pages

are missing

The information

appears to be

disorganized. 8)

Total Points Earned _________ out of 50.

Lesson Plan Template

Heading Class American lit 3 Your Name Kelly Kopac

Name of Lesson The American Dream Time Frame 2 weeks

Objective Students will have a better understanding of the American Dream and how the

achieve it. They will connect real world issues/other disciplines with the literature

they read

Reading Material “A Winter’s Dream” F. Scott Fitzgerald

Instructional

Framework

Initiating Constructing Utilizing

Quality of

Information

Information clearly

relates to the main

topic. It includes

required number of

poems with editor’s

poem

Information clearly

relates to the main

author. Includes 2

out of 3 poems and

editor’s poem.

Information clearly

relates to the main

author. Missing poems

from author and not

put in order of table

of content

Information is not a

poem. Editor’s poem is

missing.

Mechanics No grammatical,

spelling or

punctuation errors.

Almost no

grammatical, spelling

or punctuation errors

A few grammatical,

spelling, or

punctuation errors.

Many grammatical,

spelling, or

punctuation errors.

Creativity Lots of color and

authentic pictures

Some pictures and no

color.

No table of content

page

Pictures do not relate

to author. Not in book

form.

Lesson Plan

Format

Teacher Centered:

Direct Instruction – providing information and building skills

Presentation – demonstrating, lecturing

Concept – introducing a new theory, symbol, idea

Student Centered:

Discussion

Cooperative Learning

Problem Solving

Grouping Whole Class Pairs Individuals

Materials &

Resources

School – Copy machine, paper, projector, computer, internet

Teacher – videos, copies of short story,

Student – pen and paper

Accommodation

for Students with

Special Needs

Literacy Strategy Exit pass- “What is your American Dream?”

Journaling during class

Phase One A youtube video will be shown to the students on what the average American thinks

their American Dream is.

Students will journal on their initial thoughts on the American Dream, whether they

have heard of it and if they understand it.

Phase Two A class discussion will be conducted on thoughts on the matter. Any questions

students may have as well as a comparison of the struggles and the American Dream

from the 1920’s until now.

Phase Three “Winter’s Dream” will be introduced as well as the background of the book and the

author himself. Students will also choose out of a hat the significant American figure

they will be researching for their paper.

Formative

Assessment

The exit passes and the journaling- whether the students were engaged

Culminating assessment will be the research paper at the end of the week.

Homework

Assignment

Reminder

Lesson Plan Template

Heading Class American Lit 3 Your Name Kelly Kopac

Name of Lesson The American Dream Time Frame 2 weeks

Objective Students will gain knowledge of the success of a handful of literary figures to gain a

wide range of how different one’s idea of success can be

Reading Material American figure paragraphs

Instructional

Framework

Initiating Constructing Utilizing

Lesson Plan

Format

Teacher Centered:

Direct Instruction – providing information and building skills

Presentation – demonstrating, lecturing

Concept – introducing a new theory, symbol, idea

Student Centered:

Discussion

Cooperative Learning

Problem Solving

Grouping Whole Class Pairs Individuals

Materials &

Resources

School – Library,

Teacher – List of American figures chosen, podium

Student – paragraph of American figure

Accommodation

for Students with

Special Needs

Literacy Strategy Presentation-public speaking

Phase One The students will walk into the room and show the teacher their paragraph to

receive credit for having the assignment done when walking into class.

Phase Two Students will present their paragraph to the class on the American figure they have

chosen. The students will take notes on each figure. One to two sentences to jog

their memory for writing later in class period.

Phase Three Students will be asked to rate their top three figures they seems most interested in

from the presentations (omit their own) And write a one sentence of their success to

be handed in as a exit slip.

Formative

Assessment

Students will present their paragraph to the class and the class will rate the figures

with a sentence for each. Students will have to pay attention in order to regurgitate

the correct information for the exit slip.

Homework

Assignment

Lesson Plan Template

Heading Class American Lit 3 Your Name Kelly Kopac

Name of Lesson “American Dream” Time Frame 2 weeks

Objective Students will create a book of poetry on an author chosen including their own work

in the knowledge of poetry

Reading Material World wide web

Instructional

Framework

Initiating Constructing Utilizing

Lesson Plan

Format

Teacher Centered:

Direct Instruction – providing information and building skills

Presentation – demonstrating, lecturing

Concept – introducing a new theory, symbol, idea

Student Centered:

Discussion

Cooperative Learning

Problem Solving

Grouping Whole Class Pairs Individuals

Materials &

Resources

School – Blackboard, internet,

Teacher – graphic organizer, handout and rubric

Student – pencil

Accommodation

for Students with

Special Needs

Literacy Strategy Graphic organizer

Phase One Teacher will review the types of poems we have gone over in class. Each student will

receive a graphic organizer and use it to create their own examples.

Phase Two Students will receive the handout with the explanation of the project and the rubric.

Student will receive the poet they are to be assigned to.

Phase Three

Question and answer session about project.

Formative

Assessment

Students will hand in their graphic organizer to show they have done their

assignment plus there will be group discussion to get the whole class involved.

Homework

Assignment