meaning understandings essential questions · view within a story. u7: ... wrote it without the...

UNDERSTANDING BY DESIGN UNIT PLAN

Understanding by Design 2.0 - Wiggins and McTighe, 2011

Stage 1 – Desired Results (NOTE: # these and include #s in Stage 3)

Established Goals

List the Standard(s)

you will address. Please include the #

and the actual standard

CCSS.ELA-LITERACY.RL.9-10.3 CCSS.ELA-LITERACY.W.9-10.9 Virginia SOLs 10.4, 10.5, and 10.6

Name: Mary Yob Content Area: English

Unit Topic: The Great Gatsby by F. Scott Fitzgerald Grade Level: 10th Grade

Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS

Students will Understand THAT...

U1: Individuals can enact change within society. U2: All actions have reactions. U3: Personal circumstances influence perspective. U4: Language is power. U5: Characterization impacts a reader’s interpretation of a character. U6: Historical context influences a character’s point of view within a story. U7: Identifying purpose and intent in writing helps create meaning. U8: Good people can do bad things.

Students will keep considering...

EQ1: When are actions constructive or destructive? EQ2: What roles can individuals play within another person’s life? EQ3: In what situations is it okay to not follow the rules? EQ4: Can good people do bad things? EQ5: How do our surroundings affect our behavior?

Acquisition KNOWLEDGE SKILLS

Students will know...

K1: Definition of protagonist and antagonist K2: Definition of foil character K3: Definition of dynamic and static character K4: Historical context of story K5: Definition of point of view K6: Relationship between setting and character K7: Definition of setting K8: Definition of symbolism

Students will be able to... (include Bloom’s Label) D1: Organize details from the story in terms of relevance to the conflict (creating) D2: Analyze a character’s role in the conflict in the novel within the context of their perspective (analyzing) D3: Evaluate a character’s moral decisions based on the events of the novel (evaluating) D4: Analyze the historical and social context of a story (analyzing) D5: Create a defense of a character’s actions



Performance Assessment: Please Briefly Describe your GRASP and Rubric Categories here. ATTACH YOUR THOROUGH, DETAILED, STUDENT-FRIENDLY VERSION OF YOUR GRASP AND RUBRIC TO YOUR FINAL PROJECT

Stage 2 – EVIDENCE (PERFORMANCE ASSESSMENT)

Rubric Criteria (Categories)

• Organization • Ideas • Conventions • Voice

GOAL: Use elements of arguments as well as your knowledge of characterization to write a character witness testimony. Your witness statement determines the fate of your defendant. ROLE: You have been asked to be a character witness for the defendant. You must convince the jury that the person accused is someone of good character, with quality traits and memories of good things the character has done! AUDIENCE: The jury who is against your defendant! They do not believe that the defendant is innocent! SITUATION: You have been hired by the defense team to be a character witness for the defendant. In order to sway the jury in the defendant’s favor, you must craft an testimony with clear examples to testify to the defendant’s moral character. You should appeal to the jury’s emotions by carefully choosing your words and having clear ideas to persuade the jury. PERFORMANCE/PRODUCT: You need to create a well-crafted character defense for Jay Gatsby who has been wrongly accused killing Myrtle.

1. Using your knowledge of the events of the book as well as characterization, you will develop a witness testimony in support of Gatsby’s innocence. Be sure to include the following in your defense: • 3 specific moments from the book with page numbers that display Gatsby’s character • Language specific to the time period, including slang and references to popular culture from the 1920s • A distinct voice, so unique that when I read it, I would be able to tell who wrote it without the name on

the page 2. From this preparation, you will organize your thoughts and develop a defense for Jay Gatsby

Be sure to follow the following conventions listen below: • Testimony flows well with transitions between each paragraph • A clear point that carries throughout the entire testimony • 3 specific moments that are integrated gracefully within your writing • 1-2 pages, double spaced and typed

N E W

You have been summoned to court to testify on behalf of Jay Gatsby. You

will be called to testify two weeks from Friday, on April 25, 2016. You will

need a testimony prepared to persuade the court that your friend, Jay

Gatsby, is in fact innocent of the crime he has been accused of.

The testimony should be 2 pages in length, printed and ready to be

presented on the court date mentioned above. The jury is your audience.

They will choose if Gatsby is innocent or not. It is Jay Gatsby's life on the

line, please make your testimony persuasive.

Please prepare an argument for Gatsby's innocent with 3 memories to

persuade the jury that Gatsby is innocent.

Sincerely,

Howard Thomas, J.D.

Head of the Defense Team for Jay Gatsby

TO FRIENDS OF JAY GATSBY,

21 Gold St. , New York sceptresecurity.com +0203 0207 3020 | +44 0203 0207 3020

Y O R K

P O L I C E

COURT SUMMONS

N E W

GOAL: Your goal is to persuade the court that your friend is innocent and

that they are not guilty of the crime they are accused of. Use elements of

arguments as well as your knowledge of characterization to write a

character witness testimony. Your witness statement determines the fate of

your defendant.

ROLE: You have been asked to be a character witness for the defendant.

You must convince the jury that the person accused is someone of good

character, with quality traits and memories of good things the character has

done!

AUDIENCE: The jury who is against your defendant! They do not believe

that the defendant is innocent!

SITUATION: You have been hired by the defense team to be a character

witness for the defendant. In order to sway the jury in the defendant’s

favor, you must craft an testimony with clear examples to testify to the

defendant’s moral character. You should appeal to the jury’s emotions by

carefully choosing your words and having clear ideas to persuade the jury.

PERFORMANCE/PRODUCT: You need to create a wellcrafted character

defense for Jay Gatsby who has been wrongly accused killing Myrtle. Using

your knowledge of the events of the book as well as characterization, you

will develop a witness testimony in support of Gatsby’s innocence. Your

defense will be 12 pages, singlespaced.



Y O R K

P O L I C E

COURT SUMMONS

N E W

1. Using your knowledge of the events of the book as well as

characterization, you will develop a witness testimony in support of Gatsby’s

innocence.

a. Be sure to include the following in your defense:

i. 3 specific moments from the book with page numbers that display

Gatsby’s character

ii. Language specific to the time period, including slang and references to

popular culture from the 1920s

iii. A distinct voice, so unique that when I read it, I would be able to tell who

wrote it without the name on the page

2. From this preparation, you will organize your thoughts and develop a

defense for Jay Gatsby

a. Be sure to follow the following conventions listen below:

i. Testimony flows well with transitions between each paragraph

ii. A clear point that carries throughout the entire testimony

iii. 3 specific moments that are integrated gracefully within your writing



Y O R K

P O L I C E

COURT SUMMONS

3 – Gatsby’s BFF 2 – Acquaintance of Gatsby 1 – Total Stranger Ideas (UKD focused)

-Time Period: Historical context is included, using 1920’s slang and references to popular culture of the 1920’s. K4 -Point of View: This testimony is thoroughly convincing to the audience. I believe you! There is no way Jay Gatsby could’ve committed this crime. D5, U8 -I feel like you know Jay Gatsby well! You are best friends. You have analyzed his decisions through his perspective. D2, U3

-TimePeriod:Therearesomereferencesto1920’sslangandpopculture,butitdoesn’taffecttheoverallmoodofthetestimony.K4-PointofView:ThistestimonyisslightlyconvincingbutIamleftconfusedastowhetherornotIthinkJayGatsbyisinnocent.D5, U8-YouandGatsbyhavegottencoffeemaybeonceortwice,butyouarenotclosefriends.YouhavegivensomethoughttohowGatsby’spastexperienceinfluencedhisdecisions.D2, U3

-TimePeriod:Yourtestimonyisnotgroundedinthetimeperiod.Itisnotclearwhattimeperiodwearein.K4-PointofView:IamnotconvincedofJayGatsby’sinnocenceD5, U8-YoudonotknowJayGatsbyatall.I’mleftwonderingifyouarejustastrangertheypulledoffthestreettocomeinforatestimony!YouhavedonelittletoexaminehowGatsbyperspectivehasinfluencedhisdecisions.D2, U3

Organization -Evidence: Your testimony includes 2-3 memories. At least one of these memories is made up and one of these memories is pulled straight from the text. D1 -Your testimony flows well with transitions between each paragraph. U7 -You have a clear point that carries through out the whole testimony. It is clear that you are defending your friend Jay Gatsby and his innocence! D3

-Evidence:Yourtestimonyhas1-2memories.D1-Yourmemoriesareincorporatedbutnotincorporatedsmoothly.Itfeelslikeyouarejustthrowingfactsatme!U7-YouthinkGatsbyisinnocentbutIamnotconvincedbecauseitdoesn’tseemasifyoucompletelybelievethatheisinnocent!D3

-Evidence:Yourtestimonyhasonlyonememoryornomemoriesatall.D1-IhavenothingcleartostandontofigureoutifGatsbyisinnocent!U7-YouarenotsureifGatsbyisinnocentanditshowsinyourtestimony.Yourstatementofinnocencedoesnotcarrythroughoutthetestimony!D3

Voice -You have a distinct way of speaking! If I read this out loud, I would know exactly who wrote it! U4 -Are you a time traveller from the 1920’s!? You incorporated vocabulary seamlessly into your defense. U6, D4

-IhaveafaintideaofwhowrotethisbutIalsowouldhavetomakeaguess!U4-Ithinkyoumightbefromthe1920’s…youusesomeoftheslangbutyoumightbeagrandparentthrowingwordsouttosoundcoolU6, D4

-Youdonothaveadistinctwayofspeaking.Itfeelsasthoughsomeoneelsewrotethisforyou?U4-Yousoundlikeyou’refrom2016.U6, D4

Conventions -Your spelling, punctuation,

and grammar are error free! -You have an introduction with a clear statement appealing to the jury! -Your testimony fits 1-2 page requirement. -Your testimony is typed. -Your testimony is turned in on time and is presented orally to class.

Yourfinalproducthasoneofthefollowing:-Thereismorethanonespelling,punctuationorgrammaticalerrorbutitdoesn’tcompletelytakeawayfromthetestimony!-YouhaveanintroductionbutitlacksaCLEARstatementappealingtothejury!-Yourtestimonycouldbelonger!-Yourtestimonyislateornotpresentedorallytotheclass.

Yourfinalproducthastwoofthefollowing:-Thereismorethanonespelling,punctuationorgrammaticalerrorbutitdoesn’tcompletelytakeawayfromthetestimony!-YouhaveanintroductionbutitlacksaCLEARstatementappealingtothejury!-Yourtestimonycouldbelonger!-Yourtestimonyislateornotpresentedorallytotheclass.



STAGE 3: THE LEARNING/FORMATIVE ASSESSMENT PLAN (USE AS MANY ROWS AS NECESSARY)

Lesson # & Topic/Focus

UKDs (You can include #s from Stage 1)

Concrete GROUP Formative Assessments (Thoroughly Describe and/or Attach)

Concrete INDIVIDUAL Formative Assessments (Thoroughly Describe and/or Attach)

1: Intro How do our surroundings af fect our behavior? (Ch. 1-2)

U3 U6 K4 K5 K7 D4

On the f i rs t day of the un i t , s tudents wi l l have read two chapters o f The Great Gatsby. C lass wi l l be an in t ro day in to the wor ld of the novel . We wi l l look at the Roar ing Twent ies and key events that lead in to the Roar ing Twent ies. At the end of the lesson, I w i l l have s tudents complete a 3-2-1 Summarizer about the h is tor ica l context o f the novel in groups. They wi l l use three events that contr ibuted to the Roar ing Twent ies, 2 types of people f rom the t ime, and one reason why F. Scot t F i tzgera ld named the 1920s the Jazz Age. The s tudents wi l l be ab le to see what th is t ime was l ike and how that t ime per iod af fected the people who l ived in th is t ime. The teacher wi l l use the i r answers to see what needs to be recovered in the next c lass before they d ive deeper in to the novel .

On the f i rs t day of the lesson, s tudents wi l l complete a Pre-Assessment a t the beginn ing of c lass. The Pre-Assessment wi l l ask quest ions about protagonis t and antagonis t to prov ide me wi th in format ion I need to cover in upcoming c lasses. The Pre-Assessment a lso asks quest ions about the 1920s. Th is wi l l be g iv ing at the beginn ing of the lesson to prep s tudents ’ minds for th ink ing about the 1920s as the h is tor ica l context that The Great Gatsby exis ts in .

2: Character What roles can individuals play within another person’s life? (Ch. 3-4)

U3 U5 K1 K2 K3 D1 D2

On the second day of the un i t , s tudents wi l l complete a Fact Storming assessment a t the beginn ing of c lass. Th is assessment wi l l ask s tudents to l is t anyth ing they know about characters in books. I t can be character t ra i ts , character types. I t can be anyth ing that they know that per ta ins to characters . They wi l l complete th is in groups so that they can get the ideas f lowing between a l l o f them. The teacher wi l l then use the in format ion garnered f rom th is assessment to ask s tudents how they see the characters in Gatsby shaping up to be. By now, the s tudents wi l l have read chapters 1-4 of the novel . The teacher wi l l then move in to the d i f ferent types of characters (protagonis t , antagonis t , fo i l , dynamic, s ta t ic ) whi le a lso us ing what the s tudents sa id in the Fact Storming.

At the end of c lass, I w i l l ask s tudents to complete a My Opin ions Journal . The teacher wi l l use the My Opin ions Journal la ter in the un i t for the GRASP. At th is po in t in the un i t , s tudents wi l l s tar t to formulate ideas about the characters , who they are, and how those ideas are dependent on the text . The s tudents must formulate a s ta tement based on a model for them and then bask up that s ta tement w i th an instance in the text . The teacher wi l l co l lect these at the end of c lass to check on s tudents ’ understanding of the mater ia l , making sure they are us ing the quotes f rom the book to back up the i r s ta tement about the character .



3: Sett ing and Symbolism (Ch. 5-6)

K7 K8 D1

At the end of the lesson, s tudents wi l l complete a F i lming Ideas assessment where they wi l l c reate a f i lm-str ip w i th a l l four set t ings and then they wi l l descr ibe who the set t ing descr ibes. The teacher wi l l use th is in the test a t the end of the un i t . The teacher wi l l co l lect one sheet f rom each group and the s tudents wi l l present the i r work to the c lass. I f anyone has a misunderstanding about what each set t ing symbol izes, the teacher wi l l correct i t f rom the f ront o f c lass.

Students wi l l complete a Quickwr i te a t the beginn ing of the lesson. In the Quickwr i te , s tudents wi l l wr i te down a l l they know about Gatsby and set t ing. The teacher wi l l ask them to inc lude a l l four set t ings we ta lked about in c lass. The teacher wi l l co l lect these af ter they are completed to see how students are in terpret ing the novel . Af ter the Quickwr i te , the teacher wi l l lead a d iscuss ion wi th the c lass on how there is a re la t ionship between character and set t ing in Gatsby.

4: Character and Sett ing (Ch. 7-9)

U8 U4 K6 K8 D1 U7

Students wi l l have completed the novel by today’s lesson. At the beginn ing of c lass, the teacher wi l l ask the s tudents to create a Uni t Col lage. The c lass wi l l be d iv ided in to groups who each have a character . They must draw a p ic ture and choose a quote and wr i te i t out on a p iece of paper. They wi l l then post these on a wal l in the c lassroom. The teacher wi l l then lead a d iscuss ion wi th the c lass, ask ing why each group chose the quote they d id that represents the character . Th is wi l l be used to he lp s tudents see again that the i r arguments need to be text dependent .

At the end of c lass, the teacher wi l l hand out a Quote Response ex i t s l ip . The s tudents wi l l be asked to respond to a quote about Gatsby. The teacher wi l l ask s tudents to in terpret th is quote and wr i te about what i t says about Gatsby ’s character . Who is he? I f s tudents f in ish ear ly , the teacher wi l l ask s tudents to f ind another quote about Gatsby in the novel that descr ibes h is character . The teacher wi l l use th is to lead in to the GRASP where s tudents wi l l be asked to defend Gatsby in a cour t room. Students wi l l have a l ready used the text mul t ip le t imes in the un i t to back up the i r pos i t ion. Now, they must wr i te a defense of Gatsby ’s mora l character . The GRASP wi l l be in t roduced and then for the rest o f the un i t , s tudents wi l l have t ime in c lass to s tar t work ing on the i r defense.

5: Detai ls and Actions

K1 K3 D1 D3 U7

Students wi l l complete a Think Dots act iv i ty a t the beginn ing of c lass. In the act iv i ty , they wi l l be asked quest ions to get the i r mind ro l l ing about characters and deta i ls . Students wi l l be put in to groups and ro l l a d ie unt i l each member has a number 1-6. They wi l l then move in to the i r number group and d iscuss the quest ion on the i r card. When each group has f in ished, s tudents wi l l re turn to the i r home group and expla in how the i r group answered the quest ion. F ina l ly the c lass wi l l br ie f ly d iscuss each quest ion. The teacher wi l l walk around dur ing the act iv i ty to c lear up any quest ions and address misconcept ions.

At the end of c lass, s tudents wi l l complete a Wri te About as an ex i t s l ip . Th is is an ex i t s l ip that w i l l a lso be used as he lp for the s tudents ’ GRASP. Every s tudent must wr i te about Jay Gatsby. I t w i l l be used as an assessment for the teacher to see how students are t rack ing wi th the i r understanding of who Jay Gatsby is but i t w i l l a lso be used as a bra instorming act iv i ty for s tudents in case they are s tuck on what to do for the GRASP. Students wi l l wr i te key words about who Jay Gatsby is and then below i t , they wi l l wr i te a shor t paragraph back ing up the key words they chose to use.



6: Defense and Moral i ty

K1 K5 D3 D1 U2 U8

At the beginn ing of c lass, s tudents wi l l complete a My Top Ten L is t as a c lass for Daisy Buchanan. As a c lass, they wi l l l is t the most important t ra i ts o f the character , and then make connect ions on what these t ra i ts say about her mora l character . The teacher wi l l use th is as a model ing act iv i ty that w i l l lead up to the Top Ten L is t they complete at the end of c lass. The s tudents wi l l a lso be ab le to use th is in the i r GRASP as ev idence against Daisy and for Gatsby.

At the end of the un i t , s tudents wi l l complete a My Top Ten L is t for Jay Gatsby. Th is act iv i ty w i l l have a l ready been modeled for the s tudents. They wi l l be ab le to use the i r knowledge of the act iv i ty to hone in on who Jay Gatsby is . For the whole un i t , the c lass has been d iscuss ing what a mystery Jay Gatsby is . They wi l l use th is l is t to rea l ly f igure out who he is . They can use th is worksheet as another bra instorming he lp for the i r GRASP. The teacher wi l l a lso look at these l is ts to see how students are t rack ing wi th the GRASP.

7: Defend I t (Workshop Day)

D5 U4 U7

After complet ing the Quick Wri te , the whole c lass wi l l move st ra ight in to do ing a Graf f i t i Wal l . I t w i l l be a large-scale graf f i t i wal l as a l l o f the s tudents wi l l post the i r argument in the c lassroom. S ince i t is a workshop day, each student w i l l ro ta te around the room to every poster , comment ing on the argument. The teacher wi l l model how they can comment on the poster . For each “grow” comment, they must a lso post a “g low” comment. Students wi l l then take the i r own graf f i t i poster and use i t to ed i t the i r GRASP.

At the beginn ing of c lass, the teacher wi l l ask s tudents to complete a Quick Wri te as an entrance s l ip . The Quick Wri te asks s tudents to wr i te down what they need help on for the i r GRASP. The teacher wi l l co l lect a l l o f these immediate ly . Whi le the s tudents work on the graf f i t i wal l , the teacher wi l l look through the s l ips and work wi th s tudents who need extra he lp.



Pre-Assessment

1. Talk about what you know from the 1920’s! You can discuss movies/books/TV shows you’ve seen that are set in

the 1920’s! Try your best to come up with a couple of ideas.

2. Can good people do bad things? Explain using an example from your life, or from movies/books/TV

shows/music.

3. Describe a protagonist.

4. Describe an antagonist.



3-2-1 Summarizer

3 Events that lead to the Roaring Twenties

§

§

§

2 Types of People from the Roaring Twenties & a description of who they are

§

§

1 Reason Why F. Scott Fitzgerald named the 1920s the “Jazz Age.”

§



Fact Storming

What do you know about characters?

What about different types of characters?

Name character traits of characters in The Great Gatsby.

How do you see characters in The Great Gatsby shaping up?



My Opinions Journal

Unit: The Great Gatsby by F. Scott Fitzgerald

Big Idea: Good people can do bad things.

Use the sentence stem below to respond to the big idea above.

• I believe (Character’s name) is a (Protagonist/Antagonist/Foil/Dynamic/Static Character)

because of (Instance in the book, including page number).

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________



Quick Write

Write all you know about setting in The Great Gatsby. Include the 4 settings we talked about

including East Egg, West Egg, New York City, and the Valley of Ashes.

_____________________________________________________________________________

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Filming the Ideas Directions: You are a director who is about to film the newest adaption of The Great Gatsby. In the top box, write the setting you are depicting on the line next to the number. In one or two sentences, describe what setting your scene is depicting: who/what/when/where/why. In the box below it, draw a picture of the setting. Be sure to include characters. If you finish early, find page numbers that describe each setting so that you have evidence to back up your drawing.

1. _________________

2. ________________ 3. _______________ 4. ________________



Quote Response

“He had one of those rare smiles with a quality of eternal reassurance in it, that you may come across four or five times in life. It faced, or seemed to face, the whole external world for an instant and then concentrated on you with an irresistible prejudice in your favor. It understood you just as

far as you wanted to be understood, believed in you as you would like to believe in yourself.” Chapter 3, The Great Gatsby

_____________________________________________________________________________

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Side # Teammate Name

Question/Prompt Ideas/Answers

1

2

3

4

5

6



Explain

What happened in this chapter? Why is it important to the story of the novel?

Interpret

Show the meaning or importance of this chapter through an analogy or revealing story. (What is it like? What can it be compared to? What does it remind you of?)

Apply

What are the practical implications of the events in this chapter? How will these events affect the rest of the novel? Think about historical issues.

Have Perspective

Discuss the events of this chapter from the point-of-view of Jay Gatsby. What would his main points be?

Empathize

What might it feel like to be Nick Carraway in this situation? How would you have reacted to the final events of the novel if you were him?

Self-Reflect How could personal experience affect how you view this situation? What don’t you understand about it? What would you need to do in order to understand it better?



Write About Draw a picture or write symbols in the box to summarize who Jay Gatsby is.

List Key Words about Jay Gatsby. *_________________________________ *_________________________________ *_________________________________ *_________________________________ *_________________________________ *_________________________________ *_________________________________ *_________________________________

Paragraph: Summarize who you think Jay Gatsby is, using the evidence in your list above. _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________



My Top Ten List�

Describe the top ten things you need to know about Daisy Buchanan. Include attributes, quotes, what others say about them, what others think about them, actions, conflicts, historical references, and how they change over time.

1

2

3

4

5

6

7

8

9

10

Follow up: When you are done, rate the details above in order of most to least important. On the back of this paper, explain how these traits impact the character’s moral character.



My Top Ten List�

Describe the top ten things you need to know about Jay Gatsby. Include attributes, quotes, what others say about them, what others think about them, actions, conflicts, historical references, and how they change over time.

1

2

3

4

5

6

7

8

9

10

Follow up: When you are done, rate the details above in order of most to least important. On the back of this paper, explain how these traits impact the character’s moral character.



Quick Write

Write down your three main points in your argument. Name anything you need help with. I will

look at your response during Graffiti time and answer any questions you have!

_____________________________________________________________________________

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meaning understandings essential questions · view within a story. u7: ... wrote it without the...

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