English 3, Quarter 4 Lesson Plans

Teacher:           Ms. Ellis                                               Robert Morgan Educational Center
Grade Level & Subject: 11th Grade/ English 3
Lesson and/or Unit: The Jazz Age, The Great Gatsby
Amount of Time: 10 Weeks

LAFS.1112.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.1112.L.2.3.a Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
LAFS.1112.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
LAFS.1112.L.3.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
LAFS.1112.L.3.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
LAFS.1112.L.3.5.b Analyze nuances in the meaning of words with similar denotations.
LAFS.1112.L.3.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
LAFS.1112.RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
LAFS.1112.RI.1.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
LAFS.1112.RI.1.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
LAFS.1112.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
LAFS.1112.RI.2.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
LAFS.1112.RI.2.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
LAFS.1112.RI.3.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
LAFS.1112.RI.4.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
LAFS.1112.RL.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
LAFS.1112.RL.1.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
LAFS.1112.RL.2.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
LAFS.1112.RL.2.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
LAFS.1112.RL.3.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
LAFS.1112.SL.1.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
LAFS.1112.SL.1.1.b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
LAFS.1112.SL.1.1.c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
LAFS.1112.SL.1.1.d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
LAFS.1112.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
LAFS.1112.W.1.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
LAFS.1112.W.1.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
LAFS.1112.W.1.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
LAFS.1112.W.1.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
LAFS.1112.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Student Learning Objective: The student will be able to read The Great Gatsby and determine the importance of The Jazz Age. Students will also be able to critically analyze the text for author’s purpose, character motivations, historical contexts, social justice issues of the 1920s, and syntax.
Assessment For Learning (Summative or Formative):

  • Research paper/ Documented Essay: Argumentative Essay (Summative)
  • Portfolio Reflection Assessment
  • Peer Assessment
  • Oral Assessment/ Discussion Participation
  • Project-based Presentation/ Assessment
  • Timed Writing Assessment
  • Standardized Test Practice Assessment
  • Analytical Reading Log/ Dialectical Journal
  • Other:

By Week:

  • 1: Crucible Comparative Essay
  • 2: Salem Witch Trials vs. McCarthyism
  • 3: Gatsby Treasure Hunt
  • 4: Gatsby Reading Questions
  • 5: Great Gatsby Vocabulary Quiz
  • 6: Great Gatsby Vocabulary Quiz
  • 7: Thank-You Letter Project
  • 8: The Great Gatsby Literature Journal
  • 9: Career/ College Research Project
  • 10: Finalized Digital Portfolio
Characteristics of the Exemplary Work Product/Lesson Outcome: see FSA Writing Rubric
Key/Essential Questions: Why was the Jazz Age such a crucial time in American History? How are the effects of the Jazz Age seen in today’s society?


Key/Academic Vocabulary: See Gatbsy Vocabulary Sheet
Materials/Items Needed: The Gatsby book

  • Grammar Practice
  • Reading Practice
  • Journal/ Writing Practice
  • Group Discussion
  • Vocabulary Practice
  • Other:

Week 31: Weekly Inspiration, NRI Appositives & Active/ Passive Voice Practice, Typed copy of Crucible Comparative essay is due, Capitalization of titles help, Presentations of Crucible Parallels Group Project.

Week 32: Opening: “How to Marry a Millionaire” clip,  Begin The Great Gatsby, Khan Academy: Social Sciences, NRI Practice: Capitalization/ Formatting Titles & Commas,  NRI: Quiz (Appositives & Active/ Passive Voice)

Week 33: Weekly Inspiration, The Great Gatsby, NRI Quiz: Capitalization/ Formatting Titles & Commas, No additional NRI practice this week!

Week 34: Weekly Inspiration, Continue The Great Gatsby, NOTE: Instruction will be interrupted by testing

Week 35: Weekly Inspiration, Finish The Great Gatsby, Comparison Assignment: Film vs. Novel, NOTE: Instruction will be interrupted by testing

Week 36: Weekly Inspiration, Gatsby Journals DUE (May 16), Gatsby Vocabulary Quizzes/ Presentations, Socratic Circle Discussion: The Great Gatsby, Thank-You Letters, Work on Digital Portfolios, NOTE: Instruction will be interrupted by testing

Week 37: Weekly Inspiration, Work on Digital Portfolios (Add certificates, final essays/ projects),  College Research Project, NOTE: Instruction will be interrupted by testing

Week 38: May 30th= Memorial Day, Weekly Inspiration, Complete digital portfolios, End of Year Celebration (June 1/2)

Week 39: Celebrate, Bellringer (Plan: How Can I Continue to Grow Intellectually Over the Summer to Prepare for Senior Year?)Educational Film, Final Grades

Differentiation Notes: Technology Integration
Honors/ Students Who Passed the FSA:

  1. New SAT Overview: https://www.khanacademy.org/test-prep/new-sat/new-sat-tips-planning/new-sat-about-sat/v/walk-through-sat-practice-platform
  2. www.hmhfyi.com Extended Activities
  • No Red Ink
  • Khan Academy New SAT Prep
  • ThinkCERCA
  • Padlet
  • Kahoot!
  • Word Processing
  • PowerPoint
  • Internet Resources
  • Graphics/Charts
  • Internet Research
  • Web Cam
  • Interactive whiteboard
  • Class Dojo
  • Remind
  • Teacher Website
  • Movie/ Film
  • Other:
ESE (IEP/ 504)

  •  Extended time

  •  Extended time
Other: as stated in IEP or 504
Teacher Strategies – Best Practices

  • Student choice
  • Teacher modeling
  • Cooperative learning
  • Hands-on learning/ manipulatives utilized
  • Small group
  • Higher-ordering thinking skills
  • Real-world connections
  • Criteria charts created (student-driven; supports learning by defining and clarifying a task )
  • Rubrics created (student-centered)
  • Mentor texts
  • Anchor charts (a reference tool that “anchors” new and ongoing learning to key concepts previously introduced)
  • Research/research materials
  • Evidence of assessment for learning (teacher modifies instruction based on students’ understanding)
  • Socratic Circle/ Seminar
  • Other:

 Reading Skills

  • Annotation
  • Paraphrase
  • Summarize
  • Chronology/ Timeline
  • Literary Element Analysis
  • Questioning
  • Prediction
  • Independent Reading
  • Writing before and after reading
  • Implementing pre, post, or during reading activities
  • Teaching metacognitive strategies/reading strategies
  • Classroom/Literacy library

Vocabulary Skill

  • Greek/ Latin Roots
  • Analogies
  • Context Clues
  • Synonyms/ Antonyms
  • Prefixes/ Roots/ Suffixes

Writing Skill

  • Literary Analysis
  • Pre-Writing
  • Revision/ Peer Editing
  • Reflection/ Self Analysis
  • Informational/ Explanatory
  • Persuasive/ Argumentative
  • Narrative
  • Writing workshop time
  • Teaching grammar and mechanics in context
  • Conferencing
  • Other

 HW: See REMIND posts.


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