Backward Design and Gradual Release of Responsibility
Essential Questions:
How does the author use literary elements in The Great Gatsby to comment on the events of the Roaring 20s?
A. Pre-planning: Objectives and Purpose “TARGET”
Standard: LA.10.RP.1 - Analyze the development of two or more implied or explicit themes over the course of a literary text or texts.
IO 1: Students will make observations about the intended themes in the novel. (Skill/Concept)
Standard: LA.10.RP.2 - Analyze how the development of characters, settings, and important events contribute to the meaning of the work as a whole.
IO 2: Students will assess how the author uses characters, setting, and events to comment on events of the Roaring 20s. (Strategic Thinking)
Standard: LA.RP.3 - Analyze how the author’s choice related to perspective or point of view contribute to the meaning, significance, or aesthetic of a literary text.
IO 3: Students will critique the author’s choice of an unreliable narrator to tell the story. (Strategic Thinking)
Standard: LA.10.RP.6 - Analyze the implied or stated theme(s) in a literary text to draw conclusions, deepen understanding of self and others, and generate questions for further inquiry.
IO 4: Students will connect themes in the novel with elements of the Roaring 20s. (Extended Thinking)
“Teacher Cues” included here following targets:
Have the jump start activity printed with enough copies for each student. Place these on the table by the door for students to pick up as they walk in.
Make sure the sound system is working to play the 1920s jazz song during the jump start activity.
Have all of the desks arranged in preparation for the Socratic Seminar. (There should be an inner and outer circle.)
Have teacher questions prepared prior to discussion.
Have the outer circle worksheets and peer review forms ready prior to discussion.
Explanation of the Lesson (lesson summary from start to finish):
This lesson will be taught in a class period lasting 1 hour and 30 minutes. The purpose of this lesson is for students to draw conclusions about the author’s intent based on the usage of several literary elements. Prior to this class period, students will have read up to chapter 7 out of 9 total chapters. Because of this, students should already have a solid grasp on the theme, character development, conflict, and major plot points. They should have turned in their homework and reading notes for the day on the platform that the school uses–Canvas, Google Classroom, Blackboard, etc. Students will be able to use their reading notes and homework later on in the lesson during the Socratic Seminar.
When students enter the class, they will pick up the jump start activity. (During this time, I will play a Jazz song from the 1920s to expose students to the music of the time.) The jump start activity worksheet will include a new vocabulary word with its definition and part of speech. Students will be asked to create an original sentence using the term correctly and employing proper grammar throughout. Today’s term, from chapter 7, is irreverent. The definition is: not respectful; critical of what is generally accepted or respected. The part of speech is: adjective. Students will also be asked the question: “Do you believe that Gatsby is a morally upright citizen? Why or why not?” Students will have 5 minutes to complete the jump start activity. We will then come together as a group and discuss the significance of this term in the context of our novel. Students will then turn in their jump start worksheets.
Next, I will break students into 6 groups of 3 or 4 and assign each group a discussion question. This will allow students to view the term in the context of the novel and think critically about its purpose. After students have discussed in their groups for about 5 minutes, we will discuss some of these conclusions as a class for about 5 minutes. The jump start activity and tiered discussion questions tie into standard LA.10.RP.2 and instructional objective number 2. (Total time: 15 minutes)
“They carried him into my house,” appended Jordan, “because we lived just two doors from the church. And he stayed three weeks, until Daddy told him he had to get out. The day after he left Daddy died.” After a moment she added as if she might have sounded irreverent, “There wasn’t any connection” (Fitzgerald 98).
Why might Jordan have felt that her previous statement sounded irreverent? (Groups 1-2)
What does her clarification of “There wasn’t any connection” say about Jordan as a character? (Groups 3-4)
How can we connect this with the term conscientious from chapter 1? Definition: meticulous; careful; painstaking; particular. (Groups 5-6)
Next, students will have a few minutes to discuss with their table partners any questions or concerns they had when reading the chapter. They may also address any concerns regarding their discussion questions that they were required to write for today’s Socratic Seminar. When the time is up, if students still have things they would like clarified, they may ask their questions at this time. I will allow students to discuss their questions with their peers as a whole group so that they have the opportunity to learn from one another first. Then, I will respond to any unanswered questions as needed. (Total time: 10 minutes)
We will then transition into the Socratic Seminar portion of the class period. Student desks will be arranged in a circular formation with an inner and outer circle. Students in the inner circle will be leading and engaging in a 45 minute discussion. Students in the outer circle will be taking notes, making observations, and completing a peer review. There will be 5 students in the inner circle, while the rest of the students will be in the outer circle. Students in the inner circle should have prepared at least 5 discussion questions each. I will also have prepared a few questions that are necessary to be addressed. If students do not address any of these questions in the first 25 minutes, I will begin to periodically step in.
These were the instructions students received for coming up with discussion questions:
Your questions should generally begin with “how” and “why.” (The purpose of the jump start activity and beginning of class instruction was to address any who, what, where, and when questions.)
Other acceptable beginnings may include: “what is the purpose of…,” “what might have caused…,” “what does this say about…,” “do you believe that…,” etc.
Your questions should lead to more than one possible answer.
Your questions should connect this portion of the reading with previous reading.
Your questions should always circle back to the importance of the literary elements as they relate to the Roaring 20s.
Necessary questions to be addressed: (All questions tie to Standard LA.10.RA.1/instructional objective number 1, Standard LA.RP.2/instructional objective number 2, Standard LA.10.RP.6/ instructional objective number 4.)
Why does Daisy seem uninterested with her own child?
How might this comment on gender roles in the 20s?
What does this say about Daisy’s character as a whole?
Why does Gatsby continually refuse to let Daisy go?
How might this comment on gender roles in the 20s?
What does this say about Daisy’s character as a whole?
Why doesn’t Nick address his concerns as he makes observations about the relationship between Gatsby and Daisy? (Additionally, this ties to Standard LA.10.RP.3/instructional objective 3.)
How might this comment on social status in the 20s?
What does this say about Nick’s character as a whole?
Note: Students will have prior knowledge about feminism, masculinity, new/old money, and unreliable narrators from previous lessons.
Students in the outer circle will have the opportunity to enter the “hot seat” to ask a question of their own that has not been addressed. Students are not required to use the “hot seat,” however, this is an opportunity to earn bonus points as well as to demonstrate a higher level of engagement. While students in the inner circle are discussing, all students in the outer circle will fill out a worksheet with the following questions:
Write at least 5 how or why questions that were addressed during this discussion. How might you have answered these questions differently than your peers in the inner circle?
Write down at least 2 additional questions that were not addressed that you would like to explore. Provide a brief answer for each of your questions.
Write down any new observations or revelations you had during this discussion.
Students in the outer circle will also be assigned a peer to provide a peer review for. Due to a greater number of students in the outer circle, students in the inner circle will be provided with 3 peer reviews. Students in the outer circle will be asked the following questions:
Does your peer ask questions that follow the guidelines provided?
Does your peer respectfully respond to differing opinions?
Does your peer demonstrate active listening skills?
Does your peer offer new insights when responding to questions?
If you answered “no” to any of these questions, please explain why.
Describe at least one specific new piece of information you gained from your peer.
List any suggestions for improvement in the future.
Notes: This is in accordance with Standard LA.10.SL.1 - Initiate and participate in structured discussions and collaborations about grade-level topics and texts. The subpoints are listed as follows:
a. Ask relevant questions to build on ideas, clarify own ideas, or acquire or confirm information.
b. Demonstrate interpretation of verbal and non-verbal messages in a conversation.
c. Converse with peers and adults in an all-inclusive manner to foster positive relationships while respecting diverse perspectives.
d. Demonstrate active and attentive listening skills (e.g., eye contact, nonverbal cues, taking notes, summarizing, questioning).
e. Complete a task following complex, multi-step directions.
I will be grading this discussion during class using the criteria listed in the standard above. It is important to grade discussions as they are happening rather than waiting until after class and trying to recall how students performed during such a discussion. (Please scroll to the end of this document to view the rubric for this graded discussion.)
Following the Socratic Seminar, students will have 10 minutes to discuss peer feedback with one another. When the timer goes off, I will take 10 minutes to discuss the expectations and assignments for the next class period. I will also provide any general comments or observations I made during the class period. Then I will dismiss the class.
Rationale for the Lesson, including Connection to Curriculum and Standards (Focuses on what the “students will DO,” in terms of connection to Bloom’s/Webb’s Taxonomy.)
The purpose of this lesson is for students to think critically and engage with the text as it relates to the time period in which it was written. (This aligns with Standard LA.10.RP.2 - Analyze how the development of characters, settings, and important events contribute to the meaning of the work as a whole. This also aligns with Standard LA.RP.3 - Analyze how the author’s choice related to perspective or point of view contribute to the meaning, significance, or aesthetic of a literary text.) Critical thinking will benefit students in every facet of life, as they make decisions every single day. Being able to engage with the text in context will help students to assess all future reading. When students can explain the author’s implication, they will have a better understanding as to how they can apply that in their own lives. (This aligns with Standard LA.10.RP.6 - Analyze the implied or stated theme(s) in a literary text to draw conclusions, deepen understanding of self and others, and generate questions for further inquiry.)
This lesson also allows students to practice engaging with their peers. Effective communication is a skill that every human needs to possess. These Socratic Seminars provide a structured environment for students to practice expressing their opinions in a respectful way while also respecting the opinions of others, especially those opinions that are different from their own. Students will develop their social awareness and relationship skills, which are vital in and out of the classroom. (This aligns with Standard LA.10.SL.1 - Initiate and participate in structured discussions and collaborations about grade-level topics and texts. Subpoints:
a. Ask relevant questions to build on ideas, clarify own ideas, or acquire or confirm information.
b. Demonstrate interpretation of verbal and non-verbal messages in a conversation.
c. Converse with peers and adults in an all-inclusive manner to foster positive relationships while respecting diverse perspectives.
d. Demonstrate active and attentive listening skills (e.g., eye contact, nonverbal cues, taking notes, summarizing, questioning).
e. Complete a task following complex, multi-step directions.)
Throughout the entirety of the unit, there will be ungraded formative assessments such as reading notes, jump start activities, tiered discussion prompts, GimKit vocabulary reviews, outer circle worksheets, and peer reviews. There will also be graded formative assessments such as homework assignments and the Socratic Seminar. (Total of 8 planned formative assessments.) At the end of this unit, there will be summative assessments in the form of a unit assessment as well as an essay and subsequent presentation.
Not all of these assessments will occur during today’s lesson. Included in today’s lesson are these formative assessments (both graded and ungraded): reading notes, homework, jump start activity, tiered discussion prompts, Socratic Seminar, outer circle worksheet, and Socratic Seminar peer review.
B. Assessment Plan – “Method”
Ungraded Formative Assessments:
Reading Notes
Students will be assessed on how well, both in terms of accuracy and extent of explanation, they responded to the questions found in the Great Gatsby Packet. Because this is an ungraded formative assessment, students will not receive a score for their work. Instead, I will provide feedback and correction when necessary. I will use these reading notes to gauge student understanding of the literary elements in each chapter. This will guide my decisions about instruction moving forward.
Jump Start Activity
Students will be assessed based on correct vocabulary usage as well as correct usage of grammar in their original sentence. Students will not receive a grade for this assessment, however, I will use this information to guide decisions about instruction moving forward. For example, if students particularly struggle to use adjectives correctly, I may give a lesson on adjectives. If students struggle to properly place commas, I may give a lesson on commas.
Tiered Discussion Prompts
These questions will usually correlate with the jump start activity. Students will be put into groups to apply the new vocabulary term they have learned in the context of the novel. They will be assessed on how well they respond to the questions when discussing as a whole group. If one group seems to be struggling to grasp a certain concept or idea, I will make necessary clarifications. Students will not be graded based on their responses.
Socratic Seminar Outer Circle Worksheet + Socratic Seminar Peer Review
The specific criteria included on these worksheets is listed in the lesson summary above. Students will be assessed on their observational skills as well as their note-taking skills. They will not receive a grade for either of these assignments.
Graded Formative Assessments:
Homework Assignments
Paired with the reading notes, students will be assigned a different homework assignment each night depending on the reading. Listed below are some of the assignments I will assign throughout the unit. (Tonight’s homework assignment is item number 6.) Homework assignments will be graded based on completion.
Recreate a scene using StoryBoard based on the reading from chapters 1-2.
Discover a blackout poem in chapter 3.
Create a social media page for a character of your choosing from chapter 4.
Create a text chain about the rumors from chapters 5-6.
Write a diary entry from the perspective of any character aside from Nick for chapter 7
Create a news report using FlexClip regarding the events from chapters 8-9.
Other options for future reference
PDF assignments that could replace the reading notes.
More StoryBoard ideas.
More resources from another teacher. (I really like “Whose Tweet Is It?”)
Fun activities for the end of the unit:
Socratic Seminar
Please scroll to the bottom of this document to view the Socratic Seminar Rubric.
Summative Assessments:
The summative assessments will not occur during today’s lesson. These are assessments that will occur at the end of the unit.
C. Materials/Equipment/Resources Needed:
Computer/ipad
Notebook—*optional*
Access to wifi
Pencil for written assignments
D. Lesson – “Match”
Procedures
Threshold procedure
Beginning of class
Behavior of learning
Determined - Ask questions when they arise, and come to class with an “I can do it” attitude.
Encouraging - Be inclusive during discussions, and allow others to express their opinions without fear of judgment.
Efficient - Keep your assignments organized, and practice effective note-taking skills in class using one of the methods you have learned.
Prepared - Come to class each day with the necessary materials for learning, and always be ready to listen to instructions.
Seamless transitions
Students getting teacher’s attention
Teachers getting students’ attention
Passing in papers
Instructional time
Dismissal procedure
Students interacting with new knowledge
A. Anticipatory Set
Students will be familiar with the beginning of class procedure of picking up and completing the jump start activity. They will begin to work on their anchoring assignment immediately upon entering the classroom. Students should also come prepared with their completed reading notes and homework each day. For this lesson, students in the inner circle should come prepared with their questions following the guidelines I have provided.
B. Objective and Purpose (articulated to the student)
In this lesson, you will discuss the author’s intended themes with your peers. You will also discuss how the author uses the literary elements to communicate his intended themes. Finally, you will connect the elements discussed in The Great Gatsby with elements of the Roaring 20s. You will practice asking relevant questions and demonstrate active listening and conversational skills during both the jump start activity and the Socratic Seminar.
C. ME — Instructional Input
Prior to this lesson, I will offer direct instruction regarding how to write discussion questions using a PowerPoint presentation. I will ask students to take notes during this time using a note-taking guide that I will provide. Following the discussion writing criteria, I will provide examples of poor discussion questions, acceptable discussion questions, and exceptional discussion questions.
Teacher’s note: Because today’s lesson takes place during chapter 7, these direct instructions will have taken place several class periods prior. Moving forward, students will not learn any new information in regard to question writing. Instead, they will put their learning into practice by writing their own questions.
“Skills Cues” included here:
Note-taking skills
Active listening
Demonstrate “DEEP” behavior of learning
Students practicing and deepening their understanding
Lesson Transition Procedure: I will tell students to take out a separate piece of paper or use the back of the provided note-taking guide. I will turn off the projector screen and write several new example questions on the marker board.
D. WE — Modeling
After I have provided direct instruction including question-writing criteria and several models, I will provide an unclassified example and ask students to identify it. I will have them write down each example question on their sheet of paper. Students will discuss as a group to determine whether the example question is poor, adequate, or exceptional. If the question is poor, they will explain why the question fails to fit the criteria. If the question is adequate, they will explain what can be done to improve the question. In each of these scenarios, students will work to rewrite the questions.
Teacher’s note: This phase will have also occurred several class periods prior during the same class period as the “ME” phase.
E. Monitoring
During the “WE” phase, I will have students take turns approaching the board to classify the questions as poor, adequate, or acceptable. I will monitor student progress by recording which students know the answer right away and which students need to discuss the answer with their peers. Because we are completing this activity as a group, there will be no penalty for calling on the group for assistance. After the “WE” activity, I will do a check for understanding using the fist to five method, with 1 being I do not understand this at all and 5 being I understand and can explain this to a friend. This will better inform my decisions regarding the next step. (During the first several days of this unit, I will also have students submit their own discussion questions to me for feedback—see “YOU” phase.)
Lesson Transition Procedure: If students generally have a good understanding, we will move forward to the next step–guided practice. I will have them take out a separate piece of paper or their notebooks. (This will occur over multiple class periods.)
F. TWO — Guided Practice
Students will select a partner to work with. They will work together to come up with examples of exceptional questions relating to the current reading of The Great Gatsby.
Teacher’s note: The “TWO” phase will have occurred for the first time several class periods prior. Students will have had the opportunity to brainstorm with their peers during at least three other class periods. Because this lesson takes place during chapter 7, students should be in the “YOU” phase. Regardless, during each class period, students will still have the opportunity to work in the “TWO” phase during that 10 minute peer discussion window at the beginning of class. This will allow students to assist one another with any questions or concerns they may have and make adjustments prior to the Socratic Seminar.
Students generating and testing hypotheses
Lesson Transition Procedure: I will have given students the opportunity to practice with their peers, so this next phase will take place on their own. I will instruct students to take out their notebooks/computers/whatever they are using to record notes for The Great Gatsby.
G. YOU — Independent Practice
Students will practice writing questions of their own relating to the chapters they have read in The Great Gatsby. They may reference the question writing guidelines they have learned several class periods prior. In today’s lesson, students will have already prepared their questions and received feedback from me. Now they are able to use their questions during the Socratic Seminar.
Teacher’s note: When students have completed writing their questions, they will submit their questions to me for feedback so that I can continue the monitoring phase during independent practice.
Lesson Transition Procedure: Following the Socratic Seminar, students will discuss their peer reviews. Before the timer goes off, I will have them wrap up their discussions, find their seats, and take out their agendas.
H. Closure
I will explain the homework/expectations for the next class while students write these down in their agendas. I will restate the instructional objectives and congratulate students for what they were able to accomplish, showing them how far they have come during their learning process. After they have received all of this instruction and practice, they are ready to implement their original discussion questions into the Socratic Seminars to come.
Supplemental Requirements
Differentiation Strategies
Anchoring – The jump start activity at the beginning of class will connect with the rest of the daily objectives. Students will begin to think about theme and characterization. They will also be able to make connections to previous chapters. This will better equip them for the day’s Socratic Seminar.
Flexible Grouping – Students will have the opportunity to work individually, with partners, in small groups, and with the entire class during this lesson.
Individually
All students: Complete the jump start activity.
Outer circle: Provide peer feedback.
Inner circle: Write discussion questions.
All students: Complete the reading, reading notes, and homework assignment.
Partners
Talk through reading questions/concerns.
Talk through discussion questions.
Talk through peer feedback.
Small Groups
Discuss the jump start term applied in context using the prompts provided.
Inner circle: Work together to guide discussion.
Class
Talk through reading questions/concerns.
Talk through concerns regarding discussion questions.
Reflect on the lesson.
Tiered Questions - When working in small groups, students will discuss the jump start term applied in context using the provided prompts. There are three questions provided using tiers 1-3.
Big Nine Strategies
Summarizing and Note Taking – During peer discussions, students will have the opportunity to summarize the reading with their peers. During previous class periods, students will take guided notes when learning how to write discussion questions.
Homework and Practice – Students will complete reading notes and homework relating to the chapters from The Great Gatsby. They will also come up with their own discussion questions for Socratic Seminars using the skills they have acquired during previous class periods.
Setting Objectives and Providing Feedback – I will always discuss the purpose of the lesson with my students. I will provide feedback on their discussion questions, and on their discussions during Socratic Seminar. I will also provide feedback on reading notes and homework.
Multiple Intelligences Appealed To
Musical – This will occur during the jump start activity with the introduction of a new song from the 20s.
Bodily Kinesthetic – This will occur when students are able to move around the room during the lesson.
Linguistic – This will occur during discussions. Students will be able to use words to ask questions and express new understandings.
Intrapersonal – This will occur as students receive feedback from the teacher and from their peers. They will be able to reflect on their learning and think about ways to grow.
Interpersonal – This will also occur during discussions. Students will be able to demonstrate an understanding as to where their peers may be coming from.
Accommodations Made for Students with Autism
Today’s lesson includes a different arrangement of desks for the Socratic Seminar. Due to the disruption of the regular routine, James, the student with Autism, will receive advanced notice. The teacher will allow other students to participate in the Socratic Seminar first so that James can watch. When it is his turn, he will be better prepared.
James will also be given a personal worksheet to help him track his progress during the Socratic Seminar. The teacher will talk through this worksheet with James beforehand so that he knows what to expect during discussion. This worksheet will include space for a brief summary of chapter 7 so that it is easier for James to make sense of some of the questions his peers may ask. This worksheet also includes space for James to write his discussion questions. James will be limited to 1 response per question asked (20 questions from peers) meaning he will make 20 total tally marks. Because James struggles with talking too much, this will help him to be respectful of his peers. On the back, there is space for James to write down the things that he wished he could have said but was unable to. There is space on the front for James to shade in a frowning face when someone said something that he did not agree with. This is a reminder for James to respond respectfully even though he does not agree. On the top of the page, there are a few helpful phrases provided for things James could say if he disagrees with something a peer said.
When working with the teacher individually, James will have the opportunity to practice asking his discussion questions, rehearse responses to potential questions his peers might ask, and practice receiving constructive criticism.
Here is the worksheet:
(Created using Canva)
Technology Tools Utilized (throughout the unit)
StoryBoard
Google Docs
Google Slides
FlexClip
Digital Escape Room
Google Forms
Varied and Multiple Assessments Provided
Jump Start Activity: Students will have the opportunity to listen, write, and discuss during the jump start activity.
Varied Discussion Prompts: Students will discuss the new vocabulary term from the jump start activity in groups using one of three different prompts provided depending on proficiency levels.
Homework: Throughout the unit, students will complete assignments using various technology tools. Within each, students will have the opportunity to be creative and make choices based on their own interests and proficiency levels. These tech tools are listed above.
Assessing Student Work
Ungraded:
Jump Start Activity: Students will not receive a grade for the jump start activity. This is a tool the teacher will use to assess where students are at in their understanding of the unit.
Reading Notes: Similar to the jump start activity, students will not receive a grade for their reading notes. This is a tool the teacher will use to gauge student understanding. This will also inform teacher decisions about instruction moving forward.
Socratic Seminar Outer Circle Worksheet: Students will not receive a grade for this worksheet. This is essentially a note-taking guide for students in the outer circle.
Peer Review: Students will not be graded on peer reviews. The purpose of a peer review is to provide and receive feedback so that students can make improvements on current learning/assignments and/or apply this feedback to future learning.
Graded:
Homework Assignments: Students will be assessed based on completion of these assignments. Each assignment allows students to engage with the novel in a different form, which adds to the extent of their understanding of the text.
Socratic Seminar: Students will be assessed based on a rubric that adheres to the following standard:
Standard LA.10.SL.1 - Initiate and participate in structured discussions and collaborations about grade-level topics and texts.
a. Ask relevant questions to build on ideas, clarify own ideas, or acquire or confirm information.
b. Demonstrate interpretation of verbal and non-verbal messages in a conversation.
c. Converse with peers and adults in an all-inclusive manner to foster positive relationships while respecting diverse perspectives.
d. Demonstrate active and attentive listening skills (e.g., eye contact, nonverbal cues, taking notes, summarizing, questioning).
e. Complete a task following complex, multi-step directions.
Socratic Seminar Rubric:
(2 points per item)
Bulletin Board #1
(This will feature students’ assignments of the unit. Images are enlarged for ease of documentation viewing. Created on Canva.)
Bulletin Board #2
(As we learn vocabulary throughout the unit, I will add the terms to this bulletin board. Here is what it will look like at the end of the unit. Created on Canva.)
Week Lesson Plan
(Divided into two weeks due to block scheduling. The * indicates today’s lesson.)
Critical Reflection
Creating this lesson plan has me excited to teach and implement some of the resources I found. At first, I wasn’t sure how to use technology during the Socratic Seminar unit because this unit mostly focuses on literary elements through discussion. I was exploring on the Teachers Pay Teachers website, and I found a few resources that inspired me to seek out specific sources. I also liked the idea of assigning students homework that adds to their learning but is also enjoyable. (Some of these were so fun that I decided to complete them myself!) This process has also taught me so much about stealing from other teachers. I found a website called Building Book Love that was created by an ELA teacher. She has a lot of resources that are great for inspiration. Unfortunately, many of the resources on these two sites are not free. There was one in particular that I would really like to try in my classroom, so I would like to look into funding for teachers in school systems. What does a teacher do/who should I talk to in my school if there is a resource I would like to use in my classroom that is not free?
This one specifically utilizes technology in a way I have never seen before. I did not implement this in my lesson this time because I found something else that was free and equally intriguing. In this lesson, I am using a Great Gatsby escape room whereby I will have to prepare physical stations in my classroom. Students will go from station to station, solving the “crime.” The one I would like to look into is a digital escape room. (This is listed in my other resources for future reference - this digital escape room.) In this, students can interact with objects in this virtual world that resembles Gatsby’s house. They can click on things to receive clues that they must solve based on what they know from the reading. At the very end, they will put these clues together and enter them into a Google Form in order to “escape.” Of course, these things do not relate to this specific lesson. They would be utilized at the end of the unit. I still loved getting to explore resources that I could use throughout the entire unit. Doing that helped me to choose what I would use for this lesson. I think my biggest challenge was limiting myself to just one lesson. I wanted to plan for the entire unit because I was just so excited!
In the future, I have a few great places to look when in need of inspiration. I want to make my lessons both rigorous and engaging for students. I want them to enjoy what they are learning, and using technology and a variety of assessments does just that. In general, this project relates to all six of the key concepts relating to effective classroom management. I would like to focus on the role of the teacher, effective instruction, and content and pedagogical knowledge. The role of the teacher in this is to create a lesson plan that adheres to the state standards. This also relates to effective instruction and content/pedagogical knowledge. Instructional objectives and essential questions should reflect that. The teacher should also make sure that the lesson is engaging and doable for all students. If there is a student that needs special considerations or accommodations, the teacher should plan for that ahead of time. The lesson should also appeal to learners of all backgrounds, interests, and skill sets. This means there should be several ways to differentiate for students within each lesson. The lesson should teach for mastery and allow students to work in steps—gradual release of responsibility. I am excited to put these in practice!