Beacon Lesson Plan Library
DescriptionAfter reading THE GREAT GATSBY students will demonstrate their understanding of the jazz-age using jazz-age terms to create an original story, scene, or letter.
ObjectivesThe student produces final documents that have been edited for: correct spelling; correct punctuation, including commas, colons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subject/verb agreement, instances of noun/pronoun agreement, and the intentional use of fragments for effect; and correct formatting that appeals to readers, including appropriate use of a variety of graphics, tables, charts, and illustrations in both standard and innovative forms.
The student makes appropriate adjustments in language use for social, academic, and life situations, demonstrating sensitivity to gender and cultural bias.
Preparations1. Supply a printout of jazz-age terms(see attachment).
2. Supply students with Jazz-Age Evaluation Sheet (see assessment).
3. Review THE GREAT GATSBY highlights.
ProceduresBACKGROUND: Prior to writing the jazz-age composition, students should be familiar with THE GREAT GATSBY and jazz-age terminology (a handout will be given).
Students have practiced grammar and punctuation in past lessons.
This lesson is devised for block-scheduling - 85-minute time period.
Preview and discussion: - 10 minutes
Brainstorming 10 minutes
Drafting: - 20 minutes
Peer Editing/Feedback: 10 minutes
Final draft-30 minutes (I allow homework time to complete, but do not let the students know this until the time limit is up)
1. GAIN ATTENTION: Tell the class: Laura is just the beeís knees of all the girls. Larry tells everyone he meets that Laura is the catís meow. I think he is carrying a torch for her. Or use a creative introduction using your own terms.
2. Discuss (whole class) possible statements that could have been used during the jazz-age.
3. Give handout of Jazz-Age glossary terms to students.
A) Students demonstrate familiarity with the social and historical context of the 1920ís jazz-age terminology.
B) Students create a (five-paragraph story or scene) original piece of fiction or a (three-paragraph) letter.
C) Students use appropriate sentence structure and mechanics.
5. Direct students to brainstorm on paper ideas for writing individual compositions.
6. Direct students to draft original story, scene, or letter (your choice).
7. Direct students to work in pairs for feedback/peer editing.
8. Direct students to prepare final draft.
AssessmentsCreate an original story set in the 1920ís(5 pts.)
Story contains smooth transitions and details (10 pts.)
Use correct grammar and punctuation (10 pts.)
Use a minimum of twenty Jazz-Age Glossary words (20pts.)
Underline each Jazz-Age term (5 pts.)
BONUS: Story is written on one side of paper only and in ink. (10 pts.)
ExtensionsThis could be linked to:
F. Scott Fitzgerald BERNICE BOBS HER HAIR
Advanced students will write a specified word- and page count.
Lower-level students will create a three-paragraph story or scene.
Web LinksWeb supplement for Jazz-Age Intrigue
Web supplement for Jazz-Age Intrigue
Attached FilesThe attachment is a glossary of Jazz-Age terms. File Extension: pdf
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