S1+Martel+Elizabeth

=Stage 1 Identify Desired Results= A2 Literary Texts Grades 9-Diploma "The Great Gatsby"// //Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions.//** d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text. ||
 * **Establish Goals:** **(G)** ||
 * **Maine Learning Result: English Language Arts-** **//A. Reading

//What understandings are desired?//
•novelists will often relate the lives of their characters to real life experiences and events. •a good reader will navigate through the piece of literature with an open mind and be open to new styles of writing. ||
 * //Students will understand that:// **(U)** ||
 * •every piece of literature has multiple meanings allowing for many different interpretations.

//What essential questions will be considered?//
•How are real life experiences or scenarios seen or found within this text? •Why are different styles of writing, including the ones within this text, important to the overall tone and meaning of the text? ||
 * **Essential Questions:** **(Q)** ||
 * •How many meanings or different interpretations can be found within this piece of literature?

//What key knowledge and skills will students acquire as a result of this unit?//
•Vocabulary and Definition: setting, theme, conflict, climax, symbols, and character analysis, (with numerous others) •Sequence: a time line of events and character development || •describe the multiple writing styles used within the text. •d.) evaluate the theme or themes whether explicitly stated or implied in a literary text. •produce a new interpretation of the main character within this text. •contrast the life experiences within the text to their own. •imagine an alternate ending to the text. •recognize and define new vocabulary creating a new chapter for the text. ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * •Key Facts and Details: tone, author's information, time period of events, location, writing style, character roles, and context

2004 ASCD and Grant Wiggins and Jay McTighe