We open today with a welcome to Awkward Moments Day, a seemingly appropriate holiday considering we are addressing Daisy and Gatsby's awkward reunion at Nick's cottage.
As always, the Daily Holiday serves to draw students in, building student ownership and a sense of community in the class.
As we have done with Chapter 1 and 2 and Chapters 3 and 4, I project the review guide for Chapter 5 to get students up and moving--there is a strong connection between physical movement and learning--as well as give the students a chance to take ownership of the material, students come to the board and write their responses to the study guide questions. The questions on the study guide ask for textual evidence, which we then use to support the student's interpretation of the novel (RL.9-10.1).
Once the questions have been answered, we go through the responses in a collaborative, but teacher-led discussion giving students a chance to express their ideas (SL.9-10.1). Students share their responses, with a focus on the interaction between Gatsby and Daisy (RL.9-10.3), such as the impact of rain on the plot and the connection between Daisy and the green light, including figurative meanings of each in order to analyze the impact of these symbols on meaning and tone (RL.9-10.4) as well as qualifying and/or justifying their understanding, and making new connections in light of the evidence and reasoning presented by others (SL.9-10.1d).
Students receive participation credit for answering or developing at least two answers over the course of our study of "The Great Gatsby," ensuring each students gets multiple opportunities to share their answers, and motivating them to do so (with their grade). In addition providing movement and ownership for the students, this review provides me with an opportunity to gauge student comprehension, as well as motivation to get up, to share in class, and to complete their assignment.
Much like yesterday, in order to ensure students are prepared for our next film comparison, and to provide them an opportunity to seek clarification if needed, they are given time in class today to independently read and tackle Chapter 6 of "The Great Gatsby."
Students are provided time to read in class in order to exercise their independence and comprehension with minimal distractions. This time allows students, who often allow themselves to be distracted by their daily loves, to focus on the material at hand. This reading time also allows me to scaffold for individual students, as I can provide clarification and one-on-one conferencing as needed (RL.9-10.10).
Students are also provided with the Chapter 7 Review Guide.
As we move into reading the second half of the novel, students have been given the flexibility to work at their own pace; I have introduced each new chapter as they have been completing the previous one. As mentioned above, I have chosen to do this to demonstrate to the students that I trust their maturity and sense of responsibility, but also to call upon them to rise to the occasion and demonstrate that maturity and sense of responsibility.
Much like Chapter 5, the revelation of Gatsby's true past Chapter 6 requires paying close attention to and making sense of the little details (Who is Dan Cody? Why do we find out Gatsby's real history here?), reading in class provides students with the chance to ask me for clarification if needed. As the students read, I circulate the room, offering clarification and focus if needed.
If students have completed Chapter 6, they should move on to Chapter 7 in order to be prepared for the look at The Valley of Ashes in tomorrow's lesson.
With two minutes remaining, students are asked to return to their regular seats. The class is reminded to complete through Chapter 7 and complete the Review Guide for tomorrow; emphasis is put on taking note of the role of The Valley of Ashes in Chapter 7--tomorrow we will be looking into the Valley of Ashes in depth. As we have been reading the second half of the novel, students have been given the flexibility to work at their own pace; I have introduced each new chapter as they have been completing the previous one. As mentioned above, I have chosen to do this to demonstrate to the students that I trust their maturity and sense of responsibility, but also to call upon them to rise to the occasion and demonstrate that maturity and sense of responsibility.