S1+Knowles+Christina

=Stage 1 Identify Desired Results= Students will read the novel The Great Gatsby withing a grade appropriate span of the text complexity, and present analyzes of the fiction using excerpts from the text to defend their sessions. a. Analyze the characters' external and internal conflicts. ||
 * **Establish Goals:** **(G)** ||
 * Maine Learning Results: English Language Arts A. A2 Literary Texts Grades 9-Diploma

//What understandings are desired?//
•the events and characters in The Great Gatsby. •the affects history has on the characters of The Great Gatsby. ||
 * //Students will understand that:// **(U)** ||
 * •the characters of The Great Gatsby have both internal and external conflicts.

//What essential questions will be considered?//
•Why are the events in The Great Gatsby important? •How does history affect the characters of The Great Gatsby? ||
 * **Essential Questions:** **(Q)** ||
 * •Why do the characters from The Great Gatsby have external and internal conflicts?

//What key knowledge and skills will students acquire as a result of this unit?//
•Important People: Nick Carraway, Jay Gatsby, Daisy Buchanan, Tom Buchanan, Myrtle Wilson •Important Events: Gatsby's Parties, Starring at the light, Daisy and Gatsby meeting, Myrtle gets killed, Gatsby is killed || •demonstrate that they understand the reading though conversations and writings. •make meaning of the text and characters. •connect the history of the Roaring 20's and the novel The Great Gatsby. •a. analyze the characters external and internal conflicts •compare everyone's ideas and thesis. •reflect on the texts. ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * •Key Factual Information: WWI, roaring 20's, jazz, prohibition

//**2004 ASCD and** **Grant Wiggins and JayMcTighe**//