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VITAL INFORMATION
Summary: This lesson utilizes two descriptions of the same room from F. Scott Fitzgerald’s novel The Great Gatsby. By contrasting the words chosen to depict the color of the room in the first and second descriptions, students can figure out the moods involved in the descriptions and indicate how those word choices contribute to those two moods.
STANDARDS AND DIFFERENTIATED INSTRUCTION
Standards: INSERT HERE
Differentiated Instruction: In this instance, flexible grouping will be the system for creating differentiated instruction
EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) – LESSON PLAN ELEMENTS REQUIRED:
Objective
The learner will analyze prose for the ways in which diction influences mood, and write and defend a claim linking diction and mood with text evidence and commentary.
Anticipatory Set
Teach Lesson / Model
Hand out copies of the first passage from Chapter 1 of The Great Gatsby. Show students the reference to the “rosy-colored space” and discuss the connections that roses have with romantic love and passion, as well as an optimistic outlook. Connect the idea of the rose to a positive, romantic mood.
Guided Practice
Independent Practice
Closure
The teacher takes the students through the entire arc of this marriage, from the idealistic phase to the first tinges of adultery to the current misery, collecting the students’ paragraphs.
Evaluation
*Assessment / Rubrics
MATERIALS AND RESOURCES
Instructional Materials
Copies of both paragraphs from The Great Gatsby
Resources
Handouts, pens
EEI Lesson Plan Template
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VITAL INFORMATION
Summary: This lesson utilizes Derek Walcott’s poem “Love After Love.” Starting with a kinesthetically based presentation about the power of breakage, students move through a discussion of what caesura is and how it influences the tone of a poem.
STANDARDS AND DIFFERENTIATED INSTRUCTION
Standards: INSERT HERE
Differentiated Instruction: In this instance, flexible grouping will be the system for creating differentiated instruction
EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) – LESSON PLAN ELEMENTS REQUIRED:
Objective
The learner will analyze poetry for the ways in which the structural construction influences the tone at work, particularly in the ways that breaking up lines will reflect the emotional pressures at work in the verse..
Anticipatory Set
Teach Lesson / Model
Hand out copies of the Walcott poem “Love After Love” and go through the first stanza, stopping at the caesuras in lines two and four. The hesitation in line two suggests the hesitation that comes when one comes to an honest acknowledgment of oneself. The caesura in line four comes with a similar effect, showing the pause that we undergo when we look at a reflection and come to a realization.
Guided Practice
Independent Practice
Closure
The teacher asks students to consider what happens at the end of a lengthy relationship, the ways in which one might have to come back and find oneself again, after having subsumed their identity in that of the other. The pressure of going through such a process will come under discussion as possibly producing the sorts of stress fractures that appear in the structure of the poem in question.
Evaluation
*Assessment / Rubrics
MATERIALS AND RESOURCES
Instructional Materials
Copies of “Love After Love,” pens, paper
Resources
Handouts, pens, paper, floor tiles, rubber mallets
