Updated lesson plan using mobile learning

1. Unit 3 The Great Gatsby
TASK # 3.1
Suggested Time Frame 3 Days
TASK / FOCUS SKILL Background information/Modernism
ESSENTIAL
QUESTION
What is Modernism?
STANDARDS: (Standards in bold print indicate focus standards for unit.)
READING
ELACC11-12RI7: Integrate and evaluate multiple sources of information presented indifferent media or formats
(e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
WRITING
ELACC11-12W7: Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under investigation.
ELACC11-12W9a: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth- , nineteenth-
and early-twentieth-century foundational works of American literature, including how two or more texts from the
same period treat similar themes or topics”).
LANGUAGE
ELACC11-12L1a: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in
groups, and teacher-led) with diverse partners on grades 11-
12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
ELACC11-12L2b, c: Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
b. Spell correctly.
c. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and
capitalization.
SPEAKING
AND
LISTENING
ELACC11-12SL1b: Work with peers to set rules for collegial discussions and decision-making, set clear goals
and deadlines, and establish individual roles as needed.
ELACC11-12SL1d: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence
made on all sides of an issue; resolve contradictions when possible; and determine what additional information or
research is required to deepen the investigation or complete the task.
Instructional Sequence for Task:
• Teacher will give a brief introduction to American in the 1920s, the author F. Scott Fitzgerald, and the novel The
Great Gatsby using Prezi.
• Have students work with peers to set rules for collegial discussions and decision-making, set clear goals and
deadlines, and establish individual roles as needed.
• Conduct a jigsaw activity to research background information on the following topics:
o The Jazz Age/The Roaring 20’s
o Old Money vs. New Money
o Prohibition
o F. Scott Fitzgerald
o The American Dream
o Modernism
o Women’s rights in the 20’s
o African Americans in the 20’s/Harlem Renaissance
 Using Popplet, students (in groups of three to four) will create graphic organizers that will best
present their information to the class. Students must first consider what format the graphic
organizer will be as well as what information will be included.
 Students may use: iPods, iPads, iPhones, Android Devices
 Students will be graded using the attached rubric entitled Popplet Rubric.
 Any student that does not have access to the app, will be able to use a ChromeBook in the

2. classroom to complete this assignment. Students may also visit the media center to complete
the graphic organizer.
• Students then participate in a gallery walk in which they complete a note-taking graphic organizer for each topic.
• Large-group discussion to verify that students are familiar with the important aspects of the time period.
TASK # 3.2
Suggested Time Frame 12 Days
TASK / FOCUS SKILL The Great Gatsby
ESSENTIAL
QUESTION
Why is The Great Gatsby considered “the great American novel”?
STANDARDS: (Standards in bold print indicate focus standards for unit.)
READING
ELACC11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
ELACC11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the
course of the text, including how they interact and build on one another to produce a complex account; provide an
objective summary of the text.
ELACC11-12RL3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and
developed).
ELACC11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words
with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well
as other authors.)
ELACC11-12RL9: Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth-century foundational
works of American literature, including how two or more texts from the same period treat similar themes or
topics.
WRITING
ELACC11-12W9a: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth- , nineteenth-
and early-twentieth-century foundational works of American literature, including how two or more texts from the
same period treat similar themes or topics”).
ELACC11-12W10: Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
LANGUAGE
ELACC11-12L1a: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in
groups, and teacher-led) with diverse partners on grades 11-
12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
ELACC11-12L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grades 11-12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its
etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
SPEAKING
AND
LISTENING
ELACC11-12L1a: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in
groups, and teacher-led) with diverse partners on grades 11-
12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
ELACC11-12SL1c: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in
groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas
and expressing their own clearly and persuasively. c. Propel conversations by posing and responding to questions
that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify,
verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

3. Instructional Sequence for Task:
• As teachers begin The Great Gatsby, specific instructional strategies should be left to the teacher’s discretion
(literature circles, partners, individual, whole class, graphic organizers, note-taking, guided reading activities,
written responses, tickets out the door, assessments, etc.)
• Students, in groups of three to four, should complete one Storykit story board or comic strip to outline the major
plot events of their assigned chapter. At the end of reading the novel, each chapter should be presented to the
class.
• Students may use: iPods, iPads, iPhones, Android Devices
• Students will be graded using the attached rubric entitled StoryKit Rubric.
o Any student who does not have access to the app can use the ChromeBook in the classroom or will be
sent to the Media Center to complete the Story Kit.
• Over the course of the novel, teachers should explicitly teach the following elements to prepare students for the
writing prompt:
o Theme
o Symbolism
o Characterization
o Connections to Modernism
o Setting
 After reading the novel, students (individually) should record a PodCast using Caster: Mobile
Studio to create a review of one of the previous elements for the entire novel. PodCasts should
be no more than three to five minutes. These will then be linked to the class webpage for other
students to review.
 Students may use: iPods, iPads, iPhones, Android Devices
 Students who do not have access to this app will use the ChromeBook available in the
classroom or use the Media Center computers.
 Students will be graded using the Caster: Mobile Studio Rubric.
• Complete assessment over The Great Gatsby.

5. Popplet Rubric
Collaboration
CATEGORY Exemplary (5) Proficient (3) Unsatisfactory (1)
Contributions
Routinely provides useful ideas
when participating in the group and
in classroom discussion. A definite
leader who contributes a lot of
effort.
Usually provides useful ideas when
participating in the group and in
classroom discussion. A strong
group member who tries hard!
Sometimes provides useful ideas
when participating in the group and
in classroom discussion. A
satisfactory group member who does
what is required.
Quality of Work
Provides work of the highest
quality.
Provides high quality work. Provides work that occasionally
needs to be checked/redone by other
group members to ensure quality.
Time-management
Routinely uses time well throughout
the project to ensure things get done
on time. Group does not have to
adjust deadlines or work
responsibilities because of this
person's procrastination.
Usually uses time well throughout
the project, but may have
procrastinated on one thing. Group
does not have to adjust deadlines or
work responsibilities because of this
person's procrastination.
Tends to procrastinate, but always
gets things done by the deadlines.
Group does not have to adjust
deadlines or work responsibilities
because of this person's
procrastination.
Attitude
Never is publicly critical of the
project or the work of others.
Always has a positive attitude about
the task(s).
Rarely is publicly critical of the
project or the work of others. Often
has a positive attitude about the
task(s).
Occasionally is publicly critical of
the project or the work of other
members of the group. Usually has a
positive attitude about the task(s).
Focus on the task
Consistently stays focused on the
task and what needs to be done.
Very self-directed.
Focuses on the task and what needs
to be done most of the time. Other
group members can count on this
person.
Focuses on the task and what needs
to be done some of the time. Other
group members must sometimes
nag, prod, and remind to keep this
person on-task.
Graphic Organizer
CATEGORY Exemplary (5) Proficient (3) Unsatisfactory (1)
Arrangement of
Concepts
Main concept easily identified;
subconcepts branch appropriately
from main idea
Main concept easily identified;
most subconcepts branch from
main idea.
Main concept not clearly identified;
subconcepts don’t consistently
branch from main idea.
Content
Reflects essential information; is
logically arranged; concepts
succinctly presented; no
misspellings or grammatical errors
Reflects most of the essential
information; is generally logically
arranged; concepts presented
without too many excess words;
fewer than three misspellings or
grammatical errors.
Contains extraneous information; is
not logically arranged; contains
numerous spelling and grammatical
errors.
Text
Easy to read/ appropriately sized;
no more than three different fonts;
amount of text is appropriate for
intended audience; boldface used
for emphasis.
Most text is easy to read; uses no
more than four different fonts;
amount of text generally fits
intended audience.
Font too small to read easily; more
than four different fonts used; text
amount is excessive for intended
audience.
Design
Clean design; high visual appeal;
four or fewer symbol shapes; fits
page without a lot of scrolling;
color used effectively for emphasis.
Design is fairly clean, with a few
exceptions; diagram has visual
appeal; four or fewer symbol
shapes; fits page well; uses color
effectively most of time.
Cluttered design; low in visual
appeal; requires a lot of scrolling to
view entire diagram; choice of
colors lacks visual appeal and
impedes comprehension.
Comments:
Overall Score
StoryKit Rubric

6. Collaboration
CATEGORY Exemplary (5) Proficient (3) Unsatisfactory (1)
Contributions
Routinely provides useful ideas
when participating in the group and
in classroom discussion. A definite
leader who contributes a lot of
effort.
Usually provides useful ideas when
participating in the group and in
classroom discussion. A strong
group member who tries hard!
Sometimes provides useful ideas
when participating in the group and
in classroom discussion. A
satisfactory group member who does
what is required.
Quality of Work
Provides work of the highest
quality.
Provides high quality work. Provides work that occasionally
needs to be checked/redone by other
group members to ensure quality.
Time-management
Routinely uses time well throughout
the project to ensure things get done
on time. Group does not have to
adjust deadlines or work
responsibilities because of this
person's procrastination.
Usually uses time well throughout
the project, but may have
procrastinated on one thing. Group
does not have to adjust deadlines or
work responsibilities because of this
person's procrastination.
Tends to procrastinate, but always
gets things done by the deadlines.
Group does not have to adjust
deadlines or work responsibilities
because of this person's
procrastination.
Attitude
Never is publicly critical of the
project or the work of others.
Always has a positive attitude about
the task(s).
Rarely is publicly critical of the
project or the work of others. Often
has a positive attitude about the
task(s).
Occasionally is publicly critical of
the project or the work of other
members of the group. Usually has a
positive attitude about the task(s).
Focus on the task
Consistently stays focused on the
task and what needs to be done.
Very self-directed.
Focuses on the task and what needs
to be done most of the time. Other
group members can count on this
person.
Focuses on the task and what needs
to be done some of the time. Other
group members must sometimes
nag, prod, and remind to keep this
person on-task.
StoryKit
CATEGORY Exemplary (5) Proficient (3) Unsatisfactory (1)
Clarity and Neatness
Storyboard is easy to read and all
elements are so clearly written,
labeled, or drawn that another
student can read the presentation.
Storyboard is easy to read and most
elements are clearly written,
labeled, or drawn. Another person
might be able to read the
presentation after asking one or two
questions.
Storyboard is hard to read with
rough drawings and labels. It would
be hard for another person to read
this presentation without asking lots
of questions.
Spelling & Grammar
No spelling or grammatical
mistakes on a storyboard with lots
of text.
No spelling or grammatical
mistakes on a storyboard with little
text.
One spelling or grammatical error on
the storyboard.
Content
All content is in the students' own
words and is accurate.
Almost all content is in the
students' own words and is
accurate.
At least half of the content is in the
students' own words and is accurate.
Required Elements
Storyboard included all required
elements as well as a few additional
elements.
Storyboard included all required
elements and one additional
element.
Storyboard included all required
elements.
Comments:
Overall Score

7. Caster: Mobile Studio Rubric
Collaboration
CATEGORY Exemplary (5) Proficient (3) Unsatisfactory (1)
Contributions
Routinely provides useful ideas
when participating in the group and
in classroom discussion. A definite
leader who contributes a lot of
effort.
Usually provides useful ideas when
participating in the group and in
classroom discussion. A strong
group member who tries hard!
Sometimes provides useful ideas
when participating in the group and
in classroom discussion. A
satisfactory group member who does
what is required.
Quality of Work
Provides work of the highest
quality.
Provides high quality work. Provides work that occasionally
needs to be checked/redone by other
group members to ensure quality.
Time-management
Routinely uses time well throughout
the project to ensure things get done
on time. Group does not have to
adjust deadlines or work
responsibilities because of this
person's procrastination.
Usually uses time well throughout
the project, but may have
procrastinated on one thing. Group
does not have to adjust deadlines or
work responsibilities because of this
person's procrastination.
Tends to procrastinate, but always
gets things done by the deadlines.
Group does not have to adjust
deadlines or work responsibilities
because of this person's
procrastination.
Attitude
Never is publicly critical of the
project or the work of others.
Always has a positive attitude about
the task(s).
Rarely is publicly critical of the
project or the work of others. Often
has a positive attitude about the
task(s).
Occasionally is publicly critical of
the project or the work of other
members of the group. Usually has a
positive attitude about the task(s).
Focus on the task
Consistently stays focused on the
task and what needs to be done.
Very self-directed.
Focuses on the task and what needs
to be done most of the time. Other
group members can count on this
person.
Focuses on the task and what needs
to be done some of the time. Other
group members must sometimes
nag, prod, and remind to keep this
person on-task.
PodCast
CATEGORY Exemplary (5) Proficient (3) Unsatisfactory (1)
Script The script is very well written,
uses interesting language and
relevant vocabulary, contains a
great deal of correct factual
material and has no grammatical
errors.
The script is well written, uses
good language and vocabulary,
contains correct factual material
and has few grammatical errors.
The script does not contain
relevant vocabulary and there are
factual and grammatical errors.
Delivery The podcast is well rehearsed and
delivered smoothly, the
enunciation is clear and
intelligible, and there is much
expression and enthusiasm in the
recitation
The podcast is rehearsed and
delivered smoothly, the
enunciation is clear and
intelligible, and there is
expression and enthusiasm in the
recitation.
The podcast appears unrehearsed.
The enunciation is not clear and
the recitation lacks excitement and
enthusiasm.
Technical The volume is good for both
music and voice, there is no
background or other distracting
noise, and there are no technical
glitches.
The volume is good for both
music and voice, there is little
background or other distracting
noise, and there are no technical
glitches
The volume is fair or poor for both
the music and the voice. There are
distracting noises and other
technical glitches.
Music The music selected enhances the
podcast, fits the mood and
content of the piece, and is at a
volume level that does not
overpower the voice.
The music selected is appropriate
for the podcast, fits the mood
and content of the piece, and is at
a volume level that does
not overpower the voice.
The music selected is either mildly
appropriate or no music was
selected. It may also overpower the
voice.