This document outlines a lesson plan for teaching The Great Gatsby to an 11th grade class using the Assure method. The class has 24 students including 14 girls and 10 boys, one with visual impairment and four with ADHD. The lesson plan involves analyzing the learners, stating objectives to have students understand key elements of the novel, selecting YouTube videos and a podcast to teach characters, and requiring student participation through discussion and a Twitter poll. The teacher will evaluate and revise the lesson daily based on student performance and understanding.

1. Tyler Webb
Harold Blanco
CI 350-201
May 5, 2015
Assure Method (Thursday)
Using the Assure Method I will create a daily lesson plan based on teaching The Great Gatsby to
11th grade students. There are 24 students, 14 girls and 10 boys. One of the students is visually
impaired and there are four students with ADHD (Attention Deficit Hyperactivity Disorder).
A- Analyze the Learners
General Characteristics of the Learners:
The students are in the 11th grade and they will be learning about The Great Gatsby, a novel that
is considered one of the greats. The student’s ages are between 16 and 17, depending on their
birthdays and other unforeseen circumstances some may be a year older or a year younger. There
are 14 girls and 10 boys making it a class of 24 students, which tends to be average for general
education classes at a high school.
Specific Entry Competencies:
Today’s lesson will be all about the characters in the story, their development, or lack of
development. So we will be watching a video from the YouTube channel, Crash Course, about
The Great Gatsby and the characters that we meet in the story. Whether they were likeable or not
and if they were meant to be that way or not. We will then listen to the second half of the
character podcast that talks about character development. Then we will have a discussion in class
about the student’s favorite and least favorite character and why they are their favorite or least
favorite.
Learning Styles:
Since the students are in high school and most of them are familiar with technology a lot of this
lesson will be available online as well as what is taught in class. A lot of what will be shown in
class are YouTube videos, both about the author and about the novel. Since they are upper level
students they should be able to retain information longer than younger students and most of the
time students tend to be visual learners, by showing them YouTube videos they are getting their
visual learning as well as their auditory learning. For this class they will not have any written
homework, quizzes, or tests. Simply having an open discussion on what they have read, what
they have seen, or any other questions they may have about the novel or the videos. By not
forcing them to do homework or anything else that could be considered time consuming, they
should be able to focus more on the novel, which is what I am hoping they will accomplish.
S-State the Objectives

2. By the end of the week my 11th grade students will be able to identify key elements, devices, and
have a general understanding of The Great Gatsby through learning about the author’s
background, the history, culture, characters, and plot of the story with 95% accuracy.
Audience: My 11th grade students.
Behavior: My students will be able to identify key elements, devices, and have a general
understanding of The Great Gatsby through learning about the author’s background, the history,
culture, characters, and plot of the story.
Condition: By the end of the week.
Degree:95% accuracy.
S- SelectMethods, Media, and Materials
For today’s lesson we will be watching a video about the character’s in the novel and whether
they were likeable or not, and if they think that the author made them that way for a reason. So
YouTube will be needed for this part, meaning that we will need a computer and a projector so
the students can view the video.
We will then listen to the second half of the character podcast that talks about character
development. So for listening to the podcast I may need speakers in order for the students to all
hear the content of the podcast.
Before they go home the students will write down their favorite and least favorite characters in
the novel and why. Then for the last part and somewhat homework of the day, the students are to
finish the novel for homework and complete a poll on twitter asking them what their favorite
character and least favorite character was after they finished the novel. So for this part they will
need twitter to submit their answers to the poll.
U- Utilize Media and Materials
Preview the Materials:
Because the class will be watching YouTube videos I will need to make sure the link stays the
same and stays active, so I will make sure the link works before each class. Also I will have
already watched the video (s) to check for graphic or offensive materials, making sure that
nothing offends any students in the classroom. I will make sure the information is also correct
and from a reliable channel or source so that what they will be taught is as accurate as possible. I
will also need to make sure the poll works correctly before I have them try to do it for
homework.
Prepare the Materials:
Since a lot of the lesson is accessible from an online source I will make sure that if I make any
changes to one of those sources or sites that I will change it on all of them, to any prevent
confusion that may occur. For the webpage that will be printed out for the visually impaired
student, I will also make copies for other students who wish to have a physical copy instead of

3. looking it up online. Also for the webpages that we will be visiting in class I will have myself
already logged in to save time and will be sure to show the students how the site works and how
to access their class information through the chosen site. I will also make sure the websites aren’t
going through any maintenance and work properly before the start of class.
Prepare the Learners:
To make sure that the students are prepared for the day’s lesson, I will need to make sure that
they know the objective and main points of the lesson beforehand. I will tell them the objectives
for the day and the week, to make sure that they understand how the lesson will go and the pace
in which it will go. I will give them the ideas of what they should be learning and understanding
throughout the lesson that is being taught to them.
Prepare the Environment:
In order for the students to learn and participate the environment in the room should be very
open and accepting of everyone’s questions and concerns about the book, author, and the class.
When it comes time for the students to have discussions in class the students behavior is very
important, if anyone acts out their participation points will be docked and they will also lose
discussion points because of their rude or inappropriate comment. Because they are a little bit
older they should be able to have decent manners and control themselves, this is why so many
points will be docked for the rude outburst.
Provide a Learning Experience:
When teaching the students new parts of the lesson I will have them listen thoroughly and
encourage them to ask questions when learning something new or whenever something is
unclear to them.
R-Require Learner Participation:
Because there will be discussions on almost everything we read or view in class it’s very
important that the students participate and voice their questions, concerns, or opinions about
what they are learning inside and outside the classroom. However, most of their comments and
questions should be related to what they are being taught.
E- Evaluate and Revise:
Because teaching to a new class is a constant learning experience I should take notes on what
students did well on, need work on, and didn’t know at all. Just to let me know what areas they
need extra help on or what I don’t need to elaborate on in class.
At the end of every day I should see if I need to make any changes to the next day’s lesson plan
to help the students learn what they need to