S1+Sargent,+Elizabeth

=Stage 1 - Identify Desired Results= Content Area: Reading, //The Great Gatsby// Grade Level: Grade 9-10 Domain: Literature Standard: Key Ideas and Details Cluster: 1, 2, 3 ||
 * **Establish Goals (MLR or CCSS):** **(G)** ||
 * Common Core State Standards

//What understandings are desired?//
• there is more than one theme in //The Great Gatsby//, and they must be able to analyze the theme's development. • there is evidence that supports your inferences in //The Great Gatsby.// ||
 * **//Students will understand that://** **(U)** ||
 * • complex characters in //The Great Gatsby// develop, interact, and advance throughout the text.

//What essential questions will be considered?//
• Why is the theme important to the development of //The Great Gatsby//? • Why are you able to draw inferences from //The Great Gatsby//? ||
 * **Essential Questions:** **(Q)** ||
 * • How do the complex characters develop throughout //The Great Gatsby//?

//What key knowledge and skills will students acquire as a result of this unit?//
• Critical Detail: finding a theme, complex characters, textual evidence, how to make an inference, and cit textual evidence • Key Factual Information: who are the complex characters, importance of relationships between characters, key scenes, interactions, big ideas, developments, supporting inferences || • describe the development of complex characters • judge the important of complex characters • create a theme that follows the development of the text • analyze what an inference needs for textual evidence • consider how the theme emerges and is refined by specific details • recognize strong textual evidence in support of inferences ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * • Terminology: theme, complex characters, textual evidence, inferences, plot, citations


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**