Reimagined Digital Gatsby Lesson Plan

One edit that I really liked was the thought was how long this lesson was going to take. This unit is going to take more than one day. Moreover, it would be beneficial for the students to have a day where they review one another’s work in order to help them revise for clarity.  Another comment that got me thinking is what is the purpose of having a warm-up and exit ticket? I use them to help me know what areas need to be reinforced and to know where the students are excelling. Ideally, I would like the project to be done in class so that I could help them but so that all students are on track. There would be some that would work on it outside of class, but I also know that some of my students wouldn’t be able to work on it due to connectivity issues, work, and helping around their house.

Lesson Plan Template

Name: Bethany Bean

Date: 4/18/21

This unit will take more than one day to complete. Realistically it will be a minimum of four days. 



Grade Level(s): 11-12

Subject Area

Modern American Literature

Duration: 88 Min Lesson Title: Asynchronous Digital Character Analysis Essay based on The Great Gatsby.

Overview: The students read and annotated The Great Gatsby. They have spent two in-class days discussing scaffolded questions that target the main characters of the story. They have used the text to rationalize their answers. They have had the opportunity in class to edit three Gatsby analysis paragraphs, one high level, acceptable, and needs work in order to help better understand conventions and the difference between summary and analysis. Students have also had the opportunity to create their own analytical paragraph on Tom Buchanan so that they understand how to incorporate text, and analyze the quote. We have done a rough draft guide in class in order to help with the final product of producing a character analysis via Adobe Spark. We have also put in time exploring how to use Adobe Spark with text and audio. 

Today the students will be putting all of the pieces from the rough draft guide together in Adobe Spark so that their analysis is digital and told in story format. 

We will be spending in-class time working on this project. It will take a few days to convert from paper to Adobe Spark. Finding accompanying pictures, figuring out what parts to highlight takes time and I want the students to be able to ask me questions if they need help. Further, we will have a day where students review one another’s work offering suggestions on how to improve their videos for clarity, photos, spelling, voice-over. Once revisions have been made, students will be present their work to the whole class. 

Lesson Objectives: What will my students be able to do as a result of this lesson? 

  1. Students will be able to digitize their analytical papers. 
  2. Students will be able to support their thesis with textual evidence. 
  3. Students will analyze not summarize in their body.
  4. Students will be able to create a conclusion that does not summarize what their video offered but answers the question, “so what?”

AK State Standard(s):

Speaking Grade 11-12:

Comprehension and Collaboration:

 1. 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.

     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.

     d. Respond thoughtfully to diverse perspectives or arguments; 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.

3.Identify and evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.


Literature GS.2: Learners will demonstrate the ability to comprehend, analyze, and engage with a variety of complex print and non-print literary texts, both teacher and self-selected.


  1. Explain how the various perspectives and voices within our nation’s stories inform how we define our communities, ourselves, and others. 
  2. Independently determine the manner and quantity of annotations necessary to fully engage in a given text. 
  3.  Identify and explain how an author’s strategic choices of diction, syntax, and literary devices affect the specific tone and meaning of a text. 

Listening GS.5: Learners will demonstrate the ability to listen critically and reflectively in a variety of settings and purposes.

Technological GS.7: Learners will demonstrate the ability to appropriately use the tools of technology to gather, interpret, collaborate, and analyze information and create shareable products.

Media Literacy GS.8 Learners will engage in independent critical thinking through accessing, analyzing, evaluating, and creating a complex variety of media.

Cultural Standards:

 or ISTE Standard(s):

Standard 1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences. 

1b: Students build networks and customize their learning environments in ways that support the learning process. 

1c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. 

Standard 2. Digital Citizen: Students recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal, and ethical.

2a: Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

2b: Students engage in positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices.

Standard 3. Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. 

3a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

Standard 6. Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools styles, formats, and digital media appropriate to their goals.

6a: Students choose the appropriate platforms and tools for meeting the desired objectives for the creation or communication.

6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.

6d: Students publish or present content that customizes the message and medium for their intended audiences.

Standard 7: Global Collaborator: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

7a: Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and viewpoints. 

7b: Students use collaborative technologies to work with others, including peers, experts, or community members, to examine issues and problems from multiple viewpoints. 

7c: Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

Anticipatory Set/Motivation:

Warm-Up: The warm-up and the exit tickets are connected. I like to use these as feedback for me to know what I need to reinforce and what the students know. 

Driving Questions:

  1. How do we use the text to analyze and support claims and/or questions?
  2. What are the character traits of the main characters?
  3. What textual evidence can you find to prove the traits that you and your partners have identified?
  4. How can investigating the text deepen your understanding of the characters?
Materials/Resources/Technology Needed: 

  1. Daily Slide Show
  2. Warm-Up
  3. Rough Draft Guide
  4. Character Analysis 
  5. Adobe Spark
Timing and Instruction: Include approximate times.

  1.  Warm-Up: 5 Minutes 
  • The warm-up can be found in Google Classroom under “Warm-Ups,” with the date attached to it. There is a copy for each student. The students know when they come to class to start their daily warm-up.
  • While the students are working on their warm-up, I will be taking attendance in PowerSchool. When I have finished attendance, I will tell them to wrap up their final thoughts. 
  • I will then ask if anyone would like to share what they have written.
  1. Go over Agenda: 2-3 Minutes
  • The daily agenda lets the students know what we will be doing in class for the day. In this case, it will be an overview of what each step of the day will be. 
  1. Review how to Convert R.D.G. to Adobe Spark: 10 minutes.. 
  2. Give Students Work Time and Meet with Them One-on-One: 60 Minutes
  3. Remind students to turn in their activity
  4. Chat Box Exit Ticket: Last couple of minutes before they leave. 
  • The Exit ticket is will help me identify in what areas I can help reinforce concepts for thes students. 
Differentiation/Accommodations: None
Assessments: Adobe Spark Video
Extensions: If a student misses a class they will have this to do as homework. 
Handouts/Worksheets/Tests/Quizzes/Rubrics: (Include copies of worksheets, handouts, exit tickets, quizzes, etc.)