Direct instruction

Subject: 7th grade English

ollege Ready Standards, ISTE Standards apply to this lesson

a of a text and analyze its development over the course of the text; provide an objective summary of the text.

ormula

, Students will illustrate a comic strip showing a sequence of 4-6 important events, chosen by the student, from chapters 1-5 o
rawing, illustrate using computer or ipad, images online etc Comic strips must include original text
duct /Include an explanation of how you are going to grade/grading tool? (rubric, checklist, etc.)

a max of 6?

and did not paraphrase?

events, and illustrated them accordingly?

complex): Content and Language objectives action verbs such as write, list, highlight, etc.)

mages from online to create a comic strip

e created prior to this lesson plan

Materials/Technology Resources to be Used:

The Great Gatsby novel

Paper/pen/colored pencils

Internet images

Google doc

Word

ing, and make RELEVENT to real life) ENGAGE/ hook the students
ne? What does it look like? What would happen if you were to switch around a part of your routine? Why is it important to do things in chro

ring the first few minutes of class and write their answers in their notebooks.

Student Will: Be specific

n the board for students. Students will answer questions on the board for their daily

ns after students have answered Students will discuss as a group, along with teacher their r

what happens if you dont do things in their order?- class discussion Students will be placed into groups of 2-3

graphic novel ( show to students and tell them their assignment) As a group come up with a list of 4-6 important events of

on How will your instruction look different for those students who need differentiation or accommodations during your instructional input/
ic strip. Drawings do not have to be good or in great detail, however information, dialog from novel and proper sequence of eve
Student Will: Be specific

pters 1-4 of TGG, and come up with 4-6 important events Students will create one list of important events as a group

correct events in correct order Students will then individually create a graphic timeline o
draw or use images from the internet
y continue forward and begin to create their graphic timeline or comic strip
Students will include dialog from scenes in chapters
dialog, and that sequence or event is in proper order
Students will take home for homework is needed
f not completed

on/Check for Understandinghow are you going to know if EACH student is ready to move onto independent practice? And how are you

dy to move on by showing proper alignment of events on their timeline. If the events are not in order, or are not important to the storys plot
t is not, I will sit down with him/ her and verbally discuss what events the do know, and help them create the comic timeline.

Student Will: Be specific

Show teacher they understand the novel

storys plot Show that they understand the plot

Show they can collect events throughout the novel and pla
on How will your instruction look different for those students who need differentiation or accommodations? Some students may have a
y communicate what events they know have happened, and which seem the most important to the plot. From there we will creat
What connections will students make to their real lives? What essential questions will they reflect on in their closure of the lesson?

e novel, and they will also understand the importance of events in chronological order.