Class--English III

Unit/Topic--The 1920’s

Time Frame--3 weeks, 15 class days.

Goal--To help students see the connection between the times and the literature of the 1920’s in the United States.

Specific skills or objectives to be covered:

Students will:

1. Use prior knowledge and experience to interpret, respond to, and

construct meaning from The Great Gatsby.

2. Select appropriate writing process strategies in order to use information

from a variety of sources to clarify, synthesize, and construct meaning.

3. Evaluate literal and figurative meaning of oral and visual communication.

4. Select the appropriate methods of oral communication to best express ideas

and convey information.

Key Terminology:

Automobiles

Business Boom

Expatriates

Jazz Age

Movies

Prohibition

Quota System (KKK, Red Scare)

Sports Heroes

Technology Statement: In English III at DHS, the use of technology as a tool is assumed. All outside assignments are to be word processed using the formatting specified in the Deubrook Area High School Report Format. Students are also expected to routinely use the Internet and other on-line sources as a part of their personal research. Because they have had instruction in the use of Microsoft Office as part of their Computer Literacy class (10th grade), the use of Power Point as a presentation tool is a part of their repertoire, just as posterboard and markers are.

Technology & Resources specific to this unit:

Internet

People over 80

Standard research sources

Assessment Statement: Assessment is a critical part of any instructional unit, and formative assessment must occur on an on-going basis. Each form of assessment should be directly linkable to the specific skills and objectives around which the unit is designed. A variety of assessment tools should address the various learning styles and intelligences of the students. Because we do not teach in an ideal world where students learn for the sheer joy of learning and grades are not required by the administrative office as a means of reporting to parents, some form of summative evaluation is also a part of the way we currently do business. To meet all of these needs, this unit includes the following forms of assessment:

Formal: The Speakeasy Pass--a checklist which includes various items

Individual Projects--done with a rubric

Character Book

Video Sheet

Group Presentations-done with a rubric

Final exam--pencil and paper

Informal: Some of these may appear on the speakeasy pass.

Checkpoints on long-term projects

Participation in discussion

Vocabulary activities

Thought questions

Group processes observed during work time

Expansion ideas for topic:

History--connect to the general history of the time

Rights of blacks and women

Math/Business--compare/contrast the rise and fall of the stock market

with today’s market

Science--Technology (Inventions of the time)

Chemistry of moonshining

Family and Consumer Science--changes in fashion and hairstyles

Physical Education--the Charleston

Health--effects of prohibition on general health