Lesson 5

Lesson Goals

Texts

Core

• • The Great Gatsby, F. Scott Fitzgerald, Scribner, 1925

Materials

Tools

• The Great Gatsby: Culminating Task Checklist

Reference Guides

• Integrating Quotations Reference Guide

Editable Google Docs

• The Great Gatsby: Culminating Task Checklist

Activity 1: Write

We will continue drafting our literary analysis essays and continue our writing workshop-style mini-conferences with our teacher.

Continue drafting your literary analysis essay. As you write, your teacher will meet with individual students in mini-conferences.

Activity 2: Read – Discuss – Write

We will give and receive peer feedback about our Culminating Task literary analysis essays.

Step 1

As a class, review the Culminating Task Checklist and the list of “be sure to” statements in the Culminating Task prompt. These are the expectations for your essay that you will want to receive feedback about.

Focus on the expectations related to your literary analysis presenting analytical claims that use evidence from the novel and at least one critical source effectively, as listed below.

In developing your literary analysis of The Great Gatsby, be sure to do the following:

• Gather and organize relevant and strong evidence from the novel and at least one other critical source.

• Integrate quotations from the novel and other secondary sources.

Evaluation questions:

• Form Claims: How well do I develop and clearly communicate meaningful and defensible claims that represent valid, evidence-based analysis of the novel and related critical sources?

• Develop Ideas: How well do I use textual evidence, examples, explanations, and reasoning to develop a coherent, logical, and well-supported literary analysis and critical argument?

Step 2

For this task, the analytical claims you form and the textual evidence you use will be a major area in which you will want to receive feedback. In addition, identify one or two other issues from the set of expectations that seem most important or problematic for you.

Work with an editing partner to determine how well your literary analysis does the following:

• presents meaningful and defensible claims

• uses relevant and strong textual evidence

• integrates quotations, examples, paraphrases, and other supporting evidence

• accomplishes the other goals or expectations that you have individually identified as important

Your teacher will assign you a partner. Explain to your partner what you have been working on and which of the task expectations you are most concerned about, in addition to those having to do with claims, evidence, and the use of quotations. Switch literary analysis essays and read your partner’s essay, keeping those identified “be sure to” statements or evaluation questions in mind.

As an editing partner, do not directly edit or write in your partner’s draft; instead, make notes and give feedback about the elements or expectations your partner has identified—or other issues from the task expectations that stand out to you as strengths or areas in need of improvement.

Activity 3: Write

For homework, we will continue drafting and revising our Culminating Task literary analysis essays, focusing on the issues we have received feedback about.

Continue writing and revising your literary analysis essay, considering the feedback you have received from your teacher and peer editors. Continue to work on the development of meaningful and defensible claims that are supported by relevant and strong textual evidence, using quotations and paraphrases from the novel and at least one critical source and ensuring they are well-integrated into your sentences and paragraphs.