**Lesson Plan: American Literature and the American Dream**
**Grade Level:** 11th Grade
**Subject:** Language Arts
**Duration:** 5 Days (This is a 5-day unit plan, assuming classes meet for 50 minutes)
**Objective:**
- Students will explore the theme of the American Dream in American literature.
- Students will compare and contrast different authors' portrayals of the American Dream.
- Students will analyze literary elements such as theme, character, and symbolism in the texts.
**Standards:**
- CCSS.ELA-LITERACY.RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text.
- CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.
- CCSS.ELA-LITERACY.W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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**Day 1: Introduction to the American Dream**
**Materials:**
- Whiteboard/Smartboard
- Copies of "The Great Gatsby" by F. Scott Fitzgerald, excerpts
- Copies of "Of Mice and Men" by John Steinbeck, excerpts
**Activities:**
1. **Warm-Up (10 minutes):**
- Begin with a class discussion: "What is the American Dream?" Have students write a brief response in their journals.
2. **Introduction to the Theme (15 minutes):**
- Explain the background of the American Dream concept. Discuss its origins and evolution over time.
3. **Reading and Discussion (25 minutes):**
- Read excerpts from "The Great Gatsby" and "Of Mice and Men" that highlight each author's perspective on the American Dream.
- Break students into small groups to discuss the following questions:
- How do Gatsby and the characters in "Of Mice and Men" perceive the American Dream?
- What obstacles do they face?
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**Day 2: Further Exploration of Characters and Themes**
**Materials:**
- Copies of "The Great Gatsby" and "Of Mice and Men"
- Character analysis graphic organizer
**Activities:**
1. **Warm-Up (5 minutes):**
- Quick write: Describe a modern version of the American Dream.
2. **Character Analysis (20 minutes):**
- Using the graphic organizer, students will identify key characters in both texts and their relationship with the American Dream.
3. **Group Work and Discussion (25 minutes):**
- Students will form groups to compare and contrast Gatsby and George/Mice Lenny's aspirations.
- Groups will present their findings to the class.
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**Day 3: Symbolism and Literary Devices**
**Materials:**
- Copies of "The Great Gatsby" and "Of Mice and Men"
- Symbolism in literature worksheet
**Activities:**
1. **Warm-Up (5 minutes):**
- Quick discussion: How do authors use symbols to enhance their themes?
2. **Lecture and Notes (20 minutes):**
- Brief lecture on symbolism, focusing on key symbols in "The Great Gatsby" (e.g., the green light, the eyes of Doctor T. J. Eckleburg) and "Of Mice and Men" (e.g., the rabbits, the bunkhouse).
3. **Individual Practice (25 minutes):**
- Students will complete the symbolism worksheet, identifying and analyzing symbols in the texts.
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**Day 4: Writing Workshop**
**Materials:**
- Laptops/Tablets
- Writing prompt handout
**Activities:**
1. **Warm-Up (5 minutes):**
- Reflect on the symbols discussed in previous lessons.
2. **Writing Assignment Introduction (10 minutes):**
- Introduce the writing assignment: "Compare and contrast the portrayal of the American Dream in 'The Great Gatsby' and 'Of Mice and Men.' Use evidence from the texts to support your analysis."
3. **Writing Workshop (35 minutes):**
- Students will begin drafting their essays in class. Teacher will circulate and provide individual feedback.
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**Day 5: Peer Review and Final Drafts**
**Materials:**
- Peer review checklist
- Laptops/Tablets
**Activities:**
1. **Warm-Up (5 minutes):**
- Brief reminder of the key points for effective peer review.
2. **Peer Review (20 minutes):**
- Students will trade essays and use a provided checklist to give constructive feedback to their peers.
3. **Final Draft Completion (25 minutes):**
- Students will revise their essays based on peer feedback and submit their final drafts.
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**Assessment:**
- Participation in class discussions and group activities.
- Completion of symbolism worksheet.
- Final essay comparing and contrasting the portrayal of the American Dream in the two texts.
**Differentiation:**
- Provide graphic organizers and guided notes for students needing additional structure.
- Offer one-on-one support during the writing workshop.
- Allow alternative assessment methods for students with specific needs, such as an oral presentation or a multimedia project.
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**Closure:**
- Review key themes and symbols discussed throughout the unit.
- Reflect on how the concept of the American Dream has evolved and its relevance today.