Stephanie Boutin

ENG 297
April 7, 2014
ELA Multi-Skill Activity
Context:
Grade 11
Character analysis lesson at the end of reading unit with The Great Gatsby
Students have already read entire novel
Common Core Standards for Grades 11-12:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
CCSS.ELA-LITERACY.W.11-12.3
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.11-12.3.A
Engage and orient the reader by setting out a problem, situation, or observation and its
significance, establishing one or multiple point(s) of view, and introducing a narrator
and/or characters; create a smooth progression of experiences or events.
CCSS.ELA-LITERACY.W.11-12.3.B
Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.11-12.3.D
Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.W.11-12.3.E
Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.11-12.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA-LITERACY.SL.11-12.1
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.
CCSS.ELA-LITERACY.SL.11-12.1.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.
CCSS.ELA-LITERACY.SL.11-12.1.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.
CCSS.ELA-LITERACY.SL.11-12.1.D
Respond thoughtfully to diverse perspectives; 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.
Activity:
1. After finishing The Great Gatsby, the teacher will introduce the activity by explaining to
students that they can learn about characters through not only what the text explicitly
says, but by imagining their thoughts and feelings that are not explained by the author.
2. Students will individually choose a character from the novel that they would like to
analyze.
3. Based on the characteristics, actions, interests, and relationships of their chosen character,
students will design a diary or journal cover. The cover must be designed to match the
personality of their character. Students must be able to justify their design choices.
4. Students will then write a diary or journal entry from the perspective of their character at
the end of each chapter they are in. Chapter one will be the first entry, chapter two the
second, and so on. Students will analyze the character through imagining how the
character really feels about what happened in the chapter and what they really think about
other characters.

5. Students will quote the text in their journals where necessary and will be able to justify
their choices using textual evidence.
6. Students will form groups based on the character they have written a diary or journal for.
Students with the same character will be in one group.
7. In groups, students will discuss their journals. Students will question their peers choices
in their journals. The student being questioned will explain why they included certain
aspects in their journals using evidence from the text.
8. The teacher will collect the journals and use a rubric for a formative assessment in the
students understanding of their chosen character.
Rationale:
This activity helps students to strengthen their reading, writing, listening, and speaking
skills. Students are able to enhance their skills in reading literature by looking at what the text
says and thinking beyond what is directly on the page. They are asked to take textual evidence in
the reading and build off of it by analyzing how a character thinks and feels throughout The
Great Gatsby. In order to understand the character they have to examine their situation, what
they say, and how they react to other characters. This activity benefits students writing skills
because they are forced to be conscientious about what they are writing. They have to find the
voice of the character and write as they would write. This gives them the opportunity to try
different forms of writing and also makes them aware of their own writing style by forcing them
to do something different. When the students get into groups to discuss their journals they
improve their speaking and listening skills. They t go into their discussions having already
thought deeply about their character. Students are then able to ask each other about why their
peers did things that are different from what they chose to do. They use social construction to
build off of one anothers ideas and are able to see a range of analyses. They will also learn that
others contribute different ideas. This multi-skill activity is a way to get students to strengthen

their reading, writing, listening, and speaking skills while studying the characters from The
Great Gatsby.