Introduction
In this lesson plan, students study the biography and work of F.
Scott Fitzgerald. They learn how the author used autobiographical
elements in writing his stories, and they try a hand at writing a
Fitzgerald-style story with autobiographical elements of their own.
Grade Levels
6-8
Subject Areas
Language Arts, Writing
Objectives
Students will:
- Learn about the life and work of F. Scott Fitzgerald in the context
of the Jazz Age
- Understand how an author may use elements from his own life in
the creation of fictional characters
- Create their own autobiography scrapbook
- Write a Fitzgerald-style short story, creating their own characters
and applying elements from their own lives
Materials
- A videotape of American Masters: F. Scott Fitzgerald
- VCR and monitor
- A copy of the story "The Camel's Back," by F. Scott
Fitzgerald from the book Six Tales of the Jazz Age (Charles Scribner's
Sons: New York, 1960.)
Standards
Language Arts:
Uses
the general skills and strategies of the writing process
- Evaluates own and others' writing (e.g., applies criteria generated
by self and others, uses self-assessment to set and achieve goals
as a writer, participates in peer response groups)
- Uses content, style, and structure (e.g., formal or informal language,
genre, organization) appropriate for specific audiences (e.g., public,
private) and purposes (e.g., to entertain, to influence, to inform)
- Writes compositions about autobiographical incidents (e.g., explores
the significance and personal importance of the incident; uses details
to provide a context for the incident; reveals personal attitude
towards the incident; presents details in a logical manner)
- Writes biographical sketches (e.g., illustrates the subject's
character using narrative and descriptive strategies such as relevant
dialogue, specific action, physical description, background description,
and comparison or contrast to other people; reveals the significance
of the subject to the writer; presents details in a logical manner)
Uses
the general skills and strategies of the reading process
- Establishes and adjusts purposes for reading (e.g., to understand,
interpret, enjoy, solve problems, predict outcomes, answer a specific
question, form an opinion, skim for facts; to discover models for
own writing)
- Uses specific strategies to clear up confusing parts of a text
(e.g., pauses, rereads the text, consults another source, represents
abstract information as mental pictures, draws upon background knowledge,
asks for help)
- Understands specific devices an author uses to accomplish his
or her purpose (e.g., persuasive techniques, style, literary form
or genre, portrayal of themes, language)
- Reflects on what has been learned after reading and formulates
ideas, opinions, and personal responses to texts
Lesson plan by Ann Willmott Andersson (akwa@earthlink.net)
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