October 31st, 2005
F. Scott Fitzgerald: Winter Dreams
Lesson Overview


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


Subject Areas

Language Arts, Writing


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


  • 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.)


Language Arts:

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)

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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