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)