Choice Board Worksheet

Broad Theme: The Great Gatsby Theme_____________________________________

Standard: Determine a theme or central idea of a text and analyze in detail
its developmentover the course of the text, including how it emerges and is
shaped and refined byspecific details; provide an objective summary of the
text. (910.RL.2)_____________________________________________________________
Blooms Level
_Create____________

Blooms Level
Blooms Level
_Analyze______ ___Analyze__________
Compare and Contrast
______

Create a setting map

with places you think are
significant while reading
each chapter, include the
page #, chapter, and
why you think it is
significant

Compare the
roaring 20s to
today: are there
any similarities
or differences?

The West Egg and The

East Egg

Blooms Level
_Knowledge/Underst
and____________

Blooms Level
Apply_________
____

Blooms Level
__Understanding___
________

Identify the characters

that come from old
money and the
characters that come
from new money

Choose any 2
characters and
describe their
relationship to
each other

Give 3 examples of how

money is used
extravagantly,
Include the page # and
chapter

Blooms Level
__Understanding_____
______

Blooms Level
__Knowledge_
__________

Blooms Level
Understand/Evaluat
e_____________

Give one example of how

Gatsby used money to
buy love and one
example of how Tom
Buchanan used money to
buy love

Define the
American Dream

Summarize why Daisy

married Tom and why
Gatsby bought the
mansion he lived in.
What is the
connection?

QUESTIONS
1. Describe the intended grade/content area and some background
information regarding how your board would fit into your instruction.
This is for grades 9-10 and it would be for the students to do as they
read The Great Gatsby. I would have them choose 3 squares to do
as we read the book. I would stop the reading on days we are
reading together out loud in class and give examples that would
relate to the Tic-Tac-Toe Board

2. What part of the process did you find the most challenging? Making
sure I was incorporating the different levels of Bloom and use
Blooms verbs
3. Choose your most challenging activity and provide an explanation of
how you could modify it for a student with a learning disability. I
could not choose just one that I thought might be more difficult than
another. I decided that I would probably modify almost all of them
for my student with a learning disability by making the responses
less and providing some of the info in the square. For example, I
would provide 2 things about the 20s and have my student compare
those 2 things with today. I would also have my student give one
example instead of 3. I would modify the squares so that my
student is still doing the same thing as the rest of the class.
4. Can you see yourself using a choice board in your classroom? Why
or why not?
Yes, I like the idea of giving students choices. Choosing their own
squares can keep them more engaged in the lesson.