The Great Gatsby Technology Project Teacher Handout Total: 150 Points

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1 Robyn Meadows Dr. Dietrich EDFN FALL 2011 The Great Gatsby Technology Project Teacher Handout Total: 150 Points Project Overview: After reading the novel independently and discussing it in groups, students work with their novel groups to create Web 2.0 projects that demonstrate mastery of the elements of fiction. Have students maintain notes/graphic organizers during their reading to help with project. Have students keep a log of responsibility to assist with preventing a few students from allowing the others to do most of the work. Student/Target area: High school literature class, grades: 11-12, levels 3-5, can adjust for honors. Focus areas: Elements of fiction: characters, plot, conflict, symbolism, theme, final presentation. Students will also research novel's historical context. Learning Goal/Objectives: Students will read and analyze American Literature. Students will utilize collaborative skills in group discussions/projects. Students will identify elements of fiction with graphic organizers. Students will create innovative, organized group projects using Web 2.0 technology. Students will deliver group presentation using effective, clear communication skills. Assessments: Formative: Graphic organizers on character, plot, conflict, theme, symbolism, many from www. readwritethink.org. For example, Also using small Post-it notes, with their novel groups, students write down what they know has happened up to certain points of the novel/plot, and then place in order on paper; as they go along in their reading. Each group keeps graphic organizers in a file to use as notes for group projects. Taking notes and assigning a participation grade as students interact is the key to determining 1

2 how well students understand The Great Gatsby. Summative: Project rubric, see page 4. Materials Needed: Ensure access to each site with district's technology department. Ask students to seek approval for each website they pick. Consider sending a letter home to parents if use of technology is a problem. Know your students: If you have a student or students who do not have Internet access at home; you may have to adjust the requirements. Ensure students have time to work on project at school, with laptops, or in the media center. Differentiated Instruction: Break students into individual teams, according to reading levels; pairing lower level readers with higher level readers in order to provide peer tutoring during group discussion. Project easily meets needs for students with a ADD/ADHD; but should help these students by breaking up project, and asking students to show progress reports along the way. Students with Autism Spectrum Disorder should fare well with the project part, but may require accommodations for the presentation. Provides individualized instruction by allowing students choice. Also provides individualized instruction for advanced students as well because they can be as creative as they desire. 2

3 Student Directions: *Type project proposal and include the name of each team member. Turn in by. Each project should have at least or more: Historical context of the time period of Gatsby. Attention paid to the underlying theme of the novel. Reference to at least two symbols in the book. Each group member needs to explain a separate character, what they look like, what motivates them, and what happened to them. Analysis of conflict/plot elements. Understanding of setting. Synthesis of all of the above. A group log that details each member's responsibility with the project. This is worth another 30 points that gets added to your final project grade. Project Due on. Remember: You must back up all of your assertions with examples from the text, and do not forget to cite with MLA. Please remember to cite information taken from the Internet. Even if you complete a video, you MUST create a page of citations and publish it with the VIDEO and create one to print and give to the teacher. 3

4 Gatsby Roars on the Web: From PA Holistic Writing Scoring Guide, And Oral Communication Rubric FOCUS Content X 5 ORGANIZATION X 4 STYLE/ CONVENTIONS X 4 TECHNOLOGY X 3 PRESENTATION X 4 PROJECT WORTH Sharp, distinct, focus Sophisticated specific/ illustrative content/ideas/ well-developed ideas; all elements of fiction well supported; creative use of resources. Controlled; and subtle organization; strong flow, well thought-out transitions. Voice, personality apparent in project/writing. Few grammatical or errors. Superior and innovative use of technology. Choice meets Web 2.0 criteria; school's acceptable use policy Superior contact, inclusion of all group demeanor, evidence of practice and use Clear focus Adequate focus Vague focus Confused focus Absence of focus Specific content; developed ideas; all elements of fiction; creative; three resources. Logical and Good transitions. Strong attempt at voice/ personality in writing/proje ct; some mechanical errors. Good use of technology. Meets Web 2.0 criteria, and school policy. Strong contact, inclusion of all group demeanor, evidence of practice and use of visual aid. Sufficient content; all elements of fiction. Appropriate Transitions. Some personality/voice in project/any usage errors if relevant not severe enough to interfere with purpose. Acceptable use of technology. Meets Web 2.0 criteria, and school policy. Acceptable volume, eye contact, inclusion of all group demeanor, evidence of practice and use 120 POINTS 30 POINTS Content limited to a listing repetition, some elements of fiction; or a mere sequence of ideas. Inconsistent Lack of transitions. Limited personality/ voice in project/bland; limited variety; repeated usage errors; errors in research format. Attempts use of tech. Meets Web 2.0, and school policy. Inconsistent in some of these areas: contact, inclusion group demeanor, practice and use Superficial content. Limited elements of fiction explained; Fallacies of logic. Confused Lack of personality/voice, serious usage and research errors. Superficial use of technology; Meets Web 2.0, and school policy. Insufficient use of in some or all areas: volume, eye contact, inclusion of all group demeanor, evidence of practice and use Lack of relevant content; Few elements of fiction; multiple fallacies of logic. Absence of No sign of personality or voice; severe usage and research errors. Fails to use tech properly; Does not meet Web 2.0 or school policy guidelines. Presentation was lacking in all areas: contact, inclusion of all group demeanor, and evidence of practice and use of visual aid. 4

5 Reading PDE: Standards Aligned System A: Apply strategies to construct meaning through interpretation and to analyze and evaluate author s use of techniques and elements of fiction and non-fiction for rhetorical and aesthetic purposes D: Demonstrate comprehension / understanding before reading, during reading, and after reading on a variety of grade level texts to support understanding of a variety of literary works from different cultures and literary movements D.: Analyze the effectiveness, in terms of literary quality, of the author's use of literary devices, (e.g., personification, simile, alliteration, symbolism, metaphor, hyperbole, imagery, allusion, satire, foreshadowing, flashback, irony) [in various genres]. R11.A.1.3.2: Cite evidence from text to support generalizations R11.A.1.4.1: Identify and/or explains stated or implied main ideas and relevant supporting details from text. R11.B.1.1.1: Explain, interpret, compare, describe, analyze, and/or evaluate the relationships within fiction and literary nonfiction. Character (may also be called narrator, speaker, and subject of a biography): Explain, interpret, compare, describe, analyze, and/or evaluate character actions, motives, dialogue, emotions/feelings, traits, and relationships among characters within fictional or literary nonfictional text. Explain, interpret, compare, describe, analyze, and/or evaluate the relationship between characters and other components of text. Setting: Explain, interpret, compare, describe, analyze, and/or evaluate the relationship between setting and other components of the text. Plot (May also be called action): Explain, interpret, compare, describe, analyze, and/or evaluate elements of the plot (conflict, rising action, climax and/or resolution). Explain, interpret, compare, describe, analyze, and/or evaluate the relationship between elements of the plot (conflict, rising action, climax, resolution) and other components of the text. Theme: Explain, interpret, compare, describe, analyze, and/or evaluate the relationship between the theme and other components of the text. Tone, Style, Mood: Explain, interpret, compare, describe, analyze, and/or evaluate the relationship between the tone, style, and/or mood and other components of the text. Symbolism: Explain, interpret, compare, describe, analyze, and/or evaluate the use of symbolism in fiction or literary nonfiction. Speaking B: Demonstrate awareness of audience using volume and clarity in formal speaking presentations. 5

6 Writing A: Write poems, short stories, and plays with various organizational methods, literary elements and devices.(possibly, depending on project created.) A: Write with a clear focus, identifying topic, task, and audience C: Write with controlled and/or subtle D: Write with an understanding of style using a variety of sentence structures and descriptive word choices. Create tone and voice through the use of precise language F: Use grade conventions of language when writing and editing. Spell all words correctly. Use capital letters correctly. Punctuate correctly Use correct grammar and sentence formation Technology A. Use media and technology resources to support personal productivity, group collaboration, and learning throughout the curriculum. 6