S+Ferry,+Bridget

Office: 322 Office Phone: 207 415 2759 Office Hours: ** MW 2:00-4:00 ** Summary of Unit ** Students will develop their knowledge of themes, conflict, and point of view while reading F. Scott Fitzgerald’s __The Great Gatsby.__ Students will learn about how point of view affects what and how the reader interprets the story, how internal and external conflict affect characters and impact the theme, and how the theme or themes of the work is/are affected by the point of view from which the story is told. Students will create blogs, podcasts, webs, comic books, Glogster posters, and a video blog to demonstrate their knowledge. Mastery will be graded through the use of holistic rubrics and checklists in both summative and formative assessments. In their final project, a video blog, students will “become” one of the characters and through their video demonstrate their mastery of the unit goals and successfully meet MLR A2 ** Establish Goals ** // Maine Learning Results: // English Language Arts //- A. Reading// //A2 Literary Texts// //Grades 9- Diploma **The Great Gatsby** Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.// ** Students will understand that ** ** Essential Questions ** ** Students will know ** Vocabulary: Point of View, First Person Point of View, Third Person Omniscient, Third Person Limited, Dynamic Character, Static Character, Round Character, Flat Character, Internal Conflict, External Conflict, Theme Important Events and People: Nick, Tom, Daisy, Gatsby, Jordan, George, and Myrtle. The Car Accident, The Party, The Death of Gatsby Writing Structure: Integrating quotations, parallel structure, metaphor, simile, conclusions, introductions. ** Students will be able to ** describe the effect of point of view on the themes of the text. illustrate the theme or themes in a literary text exhibit an understanding of the minor themes of a the work compare and contrast the character’s internal and external conflicts assume the role of a first person and a third person narrator reflect on how a character’s conflict affects a theme of the work. ** Performance Task Overview ** You are a character from The Great Gatsby who is sick and tired of the drama in West Egg going unnoticed. You have decided to try to get onto The Real World: West Egg and let them know what's going on! You need to create an audition tape that will catch the producer's eye so that they'll put you on MTV! Your video needs to be exciting and tell about a conflict you faced and the drama that ensued. But be honest, no one likes a liar! You will present your video blog to the producers of The Real World and explain your rationale for your opinions and why you see the situation as you do, and how this makes you a good contestant for their show. But a word of advice: be careful about what you say about your fellow characters; you never know who may be watching you! ** (200 Points) **  Attendance is necessary to do well in this course. There will be a lot of class discussion and group work, and both work better if all students are present to share their ideas and input. You are expected to come to class prepared every day. This means you have the required materials, something to write with and on as well as an open mind. If you know in advance that you will be absent, let me know and we can make arrangements to keep you caught up and on schedule. It is your responsibility to ask a myself or a classmate what you have missed and to get all missing work to me as soon as possible. ** Assignment Requirements: ** Anything typed up is expected to be Times, size 12, doubled spaced, with 1 inch margins. All work should be cited in MLA format. All assignments are expected to be turned in on time. If there are extenuating circumstances that prevent this, please speak to me before the work is due and we can work something out. Work is expected to be turned in with no typographical, grammatical, or spelling errors. We have peer reviews and spell check for this: use both tools wisely. If you feel the grade you receive on work does not accurately depict your knowledge, you can always come to me and ask to re-do the assignment. Circumstances for redoing work will vary with each situation, but all redone work needs to be turned in with the original. The highest grade you receive on either assignment is the one I will record. ** Expectations for Late Work: ** As previously stated, work is expected to be in on time. To err is human, to talk to me about late work is responsible. If you know you're not going to meet a deadline, come see me, we will try to work something out. Late work not previously discussed with me will be docked half a letter grade each for each day it is late. Responsibility and promptness are essential. ** Plagiarism: ** School's plagiarism is in effect in my class:Plagiarism is illegal. It is not frowned upon, morally questionable, or a poor decision: It is illegal. With that thought in mind, the school's plagiarism policy is always effective in this class. Not citing sources is plagiarism. Doing so incorrectly can also be plagiarism. If you're ever uncertain, please come see me and we can make sure you cite correctly and avoid grave errors. ** Benchmarks ** Total Points: 800 •**Blog-** Students will keep a blog where they will post about the minor themes of the work. Students will create a blog post for three minor themes of the work that they will determine on their own. Each post should explain the theme, have an integrated quotation, and an example. All blog posts should include an appropriate non-written stimulant, such as a picture, video, or song that supports the ideas in the post. Students will be expected to comment on at least three of their classmates blogs to leave feedback. **(100 points)** ** Grading Scale **** A ** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76), **C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59).
 * Teacher: Ms. Ferry
 * E-mail:** bridget.ferry@maine.edu
 * there is a difference between first person and third person narration and that the point of view effects a reader’s interpretation of a text
 * theme or themes, either stated or implied, have an effect in texts and can be evaluated
 * character’s internal and external conflicts greatly impact the theme or themes of a text
 * How does different narration points of view effect a reader’s interpretation of a text?
 * Why do we need to be able to evaluate and understand themes in literary texts?
 * How do characters’ internal or external conflicts impact the themes of a text?
 * Expectations **
 * Attendance and Absences: **
 * •Glogster -** Students will create a Glogster that will illustrate their understanding of one of the themes of the work. The Glogster should include evidence from the novel that supports the theme, and at least 3 quotations. Be creative! Add music, videos, pictures, and charts, anything that will help you convey your understanding of the theme you have chosen. **(100 points)**
 * •Comic Life **- Students will create a Comic Life in which they compare and contrast the internal and external conflicts of a character. Students will pick a character who's conflicts they wish to investigate more. They will create a comic book in which this character becomes the main character. The comic book must explain the internal as well as the external conflicts, and compare and contrast the two. Students must stay true to the book: making up conflicts and incidents they don't occur within the novel won't help you better understand the character! Be creative and have fun. **(175 points)**
 * •Bubbl.us -** Students will create a web that shows the connections between the major theme and the minor themes of the work. The minor themes should branch off from the central theme. From there, students are expected to write their understanding of the themes off in more bubbles that branch from that theme. Connect the themes to each other! The goal is to see how they connect to form the "big picture" and the plot of the novel. Add quotations and examples to support the themes and connections. **(75 points)**
 * •Podcast -** Students will record a Podcast where they will reflect on how a character's conflicts affect the theme or themes of the work. The students will use the same character that they wrote the comic book about. Reflect on the web that was created to see where you character fits into the themes! Record your reflections on how the conflicts your character faces impact the themes of the work. Add sound effects, album art, and pizazz wherever you can, but make sure it adds to what you're saying, not detracts from it. **(150 points)**
 * Video Blog -** Students will produce a Real World audition tape in which they will pretend to be a character describing a scene from __The Great Gatsby__ in their point of view. The character will be the same one as in the comic life and podcast. See the task description above for further detail. **(200 Points)**