S+LaPierre,+Tiarra

**Office: Room 201** **Office Phone: (207)242-1919** **Office Hours: 2:30-4:00 pm Mon, Wed, Fri.** ** E-mail: tiarra.lapierre@maine.edu **
 * Teacher: Ms. LaPierre**

=Summary of Unit= Welcome to English Class! This unit will explore The Great Gatsby and it's time period of influence, the Roaring Twenties. We will focus on such literary devices as Theme, Symbolism, Point of View and Imagery in order to explore the deeper meanings in Fitzgerald's work. Students will be asked to reflect on their own idea of the American Dream in contrast with Fitzgerald's representation, as well as identify biased perspectives within their own lives in order to understand the dubious nature of The Great Gatsby's narrative structure. Human beings are frequently prisoners of their own limited perspectives and the perspectives of others in their families, communities and cultures. It is important to learn the difference between truth and opinion and the Great Gatsby is an excellent catalyst for that form of thinking. It is also important to recognizes that symbols uncover meanings that gives cultural relevance and open different windows of learning and perspective that is important in developing world view. Throughout the unit we will complete creative multi-media projects that will reflect our ever developing ideas regarding these important topics and deepen our understanding of major themes in The Great Gatsby. =Establish Goals= Maine Learning Results: English Language Arts, A: Reading A2: Literary Texts, //The Great Gatsby// Grades 9-Diploma Students read text, within a grade appropriate span of text complexity, and present analysis of fiction using excerpts from the text to defend their assertions.

= = =Students will understand that= •Fitzgerald uses symbols to create meaning in the text. •the narrator effects the way we interpret characters and events. •there are several themes present in //The Great Gatsby//.

= = =Essential Questions= •Why are symbols in //The Great Gatsby// important to the way we interpret the meaning of the work? •How does the narrator's point of view effect the way we interpret characters and events? •How do we identify themes?

= = =Students will know= •__Terminology__: Symbol, Theme, Narrator, Point of View, Plot, Imagery, Protagonist, Antagonist. •__Important Events & Characters__: Gatsby, Nick, Daisy, Tom, Myrtle, George, Gatsby's death, The Valley of Ash, Party scenes, The eyes of Dr. T.J. Eckleburg. •__Critical Details__: The Jazz Age, The 1920's, Long Island NY, New money, Gatsby's lavish parties, Gatsby's mysterious past, Nick's bias.

= = =Students will be able to= •describe one major theme from //The Great Gatsby.// •make meaning of a symbol in //The Great Gatsby.// •produce a cover or poster which expresses one major theme from //The Great Gatsby.// •analyze two or more symbols from //The Great Gatsby.// •consider how point of view effects the way we interpret plot. •be aware of Narrator biases.

**Performance Task Overview** You are living in the middle of the 1920’s, __The Great Gatsby__ has just been published and it has become an instant bestseller! As an accomplished literary critic and long-time student of Fitzgerald’s work, the publication that you work for has picked you to create a cover for the special edition of __The Great Gatsby__ using a newfangled piece of advanced technology called Glogster. However you are not the only one fighting to have your work displayed on the cover of one of the greatest American Literary novels of all time! The cover will be viewed by a panel of judges as well as Fitzgerald himself, and will need to draw attention and express themes clearly in order to be chosen. Remember, it’s not enough to be a pretty picture, your Glogster must convey meaning by combining several important ideas and images from the book. You have a midnight deadline so that it can be out on the streets, ASAP! Good luck!!!

=Expectations=
 * Classroom Expectations:** Each day I expect my students to come in to class prepared to participate and have fun. Enthusiasm for learning and a respectful attitude towards peers is important to creating and maintaining a healthy and productive classroom environment. Also, respect for peers is something I expect from everyone. Much of your learning is dependent on your own inquisitive nature. You should never feel hesitant to ask questions about something that is unclear or new to you.


 * Absent/Late Policy**: Any student accumulating more than 4 days of absence will begin losing class participation points. If the absence is planned, please inform me as soon as possible, preferably at least a week in advance. Any assignments due on the day of absence are expected to be turned in via email by the end of your regularly scheduled class time. If you are absent and I do not receive a copy of your work, please make time to schedule a meeting with me to talk about what you are doing to make up the missing assignments.

**Late Work Policy**: If you’re having trouble with an assignment and are unable to meet the hand-in deadline, don't hesitate to come see me to work on whatever it is you’re struggling with. I understand that sometimes "life happens" and you are unable to complete an assignment, however in the case that something unexpected comes up it is important that you communicate and work with me to figure out exactly how we should remedy this.


 * Assignment Expectations**: Assignments should be reflective of your best effort and creativity in order to meet the standards. All written assignments that require citation should be written using the MLA format. Final copies should be free of mechanical errors with 1 inch margins and be typed in Times New Roman size 12. All papers must include an interesting and relevant title. The paper's header should be in the tip left hand corner of the page and feature your name, the name of the assignment, and the date.


 * Plagiarism Policy**: Our school has a zero tolerance policy regarding plagiarism. Students found guilty of plagiarism will be met with severe consequences and the assignment will receive a zero. Further disciplinary actions will be dealt with by the principle and may result in academic suspension. Student's parents will also be notified of the offense.

=Benchmarks (400 points total)= •**Discussion Podcast:** Students will design a talk show discussing the role of theme in The Great Gatsby. Using Garage Band or Audacity, students will form teams to host a talk show either using original characters or characters from pop culture and/or the novel. A written transcript of the podcast is expected to be handed in along with the finished product. //**(25 points).**// •**Glogster:** Design a cover for the Great Gatsby expressing one or more major theme(s). Students will either create or find images representative of characters, events, symbols or images from The Great Gatsby in order to express theme. In order to use images found online, students will have to create a hyperlink on their Glogster giving credit to the images owner. Glogs will be presented in class and students will provide a 5 min presentation explaining how their cover meets the criteria and expresses a specific theme from the novel. (//**75 points**//). •**iMovie:** Students will create a video expressing multiple points of view from characters in the Great Gatsby regarding one event or character. Each student will be expected to take on a role either acting in the film, writing the script, shooting or editing the production. A certain number of quotations from the text will be required in the film along side original and creative script writing. //**(100 points).**// •**Blog:** Students will keep track of symbols, images and meanings as they become clearer through readings. Students will upload their own original digital photography or artwork to their blogs to accompany book discussion. Each photograph will be representative of a symbol, theme, image, or idea present within the text. A brief explanation as to why they chose the photographs they did and how the photographs accurately depict a symbol, theme, image, or character from the play. //**(50 points**//). •**Digital Essay:** Students will analyze two or more symbols from The Great Gatsby and participate in peer reviews online. Essays are expected to go through several drafts and students are required to create their own thesis. Peer reviews will be graded as well as responses to being reviewed and students must use proper terminology in their papers. **(//75 points//)**. •**Comic Life:** Students will discern truth and make inferences about characters excluding Nick's narrator biases. Comics will be expected to expose the duplicity of Nick's narration by relaying facts and logical inferences about the characters in the novel. Students will work in teams to design a comic and create/find images to express their ideas. Each student is also expected to research one character from the novel and fill out a fact and opinion sheet on the assigned character. //**(75 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).