-
- From: WebQuest Builders
- Contributed By: amie sklar
Introduction:
You are living in the 1920's in America. It is an exciting time with new fashions, new art movements, political activists and scandals. You will become an expert on a certain aspect of the 1920's. Maybe you will be a flapper or a prohibitionist, wherever the wind takes you! After you are completely comfortable in your new time period you will be able to identify with the characters of The Great Gatsby. After you choose a character whom you identify with or maybe like or dislike, you will write a two voice found poem. You will be able to combine your 1920's voice with the characters voice from the book into a poem. There will also have to be lines in the poem which are read as one voice. Be creative! Research! Have fun traveling back in time!!! First stop...1920!
The Task:
The Roaring Twenties was a decade of hot topics including prohibition, women's suffrage, flappers, fashion, and the Harlem Renaissance all leading up to a time of great turmoil: The Great Depression.
Your job is to choose a character from The Great Gatsby that interests you and they will be one of the voices in the two voice poem.
For the second voice, your voice, you will need to research a topic from the roaring twenties that sparks your interest and that will help to create your voice from that time period.
The Process:
1.) You will choose a character that interests you from The Great Gatsby * Jay Gatsby * Daisy Buchanan * Tom Buchanan
* Nick Carraway * Jordan Baker * Myrtle Wilson
* George Wilson 2.) You will go to www.iGoogle.com and set up an iGoogle account, so you can access google docs. 3.) You will then go to google docs and open a new document, title it "The Great Gatsby" and proceed to step 4.
4.) You will then go through the book jotting down words or key phrases pertaining to that character's voice in a google document, that you will want to infiltrate into the poem & respond to with your own (roaring-twenties modified) voice. 5.) You will use the provided informational links about the Roaring Twenties to research a topic (prohibition, women's suffrage, flappers, fashion, Harlem Renaissance, etc) (prohibition, women's suffrage, flappers, fashion, Harlem Renaissance that will help you to create your own voice from that decade. http://www.enotes.com/roaring-twenties-almanac/politics-1920s gives a good timeline of the roaring twenties to help you get a better understanding of the time period and events. http://www.1920-30.com/ is a great website to research the different topics of the roaring twenties whether it be architecture, literature, music, fashion etc. http://www.authentichistory.com/1920s.html -- this is also another great website that entails all of the major contributing factors that made the twenties what they were (ie: music, election, prohibition, women's suffrage, general images, etc). 6.) You are now ready to create your poem:
- The left side of the poem will be your chosen character's voice - The middle will be what both you and your character might say,
- The right side will be your own (roaring twenties modified) voice. Here are some links to worksheets that will help you create the two voice poem. http://www.readwritethink.org/lesson_images/lesson391/two-voice.pdf http://www.writingfix.com/PDFs/Comparison_Contrast/Poem_Two_Voices.pdf
7) At the end of the project you will add your teacher as a collaborator in google docs. That way the instructor will be able to view your progress.
Be sure to make your poem center around one of the hot topics from the decade!
Evaluation:
Conclusion:
The students will have had to use creative and critical thinking to complete the two voice found poem. They will have had to demonstrate a clear understanding of the novel as well as the characters. The students will also have had to do research on their own to help them understand the time period. This allowed the historical importance of the American novel to be appreciated and the students will have a deeper appreciation for the plot and characters. They will also have learned about themselves and what they would have been interested in during the roaring twenties.
Credits & References:
Thank you to Professor Andrea Fishman an English Professor at West Chester University for introducing the English majors to the two voice found poem. It is a great activity and brings the creativity out of students. Thank you to The American Dream Webquest, The Great Gatsby Unit created by Abby Foster for creating such a fantastic rubric that we could incorporate into our webquest.
Standards:
1.3.11. GRADE 11 B. Analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style.
1.4.11. GRADE 11
1.5.11. GRADE 11
B. Write using well-developed content appropriate for the topic.
- Gather, determine validity and reliability of, analyze and organize information.
- Employ the most effective format for purpose and audience.
You are living in the 1920's in America. It is an exciting time with new fashions, new art movements, political activists and scandals. You will become an expert on a certain aspect of the 1920's. Maybe you will be a flapper or a prohibitionist, wherever the wind takes you! After you are completely comfortable in your new time period you will be able to identify with the characters of The Great Gatsby. After you choose a character whom you identify with or maybe like or dislike, you will write a two voice found poem. You will be able to combine your 1920's voice with the characters voice from the book into a poem. There will also have to be lines in the poem which are read as one voice. Be creative! Research! Have fun traveling back in time!!! First stop...1920!
The Task:
The Roaring Twenties was a decade of hot topics including prohibition, women's suffrage, flappers, fashion, and the Harlem Renaissance all leading up to a time of great turmoil: The Great Depression.
Your job is to choose a character from The Great Gatsby that interests you and they will be one of the voices in the two voice poem.
For the second voice, your voice, you will need to research a topic from the roaring twenties that sparks your interest and that will help to create your voice from that time period.
The Process:
1.) You will choose a character that interests you from The Great Gatsby * Jay Gatsby * Daisy Buchanan * Tom Buchanan
* Nick Carraway * Jordan Baker * Myrtle Wilson
* George Wilson 2.) You will go to www.iGoogle.com and set up an iGoogle account, so you can access google docs. 3.) You will then go to google docs and open a new document, title it "The Great Gatsby" and proceed to step 4.
4.) You will then go through the book jotting down words or key phrases pertaining to that character's voice in a google document, that you will want to infiltrate into the poem & respond to with your own (roaring-twenties modified) voice. 5.) You will use the provided informational links about the Roaring Twenties to research a topic (prohibition, women's suffrage, flappers, fashion, Harlem Renaissance, etc) (prohibition, women's suffrage, flappers, fashion, Harlem Renaissance that will help you to create your own voice from that decade. http://www.enotes.com/roaring-twenties-almanac/politics-1920s gives a good timeline of the roaring twenties to help you get a better understanding of the time period and events. http://www.1920-30.com/ is a great website to research the different topics of the roaring twenties whether it be architecture, literature, music, fashion etc. http://www.authentichistory.com/1920s.html -- this is also another great website that entails all of the major contributing factors that made the twenties what they were (ie: music, election, prohibition, women's suffrage, general images, etc). 6.) You are now ready to create your poem:
- The left side of the poem will be your chosen character's voice - The middle will be what both you and your character might say,
- The right side will be your own (roaring twenties modified) voice. Here are some links to worksheets that will help you create the two voice poem. http://www.readwritethink.org/lesson_images/lesson391/two-voice.pdf http://www.writingfix.com/PDFs/Comparison_Contrast/Poem_Two_Voices.pdf
7) At the end of the project you will add your teacher as a collaborator in google docs. That way the instructor will be able to view your progress.
Be sure to make your poem center around one of the hot topics from the decade!
Evaluation:
| Beginning | Developing | Accomplished | Exemplary | |
|---|---|---|---|---|
| Research | Description of identifiable performance characteristics reflecting a beginning level of performance | Description of identifiable performance characteristics reflecting development and movement toward mastery. | Description of identifiable performance characteristics reflecting mastery of performance | Description of identifiable performance characteristics of the highest level of performance |
| Format/Organization | Description of identifiable performance characteristics reflecting a beginning level of performance | Description of identifiable performance characteristics reflecting a beginning level of performance | Description of identifiable performance characteristics reflecting mastery of performance | Description of identifiable performance characteristics of the highest level of performance |
| Content/Accuracy | Description of identifiable performance characteristics reflecting a beginning level of performance | Description of identifiable performance characteristics reflecting a beginning level of performance | Description of identifiable performance characteristics reflecting mastery of performance | Description of identifiable performance characteristics of the highest level of performance |
| Style | Description of identifiable performance characteristics reflecting a beginning level of performance | Description of identifiable performance characteristics reflecting a beginning level of performance | Description of identifiable performance characteristics reflecting mastery of performance | Description of identifiable performance characteristics of the highest level of performance |
| Grammar/Spelling | Description of identifiable performance characteristics reflecting a beginning level of performance | Description of identifiable performance characteristics reflecting a beginning level of performance | Description of identifiable performance characteristics reflecting mastery of performance | Description of identifiable performance characteristics of the highest level of performance |
Conclusion:
The students will have had to use creative and critical thinking to complete the two voice found poem. They will have had to demonstrate a clear understanding of the novel as well as the characters. The students will also have had to do research on their own to help them understand the time period. This allowed the historical importance of the American novel to be appreciated and the students will have a deeper appreciation for the plot and characters. They will also have learned about themselves and what they would have been interested in during the roaring twenties.
Credits & References:
Thank you to Professor Andrea Fishman an English Professor at West Chester University for introducing the English majors to the two voice found poem. It is a great activity and brings the creativity out of students. Thank you to The American Dream Webquest, The Great Gatsby Unit created by Abby Foster for creating such a fantastic rubric that we could incorporate into our webquest.
Standards:
1.3.11. GRADE 11 B. Analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style.
1.4.11. GRADE 11
- Write short stories, poems and plays.
1.5.11. GRADE 11
B. Write using well-developed content appropriate for the topic.
- Gather, determine validity and reliability of, analyze and organize information.
- Employ the most effective format for purpose and audience.
TEACHER PAGE
Introduction This lesson was developed as an exploratory project of the Roaring 20's based on the idea of a Literature professor at West Chester University of Pennsylvania. Designed to expose students to the Roaring 20's, this lesson integrates history into literature. Students will not only need to research details of that time period, but they will also need to apply what they find into poetry. The students will write from the voice of the character they choose from the Great Gatsby and then find common ground with that character. By the end, the students should have a greater knowledge of the Roaring 20's and been introduced to a new style of poetry. According to Dr. Gardner's theory of multiple intelligences, not only will students apply their linguistic intelligences, but they will also apply interpersonal and intrapersonal intelligence. Students will need to reflect on their own feelings and the feelings of the characters they chose. They will also need to be able to put these feelings into words. The students will also apply most of Bloom's Taxonomy of Cognitive Levels including comprehension (by translating the voice of their character into the poem), analysis (by comparing their own voice to the characters), and synthesis (through the construction of their two voice found poem).
Learner This lesson is aimed towards 11th grade English students.
The students will need to have a basic understanding of writing poetry and research skills.
Standards
1.3.11. GRADE 11 B. Analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style.
1.4.11. GRADE 11
1.5.11. GRADE 11
B. Write using well-developed content appropriate for the topic.
- Gather, determine validity and reliability of, analyze and organize information.
- Employ the most effective format for purpose and audience.
Reflection on Standards
By completing this task successfully, the students will not only master the art of the two-voice found poem, but they will demonstrate their ability to research, retain, and use historical information. Since the students will be implementing tone and style into their characterization of the chosen character from The Great Gatsby, this multi-faceted project will also improve their ability to adapt to characters and time periods. Ultimately, at project's end, it will be a reflection of the students' understanding of the important content of the novel, The Great Gatsby, itself, thus touching upon and fulfilling all of the above states standards!
Resources
*The students would all need a copy of The Great Gatsby by F. Scott Fitzgerald
*A handout on what a two voice found poem looks like
*E-mail accounts for all students
*Internet Resources:
http://www.enotes.com/roaring-twenties-almanac/politics-1920s -- This gives a good timeline of the roaring twenties to help the students get a better understanding of the time period and events
http://www.1920-30.com/ -- This is a great website to research the different topics of the roaring twenties whether it be architecture, literature, music, fashion etc. http://www.authentichistory.com/1920s.html -- This is also another great website that entails all of the major contributing factors that made the twenties what they were (ie: music, election, prohibition, women's suffrage, www.webook.com -- This will be the recourse that students use when their poems are complete to share with their classmates and give/receive feedback.
http://students.umf.maine.edu/~knowlecm/gatsbywebquest/Images/GreatGatsby.jpg --This image of The front Cover of The Great Gatsby is used on the Title section of the Introduction page. http://www.myhistoryclass.net/images/Twenties.jpg --This image is used on the introduction page to depict The Roaring 1920's.
Following are two worksheets that will help with the creation of the two voice poem: http://www.readwritethink.org/lesson_images/lesson391/two-voice.pdf http://www.writingfix.com/PDFs/Comparison_Contrast/Poem_Two_Voices.pdf This lesson could be implemented by one teacher in the classroom. No field trips are necessary for this project to be done but if there is a museum or exhibit around about the 1920's in America it would be a nice addition to the lesson.
Evaluation The success of this lesson will be based on the success of the poem. Has the chosen character been represented accurately? Is historical data incorporated and portrayed effectively? Is the two voice found poem creative and fluid? By reading their poem to the class, students will be able to determine whether these elements have been met.
Introduction This lesson was developed as an exploratory project of the Roaring 20's based on the idea of a Literature professor at West Chester University of Pennsylvania. Designed to expose students to the Roaring 20's, this lesson integrates history into literature. Students will not only need to research details of that time period, but they will also need to apply what they find into poetry. The students will write from the voice of the character they choose from the Great Gatsby and then find common ground with that character. By the end, the students should have a greater knowledge of the Roaring 20's and been introduced to a new style of poetry. According to Dr. Gardner's theory of multiple intelligences, not only will students apply their linguistic intelligences, but they will also apply interpersonal and intrapersonal intelligence. Students will need to reflect on their own feelings and the feelings of the characters they chose. They will also need to be able to put these feelings into words. The students will also apply most of Bloom's Taxonomy of Cognitive Levels including comprehension (by translating the voice of their character into the poem), analysis (by comparing their own voice to the characters), and synthesis (through the construction of their two voice found poem).
Learner This lesson is aimed towards 11th grade English students.
The students will need to have a basic understanding of writing poetry and research skills.
Standards
1.3.11. GRADE 11 B. Analyze the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style.
1.4.11. GRADE 11
- Write short stories, poems and plays.
1.5.11. GRADE 11
B. Write using well-developed content appropriate for the topic.
- Gather, determine validity and reliability of, analyze and organize information.
- Employ the most effective format for purpose and audience.
Reflection on Standards
By completing this task successfully, the students will not only master the art of the two-voice found poem, but they will demonstrate their ability to research, retain, and use historical information. Since the students will be implementing tone and style into their characterization of the chosen character from The Great Gatsby, this multi-faceted project will also improve their ability to adapt to characters and time periods. Ultimately, at project's end, it will be a reflection of the students' understanding of the important content of the novel, The Great Gatsby, itself, thus touching upon and fulfilling all of the above states standards!
Resources
*The students would all need a copy of The Great Gatsby by F. Scott Fitzgerald
*A handout on what a two voice found poem looks like
*E-mail accounts for all students
*Internet Resources:
http://www.enotes.com/roaring-twenties-almanac/politics-1920s -- This gives a good timeline of the roaring twenties to help the students get a better understanding of the time period and events
http://www.1920-30.com/ -- This is a great website to research the different topics of the roaring twenties whether it be architecture, literature, music, fashion etc. http://www.authentichistory.com/1920s.html -- This is also another great website that entails all of the major contributing factors that made the twenties what they were (ie: music, election, prohibition, women's suffrage, www.webook.com -- This will be the recourse that students use when their poems are complete to share with their classmates and give/receive feedback.
http://students.umf.maine.edu/~knowlecm/gatsbywebquest/Images/GreatGatsby.jpg --This image of The front Cover of The Great Gatsby is used on the Title section of the Introduction page. http://www.myhistoryclass.net/images/Twenties.jpg --This image is used on the introduction page to depict The Roaring 1920's.
Following are two worksheets that will help with the creation of the two voice poem: http://www.readwritethink.org/lesson_images/lesson391/two-voice.pdf http://www.writingfix.com/PDFs/Comparison_Contrast/Poem_Two_Voices.pdf This lesson could be implemented by one teacher in the classroom. No field trips are necessary for this project to be done but if there is a museum or exhibit around about the 1920's in America it would be a nice addition to the lesson.
Evaluation The success of this lesson will be based on the success of the poem. Has the chosen character been represented accurately? Is historical data incorporated and portrayed effectively? Is the two voice found poem creative and fluid? By reading their poem to the class, students will be able to determine whether these elements have been met.
