THE GREAT GATSBY - SMA-CPT...
10
THE GREAT GATSBY: G R A D E S 9 - 1 2 Easy instructions and engaging questions that will keep your students thinking beyond the surface! CREATED BY: THE SUPERHERO TEACHER COMMON CORE BOOKLET 1. KEY IDEAS & DETAILS 1. KEY IDEAS & DETAILS 2. CRAFT & STRUCTURE 3. Integration of knowledge & ideas 4. RANGE OF READING & COMPLEXITY 5. Reading literature mini-project CLIPART BY: CARYN WHEELER l Booklet setup!
Transcript of THE GREAT GATSBY - SMA-CPT...
THE GREAT GATSBY:
G R A D E S 9 - 1 2
Easy instructions and engaging questions that will keep your students
thinking beyond the surface!
CREATED BY: THE SUPERHERO TEACHER
COMMON CORE
BOOKLET
1. KEY IDEAS & DETAILS1. KEY IDEAS &
DETAILS2. CRAFT & STRUCTURE
3. Integration of know
ledge & ideas 4. RANGE OF READING
& COMPLEXITY 5. Reading literature
mini-project
CLIPART BY: CARYN WHEELERl
Booklet setup!
This product was created by Brittany Wheaton– The Sup erHERO Teacher.This work is not to be copied, resold, or distributed.
If you wish to share this with your colleag ues or department, please purchase multiple licenses. Thank you for understanding!
A sp ecial THANK YOU to KG Fonts for her amazing and beautiful fonts:http://www.teacherspayteachers.com/Store/Kimberly-
Geswein-Fonts
THANK YOU for purchasing “The Great Gatsby: Common Core Booklet” for your students! I hop e you enjoy the product. If you have any questions,
please email me at [email protected].
Have a great day!Brittany Wheaton
© Bri ttany Wheaton January 2015
Clipart Created By: Caryn Wheeler
VISIT HER STORE HERE:http://www.teacherspayteachers
.com/Store/Caryn-WheelerCaryn is a graduate of Savannah School of Art and Design and is
sharing her talent with the sellers of TpT! She focuses on upper elementary/high school clipart!
TEACHER DIRECTIONS• Step one: Print pages (double sided) 4-9 for your students.
**It is important that you print them double sided!!! • Step two: Have students cut down the center of the page as well
as down the dotted line of each page. Be sure to cut AROUND the tabs.
• Step three: Put the pages in order 1-5 (t it le page in the front).• Step four: Staple at the TOP of the page (not the side). The
students will f lip the book pages up to answer the questions! • Step f ive: Enjoy! Once students turn them in, there is a rubric on
the back of the booklet to grade their answers.
THIS BOOKLET WORKS AS A FORMATIVE OR SUMMATIVE ASSESSMENT
THE GREAT GATSBY:Common Core Booklet
GRADING RUBRICTotal Points: __________________________
CATEGORYExceeds
ExpectationsMeets Most Expectations
Meets Some Expectations
Does Not Meet Expectations
Identifies details Student recalls several details for each main point without referring to the article, short story, or novel.
Student recalls several details for each main point, but needs to refer to the article, occasionally.
Student is able to locate most of the details when looking at the article, short story or novel.
Student cannot locate details with accuracy.
Key Ideas & Details Student accurately cites textual evidence to support claims. The student provides more than 3 examples.
Student accurately cites textual evidence to support claims. The student provides 1-2 examples.
Student occasionally cites textual evidence to support claims, but only uses 1 example.
Student has difficulty citing textual evidence.
Craft & Structure Student accurately uses inferences to analyze how the author\'s choice reflects in the text.
Student almost always uses inferences to analyze how the author\'s choice reflects in the text.
Student occasionally uses inferences to analyze how the author\'s choice reflects in the the text.
Student rarely uses inferences to analyze how the author\'s choice reflects in the text.
Integration of Knowledge & Ideas
Student is able to identify 3 examples of cross curricular relations to the novel or short story.
Student is able to identify 2 examples of cross curricular relations to the novel or short story.
Student is able to identify 1 example of cross curricular relations to the novel or short story.
Student is not able to identify any cross curricular relations.
Mini Project The student\'s project is well thought out and exudes a great deal of creativity.
The student\'s project is well thought out and shows some creativity.
The student\'s project is well thought out, but shows little creativity.
The student\'s project is not well thought out and lacks creativity.
Teacher Comments:_____________________________________________________________________________________________________________________
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Name: _____________________________
“So we beat on, boats against the current,
borne back ceaselessly into the past.”
KEY IDEAS AND DETAILS READING MINI-PROJECT
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5. READING LITERATURE MINI PROJECT
Draw, label, and describe the p lot structure of The Great Gatsby below. Be detailed in your answers!
1. _______________ 5. ______________
3. _____________
1. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Choose an important quote from the novel. Explain how, in your opinion, the p lot structure would change without this quote. Be detailed in your answer.
Quote Page # _____________ Paragraph # ___________ Explanation: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Label the elements of the plot
structure on the lines below! 1 Character Analysis (RL.9-10.3): Create a “character recipe”
that includes all of the emotional, mental, intellectual, and physical traits of that character. Be sure to include ingredients, cooking
instructions, and serving routines. EXAMPLE: 1 tsp wicked
ON A SEPARATE SHEET OF PAPER, COMPLETE 2 OF THE FOLLOWING MINI-PROJECTS. BE AS DETAILED IN YOUR WORK AS POSSIBLE.
2 Tone, f igurative language, and word choice (RL.9-10.4): Choose a signif icant paragraph from The Great Gatsby. Rewrite the
paragraph using simplistic language (unlike the language used in the novel). Then, compare and contrast your version of the paragraph to
the one already written. Why does language and word choice make such a signif icant difference?
3 Point of View (RL. 9-10.6): Rewrite the introduction of The Great Gatsby using a different point of view. For example, if the intro is already written in f irst person, then rewrite it in
second or third. Then, compare and contrast the two introductions. Which do you feel works better for the story?
Why? 4 Dif ferent li terary mediums (RL.9-10.7): Imagine as though you are a part of a news team. Your channel is
broadcasting the main conf lict in The Great Gatsby. Create a script for the news anchors that accurately
depicts the climax/conf lict of the story.
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1. KEY IDEAS & DETAILS
KEY IDEAS AND DETAILS READING MINI-PROJECTComplete the chart with characters liste d on the inside and their most
signi f icant quote s on the outside. Then, choose one of the quote s and explain its signi f icance in a detaile d p aragraph.
Explanation of quote: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Turn to a random page in The Great Gatsby. From that page, find two (2) words that you are unfamiliar with. Using inferences and context clues, define the words to the best of your ability. Then, look up the actual definitions of the words. Were you accurate?
Word: Idea of definition: Were you accurate?
Word:Idea of definition:Were you accurate?
5 Dif ferent li terary mediums (RL.9-10.7): Choose a page from the novel. Make a copy of it. Then, choose at least 10-12 words that could potentially create a poem. You will create a piece of black-out poetry. Circle the words you wish to use in your poetry, then add
black-out all of the other words.
6 Li terary t ime periods (RL.9-10.9): Research the literary time period in which the novel was written. Create a Wordle with all of the different characterstics that are most common during the time period. You can create your Wordle at www.wordle.net.
7 Integration of Knowledge and ideas (RL.9-12.10): Find an article that was written as a response to the novel you are
reading. Then, synthesize the information you learned from the article and your own opinion of the novel. Write a book review of the two pieces by integrating their information.
Cut h
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1 .) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2.) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
CRAFT AND STRUCTURE
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4. RANGE OF READING & COMPLEXITY
RANGE OF COMPLEXITYChoose a p aragraph from The Great Gatsby. Then, identi fy the overall tone of the p aragraph. Which word s or phrase s he lpe d you make your de cision. Explain your
answer in de tail.Page #________________ Paragraph # ________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Throughout The Great Gatsby , there are instance s of f igurative language whether you realize d it immediate ly or not. Locate TH REE instance s of f igurative language. Explain how they make a di ffe rence in the nove l. Example s of f igurative language:
metaphor, simile, personi f ication, onomatopoeia, imagery , e tc.
Example 1Page #:
Paragraph#:
Example 2Page #:
Paragraph#:
Example 3Page #:
Paragraph#:
Explanation of example:
Explanation of example:
Explanation of example:
Symbolism:: There are multiple di fferent interpretations
explaining the signi f icance of the green light in The Great Gatsby. Surrounding the image be low, write as many interpretations you can f ind. Then, circle the
one you see be st f it. You may re search di ffe rent answers as we ll.
In your own word s, summarize the main moral of the novel. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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RANGE OF COMPLEXITY
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2. CRAFT & STRUCTURE
CRAFT AND STRUCTUREChoose an instance throughout the nove l in which tension exists between Tom and Daisy. Then, create a poem in the mood/tone of the situation.
Your poem should be a minimum of 10 line s. Attach the poem to the book le t prior to submitting.
Tom
and
Dai
sy B
ucha
nan
Determine what the point of view of the nove l is (f irst person, se cond person, third person-limited, third person-omniscient). Then, explain how the author’s
de cision to use that p articular POV he lps deve lop the story. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
In your own word s, e xplain how the use of fore shadowing exists in The Great Gatsby. Provide two example s from the nove l.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
With a p artner, compare your answers from this book le t. Create a list of at least 5 thing s your p artner had that you did not. Explain what you learned from your
p artner. NOTE: you are NOT giving each other the answers. You are simply comparing the one s you already formulated.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Nove l Short Story
INTEGRATION OF KNOWLEDGE AND IDEAS
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3. INTEGRATION OF KNOW
LEDGE & IDEASintegration of knowledge and ideas
Re search an informational journal or article online that is re lated to The Great Gatsby. Read the article and examine its content as sugge sted in the nove l. What
additional information did you learn based on the article? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What lite rary time period was The Great Gatsby written d uring? What characteristic s of the nove l he lpe d you to identi fy the time period? How is the
language di fferent from tod ay’s writing? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Imagine if the novel was written today. What language would be different? How would the author change the story based on word choice, figurative
language, and other literary elements?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Find a SHORT STORY that was written d uring the same time period as The Great Gatsby. Then, compare and contrast the two storie s. How are the similar and how are they di ffe rent? I s it evident that they are
from the same time period? Why or why not?
Opinions Matter:Formulate your own opinion of The
Great Gatsby. In your hone st opinion, do you be lieve the nove l was we ll written? Explain your answer. It’s
okay i f we have di ffe ring views of the book as long as you can provide an
inte lligent and we ll thought out re sponse!
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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