Introduction
"The Great Gatsby" Chapters 1-5 Question-Answer Relationship Discussion Project
In this Webquest, we will be exploring using textual evidence to support our claims about a text. We have previously read chapters one through five of "The Great Gatsby." Today, we will be discussing our inferences about Gatsby's mysterious past. Where he came from, where he got his money, and why he is there will all be open from discussion.
Today's Standard
11-12.RL.KID.1 Analyze what a text says explicitly and draw inferences; support an interpretation of a text by citing and synthesizing relevant textual evidence from multiple sources.
Task
Today's Task
To begin, read the review sheet for chapters 1-5, then split into groups of 4. Each group member will have a specific role.
Member roles: a Writer, two Researchers, and a Communicator. Together you will create a chart to help you organize your thoughts and inferences you make out the text. Organize your chart with these titles:Right There, research and Thinking, Author and Me, and On My Own. Today you will be discussing what you believe Gatsby's past to be and what you think his personality. You will based your claims on textual evidence to support your analysis.
Supplies you will need:
A piece of paper, your school Chromebook, your copy of the book, and the review sheet.
Process
Creating Your Chart
We read chapters 1-5 of "The Great Gatsby" at the beginning of the week. Talk with your group what your believe Gatsby's past to be and what you think his personality is like. Create a chart with four columns and title them: Right There, research and Thinking, Author and Me, and On My Own.
What is it?
Right There: Write the literal things that Gatsby or another character says about his personality and past. This column should have five quotes, one from each chapter.
Research and Thinking: Gather what you think to be hints, foreshadows, or subtly answers your inferences about Gatsby's personality and past.This column should have five quotes, one from each chapter.
Author and Me: Relate your prior knowledge about how sentence structure, grammar, and vocabulary impact the readers and the theme of the texts to support your "Research and Thinking" column. This column should have five quotes, one from each chapter.
On My Own: Write your initial claims about Gatsby's personality and mysterious past. Write this in a short paragraph, five sentences minimum.
Example:
| Right There | Research and Thinking | Author and Me | On My Own |
|
Literal things that Gatsby or another character says about his personality and past. |
What you think to be hints, foreshadows, or subtly answers your inferences about Gatsby's personality and past. |
Prior knowledge about how sentences structure, grammar, and vocabulary impact the readers and the theme of the texts to support your "Research and Thinking" column. |
Write your initial claims about Gatsby's personality and mysterious past. |
Wrapping it Up
With your group, discuss how yo think you supported your claims. Are they well supported by the text, were they what you originally intended, and does this effect how you perceive the book? Write a short five sentences paragraph discussing this.
Evaluation
Rubric
A total of 30 points is possible, being that a 30 in equivlant to a 100.
| Points | Task | Points | Task | Points | Task |
| 10pts |
Communicated with their group members in an effective manner, was responsible in their roles, and turned the project in correctly with very minimal error. |
5pts |
The group adequately performed their member roles, communicated in a general fashion, and turned in the project with minimal errors. |
0pts | Students neglected their roles, did not communicate effectively and turned the project in improperly. |
| 10pts |
The chart was followed correctly and the group communicated their claims in a cognitive way and followed the directions properly. |
5pts | The group was able to create their chart and communicate there claims in an adequate way | 0pts | Students were unable to follow directions and struggled to communicate their claims using textual evidence. |
| 10pts |
In the groups closing paragraph, the communicated with ideas in a thoughtful way that demonstrated their understanding of the standard in an effective and clear way. |
5pts | The group has a general understanding of the standard and was able to adequately demonstrate their understanding. | 0pts | Student's do not have a clear understanding of the subject matter and need further evaluation. |
Conclusion
As a result of today project, students will be able to make a critical analysis of a text using information within itself. Today we looked at F. Scott Fitzgerald's novel "The Great Gatsby" in order to analyze what a text says explicitly and draw inferences; support an interpretation of a text by citing and synthesizing relevant textual evidence from multiple sources. By using Gatsby's mysterious past and changing personalty as a starting point for the students discussion, they are able to look further in the text and find information to support their claims about him in preparation for finishing the novel.
Credits
Academic Standards. www.tn.gov/education/districts/academic-standards.html.