Project Two
This project was focused on linking the theory in a pedagogical text with a novel. It was also a group project which made the content more difficult to complete effectively while incorporating the literary theory texts of each member consistently throughout the project. My group had four texts, Jeffrey Wilhelm's Engaging Readers and Writers with Inquiry, Chris Tovani's I Read It but I Don't Get It, Deborah Appleman's Critical Encounters in High School English, and Jeffrey Wilhelm and Michael Smith's Reading Don't Fix No Chevys. We then selected F. Scott Fitzgerald's text The Great Gatsby to apply our respective theories to. We decided on using one of the literary techniques described in several of our texts as a literary method of critique; this involved relating a key idea to the text, the world, the reader, and the author, while also describing the relations among these aspects. We began our unit lessons by breaking the class into four "characters" from The Great Gatsby. The final products expected from each group is to create a Facebook page for that character as well as a group reflection of which elements were added to the composition of the Facebook and why. We chose the Facebook page because it would involve all students, especially male students, in creating a relevant and meaningful application of the information gathered and discussed in class. We also decided to take the "inquiry" approach to uncovering meaning for our students relating to concepts covered in the novel. In so doing, we are creating opportunities for students to relate to a text which would otherwise be "insignificant" to them.
Below are some of the materials used to achieve our final group project.
Face Time:
For this project, you are to produce a facebook page for the character you are assigned. This page should focus on who your character is in the social sphere of F. Scott Fitzgerald’s novel The Great Gatsby. Be sure to focus on the lenses of literary criticism we will cover during the course of our reading.
Brainstorm the characteristics and features of your group’s Facebook page:
Sections: Visuals: Applications/ Extras:
Interests Profile Picture Likes
Locations Albums Status
Relationships Facebook formatting Groups
Employment Visual Applications Wall Posts
Quotes Friends
Bio Family
Group Analysis:
Each group is to create an analytical document discussing the features of their Facebook page citing why each aspect was included in the page. This should be no less than two pages, typed and double spaced. You will be provided in class work time for this portion of the project.
Reflection Piece:
The reflection process of the project is to be a one page, typed and double spaced document focusing on your personal experience during this project. This document should also cite what you have taken away and will apply in the future from this project. Be sure to include what you enjoyed and what you would change about this project.
Grading:
Completed Facebook page 50 pts
Final Group paper: page analysis 25 pts
Personal reflection piece 10 pts
Process Materials 15 pts
______/ 100 pts
Below are some of the materials used to achieve our final group project.
Face Time:
For this project, you are to produce a facebook page for the character you are assigned. This page should focus on who your character is in the social sphere of F. Scott Fitzgerald’s novel The Great Gatsby. Be sure to focus on the lenses of literary criticism we will cover during the course of our reading.
Brainstorm the characteristics and features of your group’s Facebook page:
Sections: Visuals: Applications/ Extras:
Interests Profile Picture Likes
Locations Albums Status
Relationships Facebook formatting Groups
Employment Visual Applications Wall Posts
Quotes Friends
Bio Family
Group Analysis:
Each group is to create an analytical document discussing the features of their Facebook page citing why each aspect was included in the page. This should be no less than two pages, typed and double spaced. You will be provided in class work time for this portion of the project.
Reflection Piece:
The reflection process of the project is to be a one page, typed and double spaced document focusing on your personal experience during this project. This document should also cite what you have taken away and will apply in the future from this project. Be sure to include what you enjoyed and what you would change about this project.
Grading:
Completed Facebook page 50 pts
Final Group paper: page analysis 25 pts
Personal reflection piece 10 pts
Process Materials 15 pts
______/ 100 pts