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The Roaring Twenties: Exploring the 1920s in America Through

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Kevin Shields

on 12 October 2014

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Transcript of The Roaring Twenties: Exploring the 1920s in America Through

The Roaring Twenties: Exploring the 1920s in America Through Reading and Writing.
Diagnostic Assessment 1
Family and Community Questionnaire: The Roaring Twenties
Directions: Please answer the following questions with a parent and return this questionnaire tomorrow.
What do you like to do in your free time?
When do you feel most comfortable learning?
Would anyone in your household be willing to come to the classroom to talk about their experience or stories they heard about the 1920s?
Do you know of anyone else in the community who may have knowledge on the 1920s in this area?
Is there anything else I should know about you as a learner before we start this unit?

Diagnostic Assessment 2
The Roaring Twenties
Pre-Assessment
Directions: Answer the following questions to the best of your ability. Remember that your answers will be used to see what you may already know and what you may need to learn and will not affect your grade in this class.

Read the selection from The Great Gatsby from your textbook. Be sure to answer all questions to the best of your ability and include evidence from the text to support and explain your claims.
1) What might be a theme for this story?
2) Name and describe some of the main characters.
3) What were some major plot points in this text?
4) What might be the author’s purpose for writing this text?
5) Who is the narrator?
6) What is the point-of-view of this text?
7) Do you find the narrator reliable? Why or why not?

At the end of the unit, I will present the question types that should be included on the test and also review the learning goals. As a class, we will then create a blueprint for the test detailing the question types and content that requires assessing. You will then work in groups to develop possible questions for the test using the blueprint we developed as a class. These questions will be collected and some will be used for the final paper-and-pencil Assessment. An example of a possible Essay Item from the test is as follows: “Discuss the reliability of the narrator in The Great Gatsby an
Formative Assessment 1
Journal
You will keep a journal used during class, small group discussions, and while reading. You will use this journal to write notes, thoughts, ideas, and apply skills.
At the beginning of the unit, you will conference with me to set personalized learning goals for the unit from the basic unit learning goals.
I will assign tasks and writing prompts throughout the unit that will require you to apply content and skills from class.
I will look at these journals daily and at any other time I deem necessary during the unit to see how your have progressed from the beginning and where you are at currently.
You will be able to self-reflect with this journal and I can also give feedback to you on the progress of your learning goals.

Formative Assessment 2
Group Discussions
You will be assigned to a group and participate in group discussions as we read the novel, The Great Gatsby.
I will sit in on all group discussions and rotate during the hour. This will give you time to ask me questions you have about the text.
The discussions will also be a time where you can receive feedback from your peers.
These discussions will not have letter grades or points associated with them, but you will gain valuable insight and understanding from participating in these discussions.
Performance Assessment
Gatsby Blog
As you read The Great Gatsby, You will write a blog and make posts about events from the plot from an alternative perspective.
You are a self-created character observing events from the novel.
Your audience is people from the world of the novel wanting to know about the mysterious Gatsby and his activities.
The context you find yourself in is being a part of the world of the novel.
You will create a blog in order to inform others of the time about the mysterious Gatsby.
A successful result will include at least 5 blog posts about different events from the novel from a new perspective and responses to classmates concerning their blog posts.
Learning Goals and Alaska State Standards:
1) Students will be able to analyze and determine a character’s impact on plot and theme. (Alaska Grades 9-10 Reading Standard for Literature number 3)
2) Students will determine the point of view and author’s purpose and explain how this affects the text (Alaska Grades 9-10 Reading Standard for Informational Text number 6).
3) Students will be able to analyze the narrator of The Great Gatsby, determine the reliability of the narrator, and describe how this reliability affects multiple parts of the text (Alaska Grades 9-10 Reading Standards for Literature number 1).
4) Students will find evidence in a text to support an idea or claim (Alaska Grades 9-10 Writing Standard number 9).
5) Students will use a blog to report and respond to plot events from an alternative perspective. (Alaska Grades 9-10 Writing Standards numbers 3 and 6).
Paper-and-Pencil Assessment
At the end of the unit, I will present the question types that should be included on the test and also review the learning goals.
As a class, we will then create a blueprint for the test detailing the question types and content that requires assessing.
You will then work in groups to develop possible questions for the test using the blueprint we developed as a class.
These questions will be collected and some will be used for the final paper-and-pencil Assessment.
An example of a possible Essay Item from the test is as follows: “Discuss the reliability of the narrator in The Great Gatsby and at least three ways that this affects the story.”
Final Assessment
Literary Analysis
You will compile their thoughts and notes from their journals detailing how a chosen character has affected the plot and theme of the text and how the author’s purpose and point of view affect the text. You will use evidence from the text to support their claims.
You will choose to either present their compilation of thoughts and notes with the class or with me in a one-on-one meeting.
You will have an opportunity to rethink and revise their thoughts before preparing their essay
Students will publish their thoughts on the characters impact, point of view and author’s purpose from the text in the form of your choice. This can be an essay, PowerPoint, poster, Preze, or any other form of your choosing.
You will complete a reflection and self-assessment journal response in which you explain how you believe that you progressed in the accomplishment of the individualized goals.
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