Day+One

//"The test of a first rate intelligence is the ability to hold two opposed ideas in the mind at the same time, and still retain the ability to function.// //" F. Scott Fitzgerald//

=Day One: An introduction to F. Scott Fitzgerald=

Introduction
F. Scott Fitzgerald’s life had “some sort of epic grandeur.” He was a hero with many flaws, but a hero. In a professional career of twenty years he wrote three of the great American novels (one of them unfinished) and a score of brilliant stories while afflicted with a host of troubles, many of his own making. He was honorable and generous. His words endure. In order to appreciate historical fiction, students must understand the factual context and recognize how popular culture reflects the values, mores and events of the time period. Using Fitzgerald’s novel The Great Gatsby, students will locate, analyze and evaluate various historical elements that filter into the novel. They will research the 1920’s and how history played a role in Fitzgerald’s social commentary in Gatsby. = =

Warm Up: 3-2-1 in 3 steps
1. Before you begin, write down three things you already know about F. Scott Fitzgerald and the Jazz Age. 2. Once you are ready, watch both vidoe clips and write down two things you found interesting. 3. Finally, reflect on the video and write one thing you would like to learn more about.

(discovery education digital streaming - Portrait of the Author: F. Scott Fitzgerald (02:33),

Lesson One:
1. Students will be divided into groups of three. In your group, you will determine one aspect of the 1920's you find interesting: Sports, fashion, music, social issues, literature, economics or political issues. 2. Research your area of interest using the links under //Resources//. 3. Collabrate with your group to design, prepare and present a two-sided tri-fold. Include all three areas collectively and creatively.

Resources:
http://www.bookrags.com/history/america-1920s-government-and-politics/02.html http://www.1920-30.com/music/ http://www.fashion-era.com/flapper_fashion_1920s.htm http://www.wsu.edu/~campbelld/amlit/1920.htm
 * http://kclibrary.nhmccd.edu/decade20.html**

Evaluation:

 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Writing - Organization || Each section in the brochure has a clear beginning, middle, and end. || Almost all sections of the brochure have a clear beginning, middle and end. || Most sections of the brochure have a clear beginning, middle and end. || Less than half of the sections of the brochure have a clear beginning, middle and end. ||
 * Attractiveness & Organization || The brochure has exceptionally attractive formatting and well-organized information. || The brochure has attractive formatting and well-organized information. || The brochure has well-organized information. || The brochure's formatting and organization of material are confusing to the reader. ||
 * Graphics/Pictures || Graphics go well with the text and there is a good mix of text and graphics. || Graphics go well with the text, but there are so many that they distract from the text. || Graphics go well with the text, but there are too few and the brochure seems "text-heavy". || Graphics do not go with the accompanying text or appear to be randomly chosen. ||
 * Content - Accuracy || All facts in the brochure are accurate. || 99-90% of the facts in the brochure are accurate. || 89-80% of the facts in the brochure are accurate. || Fewer than 80% of the facts in the brochure are accurate. ||

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