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Georgia Southern University FRIT 7737 Practicum in School Library Media Centers

Reading Enrichment Unit Allison Hood

Title: An Author Study of F. Scott Fitzgerald Grade Level: 11th Established Goals: ELAALRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The student identifies, analyzes, and applies knowledge of the structures and elements of American fiction and provides evidence from the text to support understanding; the student: a. Locates and analyzes such elements in fiction as language and style, character development, point of view, irony, and structures (i.e., chronological, in medias res, flashback, frame narrative, epistolary narrative) in works of American fiction from different time periods. b. Identifies and analyzes patterns of imagery or symbolism. c. Relates identified elements in fiction to theme or underlying meaning. d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in fiction for rhetorical and aesthetic purposes. e. Analyzes the influence of mythic, traditional, or classical literature on American literature. f. Traces the history of the development of American fiction. The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student: a. Analyzes and explains the structures and elements of nonfiction works of American literature such as letters, journals and diaries, speeches, and essays. b. Analyzes and evaluates the logic and use of evidence in an authors argument. c. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works. The student identifies and analyzes elements of poetry from various periods of American literature and provides evidence from the text to support understanding; the student: a. Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound,

form, figurative language, and structure of poems as these elements relate to meaning. i. sound: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance ii. form: fixed and free, lyric, ballad, sonnet, narrative poem, blank verse iii. figurative language: personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion b. Analyzes and evaluates the effects of diction and imagery (i.e., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning. c. Traces the historical development of poetic styles and forms in American literature. The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic American literature and provides evidence from the text to support understanding; the student: a. Identifies and analyzes types of dramatic literature (i.e., political drama, modern drama, theatre of the absurd). b. Analyzes the characters, structures, and themes of dramatic literature. c. Identifies and analyzes dramatic elements, (i.e., stage directions, fourth wall, expressionism, minimalism, dramatic irony). d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature. The student focuses on one American poet and creates a project board or a multimedia presentation that illustrates understanding of a. the poets subject matter and use of diction, syntax, sound, form, figurative language, and structure; b. the characteristics of the poets particular style; c. the poets life and times and the affect of these factors on the poets work; and d. the ways in which the poets work furthers and/or breaks from prior literary traditions and informs or affects the traditions and literary works that follow.

Standards for the 21st Century Learner: 4.1.7 Use social networks and information tools to gather and share information. Information Literacy Standards: Standard 2 The student who is information literate evaluates information critically and competently. Indicator 4 Selects information appropriate to the problem or question at hand.

Big Ideas: Information about the author, F. Scott Fitzgerald, and the type of literature he writes. There are different elements of a story that we can identify and discuss. Authors write stories to entertain, persuade, or to inform.

Essential Questions: Who is F. Scott Fitzgerald? What are the elements of the story? What is the authors purpose of the story?

What understandings are desired? Basic information about F. Scott Fitzgerald and the type of literature he writes. Elements of a story The authors purpose

Understandings: The students will understand: Basic information about F. Scott Fitzgeralds biography and the type of literature he writes. The elements from the self-selected story that they read. The authors purpose of the story they read.

The students will be able to: Use the Internet as a source to find a biography of F. Scott Fitzgerald. Use the Internet as a source to find book reviews on F. Scott Fitzgerald books and choose a book to read. Create a brochure based on their book that gives information about the author, F. Scott Fitzgerald, and promotes the book they read. Discuss their book in a small group setting and tell the elements of the story, the authors purpose for writing the story, and ways the story might relate to their own life. Write an online book review of the book they read in order to share their thoughts on the book with others.

Performance Task #1: Who is F. Scott Fitzgerald? Goal: Your goal is to find out all you can about the author, F. Scott Fitzgerald, and the books he writes. You will need to choose a book that F. Scott Fitzgerald has written to read. Role and Situation: You are on a mission to find more about F. Scott Fitzgerald and his books. You must be able to choose a book written by F. Scott Fitzgerald to read and explain why you chose that book. Audience: The target audience is yourself and the teacher. Product Performance and Purpose: The purpose for this lesson is for students to find background information on F. Scott Fitzgerald, our Author Study focus, and the type of literature that he writes and to choose a book to read before beginning the other tasks. Standards and Criteria for Success: Your performance for this task will be evaluated by you through the use of a student checklist. Who is F. Scott Fitzgerald? Student Checklist _____1. I found information about the author, F. Scott Fitzgerald. _____2.I located a list of books that F. Scott Fitzgerald wrote and read about some of the books that looked interesting to me. I also read reviews for the books if they were available. _____3.I chose a book to read that was written by F. Scott Fitzgerald and understand that I have 2 weeks to read the book.

Performance Task #2: Book Promoters Goal: Your goal is to create a brochure that has information about F. Scott Fitzgerald and that promotes the book you read. You will also participate in a small group book talk where you will need to tell the elements of the story, the authors purpose for writing the story, and ways the story might relate to your own life. You will then write your own book review online so other children can read what you thought about the book you read. Role and Situation: You are a book promoter and have been asked by your boss to read a book by F. Scott Fitzgerald and find a way to get others to read the book. Your job is to read the book, create a brochure that contains information about the author, the story elements of the book, and includes reasons why others should read the book, meet with your team to discuss the book, and then write an online book review relating your opinion on the book. Audience: The target audience is your boss, your team, and the viewers of your online book review.

Product Performance and Purpose: The purpose of this lesson is for students to learn about different types of books that F. Scott Fitzgerald writes, for students to discuss the story elements, the authors purpose, connections to their own lives, and for students to write their own book reviews to show their own opinion of a book. Standards and Criteria for Success: Your work will be evaluated by you, using and student checklist, and by your teacher, using a rubric.

Book Promoters Checklist _____1.I chose and read a book by F. Scott Fitzgerald. _____2.I created a brochure that includes information about F. Scott Fitzgerald, the story elements of the book I read, and it promotes the book by giving reasons why others should read the book. _____3.I listened to others in my book talk team about their book. I discussed my book by telling the story elements, the authors purpose, and how the story connects to my own life. _____4.I wrote an online book review about the book I read to try and encourage others to read the book. I supported my reasons to read the book with the text.

Book Promoters Rubric Read the Book 0 The student did not read a book written by F. Scott Fitzgerald. 0 The student did not provide a brochure. 1 The student read some of the book I chose by F. Scott Fitzgerald. 1 2 The student chose a book written by F. Scott Fitzgerald and read all of it. 2

Brochure

The brochure The brochure included 1-2 of the included following: information information about F. about F. Scott Scott Fitzgerald, the Fitzgerald, the story story elements, and elements, promotes promoted the book. the book 1 The student did most of the following: listened to others in the book talk discuss their book, discussed their book by telling the story elements, authors purpose, and how the story connects to their own life. 1 The student wrote an online book review, but did not support their reasons to read the book with the text. 2 The student listened to others in the book talk discuss their book, discussed their book by telling the story elements, authors purpose, and how the story connects to their own life. 2 The student wrote an online book review encouraging others to read the book and supported their reasons to read the book with the text.

Book Talk

0 The student did not listen to the book talk team or discuss their book with the team.

Online Book Review

0 The student did not write an online book review.

Other Evidence: The teacher will conference with each student individually during the time they are suppose to be reading their chosen books to check for comprehension. The teacher will observe students during their book talk session to check for participation.

Student Self-Assessment and Reflection: Students and peers will use a rubric to assess themselves on the items they need in their brochure.

Stage 3- Plan Learning Experiences W.H.E.R.E.T.O. 1. Begin by reading the short story, The Curious Case of Benjamin Button, by F. Scott Fitzgerald. H 2. Explain the goals for the unit. W 3. Have the students search F. Scott Fitzgerald using the web and find a biography of him and a list of books that he wrote. Then have the students read about some of his books that they find and some of the reviews. Have them choose a book to read by him. They will have two weeks to read the book and make a brochure that tells about the author and promotes the book they read. E 4. After the students have had two weeks to read their books, have them get into small groups for a book talk. The groups will share their brochures and discuss the elements of the story, the authors purpose for writing the story, and how the story may have reminded them of their own life. E and R 5. Have each student write a review of the story they read with http://www.buildingrainbows.com/. R 6. Students will self-evaluate their brochure with the brochure rubric. E2 7. Students will evaluate each other during the book talk with the book talk rubric. E2 Differentiation Visual Learners: Allow visual learners to choose F. Scott Fitzgerald books that have some illustrations throughout the book to read. Audio Learners: Allow audio learners to choose from the selection of F. Scott Fitzgerald audio books to listen to and read.

Kinesthetic Learners: Encourage participation from the kinesthetic learners by giving them the idea of acting out some of the parts of the book they are reading as they read the book.

Organization Session 1 Begin unit by reading the short story, The Curious Case of Benjamin Button by F. Scott Fitzgerald (15 min) Explain the goals for the unit (5 min) Have the students search F. Scott Fitzgerald using the web and find a biography of him and a list of books that he wrote (15 min) Have the students read about some of the F. Scott Fitzgerald books that they found and the reviews if there is one (15 min) Have the students choose a F. Scott Fitzgerald book to read from the media center author study collection-let them know they will have two weeks to read the book (5 min)

Total: 45 minutes Session 2 Show the students sample brochures that advertise an item (5 min) Explain to the students that they will be using Microsoft Word to make a brochure that gives some information about F. Scott Fitzgerald and promotes the book they read (5 min) Have students use word to create their brochure (50 min)

Total: 1 hour Session 3 Have the students get straight into their small group book talks. They will need to share their brochures and discuss the elements of the story, the authors purpose for writing the story, and how the story may have reminded them of their own life (30 min) After the book talk, have the students get on the computers, and go to http://www.buildingrainbows.com/ to write their own review about the book they read (20 min)

Close the unit by coming together in a large group and having a final discussion about F. Scott Fitzgerald and his books (10 min)

Total: 1 hour

Resources: Building Rainbows to write book reviews: http://www.buildingrainbows.com/