EIPT+Projects

media type="youtube" key="9BIkquGXTn8?fs=1" height="390" width="640" My group's video project from class on March 29. We did an OU trivia survey, asking students on campus what they know about OU.

=TIP Project=

Unit Matrix
Our unit will cover the 1920s and //The Great Gatsby.// The goal of the unit is that students understand the plot, historical context, and literary elements of the novel. Students will listen to a podcast that gives an overview of the history and culture of the 1920s, make plot and character maps to make sure they have an understanding of the novel, and participate in a presentation over the qualities of modernist literature. The final project will require students to create a video in which they define the American Dream as they think it was defined during the 1920s based on what they learned in class, from the novel, and in their own individual research.

1920s Background Information Podcast
media type="file" key="1920s podcast.mp3" width="240" height="20"

This podcast will be used as an introduction to the 1920s. This lesson should be taught before students start reading the novel. We wanted to start off the unit by introducing students to the history and cultural climate of the 20s so that they would better understand what was happening in the novel. We will be listening to this podcast in class to prepare to start reading //The Great Gatsby.// Students will print a worksheet and timeline to go along with the podcast. The worksheet will have questions written out that are asked in the podcast and space for students to fill in their answers. The worksheet will prompt students to start thinking about elements of the 1920s that are present in the novel. Students can also print the podcast script to follow along as they listen or to use for review purposes later in the unit. I got my information about the 1920s from [|this website]. The website is a great place for students to go if they would like to find out more about the 1920s or could even be a good starting place for their research assignments.



After listening to the podcast and completing the accompanying worksheets, students will be asked to complete their own research over the 1920s. Students can work individually or in small groups to research a topic of interest to them. They research and produce a powerpoint presentation that they will present to the class. Students should become "experts" on a specific aspect of the 1920s. For example, some students might focus on the Olympics, others might be interested in the stock market crash, etc. This research will help further develop students' knowledge of the 1920s and give them a wider historical context to approach the novel with. This research will also be helpful to students when they complete the final unit project because they can use what they learned to contribute to their definition of the American Dream.

=Modernist Literature= The purpose of the smartboard lesson is to teach students the elements of modernist literature. This lesson will be taught after students have finished reading the novel and will ask students to think about a broader literary time period. The lesson will help students think about what makes the 1920s modernist and how elements of the 1920s are obvious and play out in modernist literature. The lesson will ask students to think about elements of //The Great Gatsby// and the 1920s in order to form a definition of modernist literature. The lesson uses pictures and quiz questions to help students understand modernist literature.

=﻿//The Great Gatsby// plot and character maps= The purpose of this lesson is to make sure students have a literal understanding of the novel. The lesson should be taught after students have read the novel. Students will create maps in Inspiration that identifies the major plot points in the novel. Students will be asked to identify things like the rising action, climax, falling action, etc. Students will also have to identify characters from the novel and classify them as round or flat. The purpose of this lesson is to make sure students have read the novel and understand what happened. This lesson is also meant to ensure that students know the terms used to analyze plot and characters. Students will not only have to know the terms but be able to apply those terms by identifying where in the novel those things occur. ==

=Final Project= The purpose of our group lesson and video project is to wrap up the unit. Our video defines 5 elements of the modern American Dream and is to be used as an example of how students should produce their own video that defines 3 elements of the 1920s American Dream. The purpose of this final project is to ask students to use what they have learned in class about the 1920s and the novel to define the American Dream according to how it was defined during the 1920s. The video should reflect understanding of class lecture, the novel, and outside research students have completed.

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Lessons and Challenges
Here are the lessons I learned and the challenges I faced in completing the TIP project.