The Great Gatsby Unit Scoring Guide

The Great Gatsby Unit Plan Scoring Guide

English 11 Advanced

Student Name:

CATEGORY 4 3 2 1 0 TOTAL

3.1 Reading

Content

Knowledge

The student can

easily relate

Fitzgerald’s idea

of “The American

Dream” to Jay

Gatsby’s actions

and give three

specific written or

verbal examples.

The student can

relate Fitzgerald’s

idea of “The

American Dream”

to Jay Gatsby’s

actions and give

two specific

written or verbal

examples.

The student can

relate Fitzgerald’s

idea of “The

American Dream”

to Jay Gatsby’s

actions, but has

trouble giving

written or verbal

examples.

The student has

trouble relating

Fitzgerald’s idea

of “The American

Dream” to Jay

Gatsby’s actions

and cannot give

any examples.

The student is

unable to relate

Fitzgerald’s idea

of “The American

Dream” to Jay

Gatsby’s actions,

or give any

examples of

same.

Compare and

Contrast

The student can

easily recognize

the similarities

and differences

between The

Great Gatsby and

Fitzgerald’s short

story, “Winter

Dreams,” and can

give three specific

written or verbal

examples.

The student can

recognize the

similarities and

differences

between The

Great Gatsby and

Fitzgerald’s short

story, “Winter

Dreams,” and can

give two specific

written or verbal

examples.

The student can

recognize the

similarities and

differences

between The

Great Gatsby and

Fitzgerald’s short

story, “Winter

Dreams,” but has

trouble giving

written or verbal

examples.

The student has

trouble

recognizing

similarities and

differences

between The

Great Gatsby and

Fitzgerald’s short

story, “Winter

Dreams,” and

cannot give

written or verbal

examples

The student is

unable to

recognize the

similarities and

differences

between The

Great Gatsby and

Fitzgerald’s short

story, “Winter

Dreams,” or give

written or verbal

examples.

Research and

Resource Skills

The student

demonstrates

advanced Internet

and in-depth

library research

skills in the

content and

delivery of an oral

presentation

about The Great

Gatsby.

The student

demonstrates

some Internet

and limited library

research skills in

the content and

delivery of an oral

presentation

about The Great

Gatsby.

The student

demonstrates

only limited library

research skills in

the content and

delivery of an oral

presentation

about The Great

Gatsby.

The student does

not demonstrate

research skills

that are relevant

to the content and

delivery of an oral

presentation

about The Great

Gatsby.

The student

cannot

demonstrate any

research skills or

understanding of

what is required in

the content and

delivery of an oral

presentation

about The Great

Gatsby.

3.5 Viewing and

Media Literacy

Media Production

The student

produces an

informative and

error-free

PowerPoint

graphic organizer,

using in-depth

knowledge of The

Great Gatsby and

the theme of the

American Dream.

The student

produces an

informative

PowerPoint

graphic organizer

with grammatical

errors, using in-

depth knowledge

of The Great

Gatsby and the

theme of the

American Dream.

The student

produces a

PowerPoint

graphic organizer

with grammatical

and formatting

errors, using

knowledge of The

Great Gatsby and

the theme of the

American Dream.

The student

produces a

graphic organizer

that is incomplete,

using superficial

knowledge of The

Great Gatsby and

the theme of the

American Dream.

The student fails

to produce a

graphic organizer

and shows little or

no knowledge of

The Great Gatsby

and the theme of

the American

Dream.

From Wong and Wong, The First Days of School, Harry K. Wong Publications, Inc.

CATEGORY 4 3 2 1 0 TOTAL

3.2 Writing

Critical Thinking

The student is

able to identify

and integrate his

or her own morals

with Fitzgerald’s

idea of “The

American Dream”

and to express

these morals

clearly in an

essay format.

The student is

able to identify

and integrate his

or her own morals

with Fitzgerald’s

idea of “The

American

Dream,” but does

not express these

morals clearly in

an essay format.

The student is

able to identify

Fitzgerald’s idea

of “The American

Dream,” but is

unable to

integrate this idea

with his/her own

morals, or

express them

clearly in an

essay format.

The student is

able to identify his

or her own

morals, but

cannot connect

them to

Fitzgerald’s idea

of “The American

Dream,” nor

express them

clearly in an

essay format.

The student is

unable to identify

and integrate his

or her own morals

with Fitzgerald’s

idea of “The

American Dream.”

3.4 Listening

Collaboration

Group discussion

reflects a

thorough

understanding of

the themes,

morals, and ideas

represented by

Fitzgerald in The

Great Gatsby and

“Winter Dreams.”

Students are able

to express and

defend their

points of view

vigorously.

Group discussion

reflects a high-

level

understanding of

the themes,

morals, and ideas

represented by

Fitzgerald in The

Great Gatsby and

“Winter Dreams.”

Students are able

to express and

defend their

points of view.

Group discussion

reflects a

superficial

understanding of

the themes,

morals, and ideas

represented by

Fitzgerald in The

Great Gatsby and

“Winter Dreams.”

Students are able

to express, but

not defend, their

points of view.

Group discussion

reflects little

understanding of

the themes,

morals, and ideas

represented by

Fitzgerald in The

Great Gatsby and

“Winter Dreams.”

Students are

unable to express

and defend their

points of view.

Group discussion

reflects no

understanding of

the themes,

morals, and ideas

represented by

Fitzgerald in The

Great Gatsby and

“Winter Dreams.”

Students are

unable to express

a point of view.

Elements of the

Novel

The student easily

demonstrates an

understanding of

the fictional

elements of the

novel (theme,

setting,

symbolism and

irony) and can

give specific

written or verbal

examples.

The student

easily

demonstrates an

understanding of

the fictional

elements of the

novel (theme,

setting,

symbolism and

irony), but can

only give one or

two written or

verbal examples.

The student

demonstrates an

understanding of

the fictional

elements of the

novel (theme,

setting,

symbolism and

irony), but can

give no written or

verbal examples.

The student

demonstrates a

superficial

understanding of

the fictional

elements of the

novel (theme,

setting,

symbolism and

irony), and can

give no written or

verbal examples.

The student does

not demonstrate

an understanding

of the fictional

elements of the

novel (theme,

setting,

symbolism and

irony) and can

give no written or

verbal examples.

UNIT RATIONAL

The purpose of this 15-day unit rubric is to interpret The Great Gatsby artistically,

thematically and historically. In so doing, you will be able to identify with the

autobiographical nature of the novel and apply the moral themes of this American

literary classic to your own development as young adults.

You will achieve these objectives through a close reading of the novel (in class and

aloud with Study Guide Questions), writing exercises (compare and contrast, character

analysis), small group discussion (analysis of the value of the American dream as

viewed by Fitzgerald) and critical thinking skills, in accordance with New Jersey CCCS

for Reading, Speaking, Writing, and Media.

TOTAL

SCORE

From Wong and Wong, The First Days of School, Harry K. Wong Publications, Inc.