This is a webquest that offers a new look at THE GREAT GATSBY

1. The Great Gatsby aN english education webquest for 9 th grade students Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Brought to you by Whitney Upshaw [email_address] Based on a template from The WebQuest Page

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You are a character in the Great Gatsby , you do not agree with how this story was written so after some personal investigations and reflection you are able to present the story from your point of view. You may choose any character, except the original narrator, but keep in mind that you will be looking for information that can give you insight into this characters life and personality. Based on your findings you will record journal entries after using each source. Make sure to use the information you found to approach some part of the story. After you have gone through all of the sources, you will compile your journal entries into a presentation. This presentation has no limits to how it may be presented (i.e. PowerPoint, poster, video, etc), but it must be a creative new way to tell the story from your chosen character’s point of view. How would this story look if it was told from another character’s point of view?

4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] 1 .First, you will pick a character from the story that you would be interested in learning more about. 2. Then you will put your name and your character’s name on the front of your journal. We will have 3 periods of class time to work on these journals, it is important that you put the date at the top of each entry—write each like a letter about your views on events. The events should go chronologically through chapters, i.e. 9 chapters equals 9 journals entries, plus your introductory entry and a concluding entry—you will have 11 entries total. Your letter may be to your fellow characters (a specific one or as many as you’d like), to Fitzgerald on how you feel the story needed to be changed. Be creative. 3 . When you are ready to begin, you may start at www.pinkmonkey.com . You may type in “Great Gatsby” for the title and go from there, you should be able to find a general description of each character. Please make note of any characteristics you feel may help you to distinguish your stance. This part will be your first journal entry—write it as though you are introducing yourself to your audience. 4 . You may also look at www.geocities.com/andrew_dilling / for further insight into the book and characters. If you need more help deciphering how your character would respond, look at your book. 5 . You will then turn in your journals after your final presentation. This is your chance to convince your fellow classmates/characters and author why the story should have been told by you. Your final presentation should represent how you think your character would want to be presented, i.e. if he/she is into technology maybe use a PowerPoint, if he/she wants to be famous maybe make a video or a poster of their star on Hollywood Boulevard. Make your character stand out from all of the rest. Please remember that your journals will be collected for participation points. They may be typed or handwritten, but either way they must show insight into your character’s point of view. Be sure to justify your event choices somewhere in your journal or presentation.

5. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Journal Entries Journal entries were lacking in effort and not all 11 journal entries were present. Journal entries lacked character’s point of view—just told about the character. Not all 11 entries were completed. Journal entries were informative, some strayed away from character’s point of view. They showed insight in the character’s personality. All 11 entries were present. Journal entries were written from the character’s point of view. They were creative, and showed insight. All 11 entries present. Class Participation Student showed no initiative, was a distraction during class time; turned in incomplete work with final project. Offered negative responses to classmates’ presentations. Student showed little to no initiative, got distracted during class time and finished each day with minimal efforts. Offered little to no feedback to classmates. Student showed some initiative, got somewhat distracted in class time provided, but got back on task when asked. Offered positive feedback to fellow classmates presentations. Student showed initiative, asked questions, and stayed on task in class time provided. Positively responded to fellow classmates. Research and Analysis Student had gaps in their character representation and/or event choices and their justifications, but all chapters were represented. Student had some gaps in character representation or event choices and their justification, but some chapters were done correctly. Student represented their character well through each chapter, but some event choices were left unjustified in presentation and/or journal. Student clearly represented their character in each chapter of the book, focusing on events that would be important to them and backed up their decisions. Creativity Student did not clearly depict their character’s persona through their journal entries or their presentation but they had completed both. Student clearly depicted their character’s persona through their journal entries or their presentation but lost this focus with the other half of the project. Student clearly depicted their character’s persona through their journal entries or their final presentation, but had a few gaps. Student clearly depicted their character’s persona through their journal entries and their final presentation. Final Presentation Student made little to no effort to be insightful, creative, and well put together—they missed one aspect in their final presentation. Student made little effort to be insightful, creative, and well put together in their final presentation. Student made an effort to be insightful, creative, and well put together—but could have done better. They made some effort in their presentation. Final product was insightful, creative, and well put together. Student made a conscious effort in their presentation.

6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! You have now attempted to reconstruct F. Scott Fitzgerald’s The Great Gatsby through another character’s point of view and presented it in a way that only your chosen character could do. You have learned to look at a book from someone else’s point of view and how that can completely change a story. By listening to your classmate’s presentations you have also witnessed how the story could have been presented from their character’s point of view—realizing there are endless possibilities with books. You may also get bonus points if you go to this website http://www.online-literature.com/fitzgerald/greatgatsby/ and write a minimum of 8-10 sentences about your reflection on this assignment—it must mention insight you have achieved from doing this assignment and listening to your classmates. Print it off and turn in it at the beginning of our next class for 10 extra points. Please remember you will only get all 10 points if it is appropriate and insightful—write it as though it is going to be published.

7. Credits & References [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Image provided by: http://www.globusz.com/ebooks/Gatsby/index.asp List The Great Gatsby By F. Scott Fitzgerald For the latest versions of this template or training tools go to: The WebQuest Page ( http://webquest.org/index.php ) and The WebQuest Slideshare Group ( http://www.slideshare.net/group/webquest ) Evaluation Teacher Script Conclusion