Reflection: Student Ownership Critical Viewing I: Chapter 1 in Detail - Section 2: Critical Viewing and Talkback: A Look at "The Great Gatsby" in Film

 

The students were actively engaged in today's look at the films, and in after class conversations, a few students were thankful I did not show entire films, but required them to thinking critically about a few key scenes. Students impressed me today, particularly a student who noticed the contrast in language to describe Daisy, Jordan, and the living room, all light and soft vowel sounds, but when Tom Buchannan closes the doors with a "boom" the sounds are heavy and loud--an impressive contrast to notice. 

Students also began to take ownership in side conversations, discussing which film portrayal is their favorite. I noted that the purpose of this is not to find a favorite, but to evaluate how well each does at portraying the novel. Regardless, they turned it around on me and asked what my favorite film version was.

My response to that question is always, "All three of them do different things well; all three of them do some things poorly." 

  Thoughts on Taking Ownsership: When Students Notice Details
  Student Ownership: Thoughts on Taking Ownsership: When Students Notice Details
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Critical Viewing I: Chapter 1 in Detail

Unit 15: Literacy: "The Great Gatsby" Characterization, Style, and Visual Literacy
Lesson 6 of 16

Objective: SWBAT analyze a key scene in "The Great Gatsby" though comparing that scene's portrayal in film to their close reading of the text.

Big Idea: Critical Viewing encourages critical thinking: rather than passively absorbing film, students actively engage and criticize the movie versions of "The Great Gatsby."

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