Reflection: Developing a Conceptual Understanding Unraveling Gatsby with Text and Film Interpretations - Section 3: Application


I knew when I was creating this project that there was a high potential for my students to just gawk at Leonardo DiCaprio and forget to evaluate his faithfulness to Fitzgerald's character.  I also knew that most of my students are incurably biased to the present way of doing things, so they would have to consciously evaluate these two film clips in a way that was focused.  A general evaluation of each adaptation would have probably resulted in general statements with a vague rationale, like, "Leo's version of Gatsby was better because he had more emotion."  That kind of feedback does not actually meet the requirements for comparing adaptations of literary works according to the Common Core, so I knew that I had to clearly lay out things for students to LOOK FOR.  This idea was also behind my decision to assign each student only one character to watch closely.  Overall, these decisions paid off, and I was ecstatic with the thoughtful, text-based discussion that emerged after watching the film clips!

  Giving Specific Directions and Tasks During Watching Even Kept Leo-Obsessed Students on Task!
  Developing a Conceptual Understanding: Giving Specific Directions and Tasks During Watching Even Kept Leo-Obsessed Students on Task!
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Unraveling Gatsby with Text and Film Interpretations

Unit 9: Is Gatsby Really so "Great"?
Lesson 6 of 12

Objective: SWBAT analyze the development of characters in the hotel scene using textual evidence and evaluate multiple film interpretations of the same scene to compare to novel's intentions.

Big Idea: Let Robert Redford and Leo Dicaprio help students return to the deep, text-based characterizations inherent in the Common Core instead of surface-level thinking!

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