Camarena Di Paola's English Course : Color Connotation & Symbolism Worksheet

Camarena di Paola

Formative Assessment

Assignment 2 B

Color Connotation & Symbolism

THE GREAT GATSBY

F. SCOTT FITZGERALD

I Purpose:

The purpose of this assessment is to score reading fluency and comprehension of the text. Students will identify passages of text and decipher the significant figurative language being used. Students will explain the meaning of specific words, phrases, literary devices or symbolism and its relation to the overall theme of the novel.

In order for students to gain greater comprehension the use of a Crash course video and Power Point Presentation will be reviewed for an in-depth analysis.

II . Record your assessment findings.

I gave the color symbolism assessment to my twelfth grade English Lit class. Students chose any one of the page numbers given in each color box, and analyzed the quote to express any figurative meaning. Each quote refers to the use of color in the novel The Great Gatsby. As a warm up I showed the Crash Course: Great Gatsby Lit video so students could see how Fitzgerald used colors to describe specific scenes, characters, or emotions.

http://www.youtube.com/watch?v=xw9Au9OoN88

I found that students had some difficulty with the vocabulary usage, and often had to ask for help when analyzing figurative language. Students worked in groups to explain the meaning of several quotes. Students spent the remainder of the class period completing the Color Symbolism Worksheet. Students finished assignment for homework.

To review student comprehension had peers grade work according to the rubric. On average students scored 3-4’s with about 75% accuracy. For those who struggled with comprehension we reviewed the passages on the Kindle app and discussed the color association.

III. Evaluate the effectiveness of your pre-assessment and rubric.

I think that activity was effective. Students found the assessment interesting and often asked for help or reassurance. The collaboration of students to find the best quote was active and spirited. The book was often related to the images from the trailer of the Great Gatsby. Students used their ipods/ ipads to look up the movie scenes to relate it to the story.

IV. Adjust your rubric according to your findings.

I think one adjustment I would make the to syllabus would be to fill in a box for fluency and comprehension. In order for students to understand the activity they need to be able to have Reading Fluency and Comprehension. These would also give be a better understanding of who needs more assistance or accommodations. Seeing the results of these assessments will allow me to adjust any lessons in the future to either enhance discussions, or lean activities to more collaborative group activities.

COLOR SYMBOLISM

READING ANALYSIS: THE GREAT GATSBY

(Assessment from Great Gatsby Study Guide)

Directions: Choose ONE of the page numbers you are given and find the color

mentioned. Write down the short phrase it is in and then using the knowledge we worked

on yesterday in our groups, analyze that color and what it could mean for that part of the novel.

Color Page #	Quote from Novel	Meaning	Connotation/ Symbolism
Black 14, 41,56, 93
Blue 27,29, 30,98
Gold 1,72,84,89
Green 68, 89,104,111
Brown 31
Grey 31,63,
Lavender 98
Yellow 40,43,47,55
Pink 99
Red 12, 22, 25,71
White 11,12,32,34,40,46

Reading - Analyzing Information: Color Connotation & Symbolism: The Great Gatsby

Teacher Name: Mrs. Camarena di Paola

Student Name: ________________________________________

CATEGORY	4	3	2	1
Identifies important information	Student lists all the main points of the article without having the article in front of him/her.	The student lists all the main points, but uses the article for reference.	The student lists all but one of the main points, using the article for reference. S/he does not highlight any unimportant points.	The student cannot important information with accuracy.
Identifies details	Student recalls several details for each main point without referring to the article.	Student recalls several details for each main point, but needs to refer to the article, occasionally.	Student is able to locate most of the details when looking at the article.	Student cannot locate details with accuracy.
Identifies facts	Student accurately locates at least 5 facts in the article and gives a clear explanation of why these are facts, rather than opinions.	Student accurately locates 4 facts in the article and gives a reasonable explanation of why they are facts, rather than opinions.	Student accurately locates 4 facts in the article. Explanation is weak.	Student has difficulty locating facts in an article.
Relates Images to text	Student accurately explains how each image/color is related to the text, and accurately determines the connotation or symbolism involved in the text.	Student accurately explains how each image/ color is related to the text.	Student accurately explains how some of the colors are related to the text.	Student has difficulty relating how colors and symbols are linked in the text.

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