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.
Date Created: Jan 18, 2014 11:02 pm (CST) rubistar http://rubistar.4teachers.org/index.php?screen=CustomizeTemplateDemoChoice&

References:

F. Scott Fitzgerald. “ The Great Gatsby” Wordsworth Press. Kindle Ed. 2014

Collins Mary B. The Great Gatsby Study Guide. Teacher’s Pet Publications Inc. 1996 Berlin, Maryland.

Green, Tom.  Crash Course: “ Like Pale Gold: Crash Course The Great Gatsby English Lit.  2014

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

Slide Share.com “ F. Scott Fitzgerald and the 1920’s.

http://www.slideshare.net/CoolTeacher/fitzgerald-the-1920s

How Learning Styles Affect Teachers

Learning Styles

The North Carolina Learning Index of Learning Styles Questionnaire allows students to find out how they prefer to learn. Often it takes many years for a student to find a specific set of strategies that they are comfortable using to help them access the curriculum they are learning.

The site offers insight into the different modalities of learning.  The survey results enable you to see how you relate on a scale of:

Active and Reflective Learner

Sensing and Intuitive Learner

Visual and Verbal Learner 

Sequential and Global Learners 

 

Scaled scores indicate:

• If your score on a scale is 1-3, you are fairly well balanced on the two dimensions of that scale.
• If your score on a scale is 5-7, you have a moderate preference for one dimension of the scale and will learn more easily in a teaching environment which favors that dimension.

• If your score on a scale is 9-11, you have a very strong preference for one dimension of the scale. You may have real difficulty learning in an environment which does not support that preference.

(Taken from http://www.engr.ncsu.edu/learningstyles/submit.php

 Results for: Stephanie Camarena di Paola


      ACT                      X                            REF
           11  9   7   5   3   1   1   3   5   7   9   11
                              <-- -->

      SEN                                  X                INT
           11  9   7   5   3   1   1   3   5   7   9   11
                              <-- -->

      VIS                  X                                VRB
           11  9   7   5   3   1   1   3   5   7   9   11
                              <-- -->

      SEQ                          X                        GLO
           11  9   7   5   3   1   1   3   5   7   9   11
                              <-- -->

My Learning Style results indicate that I am most likely to prefer to be an active learner versus a reflective 

learner.   I find that when I do something I am more inclined to learn it faster. I incorporate this into my 

teaching methodologies. I focus on first introducing new curriculum, relating to material students are familiar 

with, then modeling exercises or strategies with them, then having them apply their new knowledge through 

targeted activities. I find that students are more motivated to learn when they see something that they have created.

        In terms of Sensing and Intuitive Learning,  I find that I am more inclined to look for connections or relationships 

with things that I learn to connect them to prior knowledge. I find that when I learn I like to find multiple ways

to apply my knowledge. I also bring this into my strategies in the classroom. I find that students detest repetition

they seem to want to explore new avenues to apply what they are learning. This is especially relevant in today's culture

where new is better. Students are often coming to me detailing their experiences with new apps on their phones or devices

 and I try to take what they are interested in and apply it to ways I incorporate their lessons. 

        On the scale between between a visual and verbal learner, I know that I learn better when I see and hear something

at the same time. I have taught SDC classes for the past 4 years and I find that for my students with learning disabilities

they prefer this method as well. It gives them something to see and relate the information to. I find that images, graphs,

movies, or events that can be related to what they are learning helps them gain a better understanding of the material. 

In my classroom I try to use the projector, and smart-board as often as possible. This also helps me incorporate relevant 

technology into my lessons so that my students have equitable access to current information and applications that are being 

used in today's culture. 

       Lastly, on a scale of Sequential and Global Learners I am in the middle. I would say that I am more a sequential learner, 

I can follow logical paths to gain greater insight into unfamiliar material. In mathematics I tend to need to study every

step in order to understand the entire problem. I find that in reading or analyzing data, I can connect details to see the 

underlying themes, and gain the overall theme of the work. I find that in teaching it is important to guide 

students who have language barriers step by step so that they can apply their knowledge to new material. 

I have tried to apply SDAIE strategies in my English classes, as well as use graphic organizers to help organize, 

and differentiate visual learners thought process. I find that these strategies are beneficial to wide array of students, 

and also help to bring students together in active learning groups.  

Welcome All!

Hello, 

My name is Stephanie Camarena di Paola. I am an intern from National University and am currently working at the Academy of Scientific Explorations. I am finishing my coursework for dual credentials in English and Mild/ Moderate Special Education. I hope to finish with all of my courses this fall with both credentials and my M.A. as an Education Specialist.  

I currently teach both English and SDC English. I have six different preps which range from Modern 12th grade literature, to 9th grade ELA. My teaching style is very similar to my personality. I find that students learn better when they try to create something. I find that I try to incorporate content through visual media, power points and graphic organizers, and real life applications. I find that teaching to multiple modalities often allows all students to understand the curriculum. 
Teaching was a career that I often debating on pursuing. I originally wanted to go into writing, but found greater happiness with helping students I tutored during college, and then found work as a substitute teacher. I have had my own classroom since 2009 and am happy that I will be finally be finishing school by this fall.