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Great Gatsby Textual Analysis

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Having students analyze evidence and create meaning from the text for a cumulative assessment seemed to be my largest instructional obstacle in teaching. Students demonstrated knowledge in reciting evidence from the Great Gatsby and I often accepted their answers assuming that they were able to analyze the language to create meaning in relation to the American Dream. Students were able to verbally discuss and compose written pieces summarizing evidence and the story line in the Great Gatsby. Overcoming the instructional challenge of teaching students how to analyze text and how compose written responses was initially difficult for me. Questions I asked demonstrated levels two and three of the depth of knowledge. The skill level I was assessing
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