Literature | High school » The Great Gatsby, Instructional Unit and Lesson Plans

Valley Stream Central HS District CAP Project The Great Gatsby: Instructional Unit & Lesson Plans Summer 2009 Curriculum Writers Dr. David Fritz – Project Supervisor, Central High School Christine Baker – North High School Paul Brower – South High School Christy Mansfield – North High School Administration Dr. Marc F Bernstein, Superintendent of Schools Dr. Thomas Troisi, Assistant Superintendent for Curriculum & Instruction Dr. William Heidenreich, Assistant Superintendent for Personnel & Administration Mr. Wayne Loper, Assistant Superintendent for Finance & Operations Ms. Maureen Henry, Principal, South High School Mr. Clifford Odell, Principal, North High School Dr. Joseph Pompilio, Principal, Central High School Dr. Kathleen Walsh, Principal, Memorial Junior High School VALLEY STREAM CENTRAL HIGH SCHOOL DISTRICT Course: English 3 Teacher: Instructional Unit: The Great Gatsby A. Content Objectives: What will students know and be able to do by the end

of this instructional unit? 1) Using examples from The Great Gatsby, identify and explain exposition, themes, point of view, conflicts, characterization, setting, and plot. 2) Using examples from the text, interpret and discuss author’s purpose. 3) Using examples from the text, identify and explain Fitzgerald’s use of literary devices. 4) Using plot and conflict, discuss historical context. 5) Using knowledge of text, respond to Regents-based questions and Regents-style essays. B. Key Subject Competencies C. General Study Skills 1) draw conclusions/ make inferences 2) identify author’s purpose 3) identify and discuss use of literary elements & devices 4) write extended responses 5) listening, note-taking, and synthesizing 6) express oral interpretations of the novel 7) compare and contrast The Great Gatsby with other genres (i.e nonfiction, poetry, drama, charts & graphs) 1) critical thinking and problem solving 2) communication 3) creativity and innovation 4)

collaboration 5) contextual learning 6) information and media literacy D. Length of Unit: 4 – 6 weeks E. State Learning Standards Addressed: New York State Learning Standards for English: I-IV 2 F. Working Vocabulary for the Instructional Unit: * Denotes those terms most frequently appearing on Regents Examinations. Theme* Personification* Mood / Tone* Characterization* Point of View* Metaphor / Simile* Conflict* Setting* Symbolism* Plot* Imagery* Voc. for The Great Gatsby (see attachment) G. Special Learning Techniques/Strategies * In addition to teacher-directed methodologies (e.g, lecture), techniques/strategies that are the “best fit” in regard to the content objectives, key subject competencies and general study skills of the unit. • • • • • • • • • • • • • • • A Literary Terms Sheet for literary elements/devices Jigsaw- each group is responsible for one part of a full class organizer (ex. historical background, literary

elements) Use of computers (ex. web quests to explore historical context) Paired/Group Reading (ex. dramatic readings, one student reads while the other takes notes/organizer/draw) Artistic Interpretations Debate (ex. characterization, finding faults) Shared Inquirystudents create own questions (Great Books) and discuss with specific textual reference Creation of a Study Guide (for tracking settings, characters, and plot) Gallery Walk to understand social capital of the “roaring twenties” Small-group Instruction for targeting specific issues/weaknesses (ex. author’s purpose) Think-Pair-Share (ex. Do Now’s) Daily assessments (ex. Exit Tickets) Character Webs (for traits using contextual evidence) Film version, 1974 (Jack Clayton version, starring Robert Redford and Mia Farrow) Creative writing from a character’s point of view (for understanding motives and 3 characterization) H. Resources/Materials/Media *Attach all reproducible materials. • • • • • • • •

• • The Great Gatsby, by F. Scott Fitzgerald Reader’s Guide to The Great Gatsby – Resources for Reading and Discussion: Great Books www.unitedstreamingcom – video clips depicting life during the 1920s The Great Gatsby, VHS copy of the 1974 Jack Clayton film release Student-made study guides Guided reading study guide & questions Map of Long Island Pictures of Long Island during the 1920s News articles from The New York Times and Newsday Various web sources for research purposes I. Methods of Assessment Assessment • • • • • • • Day Pre-reading for The Great GatsbyThe Roaring Twenties: Students complete a web quest about social capital during the time period A( 4); B(1, 2, 5) Group presentationsStudents group together to present indepth key events/people during the time period. A(2 & 4); B(1, 2, 5); C(1-4, 6) In-class reading which monitor students’ comprehension of Fitzgerald’s rich vocabulary. A(1 – 4); B(1 – 6); C(2 – 5) D.IRT quizzes

to ensure students are comprehending inclass and outside readings A(1 – 3); B(1 – 4); C(1) Character Connection – Students use close readings of the text to connect characters with present-day individuals. A(14); B(1-3, 5-7); C(1-6) Group Presentations – Students present their connections, sparking a reflection of author’s purpose. A(1-4); B(1-3, 5-7); C(1-5) Completion of Study Guides for organization and 4 Week 1 Weeks 1-6 Weeks 1-6 Midway through text End of Each understanding. A(1 – 4); B(1 – 3, 5); C(4, 5) • • • • • Shared Inquiry to analyze the novel so far and make predictions about what will happen. A(1 – 4); B(1 – 3, 5, 7); C(1 – 5) Regents Task I – Students practice taking notes as they listen to selections of the chapter. Then, using their notes, students respond to Regents-style multiple choice questions. Students will prepare a timeline in pairs to ensure the comprehension of the retrospective narration of Nick Carraway. A(1-4);

B(1-3, 7); C(1-5) Regents Task IVStudents interpret a critical lens and agree or disagree with their interpretations, using The Great Gatsby and another work of literature to support their arguments. A(1 – 5); B(1 – 5, 7); C(1-2, 5) Unit TestRegents-style multiple choice, matching for literary terms, short answer, and extended response/discussion. A(1 – 5); B(1 – 4, 7); C(1) 5 scene Midway through text Chapter 7 Completion of Unit Final Assessment Final Assessment VALLEY STREAM CENTRAL HIGH SCHOOL DISTRICT LESSON #1 nstructional Objective: (Connected to Instructional Unit) Students will be able to research the background of the time period surrounding the novel for a deeper understanding of the events that take place. Aim: (Open Ended Question) Why is it important to know about the time period in which the novel is set? Do Now:(Anticipatory) Students will be broken into groups and will be using the internet as well as book information to research their assigned

topics. Procedure: Direct Instruction /Guided Practice and Independent Practice Topics will be selected. Groups will be formed. Groups will designate assignments for its members. Topics: 1. Jazz 2. Prohibition 3. Stock Market Crash 4. Flappers 5. Baseball scandal of 1919 6. Political Climate after WWI Closure: Before leaving class students will have a clear idea of their assigned tasks. 6 Homework: Organize notes obtained to prepare for presentation to the class. Assessment: Participation, inquiry, completion of task Each group will be responsible for the following: 1. Poster illustrating highlights of the topic 2. Creative interpretation of topic – costumes, music, dance, food, video 3 Handout for the class – 15 multiple choice questions based upon the presentation 7 English 11 Name: Date: Per: Gatsby Research Project Topics for Research 1. 2. 3. 4. 5. 6. Jazz Prohibition Stock Market Crash Flappers

Baseball Scandal of 1919 Political Climate after World War I Each group will be responsible for the following: 1. Poster illustrating highlights of topic 2. Creative interpretation of topic – costumes, music, dance, food, video 3. Handout for class – 15 multiple choice questions based upon presentation 8 VALLEY STREAM CENTRAL HIGH SCHOOL DISTRICT LESSON PLAN TEMPLATE Instructional Objective: (Connected to Instructional Unit) Students will be able to: Aim: (Open Ended Question) Why is the vocabulary significant to the novel and how can it enhance your understanding of the reading? Do Now:(Anticipatory) Distribute vocabulary list and dictionaries Procedure: Direct Instruction /Guided Practice and Independent Practice Students will review list and define words using dictionaries they have been provided with. Closure: Review definitions from page one of list. Homework: Complete definitions for the rest of the list. Identify and understand vocabulary used in the

novel. Students may work in pairs to expedite completing the list. Write original sentences for first 10 words. 9 English 11 Name: Date: Per: Vocabulary – The Great Gatsby Chapter 1 1. privy- 2. plagiaristic - 3. riotous - 4. excursions - 5. suppression - 6. epigram - 7. reproach - 8. supercilious - 9. effeminate - 10. fractiousness - 11. divan-

12. unobtrusively - 13. extemporizing - 14. rotogravure - 15. peremptorily - 10 Chapter 2 1. oculist - 2. contiguous- 3. hauteur - 4. strident - 5. indeterminate - 6. incessant - 7. languid - 8. sumptuous - 9. deferred - Chapter 3 1. omnibus

2. prodigality - 3. innuendo - 4. malevolence - 5. convivial - 6. subterfuges - 7. permeate - 8. corpulent - 11 VALLEY STREAM CENTRAL HIGH SCHOOL DISTRICT LESSON PLAN TEMPLATE Instructional Objective: (Connected to Instructional Unit) Students will be able to identify and formulate opinions regarding the main characters of the novel so far as well as gaining an understanding of the position of the narrator, Nick Carraway. Aim: (Open Ended Question) What makes us formulate opinions about characters? Do Now:(Anticipatory) Following the reading of chapter 1, students will be drawing some conclusions

regarding the narrator and main characters. Distribute Chapter 1 questions. Have students answer first question regarding Nick. Procedure: Direct Instruction /Guided Practice and Independent Practice 1. Discuss answers to question 1 a. Discuss their impressions of the narrator based on information we are given. 2. Discuss the interpretations of the quotes 3. Compare Daisy and Tom 4. Comment on what is revealed about their relationship. 5. Introduce the symbolism that is evident in the first chapter. 6. Discuss the overall tone of this first chapter 7. How does Fitzgerald’s introduction to Gatsby heighten our curiosity about him? Closure: Discuss how the author has portrayed each of his main characters through the use of language. 12 Homework: Create a chart for the characters that have been introduced thus far with an adjective or two describing each one. Assessment: Participation, inquiry, completion of task assigned Students will be paired to share and compare

information in class tomorrow. 13 Questions for Chapter 1 The Great Gatsby 1. List several details about the narrator, Nick Carraway a. b. c. d. e. 2. Interpret what you think Nick’s father meant by the advice he gave his son, “Whenever you feel like criticizing anyone, just remember that all the people in this world have not had the advantages that you’ve had.” 3. What does Nick mean when he says, “a sense of fundamental decencies is parceled out unequally at birth.” 4. On the basis of this comment, what appears to be Nick’s attitude regarding human nature? 5. How does Nick describe Long Island? 14 6. List some of the words Fitzgerald uses to describe Tom Buchanan 7. How is Daisy, his wife described? 8. Comment on

the relationship of Daisy and Tom Cite a line which gives you some insight into their marriage. 9. Note some of the references to time in this chapter List the words which are used. 10. The chapter closes with Nick’s sighting of his neighbor, Jay Gatsby Comment on some of the interesting language Fitzgerald uses to describe this scene. 15 11. What is the overall tone used in this chapter Several different words may apply VALLEY STREAM CENTRAL HIGH SCHOOL DISTRICT LESSON PLAN TEMPLATE Instructional Objective: (Connected to Instructional Unit) Students will be able to recognize and understand the symbolism used in the novel. Aim: (Open Ended Question) What is the purpose of an author using symbolism in their writing? Do Now:(Anticipatory) Have student list some frequently used symbols in our society. (example: red light=stop, heart=love, dove=peace) Procedure: Direct Instruction /Guided Practice and Independent Practice 1. Discuss do now – list student responses on

board 2. Have student read first two pages of Chapter 2 3. Ask students what they think the author is trying to tell us about this area of Queens. 4. Do a quick review of figurative language – simile, metaphor, personification 5. Distribute questions and have students use their books to complete. 6. Share responses Closure: How has Fitzgerald portrayed this “Valley of Ashes” symbolically? 16 Homework: List the symbols used in the novel thus far and explain what you think they may mean. Include page references to where they may be found. Assessment: Participation, inquiry, completion of task These will be shared and read in class tomorrow. 17 The Great Gatsby – Symbolism – Chapter 2 Read first two pages of the chapter. “About half way between West Egg and New York it was because of this that I first met Tom Buchanan’s mistress.” 1. List the examples of personification the author has used to describe the valley of ashes 2. List several adjectives the

author has used to describe this area What overall message do they seem to convey? 3. The billboard is described as “the eyes of Dr T J Eckleburg”, why do you think the author has referred to it as such? What effect do these “eyes” watching over things imply about these characters? 4. On the back of this sheet, draw a picture of what you think this billboard may look like 18 5. For extra credit: tonight look up the The River Styx and explain what connection this might have to the area being described in Fitzgerald’s novel. 19 VALLEY STREAM CENTRAL HIGH SCHOOL DISTRICT LESSON PLAN TEMPLATE Instructional Objective: (Connected to Instructional Unit) Students will be able to compare and contrast conflicting characters in the novel analyzing these characters on various levels. Aim: (Open Ended Question) How is Fitzgerald able to comment on the society he is living in through his characters? Do Now:(Anticipatory) Ask students how Fitzgerald uses setting to

emphasize the differences between social classes. Procedure: Direct Instruction /Guided Practice and Independent Practice Discuss answers for the Do Now. Students should make the distinction between Tom as “old money” and Gatsby as nouveau riche. Students should also recognize the social differences between Daisy and Myrtle. Students should also be aware of the differences between East Egg and West Egg. Students will be given the writing assignment in which they are to select the pair of characters they wish to analyze based on their social status, appearance, actions, and speech. Closure: Students should be using the novel to gather details for writing their essay. Homework: Write the introductory paragraph of your essay. List the details you will be using in your essay to do your comparison of the characters. 20 Assessment: Participation, inquiry, completion of task assigned Using their notes, students will complete the writing assignment in class tomorrow.

Reflection: 21 Character Essay – The Great Gatsby Select one pair of characters, either Tom and Gatsby or Daisy and Myrtle and compare the two characters on several different levels. You may use their social status, physical appearance, actions, or speech to do your comparison. Be sure to include specifics from the novel to complete the assignment. Your essay should be four paragraphs in length Check your spelling and punctuation and be sure to use quotation marks when quoting directly from the book. 22 English 11 Name: Date: Per: Test on The Great Gatsby Chapters 1 - 3 Character Identification – Identify the character from the quote or description given. Names may be used more than once. Jay Gatsby Tom Nick Daisy Myrtle Jordan George Catherine 1. “one of the most powerful ends that ever played football” 2. “a bond man” 3. “Her face was sad and lovely with

bright things in it” 4. “lived like a young rajah in all the capitals of Europe” 5. “he’s so dumb he doesn’t know he’s alive” 6. had been engaged to a girl out West 7. “one of the few honest people I’d ever known” 8. “an elegant young rough-neck, a year or two over thirty” 9. “was incurably dishonest” 10. “no facet or gleam of beauty but there was an immediate perceptible vitality about her” II. Mark each statement True or False 1. Nick is originally from Idaho 2. Both Nick and Tom graduated from the same college 3. Nick and Gatsby live in the more fashionable part of town 4. Nick and Daisy are related 5. Before moving to Long Island, Tom and Daisy lived in Paris for a time 6. Tom receives a phone call from his mistress during dinner 23

True – False (continued) 7. Gatsby owns a Rolls Royce 8. Nick receives an invitation to Gatsby’s party 9. Myrtle met Tom at one of Gatsby’s parties 10. Gatsby is a heavy drinker III. Multiple Choice – Select your answer from the choices given and write the letter of you answer on the blank line. 1. The narrator of the book is a. Gatsby c. Nick b. Tom d. Daisy 2. Which of the following are rumors about Gatsby? a. he is son of wealthy people in the Midwest b. he has a degree from Oxford c. he fought in the war d. all of the above 3. Doctor Eckleburg is a. Gatsby’s doctor and party attendee b. Tom Buchanan’s spy c. An eye doctor whose picture overlooks the road d. an old college friend of Nick’s 24 4. Tom and Nick go to “the valley of ashes” because a. Tom is having car troubles b. Tom wants Nick to meet his mistress c. they are on their way to

Gatsby’s party d. Tom wants to show Nick a car he is thinking buying 5. Tom breaks Myrtle’s nose because a. she wants to call daisy on the phone b. she cries because she wants a dog c. she repeats Daisy’s name d. she wants Tom to get a divorce 6. Jordan Baker is a. a new love interest for Nick b. a professional golfer c. a friend of Daisy’s d. all of the above 7. Nick graduated from a. Harvard b. Yale c. Princeton d. Dartmouth 25 8. All of the following are true EXCEPT a. Gatsby’s parties are by invitation only b. Gatsby replaces a torn dress for one of his guests c. Gatsby does not seem to enjoy his own parties d. there are many rumors circulating about who Gatsby really is 9. Gatsby is called away from his party by a. a phone call from Daisy b. a butler informing him that there was a car stuck in the mud c. a phone call from Chicago d. a guest in need of directions 10. Myrtle’s sister, Catherine engages Nick

in a conversation about a. marriage b. photography c. fashion d. dogs IV. For each of the following quotes: A. Identify the speaker B. Explain the circumstances surrounding the quote C. Explain why it is important to the plot, characterization, setting, or conflict 1.”It was the kind of voice that the ear follows up and down as if each speech is an arrangement of notes that will never be played again.” A. B. C. 26 2. “Civilization’s going to pieces,” “I’ve gotten to be a terrible pessimist about things” A. B. C. 3.

“I married him because I thought he was a gentleman,” “I thought he knew something about breeding.” A. B. C. 4. “And I hope she’ll be a fool-that’s the best thing a girl can be in this world” A. B. C. V. Essay – Select one of the symbols used in the book so far Explain what the symbol stands for, cite examples in which the symbol is used and discuss why the ideas which this symbol represents may be important to the story. 27 English 11 Name: Date: Period:

Vocabulary Test Chapters 1 – 3 The Great Gatsby I. Choose the word which best completes each sentence and write your choice on the line. incessant sumptuous languid reproach hauteur strident permeate prodigality corpulence pastoral riotous oculist 1. The hotel accommodations proved to be and well worth the extra money. 2. The chatter during the movie made it difficult for me to concentrate on the plot. 3. If you are in need of glasses you should consult (a, an) 4. Due to the extreme heat we felt and unable to accomplish very much. 5. The of their gift left me feeling very indebted to them 6. Due to his in size, he did not fit in the chair 7. Hoping to escape , we quickly tried to fix the broken fence. 8. The sound of the bell woke us from our slumber 9. The of the new student quickly set her apart

from the rest of the class. 10. The odor of the rotting onion coming from the refrigerator quickly began to the air. 28 II. Give a ONE WORD ANTONYM for each of the following: 1. peremptorily - 2. fractiousness - 3. contiguous - 4. homogeneity - 5. privy - III. Give a ONE WORD SYNONYM for each of the following: 1. unobtrusively - 2. excursion - 3. convivial - 4. deferred - 5. supercilious - 29 Name:

English THE GREAT GATSBY test 1. The novel is set in the (TIME PERIOD) 2. The narrator is 3. The area that the Wilsons live in is known as the " Valley of the Ashes" . What does this area symbolize ? 4. What is the imagery that is used to describe this area? 30 5. Tom and Myrtle have an apartment together in NYC What is the obvious symbolism here? EXPLAIN. 6. How is Myrtle a victim of society? 7. What is ONE major difference between the East Egg and the West Egg? East vs. West 8. To what effect does the author use imagery to describe Gatsbys parties? 9.The author uses heat as what literary device? 10. What is the intended effect of the use of heat? 31 11. Mr Wilson wants to move back west because he has learned of his wifes affair. Explain the symbolism of this move 12. Why does

Myrtle Wilson go running out into the street? 13. Who does Wilson think killed his wife? 14. Where does Wilson get this idea? (refer to #13) 15. Where is Gatsby when Wilson kills him? 16. Why is Gatsby’s death an example of situational irony? 17. Gatsby’s funeral is BIGGER than any of his parties TRUE or FALSE (circle one) 32 18. What do the colors yellow and white symbolize? yellow = white= 19. How does each of these colors help to characterize Daisy? 20. The green light is a symbol of what device? BONUS: Explain how the green light is an example of this device. 33 THEME ESSAYS: • • • USE TWO OF THE FOLLOWING CONTROLLING IDEAS TO WRITE THEME STATEMENTS. IDENTIFY TWO DEVICES FITZGERALS USES TO EMPHASIZE EACH THEME. USE TWO SPECIFIC DETAILS TO SUPPORT THE USE OF EACH DEVICE. o illusion vs. reality o corruption of the American dream o search for wealth

and success Controlling idea: Theme statement: Two literary devices that emphasize the theme 1. 2. Device #1: Support for evidence of this device: 34 Device #2: Support for evidence of this device: Controlling idea: 35 Theme statement: Two literary devices that emphasize the theme 1. 2. Device #1: Support for evidence of this device: Device #2: Support for evidence of this device: 36 VALLEY STREAM CENTRAL HIGH SCHOOL DISTRICT The Great Gatsby – Vocabulary list Chapter 4 1. Knickerbockers 2. Fluctuate 3. Sporadic 4. Divine retribution 37 5. Rajah 6. Elicit 7. Valour 8. Somnabulatory 9. Denizen 10. Jauntily Chapter 5 1. Rout 2. Suppressed 3. Innumerable 4. Ecstatic 5. Reproach 6. Serf 7. Obstinate 8.

Exultation 9. Hulking 10. Nebulous Chapter 6 1. Laudable 2. Insidious 3. Repose 4. Debauch 5. Antecedent 6. Ingratiate 7. Perturb 8. Dilatory 9. Desolate 10. Elusive Name: Date: The Great Gatsby – F. Scott Fitzgerald An Accurate Account of Jay Gatsby’s History (Ch. 6) • Real name: 38 • Born and raised: • Went to school at: • Paid tuition by: • Left because: • Dan Cody: • When he met Dan Cody, Gatsby was (doing): • Hired to: • Responsibilities included (be specific): • Decided not to because: • Decided to become because: • Inherited from Dan Cody. • Did not acquire the money because: List three (3) more facts about Gasby’s true history: 1. 2. 39 3. Name: Date: English 3 - The Great Gatsby 40 Exam: Chapters 1 – 4 Part I – Multiple Choice – Choose the best possible answer. 1.

From where did the narrator come and why? a. From France to establish a vineyard in New York b. From the south to become an actor on Broadway c. From the northwest to be a fashion designer d. From the midwest to study the bond business 2. Describe the Buchanans house a. It is a formal and traditional colonial Georgian mansion b. It is low and modernistic, designed to blend in with the scenery c. It is a replica of a Spanish hacienda, with a central garden and fountains d. It is palatial, although in a state of disrepair 3. How does Nick know Daisy and Tom? a. Nick and Tom served in the war together He met Daisy at their wedding b. Nick and Daisy went to school together Daisy was dating Tom c. He met them through a friend of his parents in Chicago d. Daisy and Nick are cousins Nick and Tom knew each other from school 4. Describe Tom What is our impression of him in Chapter 1? 41 a. He is short and fat and jolly b. He has an athletic build and an arrogant attitude He is an

old-money snob c. He is tall and slender He is a grumpy middle-aged man d. He has a medium build and is balding He is easy-going and pleasant 5. When asked about her daughter, what does Daisy say? a. "She acts just like her father!" b. "I hope she’ll be a fool, a pretty little fool” c. "I suppose she talks--and eats, and everything" d. "I wish I had never had her" 6. What is the "valley of ashes"? a. An area in East Egg where a fire had been many years ago b. A barren area separating East Egg from West Egg c. An industrial zone d. An imaginary place used as a metaphor for Gatsbys loneliness 7. What do the eyes of Dr T J Eckleburg on the billboard symbolize? a. seeing eye dogs b. nationalism c. conflict d. conscience (Go to the next page) 8. Who did Tom take Nick to meet? a. His mistress c. His parents 42 b. Dr TJ Eckleburg d. Gatsby 9. Identify Myrtle and George Wilson a. Myrtle is Toms cousin George is her son b. George is

Toms business partner Myrtle is his wife c. Myrtle is Toms mistress George is her husband d. They are the caretakers on Toms estate 10. How is George Wilson characterized? a. “Loud and lively” c. “Big, bold, and handsome” b. “Blonde, spiritless, and anaemic” d. “Slim and shady” 11. What did Tom do to Myrtle when she mentioned Daisys name? a. He hit her and broke her nose b. He laughed and called her a jealous fool c. He taunted her and repeated Daisys name several more times d. He ignored her and went on with his conversation with Nick 12. What "matter" did Gatsby have Jordan Baker discuss with Nick? a. Gatsby had a business deal he wanted to include Nick in on it b. Gatsby wanted Nick to arrange a luncheon meeting between himself and Daisy c. Gatsby had a cousin who was coming to stay for a month, and he wanted Nick to escort her around the city, if Jordan approved. d. Gatsby wanted to invite Nick and Jordan to go on a golfing vacation to Europe 13.

Who is Mr Wolfshiem? 43 a. He is the owner of Gatsbys favorite restaurant in New York He secretly arranged to have a member of the mob murdered outside the restaurant. b. He is Jordan Bakers coach and manager He thinks Jordan is spending too much time with Nick and not enough on her golf. c. He is a racketeer and a business associate of Gatsbys He fixed the 1919 World Series d. He is the president of the company where Nick is working He wants to bring Gatsby in on a new real estate deal. 14. What does Mr Wolfshiem tell Nick about Gatsby? a. Gatsby was dangerous and should never be trusted b. Gatsby was on the verge of bankruptcy because of some bad investments c. Gatsby was thinking of getting into politics d. Gatsby was the kind of man to take home to meet your mother and sister 15. What does Jordan tell Nick about Daisy, Gatsby and Tom? a. They all grew up together in Louisiana Tom and Gatsby had been best friends until their jealousy about Daisy got between them. Tom doesnt

know that Gatsby lives nearby. Gatsby wants to make sure Nick never invites Daisy and Tom to one of the parties. b. Gatsby knows Tom through business dealings He met Daisy recently at a party and wanted to get to know her better. c. Daisy and Gatsby had had an earlier romance Her parents wouldnt let her see him off to war. Then she married Tom, and soon found out that he had a mistress d. Gatsby and Daisy have been seeing each other for a long time Gatsby offered Tom a large sum of money to divorce Daisy, but Tom refused. (Go to the next page) Part II – Reading Comprehension - Read the following excerpt from chapter 4, then answer the questions following the passage: “I’ll tell you God’s truth.” [Gatsby’s] right hand suddenly ordered divine retribution to stand by. “I am the son of some wealthy people in the middle-west – all dead now I was 44 brought up in America but educated at Oxford because all my ancestors have been educated there for many years. It is a

family tradition” He looked at me sideways – and I knew why Jordan Baker had believed he was lying. He hurried the phrase “educated at Oxford,” or swallowed it or choked on it as though it had bothered him before. And with this doubt his whole statement fell to pieces and I wondered if there wasn’t something a little sinister about him after all. “What part of the middle-west?” I inquired casually. “San Francisco.” “I see.” “My family all died and I came into a good deal of money.” His voice was solemn as if the memory of that sudden extinction of a clan still haunted him 16. The above passage implies that Jay Gatsby a. is a crook c. doesn’t trust Jordan Baker b. is a liar d. loves his family 17. The word “sinister” as it is used in the passage most nearly means a. demanding c. frustrating b. rude d. dishonest 18. After reading the passage, Gatsby’s initial quote, “I’ll tell you God’s truth” can be understood as an example of a. irony c.

foreshadowing b. imagery d. flashback (Go to the next page) Part III – Vocabulary in Context: Determine the answer that is the closest in meaning with the underlined word. 19. This isnt just an epigram - life is much more successfully looked at from a single window, after all. 45 a. a telegram b. a relative c. a short, witty poem d. a letter 20. Now he was a sturdy, straw haired man of thirty with a rather hard mouth and a supercilious manner. a. madness c. silliness b. politeness d. haughtiness 21. A momentary hush; the orchestra leader varies his rhythm obligingly for her and there is a burst of chatter as the erroneous news goes around that she is Gilda Gray’s understudy from the "Follies." a. mistaken c. proven b. fascinating d. fashionable 22. Hes quite a character around New York-a denizen of Broadway" a. owner c. derelict b. pedestrian d. inhabitant 23. When the "Jazz History of the World" was over girls were putting their heads on mens

shoulders in a puppyish, convivial way, girls were swooning backward playfully into mens arms. a. imprisoning b. festive c. uninteresting d. holiday 24. He was now decently clothed in a "sport-shirt" open at the neck, sneakers and duck trousers of a nebulous hue. a. cloudy c. trendy b. centered d. clashing 25. She was only extemporizing but a stirring warmth flowed from her as if her heart was trying to come out to you concealed in one of those breathless, thrilling words. a. progressing c. concluding b. improvising d. releasing (Go to the next page) 26. Evidently some wild wag of an oculist set them there to fatten his practice and then sank down himself into eternal blindness or forgot them and moved away. 46 a. eye doctor b. foot doctor c. pregnancy doctor d. bone doctor 27. The caterwauling horns had reached a crescendo and I turned away and cut across the lawn toward home. a. smooth b. whispering c. colorful d. jarring Part IV – Quotations 28. “If

personality is an unbroken series of successful gestures, then there was something gorgeous about him, some heightened sensitivity to the promises of life,[Gatsby had] an extraordinary gift for hope, a romantic readiness such as I have never found in any other person and which it is not likely I shall ever find again.” The above quote implies that Nick’s overall attitude towards Jay Gatsby, is one of a. rejection b. compassion c. acceptance d. indifference “This is a valley of ashesa fantastic farm where ashes grow like wheat into ridges and hills and grotesque gardens; where ashes take the forms of houses and chimneys and rising smoke and, finally, with a transcendent effort, of ash−gray men who move dimly and already crumbling through the powdery air. [And the eyes of Doctor TJ Eckleburg] brood on over the solemn dumping ground.” 29. Which of the following literary techniques are used in the above quote? a. metaphor c. imagery b. simile d. all of the above 30. What is the

mood set by this quote? a. depressing c. frightening b. convivial d. humorous (Go to the next page) Part V – Reading Comprehension “I’ve got a nice place here,” [Tom] said, his eyes flashing about restlessly. 47 Turning me around by one arm he moved a broad flat hand along the front vista, including in its sweep a sunken Italian garden, a half acre of deep pungent roses and a snubnosed motor boat that bumped the tide off shore. “It belonged to Demaine the oil man.” He turned me around again, politely and abruptly. “We’ll go inside” We walked through a high hallway, into a bright rosy colored space, fragilely bound into the house by French windows at either end. The windows were ajar and gleaming white against the fresh grass outside that seemed to grow a little way into the house. A breeze blew through the room, blew curtains in at one end and out the other like pale flags, twisting them up toward the frosted wedding cake of the ceiling – and then rippled over

the wine-colored rug, making a shadow on it as wind does on the sea. The only completely stationary object in the room was an enormous couch on which two young women were buoyed up as though upon an anchored balloon. They were both in white and their dresses were rippling and fluttering as if they had just been blown back in after a short flight around the house. I must have stood for a few moments listening to the whip and snap of the curtains and the groan of a picture on the wall. Then there was a boom as Tom Buchanan shut the rear windows and the caught wind died out about the room and the curtains and the rugs and the two young women ballooned slowly to the floor. 31. Which literary technique can be found in lines 7 – 9? a. onomatopoeia c. personification b. simile d. imagery 32. “buoyed as though upon an anchored balloon” (line 14) is an example of a. flashback c. setting b. simile d. metaphor 33. Line 16 has more than one example of which literary technique? a.

foreshadowing c. irony b. onomatopoeia d. personification 34. The above passage describes a. Nick’s house c. Wilson’s garage b. The Buchanans’ house d Tom and Myrtle’s apartment 35. Tom’s words and actions in the above passage characterize him as a. timid c. peremptory b. convivial d. somnambulatory (End of test) The Great Gatsby 48 Objective: What is revealed about Gatsby in the beginning of chapter 4? Set: Do Now: Take out your grammar HW and compare it with your neighbor’s HW Procedure: 1. Read pages 69-72 2. Uncover the different information Gatsby reveals about himself Elicit from students and place on the board: a. WWI – decorated officer b. Graduate of Oxford c. Heir of great wealth from the Midwest 3. Ask students: a. Why is Nick suspicious of Gatsby’s details? b. What upsets Nick the most about his

conversation with Gatsby? Guided Practice: Questioning and discussion; reading Independent Practice: Choose on question we discussed in class and respond in one paragraph. Closure: Exit ticket: Thus far, what information do we know to be true about Gatsby? Explain why. The Great Gatsby – Characterization Connection DAY 1 49 Objective: How are the characters in The Great Gatsby relevant to the present time? Anticipatory Set: Do Now: Re-read the section of chapter 4 where Meyer Wolfshiem is introduced. Read closely, then answer the following questions in your journals: What do we know about Meyer Wolfshiem? What is his relationship with Gatsby? What does this tell us about

Gatsby? Procedure: 1. Allow time for the Do Now 2. Students share out as a class a. Create a character web of Wolfshiem using the answers from the students b. Encourage the use of grade level vocabulary, such as malevolent, shifty, devious, etc. 3. Students break into groups and characterize the 5 main characters, through a close reading of the text. a. Group 1 – Gatsby b. Group 2 – Tom c. Group 3 – Nick d. Group 4 – Daisy e. Group 5 – Jordan 4. Groups brainstorm vocabulary for best characterization using a dictionary and thesaurus. 5. Students create character webs (poster size) in each group 6. Groups hang up and present characterization webs to class Guided Practice: 1. Close reading of the text 50 2. Characterization 3. Group work

Closure: Exit ticket: Who is your favorite character so far? What do you like best about him or her and why? Independent Practice: Complete Part I of the handout: Character Connection. 51 The Great Gatsby – Characterization Connection DAY 2 Objective: How are the characters in The Great Gatsby relevant to the present time? Do Now: Copy your best connection for each character onto the post-it notes provided. Anticipatory Set: 1. Share out answers and have volunteers post the names under the proper character webs. 2. Ask: Why do you think reminds you of [Gatsby character]? Procedure: 1. Allow time for the Do Now Walk around and check homework 2. Pair up students and assign a character to the pairs, based upon yesterday’s exit ticket 3.

Explain: You will choose the two best people who remind you of your assigned character and find as many connections as you can. a. You may use famous people, celebrities, historical figures, or well-known fictional characters. b. Use Part II of the Character Connection handout to organize your research 4. Model by comparing Meyer Wolfshiem with Tony Montana from the film Scarface a. Both deal in illegal substances b. Both have accents, which laces them as outsiders c. Both are cold-blooded 5. Hand out laptops to the pairs Assign researcher and recorder 6. Students begin researching people to determine the “best fit” identity for their assigned characters. a. Each pair should have a mirror pair working on the same character b. Pairs fill in organizer with information that supports their arguments 7. Replace laptops at the end of the period 52 Guided Practice: 1. Character stations 2. Paired research

via internet 3. Making outside connections to the text Closure: How do these “best fit” individuals do gives us a greater understanding of the characters in The Great Gatsby? Support your opinion in a short paragraph. Independent Practice: Complete Part II of the handout: Character Connection. 53 The Great Gatsby – Characterization Connection DAY 3 Objective: How are the characters in The Great Gatsby relevant to the present time? Anticipatory Set: Do Now: Get together with your pairs and share your results. Who has the “best fit” person? You will present the best argument to the class, based upon the research and your conversations. Procedure: 1. Allow time for

the Do Now Walk around and check the homework 2. Groups share, discuss, argue and come to a consensus 3. Each group presents their findings to the class, posts their “best fit” picture and connects the shared attributes to the existing character web (5 presentations). 4. Class discusses the connections: a. Which character has the best connection? Why? b. What has the character said or done that mirrors the “best fit” individual? c. What seemed to be the most influential category? Why? d. Was there difficulty in matching any of the characters? Why is that? e. Are these types of characters found in stories today? Who are they? Which stories? Guided Practice: 1. Think pair share 2. Group presentations 3. Class discussion 4. Meta-cognitive reflection 54 Closure: Exit ticket: How is this story relevant to present day? Support

your answer. Independent Practice: Complete Part III of the handout: Character Connection. It will be collected tomorrow. 55 Name: Date: The Great Gatsby – F. Scott Fitzgerald Objective: How are the characters in The Great Gatsby relevant to the present time? Exit ticket: Who is your favorite character so far? What do you like best about him or her and why? Name: Date: The Great Gatsby – F. Scott Fitzgerald Objective: How are the

characters in The Great Gatsby relevant to the present time? Exit ticket: How do these “best fit” individuals do gives us a greater understanding of the characters in The Great Gatsby? Support your opinion in a short paragraph. 56 Name: Date: The Great Gatsby – F. Scott Fitzgerald Objective: How are the characters in The Great Gatsby relevant to the present time? Exit ticket: How is this story relevant to present day? Support your answer.

57 Name: Date: ╚Character Conn ection╝ Part I Directions: Using what you know of the characters through the readings and our discussion, identify at least 3 people that remind you of each main character in The Great Gatsby. Gatsby Tom Nic Daisy Daisy Part II Directions: Use the chart below to organize your “best fit” people according to the character you have been assigned. You may use famous people, celebrities, historical figures, or wellknown fictional characters Then, attach pictures of those people (1 picture each) on the back of this page. Character from Text “Best fit” Person 1 Name Physical attributes Personality / attitude 58

“Best fit” Person 2 Social status / Career Known for / Actions Part III Directions: List and define 5 new words that you learned from this exercise. Then, use them in a creative paragraph that describes a place you went to recently or a recent event. Use the lines provided on the back of this sheet to write your creative paragraph.  Turn over 59 Attach picture 1 here picture 2 here Attach Part III (Creative paragraph using new vocabulary.)

60 Name: Date: The Great Gatsby – F. Scott Fitzgerald Chapter 5 Objective: What happens when Gatsby and Daisy finally reunite? Do Now: Write a summary of events from pages 86-94. Procedure: 1. Answer the following questions based on the reading Use complete sentences and contextual evidence: a. Why does Gatsby offer to have his gardener cut Nick’s grass?

b. Why does Gatsby send an abundance of flowers to Nick’s house? c. After Daisy arrives, what does Nick do to avoid unnecessary embarrassment?

2. Finish reading chapter 5 (95-102) in groups and answer the following questions: a. Before they leave for a tour of Gatsby’s mansion, Gatsby says to Nick, “It took me just three years to earn the money that bought it.” Why is this statement an obvious slip-up? 61 b. What do Gatsby’s shirts from England symbolize?

c. Why do you think Daisy cries when she sees the shirts? d. What has Gatsby noticed about the dock behind Daisy’s house in East Egg? Closure: Hand in this sheet with all work completed using contextual evidence. 62 Name: Date: The Great Gatsby – F. Scott Fitzgerald Chapter 5 – The

Climax? The climax in a play, story, or novel is the point of no return. It takes place when the protagonist of the tale says or does something that cannot be undone. It causes a chain of events that leads to the end or resolution of the work of literature. After waiting several years and imagining this moment, Gatsby finally gets together with Daisy. Some argue that this reunion is the climax, however other literary critics claim that the climax occurs later in the novel. You may begin to form your own opinion after reading this chapter. Directions: Choose one of the following quotes from chapter 5 and explain its significance in the novel. Here are some helpful questions to get you started (you do not need to answer them): What does it mean? How is this information helpful? What can we conclude? What may happen because of this? Write 1-2 paragraphs for your explanation. Use a separate sheet of paper. A) “If it wasn’t for the mist we could see your home across the bay,” said

Gatsby. You always have a green light that burns all night at the end of your dock.” Daisy put he arm through his abruptly but he seemed absorbed in what he just said. Possibly it had occurred to him that the colossal significance of that light had now vanished forever. Compared to the great distance that had separated him from Daisy it had seemed as close as a star to the moon. Now it was again a green light on a dock His count of enchanted objects had diminished by one. (98) B) As I went over to say goodbye I saw that the expression of bewilderment had come back into Gatsby’s face, as though a faint doubt had occurred to him as to the quality of his present unhappiness. Almost five years! There must have been moments even that afternoon when Daisy tumbled short of his dreams – not through her own fault but because of the colossal vitality of his illusion. It had gone beyond her, beyond everything He had thrown himself into it with a creative passion, adding to it all the time,

decking it out with every bright feather that drifted his way. No amount of fire or freshness can challenge what a man will store up in his ghostly heart. (101) 63 Objective: What does Gatsby’s true history reveal about his character? Set: Do Now: On post-it note: 3 important facts and/or questions about chapter 5. Procedure: 1. Read 102-105 as a class 2. Students pair up and read 105-107 together 3. Answer the following questions about Gatsby’s real history: a. What is Gatsby’s real name and from where did he originate? b. What do you know about his family? c. Where did he go to college? d. Who is Dan Cody? e. What did he do for Gatsby? f. What happened to the $25,000? Guided Practice: Questioning and discussion; reading, writing

Closure: Exit ticket: What does Gatsby’s true history reveal about his character? Independent Practice: Finish chapter 6 for HW (to p. 118) and answer the following questions: 1. 2. 3. 4. 5. 6. 7. How does Tom treat Gatsby at his house, while horseback riding with the Sloanes? What is Tom’s view of West Egg vs. East Egg? How does Gatsby treat Tom at his party? How does Daisy treat Tom? How does Daisy feel about the party at Gatsby’s house? Why? What are Gatsby’s goal concerning Daisy and how are they unrealistic? Summarize page 117. 64 Name: Date: The Great Gatsby – F. Scott Fitzgerald Chapter 6 Review Questions Directions: Finish chapter 6 for HW (to p. 118) and answer the following questions: 1. How does Tom treat Gatsby at his house, while horseback riding with the Sloanes?

2. What is Tom’s view of West Egg vs East Egg? 3. How does Gatsby treat Tom at his party?

4. How does Daisy treat Tom? 65 5. How does Daisy feel about the party at Gatsby’s house? Why? 6. What are Gatsby’s goal concerning Daisy and how are they unrealistic?

7. Summarize page 117 66 The Great Gatsby – Chapter 6 Objective: What is Gatsby’s motivation for his actions? Set: Do Now: In your journals, give your opinion to answer the objective. Procedure: 1. Allow time to complete the do now journal assignment 2. As students share responses, place them on the board 3. Students will copy these responses and cite support for them

as we complete the reading of chapter 6. Some answers may include: a. Impressing or marrying Daisy b. Money and wealth c. Running from his past d. Changing his social status e. Wanting to be an East Egger f. Happiness g. Search for self 4. Give a summary of pages 107-110 a. East Egg vs West Egg b. Tom and company slights Gatsby for being new money c. Gatsby is very tense around Tom 5. Read 110 to the end of chapter 6 6. Students collect contextual evidence as we read Guided Practice: Questioning and discussion; reading, writing Closure: Exit ticket: Based upon the contextual evidence we gathered, what is Gatsby’s motivation for everything he does? Independent Practice: Write a brief summary of chapter 6. 67 The Great Gatsby Chapter 7: “Her voice is

full of money.” DAY ONE NOTE: STUDENTS SHOULD DEFINE ALL WORDS ON CHAPTER 7 LIST BEFORE READING AND DISCUSSING THE CHAPTER. STUDENTS SHOULD KEEP DEFINED WORDS FOR ALL CHAPTERS HANDY WHILE READING THE TEXT. Instructional Objective: (Connected to Instructional Unit)  Engage in close reading of novel by noting Fitzgerald’s style of writing and methods  Discuss and explore the development of the major themes in the novel such as Analyze Fitzgerald’s use of imagery, simile, metaphor, setting, allusion, , point of view What do the events of this chapter indicate about the deeper characterization of Daisy and Tom Buchanan as members of high society? [ESSENTIAL QUESTION: WHAT IS MAN’S RESPONSIBILITY TO MAN?] How does Fitzgerald ‘deliver,’ through use of language, the characters to the reader, as individuals, and as a couple? *Aim: (Open Ended Question) What is the direct effect (in general) of an author’s use of figurative language? [imagery] [MODEL]: “She is like a

rose.” What occurs in the reader’s mind/mind’s eye? [compiles all characteristics of a rose] *Do Now:(Anticipatory) Brainstorm the characteristics of a rose and list them. [CATEGORIZATION] Which ones can “go together” and why? [DISCOVERY] Imagery appeals to all of the senses, not just sight/picture image. NOW what does the brain do with that information? [applies those characteristics to “She.”] All that information with just a simple figurative comparison. So what is the effect of an author’s use of imagery? [Concise relation of distinct and specific characteristics and other information.] Procedure: Direct Instruction /Guided Practice and [WRITING ABOUT LITERATURE]: That is easier to understand and discuss together than it is to write down. 68 Independent Practice Now let’s put that information together into a sentence. [MODEL/NOTEMAKING]: “Three part formula”: [1.] Identify the language device, technique [2.] Provide a quoted or paraphrased example

[3.] *Explain the effect of the author’s use of language and/or how it evinces or connects to theme(s). ex: The author employs simile with “She is like a rose” in order to [characterize/produce an image of] the woman as delicate, blushing, and naturally pretty. Closure: Identify and select an example of figurative language from Ch. 7 Homework: Define all vocabulary words for Chapters 8 and 9. Assessment: Participation, inquiry, completion of task assigned Apply the technique we modeled today. [MONITOR AND ADJUST.] 69 The Great Gatsby Chapter 7, DAY TWO: “Her voice is full of money.” Instructional Objective: (Connected to Instructional Unit)  Engage in close reading of novel by noting Fitzgerald’s style of writing and methods  Discuss and explore the development of the major themes in the novel such as The Hollowness of the Upper Class. Analyze Fitzgerald’s use of imagery, simile, metaphor, setting, allusion, , point of view What do the events of this

chapter indicate about the deeper characterization of Daisy and Tom Buchanan as members of high society? [ESSENTIAL QUESTION: WHAT IS MAN’S RESPONSIBILITY TO MAN?] How does Fitzgerald ‘deliver,’ through use of language, the characters to the reader, as individuals, and as a couple? *Aim: (Open Ended Question) How does Nick view Daisy? [WHOLE GROUP DISCUSSION/NOTEMAKING] How does Gatsby view Daisy? Provide textual evidence for all responses. *Do Now:(Anticipatory) List all of the things that ‘pop’ into your mind when you see or think about the word money. What is the significance of money in this chapter? [PAIRSHARE/NOTEMAKING] Procedure: Direct Instruction /Guided Practice and Independent Practice [CONCEPT ATTAINMENT/DISCOVERY OF THEME]: How does Fitzgerald create a building of tension? List the conflicts at work here. “Gatsby turned to me rigidly: ‘I can’t say anything in his house, old sport.’ ‘She’s got an indiscreet voice,’ I remarked. ‘It’s full

of‘ I hesitated. 70 ‘Her voice is full of money,’ he said suddenly. That was it. I’d never understood before It was full of moneythat was the inexhaustible charm that rose and fell in it, the jingle of it, the cymbals’ song of it. high in a white palace the king’s daughter, the golden girl. ” How does Fitzgerald demonstrate Daisy’s character through the metaphor used by Gatsby? [WHOLE GROUP DISCUSSION/CONCEPT ATTAINMENT] *WHAT SOCIAL COMMENTARY DOES FITZGERALD INSERT INTO THE CHAPTER AS REVEALED BY: “Daisy and Tom were sitting opposite each other at the kitchen table, with a plate of cold fried chicken between them, and two bottles of ale. He was talking intently across the table at her, and in his earnestness his hand had fallen upon and covered her own. Once in a while she looked up at him and nodded in agreement. They weren’t happy, and neither of them had touched the chicken or the aleand yet they weren’t unhappy either. There was an

unmistakable air of natural intimacy about the picture, and anybody would have said that they were conspiring together.” ? [WHOLE GROUP DISCUSSION/THEME EXPOSITION] Write a statement which identifies the theme. 71 Closure: Employ the “Three part formula” to concisely express in writing how Fitzgerald uses metaphor in Chapter 7 to reveal the theme we discovered. Homework: Read Chapter 8. Assessment: Participation, inquiry, completion of task assigned [MONITOR AND ADJUST Closure activity above.] 72 The Great Gatsby CHAPTER 8: “They’re a rotten crowdYou’re worth the whole damn bunch put together.” Instructional Objective: (Connected to Instructional Unit) Aim: (Open Ended Question) Do Now:(Anticipatory)  Point to differences between the author’s and the narrator’s point of view  Analyze Fitzgerald’s use of characterization and point of view - Gatsby and Nick  Note an analyze the existence of irony in Nick’s feelings toward Gatsby. 

Engage in close reading of novel by noting Fitzgerald’s style of writing and methods Is it possible for a reader to “like” an unsympathetic character? 1. Identify an example of a relatively ‘unsympathetic’ character you have studied. Did you or did you not feel sympathy for that character? Why/Why not? Support your answers. [PAIR/SHARE – SMALL GROUP DISCUSSION] 2. Now apply the same treatment to your feelings, as the reader, about Jay Gatsby. Procedure: Direct Instruction /Guided Practice and Independent Practice Consider the excerpt: “It was the only compliment I ever gave him, because I disapproved of him from beginning to end. First he nodded politely, and then his face broke into that radiant and understanding smile, as if we’d been in ecstatic cahoots on that fact all the time.” [“Great Books”-style SHARED INQUIRY w/WHOLE GROUP DISCUSSION]: How does Nick feel about Gatsby? 73 Where is the evidence from the text? Why do you think he feels the way he

does? What themes or messages does Fitzgerald send through Nick and his ironic appreciation [or whatever students discover in the discussion]? Closure: How does Fitzgerald use characterization in several different ways here? Use the Three-part formula to concisely express your answers. Homework: Finish reading the novel. Assessment: Participation, inquiry, completion of task assigned [MONITOR AND ADJUST] closure activity. Reflection: 74 The Great Gatsby Chapter 9 Instructional Objective: (Connected to Instructional Unit)  Understand the literal events in the story  Note and discuss the situational ironies and how they contribute to the readers’ experience  Analyze Fitzgerald’s use of symbolism  Discuss and explore the development of the major themes in the novel such as HOLLOWNESS OF THE UPPER CLASS Aim: (Open Ended Question) What does Gatsby’s house symbolize? What does the green light at the end of Daisy’s dock symbolize? Do Now:(Anticipatory)

[BRAINSTORM] What does Gatsby care about? What do Daisy and Tom care about? Procedure: Direct Instruction /Guided Practice and Independent Practice [GRAPHIC ORGANIZER/MODELING/SMALL GROUP ACTIVITY]: (See attached organizer.) 1. Divide class into small groups or pairs 2. Distribute organizer and explain 3. [MODEL] first entry for each character together Closure: A representative from each group can share their decisions and class can tally the results for a [WHOLE GROUP DISCUSSION] Homework: Review list of thematic CONCEPTS for tomorrow’s lesson. Assessment: Participation, inquiry, completion of task assigned [MONITOR AND ADJUST] during group work. Collect organizers. Reflection: 75 Names: Date: THE GREAT GATSBY by F. Scott Fitzgerald DIRECTIONS: CONSIDER THE QUOTATIONS AT THE TOP OF EACH COLUMN. OUTLINE THE EVIDENCE FROM THE TEXT WHICH DEMONSTRATE THE CHARACTERS’ GOALS. THEN DECIDE WHICH CHARACTER(S), IF FORCED TO CHOOSE, YOU

WOULD SAY YOU ADMIRE AND SUPPORT YOUR CHOICE/EXPLAIN WHY. “I went over and looked at that huge incoherent failure of a house once more I thought of Gatsby’s wonder when he first picked out the green light at the end of Daisy’s dock. He had come a long way to this blue lawn, and his dream must have seemed so close that he could hardly fail to grasp it.” “They were careless people, Tom and Daisythey smashed up things and creatures and then retreated back into their money or their vast carelessness, or whatever it was that kept them together, and let other people clean up the mess they had made. . ” JAY GATSBY TOM BUCHANAN model: Gatsby obtains great wealth by ‘shady’ means and purchases a huge home on the Long Island Sound. model: Tom keeps an apartment in the city for him and his mistress. 76 DAISY BUCHANAN model: Daisy marries the wealthy Buchanan even though her actions the night before her wedding indicate that she loved Gatsby. CHARACTER AND

SUPPORT/EXPLANATION 77 SYMBOLS LESSON – CULMINATING ACTIVITY (two days) Instructional Objective: (Connected to Instructional Unit) Analyze Fitzgerald’s use of symbolism to fully understand the overall effect of the work and its themes. Aim: (Open Ended Question) What is the direct effect of an author’s use of symbolism? Do Now:(Anticipatory) [THINK-PAIR-SHARE]: Which of Fitzgerald’s symbols stands out most for you as the reader and why? Procedure: Direct Instruction /Guided Practice and Independent Practice Students will work in groups with their texts to complete their assigned symbolism organizer. Students will record their responses directly on the organizer to later be reproduced as an overhead for class discussion. Teacher will monitor and adjust, guiding each

group through the related material at each station. DAY TWO Closure: Homework: Assessment: Participation, inquiry, completion of task assigned (“Openture”) Students will present their results in front of the class using overhead reproductions of their groups’ organizers. All students will make notes from their classmates responses. Write three theme statements based on Fitzgerald’s messages about the concepts traced throughout the novel. Written responses on organizers and verbal explanation during overhead presentation. Reflection: 78 Name: Date: The Great Gatsby – F. Scott Fitzgerald There are many literary techniques used to enhance the storytelling of The Great Gatsby, by F. Scott Fitzgerald. Here are a few examples that Fitzgerald employs in his novel: Allusion Metaphor Symbolism Simile Foreshadowing Flashback Imagery Irony Directions - You will work on one of the literary techniques above. Complete the

following: 1. Define the technique (use class notes, a dictionary, or the posters in the room) 2. Find contextual evidence to support its presence in the novel a. Use 1 example from the novel b. Use quotation(s) from the novel c. Cite the page number(s) 3. Use the space provided below to gather and organize your information Literary technique: Definition: Explain the contextual evidence in the novel: 79 Cite a quotation with the page number(s): “

” ( 80 ). NAME: Date: The Great Gatsby – F. Scott Fitzgerald Literary Techniques in the Novel Directions – Use this organizer to take notes during student presentations. Allusion – Symbolism - Metaphor - Simile - Foreshadowing -

81 Flashback - Imagery - Irony - 82