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Meagan Reddon 1
American Novel: The Great Gatsby
F. Scott Fitzgerald
Lesson 1: Drop It Like F. Scott
Grade Level: 12
Subject Area: English
Materials needed:
Notebook and pencils
Text: The Great Gatsby, by F. Scott Fitzgerald
PowerPoint and necessary equipment
Handouts (included below): “Hemingway and Fitzgerald: Compare and Contrast Writing
Styles,” “10-Day Plan,” and “F.I.T. Sheet”
Small sticky notes for students so they can mark their books as they read
Standards:
12.2.4: Read for a variety of purposes and intents; e.g., to become life-long readers, to
model forms of writing, etc.
12.2.5: Interpret author’s use of figurative language including allusion, imagery, and
symbolism
12.2.6: Interpret author’s use of syntax and word choice/diction
12.2.7: Critique literary merit of a work of literature
12.2.8: Use technical language/jargon to decipher meaning
Objectives:
TLW understand the context and history surrounding the text.
TLW acknowledge writing style and compare and contrast the style between two
American authors for the purpose of introducing F. Scott Fitzgerald.
TLW look to the work ahead for the remainder of the unit and prepare/organize
him/herself accordingly.
Learning Activities:
1. Intro discussion: “Drop It Like F. Scott”
2. Discuss authors Hemingway and Fitzgerald: frenemies and expatriates
3. Compare and contrast Hemingway’s versus Fitzgerald’s writing styles.
4. Everything we need to know about Francis and The Great Gatsby: Discuss F. Scott and
novel to form background for reading in lecture format.
5. Discuss 1920s: class discussion on Midnight in Paris clip
6. Go over 10-Day Unit Plan
7. Homework assignment: F.I.T. sheets. Students will be completing a F.I.T. sheet for every
reading assignment.
8. Exit cards: Define in your words or a drawing the term “American Dream.”
Assessments:
Informal assessments as I check for understand through class discussion and gauge
students’ reactions to the material through participation and attentiveness. More note-
taking, discussing, and participating means more understanding of the era and
background of the text as well as more readiness to read and learn
Informal assessment as I measure students’ ability to compare and contrast the writing
styles. I will be able to tell how much time they will need in class to understand and
comprehend this particular text by the way they react to the samples.
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Exit cards will assess students’ understanding for class tomorrow and direct my
preparation and discussion.
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Compare and Contrast: How are Hemingway’s minimalistic style and Fitzgerald’s elegance similar? More
importantly, how are they different? Mark places within the two passages that distinguish the two
writing styles from each other.
Sample 1: Fitzgerald, F. Scott. Tender is the Night. New York: Scribner, 1982. Print.
“Nicole Diver, her brown back hanging from her pearls, was looking through a recipe
book for chicken Maryland. She was about twenty-four, Rosemary guessed – her face could
have been described in terms of conventional prettiness, but the effect was that it had been
made first on the heroic scale with strong structure and marking, as if the features and
vividness of brow and coloring, everything we associate with temperament and character had
been molded with a Rodinesque intention, and then chiseled away in the direction of prettiness
to a point where a single slip would have irreparably diminished its force and quality. With the
mouth the sculptor had taken desperate chances – it was the cupid’s bow of a magazine cover,
yet it shared the distinction of the rest” (Fitzgerald 17).
Sample 2: Hemingway, Ernest. The Sun Also Rises. New York: Scribner, 2006.
“She stood holding the glass and I saw Robert Cohn looking at her. He looked a great
deal as his compatriot must have looked when he saw the promised land. Cohn, of course, was
much younger. But he had that look of eager, deserving expectation.
Brett was damned good-looking. She wore a slipover jersey sweater and a tweed skirt,
and her hair was brushed back like a boy’s. She started all that. She was built with curves like
the hull of a racing yacht, and you missed none of it with that wool jersey” (Hemingway 29-30).
Meagan Reddon 4
F-I-T Sheet
Name:
Assignment:
You must include page numbers or other specific references to the assigned text(s) in each of the three
blank spaces provided and whenever else necessary.
FACT: In today's assignment, one ____ puzzling or ____ interesting (<--check which one) fact, found on
or at_________________________________, is
JUSTIFY:
INTERPRETATION: In today's assignment, an interpretation that can be made from another fact, found
on or at__________________________________, is
BECAUSE (SUPPORT):
TIE-IN: In today's assignment, a tie-in to my experience and/or knowledge (must use a specific example)
appears on or at____________________________ and is
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The Great Gatsby 10-Day Plan
Due Date
Material DUE (as in already read)
Summary of chapter(s)
Tuesday 9/18/12 In-class intro. to text
Wednesday 9/19/12 1 (pp. 5-26)
Thursday 9/20/12 2 (pp. 27-42)
Friday 9/21/12 3 (pp. 43-64)
Monday 9/24/12
4 through 7 (pp. 65-153)
Tuesday 9/25/12
8 and 9 (pp. 159-189)
Wednesday 9/26/12
Thursday 9/27/12
Meagan Reddon 6
American Novel: The Great Gatsby
F. Scott Fitzgerald
Lesson 2: Literary Devices
Grade Level: 12
Subject Area: English
Materials needed:
Notebook and pencils
Text: The Great Gatsby, by F. Scott Fitzgerald
Highlighters
Handouts (included): “Literary Devices”
Standards:
RL. 11-12. 3-4.
Objectives:
TLW familiarize him/herself with and apply literary devices.
TLW practice identifying and annotating literary devices within a text.
Learning Activities:
1. “Countdown from 3” quiz (may use text this time): 3) Name 3 characters we have met so
far and their role or title, 2) Characterize the narrator in two words, 1) Describe one
situation in which the narrator interacts with Gatsby and what the situation shows about
them as characters.
2. Introduce Literary Devices. With highlighters, students will highlight which devices we
go over today. We will go through the given examples and come up with examples of our
own.
3. Identify Literary Devices: I will prepare a 10-slide PowerPoint with a statement on each.
With a partner next to them, they will identify which literary device is being used and
write it on a whiteboard. Once the pairs have decided, they will hold up their
whiteboards.
4. Plot: After being introduced (possibly re-introduced), we will briefly go over the plot of
Chapter 1.
5. “Acquainted with the Night:” I will hand out a copy of Robert Frost’s poem. Students
will first annotate the poem individually, marking literary devices. Then we will share
our findings as a class. This is the kind of annotation that students should be “sticking” as
they read Gatsby.
Assessments:
Formally assess students reading comprehension with the quiz.
Informally assess through student participation and discussion. I will check for
understanding with questions and we will practice for further opportunity for
comprehension.
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LITERARY DEVICES
1. Tone: Speaker’s attitude toward the subject
Ex. Serious, playful, mocking
2. Imagery: Details appealing to the 5 senses (sight, sound, taste, touch, and smell)
Ex. “Unhooked his gorping, water-horny mouth,
And seen his horror-tilted eye,
His red-gold, water-precious, mirror-flat bright eye;
And felt him beat in my hand, with his mucous, leaping life-throb.”
D. H. Lawrence, “Fish”
3. Metaphor: A comparison of two unlike things without using like or as
Ex. “Poets are the hierphants of an unappreciated inspiration, the mirrors of the
gigantic windows which futurity casts upon the present, the words which
express what they understand not; the trumpets which sing to battle, and feel
not what they inspire; the influence which is moved not, moves.”
Percy Bysshe Shelley, “A Defense of Poetry”
4. Simile: A comparison of two unlike things using like or as
Ex. “The water was like a mirror.”
5. Alliteration: Repetition of sounds at the beginning of words
Ex. Peter Piper picked a peck of pickled peppers.
6. Personification: Giving an inanimate object human qualities
Ex. The storm was threatening the valley with its thunder.
7. Symbol: Something that represents something greater than just itself.
Ex. The American flag
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8. Allusion: A reference to a well-known work, person, or event.
Ex. Maroon 5’s “Moves Like Jagger”
9. Theme: The central idea or insight of a work of literature.
Ex. Patriotism, spirituality, rebellion
10. Plot: The sequence of events in a story; beginning => building action => climax => falling
action => resolution
Ex. Aristotle’s Poetics – Everything has a beginning, a middle, and an end.
11. Characterization: Making the character real for the reader
Ex. Scratchy Wilson, Stephen Crane’s “The Bride Comes to Yellow Sky”
12. Foreshadowing: Giving the reader a hint of what is to come.
Ex. Sometimes frequent references to the grave and darkness foreshadow death
13. Setting: The time and place in which a story is set
Ex. Nathaniel Hawhtorne’s The Scarlet Letter is set in an early New England
colony
14. Protagonist: The main character
Ex. Hamlet is the protagonist of Shakespeare’s Hamlet
15. Antagonist: The person or thing working against the protagonist.
Ex. Iago works against Othello in Shakespeare’s Othello
16. Dramatic Irony: When the audience or the reader knows something important that a character
in a play or story does not know.
Ex. When we watch a horror and we see the monster or killer hiding in the
background
17. Verbal Irony: When you say one thing but mean another
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Ex. “Yeah right,” “I’m sure,” “Break a leg”
18. Situational Irony: When the opposite of what is expected occurs.
Ex. “The Gift of the Magi”
19. Climax: The point of greatest emotional intensity or suspense in a plot.
Ex. The sermon at the retreat in James Joyce’s A Portrait of the Artist as a Young
Man
20. Idiom: An expression whose meaning cannot be deduced form the literal definition but refers
to a figurative meaning known only through common use.
Ex. When we say something is “cool”
21. Diction: Word choice
Ex.
22. Syntax: The way words are arranged in a sentence
Ex. “We went to the supermarket” versus “To the supermarket we went”
23. Active Voice: The subject is doing the acting when the verb of a sentence is active.
Ex. Jake spilt his juice.
24. Passive Voice: When the subject of the sentence is acted on by the verb.
Ex. Jake was spilt on by the juice.
Meagan Reddon 10
American Novel: The Great Gatsby
F. Scott Fitzgerald
Lesson 3: The American Dream
Grade Level: 12
Subject Area: English
Materials needed:
Notebook and pencils
Text: The Great Gatsby, by F. Scott Fitzgerald
Colored pencils and poster board
Handout (included): “Building the American Dream” mini-project
Standards:
RL. 11-12. 1-6.
Objectives:
TLW review previous material and chapters.
TLW begin analyzing and interpreting the text in a meaningful, mature way and learn to
pick out important aspects of literature (character, plot, theme, etc.).
TLW begin connecting the idea of the American dream to the text and real life.
Learning Activities:
6. “Countdown from 3” quiz: 3) Name 3 things we learn about the lives of Daisy and Tom.
2) Identify 2 continuing motifs or themes in this chapter that you noticed. 1) Who/what is
Doctor T.J. Eckleburg and what do you think his role is?
7. Review character, motif, theme, and irony.
8. Review Chapter 2 in classroom discussion format. Find textual examples of above ideas.
9. Review yesterday’s important material from student memory and discussion.
10. Hand back exit cards from yesterday to come up with aspects of the American Dream:
Introduce project and come up with important pieces as a class (example: job, house,
etc.).
11. “Building the American Dream” project: Students will work on constructing the
American Dream in pre-arranged groups of 2 or 3 and they will push their desks together
for tomorrow as well. Each group will be assigned different aspects of the American
Dream: identity, job, residence, family, whatever they come up with as a class and the
ones I think necessary. These posters will be put on display in an American Dream cloud
to create the complete American Dream for future reference.
12. Homework: F.I.T. sheet
13. Exit cards: each group’s American Dream poster.
Assessments:
I will formally assess students’ reading with the quiz.
I will informally assess students’ comprehension of yesterday’s material and the reading
through their participation and contributions. I will check for understanding by asking
questions and calling on specific students.
I will check for understanding of new ideas through students’ contributions as well and I
will re-teach the material in a different way today if I need to.
I will check for students’ understanding of the term American dream by monitoring their
group work. If they need help or a push in the right direction, I will assist, but I want
students’ own ideas on the work.
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Building the American Dream Mini-project
What you will need:
Pencils
Paper
Poster board
Colored pencils
Brains
1. For the sake of this mini-project, we will call each of the terms on the board “aspects” of the
American dream. Each group will choose one aspect of the American dream from the board
to work with.
2. Discuss with your group what is important for your aspect to fit into the mold of the
American Dream.
3. On the poster board, you will CAREFULLY and THOUROUGHLY create your chosen
aspect to the ideal. Include at least one meaningful graphic and a detailed bulleted list.
Example: If your group has the job aspect of the American dream, the group will discuss salary,
workplace, benefits, and so on – whatever you deem important. Your poster would display
specific details of the job and all that it entails.
Expectations: Creativity, Thoughtfulness, Details, Group participation and contribution,
Presentation.
Meagan Reddon 12
American Novel: The Great Gatsby
F. Scott Fitzgerald
Lesson 4: Reading Day
Grade Level: 12
Subject Area: English
Materials needed:
Notebook and pencils
Text: The Great Gatsby, by F. Scott Fitzgerald
Book on tape.
Handouts (included): “Facebook” homework assignment
Standards:
RL. 11-12. 1-6.
Objectives:
TLW will review the chapter and check for understanding.
TLW will continue to analyze the text in terms of literary devices.
Learning Activities:
1. Review Chapter 2 and continue identifying literary devices throughout the text. Students
should begin to develop extensive notes on the literary devices throughout the text and
“stick” (with their sticky notes) when they see examples for discussion as they read.
2. Finish posters from yesterday.
3. Book on tape to begin reading assignment for the weekend. This will also give students
who have gotten behind on their reading the opportunity to catch up in class. I will let
them know that, starting Monday, they will not be penalized for not doing the homework,
but they will have alternative assignments to do during class as they read if they have not
completed the reading before class because we will be beginning our final projects and
reviewing for the exam.
4. Homework: Instead of F.I.T. sheets, students will be completing a Facebook assignment.
Since the reading over the weekend is so long, I wanted to do something a little more fun
and engaging with which they could connect personally with the characters.
Assessments:
I felt as though I am asking a lot out of my students, so I planned this Friday (as it
worked out here, but may not in the future) to be a kind of “brain break” day. I will
informally assess students’ comprehension through their participation and contribution to
class discussion as I do most days. The reading assignment is quite lengthy over the
weekend, so they will be able to get a head start on that.
Meagan Reddon 13
Get Gatsby on Facebook Due: Monday, Sept. 24
th
Your goal is to bring the characters from the The Great Gatsby into 2012 by characterizing them
on Facebook.
Choose characters from each chapter (Chapters 4, 5, 6, and 7). You will use a total of 3 or 4
different characters per chapter.
For each chapter, create the following:
1. One status update for one character in the form of complete sentences that shows
an action or an event in a specific, complete way (“just chillin’” as a status update
for Jay Gatsby is not acceptable, although they “chill” a lot).
2. One conversation of Facebook comments between 2 or 3 characters from the
chapter.
All conversations between 2 characters must have at least 3 comments; all
conversations between 3 characters must have at least 4 comments.
At least one chapter conversation out of the four must be between 3
characters.
At least one must be a conversation in response to a photo that a character
posted. You will invent this photo from a scene in the chapter by sketching it
as best you can. Keep it appropriate according to school rules.
Each status update and comment must be original, realistic, specific, detailed, supported by
the text, and must give a real impression of the characters involved.
Have a little fun!
Meagan Reddon 14
American Novel: The Great Gatsby
F. Scott Fitzgerald
Lesson 5: ReQuest
Grade Level: 12
Subject Area: English
Materials needed:
Notebook and pencils
Text: The Great Gatsby, by F. Scott Fitzgerald
Handouts (included): ReQuest task cards
Standards:
RL. 11-12. 1-6.
Objectives:
TLW demonstrate knowledge of the reading assignment over the weekend.
TLW engage in higher-order critical thinking about the text.
TLW utilize the literary terms in a productive manner.
Learning Activities:
1. “Countdown from 5” quiz: 5) Choose and define 5 of these terms in your own words and
connect its meaning to the novel: beaux, bootlegger, caravansary, chauffer, colossal,
dignified, disconcerting, hospitality, peninsula, legacy 4) Describe 4 major developments
in the plot between chapters 4 and 7. 3) The word “enchanting” appears 3 times in this
section; why do you think that term fits into the tone, theme, and motifs of the text so far?
2) The beginning pages of Chapter 4 are an exhaustive list of people who have been at
Gatsby’s, most of whom readers do not know; give 2 possible reasons Fitzgerald made
this seemingly unusual decision to break from the narrative in this way. 1) By the end of
Chapter 7, some major events have occurred and the characters are a kind of stand-still.
Which one character do you feel is left furthest from the American dream and why?
2. ReQuest activity, adapted from 50 instructional Routines to Develop Content Literacy, p.
101:
Students will be separated into groups of four.
Round 1 (Teacher=Respondent): In groups, students will follow Questioner task
card format. They will keep their books open and think of questions to ask the
teacher, who will follow the Respondent task card format, keeping my book
closed and thinking of questions I could be asked, preparing and gathering
knowledge. This thinking time lasts one or two minutes.
Each group will take a turn asking the teacher questions about the text and the
respondent will answer as many questions in 2 minutes as he/she/they can get
through.
Round 2 (Group 1=Respondent): Group 1 will be the Respondent and the rest of
the groups as well as the teacher will follow the Questioner task card. Round 3,
Group 2 will be the respondant, and so on. The rounds will continue for each
group as class time allows.
Students will be encouraged to use terms from the literary devices and create
questions that require higher-order, open-ended questions.
3. Homework: one F.I.T. sheet for both remaining chapters (8 and 9)… then we’re done
reading!
Assessments:
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Formal assess students reading and comprehension with the longer quiz at the beginning.
Informally assess students’ critical thinking skills, comprehension and analysis of the
text, and understanding of literary devices by the quality of their discussion during the
ReQuest activity.
Meagan Reddon 16
TASK CARDS
*I will have cut each section below into a card. Each group will receive one of each.
Respondent:
Review text.
Think of questions you could be asked. Gather knowledge.
Close book and answer questions you are asked.
When finished, change roles.
Questioner:
Review text.
Think of questions to ask. Utilize literary devices.
Keep book open while you ask questions. Listen to answer and check for accuracy. If
answer is incorrect, ask another question to help respondent come to the right answer.
When finished, change roles.
Meagan Reddon 17
American Novel: The Great Gatsby
F. Scott Fitzgerald
Lesson 6 and 7: Choice board Project
Grade Level: 12
Subject Area: English
Materials needed:
Notebook and pencils
Text: The Great Gatsby, by F. Scott Fitzgerald
Smartboard or something to display Final Project Choice board (example included)
Computer lab reserved or portable lab
Handouts (included): Rubrics for each project choice
Standards:
RL. 11-12. 1-6.
Objectives:
TLW finish reading the text and show comprehension.
TLW demonstrate their knowledge of the text through creating, reading, or writing a final
project.
Learning Activities:
1. Students who did not finish the reading will be excused to another supervised area to
finish reading the novel and will join the rest of the class when they are finished. These
students may have to work on final projects outside of class. Accommodations: I will
work with students on extending the due date if there is valid justification, but finishing
and analyzing the text is important and necessary for a grade.
2. Answer questions about the text. Discuss its complexities in a brief, student-directed class
discussion.
3. Final quiz in “Countdown from 5” quiz form: 5) List the 5 major parts of plot
development and describe where each occurs in the novel. 4) Explain with textual
evidence the following 4 themes in the novel: money, time, identity (personal and social),
loss. 3) Who were the 3 people at Gatsby’s funeral besides the minister? Why is this
thematically significant (refer to themes in #4)? 2) What is Gatsby’s two-word nickname
for Nick and what is its relevant to the text as a whole? 1) The last paragraph of Chapter
8 reads “It was after we started with Gatsby toward the house that the gardener saw
Wilson’s body a little way off in the grass, and the holocaust was complete.” Focus on
the one word holocaust. Why did Fitzgerald describe the events as a holocaust? Is it
complete by the end of chapter 8; why or why not? How does this relate to our discussion
of the American dream and other themes we have discussed?
4. Go over questions from the quiz and past quizzes if time.
5. Introduce and work on final projects.
Go over choices on the choice board.
Give students a minute to decide which they would like to do and write their
decision on a note card.
Students who recorded the same project on their note cards will arrange desks in
conference style so there will be 4 conference areas. The projects will be
individual, but they will be able to discuss and help each other.
I will give students a rubric according to the project they chose.
Meagan Reddon 18
6. Students will have the rest of Tuesday, Day 6, and all class period Wednesday, Day 7, to
work on their projects in class. Homework will be to work on projects if they need the
extra time.
Assessments:
The quiz will formally assess students’ comprehension. Reviewing it will allow them to
fill in the gaps necessary to make a final project.
I will constantly be informally assessing students’ willingness and ability to demonstrate
comprehension and analysis of the text as discuss with their peers and as they work on
their final projects in class. Students should be creating projects that are involved enough
to take an entire one and half class periods to complete. I will be there to answer
questions and help along the way, but I will be informally checking what students are
able to do as they create projects so that, in the end, they are able to engage in critical
thinking and analyze a complex text.
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Choice Board
Option 1:
Write a Script
You are to choose one significant scene
from the novel, one that influences the
plot in some way.
You will re-create this scene by writing
it in script format. Script writers who
adapt long texts into plays or movies
must make critical decisions about what
is important and how to re-create it on
stage for an audience.
Your script will include set descriptions,
stage directions, character tags and
dialogue, and anything else an actor may
need from a script.
Option 2:
Compare and Contrast a Short-Story
You will choose to read one short story
written by either Hemingway or
Fitzgerald. I have 3 to choose from, but
you may request approval of another of
your choice.
As you read the short story, you will
highlight and annotate places that show
similarities or differences to The Great
Gatsby. These comparisons will have to
do with themes, motifs, plot, characters,
and other designated literary
characteristics.
You will create a chart or diagram that
demonstrates your findings.
Option 3:
Party Planner Presentation
You will take on the role of Jay
Gatsby’s party planner.
You will create a detailed party flyer or
invitation and an extensive schedule of
events.
You will then put together a short
description of your plan and write a
formal proposal to Jay Gatsby
requesting that he choose you to plan his
big party.
Option 4:
Take a Different P.O.V.
You will choose a significant scene from
the novel and re-imagine it from another
characters’ point of view, not Nick
Carraway’s.
The plot will not change in any way
other than point of view.
You will then write a short description
of how the perspective of the scene
changes through another character’s
eyes.
Meagan Reddon 20
Example Rubric for Option 1: Write a Script
Challenge Advanced Proficient Novice
Ideas Script shows
significant
comprehension and
complex analysis of
the scene (themes,
motifs, voice, tone,
etc.). The writer makes
important decisions
about what is
important.
Script shows
complexity and
comprehension,
but lacks
explication of
literary devices.
Script shows
basic
understanding,
but lacks analysis
of the scene and
implies no
literary devices.
Script shows
little to no
comprehension or
complex analysis
of the scene.
Content Script displays
thorough knowledge
of the text and is
original. Dialogue is
thoughtful and
descriptive.
Script displays
knowledge and
originality, but
audience does not
get enough
information.
Script is
somewhat
thoughtful.
Script shows
some knowledge,
but lacks
originality. Script
should have been
more thoughtful.
Script lacks
textual
knowledge and
originality. Script
seems to lack
thought and
preparation.
Conventions Script is organized,
clear, and thoughtful
with no grammatical
errors.
Script is
organized, clear,
and somewhat
thoughtful with
few errors.
Script lacks
clarity and
organization with
few errors.
Script is
unorganized and
unclear. There
are many errors.
Presentation Script looks like a
professional script that
an actor would receive
from a director with
detailed, thoughtful
descriptions of
character, set,
wardrobe, and stage
directions. Dialogue is
appropriately labeled
and formatted.
The script
includes detailed,
thoughtful
descriptions of
character, set,
wardrobe, and
stage directions,
but lacks
appropriate
labeling and
formatting.
The descriptions
of character, set,
wardrobe, and
stage directions
lack detail, but
seem somewhat
thoughtful.
Labeling and
formatting does
not look
professional.
The script lacks
detail and
thoughtfulness as
well as
appropriate
labeling and
formatting.
