9

Ashley Smyth
EDUC 3601
Dr. Leah Fowler
April 13th, 2017

The Great Gatsby​ Unit Plan

Book Title:​ ​The Great Gatsby

Author:​ F. Scott Fitzgerald

University Consultant:​ Carol Young

Teacher Associate:​ Krysta Macdonald
School:​ Crowsnest Consolidated High School
Grade:​ Eleven
Course:​ English 20-1
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Table of Contents
Overview 3
Rationale 5
Essential Learning Questions 6
Unit Learning Outcomes 6
GLOs and SLOs 7
Learning Activities and Instructional Strategies 8
Resources and Materials 9
Unit Calendar 10
Modifications for Enrichment 13
Connections 14
Reflection 14
Lesson Plans (3) 15
Unit Assessment Appendices 21
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Overview

Topic: ​Novel Study

Unit Type:​ Thematic/ Major Literary Work

Grade: ​ELA 20-1

Timeline: ​15-18 lessons

Central Emphasis: ​F. Scott Fitzgerald’s famous novel of the jazz age is written from the perspective of
Nick Carraway, and chronicles his time spent with the titular character, Jay Gatsby. The story revolves
around the romantic entanglements of the main characters, and through the poetic narration of Carraway
explores themes of the corruption and futility of the American dream, and the meaning of the past.

● Daily Instruction: ​A typical lesson will begin by addressing any questions or concerns regarding
the previous day’s readings. Following that we will begin with the daily reading. This daily
reading may be done by the teacher (Interactive Read-Aloud), individually, or in small groups. As
students read they may be stopped to address specific conventions within the novel, discuss
context and characterization, and analyze themes, symbols, and motifs within the novel.
Following the completion of the daily assigned reading the teacher will employ one or more
discussion strategies (Think-Pair-Share, Jigsaw, Teacher led discussion, Small Group
Discussions, Socratic Seminar, Affinity mapping, etc.…) which will be based on material from
the Novel Study Guide, and will give students a greater opportunity to explore broader themes
within the novel, and to share ideas, and their reactions to their readings. In the remaining time,
students will be given the opportunity to begin to work on, or continue working on, any
assignments.

● Assignments:

1. Novel Study Guide: ​The study guide will contain comprehension questions to be
answered with the class, in small groups, and individually as students read. These
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questions will help students to draw a deeper and more meaningful understanding of the
text, and hold students accountable to the reading. This will also be used as a study guide
for the final unit exam. ​ (Formative)

2. Passage Analysis (3): ​Students will pick three passages from a section of the book that
they have read in their previous classes (Chapters 1-2 (​Formative​), 3-4/5 (​Summative​),
6-9 (​Summative​)) that they think are best representative of the section. Once they have
selected their three passages (and cited where they are from) they must choose one
passage to write a paragraph about, and analyze in depth. When analyzing they should
consider how the quote fits in the story, what its significance is, any themes, motifs, or
symbols, character development, figurative language, etc… When they have finished
their formal analysis, they will then respond personally to the passage (also one
paragraph).

3. Poetry Comparison: ​In groups of 1 to 2 students will read Jane Kenyon’s poem
“Otherwise” and create a thematic comparison (​Formative​)

4. Symbolic Character representation and Analysis:​ In groups of 3-4, students will pick
one significant character from ​The Great Gatsby​ to represent symbolically. As a group,
they will consider the actions and personality of the character and create an insightful
sketch/poster exploring the traits their character displays. They will then create a well
written, 2-3 paragraph write up explaining why they chose the symbols they chose, and
how they are representative of the character, and back up these assertions with textual
evidence. The poster will be presented to the class, and the write up will be handed in.
(​Summative​)

5. In Class Essay: ​Students will be given three questions to choose from. They will be
given class time to plan their essay before their writing it in class. They may bring one
planning page into the essay with them. (​Summative​)

● Texts and Materials: ​The central text of this unit is ​The Great Gatsby​ by F. Scott Fitzgerald.
Additional materials include Jane Kenyon’s poem “Otherwise”, and selected clips from Baz
Luhrmann’s film ​The Great Gatsby​ (2013), including the trailer
(​https://www.youtube.com/watch?v=sN183rJltNM​).
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Connections

● Connection to the 6 Strands: ​This unit will encompass all six strands of the ELA curriculum

● Listening: ​Listening will occur during periods of direct instruction, when reading aloud,
and in discussions.

● Speaking: ​Students will speak during class discussions, small group discussions, and
during presentations.

● Reading: ​Students will be expected to read individually, and in small groups, and to
follow along during read-aloud sessions.

● Writing: ​Will occur in each class as students respond to novel study questions, analyze
passages, create character analyses, and write thematic essays.

● Viewing: ​Students will view and respond to images, video clips, and trailers.

● Representing: ​Will occur as students create passage analyses, character analyses, poetry
comparisons, and thematic essays.

Rationale

● Student Needs and Interests: ​The Great Gatsby ​is F. Scott Fitzgerald’s timeless tale of a bygone
era, and a classic piece of literature. ​TGG ​is one of the “great American tragedies” exploring
themes of wealth, love, loss, identity and belonging, rewriting the past, ambition, and dreams and
illusion. Many of these themes are represented in society today, and in the lives of students.

● Connections: ​Students will be reading Shakespeare’s Macbeth in an upcoming unit. Both works
share themes of ambition and impatience. Macbeth’s ambitions lead to the murder of Duncan.
Gatsby’s ambitions lead to a life in organized crime. The impatience of both characters leads to
their eventual downfall. Macbeth’s impatience to hold the thrown causes him to act rashly and
disregard the consequences of his actions and results in his fatal confrontation with Macduff.
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Gatsby’s impatience causes an emotional confrontation between the Buchanans resulting in

Daisy’s reckless driving, and Gatsby’s eventual murder.

● Content: ​Fitzgerald’s novel is filled with rich, poetic language, and vivid imagery, containing
many examples of figurative language. The themes represented in the story are diverse and
relevant to today’s society and students.

Essential Question

● Is it possible to truly reinvent yourself, and sustain that reinvention?

● What is the connection between wealth and achieving one’s desires? Can money buy happiness?

Unit Learning Outcomes

Students will…

● read and interpret text to gain a deeper understanding.

● respond personally and critically to texts.

● Identify character traits, thematic elements, figurative language (including metaphor,

simile, alliteration, etc.), plot devices, etc., and recognize their effect.

● Speak and write to convey ideas individually, and as part of a group.

● Work effectively in group and individual settings.

GLOs and SLOs

● General Outcome 1: Students will listen, speak, read, write, view, and represent to explore
thoughts, ideas, feelings, and experiences.
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● 1.1 Discover Possibilities

● 1.2 Extend Awareness

● General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend
literature and other texts in oral, print, visual and multimedia forms, and respond personally,
critically, and creatively.

● 2.1 Construct meaning from text and context

● 2.2 Understand and Appreciate textual forms, elements, and techniques

● 2.3 Respond to a variety of print and non-print texts

● General Outcome 3: Students will listen, speak, read, write, view, and represent to manage ideas
and information.

● 3.2 Follow a plan of inquiry

● General Outcome 4: Students will listen, speak, read, write, view, and represent to create oral,
print, visual, and multimedia texts, and enhance the clarity and artistry of communication.

● 4.1 Develop and Present a variety of print and non-print texts

● 4.2 Improve thoughtfulness, effectiveness, and correctness of communication

● General Outcome 5: Students will listen, speak, read, write, view, and represent to respect,
support, and collaborate with others.

● 5.1 Respect others and strengthen community

● 5.2 Work within a group

Learning Activities and Instructional Strategies

Over the course of the unit the teacher will employ a wide range of learning and instruction strategies:

● Direct Instruction ● Guided Questioning

● Interactive Read-aloud ● Whole Class Discussion

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● Small Group Discussion

● Think-Pair-Share

● Turn and Talk

● Small Group Work

● Individual Work

● Reflective Writing
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Resources and Materials

● Technology: ​Smartboard, projector, whiteboard, computer, PowerPoint, and SMART notebook

● Resource Texts: ​The Great Gatsby ​by F. Scott Fitzgerald

​“Otherwise” by Jane Kenyon

● Resource Materials:

● Youtube.com Baz Lurhmann’s “The Great Gatsby Official Trailer #2 (2012)”

https://www.youtube.com/watch?v=sN183rJltNM

● Various clips from Baz Lurhmann’s “The Great Gatsby” (2013)

● Teaching Resources:

● Alberta Program of Studies

● Senior High School English Language Arts Guide to Implementation (2003)

● 50 Literacy Strategies

● The Cult of Pedagogy (https://www.cultofpedagogy.com/)

● New York Times Learning Network

(http://www.nytimes.com/learning/issues_in_depth/gatsby.html)

● Various ​TGG ​novel and study guides

▪ http://www.penguinreaders.com/pdf/downloads/pr/teachers-notes/978140587991
0.pdf

▪ http://www.huffenglish.com/gatsby/gatsbystudy.pdf

▪ http://www.lakelandschools.org/webpages/rlopresti/files/thegreatgatsbystudentst
udyguide.pdf

▪ http://www.mayfieldschools.org/Downloads/gatsby2013guide.pdf
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Unit Calendar

Monday Tuesday Wednesday Thursday Friday

6 7 8 9 10
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Day A (90 Mins) Day B (45 Mins) Day A (90 Mins) Day B (45 Mins)

Title: Title: Title: Title:

Intro and Chapter 1 Chapter 2 Chapter 3 Quiz 1

Objective: Objective: Objective: Objective:

We will introduce We will take up our We will take up the We will quickly go
the historical previous day’s previous day’s over the questions
context of ​The questions and questions, focusing from chapter 3
Great Gatsby, ​with discuss them on 5, 6, 7, and 8, before we begin the
the assistance of together as a class and discuss them as quiz with attention
PowerPoint slides with special a class. Remind on questions 4, 7,
and videos; attention on students that the and 8. Students will
Complete mind map numbers 4, 7, and 8. first 3 chapters of have this period to
of the 1920’s as We will then read questions are due on complete their quiz.
pre-assessment; the second chapter Friday. We will then When they have
Hand out the novel aloud in class. read the third finished, they may
and have students When we have chapter of the novel go to the learning
check them out in finished reading we aloud. Students will commons to work
the learning will introduce the then work on their on any incomplete
commons; Hand out first passage chapter questions projects.
“Novel Study analysis which will until the first bell.
Guide” and discuss be due on Friday. Students will then Due Today:
expectations; Read When we have go to the learning -Passage Analysis
chapter one of the finished reading, commons to work #1
novel; When we and going over the on their passage -Chapter 1-3
have finished passage analysis, analysis. Remind Questions
reading we will students will have students that they
have time to work time to work on have a quiz
on the questions. their questions from tomorrow, and the
chapter 2. first passage
Readings: analysis is also due.
The Great Gatsby Readings:
Chapter 1 Chapter 2 Readings:
Chapter 3
Activities: Activities:
Introductory Group Discussion Activities:
PowerPoint and and Novel Group Discussion
videos, and 20’s Questions. and Novel
mind map. Questions. Passage
analysis.

Unit Calendar

Monday Tuesday Wednesday Thursday Friday

13 14 15 16 17
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Day A (90 Mins) Day B (45 Mins) Day A (90 Mins) Day B (45 Mins) Day A (90 Mins)

Title: Title: Title: Title: Title:

Chapter 4 Chapter 5 Chapter 6 Quiz 2 Chapter 7

Objectives: Objectives: Objectives: Objectives: Objectives:

Before we begin the We will be taking We will be taking We will quickly go We will be
days reading we will up the chapter 4 the chapter 5 over the chapter 6 beginning Chapter 7
quickly go over questions in class questions up in questions before we right away as it is
Friday’s quiz, and with in depth class, with an in begin the quiz. fairly long.
discuss the discussion on 2, 4, depth discussion on When we have Depending on how
questions. When we 5, 6, 7, and 8. When 1, 5, 8, and 9. When finished students everyone is holding
have finished we have finished the we have finished the will have the rest of up we may split the
reviewing the quiz, questions we will questions we will the class to work on chapter in two and
we will begin read the fifth read the sixth the quiz. As give students time to
reading the fourth chapter of ​The chapter. When we students finish they work in between the
chapter of ​The Great Gatsby. have finished may head to the first and second half
Great Gatsby​. Students will get the students will read learning commons of the reading.
Students will get the rest of the period to “Otherwise” by Jane to work on anything When we have
rest of the period to work on their Kenyon, and then they have not yet finished reading
work on their chapter questions. they will compare completed. Remind students will have
chapter questions. the two texts students that novel time to work on
Readings: thematically. When questions and their chapter
Readings: Chapter 5 they have finished Passage analysis #2 questions.
Chapter 4 they can work on are due on Friday.
Activities: their chapter 6 Readings:
Activities: Class discussion and questions. Remind Chapter 7
Class Discussion, Novel questions. students that they
review, and novel will have a quiz on Activities:
questions. Thursday, and their Class Discussion,
Chapter questions think-pair-share,
are due on Friday. and Novel
questions.
Readings:
Chapter 6
“Otherwise” by Jane
Kenyon

Activities:
Class Discussion,
small group work,
thematic
comparison, and
Novel questions.

Unit Calendar

Monday Tuesday Wednesday Thursday Friday

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20 21 22 23 24
Day B (45 Mins) Day A (90 Mins) Day B (45 Mins) Day A (90 Mins)
No School
Title: Title: Title: Title:
Chapter 8 Chapter 9 Essay Planning Final Exam and Interschool
In Class Essay Collaboration Day
Objectives: Objectives: Objectives:
Before we begin Before we begin Today will be a
reading we will go reading we will go work period. Before
over the questions over the Chapter 4-6 we begin we will
for chapter 7. We Quiz with the whole quickly go over the
will also discuss the class. When we are remaining Novel
climax of the novel finished with the Study Questions.
and Gatsby’s quiz we will go over When we have
hamartia. We will the chapter 8 finished we will go
then read chapter 8 questions as a class. over essay
as a class. When we Then we will read expectations.
have finished the the ninth and final Students may then
reading we will chapter. When we use this time to plan
introduce the have finished for their essay or
Symbolic Character students will have finish any
Analysis. the remaining time incomplete work.
to work on their
Readings: character analysis, Activities:
Chapter 8 passage analysis, or Class Discussion
novel study and Essay planning.
Activities: questions all of
Class Discussion which are due on
and Novel Monday.
Questions
Readings:
Chapter 9

Activities:
Class Discussion,
small group work,
and Novel
Questions.

Monday Tuesday Wednesday Thursday Friday

27 28 29 30 31
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Day B (45 Mins) Day A (90 Mins) Day B (45 Mins) Day A (90 Mins) Day B (45 Mins)

Title: Title: Title:

Film Film Film

Objectives: Objectives: Objectives:

We will be watching We will be watching We will be watching
Baz Luhrman’s Baz Luhrman’s Baz Luhrman’s
2013 version of ​The 2013 version of ​The 2013 version of ​The
Great Gatsby​, as Great Gatsby​, as Great Gatsby​, as
students watch they students watch they students watch they
will work on their will work on their will work on their
film viewing film viewing film viewing
handout. handout handout

Due: Due:
-Passage Analysis -​Film Viewing
#3 sheet.
-Character Analysis
-Novel Study
Questions

Modifications for Enrichment

The Great Gatsby ​can be modified to incorporate any special conditions should they be needed.

● Readings: ​The novel will be read aloud in class, as will any supplementary materials,. As I read
students may follow along in the novel or simply listen. Students can read ahead to further their
understanding.
● Assignments: ​The assignments are all fairly straight forward, and clearly outlined on the
handouts. Any issues in difficulty (too high or too low) can be negotiated.
● Timeline: ​Timeline and due dates can be negotiated as needed. Students who require more time
for assignments can address any issues with myself or my TA. Students will be given class time
for all assignments, but the schedule is flexible.
● IPP: ​There are several areas in which the schedule and the assignments are flexible and can be
negotiated to accommodate for personalized programs, such as extensions on assignments, or
more time for writing tests.

Connections
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ICT Outcomes: ​The Great Gatsby​ also incorporates some ICT outcomes.

● C.1 - Students will access, use and communicate information from a variety of
technologies
o 4.4 – Communicate in a persuasive and engaging manner, through appropriate forms,
such as speeches, letters, reports and multimedia presentations, applying information
technologies for context, audience and purpose that extend and communicate
understanding of complex issues
● P.1 – Students will compose, revise and edit text
o 4.1 – Continue to demonstrate the outcomes achieved in prior grades and course
subjects

Assessment
● Formative: In ​The Great Gatsby ​the novel study questions, the first two passage analysis, film
viewing sheet, and the thematic poetry comparison will be assessed formatively.
● Summative: In ​The Great Gatsby ​the final passage analysis, the symbolic Character analysis, the
in class essay, and any quizzes and tests will be assessed summatively.

Display
● One of the final projects in the unit is the symbolic character analysis. In this assignment students
will choose one character to represent, and will create a poster illustrating this character through
symbols. When these projects are completed they will be displayed along with their analyses.

Reflection
For my first time planning an entire unit, and then implementing that plan, I thought that it went
incredibly well. The response I received from my TA was positive, and my students were engaged. One
of the hardest parts of planning this unit was the time crunch. I only had a short amount of time to teach
The Great Gatsby, ​and it was a relief to come to the realization that I didn’t need a different project or
activity every single day to create an engaging plan. Actually meeting my class helped to solidify my
plans, and allowed me to trim some things down.

For the most part my students were very successful in this unit. There were some, who due to
attendance or other issues, were less successful, but overall teaching this unit was pretty amazing. One of
the challenges I faced was during the reading of the especially long chapters. It didn’t even occur to me to
break the chapter in half and read some at the beginning of class and some at the end. While my students
were pretty great they could occasionally be a little wiggly. Having both my TA and UC’s input allowed
me to see new possibilities in my unit plans and create a more effective way of delivering content.

In the future I would like to do a lot more project based learning. One of the things my students
loved was having a creative project to work on, and I received some absolutely beautiful pieces from
them. The open nature of the Character analysis assignment allowed them to each take a unique approach
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towards its completion, and to display their learning and understanding in creative ways. Through the two
mediums of art and writing they were able to showcase their knowledge and think critically about the
novel, without becoming bogged down in their writing.

Overall teaching this unit was incredibly rewarding, and a huge confidence booster. I was told
several times throughout my PSII that I would be wasted in elementary. I now have the confidence that I
could teach at any level and not be intimidated by the subject matter.

Lesson Plans

Grade/Subject: 20-1 ELA Unit: The Great Gatsby Lesson Duration: 90 mins

OUTCOMES FROM LEARNING OBJECTIVES ASSESSMENTS

ALBERTA PROGRAM OF
(Observations, Key Questions,
STUDIES
Written Assessments,
Performance Assessments)

2.1.1 Discern and analyze context describe how societal forces can Class Discussion of context of
influence the production of texts the novel
[for example, current issues and
trends]

explain the relationship between

text and context in terms of how
1920’s Mind Map
elements in an environment can
affect the way in which a text is
created [for example, the
historical context in which the
text is written; gender-biased
language can provide information
about the context in which a text
was created in terms of dominant
culture]

LEARNING RESOURCES CONSULTED

● Alberta Program of Studies

● Great Gatsby Trailer

● http://www.biography.com/people/f-scott-fitzgerald-9296261#synopsis

MATERIALS AND EQUIPMENT

* Smart board, projector, computer

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*​The Great Gatsby

* ​http://www.biography.com/people/f-scott-fitzgerald-9296261#synopsis

● Great Gatsby Trailer

● Novel Study Guide

PROCEDURE

Introduction ​(__min.)​:

Hook/Attention Grabber​: Introduce the book by watching the trailer for the 2013 movie.

Transition to Body​: Assess prior understanding: “Has anyone here read ​The Great Gatsby ​before?”, “Has
anyone seen the movie?”, “Off the top of your head what do you know about F. Scott Fitzgerald and the
1920’s.”

Body ​(__min.)​:

Learning Activity #1:

Everyone will take out a piece of paper and a pen/cil. They will be given two minutes to write down
everything they can think of that they know about the 1920’s and/or F. Scott Fitzgerald. When the 2 mins
are up people will be asked to share some of the things they know about the 1920’s. This will lead into a
discussion of the context of the novel.

Learning Activity #2:

Using pre-prepared slides about Fitzgerald’s life the teacher will introduce the author and begin to
explore the background and social context of the novel and the time it was written in. As students follow
along they will be expected to takes quick notes about the highlights of Fitzgerald’s life and what the 20’s
was like as they have a great impact on the novel.

Learning Activity #3:

Introduce the Novel study guide, and assignments, and go over expectations for the unit: Complete
assigned readings, and associated questions, be prepared to answer questions and discuss the novel in
class. Depending on the amount of time left in class the teacher may begin the 1st​ ​ chapter of the book

Learning Activity #4: ​Students will listen and follow along as the teacher reads. They will then be given
twenty minutes to complete the questions using full and complete sentences.

Closure ​( __min.)​:

Feedback From Students: Thumbs up to check for understanding

Transition To Next Lesson: Next class we will begin/finish reading the second chapter of “The Great
Gatsby”, and begin working on the associated questions.
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Grade/Subject: 20-2 ELA Unit: The Great Gatsby Lesson Duration: 45 Mins

OUTCOMES FROM LEARNING OBJECTIVES ASSESSMENTS

ALBERTA PROGRAM OF
(Observations, Key Questions,
STUDIES
Written Assessments,
Performance Assessments)

GLO 1 Class room Discussion and

Interactive read aloud
● 1.1.1 Form tentative
understandings,
interpretations, and
positions.

● 1.2.1 Consider new

perspectives.

GLO 2

● 2.1.1 Discern and Passage Analysis and Novel

analyze context Study Questions.

● 2.1.2 Understand and

interpret content

● 2.3.1 Connect self, text,

culture, and milieu

LEARNING RESOURCES CONSULTED

● Alberta Program of Studies

● ELA Senior High guide to implementation

MATERIALS AND EQUIPMENT

● Smartboard, Computer, speakers (As needed)

● The Great Gatsby

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PROCEDURE

Introduction ​(__min.)​:

Hook/Attention Grabber​: Discussion of Previous days questions, any questions or concerns, Recap of
previous days lesson.

Transition to Body​: When we have finished our q and a session we will read the second chapter, begin our
questions and introduce our Passage analysis (Won’t begin that until tomorrow).

Body ​(__min.)​:

Learning Activity #1:

Question and Answer Session:

We will discuss

Question 4, 7, and 8 more in depth than any of the others.

Discuss what exactly the “foul dust” was that followed Gatsby.

Discuss Daisy and Tom’s Relationship. Why doesn’t she leave him? What connections do they share?
What about their interactions tells us they have a close relationship?

Learning Activity #2:

Read the second chapter aloud in class. Students will follow along in their books keeping the questions
they will have to answer in mind. As I read I will pause to ask questions about ambiguous or poetic
language, to check for understanding, and to create meaning.

Learning Activity #3:

Students will again be given a chance to work on their questions in class. I will also introduce the passage
analysis, so students can begin to pick their 3 passages. 1 of which they will have to analyze in depth. They
can pick their last passage from our reading the next day.

Closure ​( __min.)​:

Feedback From Students: ​Check for understanding “Thumbs up, all good?”. Students will also be
responding personally to the story so far, so they will get a chance to voice any concerns, or ask any
questions.

Transition To Next Lesson: ​Students will be taking home any unfinished questions and the passage analysis
so they may begin looking for their passages.
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Grade/Subject: 20-1 ELA Unit: The Great Gatsby Lesson Duration: 90 Mins
OUTCOMES FROM ALBERTA LEARNING OBJECTIVES ASSESSMENTS
PROGRAM OF STUDIES (Observations, Key Questions,
Written Assessments, Performance
Assessments)
GLO 1 Classroom Discussion and
● 1.1.1 Form tentative Interactive read aloud
understandings,
interpretations, and
positions.
1.2.1 Consider new
perspectives.
GLO 2
● 2.1.1 Discern and Novel Study Questions
analyze context Passage Analysis
● 2.1.2 Understand and
interpret content
2.3.1 Connect self, text, culture,
and milieu
LEARNING RESOURCES CONSULTED
● Alberta Program of Studies
● Senior High ELA Guide to Implementation
MATERIALS AND EQUIPMENT
● Smartboard, Computer, speakers (As needed)
● The Great Gatsby
● Novel Study Questions
● Passage Analysis
● Computers
PROCEDURE
Introduction ​(__min.)​:
Hook/Attention Grabber​: Discussion of previous days reading
Transition to Body​: Begin Reading Chapter 3
Body ​(__min.)​:
Learning Activity #1:
Discuss previous days reading and novel study questions 5, 6, 7, 8
● Discuss the valley of ashes- representative of the moral decay of the 20`s, the decay of Myrtle and George`s
relationship (a barren wasteland, as draining on Myrtle as her surroundings), the immorality of Myrtle and
Tom`s relationship.
● Discuss Myrtle- Sex personified
● Morality versus Immorality- Daisy and Tom in the sanctity of their marriage, and in the moral right, throw a
perfectly nice dinner party, and end the evening together in their home with their child. Myrtle and Tom in
their immoral affair throw a drunken kegger, by comparison, that ends with domestic violence.
● Continue with Tom and Daisy`s relationship.
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Learning Activity #2:

Interactive Read aloud of chapter 3

Learning Activity #3:

After the bell, students will take their passage analysis sheet which they were working on yesterday and head to the
learning commons to work on their passage analysis. Remind them they are marked on the quality of their writing and
may want revise their work, and maybe perform a little bit of research for that excellence factor. Remind them to cite
their sources.
When, or if, they finish early they may continue to work on their novel study questions, which are due on Friday.

Closure ​( __min.)​:
Feedback From Students:
Transition To Next Lesson: Remind students that their passage analysis and Study questions are due on Friday, and
that they will also be having a quick quiz on Ch`s 1-3.

Unit Assessment Appendices

● Formative:
1 Novel Study Questions
2 Passage Analysis 1 & 2
3 Thematic Poetry Comparison
4 The Great Gatsby ​Film Viewing Handout
● Summative
1 Passage Analysis 3
2 Symbolic Character Analysis
3 The In Class Essay
4 Tests and Quizzes
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1
The Great Gatsby – ​Novel Study Guide

Directions: ​As you complete each section of reading go through and answer the questions listed below.
Use full and complete sentences to answer the questions. You are responsible for having your answers
ready for class as they will be the basis for some class discussions.

Purpose:
The purpose of this assignment is to help you reflect on reading ​The Great Gatsby ​and making thoughtful
connections within the text, and to your own life, and the world. This novel study guide will also function
as a study tool for any quizzes and the final exam.

Due Date: ​At the end of each week the completed portions will be handed in to be marked.
● Due Date 1: March 10​th
● Due Date 2: March 17​th

CHAPTER ONE
1. How does Nick describe himself at the beginning of the novel?
2. How does Nick describe Tom Buchanan?
3. What is Gatsby doing when Nick first sees him?
4. Describe the ambiguity in Nick’s initial descriptions of Gatsby.
5. How does the tone of Nick’s description of Tom reveal Nick’s feelings about Tom?
6. How would you describe Daisy’s state of mind during dinner? What does she say and so that
helps reveal her inner conflicts?
7. Nick thinks that, given the state of their marriage, Daisy should leave Tom, but it is clear to him
that she has no intention of doing so. What indication is there that Tom and Daisy are closely
linked despite their marital difficulties?
8. What indications are there that the green light will have a powerful emotional significance to
Gatsby?

CHAPTER TWO
1. How does Nick meet Tom’s mistress?
2. How does Myrtle react to Tom’s arrival?
3. Describe George Wilson. How does he react to Tom’s arrival?
4. How does Myrtle behave as the party progresses?
5. Describe the setting of the valley of ashes where George and Myrtle live. What aspects of the
setting imply that it is intended to have a symbolic meaning as well as a literal one?
6. How does Fitzgerald describe Myrtle Wilson? Does her physical appearance reflect her character
in any way?
7. Compare the setting of the party in this chapter with the setting of the party in Chapter One.

1
The Questions for the Study Guide were pulled directly from the Huffenglish ​The Great Gatsby ​Study Guide.
 32

8. Why does Tom attack Myrtle at the end of the party? How does this exemplify Fitzgerald’s
description of Tom in Chapter One? How does this reflect on Tom and Daisy’s relationship?

CHAPTER THREE
1. Describe the two ways in which Nick differs from the other guests at Gatsby’s party.
2. What does Nick think of Gatsby when he first meets him?
3. Describe the events and atmosphere of the party.
4. What does the owl-eyed man in the library find extraordinary about Gatsby’s library? Why do
you think he finds this so extraordinary? What does it imply about Gatsby and his wealth?
5. What does Nick learn about Jordan Baker after he has spent some time with her?
6. Why does Fitzgerald describe the party (in the passage beginning “By seven o’clock the orchestra
has arrived”) in the present tense?
7. How does Nick characterize the guests at Gatsby’s party? What do his characterizations tell us
about how Nick feels about most of these people? What sense of life in the Jazz Age do we get
from the description of this party?
8. Describe the ambiguity in Gatsby’s character that strikes Nick.

CHAPTER FOUR
1. What does Gatsby tell Nick about himself?
2. What accomplishments of Meyer Wolfshiem’s does Gatsby describe to Nick? How does Nick
react? What does Gatsby’s relationship with Meyer Wolfshiem imply about him?
3. According to Jordan, what did Daisy do on her wedding way? Why?
4. Why does Gatsby want to have tea with Daisy in Nick’s house? Why doesn’t Gatsby ask Nick for
this favor himself?
5. Aside from the improbability of his story, what other evidence is there that Gatsby is lying when
he tells Nick about his background?
6. How does Daisy behave after Gatsby goes overseas? What does her behavior show about her
feelings for Gatsby?
7. After Jordan tells Nick the story of Gatsby and Daisy, Nick says that Gatsby “came alive to me,
delivered suddenly from the womb of his purposeless splendor.” How does the metaphor of birth
help explain what Gatsby’s behavior had meant to Nick up to then?

CHAPTER FIVE
1. What does Gatsby offer Nick in return for Nick’s cooperation in inviting Daisy to his house?
2. What is the meeting between Gatsby and Daisy like initially?
3. How are Daisy and Gatsby different when Nick returns to the house after a half an hour?
4. What are Gatsby’s feelings by the end of the chapter?
5. What does Gatsby reply when Nick asks him how he makes his money? Why does Nick find that
significant?
6. What is Gatsby’s dialogue like in this chapter? What does it tell us about Gatsby?
7. Why do you think Daisy sobs when Gatsby shows her his shirts?
8. What is the weather like in this chapter? How does it reflect on the emotional climate of Gatsby
and Daisy?
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9. In this chapter, Gatsby’s dream seems to be fulfilled. What indications are there, though, that
reality cannot satisfy his dream?

CHAPTER SIX
1. When does James Gatz change his name? Why?
2. What is Daisy’s real response to the party according to Nick?
3. What does Gatsby tell Nick he wants Daisy to do?
4. Tom, Mr. Sloane, and a young lady visit Gatsby and the lady invites Gatsby to come to dinner
with them. What does Gatsby’s response tell us about his social sensitivity? What connection, if
any, do you think this scene might have with Gatsby’s love of Daisy?
5. What is Gatsby’s view of the past? When Nick says that Gatsby “wanted to recover something,
some idea of himself perhaps, that had gone into loving Daisy,” what do you think he means?
6. At the end of the chapter, Nick describes Gatsby kissing Daisy in Louisville five years before.
What is Gatsby giving up when he kisses her, and why?

CHAPTER SEVEN
1. Why does Gatsby stop giving parties?
2. When does Tom first realize that Daisy loves Gatsby?
3. Why is Myrtle Wilson upset when she sees Tom and Jordan?
4. Why does George Wilson lock Myrtle in the bedroom?
5. How does Gatsby characterize Daisy’s voice? What do you think he means by this?
6. Why does Gatsby lose Daisy during the confirmation at the Plaza? Could he have done anything
to win her, do you think? If he could have, why doesn’t he?
7. Why does Tom insist that Daisy go home with Gatsby? What do you think this tells us about
Tom’s character and his relationship with Daisy?
8. What indications are there are the end of the chapter that Tom and Daisy are going to stay
together despite his philandering and her love for Gatsby?
9. At the end of the chapter, Gatsby is standing alone, looking out at Daisy’s house. Where else in
the novel does he do this? How is this different?

CHAPTER EIGHT
1. What does Gatsby tell Nick the night of the accident? Why?
2. Did Gatsby want to go to Oxford?
3. How does George Wilson spend the night after the accident?
4. What evidence had Wilson found that his wife was having an affair?
5. What would you say is the principal reason for Daisy’s appeal to Gatsby?
6. How is Nick’s attitude toward Gatsby ambivalent even at the moment when he says goodbye to
him?
7. What do the eyes of Dr. T. J. Eckleburg symbolize to George Wilson? What is significant about
this symbol, and how has it persisted throughout the novel?
8. How do you think Wilson got Gatsby’s name? Does any evidence in this chapter point to a
particular person?
9. How does Nick characterize Gatsby’s state of mind before he is killed?
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CHAPTER NIINE
1. What is the motive publicly given for Wilson’s murder of Gatsby? Why is it important that
nobody discover his true motive?
2. What does the telephone call from Chicago tell us about Gatsby’s business?
3. What does Klipspringer want from Nick? How does Nick react to this?
4. Why is Gatsby’s father so proud of him?
5. What does Tom confess to Nick when they meet that fall? Does he regret what he has done?
6. Nick says that “this has been a story of the West, after all.” What do you think he means by that?
7. How does Nick characterize Tom and Daisy at the end of the book? What has each of them
“smashed” during the novel?
8. At the end of the book, Nick imagines what the continent must have been like when it was first
seen by Dutch sailors. How does this contrast with the environment described in the novel? What
does the green light symbolize at the end of the novel?

NOVEL AS A WHOLE
1. Discuss Nick Carraway’s character. How reliable is he as a narrator? What aspects of his
character make him an effective narrator?
2. Why is first-person narrative an effective and appropriate way of telling this story?
3. Discuss the title of the book. In what way is Gatsby “great”?
4. An epigraph is a quotation at the beginning of a work that reflects on that work. How does the
epigraph to The Great Gatsby reflect on Gatsby’s story?
5. Compare and contrast the character of Daisy and Myrtle Wilson.
6. Discuss the relationship between Nick and Jordan Baker. How does it reflect, if at all, on the story
of Gatsby and Daisy?
7. Discuss Fitzgerald’s use of the automobile in this novel. What do you think might have made the
automobile an appealing symbol to Fitzgerald in the early 1920s?
8. Contrast the setting of the valley of ashes with that of East Egg and West Egg.
9. Describe the gradual revelation of Gatsby’s character. What do we learn about him and when?
Why is this an appropriate way of learning about him?
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The Great Gatsby – Passage Analysis

Worth: ​This assignment is worth 10% of your grade for this unit.

Directions: ​Students will be asked to complete three passage analyses. For each one you must choose
three passages (quotes) from the reading that you think are best representative of that section of the text.
Once you have selected your passages, and cited which pages they come from, you must choose one
passage to write 1-2 paragraphs about, and analyze in depth.

When analyzing consider:

● How the quote fits in the story.

● What is the significance of this quote?
● Any themes, motifs, or symbols, and their significance.
● Figurative Language
● Character development
● Aspects of ​culture​ and ​geography​ reflected in the story
● Connections​ to other texts, videos, images, ideas and courses
● Author's​ style, or message
When you have completed your formal analysis, you will then respond personally to the passage (1-2
paragraphs).

When responding personally consider:

● Questions​ you have while reading

● Memories​ provoked by the reading
● What the ​characters​ are like; ​reactions​ to them
● Predictions
● How you ​felt​ about specific parts
● What causes you ​difficulty

Format:​ Students will respond personally and critically in 2-4 written paragraphs.

Assessment:
This assignment will be graded according to the following:

1. Your writing includes in-depth content from ​The Great Gatsby’s​ themes and ideas.
2. You provide evidence of thinking broadly, deeply and critically about ​The Great Gatsby.
3. Reflection about your own knowledge and life related to ​The Great Gatsby.
4. The quality of your writing.

5. Extra originality, innovation, depth for the excellence factor.

 36

The Great Gatsby – Character Analysis and Symbolic Representation

Worth: ​This assignment is worth 20% of your grade for this unit.

Directions: ​This assignment will be broken into two parts. In groups of 3-4, students will:

1. Choose one important character from ​The Great Gatsby ​to illustrate symbolically. As a group,
students will consider the actions and personality of the character and create an insightful
sketch/poster exploring the traits their character displays.
● When representing your character symbolically, consider:
o What is this characters role in the story?
o How is this character described?
o Prominent character traits.
o What themes does this character exemplify?
o The character’s background.
o The relationships this character has with others.
o Why, and how, is this character important to the development to the story?

2. Students will then create a well written, 2-3 paragraph write up explaining why they chose the
symbols they chose, and how they are representative of the character. Students will back up their
assertions with textual evidence and analysis.

Assessment:
This assignment will be graded according to the following:

6. Your writing includes in-depth content from ​The Great Gatsby’s​ themes and ideas.
7. You provide evidence of thinking broadly, deeply and critically about ​The Great Gatsby.
8. Your symbolism is reflective of the character, and his/her traits.
9. The quality of your writing.
 37

Name:____________________

The Great Gatsby Ch. 1-3 Quiz

Each answer is worth 1 mark. Answer to the best of your ability.

Point form is acceptable.

1. Who narrates this story?

2. Where and when does ​The Great Gatsby ​take place?

3. How does Nick know Daisy and Tom?

4. How do we know that the green light has an emotional effect on Gatsby?

5. How do Gatsby and Nick meet?

6. Who is Tom’s girl?

7. To whom is she married?

 38

8. Describe the atmosphere at Gatsby’ party.

9. What do we know about Tom based on the description we are given?

10. What evidence do we have that Daisy is conflicted about her marriage to Tom?

11. How are the guests at the party described?

12. What does this imply about how the narrator feels about them?

13. Why does Tom attack Myrtle?

14. What does it imply about Tom and Daisy’s relationship?

15. What does the Valley of Ashes represent?

16. Why was the owl-eyed man surprised at Gatsby’s library?

 39

17. What does it imply about Gatsby’s wealth?

18. What does it imply about wealth in general?

19. Compare Daisy and Myrtle. What do they have in common?

20. How are they different?

21. Describe the ambiguity in the description of Gatsby’s character.

22. What does it imply about Gatsby?

 40

Name:____________________

The Great Gatsby Ch. 4-6 Quiz

Each answer is worth 1 mark. Answer to the best of your ability.

Point form is acceptable.

1. How does Gatsby say he acquired his wealth in chapter 4 and 5?

2. What are Meyer Wolfsheim’s cufflinks made from?

3. What is he infamous for?

4. What does Gatsby’s association with him indicate about Gatsby’s wealth?

5. How does Daisy react to the letter on her wedding day, and why?

6. How does Daisy behave after Gatsby goes overseas?

 41

7. What does this indicate about her feelings?

8. What does Gatsby offer Nick in return for inviting Daisy to his house?

9. Why might this have been a crisis for him?

10. How is the weather reflective of the emotional climate of Daisy and Gatsby’s visit?

11. What is this an example of?

12. Why do you think that Daisy cries over Gatsby’s shirts?

13. Can Daisy live up to Gatsby’s expectations?

14. Why or why not?

 42

15. Who is James Gatz?

16. Where is he from, and what circumstances did he rise from?

17. How does Daisy react to the party?

18. How does this affect Gatsby?

19. What does Gatsby want from Daisy?

20. Why is what he wants impossible?

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Name:_____________________

The Great Gatsby​ – Unit Exam

Matching​: Match the clues to the names provided, and write the letter on the line provided.

​1 Mark Each

1. ____Tom’s lover, and a resident of the a. Nick Carraway

valley of ashes.

2. ____Nick’s cousin, and the love of b. Daisy Buchanan

Gatsby’s life.

3. ____Infamous for fixing the 1919 world c. Jay Gatsby

series, and a prominent figure in the
criminal world.

4. ____The immensely wealthy and d. Tom Buchanan

mysterious protagonist. Throws fabulous
parties in West Egg.

5. ____Described as lifeless and exhausted e. Jordan Baker

owner of a garage in the valley of ashes.

6. ____A professional Golfer. Described as f. Myrtle Wilson

being “incurably dishonest”.

7. ____The novel’s narrator who claims to g. George Wilson

be tolerant, and inclined to reserve
judgement.

8. ____Described as being powerfully built h. Meyer Wolfsheim

with a “cruel body”.
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Multiple Choice​: Choose the best answer from the possibilities provided.

​1 Mark Each.

9. The Great Gatsby takes place during

a. 1910s
b. 1920s
c. 1930s
d. World War I

10. Why does Tom break Myrtle’s nose?

a. because she refuses to go out and buy more liquor
b. because she is never happy with the gifts he buys her
c. because she won’t stop mentioning his wife’s name
d. all of the above

11. Similar to how he describes Jordan earlier in the novel, what word does Nick use to describe
Daisy and Tom at the end?
a. Lazy
b. Gorgeous
c. Adventurous
d. Careless

12. The “eyes of Dr. T.J. Eckleburg” are symbolic of

a. The eyes of God/truth
b. Wealth
c. Insanity
d. Health

13. Gatsby gives huge parties because

a. He has a lot of friends
b. He doesn’t like to be alone
c. He likes to spend money
d. He hopes to find Daisy

14. George Wilson finds out who owned the car through
a. Its registration
b. The police
c. Tom Buchanan
d. Daisy
 45

15. Why is Gatsby’s love for Daisy doomed to fail?

a. She is a married woman
b. She is in love with her husband
c. She can never live up to the idea of who Gatsby imagines she is.
d. She cannot trust Gatsby to be faithful to her.

16. Why does Myrtle run out in front of Gatsby’s car?

a. She thought Tom was driving
b. The dog that Tom bought for her ran out into the middle of the road
c. She was afraid George would shoot her
d. She was trying to commit suicide

17. What does Gatsby do the night that Myrtle was killed?
a. He confronts George about who really was driving
b. He destroys the car so no evidence can be traced back to him
c. He waits outside Daisy’s window until she goes to sleep
d. He frames Tom for the murder

Short Answer​: Using full and complete sentences answer the following questions.

3 Marks Each.

18. What is the significance of the green light throughout the novel?

19. Is Nick a reliable narrator? What aspects of his personality might make him an effective narrator?

20. Consider Nick and Jordan’s relationship. How does the metaphor of “bad drivers” apply?
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Name:_____________________

The Great Gatsby – In Class Essay Questions

Students will choose ONE essay question to plan for, and write on.

1. The notion of the American dream, and the corruptive force of the American dream, figure

prominently in this story. Is pursuing the American dream necessarily a good thing, as evidenced

by ​The Great Gatsby​?

2. Throughout the story, Gatsby has difficulty accepting that the past is over and done with. Where

do you find evidence of his trying to recapture the past? What does this say about him? Should

people live their lives yearning for something in the past? Why or why not?

3. Although Gatsby professed to love Daisy, there is a sense that he was not in love with her as

much as he was in love with the ​idea​ of her. Where can you find evidence of Gatsby’s devotion to

an ideal rather than an actual person? How does this relate to the theme of illusion or dreams?
 47

The Great Gatsby - ​Film Viewing Sheet

Name: __________________________

You must take notes as you watch on the following elements:

1. We are introduced to the setting of this film right at the beginning of the movie. Describe
at least ​TWO​ things that are seen in the ESTABLISHING SHOT to show the time and place in
which this story takes place?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. In the book the physical descriptions of some of the characters are fairly vague. How do
the casting choices match up to your imagining, and the book’s description, of characters? How
are they different?

Similarities in Casting: Differences in Casting:

3. The way a character is first introduced in a film tells us a lot about him/her. How is Tom
first introduced in the film?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Why do you think the director chose to introduce him in this way?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 48

4. CLOSE SHOTS show the character’s thoughts, feelings, and are when the camera is
zoomed in (close!) on the character’s face (i.e. we do not see the rest of the character or his
surroundings.)
Make note of at least THREE times there is a close shot, and what you think the audience is
supposed to notice during the shot.

Close Shot 1: What Should We See?

Close Shot 2: What Should We See?

Close Shot 3: What Should We See?

5. MOTIF: Notice as you watch the film how certain images, objects, colors, scenes, or
sounds are repeated often or lingered over by the camera. If you begin to notice repetition of any
kind, make a list of when and how you see it as you continue to watch. What do you think the
filmmaker was trying to say by doing this?
What you notice:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________________

What do you think was trying to be shown:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 49

6. Music is very important in film. The music in Baz Luhrman’s film is especially
interesting, as it is not period appropriate, and is instead, for the most part, modern. For each,
describe what is going on in the film, the type of music playing, and the mood of that scene.

Scene: Music Choice: Mood:

Scene: Music Choice: Mood:

Scene: Music Choice: Mood:

7. What do you think the Director was trying to evoke with his choice of modern pop
music? What parallels can be drawn between the jazz music of the age and music now?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________

8. Lighting has a great impact on mood and also can act as foreshadowing (ex. a dark and
stormy night can foreshadow something bad happening). For each, describe what is going on in
the movie, the type of lighting at that moment, and the effect of that lighting choice (shadows can
show doubt, for example)

Scene: Lighting: Effect:

Scene: Lighting: Effect:

Scene: Lighting: Effect: