Lesson Plan 10

10 CHAPTER 6
lesson (Optional)
Draw a line down the middle of the white-board, on the one side
Notes
This is a good way to
get students invested
write “You can always reinvent yourself; change is possible.” And on in the topic they’ll be
the other side, write: “No matter how much we try, people never really discussing later in the
Objectives change.” As students enter the class, instruct them to indicate which
lesson.

Having read chapter 6, statement they agree with by use of a tick mark, smiley face etc.
students will be able to discuss
and explain key themes (the
American Dream & regrets of STEP ONE: What is the American Dream? (15mins) While you may have
already discussed
the past.) Students will also be
able to analyze and annotate  Hold a class discussion on what defines “The American Dream,” and the concept of the
the representation of a topic how it relates to the novel. American Dream in
(reliving the past) across class, this will solidify
multiple texts, and practice the concept, and have
making connections.
Kahoot! Discuss students explore it in
Work through the more depth.
If you would rather not use the digital Kahoot! Rather
digital survey to
OR just walk students through the following questions for
gauge student *See “Additional
discussion: Resources” for more
opinions (there
Classroom Layout are only 6
questions). After
1. Which of the following ideas best relates to the
concept of the “American Dream”?
information on The
American Dream.
Students seated students have 2. Do you agree with the ethos behind the American
in pairs. voted on their Dream?
answers, spend 3. Do you think that your generation believes in, and
time discussing lives out, the ideals of The American Dream?
the choices, and 4. What do you think defines success in life?
Pre-lesson Planning thinking about the
topic. 5. Are there groups of people for whom the ideals of
The American Dream are inaccessible?
◊ Read Chapter 6, and (Link in “Additional
Notes”) 6. Does Jay Gatsby embody the ethos of the
make notes in terms of American Dream?
what you find noteworthy
and important.
◊ Familiarize yourself STEP TWO: Close Reading of Key Extracts (25mins)
with the ethos of The Students were meant to have read chapter 6 on their own for homework.
American Dream. Therefore, instead of reading the whole chapter in class this lesson, rather just
◊ Writing on the board for focus in on two key passages. Read the passages indicated below, and then
the opening optional complete the activities outlined and discuss the important points and notes.
activity.
◊ Place sticky notes or EXTRACT ONE: Read from “James Gatz — that was really, or at
scraps of paper on the least legally, his name...” to “... a promise that the rock of the world
desks for Step Two. was founded securely on a fairy’s wing.”
◊ Print copies of each of ►► After reading, instruct students to take a sticky-note or scrap of
the following handouts: paper, and jot down the following:
►► Reliving the Past »» One key sentence which stands out to them.
worksheets
»» One key phrase which stands out to them.
►► Chapter 6 Review »» One key word which stands out to them.
Questions (note there
are 3 per page) ►► Instruct students to turn to the person next to them to share
their choices and discuss why they selected those words.
 Discuss the following important points as a class:

Homework IMPORTANT POINTS TO NOTE:

(Optional) Chapter 6 Review ►► Finally, we seem to have a true account of who Jay Gatsby really
Questions is (not Jay Gatsby at all but rather James Gatz). Like many who
OR pursued the American Dream during the 1920s, Gatsby is a self-
made man. He literally created his own persona, even changing
Students complete the his name in order to embody his dream, and REINVENT HIMSELF.
“Reliving the Past” worksheets He is not as curious or unique as all the rumors suggest. Instead,
© STACEY LLOYD 2018
 Hopefully, students will
he represents a typical member of the rags-to-riches “new money” class. get to these important
►► The way Nick writes about this is part of the intruiging NARRATIVE PERSPECTIVE of this novel. points through their
own examination of
Fitzgerald develops Gatsby’s character throughout the novel in a way which build intrigue and the text, and selection
suspense: the reader only gets as close to Gatsby as Nick wants them to, when he wants them to. of their key words and
phrases. Therefore,
when students express
EXTRACT TWO: Read from “I stayed late that night, Gatsby asked me to wait until he was free...” the sentences they
to “... but if he could once return to a certain starting place and go over it all slowly, he could find have selected, follow
out what that thing was.” up with questions
►► After reading, instruct students to take a sticky-note or scrap of paper, and jot down the about WHY they
following: selected those words:
this will prompt critical
»» One key sentence which stands out to them. thought and draw out
»» One key phrase which stands out to them. deeper understanding.
»» One key word which stands out to them.
►► Instruct students to turn to the person next to them to share their choices and discuss why they
selected those words.
►► Discuss the following important points as a class:

IMPORTANT POINTS TO NOTE:

►► Gatsby is disappointed because he believed that his wealth, success, and connections in
life would win Daisy back: yet she isn’t all that impressed. This speaks to issues of class status
as Gatsby is “new money” and Daisy (who is very much “old money”) sees the vulgarity in his
displays of wealth. In many ways this illustrates the limitations of the ideals of THE AMERICAN
DREAM: perhaps it is not as easy to climb the social ladder, irrespective of wealth.
►► Gatsby wants Daisy to leave Tom and be completely his. But more than that: he wants her to tell
Tom that she “never” loved him: Gatsby wants to RESHAPE THE PAST and change the narrative.
In many ways, this would rob her of her agency – Daisy is not like Gatsby (may not have the same
desires as him), and it’s perhaps unfair or unrealistic that he demands for her to be an identical
reflection of his own mindset: this brings into question how much Gatsby loves her for who she truly
is, and how much is just his infatuation with the idea of her.
►► Gatsby’s blind faith in his ability to recreate a past he’s been dwelling on for five years is
indicative of his ROMANTIC AND IDEALISTIC NATURE: yet is he just trying to recreate an image
in his own mind, not truly living in reality? So far in his life, everything that he’s fantasized about
has come true - he even made up a fictional personal and worked to achieve it. But in the
transformation, he seems to have lost a piece of himself and been unable to truly gain the one
thing he so desired.
This exercise not
only gives students
the opportunity to
STEP THREE: Making Connections (20mins) practice the key skill of
annotation, but also
 Hand out the “Reliving the Past” worksheet and instruct students to complete. For this exercise, encourages them to
students should annotate the different texts, and then work to find connections between them (this look for patterns and
connections across
could be in terms of language or content. a variety of genres of
writing.

For homework: NOTE: For variety, I

don’t give the chapter
 (Optional) Hand out the Chapter 6 Review questions to students and instruct them to complete. questions for every
chapter!
/ RESOURCES

Kahoot! link:
INFORMATION

https://play.kahoot.it/#/k/d78ff1ab-b151-4da0-811d-6d6d8de2064f
ADDITIONAL

THE BALANCE: What is the American Dream? Quotes and History

https://www.thebalance.com/what-is-the-american-dream-quotes-and-history-3306009

WIKIPEDIA: The American Dream

https://en.wikipedia.org/wiki/American_Dream
PODCAST: Is the American Dream Dead?
http://freakonomics.com/podcast/american-dream-really-dead/
© STACEY LLOYD 2018