unit map lizzie buckley, kyle connealy, caleb engler...

UNIT MAP AUTHORS

Lizzie Buckley, Kyle Connealy, Caleb Engler, Robert Schlembach

Course/Grade Level ENGLISH III AP

Estimated Implementation Time

10 90-minute block periods (5 school weeks)

Unit Title: Masks & Masquerades in The Great Gatsby

Conceptual Lens (“Macro-concept”): Identity

Micro-concepts: Global/Thematic ● Dreams vs. Reality ● The Pursuit of Happiness ● Relating to one’s past ● American Dream ● Society vs. the Individual ● Defining Greatness ● Rejection of Tradition (Modernism)

Reader/Writer Craft ● Symbolism ● Imagery ● Characterization

Unit Overview / Summary: Over the duration of this unit, students will examine key elements of identity as explored through the novel The Great Gatsby. Thematic elements to be explored in this unit include the use of symbolism and imagery in literary works, appearance vs. reality, coming to terms with one’s past, and literary characterization.

Stage 1 – Desired Results

What relevant goals (e.g. content standards or TEKS/SEs, course or program objectives, learning outcomes) will this design address?

Established Goals: (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence 2n from the text to support their understanding. Students are expected to: (A) analyze the way in which the theme or meaning of a selection represents a view or comment on the human condition; (B) relate the characters and text structures of mythic, traditional, and classical literature to 20th and 21st century American novels, plays, or films; and (C) relate the main ideas found in a literary work to primary source documents from its historical and cultural setting. (5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) evaluate how different literary elements (e.g., figurative language, point of view) shape the author's portrayal of the plot and setting in works of fiction; (B) analyze the internal and external development of characters through a range of literary devices; (C) analyze the impact of narration when the narrator's point of view shifts from one character to another; and (D) demonstrate familiarity with works by authors in American fiction from each major literary period. (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts; (B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media;

(C) evaluate the objectivity of coverage of the same event in various types of media; and (D) evaluate changes in formality and tone across various media for different audiences and purposes. (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; (B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices to convey meaning; (C) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; (D) edit drafts for grammar, mechanics, and spelling; and (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. (17) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases); and (B) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). (24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions; and (B) evaluate the clarity and coherence of a speaker's message and critique the impact of a speaker's diction and syntax on an audience. (26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are

expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.

Enduring Understandings Students will understand that . . . · 1. (G/T) Individuals often mask aspects of their nature to impress others, negatively impacting self assurance and blurring one’s true identity. · 2. (G/T) Failure to accept one’s past often inhibits an individual’s ability to find satisfaction in the present. · 3. (G/T) Individuals often experience disappointment when the search for happiness solely relies on the approval of others.

Essential Questions: 1. a. How do the people at Gatsby’s party mask their true nature to impress others? (f) c. How does Gatsby compromise his true nature in order to win Daisy over? (c) b. In what situation is it acceptable for someone to change who they are in order to appease others? (p) 2. a. How does holding onto the past keep one from striving forward? (p) b. Why does Gatsby create a false past? (f) c. Is it possible, if Daisy was able to tell Tom she never loved him, that things would go back to the way they were for her and Gatsby? (p) d. Why is Gatsby able to think letting go of the past is so easy, while Daisy finds it impossible? (c) e. How does the death of Gatsby’s dream illustrate the death of romanticism and the lead to modernism? (c)

3. a. Why does Gatsby throw so many parties? (f)

b. Why does Gatsby take the blame for Myrtle’s death? (c) c. What made Daisy so special in Gatsby’s eyes? (c)

d. Could Gatsby ever be truly content in a relationship with Daisy? (p)

· 4. (R/WC) Effective readers have the ability to allow symbolism and imagery to guide their perception, and this ability can be essential for broadening the reader’s understanding of fictional texts.

4. a. In what specific ways does the symbolism of the green light found in the novel reflect the overall identity of Gatsby and his aspirations? (c) b. How does the symbolism found in Eckleburg's “eyes” speak to more universal or religious themes outside the realm of individuals in the story? (c) c. What are some close reading techniques to help young readers recognized literary symbols and what they stand for? (f)

Students will know . . . Students will be able to . . .

● Background information concerning the life of F.Scott Fitzgerald

● Background information concerning the “Jazz Age” and America in the 1920’s

● A basic understanding of Modernist literature and its history

● How symbolism is employed to further characterization and emphasize themes

● How to engage in character analysis

● Compare and contrast personal experience and identity with characters found in the text

● Identify and analyze symbols found in the text

● Identify similar themes across various texts

Stage 2 – Assessment Evidence

Performance Tasks Other Evidence

Summative assessment: -The Great Gatsby Test ● 15 multiple choice (15%) ● 20 matching (10%)

Formative assessment: - Participation/Discussion -Symbolism/Imagery Benjamin Button worksheets

● 15 quotation (15%) ● 2 short answer (30%) ● 1 Essay (30%)

- East Egg, West Egg Comparison Sheet - Mind Map - In class essay - Our Past & The Great Gatsby - In class journals - Symbolism/Imagery Gatsby Worksheets -Gatsby & Daisy Character Twitter Exercise -Gatsby Book Cover Analysis -Gatsby Book Cover Creation -Gatsby Masquerade/Presentation

Stage 3 – Learning Plan

Planned Teaching

Red Heading = Handouts Provided

DAY 1: Introduction to Modernism & Fitzgerald, Begin Ch 1 EU: Individuals often mask aspects of their nature to impress others, negatively impacting self assurance and blurring one’s true identity. (G/T) Engagement (2 min): Ezra Pound’s “In a Station at the Metro” Introduction (20 min): Introductory Prezi on Modernism & Fitzgerald http://prezi.com/hy8ulfp_hhsk/?utm_campaign=share&utm_medium=copy&rc=ex0share Prezi that covers the basics of modernism including a general definition, the 4 major elements of modernism, & common themes found in modernism. Additional background information provided on Fitzgerald, leading up to the first chapter of Great Gatsby. (Adapted from Mary S Dawson) Apply (45 min): Read beginning pages of Great Gatsby, complete East Egg and West Egg comparison sheet to open up discussion on appearance. Evaluate (5-10 min): Students will be evaluated based on their ability to answer the questions at the end of the handout. Closure (5 min): Parking Lot: What questions do you still have about modernism or Fitzgerald? HW: Read Chapter 1-2 Assign Project Party

DAY 2: Symbols and Meaning, The Curious Case of Benjamin Button (Caleb) EU: Effective readers have the ability to allow symbolism and imagery to guide their perception, and this ability can be essential for broadening the reader’s understanding of

fictional texts. (R/WC) Introduction/Engagement (5 min): Journal For what purposes would a writer cloak themes or messages in symbols? Are symbols more or less effective than stating these themes or messages in obvious ways? Apply (50 min): We will watch a short Powerpoint presentation that includes random images of people and objects. For each image, students will write three words that quickly come to mind that can serve to describe what this person or image represents.The class will then read Fitzgerald’s short story The Curious Case of Benjamin Button aloud. As the story is read, students will write down images and possible symbols that they notice in the text. Evaluate (30 min): Students will divide into groups of three to share answers from their lists and collaborate on deciding three of the symbols or images they feel are most relevant to Fitzgerald’s story. Students will then provide two separate quotations from the story that serve as evidence for each symbol, write a summative paragraph (of at least five sentences) that explain the symbol in the context of Fitzgerald’s story. Each group will then share their summative paragraph with the class. As students share, the teacher will take completion grades indicating that each student has completed the worksheet in each group. Closure (5 min): Fill out an exit card summarizing Chapters 2 and 3 of Gatsby in two or three sentences. Write one possible symbol gleaned from the chapters and a short explanation of what it might represent. HW: Read Chapter 3-4

DAY 3: Character Analysis for Ch 1-4 EU: Individuals often mask aspects of their nature to impress others, negatively impacting self assurance and blurring one’s true identity. (G/T)

Engagement: (Journal) Describe a time where you felt pressured to change something about yourself in order to fit in with your surroundings. Consider the people you were with, the place you were in, and the feelings you felt in that moment. Introduction: Students will explore the concept of appearance vs reality by discussing the characters they have met so far in the story in order to develop the understanding that the way people appear--how they present themselves-- does not always reflect who they truly are. This discussion will focus on the content from chaters 1-4. Apply: Students will be assigned a character—Daisy, Myrtle, Gatsby, or Tom— and they will create a mind map of their character based on what they know of them so far. Mind map will include 3 personality traits, 1 source of personal conflict, 1 color connected to the character, 1 important symbol with explanation, and 1 important quotation spoken by the character. Additionally, they must provide one example of an instance where the character appears to be one way yet their reality does not reflect this appearance. Evaluate: Students will present their mind maps at the end of the class period Closure: Students will reflect on their peer’s presentations and discuss the ideas that we change based on our environment.

HW: Read Chapter 5-6

DAY 4: Gatsby’s Love (Chapters 5-6) (Kyle) EU: Individuals often experience disappointment when the search of happiness solely relies on the approval of others. (G/T) Engagement (10-15 min): Students will watch the Tea Invitation scene of the recent 2013 Great Gatsby film. Students will respond to the prompt, What do you think Gatsby is thinking in the Tea Invitation scene? How does Leonardo DiCaprio portray Gatsby’s love for Daisy? Link: https://www.youtube.com/watch?v=H7yBQIGyunI Apply (50-60 min): Students will create twitter accounts on poster paper for Gatsby or Daisy that expose the characters’ true thoughts in the tea-time interaction in chapter 5. Evaluate (10 min): Students will present their posters to the class and will explain their choices. Closure (5 min): Students will briefly respond to the prompt, “Could Gatsby ever truly be happy with Daisy? What is your gut reaction? Yes or no?” HW: Read Chapter 7

DAY 5: A Dream Deferred EU: Individuals often experience disappointment when the search of happiness solely relies on the approval of others. (G/T) Engagement (5-10 minutes): Clips of Tom and Gatsby Confrontation: Link 1:https://www.youtube.com/watch?v=QCGns_FYGQA (2013 version) Link 2: https://www.youtube.com/watch?v=-W93ly0pQGI (1974 Version) Discuss the differences between the two versions. Apply (45 minutes): Discuss this climactic point in the novel; this is the first time we see all of the characters together in one room. What happens in this scene? How do the characters change in this setting? What happens when Gatsby’s affair with Daisy comes to light? How does his dream die? Read Langston Hughes's, “A Dream Deferred” and discuss how it relates to Gatsby. Evaluate (20 minutes) : Read through journal entries for completion grade. Discuss 2 questions on “A Dream Deferred” handout. Closure (5 minutes): Reflection on the discussion. HW: Read Chapter 8

DAY 6: A Search for Symbolism in The Great Gatsby (Caleb) EU: Effective readers have the ability to allow symbolism and imagery to guide their perception, and this ability can be essential for broadening the reader’s understanding of fictional texts. (R/WC)

Engagement (15 min): Journal: Building on the lesson we had on Symbolism last week, choose three possible symbols or images from the novel and write a brief response concerning their possible meanings. Apply (20 min): Students will share their journal responses in a quick discussion about possible

images and symbols that might serve a broader thematic purpose in the novel. Responses will be written on the board. Evaluate (50 min): Students will work in small groups to trace the context and implications for assigned symbols or colors in The Great Gatsby. This activity allows the students to look more closely at Fitzgerald’s language and make connections across the use of symbols/colors in the text. Students will have a catalogue of the context and implications for specific symbols throughout the book. Closure (5 min): Check to make students have worksheets concerning symbols to study for Unit Exam. Completion grades will be taken for each member of the groups. HW: Read Chapter 9 Complete unfinished reading/assignments and begin studying for Unit Exam

Day 7: Of Days Past (Robert) EU: Failure to accept one’s past often inhibits an individual’s ability to find satisfaction in the present. (G/T)

Engagement (10 min): Journal: Listen and read the lyrics to Bruce Springsteen’s “Glory Days.” Why can’t all the people in the song simply let go of what’s past and move on? How does this apply to Gatsby? To yourself? Apply (20 min): Class discussion about how the past is such an important aspect of The Great Gatsby. Mention how Gatsby believes he can rewrite the past. Open for discussion between students. Evaluate (45 min): Students will work individually and introspectively to write an essay on how aspects of the past can define the future. They will connect Gatsby’s inability to erase the past similarly to aspects of their own past that has defined who they are. Closure (5 min): Have students share a song(s) with a partner that have personal relevance that makes them recollect moments of their past and how the song affects them. HW: Finish the in-class essay if more time is needed

Day 8:The Great Gatsby Book Cover Analysis (Kyle) EU: Effective readers have the ability to allow symbolism and imagery to guide their perception, and this ability can be essential for broadening the reader’s understanding of fictional texts. (R/WC) Engagement (10-15 min): The teacher will present notable book covers for The Great Gatsby since the novel’s publication. Informally, the teacher will facilitate student discussion concerning these book covers, guiding students to analyze the artist’s choices and the artwork’s relation to the novel. Apply (50 min): Students will analyze the original Great Gatsby book cover, completing the Book Cover Analysis sheet. -After students have completed the Book Cover Analysis, they will begin working on their own book covers for The Great Gatsby, according to the rubric. These Book Covers will be due on

Day 9. Assuming Day 8 occurs on a Thursday, the students will have the weekend to complete the Book Cover and the brief reflection in which they explain their choices. Evaluate (5 min): Once the allotted time is up, the teacher will ask students if they have any questions about the assignment or need clarification on any major themes in the novel. Closure (10 min) : Students will fill out “exit cards” on notecards responding to the question, “How has your book cover affected the way you view the novel?” HW: Finish Book Cover and brief reflection

Day 9: The Eyes of Eckleburg are Upon You Summative Assessment (90 min): The Great Gatsby Test (Adapted from Mary S. Dawson and Stephanie Hardwick’s The Great Gatsby Summative Tests) Character matching (10%) Quotes (15%) Multiple choice (15%) Short Answer (30%) Essays (30%) Students who complete test early should do independent reading

Day 10: The Great Gatsby Party Gatsby Masquerade Party (90 min)

Resources/Materials Required ● Langston Hughes, “A Dream Deferred” (poem) ● F. Scott Fitzgerald, The Great Gatsby ● Bruce Springsteen song “Glory Days” ● F. Scott Fitzgerald, The Curious Case of Benjamin Button ● Prezi Link:

http://prezi.com/2f1q28_6fz6p/?utm_campaign=share&utm_medium=copy&rc=ex0share ● YouTube Links:

○ Clip of Tom and Gatsby Confrontation ○ https://www.youtube.com/watch?v=QCGns_FYGQA (2013 version) ○ https://www.youtube.com/watch?v=-W93ly0pQGI (1974 Version) ○ The Curious Case of Benjamin Button (Online Short Story):

http://xroads.virginia.edu/~hyper/fitzgerald/jazz/benjamin/benjamin1.htm

Technology Integration ● 2013 Baz Luhrmann, Film Version of The Great Gatsby ● Powerpoint presentation concerning Modernism

Powerpoint. ● “The Many Covers of The Great Gatsby”: (http://www.complex.com/art-

design/2013/05/the-15-best-great-gatsby-book-covers/)

Potential Accommodations / Differentiation Special Education * Option for audio book as supplemental text * More time to complete formative and summative assessments * Detailed instruction provided for each assignment * Opportunities for teacher-student conferences to give and receive feedback English Language Learners: * Extra time allotted to complete formative and summative assessments * Preferential seating to reduce distraction in environment * Detailed instructions provided for each assignment * Option for audio book as supplemental text * List of vocabulary words from text to aid understanding * List of literary words to aid instructional process Gifted/Talented * Students will have more of a say in the criteria for their summative assignment (IE what key points should be included in their creation of their character) * Students will complete an additional essay that calls for them to find their own text they would teach alongside Gatsby (short story, novel, or poem) and argue why they might use this additional text. Using a brief study of film criticism as a model, students may complete an additional essay contrasting two of the cinematic versions of The Great Gatsby.

Prerequisite Skills / Critical Background Content ● Close reading skills ● Knowledge of essay outlines and thesis statement writing ● Ability to work in groups ● Working understanding of literary devices ● Ability to share ideas and opinions in discussion settings

Instructional Vocabulary character person in a novel, play, etc. protagonist the main character allusion a passing or casual reference to a person, place, or literary work climax decisive moment in a plot context what comes before or follows a word or statement and influences its meaning dialogue

conversation between two or more people imagery mental images collectively irony the use of words to convey a meaning that is the opposite of the literal meaning juxtaposition placing expressions or ideas close together, for comparison or contrast metaphor word or phrase applied to an object or concept in order to suggest comparison motif recurring subject or theme narrative story or account of events personification attributing a human character or quality to an animal, idea, or thing plot the main story of a novel, play, etc. refrain recurring passage in a song or poem setting the locale and period of a story, play, etc. symbol thing that represents something else

Name: Date: Class Period:

MODERNISM: An American Literary Movement Modernism is a ______________________________ that defines similarities between ______________ writers. It is Modern American literature written after ______________ before WWII (1920s-1940s). In response to World War I, People could not fathom the death toll and tragedy of the war. People became disillusioned, and there was a sense of social breakdown. 4 MAJOR ELEMENTS OF MODERNISM

1. Rejection of ______________ Art and literature ______________ traditional form of the 19th century. They believe life cannot be explained as easily and perfectly as before—life is ______________

2. The Self Conscious Writer Writers were very ______________________________ of the way they used ______________ and ______________.

3. No Right ______________ They did not believe one could every truly ______________ thoughts through words.

4. Imagism Since words could not accurately express ______________, modern writers relied on giving the reader ______________.

Guiding Question of Modernism: What is the use of ______________ in a world that is falling apart? Themes in Modern Lit

• Violence and alienation • Historical discontinuity • Decadence and decay • Loss and despair • Rejection of history • Unavoidable chance • Sense of place, local color • Inability to express or feel love

The Great Gatsby Mary S Dawson

COMPARING AND CONTRASTING EAST EGG and WEST EGG

Fill out the following chart as you read the book, noting points of comparison and contrast between East Egg and West Egg. List the basis for the comparison / contrast in the left column and the specific details about East Egg and West Egg in the center and right columns. Before you turn this chart in, you will answer the questions on the back of this sheet.

BASIS FOR COMARISION / CONTRAST

EAST EGG WEST EGG

The Great Gatsby Mary S Dawson

1. What conclusions can you draw about each location? 2. What do you think is Fitzgerald’s purpose in including each location?

Name __________________________________________________________________ The Curious Case of Benjamin Button – Symbolism/Imagery Exercise Lesson

We will watch a short Powerpoint presentation that includes random images of people and objects. For each image, write three words that quickly come to mind that can serve to describe what this person or image represents to you. Don’t simply describe the person or image- try to think what abstract concepts this person or image might stand for. Write three words for each image. 1. _____________________ _______________________ ________________________ 2. _____________________ _______________________ ________________________ 3. _____________________ _______________________ ________________________ 4. _____________________ _______________________ ________________________ 5. _____________________ _______________________ ________________________ We will now read The Curious Case of Benjamin Button, a short story written by F. Scott Fitzgerald and first published in Colliers Magazine on May 27, 1922. As the story is read, students will write down at least six images and possible symbols that they notice in the text. 1. _______________________ 4. _________________________ 2. _______________________ 5. _________________________ 3. _______________________ 6. _________________________ Now students will divide into groups of three. Students will share answers from the list above and collaborate on deciding three of the symbols or images they feel are most relevant to Fitzgerald’s story. Provide two separate quotations from the story that serve as evidence for each symbol. Then write a summative paragraph (of at least five sentences) that explain the symbol in the context of Fitzgerald’s story.

Symbol One: __________________________

Quotations/Passages from the story that illustrates/describes image or symbol: 1.______________________________________________________________________________________________________________________________________________ 2.______________________________________________________________________________________________________________________________________________ Summation Paragraph __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Symbol Two: __________________________

Quotations/Passages from the story that illustrates/describes image or symbol:

1.______________________________________________________________________

________________________________________________________________________

2.______________________________________________________________________

________________________________________________________________________

Summation Paragraph

__________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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________________________________________________________________________

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Symbol Three: __________________________

Quotations/Passages from the story that illustrates/describes image or symbol:

1.______________________________________________________________________

________________________________________________________________________

2.______________________________________________________________________

________________________________________________________________________

Summation Paragraph

__________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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Original Lesson Plan – Caleb Engler

Name: Date: Class Period:

A Dream Deferred

By Langston Hughes

What happens to a dream deferred?

Does it dry up like a raisin in the sun? Or fester like a sore-- And then run? Does it stink like rotten meat? Or crust and sugar

over-- like a syrupy sweet?

Maybe it just sags like a heavy load.

Or does it explode?

Daisy Buchannan: A Dream Deferred?

1. How does “A Dream Deferred” relate to Jay Gatsby?

2. What happens when Gatsby’s affair with Daisy comes to light? How might his dream begin to die?

Group Member Names ______________________________________________________________________ 3,3 and 3: SYMBOLISM in THE GREAT GATSBY

Working in groups of three, return to the text to further explore the use of symbolism in Fitzgerald’s novel. Write three passages from the text that discuss the particular symbol provided (one of which you will provide yourself). Then write three words or phrases that best describe what the symbol could represent. Finally, combine the evidence from the text with your own analysis to write three sentences (that you could include in an analytical essay) explaining the context of the symbols towards the thematic elements of the story.

1. THE GREEN LIGHT

Three passages from the text that discuss the particular symbol provided (include page numbers). __________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________ Three words or phrases that best describe what the symbol could represent. 1. _________________________ 2. ____________________________ 3. _____________________________ Three sentences explaining the context of the symbols. __________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________

2. THE EYES of T.J. ECKLEBERG

Three passages from the text that discuss the particular symbol provided (include

page numbers).

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

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Three words or phrases that best describe what the symbol could represent.

1. _________________________ 2. ____________________________ 3. _____________________________

Three sentences explaining the context of the symbols.

_________________________________________________________________________________________________

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_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

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3. Choose a symbol in the novel that can possible represent a thematic element of

The Great Gatsby. (You don’t necessarily need to choose from the pictures below).

Three passages from the text that discuss the particular symbol provided (include

page numbers).

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

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Three words or phrases that best describe what the symbol could represent.

1. _________________________ 2. ____________________________ 3. _____________________________

Three sentences explaining the context of the symbols.

_________________________________________________________________________________________________

_________________________________________________________________________________________________

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Original Handout – Caleb Engler

The Great Gatsby Book Cover Analysis

On a separate sheet of paper, analyze the artist’s choices: color, lines, shading, font style/shape, inclusion of characters/scenes from the novel How does the artist employ these elements to make a meaningful book cover? What topics or themes from the novel are evoked by the artists work?

Adapted from Julia Haug

The Great Gatsby Book Cover Rubric

Your book cover... --will be on an 8 1/2” by 11” piece of paper. --must contain 3 topics/themes. These topics/themes must be significant to the novel, and must be clearly different from each other. --must contain an ORIGINAL symbolic illustration NOT seen in previous class work or in model book covers (do not simply imitate your “Big Brother is Watching You” posters). --all elements of cover (color/arrangement/visuals/text) must be carefully arranged, precise and neat, and must reflect an over-all design. --cover must reflect thinking, original insights, understanding of novel.

Adapted from Jennifer Troy

Rubric Modified from Eastiron.org

Gatsby Book Cover Name: _______________

4 3 2 1 0 Point(s) Earned

FRONT COVER: Artwork

The cover is creative, colorful, and vividly depicts the story through quality pictures and/or drawings. Title and author are both present.

The cover is creative and depicts the story. Some pictures or drawings aren’t as neat as they could be. Title and author are both present

The cover depicts the story. Pictures are low quality or aren’t put together neatly. Either title or author is missing.

The cover barely depicts the story or the pictures are messy or irrelevant. Either title or author is missing.

The cover does not relate to the story. Either title or author is missing.

_______

Content The cover contains three clear, substantial topics/themes from the novel.

The cover contains two clear, substantial topics/themes from the novel.

The cover has only one clear, substantial topic/theme from the novel.

The cover has one unclear topic/theme from the novel.

The cover does not relate to the topics/themes of the novel.

_______

WRITTEN REFLECTION

The reflection fully and thoughtfully explains the rationale behind all major decisions made for the project and specifically explains new understandings about the text.

The reflection explains the rationale behind most major decisions made for the project and explains new understandings about the text.

The reflection briefly touches on the rationale behind some creative decisions and new understandings.

The reflection shows below average effort and hardly addresses the rationale behind any creative decisions or new understandings.

The reflection shows unacceptable effort or is missing.

_______

TOTAL _____ /16

Adapted From: Mary S Dawson

THE GREAT GATSBY The Party

At the beginning of Chapter 4, Nick goes into more detail about the kind of people who attend Gatsby’s parties. We will be having our own Gatsby party the day after our exam, which means that each of you will need to take on the personality of a guest. When you come into class, you will not be any name on my roster—you will be your 1920s alter-ego, a fabulous guest at Gatsby’s fabulous party. You will speak, act, and react as your character for the entirety of the class period. The party will only be as fun as the guests—you are encouraged to bring any costume or prop that will help you transform into your character. You will be turning in a paper as well as giving yourself an introduction to the class. Your presentation must be a short PowerPoint, Prezi, presentation, slideshow or movie about your character. In it, you should provide us with the background of your character. Use pictures of yourself (can be photoshopped) to prove to us how prestigious or educated you are. Example: If you have a picture of yourself with a celebrity, tell us how you know him/her. If you have a picture of yourself in front of a famous place, talk to us about what business you were there on. If you don’t have either, you can use props to show us something from you’ve accomplished, like a 1st place ribbon you won or perhaps something a famous admirer bought you in an attempt to win your heart. Be creative! In your paper of your character description, you must provide the following information in complete sentences. The challenge is to be as creative while believably portraying the culture of Gatsby’s partygoers. Talk about your character in his/her voice. Have fun with this assignment, but remember that the point of this assignment is to prove that you understand the society and culture surrounding Gatsby and the 1920s! YOUR CHARACTER ANALYSIS MUST INCLUDE THE FOLLOWING:

• Your Name • Your Nickname • Sex • Age • How you know Gatsby • How you heard about the party • What you think about Gatsby/Gatsby rumor you believe • Education • Occupation • Status/Money • Marital Status

Adapted From: Mary S Dawson

• Hometown/Background • Hobbies • Ambitions • Fears • Friends

CONSIDER ALSO INCLUDING SOME OF THE FOLLOWING

• Favorite Food • Superstitions • Beliefs • Pets • Talents • Obsessions • Astrological Sign • Odd Mannerisms • Stories of experiences at past Gatsby parties • Thoughts on other guests

Six Traits Writing Rubric

Masquerade Project Rubric

6 Exemplary

5 Strong

4 Proficient

3 Developing

2 Emerging

1 Beginning

Ideas & Content main theme supporting

details

• Exceptionally clear, focused, engaging with relevant, strong supporting detail

• Clear, focused, interesting ideas with appropriate detail

• Evident main idea with some support which may be general or limited

• Main idea may be cloudy because supporting detail is too general or even off-topic

• Purpose and main idea may be unclear and cluttered by irrelevant detail

• Lacks central idea; development is minimal or non-existent

Organization structure introduction conclusion

• Effectively organized in logical and creative manner

• Creative and engaging intro and conclusion

• Strong order and structure

• Inviting intro and satisfying closure

•

Organization is appropriate, but conventional

• Attempt at introduction and conclusion

• Attempts at organization; may be a “list” of events

• Beginning and ending not developed

• Lack of structure; disorganized and hard to follow

• Missing or weak intro and conclusion

• Lack of coherence; confusing

• No identifiable introduction or conclusion

Voice personality sense of

audience

• Expressive, engaging, sincere

• Strong sense of audience

• Shows emotion: humour, honesty, suspense or life

• Appropriate to audience and purpose

• Writer behind the words comes through

• Evident commitment to topic

• Inconsistent or dull personality

• Voice may be inappropriate or non-existent

• Writing may seem mechanical

• Writing tends to be flat or stiff

• Little or no hint of writer behind words

• Writing is lifeless

• No hint of the writer

Word Choice precision effectivenes

s imagery

• Precise, carefully chosen

• Strong, fresh, vivid images

• Descriptive, broad range of words

• Word choice energizes writing

• Language is functional and appropriate

• Descriptions may be overdone at times

• Words may be correct but mundane

• No attempt at deliberate choice

•

Monotonous, often repetitious, sometimes inappropriate

• Limited range of words

• Some vocabulary misused

Sentence Fluency

• High degree of

• Easy flow and rhythm

• Generally in control

• Some awkward

• Often choppy

• Difficult to follow or

Six Traits Writing Rubric

rhythm, flow

variety

craftsmanship • Effective

variation in sentence patterns

• Good variety in length and structure

• Lack variety in length and structure

constructions

• Many similar patterns and beginnings

• Monotonous sentence patterns

• Frequent run-on sentences

read aloud • Disjointed,

confusing, rambling

Conventions age

appropriate, spelling, caps, punctuation, grammar

• Exceptionally strong control of standard conventions of writing

• Strong control of conventions; errors are few and minor

• Control of most writing conventions; occasional errors with high risks

• Limited control of conventions; frequent errors do not interfere with understanding

• Frequent significant errors may impede readability

• Numerous errors distract the reader and make the text difficult to read

Name: _____________________________________________________ Date: __________________

I. Match the following names to their description and their quotes. Any name can be used more

than once.

A. Nick Carraway B. Jay Gatsby C. Daisy Buchanan D. Tom Buchanan

E. Jordan Baker AB. Myrtle Wilson AC. George Wilson AD. Meyer Wolfshiem

1. This character’s voice is full of money.

2. This character has a cruel body and once played football.

3. This character supposedly rigged the 1919 World Series.

4. This character became ill upon finding out his/her spouse was having an affair.

5. This character killed Jay Gatsby.

6. This character killed Myrtle Wilson.

7. This character is a professional golfer.

8. This character drove the yellow car into town.

9. This character wishes his/her daughter to grow up to be a “beautiful little fool.”

10. Gatsby introduced this character as “the polo player” at his party.

11. This character did business with Gatsby.

12. This character cried upon seeing Gatsby’s shirts.

13. This character is Daisy’s cousin.

14. This character spent hours staring at a green light.

15. This character narrates the novel.

16. This character is the woman loved by Gatsby.

17. This character is a cruel and prejudiced brute.

18. This character is a vulgar and sensual mistress.

19. This character is a disillusioned gas station owner.

20. This character is a racketeer who uses molars for cufflinks.

II. Circle the best answer.

21. The narrator depicts Tom and Daisy as being

a. Destructive

b. Careless

c. Selfish

d. All of the above

22. Daisy married Tom Buchanan because

a. Gatsby was gone

b. She was flattered

c. She wanted a change in her life

d. All of the above

23. Gatsby throws huge parties because

a. He has lots of friends

b. He likes to spend money

c. He doesn’t like being alone

d. He hopes to find Daisy

24. All but who of the following attend Gatsby’s funeral?

a. Nick Carraway

b. Henry Gatz

c. Jordan Baker

d. The man with the owl-eyes glasses

25. Nick is distressed after Gatsby’s death because Gatsby’s friends are

a. Anguished

b. Oversentimental

c. Apathetic

d. Pleased

26. What advice of Nick’s father does Nick claim to live by?

a. “Whenever you feel like lying, remember that people always respect the truth more.”

b. “Whenever you feel like judging people remember that they in turn will judge you.”

c. “Whenever you feel like criticizing any one, just remember that all the people in the

world haven’t had the advantages you’ve had.”

d. “Whenever you feel like telling someone else’s secrets, just remember that they have no

reason to ever confide in you again.”

27. What was the owl-eyed man so excited about in Gatsby’s library?

a. He had found his lost spectacles.

b. He had just met an old friend.

c. All of Gatsby’s books were real.

d. Gatsby had over 5,000 books.

28. What do Nick, Jordan, Daisy, Tom, and Gatsby all have in common?

a. They are all originally from West of the Mississippi River

b. They are all coping with the loss of relatives in WWI

c. They are all trying to break into the upper class world

d. They are all careless

29. What is the importance of the heat when Daisy, Tom, Jordan, Nick and Gatsby go to New York?

a. It reminds Daisy that she was married in the summer.

b. It represents the rising tension between the characters.

c. Had it not been hot, they would have not gone to the hotel.

d. It’s not important at all.

30. The neighborhood that represents breeding, aristocracy, and careless living with no consequences

is

a. West Egg

b. East Egg

c. New York City

d. The Valley of Ashes

31. Which of these is NOT symbolized by the green light?

a. Money

b. The American Dream

c. Nature

d. Optimism

32. Why does Nick think that Gatsby may be disappointed with Daisy after their first meeting at

Gatsby’s house?

a. She married Tom instead of marrying Gatsby because Tom had more money.

b. She does not love Gatsby anymore.

c. Daisy could not possibly live up to the dreams that Gatsby had about her.

d. She is unimpressed by the picture of Dan Cody and Gatsby on the yacht.

33. How does Gatsby dress for his first meeting with Daisy?

a. In white, silver, and gold.

b. In a pure white tuxedo with a daisy in the lapel.

c. In a pink suit.

d. Black slacks, white shirt, and white jacket.

34. Kilspringer, the man that lived in Gatsby’s house for most of the summer, said what on the phone

to Nick after Gatsby’s death:

a. “I rang to let you know I won’t be able to make it down for the funeral on account of a

golf game.”

b. “I called about the funeral. I wouldn’t miss it for the world, Nick, not the world. Will it

be on Monday?”

c. “What I called up about was a pair of shoes I left there. I wonder if it’d be too much

trouble to have the butler send them on.”

d. “I was calling, you see, because I believe Gatsby left me some money. Has the will been

published out yet?”

35. What were the last words said at the cemetery following Gatsby’s funeral?

a. “ashes to ashes. . .”

b. “He will be missed.”

c. “A man of the elations of men.”

d. “The poor son-of-a-bitch.”

II. Use the box below to identify the speaker of the quote. Any name may be used more than once.

"Let us show our friendship for a man when he is alive and not after he is dead "

_____36. Who said this?

_____37. To whom is the person speaking?

_____38. Of whom is the person speaking?

"They're a rotten crowd. You're worth the whole damn bunch put together."

_____39. Who said this?

_____40. To whom is the person talking?

_____41. Which two people is this statement directed at most?

"She never loved you, do you hear?"

_____42. Who is the speaker?

_____43. About whom is the person speaking?


"He was crazy enough to kill me if I hadn't told him the truth."




"He wants to know if you will invite Daisy to your house some afternoon and then let him come

over for tea."




A. Daisy Buchanan D. Jordan Baker BC. George Wilson

B. Nick Carraway E. Jay Gatsby CD. Myrtle Wilson

C. Tom Buchanan AB. Meyer Wolfsheim

IV. Answer in a paragraph (4-10 sentences). Pick two.

A. “Gatsby’s death, like his life, is the product of an illusion.”

Explain this statement using evidence from The Great Gatsby.

B. “Then wear the gold hat, if that will move her;

If you can bounce high, bounce for her too,

Till she cry “Lover, gold-hatted, high-bouncing lover,

I must have you!” -Thomas Parke D’Invilliers

Why do you think Fitzgerald includes the following quote on the front title page of the book?

C. Why is the book titled The Great Gatsby (Short answer)

D. Nick decides to allow Gatsby to continue to “[clutch] at some last hope” that Daisy might leave

Tom for Gatsby. Discuss whether or not Nick should have tried to stop Gatsby from holding on

to this expectation. Use specific examples from the text to support your opinion. Avoid plot

summary.

E. Nick Carraway’s father advised him: “Whenever you feel like criticizing anyone, just remember

that all the people in this world haven’t had the advantages that you’ve had.” How is this

relative to the theme or other characters in the novel?

V. Essay. Pick one prompt to write a 3-7 paragraph essay.

A. “Love is the state in which man sees things most widely different from what they are. The

force of illusion reaches its zenith here, as likewise the sweetening and transfiguring power.

When a man is in love he endures more than at other times; he submits to everything.”

--Nietzsche

In a well-developed essay, discuss the significance of this quote by Nietzsche. Use evidence

from The Great Gatsby to support your discussion. Avoid plot summary.

B. A character’s attempt to recapture or to reject the past is important in many works of literature.

Using The Great Gatsby as your source, select a character and discuss how that character views

the past with such feelings as reverence, bitterness, or longing. Show with clear evidence from

the work how the character’s view of the past is used to develop a theme in the work.

C. Many plays and novels use contrasting places (for example, two countries, two cities or towns,

two house, or the land and the sea) to represent opposing forces or ideas that are central to the

meaning of the work. Using The Great Gatsby as your source, write an essay explaining how the

places differ, what each place represents and how their contrast contributes to the meaning of the

work.

D. Choose three symbols from the novel and describe their significance and how they relate to the

major themes found throughout the text.

* Adapted from Mary S. Dawson and Stephanie Hardwick’s The Great Gatsby Summative Tests

Insufficient:

F (1)

Hardly Sufficient:

D (2)

Partially Sufficient:

C (3)

Sufficient:

B (4)

Exemplary:

A (5)

❒Student offers no answer

or thesis

❒The student provides no

evidence or

examples/uses evidence

to contradict their thesis

❒ The student’s writing

shows no basic writing

skills

❒The student offers an

answer or thesis

❒The student fails to offer

good examples

❒The student’s writing shows

a lack of basic writing skills


acceptable answer or thesis

❒The student supports the

answer or thesis with

accurate evidence

❒The student’s writing

shows some knowledge of

basic writing skills

❒The student offers a

reasonable answer or thesis



accurate and relevant

evidence

❒The student’s writing shows

knowledge of basic skills


interesting answer or

thesis



accurate, relevant, and

specific evidence

❒The student’s writing

shows a mastery of at

least basic skills

A (15-13)

B (12-10)

C (9-8)

D (7-6)

F (5-3)

unit map lizzie buckley, kyle connealy, caleb engler...

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