THE GREAT GATSBY: ANTICIPATORY LESSONS
F. Scott Fitzgerald was an EXTREMELY gifted writer, as proven by his continued popularity. His use of symbolism is some of literatrue's best. One major symbol in the book is a green lantern that Gatsby can see across the bay. This lantern is a part of Daisy and Tom‟s house, and with every longing look that Gatsby gives to the lantern, at times with his arms extended, it becomes a symbol of his devotion and desire to have Daisy back and all that she represents; this is Gatsby's American Dream.
Dreams, goals, plans: every one has them. These dreams are products of upbringing, background, history, place, personality, and experiences. but, the American Dream has changed over the years. What the first immigrants envisioned no longer holds true for modern day Americans. But the basic goals still remain—love, happiness, success, freedom—these constitute the lasting American Dream.
ASSIGNMENT:
Students will read the New York Times article, "The Continued Popularity of The Great Gatsby," and answer the reading comprehension questions.
Students will fill out a Making Connections Graphic Organizer (follow link below) in relation to the article.
Making Connections Graphic Organizer
Dreams, goals, plans: every one has them. These dreams are products of upbringing, background, history, place, personality, and experiences. but, the American Dream has changed over the years. What the first immigrants envisioned no longer holds true for modern day Americans. But the basic goals still remain—love, happiness, success, freedom—these constitute the lasting American Dream.
ASSIGNMENT:
Students will read the New York Times article, "The Continued Popularity of The Great Gatsby," and answer the reading comprehension questions.
Students will fill out a Making Connections Graphic Organizer (follow link below) in relation to the article.
Making Connections Graphic Organizer
Teacher and class will discuss 'the American dream' using the article, the Making Connections Graphic Organizer, and the following questions:
Think about what the expression ‘the American dream’ means to you? Can you think of any examples, whether from your own life, or from books you have read, or movies you have seen, about someone pursuing the American dream? What was your parents' or grandparents' American Dream? What is your American Dream? Discuss in class.
Students will create a visual representation of their American Dreams/green lanterns but are limited to choosing only two dreams, or Green Lanterns. Choose carefully, after conducting some research on symbolism, create a symbol for each of your dreams and write answers to the following questions on a separate sheet of paper.
What two ideas did you choose for your American Dream and why? Be specific; in other words, what about these ideas appeal to you?
Because you were limited to choosing only two dreams, what did you leave out and why? Be specific.
For your symbols, you can draw them, cut them out from magazines, use clip art, or a combination of any of these. Bring them to the next class meeting to create a group collage.
Think about what the expression ‘the American dream’ means to you? Can you think of any examples, whether from your own life, or from books you have read, or movies you have seen, about someone pursuing the American dream? What was your parents' or grandparents' American Dream? What is your American Dream? Discuss in class.
Students will create a visual representation of their American Dreams/green lanterns but are limited to choosing only two dreams, or Green Lanterns. Choose carefully, after conducting some research on symbolism, create a symbol for each of your dreams and write answers to the following questions on a separate sheet of paper.
What two ideas did you choose for your American Dream and why? Be specific; in other words, what about these ideas appeal to you?
Because you were limited to choosing only two dreams, what did you leave out and why? Be specific.
For your symbols, you can draw them, cut them out from magazines, use clip art, or a combination of any of these. Bring them to the next class meeting to create a group collage.
COMMON CORE STANDARDS
R.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
R.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
R.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed).
R.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
R.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
R.11-12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
R.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.
RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
R.11-12.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 6 RI.11-12. R.11-12.Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
R.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
R.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed).
R.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
R.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
R.11-12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
R.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.
RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
R.11-12.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 6 RI.11-12. R.11-12.Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.