Conceptual Unit Design The Great Gatsby

By Tracy M. Radsvick
GRAND VALLEY STATE UNIVERSTIY ENG 311: Professor Robert Rozema 12/6/2012

Day One: The American Dream and Introduction to Fitzgeralds 1920s

Overview of Procedures: Students will be assigned the novel reading assignment and a timeline of the 1920s will be handed out for students to get a general understanding of the novel.

Goals / Objectives:
Students will gain knowledge of context of the novel. Students will understand what they will be responsible for reading in the next two weeks. Students will be introduced to the author and who he was as a person to gain perspective on what they are about to be reading.

Materials / Resources:

PBS online timeline of Fitzgeralds life and handout on 1920s. Copies of The Great Gatsby for each student. Vocab and response sheet to be filled out for reading. Thematic Essay Assignment sheet. Write on Board: That was always my experience a poor boy in a rich town; a poor boy
in a rich boy's school; a poor boy in a rich man's club at Princeton.... However, I have never been able to forgive the rich for being rich, and it has colored my entire life and works." F. Scott Fitzgerald: A Life in Letters, ed. Matthew J. Bruccoli. New York: Scribners, 1994. pg. 352.

Intro to Gatsbys life clip

Activities /Procedures:
1) Show the 10 min clip on Fitzgerald. Briefly go over Fitzgeralds timeline after asking students if they knew who Fitzgerald was. (10-15 mins) 2) Write American Dream on whiteboard and ask students what they think it means. (15 - 20 mins) 3) Hand out Theme Essay assignment sheet, books, vocab sheet and timeline for 1920s. Read over assignment sheet, explain vocab is to be handed in next day and to be done the night before but the response is to be done in the beginning of class for the following day. Answer questions. (20 - 30 mins) 4) If time, allow students to copy the first vocab list (already written on whiteboard before class) to lesson homework load for that night. (5-10 mins) Accommodations / Scaffolding:

Plan to assist students who do not have computers or dictionaries at home with vocab. Also, the essay assignment sheet has been designed for a student with ADHD in mind, since it is helpful for a student with ADHD to have a large assignment broken down into fundamental, smaller pieces, so there is a schedule. Assessment: Responses to idea of The American Dream ideal. I will make sure to call on as many students as possible to make sure their voices are heard and appreciated.

Day Two: Point of View and A Look Into the Jazz Age
Overview of Procedures: We will look into and compare different Jazz music from the time period, and discuss why the point of view is from, after doing a freewrite response. Will also look at opening scene from Francis Ford Coppolas 1974 film version of The Great Gatsby.

Goals / Objectives:
Students will understand point of view and the reason in this novel. Students will begin to understand the changes in society between the early and mid to late 1920s. Students will get closer to the narrator.

Materials / Resources:
As suggested on the National Endowment for Arts website, use two different youtube clips (preferably with pictures) of Louis Armstrong in King Olivers West End Blues from 1923 and Louis Armstrongs Sugar Foot Stomp from 1925. Vocab list for Chapter Two for homework for next day.

Activities /Procedures:
1) First off, we will do a free-write of response to first chapter. Ask what students think about the narrator, why does he say after leaving the Buchanans house, I was confused and a little disgusted as I drove away? Didnt he like Daisy and Jordan? (15 mins) 2) Discuss what was written in free-writes. Then ask: What does Nick mean when hes talking about Nick and his mistress that his sturdy physical egotism no longer nourished his preemptory heart? What kind of person is Tom? (15 20 mins) 3) Have students listen to part of West End Blues and Sugar Foot Stomp. Notice any difference? (10 mins) 4) Watch intro scene from the 1974 film adaptation. Then ask, is it different? How is Nick depicted? (15 mins)

Accommodations / Scaffolding:
If a gifted student finds it too easy with the vocab, give them extra credit for finding other words they dont know in the book or for writing down synonyms with definition. For a student with reading problems, again, help them with any extra vocabulary definitions.

Assessment:
The free writes and discussion response, and I will know by how much I have written on the board and pay attention to the students faces to see if they recognize that the music is faster paced in the second clipping.

Day Three: Social Class and Symbolism

Overview of Procedures: We will look into and discuss the overarching theme of social class in the novel by analyzing different symbolic meanings brought up in the Chapter Two.

Goals / Objectives:
Students will develop a perspective to analyze and critique Fitzgeralds portrayal of social class. Students will begin to understand and look for symbolism in the book: The valley of ashes, West Egg and East Egg, and the Eyes of Dr. TJ Eckleberg. Students will question the meaning of class and the see the arbitrary class divisions in society.

Materials / Resources:
Vocab list for Chapter three for homework.

Activities /Procedures:
1) Begin class with a free-write, asking students to reflect on descriptions in the second chapter they found interesting, or just the general feeling/idea they got from Chapter 2, or ask What do you think about Tom? How does he treat Myrtle? Is Tom a good person? (15 mins) 2) Just as students are wrapping up, write on the board West Egg, East Egg, The Valley of Ashes and The Eyes of TJ Eckleberg. Ask students what they noticed about these things (descriptions, feelings, emotions) (25 mins) 3) Draw a dividing line between the descriptions and ask which characters are associated with each part. (10 mins) 4) Read out loud the Valley of Ashes description. Ask students Why Nick likes it and refer to timeline they received two days ago. Does it reflect anything that happened? Remind students that vocab is due tomorrow and to read Chapter 3. (10 mins)

Accommodations / Scaffolding:
Speak with any students having problems with the reading. Possibly allow students with ADHD to take a break during part of the writing response. For ESL students, ensure that they have help with extra vocabulary.

Assessment:
Freewrite and vocab sheet from previous chapter, general discussion response. I will write down and make note of students names who have participated during

discussion, and write down names of students who have not so to make sure to call on them.

Day Four: Narrative Point of View and Figurative Language

Overview of Procedures: Begin class with a free-write, discuss first person, and analyze the narrator. Today will be original meet up with Literature Group for first time.

Goals / Objectives:
Students will understand the purpose of first person limited and question perspective of first person. Students will begin to understand and take a closer look at Fitzgeralds writing style.

Materials / Resources:
Vocab and response sheet. Coherent definitions of First Person Limited and Figurative Language.

Activities /Procedures: 1) Have students begin with usual free-write activity. But first read pg 50 text that
begins with It understood you just as far as you wanted to be understood Nicks response to Gatsbys understanding smile. What do they think about Nick Carraway? Is he exposing more of himself? How does he feel about Gatsby? (20 mins) 2) Write definition of First Person Limited point of view on board. Ask students their responses to the freewrite prompt. Then ask: Do you believe Nick when he says at the end of the Chapter, I am one of the few honest people I know. Whats the evidence? (25 mins) 3) Have students get together with their assigned reading group. On a piece of paper, have students write examples of figurative language as a group and hand in. Remind students to read Chapter Four. Hand out vocab sheets. (15 mins)

Accommodations / Scaffolding:
Definitions made available for students who have not learned this information previously.

Assessment:
Free-write, response to discussion, and paper in the end with group contribution.

Day Five: Prohibition and Gatsbys Green Light

Overview of Procedures: Begin class with handout on prohibition and discuss, then do a free-write on the Green light at the end of the dock and discuss meaning.

Goals / Objectives:
Students will begin to understand the protagonist of the story, Jay Gatsby. Students will further understand the context of the novel in the 1920s. Students will start to think of the American Dream theme and how it relates to them.

Materials / Resources:
Prohibition handout from National Endowment of the Arts. Vocab and response sheet for Chapter Four.

Activities /Procedures: 1) Start out class by handing out Prohibition handout and read outloud to class. Ask, how does this relate to the novel? Why do the Buchanans have a problem with the nouveau riche? (20 min) 2) Ask students to write their impression of Gatsby. What does the green light represent? Or write about what they think about the relationship with Gatsby and Daisy or Jordan Baker and Nick Carraway. (15 mins). 3) Discuss with students the supposed meaning of Gatsbys Green light. Ask them what their green lights could be (or are)? What does Nick mean when he thinks with Jordan Baker There are only the pursued, the pursuing, the busy and the tired? (15 mins) 4) Hand out vocab and response sheet, remind students that they need to read two chapters over the weekend (Chapter five and six) (5 mins) Accommodations / Scaffolding: If a student is having a really hard time keeping up with vocab, assist them. Assign a found poem for extra credit in case a gifted student is bored. Assessment: Free write response, and discussion.

Day Six: Chapter Five and Six Love vs. Infatuation, Character Relationships
Overview of Procedures: Free-write a reflection on the reading to begin class, and discuss Gatsby and Daisys relationship. Then, students will get together in their Literature Groups and begin to fill out a character chart together. This will start them to pick apart statements, appearances, and descriptions of the characters.

Goals / Objectives:
Students will begin to highlight text from the novel they find interesting for character development. Students will recognize the theme of Friendship and/or Love in the novel. Students will deconstruct character representations.

Materials / Resources:
The Great Gatsby Major Character Chart handout. Vocabulary list and response sheet.

Activities /Procedures:
1) Begin class with the free-write. Ask students about what they think about the relationships in the novel. Do Gatsby and Daisy really love each other? Does Tom love Daisy? (15 mins) 2) Have students get into Literature Groups and disperse the Character Chart. Ask them to fill it out. Go around classroom to inspect progress. (30 mins) 3) Discuss the findings as a whole class. What is most interesting? What is the most meaningful relationship? Who are the good characters? Wrap up by handing out vocab and response sheet for chapter seven. (15 mins)

Accommodations / Scaffolding:
For groups having trouble coming up with examples, provide some more by providing a basic summary explanation as well. For a student with emotional impairment, have them consider a different part of these chapters besides the relationship or romance between Daisy and Gatsby. Perhaps have them analyze the part settings, or describe what Gatsby looks like.

Assessment:
Check to see if the character sheets have been completed after period has ended. During literature groups, use literature circles sheet to determine what students are contributing. General discussion and response from free write.

Day Seven: Reenacting A Scene (Dramatic Improv)

Overview of Procedures: Students will get into their Literature Groups and be asked to talk about dramatic scenes and will be asked to reenact them. Goals / Objectives: Students will become more intimately connected to characters by taking on the role of a character. Students will get to practice a sort of kinesthetic role-playing, theatre type of learning.

Materials / Resources: Vocabulary list for Chapter 8. Suggest/format from Discovery Education lesson plan.

Activities /Procedures: 1) Students will get into their literature groups and be given the choice of four different roles to reenact. (5 mins) Assign students to: 1. 2. 3. 4. Dinner party at the McKees. The fight at the hotel (for two groups). Gatsby and Daisys reunion. Opening scene.

2) Tell students to highlight all the dialogue parts from the particular scenes. Write on the board for them to think about Tone, Pitch, and Time: Slow delivery versus quick delivery when thinking about reading out loud ( 25-30 mins) 3) Have students present the entire scenes or parts, whichever they have accomplished and found. Hand out vocab papers while performing. Remind to read Chapter 8 as they exit. (30 mins) Accomodations / Scaffolding: For shy students, let them just help find lines for the scenes. If entire group is shy, let them read from seats instead of front of class. Assessment: Performance.

Day Eight: Plot Development

Overview of Procedures: Have students write about parts of the story in preset groups marking different parts of the story on a piece of paper, then class discussion. Goals / Objectives: Students will learn about parts of a novel and deconstruct the story. Students will be enticed to think about the ending of the novel. Students will understand major components of the plot and gain insight to literary motifs.

Materials / Resources: Handout for plot based on Teachers Web Parts of a Novel (McGregor).

Activities /Procedures: 1) Begin class with a free-write, asking how do you feel about what happened? Can you relate to Nick at all? Which character would you want to be? (15 mins) 2) Tell students to get into their literature groups and give them the question sheet/ handout for plot. Allow them time to answer the questions together. (25 mins) 3) Ask students for answers, write on board. Discuss. Ask them what they think is going to happen next (tell students who have read it already NOT to give up the ending). What does it mean? Were they surprised Gatsby died? (20 mins) 4) If time, read excerpt from book A new world, material without being real, where poor ghosts.. (165). What do they think? A quick foreshadowing? Then let them know to read the ending and hand out last vocab sheet (5-10 mins) Accomodations / Scaffolding: Describe more about parts of the novel for students who dont understand. Assessment: Discussion participation, free write response, and the plot question sheet.

Day Nine: Themes, Motifs, and Alternate Endings

Overview of Procedures: Students will discuss the ending, how they ultimately feel about characters, and bring up the literary motifs. Then, alternate endings will be imagined in freewrite. Goals / Objectives: Students will consider the moral of the story. Students will get to be creative to imagine an end of a story. Students will decide major theme they will write about in their essays.

Materials / Resources: Final vocab sheets. Gatsby Gets Murdered movie clip.

Activities /Procedures: 1) Begin with reading out loud pg 184: They were careless people, Tom and Daisythey smashed up things and creatures and then retreated back into their money or their vast carelessness, or whatever it was that kept them together What is Fitzgerald saying about those characters? Is he saying it about rich people? If not, why? (10 mins) 2) Then read Meyer Wolfsheims part on pg 176: Let us learn to show our friendship for a man when he is alive and not after he is dead. What does it mean? What does this and Gatsbys old SCHEDULE his father found say about him? What does all of this say about class? What is the meaning of class to Nick Carraway? (15 mins) 3) Ask students to do a free write about how they feel about the ending, and to write an alternate ending. (15 mins) 4) Show the ending clip Gatsby Gets Murdered (5 mins) 5) Remind students to bring in an outline draft to work on free essay writing day tomorrow. (5 mins)

Accomodations / Scaffolding: For an ESL student, suggest they watch the entire film. Assessment: Vocab sheets handed in with free write and the discussion.

Day Ten: Working on Thematic Essays

Overview of Procedures: Students will get all of their homework, free writes and vocab sheets handed back and will be given time to work on their essays. Goals / Objectives: Students will see use of reflection and homework by making use of them to write essays.

Materials / Resources: All work done so far to pass back.

Activities /Procedures: 1) Tell students to get out their outline and to start working on separate sheet while you hand back work and mark off that they have their outline in the grade book. Assist students who need help, ask each student for their topic. (55 mins) 2) Tell students to wrap up and that their work is due on Monday. (5 mins)

Accomodations / Scaffolding: Spend more time with students who need help with writing. Make quotation suggestions. Assessment: Check for outline and topic.
i General format idea courtesy of National Endowments for the Arts Lesson

Plan for The Great Gatsby Outline